CSC HS Syllabus 07sept2020

REPUBLIC OF CAMEROON
PEACE – WORK – FATHERLAND

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MINISTRY OF SECONDARY EDUCATION
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INSPECTORATE GENERAL OF EDUCATION
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INSPECTORATE OF PEDAGOGY IN CHARGE OF THE TEACHING OF COMPUTER SCIENCE
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August 2020
Observe the environment and choose better study options for a fulfilling life
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TABLE OF CONTENT
1. GENERAL INFORMATION 5
1.1INTRODUCTION ................................................................................................................................................................................................................. 5
1.2 SECOND CYCLE LEARNER PROFILE ................................................................................................................................................................................ 5
1.3 LEARNING DOMAIN AND CORRESPONDING DISCIPLINES ............................................................................................................................................... 6
1.4 THE PLACE OF COMPUTER SCIENCE IN THE CURRICULUM AND ITS CONTRIBUTION TO THE LEARNING AREAS ........................................................... 6
1.5 CONTRIBUTION OF SYLLABUS TO LIFE SITUATIONS ...................................................................................................................................................... 6
1.6 FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS ................................................................................................................................................ 7
1.7 COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR EACH CLASS ......................................................................................................... 8
1.8 PRESENTATION OF THE MODULES .................................................................................................................................................................................. 8
1.9 STRUCTURE OF MODULES ............................................................................................................................................................................................ 10
2.0 SCOPE AND SEQUENCE OF HIGH SCHOOL COMPUTER SCIENCE SYLLABUS 11
2.1 MODULE 1: COMPUTER APPLICATIONS AND SOCIO-ECONOMIC IMPLICATIONS 11
2.1.1PRESENTATION OF MODULE 11
2.1.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 11

2.1.3 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN ........................................................................................................................................... 11
2.1.4 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE .................................................................................... 11
2.2 MODULE 2: SOFTWARE 16

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2.2.1 PRESENTATION OF THE MODULE 16
2.2.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .................................................................................. 16

2.2.3 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN ...................................................................................................................... 16
2.3 MODULE 3: COMPUTER NETWORKS, DATA COMMUNICATIONS AND SECURITY 23

2.4 MODULE 4: DATA STRUCTURES AND ALGORITHMS 28

2.5 MODULE 5: PROGRAMMING 32
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2.5.1 PRESENTATION OF THE MODULE …………………………………………………………………………………………..…..32
2.5.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT………………………………………………………………………………………………………….32

2.6 MODULE 6: SOFTWARE DEVELOPMENT 37

2.7 MODULE 7: COMPUTER SCIENCE PROJECT 40

2.8 MODULE 8: COMPUTER ORGANIZATION AND ARCHITECTURE 47
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2.9 MODULE 9: INFORMATION SYSTEMS 52

2.10 MODULE 10: DATABASE SYSTEMS 55
2.10.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT ............................................................................................................ 55

2.10.3 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN.......................................................................................................................................... 55
2.10 4 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE .................................................................................. 55
2.11 MODULE 11: SOFTWARE DEVELOPMENT II 60
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2.11.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT ............................................................................................................ 60

2.11.3 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN.......................................................................................................................................... 60
2.11.4 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE .................................................................................. 60
APPENDIX 65
MINI PROJECTS (36Hours) .................................................................................................................................................................................................. 65
3.0 CONCLUSION 72
4.0 ACKNOWLEDGMENTS 72
5.0 REFERENCES 72
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1. GENERAL INFORMATION
1.1 INTRODUCTION
Computer Science is a global driving force in technological development, and it has the power to improve and accelerate development in every other field. Its impact is
all-encompassing from predicting climate changes, seasons, human behaviour, to powering the current Information and Communication Technologies that have made
all nations of the world operate like one big village. Computer science creates solutions and applications that address societal issues like poverty, unemployment,
insecurity, and food insecurity. Computer science is central in the development of every nation on the planet. In Cameroon, the vision 2035 has at its core the
sustainable development of a digital economy with computer science as the driving discipline.
Computer Science is concerned with how computers and computer systems work, and how they are designed and programmed. It involves the study of principles and
practices that trigger an understanding and modelling of computation, and of their application in the development of computer systems. This high school teaching
syllabus in Computer Science is designed to equip learners with necessary skills and experience to apply algorithmic and computational thinking practices to solve
problems. With a unique focus on creative problem-solving techniques, and ethical use of computer, the course offers to learners a broad range of competencies,
individual skills, and motivation, which are essential to a successful working life. This syllabus is expected to provide learners with the opportunity to gain Cameroon
national qualifications in Computer Science. Learners acquire knowledge and understanding of the academic aspects of Computer Science through theory lessons,
practical applications, and teamwork. Many hands-on tasks have been suggested so that the learners can practice what they learn. It is hoped that teachers will follow
the suggestions in this syllabus and provide opportunities for learners to explore and discover more in a computing environment.
Prerequisites to taking this Computer Science course are given in the General Certificate of Education Examination syllabus and restated in the Teachers Guide
that accompanies this teaching syllabus. The concepts used for the column headings to elaborate the modules in this syllabus are contextual and non-standard, and so
describing them are significant and required for the common understanding of its users. In this regard, subject to expected future revisions, the explanations in the
accompanying Teachers Guide for this teaching syllabus is an authoritative source for the correct interpretation and application of the modules in this document.
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1.2 SECOND CYCLE LEAVER PROFILE
In this information age, the necessity to develop and adapt tools that facilitate the processing and dissemination of information is imperative. Learners in high
school offering computer science should, at the end of their studies, develop skills that will let them develop computer systems that address problems in their
communities. Specifically, the learners will use the skills learnt to:
• Develop computer software;
• Design relationaldatabases;
• Setup and configure data and communication networks;
• Run projects successfully;
• Propose IT solutions to tackle real-life issues;
• Develop websites and other digital contents;
• Assure the quality of developed software;
• Analyse computer system architectures.
1.3 COMPUTER SCIENCE, LEARNING AND THE CURRICULUM

Though Computer science is a subject, it is in a wider perspective seen as a tool that enables and facilitates learning in other subjects across the curriculum. It
builds in the learner analytical and critical thinking skills which are needed in other learning areas or domains of life. Also, the learner’s ability to manipulate modern
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technology will facilitate research and access to information to enforce their learning of other subject areas and domains. Consequently, Computer Science is open to
students in the Arts, Humanities and Science.
1.5 CONTRIBUTION OF SYLLABUS TO LIFE SITUATIONS

Information technology crosscuts into all domains of life as shown in the table below.
Table 1: Summary of Syllabus Contributions to Life Situations
LIFE SITUATION CONTRIBUTION

Study and appraise business correspondence.
Prepare home budgets.
Manage domestic chores.
Social and family life
Manipulate electronic devices.
Communicate and disseminate information.
Develop IT systems for home use.
Develop and manage business database systems.
Develop business computer systems.
Make rational use and management of resources and services.
Business Decision-making.
Project planning implementation and evaluation.
Digital services.
Entrepreneurship.
Protect nature.
Develop and manage specialised applications databases.
Environment, Health, and Well-being
Practice e-healthcare including telemedicine.
Environmental protection.
Use computer resources purposefully.
Citizenship Manage privacy and intellectual property.
Protect individual, public and communal properties.
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LIFE SITUATION CONTRIBUTION
Media and Communication
Facilitate communication through multimedia resources.
Set up and manage computer networks.
Manipulate communication devices.
1.6 FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS

The successful acquisition and use of computing and ICT systems generally may go through 5 stages which represent what you need to go through in order ??to
qualify as being able to efficiently use an Information System. These stages have been coined here, into 11 modules. The paradigm behind the development of each of
the 11 modules is as follows:
1. Understanding and using computer components responsibly (Module 1).
2. Understanding operating systems (Module 2).
3. Implementing and configuring secure networks (Module 3).
4. Designing solutions to problems using algorithmic tools (Module 4).
5. Translating algorithms into programs (Module 5).
6. Applying phases that guide software development (Module 6).
7. Computer science projects (Module 7).
8. Understanding and analysing computer architectures (Module 5).
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9. Designing and exploiting information systems (Module 9).
10. Designing and exploiting database systems (Module 10).
11. Exploiting project management and software development phases (Module 11).
These modules should adequately prepare the learner to demonstrate competencies in solving real life situations that make use of IT and Computer Science solutions.
1.7 THE MODULES
Table 2: Comprehensive Table Showing the Modules Taught in each Class
DURATION
CLASS MODULES
(H)
Module 1:COMPUTER APPLICATIONS AND SOCIO- 17

ECONOMIC IMPLICATIONS
Module II: SOFTWARE 42

LOWER SIXTH
Module III: COMPUTER NETWORKS, DATA 40
COMMUNICATIONS AND SECURITY
Module IV: DATA STRUCTURES AND ALGORITHMS 31

Module V: PROGRAMMING 41
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Module VI: SOFTWARE DEVELOPMENT I 20
Module VII: COMPUTER SCIENCE PROJECT 33
Module VIII: COMPUTER ORGANIZATION AND 40
ARCHITECTURE
UPPER SIXTH
Module IX: INFORMATION SYSTEMS 16
Module X: DATABASE SYSTEMS 44

Module XI: SOFTWARE DEVELOPMENT II 56
LOWER & UPPER 36
MINI PROJECTS
SIXTH
TOTAL 416
The total learning time for all the modules on the High School Computer Science two-yearsyllabus is 416 periods with 224 periods for use in Lower Sixth (First Year) and
192 periods for used in Upper Sixth (Second Year).A period has a duration of 50 to 60 minutes as may be scheduled on the timetable. The total time spent in
each module, depends on the content and nature of lessons in that module. However, an average of 8 periods is attributed to the teaching of Computer
Science per week in which 4 periods are for theory and another 4 periods for practical tasks in the lab.
A period is an average of fifty minutes). The time spent in each module, depends on the content and nature of the lessons in that module. However, a minimum of 8
periods is the total learning time per week in schools.
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1.8 PRESENTATION OF THE MODULES
Each module has an introduction and a table.
The introduction presents the module and the real-life situations used to demonstrate competencies.
The table has three main columns which are subdivided into a total of nine subcolumns:
o The contextual framework embodies the families of situations and some examples of real-life situations where the knowledge and skills (competencies) can
be applied. Teachers are expected to come out with more real-life situations within their environment.
o The Competencies (competent actions) is divided into categories of actions and examples of actions: These are groups of some actions which are related to
the mastery of the competencies expected for the module.
o The Resources have the core knowledge which gives all the sets of cognitive and affective resources which the learner needs to mobilise to successfully
treat a family of situations. It is divided into four components: The Computer Science notions, the skills or know-how, attitudes to be disposed or to be
acquired as well as other material resources necessary for the acquisition of these competencies.
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2.0 SCOPE AND SEQUENCE OF HIGH SCHOOL COMPUTER SCIENCE SYLLABUS
2.1 MODULE 1: COMPUTER APPLICATIONS AND SOCIO-ECONOMIC IMPLICATIONS
2.1.1PRESENTATION OF MODULE
Duration: 17hours
This module introduces learners to what a computer system looks like and prepares them to demonstrate competences in identifying, selecting and using hardware and
other digital resources. It also guides the learner on responsible use of computer systems and gives them an understanding of the socio-economic implications of
computer systems.
2.1.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENTS

This module enables the learner to understand what the computing system looks like and how it works for the learner to use responsibly digital resources and be
productive in the economic, Social and Family, and Media and communication life domains.
2.1.3 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

The module should lead the learner to explore hardware devices and act responsibly when using digital resources.
2.1.4 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module would enable the learner to:
• Manipulate hardware devices,
• Use communication and collaboration tools,
• Identify privacy related issues when using computer system.
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CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCE
Duration(
Family of life Examples of real Categories of in
Examples of Actions Core knowledge Skills Attitudes Didactic Material
situations life situations Actions period(s)
)
• Buying a • Describe types of • Input devices; • Compare characteristics: size,
computer computers; • Processing processing capabilities, price. of
• Identify input & output devices; computers;
• Choosing devices; • Output devices; • Connect correctly input, processing Printer, camera,
software • Describe how a • Storage devices; and output devices; keyboard, mouse,
Description of computer system • Peripheral devices. • Power a computer (soft and warm processor, chips,
Computer system functions booting); Innovative and smart phones,
5H
• Choosing • Manipulate input and • Transfer data/information to creative spirit scanner, monitor,
hardware output devices. peripheral devices; video projector,
• transfer data/information from hard disk, USB
• Assembling a Peripheral devices; key, .
computer • Enter information into computer
system;
• Print a document.
• Connecting input • Describe Communication • Select suitable communication &
Computer and output communication & devices (PC, collaboration tool for a given
devices to system collaboration tools; Smart Phones, situation; Team spirit
Applications
unit • Exploit communication digital cameras) • Setup a learning environment using
& collaboration tools; communication and collaboration Communication
• Exploit social media tools; Skills Billing machines
• Enter data with platforms; • Share information/data over a Digital cameras
the keyboard • Compare manual and network;
Utilisation of digital Critical thinking Smart phones
resources automated systems • Participate in learning using; PCs
• Draw diagrams communication and collaboration 3H
with the mouse reasoning, Computer
tools; prediction, Internet
• Communicate, Collaborate and inference, Mobile or Fixed
Share resources using social media
• Sending and evaluation, phones.
(Facebook, WhatsApp, YouTube
Receiving emails …); problem
• Outline the advantages and solving,
• Uploading data to disadvantages of manual and interpretation
a net work automated systems.
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Duration(
)
• Downloading
information from
a network
• Using social
media
• communicating
with a telephone
• Identify domains of use • Monitoring and • Determine use of general purpose • Sharing files
of general purpose and control system; applications in commerce, industry, on a network
science, education, arts and media • Internet
other computing • Simulation and • Electronic
Utilization of modelling systems; (essay); • Websites
applications. mailing
to General purpose • Batch and online • Accomplish tasks via productivity • Appropriate
and other • Exploit productivity • Retrieving
charts
Propose software processing tools (spreadsheets, word
tools (word processor; files on a
for use in computing systems. processors, database, presentation • Photoshop 4H
Desktop publisher) computer
organizations, for applications software). • Digital camera
• Using the
different tasks • ATM machines
telephone
• Application
• Basic
software
database
design
Assessing the • Explain the Socio- • Ergonomics; • Outline social challenges
Socio- economic effects of • Green computing. associated with the use of
Economic computers on people computers
Implications of and organisations. • outline measures to combat social
• Responsible • Charts
the use of Environmental • Explain types of challenges associated with the use
computers Describe the Social use of • Cardboard
friendly use of computer crimes and of computers
and cultural computer • Scheme of work
computers how to prevent them.
influences of • Good • Endorsed
• Examine the effects of
Computers ergonomic textbooks and 2H
the use of computer
practices. digital resources
material (health, work
place)
• Identify ethical issues
related to the use of
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Duration(
)
computers.
• Identify current laws and • Legislation; • Differentiate between legislation • Charts

• Discuss the legal regulations that prohibit • Copyright laws; and ethical issues related to the • Awareness of • Syllabus
issues related to computer crimes; • Data protection use of computers. binding • Scheme of work
the use of acts; legislation of • Learner guide
computers Explain Legislations • Privacy; copyright • Endorsed
related to the use of • Open source • Awareness of textbooks and
Computers software. measures to digital resources 1H
• Taking measures combat • Teacher support
to protect Cyber computer websites
space crimes • Discussion forum
• Recognise privacy and • Awareness of • Emulate professional, ethical and

integrity of commercially professional, ethical moral obligations of computing. • Charts
sensitive or personal and moral • Cardboard
• Collecting
material on the internet. obligations of users • Adherence to • Syllabus
personal
of information professional, • Scheme of work
information Identifying issues of systems. ethical and • Learner guide
Privacy, Integrity moral codes • Endorsed
• Advocating for and positive use of Ethical stance of of conduct in textbooks and
ethical and moral the Computer 2H
professional use of digital resources
use of computer Usage computing societies: information • Teacher support
systems
• BCS; systems websites
• IEEE; • Discussion forum
• ACM,… • Resource List
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2.2 MODULE 2: SOFTWARE
2.2.1 PRESENTATION OF THE MODULE
Duration: 42hours
This module enables the learners to categorize software and understand how the operating system manages the activities and resources of a computer system.
It also introduces the learners to techniques used to manage an operating system.
2.2.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT
This module focuses on the use of software components of a computer system, outlines compilation process at systems level and explains in detail how the
operating system works.
The module lets the learners explore operating systems.
This module enables the learner to:
• Categorize software,
• Understand operating systems.
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CONTEXTUAL
COMPETENCIES RESOURCES
FRAMEWORK
Durat
Family of Example of
Category of Skills Attitudes Didactic ion(in
life life Examples of actions Core Knowledge
actions material perio
situations situations
d(s))
Categorization of • Identify attributes of a • Source (search) for software in
EXPLORIN software good software; the community or online;
• Choosing
G • Classify software (system • Evaluate software for a specific
software • Software;
SOFTWARE and application ); task (suitability and limitations).
• System software;
• Explain types of system • Application software ;
• acquiring software (Operating • Responsible
• Acquiring variously
software system, use of • Projector
licenced software:
Utility software, Language proprietary and • Textbook 6H
o Outsourcing;
translators, Device drivers); other software • Internet
• developing o Freeware;
• Identify application o Open Source; • Honesty
software software and categories o Closed source/licenced;
• Evaluate demands in o Shareware;
• installing acquiring software
software (financial, legal, security).
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CONTEXTUAL
FRAMEWORK
Durat
d(s))
Description of • Explain the purpose of • System and utility • Choose suitable system
System software System Software; programs for: software for a given purpose;
• Describe the scope and o Link-loaders, • Differentiate parameter passing
range of system software; o File organization, techniques ( call by value,
• Describe the need for o transfer programs, name, value result reference);
and the operations of o subroutine libraries; • Differentiate stages of the
specific pieces of system • Compilation processes: compilation process;
• Using utility
software; o lexical analysis, • identify the functions of
for
• Describe how the o syntax analysis, systems and utility programs
computer
compiler functions. o code generation. (linking loaders;
managemen
t and
maintenanc • Textbook
e • Internet
• Responsible use
• Booting the • Video
of system 8hrs
computer projector
software
• Computer
• Installing with an OS.
software
• Uninstalling
software
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CONTEXTUAL
FRAMEWORK
Durat
d(s))
Management of • Explain the purpose of • User interfaces; • Differentiate the types of OS
system resources OS; • Notions of: • Explain how operating systems
• Saving a
file • Describe types of OS o Cloud computing, are installed.
(Batch, on-line, multi- o Grid computing, • Describe file storage methods
access, real time o High performance • Textbook
• Printing a • Internet
transaction processing, computing,
file - Teamwork • Video
network, process control; o Internet computing; 4H
• Identify resources to be • File storage methods and projector
• Adding a managed by the OS; access control • Computer
new device • Describe computer user o File directories, with an OS.
interface (GUI, CL) and o File access control,
their characteristics; o Lock.
Management of • Explain the role of OS in • Process; • Explain the rationale for

processes in a process management; • Sharing of processor; process management;
computer • Explain concepts in • Multi-tasking; • Outline process
process management. • Multi-programming; management activities;
• Multi- • Process creation and • Outline the states of a
tasking a process in the computer; • Textbook
termination;
computer • Sketch the process State • Internet
• Concurrent processes;
diagram (five states); • Charts 10hrs
• Race condition;
• Installing • Differentiate communicating • Cardboard
• Mutual exclusion;
software and non-communicating
• Deadlock;
• Deadlock detection and concurrent processes;
• Describe scheduling resolution strategies; • Identify the race condition in
strategies (burst time, a given real life scenario;
• Context switching;
quantum time) used by • Explain methods to resolve
• Scheduling;
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CONTEXTUAL
FRAMEWORK
Durat
d(s))
the OS to manage • Burst time; race condition;
processes • Quantum time. • outline the conditions for
• Explain pre-emptive deadlock to occur;
(Round Robin, Priority, • Scheduling tasks with ease
Shortest Remaining Time • Sketch a resource allocation
Next. …) and non-pre- graph(RAG) for a given
emptive (First Come First scenario;
Served, Shortest Job • Use a RAG to detect decide
First) strategies in if deadlock is possible or not;
processor management. • Explain ways of solving
• Represent process deadlock;
scheduling using a Gantt • Explain how the OS uses
chart; stacks when switching
context during function calls;
• Differentiate concepts in
process management;
• Describe criteria for selecting
a CPU-scheduling algorithm
for a particular system;
• Differentiate Scheduling
algorithms (FCFS, SJF, RR,
Priority);
• Compute:
Average Turnaround time,
Average waiting time,
for given processes;
• Explain Starvation and
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CONTEXTUAL
FRAMEWORK
Durat
d(s))
ageing of processes.
• Memory management; • Describe various ways of

• Process loading and organizing memory hardware;
• Adding
• Describe how OS swapping; • Differentiate various memory- - Efficiency in
memory to
manage memory; • Memory sharing schemes: management techniques, management
a computer
• Explain the need to run o Fixed and variable (paging and segmentation); and use of • Textbook
several processes partition; • Differentiate logical and computing • Internet
• Multi- 6H
dynamically and safely o Simple paging and physical address spaces resources, • Charts
tasking a Management
on a system with simple segmentation; (logical address vs physical especially
computer Memory by OS
physically finite storage • Virtual memory; address); computer
resource; • Addressing modes; • Describe Process swapping. memory
• Assembly language.
• Accessing • Describe how devices • Device drivers; • Explain characteristics of mass-

and using interconnect in a • Device controllers; storage devices;
I/O devices computer system; • Interrupts; • Differentiae spooling and • Mastery of
• Adding • Explaining how the OS • Buffering and spooling. buffering; different • Textbook
devices to Management handles interrupt; • Differentiate Interrupt Driven hardware • Internet
4H
system of Devices by OS • Describing various I/O I/O and DMA. options for • Charts
management techniques computer
• Installing such as: Program I/O systems
device (Pooling), Interrupt Driven
driver. I/O and DMA.
• Creating • Describe how file are • File system: naming and • Describe how the file directory • Textbook
Management of
files organised and stored in directory organisation; is organised (single level, two • Internet 4H
file by OS
• Storing the computer; • FAT16, FAT32, NTFS, ext level, tree structure directories); • Charts
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CONTEXTUAL
FRAMEWORK
Durat
d(s))
files • Identify file and other file systems in • Determine ratings of file access • A PC with a
• Compressi characteristics such as: unix-based environments); methods; windows OS
ng files filename, file extension, • GUI environment. • Outline file attributes;
• Formatting file size; • Outline OS operations on a file;
storage • Explain file access • Differentiate Sequential Access
deviceswith methods: Sequential and and direct access;
different file direct; • Compare file systems.
systems • Determine ratings of file
access methods;
• Saving a • Create and managing
file files in the computer;
• Explain file system (eg
FAT16, FAT32, NTFS,
ext in unix environment).
• Installing • Explain OS security • Access security: • Describe security strategy in
programs strategy for a computer o password protection, OS;
system; o logins, • outline types of errors in OS;
• Updating • Explain how the OS o authentication; • identify sources of errors in OS;
• Textbook
programs Maintenance of an manages errors in a • Error management in OS: • Describe error management
• Internet 2H
• Removing OS computer. o Error detection, strategy in OS.
programs o Error recovery.
• A computer
stalls
(hangs)
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2.3 MODULE 3: COMPUTER NETWORKS, DATA COMMUNICATION AND SECURITY
Duration: 40hours
This module introduces learners to computer data and communication networks, prepares them in choosing network material, setting up a secure computer
network, understanding how data and communication networks function, and their strengths and dangers. It also permits the learner to gain skills in
exploiting the Internet for research and business.

This module enables the learner to exploit the internet which can help him/her to be productive in the Economic, Social and Family, and Media and
Communication life domains.

The module is expected to lead the learner to set up, configure and use computer networks.
• Set up a secure computer network
• Exploit the internet.
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Family of life Examples of life Categories of Examples of Actions Basic (core) Skills Attitudes Didactic Duration
situations situations Actions knowledge Material (in period
(s))
• Recall types of network • Components of a • Choose appropriate type of network
(LAN, MAN, WAN); network; for a given context;
• Describe types of • Network topology; • outline network software;
network connections • Network • Compare, network topologies based •A
• Choosing an (point to point, multipoint, operating system; on characteristics like: robustness, physical 6H
• Creative
appropriate Exploration of …); • Network scalability Network
2
thinking
network type computer network • Explain features of architecture. • Select suitable physical and logical • Video
• Proactive
platform network operating topologies; 4
Tutorials
Computer network
systems (multitasking, • Differentiate types of network
and data
multi-user); architectures.
communication
• Describe network
environments
architectures.
• Connecting the • Explain how network • Network devices; • Select and connect the hardware
different devices function • Transmission components of a network; cables, •A
equipment and (MODEM, repeaters, mediums; switch, router, modem; • Collaborative network
components of Setting up a switches, bridges, • Network • Compare transmission mediums • Creative lab.
a network. computer network routers, and gateways … configuration; based on characteristics (data rate, • Assertive • Lab
• Choosing ); • Mobile transmission distance, ease of manual 6H
appropriate • Describe transmission technology; installation …);
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(s))
network mediums (cables and • Network • Explain the difference between wired
components wireless); troubleshooting. and wireless transmission;
• Troubleshooting • Configure the operating • Outline errors that may occur in a
a network system for network; network;
• Explain how mobile • Set up a network;
communication • Configure an operating system for
technology work. networking;
• Troubleshoot a network.
• Identify the features of • Explain the purpose of data
data communication transmission;
network; • Determine the differences between
• Describe data the modes of data transmission;
communication modes • Compare serial and parallel
(simplex, half duplex, transmission based on speed,
duplex); number of bits transmitted at a time,
• Differentiate between …; • Creative
• Selecting a digital data transmission • Data • Explain in a report the advantages and Logical • Network
convenient Data types (parallel, serial); communication; and disadvantages of analog and reasoning lab
transmission Communication • Explain the difference • Data digital signal transmission. • Communicat • Textboo
technology for a between synchronous communication e effectively k
given situation and asynchronous modes. • Internet
transmission; 8H
• Explain the function of
multiplexers, and De-
multiplexers;
• Differentiate between
baseband and broadband
transmission;
• Differentiate between
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(s))
analog and digital signals
transmission
Securing data • Explain data security; • Data security, • Explain concepts related to data
from • Describe safety principles privacy and security (privacy, integrity, …);
unauthorized in protecting data and integrity; • Explain how backup ensures data
access. network from malware • Data backup; security;
(viruses, spyware ) and • Firewall; • Explain in a report techniques used to
unauthorized access; • Data encryption; fight plagiarism;
• Use antivirus to protect • Malware; • Apply safety principles in protecting
• Implementation computer network from • Plagiarism. data and network from malware (scan
of data virus, Trojan horse, worm every incoming document/program
protection ; before opening or running, …); • Ethical and
mechanism • describe different types of • Scan a computer system using an Self-
error detecting code antivirus; discipline • Researc
Data security, (parity bits, hamming • Set up a firewall and web filtering • Honest h Library
8H
privacy and integrity codes, cyclic redundancy using an antivirus; behaviour • Internet
• Implementing checks/check sum ); • Save data on cloud storage systems • Conduct lab
system • Explain measures used (Google drive). testing.
protection to protect computers and
mechanisms networks from intruders
and natural disaster
(username and
password, firewall, data
encryption, backup, …);
• Recognize ownership of
digital information and
guard against digital theft
and plagiarism.
Page 28 of 83
(s))
Communication • Produce a report comparing the OSI • Creative
• Establishing of • Describe different • Protocols; • Textboo
protocols and TCP reference models; and Logical
communication network standards, and • The OSI k
Networking • Discuss internet protocols (TCP, reasoning
rules protocols; reference model; • Tutorial
standards and UDP, IP, FTP …) (essay). • Communicat 4H
• IPv6 and related • Explain the OSI reference • Internet s
protocols. e effectively
protocols model. protocols.
Exploring the • Describe the history of • History of the • Explain in a report major events in the
Internet • Sending and the internet; Internet; history of the internet;
receiving e-mail • Explain the concepts • Internet Intranet • Select suitable hardware and
• Job search intranet, extranet and and extranet; software needed for access to
• Participating in Internet; • Internet internet connectivity;
online social • Describe services services. • Access a website using a browser;
and cultural available on the Internet • Select appropriate internet service for
meetings. (e-commerce, e-learning, a given context; • Self-directed
e-banking …); • Internet
• Compiling and • Manage bookmarks using a browser; • Responsible
lab
tracking an • Exchange information • Send and receive e-mail; • Inventive
using email; • Tutorial
electronic Using the Internet • Apply for a job online; • Innovative
s
transaction • Use search engines; • Apply for scholarship; • Cautious
• Charts.
• Selection of an • Doing business online • ensure privacy;
Internet service knowing safety and • Search information on the internet 8H
provider. security risks in using a search engine;
• Searching for participating online; • assess online information for
information on • Change privacy settings. relevance, bias, validity, reliability and
the Internet. sufficiency;
• Download from the internet (images,
files, software, and drivers).
Page 29 of 83
2.4 MODULE 4: DATA STRUCTURES AND ALGORITHMS
Duration: 31hours
This module takes care of an important activity in design phase of software development life cycle. It prepares the learner to demonstrate competency in
choosing and developing data structures and writing algorithms. It also introduces algorithm design strategies and how to exploit commonly used algorithms.

This module enables the learner to design and write algorithms, an important step in programming.

The module guides the learner to design, write and validate algorithms that tackle simple real-life problems.
• Design and use data structures for a given problem,
• Write algorithms to solve a given problem.
• Establish algorithm correctness and relevance to tasks.
Page 30 of 83
CONTEXTUAL RESOURCES
COMPETENCIES
FRAMEWORK
Family of
Examples of Categories Didactic Duration(in
life Examples of actions Core Knowledge Skills Attitudes
life situations of actions material period(s))
situations
Data • Organising • Recognise how data is • Data structure; • Associate data type to the size of
structure data for grouped for processing by • Data type. data in the memory for the identifier
Introduction Whiteboard
processing the computer; having such a data type • Organised
to data Projector 2H
• Defining data • Classify data into various • Importance of data structure. research
structure Charts
for types.
programming
• Distinguish the various data • Character; • Outline examples of a given data
• Organisation of
types. • Integer; type; Whiteboard
ideas
• Working with Simple data • Identify data types in a • Real or float; • Calculate memory allocated to each Projector
• Ensuring 2H
data types types programming language. • Boolean. data type; Charts
efficient use of
• Declare variables using a
data types
programming language syntax.
• Represent data into • Arrays (1D & 2D); • Declare an array of elements ;
compound structures; • String; • Represent a range of data of same
• Specify how elements shall • Records; type as an array of the type;
be accessed; • List. • Declare string data as an array of
• Building • Organisation of
• Specify possible operations characters; Whiteboard
complex data Build ideas
that can be performed on • Represent heterogeneous data Projector
type from Complex • Ensuring 6H
each structure; (data of different types) describing Charts
simple data data types efficient use of
types. • Identify areas of application a particular object as a record ;
data types
in programming; • Declare a list (enumeration) in a
programming language;
• Write algorithms to manipulate data
in arrays strings records and lists.
Page 31 of 83
COMPETENCIES
FRAMEWORK
Family of
situations
Abstract • Explain how pointers work; • Array of records; • Declare an array of records in a
data • Explain how data is inserted • Linked lists; programming language;
structures • Organising
and accessed in: Stacks, • Stacks; • Write algorithms to insert, search
data into a
Queues, Binary trees • Queues ; and sort data in an array of records;
computational Using
(binary search tree as • Hash-coded tables. • Outline Binary search tree(BST)
model for complex 4H
particular case); properties ;
easy access data types
• , Hash coded, tables; • Compare data structures;
for various
• Describe linked lists as • Compare the pointer
purposes
pointers. driven(variable) data structures with
fixed data structures (like arrays);
Developing • Describe forms of • Algorithm. • Model the solution to a complex
Algorithms algorithms; problem in a series of precise and • Translating
Whiteboard
Overview of • Describe characteristics of a finite set of steps; everyday
Projector 2H
Algorithms good algorithm ; • Distinguish good and poor activities into
Charts
• Write steps to solve a algorithms with respect to the algorithms
problem. spelled out characteristics.
• Explain the use of various • Control structures. • determine which course of action
control structure(Sequence, to take with respect to prevailing • Textbook
• Developing
Algorithmic Choice or selection, conditions in order to arrive at the • Digital
ways to solve
constructs Loop or iteration) by right solution; • Team spirit resources,
a problem 2H
(Control examples • Use looping appropriately. • Attention to • Charts
structures) • Use constructs to show details • Video
how a problem can be • Self-discipline projector
solved • Logical
Representin • Interpret algorithms • Flowchart; • Design algorithmic solutions using reasoning • Cut-out shapes
g represented in various • Pseudo code. flowcharts and pseudo code. in the form of
2H
algorithms. ways; flowchart
• Convert an algorithm from symbols
Page 32 of 83
COMPETENCIES
FRAMEWORK
Family of
situations
one form to another. • Charts
• Represent an algorithm in
various ways
• Break down a complex Design strategies: • Choose a design strategy to solve a
problem into simpler • Top-down design; problem;
solvable forms; • Bottom-up design; • Split complex problems into simpler
• Selecting an problems until they are easily solvable; • Attention to
Algorithmic • Build solution for a problem • Step-wise design; • Charts
algorithm • solve the simple problems and combine details
Design using the different modules • Modular design. • Using scenarios 4H
design solutions to build the complex solution; • Self-discipline
strategies of the problem. • Projector
strategy. • Split a problem into different modules • Team spirit
which can run independently;
• Create an interface to coordinate the
different modules.
• Devise strategies to carry • Sorting and • Write algorithms to sort and search
• Understandin out sorting or searching; searching strategies: elements in arrays and lists.
g and using Commonly • Explain Sorting (insertion o Swapping of • Team spirit
algorithms to used sorting sort, elements, • Attention to fine • charts
sort and and merge sort, bubble sort) o Divide and details • projector
2H
search searching and Searching (sequential conquer. • Discipline • textbooks
elements in algorithms search, binary • Passion
complex data search)algorithms. • creativity
structures. • Perform sort and search
manually.
• Implicitly • Express functions in terms • Recursion; • Determine the base clause of a • Team spirit
of itself; recursive function (Fibonacci and • Discs to
defining • Recursive problems • Attention to fine
factorial functions and towers of demonstrate the
functions • Represent recursive o Fibonacci numbers, details
Recursion Hanoi); Hanoi structure 3H
using functions; o Factorial, • Discipline
• Explain how the O.S uses stacks • Projector
functions of • Illustrate the role of stack in o Towers of Hanoi; • Passion
during recursive function calls; • Digital resources
the same processing recursive • Stacks. creativity
Page 33 of 83
COMPETENCIES
FRAMEWORK
Family of
situations
type functions; • Explain why space complexity of
• Assess the limitation of recursive algorithms is bound to be
recursion. high at runtime;
• Explain why recursive functions for
high values hardly produces correct
results ;
• Optimize an algorithm to • Dry run of algorithms;
• Determine the time and space
Explain improve efficiency. • Algorithm testing.
complexity of an algorithm in terms of • charts
Select and use Correctness • Evaluate efficiency of an • Big-Oh Notation
the number of times some key • projector
better alternatives and algorithm in terms of number . 2H
operations are executed at runtime; • textbooks
of algorithms.. Efficiency of of steps
• Perform dry run of algorithms
Algorithms • Explain space and time
complexity
Page 34 of 83
2.5 MODULE 5: PROGRAMMING
Duration: 41hours
This module builds on the previous module and permits learners to transform algorithms into specific programming language(s). It also introduces learners to
the main paradigms of programming.

This module enables the learner to use a specific programming language to implement algorithms. Such skills will permit the learner to be productive in the
Economic, Social and Family, and Media and Communication life domains.

This module focuses on the implementation phase of the software development life cycle. This skill plays an important role in the construction of computer
[software] systems.
This module would enable the learner to choose a programming language, code algorithms and data structures in a programming language, and produce
software for basic tasks.
Page 35 of 83
Examples of
Family of life real life Categories Skills Attitude Didactic Duratio
Examples of Actions Core knowledge
situations situations of Actions Material n
• Describe low level and high • Concept of a program • Justify in writing the choice of a
level programming programming language for a given
languages • Low level language context;
features
• Explain the advantages and • Differentiate between Program and
disadvantages of using • High level language algorithm;
Classification various categories of features
of programming languages; • Classify a given programming
programming language; • Collaboratio 4H
languages. • Identify areas of application n Whiteboard
of various programming • Differentiate machine code and
human understandable code. Projector
Introduction to • Programming languages; Charts
programming languages Computers
• Explain why some
programming languages are Compilers
preferred to others.
• Explain paradigms • Outline programming paradigms; • Sharing

(Imperative, Declarative, knowledge
Object oriented, Functional, • Programming paradigm. • Distinguish between paradigms;
Programming
Event driven); • Classify programming languages • Collaboratio 6H
paradigm.
under various paradigms; n
• Explain the concepts of
Object-Oriented • Describe the basic concepts of OOP. • Team spirit
Page 36 of 83
Examples of
Programming(object,
class, encapsulation,
inheritance, polymorphism );
• Justify the application and

advantages of various
paradigms.
• Identify the main elements • Describe the main elements of a

• Identifying • Coding
of a program and give program;
programming examples; • syntax ;
languages • Outline examples of main elements
• Practice how to declare and • semantics; of a program;
• Selecting use various program
programming Syntax and elements (Identifier, • Pragmatics • Declare and use various program
• Sharing
language for semantics. Variable/identifiers, elements in a code;
knowledge Whiteboard
use • Variables;
Constant, Reserved word, • Document a programming process;
Writing of Program • Team spirit Projector
Character sets, Simple data • Local and global
codes in a • Elaborating the implementa Charts
types ) in a code; variables; • Write global and local variables in a
programming components tion and • Research Computers
and rules of a given programming language;
language execution • Explain various program Compilers
• programming language; • Computatio
programming structure; • Declare a variable in a chosen
language. nal thinking
• Program execution programming language; 6H
• Code and execute
• Understanding programs • Write subroutines.
the meaning of
words or • Explain the importance of
keywords in a documentation in
programming programming;
Page 37 of 83
Examples of
language. • Explain the role of

subroutine in a program.
• Subroutine.
• Working with a • Identify important elements • Programming tools • Install a compiler on a computer; • Coding.
programming to write and run a code
tool e.g. Pelles Programming o Compiler, • Write and run a simple code given a • Sharing
C, Free Pascal environment • Install, write and run simple o Editor, compiler. knowledge 3H
IDE, etc. codes using a compiler. o Debugging,..;
• Team spirit.
• State elements of standard • I/O functions; • Explain the use of I/O functions;
program structure (Program
header or pre-processor • Variables, expressions, • Write simple programs e.g. compute
directives, Variable and assignment areas, list of statements ...; • Coding
• Understanding statements.
declaration, Constant Whiteboard
the different • Store and manipulate numbers and • Collaboration
declaration, Body of the Projector
parts of a Program text in a program using variables,
program, Begin/end • Team work Charts
program. structure expressions, and assignment 3H
notations); Computers
statements;
• Research Compilers
• Assignment notation; • Use I/O functions e.g.
o Pascal: writeln;
o C: printf, scanf….;
• Writing • Perform dry running to • Syntax, logic, and run- • Outline types of errors in code; • Collaboratio Whiteboard
Developing error free determine output. time errors; n
• Differentiate between types of errors; Projector
programming • Performing codes 4H
Computer
techniques program (debugging) • Identify and use tools for • Debugging;
• Validate a computer program using
• Team spirit
Charts
Page 38 of 83
Examples of
validation error checking; • Debugging features ( test cases. • Being Compiler

breakpoints, watch points efficient
• Perform program testing; and instruction tracing); • Outline types of debugging;
• Describe types of • Test cases. • Perform debugging in a programming

debugging; environment.
• Explain recursion; • Recursion; • Implement recursion in a chosen

language.
• Express functions in terms • Recursive problems (
of itself; Fibonacci numbers,
Factorial, Towers of Whiteboard
• Efficient.
• Writing efficient • Implementa • Use recursion as alternative Hanoi ...) Projector
and shorter tion of way of defining some • Team spirit Charts
2H
codes recursion functions. Computer
• Coding Compilers
• Explore mathematical
representation of recursive
functions (base case and
general case)
• Use control structures to • Iteration; • Choose on a more efficient looping

• Adopting solve repeated tasks. method; • Team work Whiteboard
solutions to • counters; Projector
problems • Trace values of variable during • Coding
• Iteration Charts
requiring • Looping structures looping. 3H
• Research Computers
repeated o While loop,
actions. • Express a looping problem using • Efficient Compilers
more than one looping structure.
Page 39 of 83
Examples of
o Repeat loop,
o For loop;
• Explain advantages of the • Sub routines; • identify when to use functions in

• Defining use of functions or programming;
functions for procedures; • Types of routines: • Team work
specific • Sub function and procedure. • Declare variables in functions or Whiteboard
problems routines • Represent mathematical procedures (global and local); • Coding Projector
(functions, functions in programs; Charts 3H
• Representing • Implement a function in programs e.g. • Research
procedures) • Differentiate between Computers
smaller tasks as factorial, swap, ...;
• Efficient Compilers
modules function and procedure.
• Call a function within a program.
• Building of • Declare complex data types • Abstract or complex data • Declare and use complex data types
complex data in a program (arrays, strings types. (string, record, array, list) in a
types from and records); program.
• Coding
simple data Construction
• Need for complex data • Manipulate elements of an array in a
types. of data • Validating 4H
types as composition of code: read, access, initialize, sort Whiteboard
structures
standard data types; elements, perform computation. • Team work. Projector
Working with
Charts
group data • Working with • Access and manipulating Computers
complex data data in complex structures. Compilers
types
• Sort algorithms; • Write simple sort algorithm; • Coding
Sorting • Explain different types of
techniques sort (Bubble sort, insertion • Search algorithms • Describe sort techniques to sort • Collaboratio 3H
sort, merge sort, Selection elements in an array; n
Page 40 of 83
Examples of
• Selecting a sort, Shell sort, Quick sort); o Sequential • Evaluate/compare sorting methods; • Team work
technique to
• Use a sorting technique to o Binary search. • Write simple search algorithms. • Research
sort elements.
sort elements in an array;
• Explain search algorithms.
Page 41 of 83
2.6 MODULE 6: SOFTWARE DEVELOPMENT I
Duration: 20hours
This module enables the learner to be familiar with the fundamental concepts of software development, identify software requirements and appraise software
construction processes. The learner also exploits software management principles to solve problems.

This module enables the learner to make informed decision about software management strategies such as the system development life cycle and its variants.

The module leads the learner to explore types of software development strategies and to use these strategies and software methods to develop software.
This module enables the learner to design and build software to solve problems in the community.
Page 42 of 83
Family Categories Duration(i

Examples of life Basic (core) Didactic
of life of Examples of Actions Attitudes n
situations knowledge Skills Material
situations Actions period(s))
• Explain Software • Software • Describe the activities of
• Computerizing the development; development; software development;
• Establish the purpose of • Projector
process of: producing
time tables.
Fundamental software development; • Software • Outline the importance of • Contributing
concepts of development developing software. to • Computer
• Explain the activities 2H
software phases. technology • Charts
involved in software
development development
development.
• Developing software • Chalkboard
for report cards in a
school
Software
Software • Describe software • Software • Compare software
Develop development models; development development models; • Projector
• Exploring models that development
processes models:
ment are used to develop • Explain advantages and • Select an appropriate • Computer
(models) • Waterfall;
software limitations of each software development
• Contributing • Charts
software development • RAD; model in a given context. 4H
to technology
model; development. • Chalkboard
• Spiral;
• Using software
• Assess criteria for
development model • Prototype
applicability of various
to build a software • SLC;
models.
.
Page 43 of 83

• Explain software • Software • Outline activities in software
• Presenting software requirement analysis; requirement and requirement analysis
by requirement specification; (elicitation, validation, • Projector
specification • Illustrate requirements specification and
Developing • Collaboration
of specific software. • Technical verification); • Computer
Software requirements; • Problem 2H
requirements • Write a requirement • Charts
specification document; solving
• User
• Chalkboard
requirement. • Compare technical and User
requirement.
• Data types and • Identify stages in • Clearly

• Identify components of data structures software identify the
a software to be design; design(interface, aspects of
• Going through the • Projector
designed; architectural and detailed design
tasks of software • Architectural
Design design); • Computer
design. design; • Abilities to
process in • Explain design 4H
software elements; • Produce design validate • Charts
• Interface design; document. design data
• Specify design • Chalkboard
• test data;
elements.
• Algorithm design;
Page 44 of 83

• Explain software • Describe methods to test
verification and • Verification; a software (code review,
validation; • Validation; static code analysis, unit • Projector
• Testing methods: testing, …); • Truthful
Verification • Explain testing o Unit testing; • Computer
• Validating software and mechanisms of a o Integration • Apply testing methods; • Collaboration
• Charts 4H
for user consumption validation developed software. testing; • Differentiate between
• Team spirit
Process o Smoke testing; testing methods. • Chalkboard
o Regression
testing ; • Internet
o Acceptance
testing.
Explain project management • Produce a report: • Projector

activities (Proposal writing,
o Software development • Collaboration • Computer
Project planning and • Project stages;
Management Management
• Acquiring software of software scheduling, Project • Team spirit • Charts
monitoring and reviews, activities: o software outsourcing; 4H
procedures development
• Outsourcing. • Research • Chalkboard
process Personnel selection, o software management
activities;
Evaluation report writing and
Presentation.)
Page 45 of 83
2.7 MODULE 7: COMPUTER SCIENCE PROJECT
Duration: 33hours
The learner integrates and applies the learning outcomes from various modules to develop a small computing-related business from the point of starting-up to
running it.

This module elicits in the learner the drive to engage in a computing project as a business concern. It gives an entrepreneurial orientation to computing projects
while providing methodology and the tools for a successful computing project

The module leads the learner to explore existing computing business success stories and define problems that computing can solve in the community. The
learner practices how to create a computing business (project), develop and manage the business.
This module would enable the learner to: build successful computing business, manage and create employment for the community
Page 46 of 83
CONTEXTUAL FRAMEWORK COMPETENCES
RESOURCES
Family of
Examples of life Categories of Examples of Basic (Core) Didactic Duration
life Skills Attitudes
situations actions(Topics) actions(Skills) Knowledge Material .
situations
• Study national and
foreign IT success
stories (Nji Collins,
Arthur Zang, Mark • Role play
• Interviewing • Identify
Zuckerberg, Bill • Communicativ • Real life
business businesses
• Business world Gates, Steve Jobs, e scenarios
Developin persons Starting a business related to basic
• E-commerce Jack Mah, ) • Friendly (Sample 2H
g a project • Documenting skills
• Study IT success • Knowledgeable interviews)
findings • Explain customer
stories (Google, • Conversational • Video
needs
Apple, Amazon) Projector
• Detect community
needs that can be
solved with IT.
Page 47 of 83
RESOURCES
Family of
situations
• meetings • Run meetings
• Basic • Design a database
knowledge in
Job planning • Identify all use
database design
cases
and modelling
• Break down the job
• Simple Software
• Implementing a into parts
design notations • Team spirit
project • Assign approximate
(e.g. unit and • Diligence
development plan timelines for each
structure • Critical
part • Computer
diagrams, thinking 4H
• Identify required OS, DBMS
sequence of • Attention to
hardware
steps, etc.) details
• Model a database
• Job planning
• Costing
time
• Explain techniques
• Job planning
used to run
design
meetings.
• Job planning
cost
Page 48 of 83
RESOURCES
Family of
situations
• Implement a client- • IDE • Set up development
based project in a • Programming environment
professional • Testing • Coding
manner. • Debugging • Testing
• Use appropriate • Debugging
techniques to plan
the implementation
of a sustained
project requiring
the allocation and
management of
Job execution
multiple resources.
4H
Page 49 of 83
RESOURCES
Family of
situations
• Make a formal • Business • Justify decisions,
presentation of a domain of your assess results and
final product to software learn from reflecting
Clients. • Public speaking on the process in a
• Obtain acceptance skills written report.
of the • Sign termination
implementation. contracts.
• Presentation
Deploy application
skills
Do a demo (Explain
Job termination • Negotiation • Computer
functionalities and 2H
skills • Projector
cost effectiveness)
• Technical
writing
Page 50 of 83
RESOURCES
Family of
situations
• Spreadsheet; • Reference a range
• Cell reference; of cells;
• Cell range; • Add or remove rows
• Formulae; and columns;
• Absolute cell • Format cell entries;
reference; • Format cells (adjust
• What-if- size, wrap text, bold,
analysis; apply style,
• Charts; conditional
• Reports; formatting, ...) ;
• Pie chart; • Do financial and
• Histogram. statistical analysis
using spreadsheet
functions ( sum,
count, product, if,
sumif, countif,
sumproduct,
vlookup, ...) ;
• Produce charts of
relation between two
• Select a
or more categories ;
spreadsheet
application; • Link worksheets with
formulae;
• Explain the main
features of a • Determine the
spreadsheet; appropriate
• Computer
spreadsheet
• Carrying out • utilize features of a
formulae for a given • Charts
Automating statistical, spreadsheet
problem; • Communicativ
accounting, financial etc. application;
• Study the e • Chalkboard
mathematical, analysis, • Explain how to link
operations(or work • Friendly 6H
statistical and calculations and worksheets with
practices) in an • Knowledgeable
analytical projections for formulae.
procedures educational • Conversational
education, • Study work
institution
businesses procedures or
transactions in a
system such as an
Page 51 of 83
• and that in a finance
educational
or business
institution and that
institution.
of a
• Format
RESOURCES
Family of
situations
• RDBMS; • Create tables;
• Tables; • Enter data into a
• Queries; table;
• Forms; • relate tables;
• Reports. • create queries to
retrieve data ;
• Create queries to
• Recall main generate a
features of an calculated field;
RDBMS; • generate reports; • Projector
Collecting • Team spirit
• Demonstrate user • create forms;
Organizing, • Diligence • Computer
skill in the use of a • export a database;
storing and • Critical
Implementing relational • import a database; • Charts
securing data to thinking 5H
RDMS DBMS(MS Access • write SQL
be accessed in • Attention to
or Open/Libre statements to • Chalkboard
various ways for details
particular use. Office Base) ; populate a
• Internet
• Use structured database;
query language • write SQL
(SQL). statements to
retrieve data from
one or many
tables;
• write sub queries;
• Apply project
management to run
a database project;
Page 52 of 83
RESOURCES
Family of
situations
• Linking a • Create php/mysql
database to a code that stores
webpage; login and password • Projector
• Describe the
• PHP; in a database;
general process of • Presentation
• MySQL; • Publish a database • Computer
publishing a skills
Building and Using databases • HTML. on the internet ;
database online; • Negotiation • Charts
Uploading data to a for web • Apply project 5H
• Identifying and skills
website development management
executing sample • Technical • Chalkboard
concepts on a web
project. writing
project involving • Internet
database.
Page 53 of 83
RESOURCES
Family of
situations
• .NET • Write programs
• Select an framework; using an object
appropriate IDE; • Java runtime oriented
• Identify relative • Concepts of programming
advantages and functions, language;
implementing
disadvantages of parameter • Run an object
programming
concepts an IDE; passing; oriented program • Team spirit
Using IDEs for • Select an • object oriented using an IDE. • Diligence
Building and building appropriate programming; • Critical
running enterprise applications that programming • Concepts of thinking 5H
applications run on the .NET language to solve classes, • Attention to
framework or a real-life objects, details
applications that problems; inheritance,
run on Java
• Build applications polymorphism
runtime.
that provide used in
solutions to finance,
identified real life agriculture,
problems. education,
culture.
Page 54 of 83
2.8 MODULE 8: COMPUTER ORGANIZATION AND ARCHITECTURE
Duration: 40hours
This module enables the learner to demonstrate awareness of the nature of the hardware involved in computer systems leading to the choice of a combination
of particular types of peripheral devices, the operating system and the processor. The structure and functioning of computer instruction set and the computer
systems architecture are explained. This module describes the organization of different bus systems and their characteristics in a computer system highlighting
concepts like low-level parallelism and its implementation in a processor. It also describes the underlying basic logic gates and arithmetic operations with which
basic digital circuits are implemented.

This module enables the learner to understand the underlying basic hardware components, and hardware design, organisation and functionality. These knowledge and
skills resources contribute to the effective development and deployment of robust hardware for productive Economic, Social and Family, and Media and Communication
life domains.

In this module the learner demonstrates an understanding on the functioning of and interrelationships among computer hardware components. The roles of
specific hardware units in the overall functioning of the computer system are established. The intrinsic features of hardware components guide choices in
selecting hardware components.
The module enables the learner to select computing systems that are robust and efficient in given context.
Page 55 of 83
CONTEXTUAL FRAMEWORK COMPETENCIES RESOURCES
Family of Duration
Examples of Categories of Didactic
life Examples of actions Core Knowledge Skills Attitudes (in
life situation actions material
situation period(s)
• Connect computer hardware components
• Outline the benefits and drawbacks of
• Concept of embedded systems
computer • Describe the principal operations of peripheral
• Describe the organization ; devices including: Laser printer, 3D printer,
• connecting
functional setup of • Notion of computer microphone, speakers, magnetic hard disk,
hardware Explaining
computer system system; solid state (flash) memory, optical disc
components computer
• Explain the role of • Types of computers: reader/writer, touch screen, virtual headset 4H
of the system
internal hardware o Mainframe; • Explain the role of internal hardware • Curiosity • Text
Computer
components. o Microcomputer; components (e.g., CPU, RAM, ROM, • Careful books
o Minicomputer; cache, hard drive, motherboard, power handling • Chalkbo
o Super computer. supply, of ard
Computer
video card, sound card) equipmen • Internet
organization
• Differentiate between types of computers t • Charts
• Hardware and • Team • Comput
hardware • Relate hardware devices to specific spirit ers
• Classify computer classification applications and people • Research • Devices
• Classifying
hardware components (processing, • Describe the functional setup of computer
hardware Classification
• Explain processor storage, output, system
of computer
architecture input); • Outline differences between RISC and CISC 4H
• Selecting hardware
• Identify interfaces and • Processors processor architectures
hardware for components
communication paths architecture(RISC, • Outline the importance / use of
specific use
for device connectivity CISC); pipelining and registers in RISC processors
• Standard buses and •
interfaces.
Page 56 of 83
Family of Duration
situation period(s)
• Stored program
• Explain Von concept;
• Compare the Von Neumann architecture with
Neumann • Von Neumann
other architectures like Flynn, CRAY, Data
model and the stored model;
flow and Harvard,
program concept • Flynn taxonomy
• Explain briefly the characteristics of • Text
• Exploring Types of • Identify the functions (SISD, MISD, SIMD, • Curiosity
massively parallel computers books
the computer of the main and MIMD); • Team
• Outline the roles of virtual machines • Chalk 4H
computer architecture components of a • CRAY architecture; spirit
• Explain the benefits and limitations of virtual • Internet
architecture s computer • Harvard • Research
machines • Charts
• Describe computer architecture;
architectures and their
• Explain how data are transferred
• Computers without
between various components of the computer
Computer characteristics. memory;
system
architecture • • Shared memory vs
design separate memory.
• Describe components
• Components of the
of the CPU and • Explain the roles of the Arithmetic and Logic • Curiosity • Text
CPU;
stating their functions; Unit (ALU), Control Unit (CU)and system • Careful books
• Bus system;
• Rating components clock, Immediate Access Store (IAS); handling • Internet
• Registers;
Processor according to access • Outline the factors that affect computer of • Charts
• Exploring • Memory system
configuratio speed and size; performance; equipmen • Chalkbo 4H
the CPU (RAM, Cache,
n • Determine factors that • Differentiate between RAM and ROM; t ard
ROM,PROM ...);
affect computer • Differentiate between Static RAM (SRAM) and • Team • Comput
• Memory/storage
performance; Dynamic RAM (DRAM); spirit ers
hierarchy;
• Associate address • Illustrate memory hierarchy (pyramid). • Research • Devices
• Address mapping.
and data
Page 57 of 83
Family of Duration
situation period(s)
• Demonstrate the • Instruction/machine • Explain the factors that contribute to the
sequence of steps cycle (Fetch- performance of the computer system
taken to process decode-execute (processor type and number of cores, bus
• Understandi instructions/data by cycle); width, clock speed, cache memory);
Parallel
ng how the CPU. • Curiosity
processing • CPU registers; • Describe the stages of the Fetch-Execute (F-
data/ • Careful
and machine • Describe the role of • Data processing; E) cycle ; 4H
instruction is handling
instruction registers in data • Parallel processing • Explain situations in which polling is done and
processed • Text
Cycle processing. methods (Pipelining, where interrupts occur ; of
by the CPU books
• Illustrate parallel multiprocessing). • Illustrate the sequence of steps taken to equipmen
• Charts
processing. process instructions/data by the CPU; t
• Internet
• Compare pipelining and parallel processing. • Team
• Illustrate how devices • Polling; • Difference between Interrupt and Polling; spirit
interact. • Interrupt; • Describe interrupt detection strategy. • Research
• Device
Polling and • Detection of
communicati 2H
Interrupts interrupt.
on
• Interpret low level • Low level • Explain the relationship between

codes (LOAD, programming; assembly language and machine code;
STORE, ADD); • Machine language; • Trace a given simple assembly language
• Interpreting • Outline the features of • Assembly language; program;
Designing • Coding • Text
the Low level low level • Machine • Explain instructions sets(data movement
operations • Team books
language of programmin programming. instructions; instructions, input/output instructions, 4H
for the spirit • Chalk
the g • Instruction set arithmetic operations, unconditional and
computer. • Research • Internet
machine. (transfer, logical, conditional instructions, compare instructions;
shift, arithmetic, • Manipulate machine instructions code (LOAD,
branch, input and STORE, ADD);
output; register • Give examples of the different instruction
Page 58 of 83
Family of Duration
situation period(s)
instructions); formats (0-address instruction, 1-address
• Operand addressing instruction, 2-address instruction, 3-address
modes; instruction);
• Immediate • Explain briefly the notion of fixed-length and
addressing modes; variable-length instructions;
• Distinguish between different addressing
modes including immediate, direct, indirect,
register, relative and indexed.
• Carry out arithmetic
• Distinguish between the use of kibi and kilo,
operations (Addition,
mebi and mega, gibi and giga, tebi and tera;
Subtraction, division,
• Represent binary numbers in one’s and two’s
multiplication) in base • Number systems;
complement ; • Computat
• performing 2, 8, 10 and 16. • Data representation;
• Binary • Convert an integer value from one number ion
arithmetic • Convert from one • Sign magnitude; 6H
Arithmetic base • Rigorous
operations base to another. • One's and two’s • Text
representation to another; • Recall
• Represent numbers complement. books
• Perform binary addition and subtraction;
using sign magnitude, • Charts
• Describe practical applications of Binary
one’s and two’s • Rulers
Coded Decimal (BCD) and Hexadecimal.
complement. • Chalk
• Explain combinational • Logic gates; • Differentiate between combinational circuits • Blackbo
and sequential • Boolean expression; and sequential circuits. ard
• Designing circuits; • Boolean Algebra; • Sketch the NOT, AND, OR, NAND, NOR logic • Pencils
• Logic
logic • Identify logic • Truth tables; gates;
gates and • Drawing
circuits. components; • Logic circuits. • Construct the truth tables for AND, OR,
Boolean • Resolving 4H
• Simplify Boolean NAND, NOR gates;
arithmetic
expressions. • Construct a logic circuit from a logic
• Design logic circuits expression or a truth table;
• Implement other logic • Construct a truth table from a problem
Page 59 of 83
Family of Duration
situation period(s)
gates using universal statement, a logic expression or a logic circuit;
logic gates (NAND • Derive a logic expression table from a
and NOR) problem statement, a truth table or a logic
circuit;
• Implement logic gates using universal logic
gates (NAND, NOR)
• Design circuits for • Circuits and • Produce truth tables for logic circuits including
simple system e.g. components; half adders and full adders;
traffic lights • Input and output of • Describe the SR and JK flip-flop;
• Deduce output and circuits; • Describe the role of flip-flops as data storage
inputs of given circuits • Binary adder; elements;
• Basic
• Identify areas of • Tables for adders. • Draw a logic circuit and derive a truth table for
digital 4H
application. a
circuits
• Explain Karnaugh flip-flop;
maps. • Perform Boolean algebra using De Morgan’s
laws;
• Simplify a logic circuit/expression using
Boolean algebra and Karnaugh maps.
Page 60 of 83
2.9 MODULE 9: INFORMATION SYSTEMS
Duration: 16hours
This module highlights the information flow within an organization and various computing systems and is designed to manage information within the
organisation. Design principles and tools used to develop information systems (IS) such as data flow diagrams and use cases are highlighted.

This module motivates the learner to implement computing projects in a systematic way following the system development life cycle and other models used in
developing IS. It provides the tools and methodology for implementing an IS.

The module leads the learner to explore and/or redefine existing computing information systems and to propose new systems. The learner exploits available
tools to construct and use an Information System.
This module would enable the learner to build information systems for the community and manage and create employment for the community.
Page 61 of 83
Duration(
Family of life Examples of Categories Didactic in
Examples of Actions core knowledge Skills Attitudes
situations life situations of Actions Material period(s)
)
• Identify the components of • System; • Describe the components of an information
an Information system • Information system
• Describe the roles of each system; • Describe the different types of IS
Understanding component in an IS • Data; • Explain the purpose of IS in and
Exploring
Computer • Classify data capture • Information; organisation
Information 4H
information methods • Data capture. • Define a problem in your community for
Systems
systems • Identify application areas for which an IS can be developed (Project)
information systems • Discuss (essay) the need for an IS in an
Development organization. Projector
• Discipline
of an Digital tools
• Describe the structure of an • Library • Illustrate management levels in an • Attention to
Information Charts
organization information organisation; details
system
• Describe how information system; • Illustrate how information flow within an • Team spirit
Information flows in the organization • School organisation;
Designing an system in • Describe types of information management info • Explain how an existing system can be
Information an system in an organization system, …; transform to a computerized system; 4H
system organizatio (TPS, MIS, DSS, EIS, HIS, • Describe the different phase require to
n GIS) develop and IS;
• Implement the steps to develop an IS for
an organisation in your community.
(Project)
Page 62 of 83
Duration(
Family of life Examples of Categories Didactic in
Examples of Actions core knowledge Skills Attitudes
situations life situations of Actions Material period(s)
)
• Describe tools to highlight • Data flow • Draw a data flow diagram.
Modelling the system; diagrams; • Set up a library information system
an • Represent information flow • Pseudo code or (project)
8H
Information graphically. structured • Set up a School management information
system English. system (for example processing student
marks) (project)
• Explore a GIS • Map features • Identify elements of aGIS application
environment(for ; interface
GIS
exampleArcMap) • Browse, close and save an existing map
Use a GIS application
• Query a map • Query a map using the identify and find
software
• Organize map layers tools
Page 63 of 83
2.10 MODULE 10: DATABASE SYSTEMS
Duration: 44hours
The module describes the nature and purpose of database models, the functions of database tools and how they are used. Advantages of relational database systems over
traditional file systems are highlighted. How a relational database is designed, created, used, and maintained. Components described include database systems, shared and
distributed databases management system. The module describes different types of databases in organizations and how databases are used on the Web.

The module motivates and develops in the learner, the competence to design, develop and manage relational databases. The learner is also able to implement computing
projects based on databases.

The module leads the learner to explore and/or redefine existing relational databases and to propose new ones. A relationaldatabase management system (RDBMS) is also
explored. The learner practices how to use available tools to develop and implement relational databases.
2.10 4 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module would enable the learner to develop and implement a database system for organizations, manage and create employment for the community.
Page 64 of 83
Family of life Examples of life Categories of Didactic

Examples of actions Core Knowledge Skills Attitudes Duration
situations situations actions Material
• Organize data into fields and records; • Database; • Identify what makes an
• Compare computerized with non- • Data Verification; arrangement of data to
computerized databases; • Data validation. be qualified as a
• Identify commonly used DBMS; database;
• Check data entered into the system. • Outline advantages and
disadvantages of
Understanding computerized and non-
concept of computerized database
4h
databases. systems;
• Search and report on
Designing • Textbooks,
DBMS used in online or
database Collection and • Discipline, • Visual
off-line applications;
management Organization of • Team spirit Library,
• Describe procedures
systems and data • Attention to • Physical
used to avoid the entry of
modelling details library
erroneous or wrong data
into the system. • Projector
• Identifying types of database systems; • Flat files; • Identify different
• Describe properties for flat file, • Multiple tables or database types;
hierarchical, network, object- files. • Sort out the advantages
Exploring Types orienteddatabases. of multiple file database
of database • Novel database systems and concepts: systems over flat-file 2H
systems various types; ACID vs BASE systems.
descriptions;
• Relation of relevant database systems to
Big Data.
Page 65 of 83

• Describe the
• Relational database;
significance of each
• Entity, field • Textbooks,
Explain relational database concepts; relational database • Creative
(attribute), key field • Visual
• Identify links between related tables; concept; mindset, and
(primary key), • Library,
• Use appropriate data types in relational • Organize data into • Organizationa 4h
secondary key, • Physical
tables – text, numeric, date, Boolean related tables; l orientation
record (tuple), library,
and memo. • Select the appropriate • Team spirit
foreign key. • Charts
data type for each
Understanding field.
Organization of
Relational • Creativity • Flip charts
data in related RDBMS relationships:
database Determine various • Team spirit • Projector
tables • One-to-one;
management • Explain relational database relationships relationships between • Attention to • Textbooks 4H
• One-many;
systems tables or entities; fine details • Digital
• Many-many;
• discipline resources
Relational
Database • Inner joins and Outer • Set up joins between
Management joins; tables in a RDBMS;
• Define and implement joins;
Systems • Notion of constraints • Enforce constraints using
• Explain constraints and constraints
and constraints features of your RDBMS
enforcement; 6H
enforcement; and SQL;
• Distinguish between Referential
• Referential integrity • Work with modification
integrity and check constraints;
Vs check anomalies on a
constraints. database.
Identify four stages in Database design Identify the fields belonging
(Conceptual design, Logical design, to each entity in a model; • Logical
Normalization, Physical design) Select the key fields thinking Textbooks,
• Identify entities and relationships; belonging to each entity;. • Team spirit Digital
Database Designing Entity;
Determine attributes of simple entities; Determine entity • Attention to resources, 4H
Development databases. Relationships;
Determine attribute domain and candidate relationships and links; fine details Diagrams on
data dictionary;
keys; Represent a collection of • collaboratio charts
Decompose Many-to-Many relationships; data using an Entity- n
Establish a data dictionary. Relationship model;
Page 66 of 83

Establish the reasons for

Compare simple
normalization.
database
Normalize databases; Data redundancy; Transform a table into First
designs with
Implement database using DBMS (up to 4 Data anomalies; Normal form (1NF),
peers.
tables); Update, deletion Second Normal form
Peer group
Ensure that each cell in a table has only and insertion (2NF), Third Normal form
Discussion of
one piece of information, and void of anomalies; (3NF) and Boyce Codd 6H
entities and
duplicate rows; Types of DBMS Normal form;
possible
Identify types of dependencies in an normalization: Identify functional
attributes.
RDBMS 1NF, 2NF, 3NF and dependencies (transitive
Articulate
BCNF. dependencies, mutual
databases
dependencies) and their
terminologies
significance in a RDBMS;
MS Access; Create a database using an
Demonstrate competence in use of Open / Libre office RDBMS (MS Access or
RDBMS such as Ms Access and Base; Open base);
Hands on
Open/Libre Office base; DBMS queries – SQL; Create tables, forms and
activity
List commonly used DBMS; Implementation of joins; reports in RDBMS; Computers
Using DBMS Passion
Implementation of Demonstrate knowledge in SQL in a Create tables, define and Software
(RDBMS) tools Team work 6H
Databases familiar RDBMS to populate and retrieve manipulate data using resources
and packages Logical thinking
data in a database; SQL. Projector
Attention to
Implement joins, writing sub queries, and Implement joins;
details
standard clauses to populate and Populate and retrieve data
retrieve data. from a database using
queries.
Page 67 of 83

Implement PHP code and HTML to publish Scripting in PHP to Write PHP code to connect
work on the Internet and other networks. connect to a a database to your web
database; site or web application;
HTML. Enter data through your Creativity
Publishing on
website and check that it Attention to fine
the Internet and 8H
is recorded in your details
other networks
database; Discipline
Retrieve information from
your database through
your website.
Use an Object oriented
database to store and
Object- oriented retrieve information;
Using other Discipline The Internet
Other Relational Demonstrate knowledge of other relational database; Link your Object oriented
Relational Attention to Textbooks 2H
database models database models. Object relational database to your website;
database models details Charts
databases. Enter data into the
database through your
website.
Page 68 of 83
2.11 MODULE 11: SOFTWARE DEVELOPMENT II
Duration: 56hours
The module allows the learner to use a variety of problem-solving strategies in addressing different types of problems independently and in a team. The learner designs
algorithms according to specifications and employ suitable development life-cycle model in a software development project. The learner also focuses on understanding
testing and error detection in the development of a system.

This module enables the learner to make informed decisions about software management strategies such as the system development life cycle and its variants, and
testing and error detection during software development.

The module leads the learner to explore different approaches to software development and apply some to develop software.
This module would enable the learner to design and implement software to solve problems in the community.
Page 69 of 83
Family of Categories Duration

Examples of life Examples of Core Skills Didactic
life of Attitudes period(s
situations Actions knowledge Material
situations Actions )
• Explain the concept of
• Solve a given problem in well- algorithm;
defined steps; • Textbook
• Enumerate examples of
problems solved by divide • Problem solver
Choosing the most • Demonstrate mastery in solving • Algorithm; • Internet
a problem by solving its conquer;
appropriate method • Collaboration
in solving a problem. Problem- constituent parts; • Algorithms • Flip Charts
• Write simple algorithms;
solving Development • Flexible 6H
• Explain models used in solving Techniques . • Cardboard
strategies • Describe approaches to
computing problems (divide and • Team spirit
Developing design algorithms (top- • Video
conquer, stepwise refinement, down and bottom-up
algorithms projector
incremental, parallelism…); design);
• Use models to solve a problem. • Resolve a problem using
Designing
Algorithms and problem solving models.
software • Describe search algorithms • Types of
solutions (sequential search, binary Algorithms; • Write search and sort
Designing simple Designing
search, hashing); algorithms; • Textbook
Algorithms. algorithms • Complexity of
• Describe sorting algorithms an algorithm; • Compare sorting • Internet
Understandi (Insertion Sort, Bubble Sort, algorithms; Ability to work as
Designing algorithms ng the • Exception • Flip Charts
Selection sort…) a team in
withexception concept of handling • Compare searching realizing • Cardboard 6H
handling. computabilit • Use standard algorithms to algorithms; projects.
y analyse and compare • Finite State
• Video
algorithmic complexity in Machines;Push • Choose suitable search or Logical thinking. projector
Drawing up decision Expressing terms of time and space; down sort algorithm for a given
tables and state algorithms automata;Turin problem;
transition diagrams. as • Explain finite state machine; gmachines
• Apply sorting and searching
machines
• Computability: Intuitive algorithms to solve
Page 70 of 83

demonstration of the halting Computability problems;
problem
• estimate the complexity of
an algorithm;
• Identify types of complexity

(worst-case, best-case and
average-case);
• Draw decision tables and

state transition diagrams to
represent conditions
against actions.
Use a programming language; Transform an algorithm into a

program;.
Use an IDE;
Designing programs Write a program;
from a program Modify functioning of existing IDE; • Textbook
template or skeleton codes to sort or search Translate, test, run a high-level
Arrays. language using an IDE; • Internet
variables in arrays. Ability to work as
Using industrial a team in
Describe features found in a Identify features of an IDE; • Flip Charts
standard realizing
Designing typical Integrated Development
programming tools. Write programming codes using 8H
software projects. • Cardboard
Environment (IDE): a given compiler ;
solutions
Applying reusable Logical thinking. • Video
code, subprograms. Identify errors in a program; projector
Solve problems related to
Designing a user
context-sensitive prompts, Correct errors in a program;
friendly software
initial error detection, and wrong
interface. Write codes with correct syntax.;
syntax and semantics .
Expose faults in programs and Write programs using arrays.
Page 71 of 83

ways of avoiding faults;
• Explain the stages in SDLC • SDLC. • Identify activities involved at

(Feasibility/Planning, Analysis, each stage of a SDLC; • Textbook
Design, Documentation, • Notion of • Internet
Testing, Implementation); • Choose appropriate Software working in a
development model to develop team. • Flip Charts
An organisation is Understandi • Explain reasons why new software;
acquiring a new ng the software or systems are • Excellent 8H
• Cardboard
technology Phases of developed; • Explain software reuse; organisational
an SDLC and time • Video
• Explain reasons for choosing a • Analyse an existing program projector
management
particular design procedure. and make amendments to
skills.
enhance functionality.
Understanding
• Explain the purpose for team • Collect opinion of users on • Textbook
software work in program developments; existing system to create a new • Notion of
• Data collection one; working in a • Internet
development life • Explain data collection
Using the best Discovering techniques team.
cycle techniques (questionnaire, • Evaluate data gotten from • Flip Charts
method to capture Techniques (Dialogue,
interview, group discussion, …) different sources to make • Excellent
external data for to clarify Survey, 4H
; conclusion; organisational • Cardboard
analysis (interviewing program Research, and time
a client, ...) specificatio Questionnaire). • Video
• Demonstrate mastery of • Make references to collected management
n projector
drawing conclusions from data and drawing a conclusion. skills.
collected data.
Identifying and • Explain the significance of • Program testing • Textbook

Ability to work as
describing the cause testing in software development; Strategies ;
a team in
of errors program Using a • Internet 8H
• Explain methods of testing • Types of testing realizing
(entering charcter test plan Test a program; projects.
developed programs (Dry Run, (integration • Flip Charts
instead f a number, Walkthrough, White-Box, Black- testing, alpha
Page 72 of 83

...) Box, Integration, Alpha, Beta, testing, Identify errors in a program; Logical thinking • Cardboard
Acceptance testing); acceptance
testing, beta Correct programming errors; • Video
Testing a program to • Establish error correction testing); projector
Draw trace tables.
identify errors. strategies (Debugging, Dry-
running and trace table); • Test Plans and
test data
(Normal data
range, abnormal
• Establish test plans and test
data range,
data.
Boundary data
range).
• Manual code • Identify reasons for

• Show awareness of why errors tracing ; programming error; • Ability to work • Textbook
occur within the codes; as a team in
• Extra code; • Explain debugging
Identifying and realizing • Internet
• Describe debugging techniques techniques;
correcting errors in a Using a • Use of projects.
code. variety of • Flip Charts
(Brute force, Induction and debuggers; • Differentiate between 4H
methods to deduction strategy. corrective and preventive • Logical thinking
• Cardboard
Using debugging debug • Corrective maintenance.
Back tracking strategy maintenance; • Problem solver
software. programs • Video
• Flexible projector
Debug by code testing). • Adaptive
maintenance.
preserving program • Demonstrate awareness in • Documentation. • Demonstrate the spirit of team • Textbook
Communica work in the project • Ability to
codes for future use. documenting codes or patches • Internet
ting and development through collaborate in
of codes. • Flip Charts 2H
communication; realizing
Documenting a documentin • Cardboard
projects.
program and a g Projects • Document projects • Video
• Logical thinking
program code. projector
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Page 74 of 83

• Explain project management • Propose a WBS (Work Break-
terms (Project, Lag time, Slack Down Structure) for a given
time, Floats, Critical task and project;
Path, Mile stones, …);
• Produce scheduling tool (PERT
• Describe project planning • Project network, Gantt chart) for a
techniques; Management; project;
• Describe benefits of Project • Structure of a • Outline activities for the

Management (PM); planning stage of a project; • Textbook
project
Representing Development
• Describe the activities of each • Work with methods of • Internet
activities of a project Plan;
stage in project management; controlling projects (tracking, • Logical thinking
Implementing using charts. Using • Flip Charts
Project and project • Project check points … ); • Problem solver
• Describe techniques used to 8H
Project manageme management • Cardboard
control and facilitate the • Implement a simple project; • Flexible
Management. Analysing the nt tools tools (Work
success of a project; • Video
progress of a project Break Down • Determine the duration of a projector
using Charts. • Identify the roles, Structure WBS, project using a Gantt chart;
responsibilities and performance Gantt Charts,
of members of a project team; PERT Chart). • Compute the duration of a
project using network diagram;
• Carry out basic calculations
using PERT, Gantt charts and • Calculate ES, EF, LT, and LF;
network charts; • Determine slack task, critical
• Explain key factors that cause path;
project failure;
Page 75 of 83
APPENDIX
MINI PROJECTS (36Hours)
(THE MINI PROJECTS COULD BE GIVEN OUT AS ASSIGNMENTS)
Family of life Examples of Category action Example of action Core knowledge Skills Attitude Other Duration
situations life situations resources
Study the work system of a Shop, Monitoring Visit a shop, pharmacy, Search
Computer Implementing UTILIZATION OF Pharmacy, Bank/IT firm, Insurance systems bank/IT firm, and an engine
applications security GENERAL Company. Identify and describe the Control systems insurance company ( Google,
systems PURPOSE AND systems used for monitoring control, System software Describe the computer Team spirit YouTube
COMPUTING accountancy and documentation. Application systems being used for work other and
Documentation APPLICATIONS software in the institutions Communicative educative 3H
Check for the presence of links)
Office any monitoring, control, Creative
automation accounting or documentation
systems Ethical
Write a report on the reasoning
observations.
Assessing the Organize an open presentation (in AGM Identify computer crimes and Prudence Search
Socio-Economic Buying and DESCRIBE school, market, organization) on the BCS prevention methods engine
Implications of disposing of SOCIAL AND importance of computerized systems; IEEE Self-discipline e.g. Google
the use of computers CULTURAL Hacking Describe issues addressed youtube
INFLUENCES Explain computer crimes and prevention Dumpster Diving by existing standard codes of Passion for other
computers
Legal and OF measures for responsible use of Scamming ethics and conduct(BCS, technology educative 5H
ethical COMPUTERS computer systems, Malware ACM,IEEE) links
concerns when Phishing
using Explain the legislation in place, safe Theft Identify other existing code of Accurate and
computer working practices, codes of ethics Cyber crime ethics on the use of rapid writing
systems recommended. Cyber security computer systems, for some
organizations Vigilant
Tracking cyber Outline measures to combat these Propose measures to reduce
crime and social challenges and reduce the digital digital gap in your community observant
prevention gap. in report.(outline social
challenges and reasons
Page 76 of 83
associated with the digital
gap in your community)
Uninstall an existing OS in your Operating • Setup at least two Search
Exploring Installing OS MANAGEMENT computer lab. systems functional computers, engine
Software OF SYSTEM Reinstall updated versions of two types Open source OS either as stand alone or e.g. Google
Using OS RESOURCES of OS (open source and closed source). Closed source OS networked computers youtube
GUI, CLI • Uninstall the current OS in other
Configuring Consider the following while making Internet them and reinstall an educative
OS for your selection; System software updated open source OS links
networks, in one and a closed source
security (Comparative strengths and OS in another
weaknesses with existing or available • Study the two Operating
OS versions, systems and report on any
Is the installation on a networked or differences and similarities
standalone computer, in their modes of operation,
user interface design, user
Security features of the OS and friendliness, security
User interfaces.) features and other
important features.
Use the command line, shell or Bash of • Open the CLI of each OS
your selected OS to check if your and run commands that: 4H
system is connected to a network, (create a file and a folder, Team spirit
Create a folder, format a storage device,
Format a storage device. scan for malware, check if Communicative
Setup your OS to connect to a wired or your system is connected
wireless network. to a network) Creative
• Setup each of the systems
Analyse whether or not your OS carries to connect to the internet. Ethical
the following features: (multitasking, • Check if your Operating reasoning
multi-user, multi-programming, GUI, systems carry the following
CLI). features: (multitasking, Prudence
multi-user, multi-
programming) Self-discipline
• Produce a report on the
Passion for
comparative features of
Page 77 of 83
your selected operating technology
systems, the protocols and
the commands used in
your CLI to carryout the Accurate and
above tasks. rapid writing
Computer Using a simulation program for setting Protocols • Install and run a Vigilant Search
network and Selecting SETTING UP A up networks (e.g. CISCO Packet TCP/IP simulation software for engine
data network type COMPUTER Tracer), design network set-ups for a setting up networks observant e.g. Google
communicatio for NETWORK star topology, ring topology, bus Network • Create a Ring youtube
n implementation topology and a simple mesh topology typologies topology, bus topology, other
based on size for a minimum of 5 computing nodes, Network sizes star topology and mesh educative
environments
and topology but not exceeding 10 computing nodes. Client/server and topology for a minimum of links
Setup connections between two or more peer-to-peer 5 nodes
Using mobile devices, for sharing files. Bridges, Routers • Setup an online 3H
protocols Switches game to be played by two
Use a connection method of your choice Gateways or more users from
Building to setup at least two users to play the Modems different devices.
networks same game, with each user accessing Computer • Produce a clear
the same copy of the game from their peripherals report on protocols,
different mobile devices. Classes of IP procedures, tools used and
addresses difficulties encountered.
Produce an algorithm that records 20 Control constructs • Design an algorithm using Search
Developing Implementing USING students’ names and their first and Arrays flowcharts or pseudo- engine
algorithms complex data COMPLEX second test marks. Linked lists codes, to record students’ e.g. Google
types in DATATYPES Calculates the average mark for each user defined types names, test marks, youtube
algorithms student, and then output the students’ Sorting algorithms calculate averages, sort other
names against their marks in increasing searching the student names in educative 3H
Accessing and alphabetical order. algorithms increasing alphabetical links
using Add a code to your algorithm, that order, after which they
datatypes outputs another list of the same are ranked according to
students, arranged in terms of their their performance by
averages, where the student with the average.
highest average appears first while the • Do a dry run to show the
lowest average appears last.
Page 78 of 83
expected results on a
screen.
• Produce a report on the
algorithm used to
implement the above.
Write a program or produce an Programming • Type and run the program Search
Writing of codes Coding and PROGRAMMING application that executes the task given paradigm in an IDE of a procedural engine
in a correcting ENVIRONMENT in the algorithm on students’ compilers and programming language. e.g. Google
programming algorithmic performance record, given above. interpreters • Type and run the program youtube
language instructions Debugging in IDE of an OOP other
Use a procedural programming • Ensure that the program educative 3H
language (Pascal or C) Encapsulation does what is written in the links
Inheritance algorithm by carrying out
Use an object oriented programming Polymorphism necessary debugging,
language (Java or C# or Python) semantics and syntax
corrections.
Present your program alongside its • Report on any difficulties
source code for review. encountered in the course
of work.
• Write the codes in your
report.
Study the work system of a bank, a MIS • Describe works Search
Development of Designing and USING school and describe what each TPS procedures or systems engine
an Information using an IS in INFORMATION institution does. (state the actors that EIS in the organization being e.g. Google
System an SYSTEM IN AN are involved, the procedures and the DSS studied. youtube
organization ORGANIZATION available machines or technology at ES • Identify the actors other
each institution). Simulations involved and the role educative
Propose an information system for systems they play. links
each, institution.( take note of the GIS • Propose the kind of
actors, procedures, and technology, LIS system or systems that
security, speed of work, teleworking, Videoconferencing can facilitate their 3H
management, reporting, analysis and Telecommuting current work procedures
other transactions). physical protection • Identify risks and
Passwords propose measures on
Identify issues or operations to guard Firewalls what to do and what not
Page 79 of 83
against in order to avoid the failure of Bio security to do, to avoid failure of
such a system for each of the Training of the IS
organizations workers • Report on activities
carried out and
proposed system
changes.
Consider a market in your community, ERD Identify the entities found in
Relational Designing and DESIGNING which attempts to keep record on the Normalization the buying and selling
Database implementing DATABASES daily transactions therein. The market Relationships process given;
Management Relational consists of both customers and traders. Dependencies Using an ERD, define the
System databases Each trader has a store (which could be RDBMS relationships that exist among
more than 1), a trader ID, an account Primary keys such entities;
number(which could be more than 1), a Foreign keys Design tables to contain the
telephone number(which could be more data for all the entities;
than 1), and an address. A customer Normalize the tables as
has a customer ID, a customer’s needed, to produce a RDMS
address, and phone number (which (which avoids modification
could be more than 1). The products anomalies, allow for re-
generally sold in the market have a enforcing referential integrity
product name, unit price, quantity and avoids transitive 3H
bought and expiry date. The daily dependencies).
record produced by the market Create the database,
controller, based on the transaction containing the tables
between a particular trader and obtained above;
customer. You may populate the table
Design a database which carries its using your own data;
tables in 2NF or 3NF. Make queries to calculate the
Derive an ERD for your database and total expenditure for each
using the fields as described above, customer (by creating a
implement a RDBMS, showing clearly column for it), a query to
the links between the tables, and their return a customer with the
proposed key fields. highest expenditure.
Write a report bearing all the
work done above.
Computer BUILDING AND Build and (if possible) host (online or on Internet Write HTML code to build a
network and HOSTING a local server) a website which can be school website
Page 80 of 83
data WEBSITES used to apply for admission into your Browsers Use CSS in the code, for
communication school. Features that should appear on styling or formatting
environments your site should include: HTML Use JavaScript for animating
(a short description of your school, CSS objects on website
a welcome message that runs across JavaScript Use basic PHP for
the screen PHP connecting website to a
a table containing information on RDBMS database
classes, the number of students per Write a report on the codes
class, the subjects taught in that class used.
and if promotion is automatic or by
merit. 3H
forms for entering student’s name,
selecting your date of birth, check if
applicant is male or female, a short
description about the applicant,
A send button to load the submitted
information into a database(online or
locally).
A link between two or more pages using
menus.
NB: your project should make use of
language features in HTML, CSS, PHP
and JavaScript.
Computer Tailoring Produce a score or performance Statistical • Create a Report Card

applications spreadsheets UTILIZATION OF processing system for a school. The functions management system
to solve GENERAL system retrieves scores for various using a spreadsheet
specific PURPOSE AND subjects taught in a particular class, Database • Enter marks for each
problems COMPUTING calculates the average for each subject, functions subject for a number of
APPLICATIONS outputs the comments depending on students
performance; calculates final average Date and time • Print t he Report Cards
per student, calculates class average, functions bearing the individual
ranks the students according to their averages, ranks, grades, 3H
averages and determine whether a Financial functions comments, decisions (by
student is promoted, is to repeat or is class councils, discipline
dismissed. Logical functions
Page 81 of 83
It then outputs a chart showing average department)
of each student against the name for Mathematical
each class. It carries a table which functions
reports on the number of students who
sat in the exam per class, number Text functions
passed, number failed, number
dismissed, best three students, and
worst three students. The system
should display report cards for first term,
second term and third term.
Working with Building simple PROGRAMMING Using a programming language of your OOP Use UML or any other
group data programs for choice (preferably an Object oriented Encapsulation method to design an
solving daily language), build a stock management Polymorphism application for managing
problems system for a grocery store. The system stock for a grocery store.
should consist of the following: Implement the program using
a salesperson account(which provides a particular programming
interface for entering products being language(preferably an object
sold, quantity and their prices) oriented programming 3H
an administrator account (which can language)
enter new products into stock, adjust Write a report on what the
stock quantities, create more sales system does, how it solves
persons, view a report on sales trends, the problem of stock
sell and produce invoices) management, the design and
the code used in building the
system.
Page 82 of 83
4.0 ACKNOWLEDGEMENTS
The conception and design of this curriculum model has been produced with contribution, feedback and
advice from many persons and organisations. We would like to thank all, for their valuable inputs and
support for the development of this high school Computer Science curriculum.
5.0 REFERENCES
1. CS Teachers.org (2017). Computer Science teachers Association; K-12 Computer Science
Standards, Revised 2017
2. Kigali, (February 2010). Computer Science Curriculum for Computer Science Economics and
Mathematics Option & Mathematics Physics and Computer Science Option, www.ncdc.gov.rw.
3. Massachusetts K-12 (2011), Computer Science Curriculum Guide: Exploring Computer Science
version 4, Joanna Goode University of Oregon, Gail Chapman University of California, Los Angeles
Computer Science Equity Alliance.
4. UNESCO – Nigeria Project (2004). Computer Science Higher National Diploma Curriculum and
Course Specifications, National Board for Technical Education, Federal Republic of Nigeria
5. Pearson Edexcel (2016). GCSE (9 - 1) in Computer Science, Issue 4.
6. Irv Englander, (2009). The Architecture of Computer Hardware, System Software, and Networking:
An Information Technology Approach, Fourth Edition; John Wiley & Sons, Inc.
7. https://k12cs.org/wp-content/uploads/2016/09/K–12-Computer-Science-Framework
8. The Ontario Curriculum Grade 10 to 12 (2008), Computer Studies, Revised, www. edu.gov.on.ca.
9. www.pearsonschools.co.uk/GCSE, May 2019
10. https://www.khanacademy.org/resources/teacher-essentials/teaching-computing, May 2019.
11. K–12 Computer Science Framework. (2016). Retrieved from http://www.k12cs.org
12. CSTA, A Model Curriculum for K–12 (October, 2003). Computer Science: Final Report of the ACM
K–12 Task Force Curriculum Committee
13. ACM/IEEE-CS Joint Curriculum Task Force. Computing Curricula 2001: Computer Science
Volume. December2001.
14. http://www.acm.org/sigcse/cc2001/Task Force of the Pre College Committee of the Education
Board of the ACM.
15. ACM model high school Computer Science curriculum. Communications of the ACM, May 1993.
16. AP Course Description: Computer Science. May 2002.
17. International Society for Technology in Education (ISTE), National Educational Technology
Standards for Teachers, June 2002. http://www.iste.org/standards.
Page 83 of 83

CSC HS Syllabus 07sept2020

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REPUBLIC OF CAMEROON

PEACE – WORK – FATHERLAND

2.0 SCOPE AND SEQUENCE OF HIGH SCHOOL COMPUTER SCIENCE SYLLABUS 11

2.1 MODULE 1: COMPUTER APPLICATIONS AND SOCIO-ECONOMIC IMPLICATIONS 11

2.1.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 11

2.2 MODULE 2: SOFTWARE 16

2.2.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .................................................................................. 16

2.3 MODULE 3: COMPUTER NETWORKS, DATA COMMUNICATIONS AND SECURITY 23

2.3.1 PRESENTATION OF THE MODULE 23

2.3.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 23

2.4 MODULE 4: DATA STRUCTURES AND ALGORITHMS 28

2.4.1 PRESENTATION OF THE MODULE 28

2.4.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 28

2.5 MODULE 5: PROGRAMMING 32

2.5.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT………………………………………………………………………………………………………….32

2.6 MODULE 6: SOFTWARE DEVELOPMENT 37

2.6.1 PRESENTATION OF THE MODULE 37

2.6.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 37

2.7 MODULE 7: COMPUTER SCIENCE PROJECT 40

2.7.1 PRESENTATION OF THE MODULE 40

2.7.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 40

2.8 MODULE 8: COMPUTER ORGANIZATION AND ARCHITECTURE 47

2.8.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 47

2.9 MODULE 9: INFORMATION SYSTEMS 52

2.9.1 PRESENTATION OF THE MODULE 52

2.9.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT .............................................................................................................. 52

2.10 MODULE 10: DATABASE SYSTEMS 55

2.10.1 PRESENTATION OF THE MODULE 55

2.10.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT ............................................................................................................ 55

2.11 MODULE 11: SOFTWARE DEVELOPMENT II 60

2.11.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT ............................................................................................................ 60

MINI PROJECTS (36Hours) .................................................................................................................................................................................................. 65

• Develop computer software;

• Setup and configure data and communication networks;

• Run projects successfully;

• Propose IT solutions to tackle real-life issues;

• Develop websites and other digital contents;

• Assure the quality of developed software;

• Analyse computer system architectures.

1.3 COMPUTER SCIENCE, LEARNING AND THE CURRICULUM

1.5 CONTRIBUTION OF SYLLABUS TO LIFE SITUATIONS

Table 1: Summary of Syllabus Contributions to Life Situations

LIFE SITUATION CONTRIBUTION

1.6 FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS

1. Understanding and using computer components responsibly (Module 1).

2. Understanding operating systems (Module 2).

3. Implementing and configuring secure networks (Module 3).

4. Designing solutions to problems using algorithmic tools (Module 4).

5. Translating algorithms into programs (Module 5).

6. Applying phases that guide software development (Module 6).

7. Computer science projects (Module 7).

8. Understanding and analysing computer architectures (Module 5).

10. Designing and exploiting database systems (Module 10).

1.7 THE MODULES

Table 2: Comprehensive Table Showing the Modules Taught in each Class

Module 1:COMPUTER APPLICATIONS AND SOCIO- 17

Module II: SOFTWARE 42

Module IV: DATA STRUCTURES AND ALGORITHMS 31

Module X: DATABASE SYSTEMS 44

2.1.2 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENTS

2.1.3 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

• Identify current laws and • Legislation; • Differentiate between legislation • Charts

• Recognise privacy and • Awareness of • Emulate professional, ethical and