COMPUTER SCIENCE Grade 8 Corrected - 5st - August2022

REPUBLIC OF KENYA
MINISTRY OF EDUCATION
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JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 8
R COMPUTER SCIENCE
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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
First Published in 2022
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All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by
any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.
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R ISBN: 978-9914-43-806-2
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Published and printed by Kenya Institute of Curriculum Development
FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the
aspirations of the Kenya Constitution 2010, the Kenya Vision 2030, National Curriculum Policy 2019, the United Nations
Sustainable Development Goals (SDGs) and the Regional and Global conventions to which Kenya is a signatory. Towards
achieving the mission of Basic Education, the Ministry of Education (MoE) has successfully and progressively rolled out the
implementation of the Competency Based Curriculum (CBC) at Pre-Primary and Primary School levels. The roll out of Junior
Secondary School (Grade 7-9) will subsequently follow as from 2023-2025.
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The Grade 8 curriculum designs build on competencies attained by learners at the end of Grade 7. Further, they provide
opportunities for learners to continue exploring and nurturing their potentials as they prepare to transit to Senior Secondary School.
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The curriculum designs present National Goals of Education, essence statements, general and specific expected learning outcomes
for the learning areas (subjects) as well as strands and sub strands. The designs also outline suggested learning experiences, key
inquiry questions, core competencies, Pertinent and Contemporary Issues (PCIs), values, Community Service Learning (CSL)
activities and assessment rubric.
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It is my hope that all Government agencies and other stakeholders in Education will use the designs to plan for effective and
efficient implementation of the CBC.
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PROF. GEORGE A. O. MAGOHA, EGH
CABINET SECRETARY,
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PREFACE
The Ministry of Education (MoE) is implementing the second phase of the curriculum reforms with the national roll out of the Competency
Based Curriculum (CBC) having been implemented in 2019. Grade 8 is the second level of the Junior Secondary School (JSS) in the new
education structure.
Grade 8 curriculum furthers implementation of the CBC from Grade 7. The main feature of this level is a broad curriculum for the learner to
explore talents, interests and abilities before selection of pathways and tracks at the Senior Secondary education level. This is very critical in
the realisation of the Vision and Mission of the on-going curriculum reforms as enshrined in the Sessional Paper No. I of 2019 whose title is:
Towards Realizing Quality, Relevant and Inclusive Education and Training for Sustainable Development in Kenya. The Sessional Paper
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explains the shift from a Content - Focused Curriculum to a focus on Nurturing every Learner’s potential.
Therefore, the Grade 8 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
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Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy, Learning
to Learn and Self-efficacy.
The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands and the
other aspects of the CBC. The curriculum designs also offer several suggested learning resources and a variety of assessment techniques. It is
expected that the designs will guide teachers to effectively facilitate learners to attain the expected learning outcomes for Grade 8 and prepare
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them for smooth transition to the next Grade. Furthermore, it is my hope that teachers will use the designs to make learning interesting, exciting
and enjoyable.
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JULIUS O. JWAN, PhD, CBS
PRINCIPAL SECRETARY
STATE DEPARTMENT FOR EARLY LEARNING AND BASIC EDUCATION
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ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop curricula
and curriculum support materials for basic and tertiary education and training. The curriculum development process for any level of education
involves thorough research, international benchmarking and robust stakeholder engagement. Through a systematic and consultative process,
the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education Curriculum Framework (BECF), that
responds to the demands of the 21st Century and the aspirations captured in the Kenya Constitution 2010, the Kenya Vision 2030, East African
Community Protocol and the United Nations Sustainable Development Goals (SDGs).
KICD receives its funding from the Government of Kenya to enable the successful achievement of the stipulated mandate and implementation
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of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting
specific programmes. The Grade 8 curriculum designs have been developed with the support of the World Bank through the Kenya Secondary
Education Quality Improvement Program (SEQIP) commissioned by the MoE. Therefore, the Institute is very grateful for the support of the
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Government of Kenya, through the MoE and the development partners for the policy, resource and logistical support. Specifically, special
thanks to the Cabinet Secretary – MoE and the Principal Secretary – State Department of Early Learning and Basic Education,
We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their roles in the development of the Grade 8
curriculum designs. In relation to this, we acknowledge the support of the –Chief Executive Officers of the Teachers Service Commission
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(TSC) and the Kenya National Examinations Council (KNEC) for their support in the process of developing these designs.
Finally, we are very grateful to the KICD Council Chairperson Prof. Elishiba Kimani and other members of the Council for very consistent
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guidance in the process. We assure all teachers, parents and other stakeholders that these curriculum designs will effectively guide the
implementation of the CBC at Grade 8 and preparation of learners for Grade 9.
PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWORD ...................................................................................................................................................................................... i
PREFACE .......................................................................................................................................................................................... ii
ACKNOWLEDGEMENT ................................................................................................................................................................ iii
TABLE OF CONTENTS.................................................................................................................................................................. iv
LESSON ALLOCATION.................................................................................................................................................................. v
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LEARNING OUTCOMES FOR MIDDLE SCHOOL ..................................................................................................................... ix
ESSENCE STATEMENT ................................................................................................................................................................ ix
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GENERAL SUBJECT OUTCOMES ................................................................................................................................................ x
STRAND 1.0: FOUNDATION OF COMPUTER SCIENCE........................................................................................................... 1
STRAND 2.0: COMPUTERS AND SOCIETY .............................................................................................................................. 37
STRAND 3.0: COMPUTER NETWORKS ................................................................................................................................... 50
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STRAND 4.0: COMPUTER PROGRAMMING ............................................................................................................................ 61
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ........ 73
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LESSON ALLOCATION
Subject Number of Lessons Per Week

(40 minutes per lesson)
1. English 5
2. Kiswahili/KSL 4
3. Mathematics 5
4. Integrated Science 4
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5. Health Education 2
6. Pre-Technical Studies 4
7. Social Studies 3
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8. Religious Education (CRE/IRE/HRE) 3
9. Business Studies 3
10. Agriculture 3
11. Life Skills Education 1
12. Physical Education and Sports 2
13.
14.
Optional Subject
Optional Subject
Total
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3
45
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NATIONAL GOALS OF EDUCATION
Education in Kenya should:
i) Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They
must be able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense
of nationhood by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together
in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
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ii) Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
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Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake
of rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are
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required to support a growing economy. Kenya is building up a modern and independent economy which is in need of
an adequate and relevant domestic workforce.
c) Technological and Industrial Needs
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Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only
be part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that
will prepare our young people for these changing global trends.
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iii) Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help
children to develop their potential interests and abilities. A vital aspect of individual development is the building of
character.
iv) Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
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v) Promote social equality and responsibility.
Education should promote social equality and foster a sense of social responsibility within an education system which
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provides equal educational opportunities for all. It should give all children varied and challenging opportunities for
collective activities and corporate social service irrespective of gender, ability or geographical environment.
vi) Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in
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contemporary society. Children should be able to blend the best of traditional values with the changing requirements that
must follow rapid development in order to build a stable and modern society.
Promote international consciousness and foster positive attitudes towards other nations.
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vii)
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and
nations. Education should therefore lead the youth of the country to accept membership of this international community
with all the obligations and responsibilities, rights and benefits that this membership entails.
viii. Promote positive attitudes towards good health and environmental protection.
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Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that
will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and
conservation. It should lead the youth of Kenya to appreciate the need for a healthy environment.
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LEARNING OUTCOMES FOR MIDDLE SCHOOL
By end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
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7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.
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ESSENCE STATEMENT
Computer science is the study of computers and algorithmic processes, including their principles, hardware and software designs,
applications and their impact on society. Computer Science subject, will enable learners acquire knowledge, develop competencies
and skills in foundation of computer science, computer and society, computer networks and basic computer programming. This
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will equip the learners with computational thinking competencies such as critical thinking, problem solving, creativity, innovation,
communication and networking which are necessary for learners who opt to specialise in STEM pathway. The curriculum design
will provide opportunities for learners to develop computer basic skills through learning experiences and inquiry-based learning
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approaches with an emphasis on engagement, exploration, explanation, collaboration and hands-on. The skills emphasised in the
design are envisaged in the 21st Century skills, the Constitution of Kenya 2010, Kenya Vision 2030 and the National ICT Policy
of Kenya 2016 (revised 2020).
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GENERAL SUBJECT OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
1. Apply fundamental computer knowledge and skills in everyday life.
2. Demonstrate ethical behaviour, security and safety when using computers.
3. Acquire foundational knowledge and skills in computer networks and programming.
4. Exhibit competency in the use of computers to adapt to the fast-changing technological world.
5. Appreciate the use of computers in managing pertinent and contemporary issues in society.
6. Promote an inquiry-based learning that provokes interest for further education and training in computing disciplines.
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STRAND 1.0: FOUNDATION OF COMPUTER SCIENCE
Strand Sub Strand Specific Learning Suggested Learning Experiences Key Inquiry
Outcomes Questions
1.0 1.1 Computer By the end of the sub strand The learner is guided to: 1. What is the
Foundation Case the learner should be able to: • use available resources to search importance of
of Computer a) outline procedure for for the meaning computer case, a computer
Science (3 lessons) disassembling and • watch a video clip that shows the case?
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assembling a computer procedure to follow when 2. How are
case disassembling and assembling a computer
b) disassemble computer computer case, cases
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cases to expose • consult a resource person to acquired?
components discuss and demonstrate how to
c) identify the components disassemble and assemble a
housed in a computer computer case,
case • in groups, model a computer case
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d) assemble computer cases
to cover components
e) prepare a list of
using locally available materials,
• in turns disassemble and assemble
a computer case while observing
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specifications of safety measures,
computer cases • discuss the components housed in a
f) recognise the importance computer case,
of managing computer • take part in assembling a computer
cases waste.
case while observing safety
measures,
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• engage parent or guardian in
preparation of computer case
specifications list,
• in groups participate in communal
activities involving management of
computer case wastes.
Core competencies to be developed:
• Citizenship: learners participate in communal activities involving computer case waste management
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• Creativity and Imagination: learners model a computer case using locally available materials
Values:
• Responsibility: learners engage in assigned roles and duties when assembling a computer case
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• Patriotism: learners participate in communal activities involving reusing or recycling of computer cases.
Pertinent and Contemporary Issues (PCIs):
• Parental Engagement: learners involve parent or guardian in preparation of specifications list for use when acquiring a
computer case
• Environmental Conservation: learners participate in communal activities involving management of computer case wastes
Links to other subjects:
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• Health Education: learners observe safety measures when disassemble and assemble a computer case
Assessment Rubric
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Indicators Exceeds Expectations Meets Approaches Expectations Below Expectations
Expectations
Ability to outline Logically outlines Outlines Outlines procedure for Outlines procedure for
procedure for procedure for procedure for disassembling and disassembling and
disassembling and disassembling and disassembling assembling a computer case assembling a computer
but omits few steps

Assessment Rubric
Indicators Exceeds Expectations Meets Approaches Expectations Below Expectations
Expectations
assembling a computer assembling a computer and assembling a case but omits many
case case computer case steps
Ability to disassemble Creatively Disassembles Has few challenges Has many challenges
computer cases to disassembles computer computer cases disassembling computer disassembling
expose components cases to expose independently to cases independently to computer case to
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components expose expose components expose components
components
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Ability to identify the Effectively identifies Identifies all Identifies few components Has difficulty
components housed in all components housed components housed in a computer case identifying
a computer case in a computer case housed in a components housed in
computer case a computer case
Ability to assemble Skillfully assembles Assembles Has few challenges Has many challenges
computer cases to computer cases to computer cases to assembling computer cases assembling computer
cover components
Ability to prepare a list

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cover components
Comprehensively
cover components
Prepares a list of
to cover components
prepares a list of few

case to cover
components
Need assistance to
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of specifications of prepares a list of all all specifications specifications of computer prepare a list of
computer cases specifications of of computer cases cases specifications of
computer cases computer cases

Strand Sub Strand Specific Learning Suggested Learning Key Inquiry
Outcomes Experiences Questions
1.0 Foundation 1.2 Computer By the end of the sub The learner is guided to: 1. Why do
of Computer Motherboard strand the learner should • in turns discuss the function computers have
Science be able to: of a motherboard of a different size of
(6 lessons) a) explain the function of computer, motherboards?
a motherboard of a • use available resources to 2. How are
computer obtain information on the computer
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b) identify features of a features of computer components
motherboard of a motherboard, mounted on the
computer • in a computer user motherboard?
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c) explore techniques of environment identify and list
mounting computer the components of computer
components on motherboard,
motherboard • discuss factors to consider
d) mount components of when acquiring a computer
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motherboard
e) appreciate the
motherboard,
• consult a resource person to
discuss and demonstrate
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importance of techniques of mounting
managing computer components on
motherboard waste. motherboard,
• in groups, mount the
components of a computer on
the motherboard,

• use locally available materials
to model a computer
motherboard,
• share ideas on how to reuse or
recycle of motherboard waste.
• Self-efficacy: learners demonstrate how to mount computer components on the motherboard
• Learning to Learn: learners share ideas on how to reuse or recycle of motherboard waste
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Values:
• Peace: learners avoid conflict as they discuss function of a motherboard in a computer
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• Respect: learners accommodate others ideas when sharing experiences on the use of computers of different size of
motherboards
• Learner Support Programmes: peer education and mentorship skills are enhanced as learners consult a resource person to
discuss and demonstrate techniques of mounting computer components on motherboard
Links to other subjects

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• Safety and Security: learners observe safety measures when mount components of a computer on the motherboard
• Integrated Science: learners explore techniques of mounting computer components on motherboard

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Assessment Rubric
Indicators Exceeds Expectations Meets Expectations Approaches Below Expectations
Expectations
Ability to explain the Comprehensively Explains all the Explains few functions Has difficulty explaining
function of a explains all the functions of a of a motherboard of a the functions of a
motherboard of a functions of a motherboard of a computer motherboard of a
computer motherboard of a computer computer
computer
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Ability to identify Identifies all features Identifies all features Identifies few features Need assistance to
features of a of a motherboard of a of a motherboard of of a motherboard of a identify features of a
motherboard of a computer citing a computer computer motherboard of a
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computer examples computer
Ability to explore Comprehensively Explores techniques Has few challenges Has many challenges
techniques of explores techniques of of mounting exploring techniques of exploring techniques of
mounting computer mounting computer computer mounting computer mounting computer
components on components on components on components on components on
motherboard
Ability to mount
components of a
motherboard
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Creatively mounts all
components of a
motherboard
Mounts all
components of a
motherboard
Has few challenges
Mounting components
motherboard
Has many challenges
mounting components of
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computer on the computer on the computer on the of a computer on the a computer on the
motherboard motherboard motherboard motherboard motherboard

Outcomes Questions
1.0 1.3 Computer By the end of the sub strand The learner is guided to: 1. What is the
Foundation Buses the learner should be able to: • take turns to discuss the meaning of importance
of Computer (2 lessons) a) identify types of buses in the term computer buses, of buses in a
Science computers • use available resources to search for computer?
b) relate computer buses to types of computer buses (data, 2. How do
their functions address, control) buses
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c) explore the way buses • consult a resource person to discuss transmit
connect CPU to the functions of computer buses, data?
memory and input or • in groups, match computer buses to
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output devices their functions,
d) acknowledge the • watch a video clip that has
importance of buses in information on how buses are used
computers. in a computer,
• in groups, draw diagram that shows
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CPU to the memory and to input or
output devices,
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• share ideas on the use of different
types of computer buses.
• Communication and Collaboration: learners develop speaking skills when using appropriate language to clearly and
effectively share ideas on use of different types of computer buses
• Learning to Learn: learners consult a resource person to discuss and demonstrate the use of computer buses

Values:
• Love: learners portrays a caring attitude as they share ideas on use of different types of computer buses
• Responsibility: learners offer leadership and guidance to their groups as they match computer buses to their functions
• Learner Support programmes: learners enhance peer education when sharing ideas on uses of different types of computer
buses
• Visual Arts: learners in groups draw a diagram that shows how the buses in a computer operate
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Assessment Rubric
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Expectations
Ability to identify Appropriately identifies all Identifies all types of Has few challenges Has many challenges
types of buses in types of buses in computers buses in computers identifying types of identifying types of
computers buses in computers buses in computers
Ability to relate Systematically relates all Relates all computer Relates few Has difficulty relating
computer buses to computer buses to their buses to their computer buses to computer buses to their
their functions
Ability to explore
the way buses
functions
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Comprehensively explores
functions
Explores the way
the way buses connect CPU buses connect CPU
their functions functions
Has few challenges Has many challenges
exploring the way exploring the way buses
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connect CPU to the to the memory and input or to the memory and buses connect CPU connect CPU to the
memory and input output devices input or output to the memory and memory and input or
or output devices devices input or output output devices
devices

Outcomes Questions
1.0 Foundation 1.4 Visual By the end of the sub strand The learner is guided to: 1. What informs
of Computer Display the learner should be able • brainstorm the meaning of the the choice of
Science Unit (VDU) to: term visual display unit of a visual display
a) Identify the visual computer, unit?
(4 lessons) display unit of a • take turns to discuss and list 2. How is the
computer examples of visual display unit quality of
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b) explain the functions of (Cathode ray tube, flat panels, VDU
a visual display unit in a digital projectors, calculator determined?
computer screens, mobile phone screens),
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c) describe types of visual • consult a resource person to
displays technologies of discuss and demonstrate functions
computers of visual display unit,
d) select computer VDU • in groups, discuss and list types
with a quality display technologies used in visual display
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e) embrace value addition
in technological
development of VDU.
(including liquid crystal display,
plasma display panels, display),
• in turns discuss factors to consider
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when selecting visual display unit
(size, resolution, monochrome or
colours, refresh rate, graphic
adapters),
• take part in preparing checklist of
specifications of VDU and use it

to select quality display of a
computer,
• participate in communal activities
involving reusing or recycling
VDUs to minimise wastage,
• in turns discuss the difference
between light emitting diodes
(LED screens and liquid crystal
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displays (LCD)-LED backlit
screens.
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• Self-efficacy: learners take part in preparing list of specifications of VDU and use it to select quality display of a computer
• Communication and Collaboration: learners engage peers in a discussion on factors to consider when selecting visual
display
Values:
• Unity: learners participate in groups discussion on types of technologies used in visual display
Pertinent and Contemporary Issues (PCIs): R

• Patriotism: learners participate in communal activities involving reusing or recycling VDUs to minimise wastage
• Learner Support Programmes: learners decide on the types of visual display unit to use
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• Environmental Education: learners participate in communal activities involving reusing or recycling VDUs to minimise
wastage
• Integrated Science: learners examine the technological trends in the development of VDU

Assessment Rubric
Expectations
Ability to identify the Identifies all the visual Identifies all the visual Identifies few visual Has difficulty
visual display unit of a display unit of a display unit of a display unit of a identifying the visual
computer computer citing computer computer display unit of a
illustrations computer
Ability to explain the Explains all the functions Explains all the Explains few Has difficulty
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functions of a visual of a visual display unit in functions of a visual functions of a visual explaining the
display unit in a a computer citing display unit in a display unit in a functions of a visual
computer examples computer computer display unit in a
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computer
Ability to describe Describes all types of Describes all types of Describes few types Describes types of
types of visual visual displays visual displays of visual displays visual displays
displays technologies technologies of technologies of technologies of technologies of
of computers computers citing computers computers computers with
Ability to select
computer VDU with a
examples
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Appropriately selects all
computer VDUs with a
Selects all computer
VDUs with a quality
Has few challenges
selecting computer
assistance
Has many challenges
selecting computer
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quality display quality display display VDUs with a quality VDUs with a quality
display display

Outcomes Questions
1.0 Foundation 1.5 Printers By the end of the sub strand The learner is guided to: 1. How do
of Computer the learner should be able • Visit a computer user environment printers
Science (6 lessons) to: and identify available printer print
a) identify various printers Including: (inkjet printer, laser documents?
in a computer user printer, 3D printer), 2. What is the
environment • take turns to match printers to their role of a
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b) categorise printers based functions, computer
on their printing • Watch a video clip on categories of during
mechanism printers and list them (impact and printing?
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c) select appropriate printer non-impact printers),
for different situations • take turns to match printers to their
d) use printers to perform appropriate categories,
tasks • in groups, discuss factors considered
e) manage waste from when selecting printers,
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f) acknowledge value
• in turns use printers to perform tasks
(print a document or images)
addition in technological • take part in communal activities
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development of printers.
dealing with reusing or recycling the
parts of printers to minimise
wastage,
• in groups, assess user computing
needs and select appropriate printers
for different situations (e.g., a user

on a fixed budget, home user,
business user, a photographer),
• consult a computer user to discuss
and demonstrate how to use a printer
appropriately,
• type a paragraph and use available
printer to print,
• in turns practice using printing
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papers economically by either
reusing or recycling them to
minimise wastage,
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• share ideas on the technological
trends in the development of printers.
• Digital Literacy: leaners use digital devices to search for information on printers
• Critical Thinking and Problem Solving: leaners explore ways of managing waste from printers
Values:
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• Integrity: learners share available printers fairly when printing documents
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• Peace: learners remain calm as they wait for their turn to printer their work
• Financial Literacy: learners consult a resource person to guide on how to purchase a printer
• Life Skills Education: learners enhance self-esteem as they confidently print documents

Assessment Rubric
Indicators Exceeds Expectations Meets Approaches Below Expectations
Expectations Expectations
Ability to identify Appropriately identifies Identifies all Identifies few printers in Has difficulty identifying
various printers in a all printers in a printers in a a computer user printers in a computer
computer user computer user computer user environment user environment
environment environment environment
Ability to categorize Categorises all printers Categorises all categorises few printers Need assistance to
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printers based on based on their printing printers based on based on their printing categorise printers based
their printing mechanism citing their printing mechanism on their printing
mechanism examples mechanism mechanism
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Ability to prepare list Systematically prepares Prepares list of all Prepares list of Prepares list of
of specifications of a list of all specifications specifications of a specifications of a printer specifications of a printer
printer of a printer printer but omits few aspects but omits many aspects
Ability to select Effectively selects Selects appropriate Has few challenges Has many challenges
appropriate printer appropriate printer for printer for different selecting appropriate selecting appropriate
for different
situations
Ability to use
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different situations
Skillfully uses printers

situations
Uses printers to
printer for different
situations
printer for different
situations
Has few challenges using Has many challenges
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printers to perform to perform tasks perform tasks printers to perform tasks using printers to perform
tasks tasks
Ability to manage Creatively manages Manages waste Has few challenges Has many challenges
waste from printers waste from printers from printers managing waste from managing waste from
printers printers

Outcomes Questions
1.0 Foundation 1.6 Memory By the end of the sub strand The learner is guided to: 1. Why is a
of Computer Primary the learner should be able to: • use available resources to search computer
Science Storage a) locate the primary for the meaning of the term primary
Overview storage in a computer primary storage, memory
b) identify types of primary • visit a computer user important in a
(2 storage in a computer environment and locate the computer?
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lessons) c) relate primary storage to primary storage, 2. How does a
CPU in a computer • in turns use available computers computer use
d) prepare list of the to identify types of primary primary
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specifications of primary storage, memory?
memory storage • draw a well labelled diagram
e) use primary storage in showing the linkage between the
computers primary storage and the CPU in
f) embrace value addition a computer,
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development of primary
storage.
support in preparing primary
memory specifications list for
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use when purchasing a
computer,
• share experience on the use of
computers with primary memory
and those without primary
memory,

• Communication and Collaboration: learners listen keenly to peers when sharing experience on the use of computers with
primary memory and those without primary memory
• Digital literacy: learners uses computers with different types of primary storage to perform tasks
Values:
• Responsibility: learners take part in drawing and labelling diagram showing the linkage between the CPU and the primary
storage in a computer
T
• Parental Engagement: learners discuss with parent or guardian the importance of preparing primary memory specifications
list for use when purchasing computer
AF
• Learner support program: mentorship is enhanced as learners consult a resource person to support in preparing primary
memory specifications list for use when purchasing a computer
• Business Studies: learners prepare primary memory specifications list for use when purchasing computers
• English: learners listen to peers as they share experience on the use of computers with primary memory and those without
primary memory
Assessment Rubric
Indicators R
Exceeds Expectations Meets Approaches Below Expectations
D
Ability to locate the Appropriately locates Locates the Has few challenges Has many challenges
primary storage in a the primary storage in primary storage in locating the primary locating the primary
computer a computer a computer storage in a computer storage in a computer
Ability to identify Identifies all types of Identifies all types Identifies few types of Has challenge identifying
types of primary primary storage in a of primary storage primary storage in a types of primary storage in
storage in a computer in a computer computer a computer

Assessment Rubric
computer citing
examples
Ability to relate Relates primary Relates primary Has few challenges Has many challenges
primary storage to storage to CPU in a storage to CPU in a relating primary storage relating primary storage to
CPU in a computer computer citing computer to CPU in a computer CPU in a computer
T
illustrations
Ability to prepare list Comprehensively Prepares list of all Prepares list of the Prepares list of the
AF
of the specifications prepares list of all the the specifications specifications of specifications of primary
of primary memory specifications of of primary memory primary memory memory storage but omits
storage primary memory storage storage but omits few many aspects
storage aspects
Ability to use Effectively uses Uses primary Has few challenges Has many challenges using
primary storage in primary storage in storage in using primary storage in primary storage in
computers computers
R computers computers computers
D

Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Questions
1.0 Foundation 1.7 Random By the end of the sub strand the The learner is guided to: 1. How is data
of Computer Access learner should be able to: • use available resources to accessed in
Science Memory a) describe types of random search for the definition of a RAM?
(RAM) access memory in RAM, 2. Why is
computers • visit a computer user RAM
(3 lessons) b) relate different random environment and identify important
T
access memory to their different types of random in a
functions access memory (Static RAM computer?
c) store data in random access and Dynamic RAM),
AF
memory • in groups, discuss the
d) access data in random characteristics of RAM,
access memory • debate on the differences
e) advocate the application of between static RAM and
random access memory dynamic RAM of computers,
R technology in real life

situation.
• in turns discuss advantages and
disadvantages of random access
memory,
D
demonstrate how to store and
access data in random access
memory,
• practice applying random
access memory technology in
real life situation.

• Self-efficacy: learners demonstrate how to apply random access memory technology in real life situation
• Communication and collaboration: learner develops speaking skills when discuss types of random access memory in
computers
Values:
• Unity: learners discuss in groups the advantages and disadvantages of random access memory in a computer
• Respect: learners pay attention to discussion on types of random access memory in computers
T
• Learner Support programmes: mentorship is enhanced as learners consult a resource person to demonstrate how to store
and access data in random access memory
AF
• Health Education: learners observe safety measures when in a computer user environment to interact with different types
of random access memory
• English: learners debate on the differences between static RAM and dynamic RAM of computers
Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Ability to describe
types of random
Expectations
random access
R
Describes all types of Describes all types
of random access
Expectations
Describes types of Describes types of
random access memory in random access memory in
D
access memory in memory in computers memory in computers but leaves out computers but leaves out
computers citing examples computers few details many details
Ability to relate Appropriately relates Relates all random Relates few random Has difficulty relating
different random all random access access memory to access memory to their random access memory to
access memory to memory to their their functions functions their functions
their functions functions

Assessment Rubric
Indicators Exceeds Meets Expectations Approaches Below Expectations
Ability to store data effectively stores data Stores data in Has few challenges Has many challenges
in random access in random access random access storing data in random storing data in random
memory memory memory access memory access memory
Ability to access data Effectively accesses Accesses data in Has few challenges Has many challenges
in random access data in random access random access accessing data in random accessing data in random
T
memory memory memory access memory access memory
AF
R
D

Outcomes Questions
1.0 Foundation 1.8 Read Only By the end of the sub strand The learner is guided to: 1. What is the
of Computer Memory the learner should be able to: • brainstorm on the meaning of the importance
Science (ROM) a) explain types of read term ROM, of read only
only memory of a • in groups, discuss the memory in a
(3 lessons) computer characteristics of ROM, computer?
b) relate different read only • visit a computer use environment 2. How do
T
memory to their and identify different types of computers
functions ROM, and outline their unique use read
c) differentiate between features, only
AF
ROM and RAM of • consult a resource person to memory?
computers demonstrate how ROM works in a
d) apply RAM and ROM computer,
chips technology in real • engage peers in a discussion on
life situation how ROM and RAM chips are used
R
e) collaborate in the use of
read only memory chips
technology in solving
in devices (microwave oven and
refrigerator),
• in groups, model a remote-
D
problems. controlled toy car or aeroplane
using ROM and RAM chips
technology.
• Digital literacy: learners interact with digital devices that have different types of read only memory
• Creativity and imagination: learner model a remote-controlled toy car or aeroplane using ROM and RAM chip technology

Values:
• Peace: learners take turns calmly when identifying types of read only memory in computers
• Responsibility: learners share duties among group members as they model a remote-controlled toy car using ROM and
RAM chips technology
• Environmental issues in education: learners use ROM and RAM chip from non-functional computers to model a remote-
controlled toy
• Citizenship: peace education education is enhanced when learners calmly consult a resource person to demonstrate how
T
ROM works in a computer
• Health Education: learners observe safety measures when using ROM of a computer
AF
Assessment Rubric
Expectations
Ability to explain Comprehensively Explains all types of Explains types of read Explains types of read
types of read only
memory of a
computer
only memory of a
computer
R
explains all types of read read only memory of
a computer
only memory of a
computer but omits few
aspects
only memory of a
computer but omits
many aspects
D
Ability to relate Systematically relates Relates different read Has few challenges Has many challenges
different read only different read only only memory to their relating different read relating different read
memory to their memory to their functions functions only memory to their only memory to their
functions functions functions

Assessment Rubric
Expectations
Ability to Differentiates between Differentiates Differentiates between Differentiate between
differentiate between ROM and RAM of between ROM and ROM and RAM of ROM and RAM of
ROM and RAM of computers quoting RAM of computers computers but omits computers but omits
computers examples few details many details
T
Ability to apply Creatively applies RAM Applies RAM and Has few challenges Has many challenges
RAM and ROM and ROM chips ROM chips applying RAM and applying RAM and
chips technology in technology in real life technology in real ROM chips technology ROM chips technology
AF
real life situation situation life situation in real life situation in real life situation
Ability to use read Effectively uses read only Uses read only Has few challenges Has many challenges
only memory chips memory chips technology memory chips using read only memory using read only
technology in in solving problems technology in solving chips technology in memory chips
solving problems problems solving problems technology in solving
R problems
D

Outcomes Questions
1.0 Foundation 1.9 Special By the end of the sub strand The learner is guided to: 1. Why do
of Computer Purpose the learner should be able • in groups, discuss the meaning of the computers
Science Memory to: term special purpose memory and use special
a) locate special purpose give examples, purpose
(3 lessons) memory in computers • visit a computer use environment and memory?
b) identify types of special find out the location of special 2. How does
T
purpose memory in purpose memory in computers, special
computers • use available resources to search for purpose
c) relate special purpose types and functions of special memory store
AF
memory to their purpose memory (Cache, Buffers, data?
functions Registers),
d) use data stored in • in turns matches the special purpose
special purpose memory memory to their functions,
e) acknowledge the • take part in illustrating the functions
R significance of special
purpose memory of
computers.
of special purpose memory of
computers
• demonstrate the use of data stored in
D
special purpose memory,
• Debate on the importance of special
purpose memory in computers.
• Creativity and imagination: learners illustrate the functions of special purpose memory of computers
• Digital literacy: learners interact with digital devices that have special purpose memory

Values:
• Love: learners form social groups for sharing ideas on how computer use special purpose memory
• Responsibility: learners organise for a debate on the importance of special purpose memory in computers
• Life Skills:Leaners enhance empathy when sharing idea on how computers use special purpose memory
• Performing Arts: learners take part in creating a scenario that brings out the functionality and use of special purpose
memory
T
Assessment Rubric
AF
Expectations
Ability to locate Effectively locates special Locates special Has few challenges Has many challenges
special purpose purpose memory in purpose memory in locating special locating special
memory in computers computers purpose memory in purpose memory in
computers computers computers
Ability to identify
types of special
purpose memory in
R
Appropriately identifies all
types of special purpose
memory in computers
Identifies all types of
special purpose
memory in computers
Identifies few types
of special purpose
memory in computers
Has difficulty
identifying types of
special purpose
D
computers memory in computers
Ability to relate Systematically relates all Relates all special Has few challenges Has many challenges
special purpose special purpose memory to purpose memory to relating special relating special purpose
memory to their their functions their functions purpose memory to memory to their
functions their functions functions

Assessment Rubric
Expectations
Ability to use data Creatively uses data stored Uses data stored in Has few challenges Has many challenges
stored in special in special purpose memory special purpose using data stored in using data stored in
purpose memory memory special purpose special purpose
memory memory
T
AF
R
D

Outcomes Questions
1.0 Foundation 1.10 Secondary By the end of the sub strand The learner is guided to: 1. What is the
of Computer Storage the learner should be able to: • brainstorm on the meaning, importance of
Science Concepts a) identify types of and purpose of secondary secondary
secondary storage storage, storage?
(3 lessons) devices used in • use available resources to 2. How is data
computers accessed in
T
search for types of secondary
b) categorise secondary storage devices (solid state secondary
storage devices used in storage devices, optical storage storage
AF
computers devices, magnetic storage device?
c) select secondary storage devices),
devices for use in • discuss and categorise
different situations secondary storage (fixed
d) use secondary storage storage and removable
devices to perform a task
R
e) explore methods of
accessing data in
secondary storage
storage),
• take turns to assess user
computing needs and select
D
secondary storage for use in
devices different situations (a user on a
f) embrace value addition fixed budget, educator, a
in technological photographer, an accountant),
development of • in groups, use secondary storage
secondary storage. devices to perform a task (store

data, retrieve data, access
data),
• engage peers into a discussion
on how to access data in
secondary storage through
various methods (direct access,
sequential, indexed sequential,
serial),
T
• share ideas on technological
trends in the development of
secondary storage.
AF
• Critical Thinking and Problem Solving: learners assess user computing needs and select secondary storage for use in
different situations
• Communication and Collaboration: learners engage peers into a discussion on how to access data in secondary storage
Values:
R
• Respect: learners accept opinion of others as they discuss types of secondary storage
• Peace: leaners remain calm as they share ideas on technological trends in the development of secondary storage
Pertinent and Contemporary Issues (PC):
D
• Financial Literacy: learners create text document on items consumed at home and save in a secondary storage
• Life Skills Education: learners confidently shares ideas on technological trends in the development of secondary storage

Assessment Rubric
Expectations
Ability to identify identifies all types of Identifies all types of Identifies types of Identifies types of
types of secondary secondary storage secondary storage secondary storage secondary storage
storage devices used devices used in devices used in devices used in devices used in
in computers computers citing computers computers but omits computers but omits
examples few aspects many aspects
T
Ability to categorise Categorises all secondary Categorises all Categorises few Need assistance to
secondary storage storage devices used in secondary storage secondary storage categorises secondary
devices used in computers citing several devices used in devices used in storage devices used
AF
computers examples computers computers in computers
Ability to select Appropriately selects all Selects all secondary Selects few secondary Has difficulty
secondary storage secondary storage storage for devices storage devices for use selecting secondary
devices for use in devices for use in for use in different in different situations devices for use in
different situations different situations situations different situations
Ability to use
secondary storage
devices to perform a
R
Effectively uses
secondary storage
devices to perform a task
Uses secondary
storage devices to
perform a task
Has few challenges
using secondary storage
devices to perform a
Has many challenges
using secondary
storage devices to
D
task task perform a task
Ability to explore Creatively explores Explores methods of Has few challenges Has many challenges
methods of accessing methods of accessing accessing accesses exploring methods of exploring methods of
data in secondary accesses data in data in secondary accessing accesses data accessing accesses
storage devices secondary storage storage devices in secondary storage data in secondary
devices devices storage devices

Outcomes Questions
1.0 1.11 Fixed By the end of the sub The learner is guided to: 1. How is data
Foundation storage strand the learner should be • use available resources to search for the saved in a
of Computer devices able to: features of fixed storage devices of fixed storage?
Science a) explain the features of computers, 2. Why are fixed
(3 lessons) fixed storage devices of • discuss citing examples of fixed storage storage
computers (hard disk, super disk, solid state devices used
T
b) locate fixed storage drives, internal flash memory), in computers?
devices in computers • in a computer user environment, locate
c) write data to and read fixed storage devices,
AF
data from fixed storage • consult a resource person to discuss and
devices demonstrate how data is written to and
d) outline the advantages read from fixed storage devices,
and disadvantages of • debate on the advantages and
fixed storage devices disadvantages of fixed storage devices,
R
e) recognise the
importance of
managing computer
• in groups prepare a budget for school
items and save in fixed storage device,
• Sensitise community members on how
D
fixed storage waste.
to manage computer fixed storage
waste.
• Learning to Learn: learners confidently discuss and demonstrate how data is written to and read from a fixed storage
device
• Creativity and Imagination: learners focus on writing data to and reading data from a fixed storage device

Values:
• Unity: learners in groups share experience on how to save and access documents in a fixed storage
• Patriotism: learners take part in Sensitisation of community members on how to manage computer fixed storage waste
• Community Involvement: learners sensitise community members on the use of fixed storage in a computer
• Business Studies: learners prepare budget for school items and saves in fixed storage
• English: learners debate on the advantages and disadvantages of fixed storage devices
T
Assessment Rubric
AF
Expectations
Ability to explain the Explains all the features Explains all the Explains few features of Has difficulty
features of fixed of fixed storage devices features of fixed fixed storage devices of explaining features of
storage devices of of computers citing storage devices of computers fixed storage devices of
computers examples computers computers
Ability to locate fixed Effectively locates fixed Locates fixed storage Has few challenges Has many challenges
storage devices in
computers
storage devices in
computers R
Ability to write data to Skillfully writes data to
devices in computers locating fixed storage
Writes data to and

devices in computers
Writes data to and reads
locating fixed storage
devices in computers
Writes data to and read
D
and read data from and reads data from fixed reads data from fixed data from fixed storage data from fixed storage
fixed storage devices storage devices storage devices devices but leaves out devices but leaves out
few details many details
Ability to outline the Outlines the advantages Outlines the Outlines the advantages Outlines the advantages
advantages and and disadvantages of advantages and and disadvantages of and disadvantages of
disadvantages of fixed fixed storage devices disadvantages of fixed storage devices but fixed storage devices but
storage devices citing examples fixed storage devices omits few aspects omits many aspects

Outcomes Questions
1.0 1.12 Removable By the end of the sub The learner is guided to: 1. What is the
Foundation Storage strand the learner should • brainstorm on the meaning of the importance of
of Computer devices be able to: term removable storage, removable
Science a) identify types of • discuss why removable storage storage
(6 lessons) removable storage devices are used in a computer, devices?
T
devices of a computer • use available resources to search for 2. How is data
b) write data to the types of removable storage saved in
removable storage devices (external hard drives, removable
AF
devices Universal Serial Bus (USB) memory storage
c) read data from drives, memory cards, compact discs device?
removable storage and digital versatile disc),
devices • consult a resource person to
d) prepare list of demonstrate how to write data to,
R specifications of
removable storage
devices
and read data from removable
storage devices of a computer,
• in turns prepare list of specifications
D
e) acknowledge the of removable storage devices,
importance of • assess user computing needs and
managing computer select appropriate removable storage
removable storage devices for different situations (such
waste. as educator, user on a fixed budget,
business user, an accountant),

• share experience on how to reuse or
recycle removable storage devices.
• Critical Thinking and Problem Solving: learners assess user computing needs and selects appropriate removable storage
devices for different situations
• Creativity and Imagination: learners keenly focus on reading data from removable storage devices of a computer
Values:
• Responsibility: learners offer leadership and guidance to others while reading data from removable storage devices of a
T
computer
• Respect: learners appreciate the ideas of others as they share experience on how to reuse or recycle removable storage
devices
AF
• Learner Support Programmes: mentorship is enhanced when learners demonstrate to peers how to read from removable
storage devices
• Business Studies: learners assess user computing needs and select appropriate removable storage devices for different
R
D

Assessment Rubric
Expectations
Ability to identify Identifies all types of Identifies all types of Identifies few types of Has difficulty
types of removable removable storage removable storage removable storage identifying types of
storage devices of a devices of a computer devices of a computer devices of a computer removable storage
computer citing varied examples devices of a computer
Ability to write data to Creatively writes data to Writes data to Has few challenges Has many challenges
T
removable storage removable storage removable storage writing data to writing data to
devices devices devices removable storage removable storage
devices devices
AF
Ability to read data Appropriately reads data Reads data from Reads data from Reads data from
from removable from removable storage removable storage removable storage removable storage
storage devices devices devices devices but leaves out devices but leaves out
few details many details
Ability to prepare list Systematically prepares Prepares list of all Prepares list of few Need assistance to
of specifications of
removable storage
devices devices
R
list of all specifications
of removable storage
specifications of
removable storage
devices
specifications of
removable storage
devices
prepare lists
specifications of
removable storage
D
devices

Outcomes Questions
1.0 1.13 Cloud By the end of the sub strand The learner is guided to: 1. Why is it
Foundation storage the learner should be able • use available resources to search for the important to
of (3 lessons) to: meaning of the term cloud storage, use cloud
Computer a) identify types of cloud • take turns to discuss and give examples of storage?
Science storage in computing types of cloud storage in computing 2. How is data
b) save data in cloud storage (public, private and hybrid cloud), saved in
T
c) access data saved in • consult a resource person to discuss and cloud
cloud storage demonstrate how data is saved and storage?
d) outline benefits and accessed in cloud storage,
AF
drawbacks of cloud • in groups, prepare a budget for school
storage in computing items and save in fixed storage device,
e) acknowledge the • debate on the benefits and drawbacks of
technological using cloud storage,
development in cloud • share experience on how to secure data in
storage.
R cloud storage,
• share ideas on the technological
development in cloud storage.
D
• Digital literacy: learners use digital skills to save and access data in cloud storage
• Critical Thinking and Problem Solving: learners minimise loss of data by saving it in cloud storage
Values:
• Peace: learners remain calm when sharing experience on how to secure data cloud storage

• Community Involvement: learners sensitize community members on how to access data saved in cloud storage
• Security: learners enhance data security when using cloud storage
• English: learners debate on the benefits and drawbacks of using cloud storage
Assessment Rubric
T
Ability to identify Identifies all types of Identifies all types Identifies few types of Has difficulty identifying
types of cloud cloud storage in of cloud storage in cloud storage in types of cloud storage in
AF
storage in computing citing computing computing computing
computing examples
Ability to save data Effectively saves data Saves data in cloud Has few challenges Has many challenges
in cloud storage in cloud storage storage saving data in cloud saving data in cloud
storage storage
Ability to access Effectively accesses Accesses data saved Has few challenges Has many challenges
data saved in cloud data saved in cloud
storage
Ability to outline
storage
Outlines benefits and
R in cloud storage
Outlines benefits
accessing data saved in
cloud storage
accessing data saved in
cloud storage
D
benefits and drawbacks of cloud and drawbacks of drawbacks of cloud drawbacks of cloud
drawbacks of cloud storage in computing cloud storage in storage in computing but storage in computing but
storage in citing examples computing omits few aspects omits many aspects
computing

STRAND 2.0: COMPUTERS AND SOCIETY
Questions
2.0 Computer 2.1 Computer By the end of the sub strand the The learner is guided to: 1. What causes
and Society System learner should be able to: ● discuss the meaning of computer computer
Failure a) identify computer systems system failure, system
(3 lessons) that fail to function ● visit a computer user environment failure?
T
b) explain factors that lead to and identify computer systems that 2. How is
failure of computer system fail to function, computer
c) explore solutions to ● discuss factors that lead to system
AF
computer system failure computer system failure (emphasize failure
d) use appropriate techniques on hardware, software or resolved?
to avert computer system programs),
failure ● use available resources to search for
e) dispose computer system solutions to computer system
R
that fail to function
f) appreciate using computers
that are efficient.
failure,
● engage peers into a discussion on
ways of disposing computer system
D
that fail to function,
● take part in communal activities
concerned with disposal of
electronics,
● consult a resource person to
demonstrate how to dispose, reuse
and recycle computer systems,

● in turns use appropriate techniques
to avert computer system failure,
● Share experiences on the use of
computers that are efficient.
● Creativity and Imagination: leaners devise ways of disposing, reusing and recycling computer system that fail to function
● Critical Thinking and Problem solving: learners explore solutions to computer system failure
Values:
T
• Patriotism: learners take part in communal activities concerned with disposal of electronics
• Unity: leaners take turns in using appropriate techniques to avert computer system failure
AF
● Environmental Issues in Education: learners participate in disposing, reusing and recycling computer systems
● Integrated Science: learners participate in disposing, reusing and recycling computer systems
R
D

Assessment Rubric
Ability to identify Appropriately identifies Identifies Has few challenges Has many challenges
computer systems that computer systems that computer systems identifying computer identifying computer
fail to function fail to function that fail to functionsystems that fail to systems that fail to
function function
Ability to explain Comprehensively Explains all the Explains few factors Has difficulty
T
factors that lead to explains all the factors factors that lead to that lead to failure of explaining factors that
failure of computer that lead to failure of failure of computer computer system lead to failure of
system computer system system computer system
AF
Ability to explore Creatively explores Explores solutions Explores few solutions Need assistance to
solutions to computer solutions to computer to computer to computer system explore solutions to
system failure system failure system failure failure computer system
failure
Ability to use Effectively uses Uses appropriate Has few challenges Has many challenges
appropriate techniques
to avert computer
system failure
R
appropriate techniques
to avert computer
system failure
techniques to avert
computer system
failure
using appropriate
techniques to avert
computer system failure
using appropriate
techniques to avert
computer system
D
failure
Ability to dispose Appropriately disposes Disposes computer Has few challenges Has many challenges
computer system that computer system that system that fail to disposing computer disposing computer
fail to function fail to function function system that fail to system that fail to
function function

Questions
2.0 2.2 Living By the end of the sub strand the The learner is guided to: 1. How is
Computer with learner should be able to: ● discuss examples of computer computer
and Computer a) identify computer technology technology (internet, desktop technology
Society technology used in the society computers, laptops, mobile phones used in
(2 lessons) b) describe a variety of adaptive apps, home theatre and Audio), everyday
T
technologies that help to ● brainstorm on the varied adaptive life?
improve computer technologies that help to improve 2. Why is it
accessibility computer accessibility (text-to- important
AF
c) use computer technology to speech, speech-to-text, adapted to use
perform tasks mouse, font control, ergonomic computer
d) describe benefits and keyboard, virtual keyboard, sticky technology?
challenges of computer keys, colour contrast, image
technology in the society magnifier),
R
e) acknowledge the importance
of coping with emerging
technology in computing.
● use available resources to search for
ways of using computer technology
in the society,
D
● share experiences on the use of
computer technology in the society
(entertainment, education, health,
access to government services,
global positioning system (GPS)
features),

● debate on the benefits and
challenges of computer technology
in the society,
● use computer technology to keep fit
by tracking progress and monitoring
physical health conditions,
● share experience on how to cope
with emerging technology in
T
computing.
● Digital Literacy: learners use computer technology in daily life
AF
● Creativity and Imagination: learners use computer technology to keep fit by tracking progress and monitoring physical
health conditions
Values:
● Peace: learners avoid hurting others as they engage into a discussion on use of computer technology in the society
● Social Justice: learners have equal opportunity to debate on the benefits and challenges of computer technology in the
society
R
● Life skills: learner uses computer technology responsibly
D
● Health Education: learner uses computer technology to keep fit by tracking progress and monitoring physical health
conditions

Assessment Rubric
Expectations
Ability to identify Identifies computer Identifies computer Identifies few Need assistance to
computer technology technology in the society technology in the computer technology identify computer
in the society citing examples society in the society technology in the society
Ability to use Effectively uses computer Uses computer Has few challenges Has many challenges
computer technology technology to perform technology to using computer using computer
T
to perform tasks tasks perform tasks technology to perform technology to perform
tasks
Ability to describe Describes benefits and Describes benefits Describes benefits and Describes benefits and
AF
benefits and challenges of computer and challenges of challenges of challenges of computer
challenges of technology in the society computer technology computer technology technology in the society
computer technology citing examples in the society in the society but but leaves out few
in the society leaves out few aspects aspects
R
D

Questions
2.0 2.3 By the end of the sub strand The learner is guided to: 1. What are
Computer Computer the learner should be able to: ● use available resources to search for effects of
and Society addiction a) identify causes of computer meaning of the term computer addiction, computer
(2 lessons) addiction by users ● take part in discussing examples of addiction?
b) describe the symptoms of computers the user may get addicted to 2. How is the
addiction to computer (mobile phones, digital watch, television use of
T
usage play stations), computers
c) control computer usage to ● discuss with peer the applications in regulate?
minimise addiction computers the user may get addicted to
AF
d) acknowledge the (games, betting, music, facebook,
importance of observing twitter),
safety measures when ● in groups discuss the causes of computer
using computers. addiction,
● in turns discuss symptoms of computer
R addiction,
● consult a resource person to discuss
control measures of minimising
D
computer addiction,
● engage peers into a discussion on way
of regulating the use of computers,
● share experience on how to curb
computer addiction.
● Creativity and Imagination: learners explore ways of regulating the use of computers

● Communication and Collaboration: learners engage peers into a discussion on way of regulating the use of computers
Values:
● Respect: learners accommodate other’s opinion when discussing symptoms of computer addiction
● Patriotism: learners obey rules and regulations on computer safety
● Learner Support Programmes: learners engage peers into a discussion on way of regulating the use of computers
● Social Studies: learners discuss symptoms of addiction behaviour in relation to computer usage
T
Assessment Rubric
AF
Expectations
Ability to identify Identifies causes of Identifies causes of Identifies causes of Identifies causes of
causes of computer computer addiction by computer addiction by computer addiction by computer addiction by
addiction by users users quoting examples users users but omits few users but omits many
aspects aspects
Ability to describe
the symptoms of
addiction to
R
Describes the symptoms
of addiction to computer
usage citing several
Describes the
symptoms of addiction
to computer usage
Describes the
to computer usage but
Describes the
to computer usage but
D
computer usage examples leaves out few details leaves out many details
Ability to control Effectively controls Controls computer Has few challenges Has many challenges
computer usage to computer usage to usage to minimise controlling computer controlling computer
minimise addiction minimise addiction addiction usage to minimise usage to minimise
addiction addiction

Questions
2.0 2.4 By the end of the sub strand The learner is guided to: 1. Why are there
Computer Cyberbullying the learner should be able to: ● use available resources to search cases of
and Society a) identify types of for the meaning of the term cyberbullying?
(3 lessons) cyberbullying for cyberbullying, 2. How do you
awareness ● share with peers the examples of respond to
T
b) detect cyberbullying cyberbullying, Cyberbullying?
techniques used by ● discuss types of cyberbullying
perpetrators (masquerading, harassment,
AF
c) describe cyberbullying exclusion, doxing, trickery,
impact on perpetrators cyberstalking, fraping, dissing,
and victims trolling flaming),
d) control cyberbullying to ● search for the techniques of
minimise impact on the detecting cyberbullying,
victim
R
e) appreciate the importance
of reporting incidents of
● debate on cyberbullying impact on
perpetrators and victims,
● consult a resource person to discuss
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cyberbullying for control measures of cyberbullying,
personal safety ● engage parent or guardian into a
discussion on any cyberbullying
incident encountered,
● practice observing computer safety
measures to avoid incidences of
cyberbullying.

● Citizenship: learners are sensitised how to report to the local administrators the incidents of cyberbullying
● Learning to Learn: learners consult a resource person to discuss control measures of cyberbullying
Values:
● Unity: learners collaborates with others as they discuss types of cyberbullying
● Responsibility: learners keep promise of report incidents of cyberbullying for personal safety
● Parental engagement: learner engages parent or guardian into a discussion on any cyberbullying incident encountered
T
● Health Education: learner seeks guidance on cyberbullying to minimise its impact
AF
Assessment Rubric
Ability to identify Identifies types of Identifies types of Has few challenges Has many challenges
types of cyberbullying for cyberbullying for identifies types of identifying types of
cyberbullying for
awareness
Ability to explain
examples R
awareness quoting varied
Explains techniques of
awareness
Explains techniques
cyberbullying for
awareness
cyberbullying for
awareness
D
techniques of detecting cyberbullying of detecting detecting cyberbullying detecting cyberbullying
detecting from perpetrators citing cyberbullying from from perpetrators but from perpetrators but
cyberbullying from examples perpetrators omits few aspects omits many aspects
perpetrators
Ability to describe Describes cyberbullying Describes Describes cyberbullying Describes
cyberbullying impact impact on perpetrators cyberbullying impact on perpetrators cyberbullying impact

Assessment Rubric
on perpetrators and and victims quoting impact on and victims but leaves out on perpetrators and
victims several examples perpetrators and few details victims but leaves out
victims many details
Ability to control Effectively controls Controls Has few challenges Has many challenges
cyberbullying to cyberbullying to cyberbullying to controlling cyberbullying controlling
T
minimise impact on minimise impact on the minimise impact on to minimise impact on the cyberbullying to
the victim victim the victim victim minimise impact on the
victim
AF
R
D

Questions
2.0 2.5 By the end of the sub strand the The learner is guided to: 1. Why is it
Computer Computer learner should be able to: ● use available resources to search for important to
and Society Software a) identify types of software types of software piracy use a
piracy piracy for awareness (counterfeiting, softlifting, hard-disk genuine
(3 b) explain the causes of loading, renting, online piracy), software?
lessons) software piracy ● discuss causes of software piracy, 2. How is a
T
c) protect software form piracy ● brainstorm on the software safety copyrighted
d) advocate the use of secure measures, software
software in computers. ● encourage peers to practice using detected?
AF
computers with secure software.
● Self-efficacy: learners constantly use computers with secure software
● Learning to Learn: learners share experiences of using genuine software in computers
Values:
R
● Integrity: learners apply laid down procedure of acquiring a genuine computer software
● Love: learners encourage peers to practice using computers with secure software
D
● Safety and Security: learners discuss software safety measures
● Social Studies: learners seek for guidance on how to minimise software piracy

Assessment Rubric
Ability to identify Identifies all types of Identifies all Identifies few types of Has difficulties
types of software software piracy for types of software software piracy for identifying types of
piracy for awareness awareness citing piracy for awareness software piracy for
examples awareness awareness
Ability to explain the Comprehensively Explains the Explains the causes of Explains the causes of
T
causes of software explains the causes of causes of software piracy but leaves software piracy but leaves
piracy software piracy software piracy out few details out many
Ability to protect Effectively protects Protects software Has few challenges Has many challenges
AF
software from piracy software from piracy from piracy protecting software from protecting software from
piracy piracy
R
D

STRAND 3.0: COMPUTER NETWORKS
Questions
3.0 3.1 Types of By the end of the sub strand the The learner is guided to: 1. Why are
Computer computer learner should be able to: • brainstorm on the characteristics of computers
Networks Networks a) explain the characteristics computer network, networked?
(4lessons) of network of computers • use available resources to search for 2. How are
T
b) identify types of networks different types of computer networks networked
of computers (LAN, MAN, WAN, PAN, WLAN) computers
c) describe techniques of and present to peers, used?
AF
connecting to different • discuss feature of each type of
computer networks computer network,
d) connect computers to form • in groups, draw a well labelled
different networks diagram of different type of
e) use different computer computer network,
R
networks to communicate
f) recognise the significance
of computer networks in
• use locally available materials to
model type of computer network,
• share ideas of techniques of
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communication connecting to a computer network,
• Consult a resource person to discuss
and demonstrate how to connect and
use different types of computer
networks,

• share experiences on the use of
available computer networks,
• discuss the advantages and
disadvantages of each type of
network,
• in groups sensitize the community
on the importance of computer
networks ,
T
• Creativity and imagination: learner use locally available materials to model type of computer networks
• Self-efficacy: learners confidently connect computers to form different networks
AF
Values:
• Peace: learners avoids conflicts as they discuss the characteristics of computer networks
• Respect: learner accommodates others ideas when discussing different types of computer networks
Links to other subjects R

• Learner support programmes: learner decides on the appropriate type of computer networks to use
• Life Skill Education: learner demonstrates how to connect and use different types of computer network
D

Assessment Rubric
Expectations
Ability to explain the Explains all the Eexplains all the Explains the Explains the
characteristics of characteristics of characteristics of characteristics of characteristics of
network of network of computers network of network of computers network of computers
computers citing examples computers but leaves out few but leaves out many
details details
T
Ability to identify Identifies all types of Identifies all types of Identifies few types of Has difficulty identifying
types of network of network of computers network of network of computers types of network of
computers citing examples computers computers
AF
Ability to describe Describes all techniques Describes all Describes few Need assistance to
techniques of of connecting to different techniques of techniques of describe techniques of
connecting to computer networks citing connecting to connecting to different connecting to computer
different computer illustrations different computer computer networks networks
networks networks
Ability to connect
computers to form
different networks
computers to form
R
Creatively connects
different networks
Connects computers
to form different
networks
Has few challenges
connecting computers
to form a network
Has many challenges
connecting computers to
form a network
D
Ability to use Effectively uses different Uses different Has few challenges Has many challenges
different computer computer networks to computer networks using different using different computer
networks to communicate to communicate computer networks to networks to
communicate communicate communicate

Outcomes Questions
3.0 3.2. By the end of the sub The learner is guided to: 1. What informs the
Computer Elements of strand the learner should • watch a video clip simulating selection of
Networks Computer be able to: computer network elements and list elements of
Networks a) identify elements of a all of them, computer network?
(4lessons) network of computers • visit a computer networked 2. How are elements
b) relate elements of environment and identify elements of of computer
T
computer network to computer network (data terminal network used in in
their functions equipment, transmission media, communication?
c) connect elements to a communication devices and data
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network of computers signals,
d) collaborate in using • discuss the functions of elements of
computer network computer networks,
elements in • match elements of computer
communication. network to their functions,
R • use locally available materials to

illustrate the relationship among
elements of computer network,
D
• in groups, use available elements to
create a network of computers,
• consult a computer specialist to
demonstrate how computer network
elements are connected,

• share experience on the use of
available computer network to
communicate.
• Learning to learn: learners confidently use available computer network to communicate
• Critical Thinking and Problem solving: learners use available network elements to create a network
Values:
• Responsibility: learners engage peers in matching elements of computer network to their functions
T
• Social Justice: learners promote equity by giving peers opportunity to share experience on the use of available computer
network
AF
• Life Skills: learners share experience on the use of available computer network to communicate
• Social Justice: learners share equally the available network elements when creating computer network
• Integrated Science: learners use locally available network elements to create a network of computers
R
D

Assessment Rubric
Expectations
Ability to identify Identifies all elements of a Identifies all Identifies few Has difficulty identifying
elements of a network network of computers elements of a elements of a elements of a network of
of computers citing examples network of network of computers
computers computers
Ability to relate Systematically relates all Relates all elements Relates few Need assistance to relate
T
elements of computer elements of computer of computer network elements of elements of computer
network to their network to their functions to their functions computer network network to their functions
functions to their functions
AF
Ability to connect Creatively connects Connects elements Has few challenges Has many challenges
elements to a network elements to a network of to a network of connecting elements connecting elements to a
of computers computers computers to a network of network of computers
computers
Ability to use Effectively uses computer Uses computer Has few challenges Has many challenges
computer network
elements in
communication
communication
R
network elements in network elements in using computer
communication network elements in
communication
using computer network
elements in
communication
D

Outcomes Questions
3.0 Computer 3.3 Web By the end of the sub The learner is guided to: 1. What is the role
Networks Browser strand the learner should be • use available resources to search of browser in
Concepts able to: for the meaning of the terms communication?
a) identify features of browser, website, hyperlinks 2. How does a user
(3 Lessons) browsers in the internet cookies, server, and Hyper Text navigate between
b) relate features of Mark-up Language (HTML) websites and web
T
browsers to their • engage a resource person in a pages?
functions discussion of features of browsers,
c) navigate between • in groups, match features of a
AF
websites and web pages website to their functions,
through hyperlinks • type appropriate Uniform
d) differentiate between Resource Locator (URL) in a web
web page and home browser to access a website,
page of a website • click on the available hyperlinks
R
e) advocate the use of
browsers in
communication.
to navigate between websites and
web pages,
• discuss the differences between
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web page and home page,
• search for information on
consumer protection from a
website,
• Sensitise the community members
on how to use browser in
communication.

• Digital Literacy: learners use browsers to access a website in the internet
• Self-efficacy: learners confidently type an appropriate URL in a browser to access a website
Values:
• Unity: learners in groups, search for information on consumer protection from a website
• Integrity: learners apply laid down procedure when accessing websites
• Citizenship: learners adhere to regulations when navigating a website through hyperlinks
T
• Financial literacy: learners search for information on consumer protection from a website
AF
• Business Studies: learners search for information on consumer protection from a website
Assessment Rubric
Ability to identify
features of browsers
in the internet
R
Identifies all features of Identifies all
browsers in the internet features of
citing examples browsers in the
Identifies few features of
browsers in the internet
Has difficulty identifying
features of browsers in
the internet
D
internet
Ability to relate Systematically relates Relates all features Relates few features of Need assistance to relate
features of browsers all features of browsers of browsers to their browsers to their features of browsers to
to their functions to their functions functions functions their functions
Ability to navigate Effectively navigates Navigates between Has few challenges Has many challenges
between websites and between websites and websites and web navigating between navigating between

Assessment Rubric
web pages through web pages through pages through websites and web pages websites and web pages
hyperlinks hyperlinks hyperlinks through hyperlinks through hyperlinks
Ability to Differentiates between Differentiates differentiates between Differentiates between
differentiate between web page and home between web page web page and home page web page and home page
T
web page and home page of a website citing and home page of a of a website but omits of a website but omits
page of a website examples website few details many details
AF
R
D

Outcomes Questions
3.0 3.4 By the end of the sub The learner is guided to: 1. How are
Computer Customising strand the learner should • brainstorm on the importance of browsers
Networks Browser be able to: customising browsers, customised?
(4 Lessons) a) explain the • use available learning resources to search 2. What is the
importance of for the features of browsers that can be importance
customising browsers customised (themes, wallpaper, tools), of
T
b) identify features of • discuss techniques of customising bookmarks?
browsers to be browsers such as setting bookmarks to
customised have shortcuts to favourite webpages,
AF
c) explore technique of setting cookies,
customising browsers • take part in setting bookmarks to have
d) customise browsers to shortcuts to favourite webpages,
access websites • set cookies to store their browsing history,
e) collaborate in • In turns access favourite webpages
R
accessing websites
through customised
browsers.
through bookmarks,
• share experience on the use of customised
browsers in accessing websites.
D
• Critical Thinking and Problem Solving: learners set bookmarks to have shortcuts to favourite webpages
• Learning to Learn: learners share experience on the use of customised browsers
• Citizenship: learners lead others in setting bookmarks to have shortcuts to favourite webpages
Values:
• Love: learners portray caring attitude to others as they discuss techniques of customising browsers

• Social Justice: learners have equal opportunity of accessing favourite webpages through bookmarks
• Parental Engagement: learners share experience with parent and guardian on how to use browsers to access websites
• Life Skills Education: learners demonstrate how to set cookies to store their browsing history
Assessment Rubric
T
Expectations
Ability to explain the Comprehensively Explains the Explains the Explains the importance
AF
importance of explains importance of importance of importance of of customising browsers
customising browsers customising browsers customising browsers customising browsers but leaves out many
but leaves out few details
details
Ability to identify Identifies all features Identifies all features Identifies few features Has difficulty identifying
features of browsers to of browsers to be of browsers to be of browsers to be features of browsers to
be customised
Ability to explore
examples R
customised citing
Creatively explores
customised customised
Explores technique of Explores technique of

be customised
Explores technique of
D
technique of technique of customising browsers customising browsers customising browser but
customising browsers customising browsers but omits few aspects omits many aspects
Ability to customise Effectively customises Customises browsers Has few challenges Has many challenges
browsers to access browsers to access to access websites customising browsers customising browsers to
websites websites to access websites access websites

STRAND 4.0: COMPUTER PROGRAMMING
Strand Sub Strand Specific Learning Suggested Learning Key Inquiry

Outcomes Experiences Questions
4.0 Computer 4.1 Computational By the end of the sub The learner is guided to: 1. How are
Programming problem solving strand the learner should be • engage community members computers used
concepts able to: in a discussion on daily to solve daily
(3 lessons) a) identify problems problems they experience in problems?
T
solved by use of the society that can be solved 2. What is the
computing technology using computers, importance of
b) explain techniques of • discuss techniques of solving computing
AF
solving problems using daily problems in the society technology in
computing technology using computers, problems
c) use computing • in groups, use computer to solving?
technology to solve solve daily problems in the
problems society (booking, tracking
R
d) advocate the use of
computers in solving
problems in the society.
items, communication, loans,
marketing, transactions of
goods and services),
D
• share experience on some of
the daily problems you have
solved using computers,
• sensitise the community on
how to solve problems using
computers.

• Communication and Collaboration: learners engage community members in a discussion on problems they experience in
the society that can be solved using computers
• Critical Thinking and Problem Solving: learners device ways of using computing technology to solve problems in the
society
Values:
• Patriotism: learners engage community members in a discussion on problems they experience in the society that can be
solved using computing technology
T
• Respect: learners accommodate opinion of others when discussing techniques of solving problems in the society using
computers
AF
• Financial Literacy: learners book for goods and services online
• Agriculture: learners market farm products online
Assessment Rubric
Indicators
Ability to identify
R
Exceeds Expectations
Identifies problems
Meets Expectations Approaches
Identifies problems
Expectations
Has few challenges
Below Expectations
Has many challenges

D
problems solved by solved by use of solved by use of identifying problems identifying problems
use of computing computing technology computing solved by use of solved by use of
technology citing varied examples technology computing technology computing technology
Ability to explain Explains techniques of Explains techniques Explains techniques of Explains techniques of
techniques of solving solving problems using of solving problems solving problems using solving problems using
problems using

Assessment Rubric
Expectations
computing computing technology using computing computing technology computing technology but
technology citing examples technology but omits few aspects omits many aspects
Ability to use Effectively uses Uses computing Has few challenges Has many challenges
computing computing technology technology to solve using computing using computing
T
technology to solve to solve problems problems technology to solve technology to solve
problems problems problems
AF
R
D

Strand Sub Specific Learning Outcomes Suggested Learning Experiences Key Inquiry
Strand Questions
4.0 Computer 4.2 By the end of the sub strand The learner is guided to: 1. Why are
Programming Coding the learner should be able to: • in groups, interact with community coding
blocks a) identify coding blocks for members to identify the problems they blocks
use in problems solving experience that can be solved using useful in
(6 lessons) b) explore techniques of using coding blocks, computing?
coding blocks to solve • use available resources to search for 2. How are
T
daily problems the appropriate technique of solving coding
c) use coding blocks to problems using coding blocks, blocks used
perform tasks • in turns use coding blocks to solve in solving
AF
d) advocate the use of coding problems in the society, problems?
blocks in problem solving. • in groups use of coding blocks in
creating content (stories, games
animations),
• sensitises peers on how to use coding
Core competencies to be developed: R blocks to solve problems.
• Learning to Learn: learners confidently use coding blocks to create animations

D
• Critical Thinking and Problem Solving: learners device techniques of using coding blocks to solve daily problems
Values:
• Responsibility: learners guide others on the use of visual programming application to create animations
• Patriotism: learners interact with community members to identify the problems they experience that can be solved using
coding blocks

• Learner Support programmes: learners discuss the importance of coding blocks in solving daily problems in the society.
• Visual Arts: learners create animations using coding blocks
• Life Skills: leaners demonstrate how to use coding blocks to solve daily problems
Assessment Rubric
T
Expectations
Ability to identify Identifies the coding Identifies the coding Has few challenges Has many challenges
coding blocks for blocks for use in blocks for use in identifying the coding identifying the coding
AF
use in problems problems solving citing problems solving blocks for use in blocks for use in
solving several examples problems solving problems solving
Ability to explore Creatively explores Explores the Explores techniques of Explores techniques of
techniques of using techniques of using techniques of using using coding blocks to using coding blocks to
coding blocks to coding blocks to solve coding blocks to solve daily problems but solve daily problems but
solve daily
problems
Ability to use
daily problems
R
Creatively uses coding
solve daily problems
Uses coding blocks

leaves out few aspects
Has few challenges using

leaves out many aspects
Has many challenges

D
coding blocks to blocks to perform tasks to perform tasks coding blocks to perform using coding blocks to
perform tasks tasks perform tasks

Questions
4.0 Computer 4.3 Robotics By the end of the sub strand The learner is guided to: 1. What
Programming concepts the learner should be able to: • Brainstorm on the meaning of the informs the
(6 lessons) a) describe the term robot, selection of
characteristics of a robot • discuss and list examples of robots robots in
b) Classify robots based on you have interacted with, problems
the technology • use available resources to search for solving?
T
c) relate components of a the characteristics of a robot, 2. How are
robot to their functions • consult a resource person to discuss robots used
d) explain application areas how robots are classified according to in real life
AF
of robots their technologies (autonomous situations?
e) use a robot to perform robots, mobile robots, autonomous
tasks mobile robots). Give examples in
f) acknowledge the role of each case,
robots in real life • in turns relate components of a robot
situations.
R to their functions (manipulator end-

effectors, wheels, actuators, chassis,
sensors, power supply, a program,
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central processing unit or the ‘e-
brain’),
• watch a video clip that shows how
robots are used in different fields
(Industry, Space, Hospital,
Agriculture, transport, Military,
Households, Entertainment),

• visit fields where robots are used and
learn how they to perform tasks,
• debate on the advantages and
disadvantages of the application
areas,
• in groups role play tasks performed
by robots,
• sensitise the community on how
T
robots are used and the role they play
in real life situation.
AF
• Communication: learners enhance speaking and listening skills when debating on the advantages and disadvantages of the
application areas of robots
• Citizenship: learners sensitise the community on the use of robots in real life situation
• Creativity and Imagination: learners use locally available materials to model a robot in groups
Values:
R
• Unity: learners take turns to demonstrate how to use a robot to perform tasks
• Patriotism: learners sensitise the community on the use of robots in real life situation
D
• Learner Support programmes: learner discusses the importance the visual programming application environment with peers
• Environmental issues in education: learners use locally available materials to model a robot in groups
• English: learners debate on the advantages and disadvantages of the application areas
• Visual Arts: learners use locally available materials to model a robot in groups

Assessment Rubric
Expectations
Ability to describe Describes all the Describes all the Describes few Has difficulty describing
the characteristics of characteristics of a robot characteristics of a characteristics of a the characteristics of a
a robot citing examples robot robot robot
Ability to classify Classifies robots based Classifies robots Classifies robots based Classifies robots based on
robots based on the on the technology citing based on the on the technology but the technology but omits
T
technology examples technology omits few aspects many aspects
Ability to relate Systematically relates Relates all Relates few Has difficulty relating
components of a all components of a components of a components of a robot components of a robot to
AF
robot to their robot to their functions robot to their to their functions their functions
functions functions
Ability to explain the Comprehensively the Explains the Explains the application Explains application areas
application areas of application areas of application areas of areas of robots but of robots but leaves out
robots robots robots leaves out few details many the details
to perform tasks to perform tasks R

Ability to use a robot Creatively uses a robot Uses a robot to
perform tasks
Has few challenges
using a robot to
perform tasks
Has many challenges
using a robot to perform
tasks
D

COMMUNITY SERVICE LEARNING (CSL) PROJECT
Introduction
In Grade 8, focus is on making preparations to undertake a CSL activity of their own choice. They will be required to identify a
community problem through research, plan and come up with solutions to solve the problem. The preparations will be carried
out in groups. Learners will build on CSL knowledge, skills and attitudes acquired during Life Skills Education as well as other
subjects.
T
CSL Skills to be Covered:
i) Leadership: Learners develop leadership skills as they undertake various roles during preparation.
ii) Financial Literacy and Entrepreneurship Skills: Learners will gain skills on wise spending, saving and investing for
AF
sustained economic growth. They could consider ways of generating income as they undertake the CSL project through
innovation ways. Moreover, they could identify business ideas and opportunities as well as resources to meet the needs of
the community.
iii) Research: Learners will be expected to identify a problem or pertinent issue in the community and indicate how the
problem will be solved. They will also acquire skills on how to report their findings.
v) R
iv) Communication: Learners indicate reporting mechanisms to be used during the actual project e.g., how they intend to
communicate with members of the community, either online or offline.
Citizenship: As learners engage in the CSL activities for this Grade, they will be vested with the rights, privileges and
D
duties of a citizen, hence giving them a sense of belonging and attachment to the nation. They will also be empowered to
engage and assume active roles in shaping a more peaceful, tolerant and inclusive society.
vi) Life Skills Education: Learners will be equipped with life skills including decision making, assertiveness, effective
communication, problem solving and stress management. This will enable them to manage interpersonal relationships,
develop leadership skills as well as discover and grow their talents.
vii) Community Development: Learners will be empowered with skills necessary to effect relevant change including
building stronger and more resilient communities.

Suggested Pertinent and Specific Learning Suggested Learning Experiences Key Inquiry
Contemporary Issues Outcomes Questions
(PCIs):
• Environmental By the end of the CSL The learner is guided to: 1. How does one
degradation project, the learner should ● brainstorm on pertinent and determine
• Life style diseases be able to: contemporary issues in their community
• Communicable and non- a) identify a problem in the community that need attention in needs?
T
communicable diseases community through groups 2. Why is it
• Poverty research ● choose a PCI that needs immediate necessary to
• Violence in community b) plan to solve the attention and explain why in groups make
AF
• Food security issues identified problem in the ● carry out research using digital devices adequate
community, print media/interactions with members preparations
• Conflicts in the
c) design solutions to the of the community/resource persons in before
community
identified problem, identifying a community problem to embarking on
d) appreciate the need to address in groups a project?
Note:
The suggested PCIs are only
examples. Teachers should
allow learners to identify
R
belong to a community. ● discuss possible solutions to the
identified issue in groups
● propose the most appropriate solution
D
to the problem in groups
PCIs as per their context and
● discuss ways and instruments they can
reality.
use to collect data on the problem
● (Questionnaires, interviews,
observation, schedule)
● develop instruments for data collection

● identify resources needed for the CSL
project (human, technical, financial)
● discuss when the project will begin and
end
● prepare a programme/timetable of the
entire project execution
● Assign roles to be carried by all group
members
T
● reflect on how the project preparation
enhanced learning.
Key Component of CSL developed
AF
a) Identification of a problem in the community through research
b) planning to solve the identified problem
c) designing solutions to the identified problem
Core competencies to be developed
• Communication and collaboration: Learners will make the preparations in groups and conduct discussions on best ways of carrying
•
•
out the project.
R
Self-efficacy: Learners develop the skills of self-awareness and leadership as they undertake the CSL project
Creativity and Imagination: Learners will come up with creative ways of solving the identified community problem
D
• Critical Thinking and Problem Solving: Learners will demonstrate autonomy in identifying a community need, exploring plausible
solutions and making necessary preparations to address the problem.
• Digital Literacy: Learners can use technology when as they research on a community problem that they can address.
• Learning to Learn: Learners gain new knowledge and skills as they identify a community problem to be addressed and make
preparations to carry out the project.
• Citizenship: This is enhanced as learners choose a PCI that needs immediate attention in the community.

Pertinent and contemporary Issues
● Social cohesion as learners discuss possible solutions to the identified issue.
● Critical thinking as learners discuss possible solutions to the identified issue.
Values
• Integrity as learners carry out research using digital devices and print media as they identify a community problem to
address.
• Respect as learners brainstorm on pertinent and contemporary issues in their community that need attention
T
Assessment Rubric
Indicator Exceeds Expectations Meets Approaches Below Expectations
AF
Ability to identify a Identifies a problem in Identifies a Partially identifies a Partially identifies a problem
problem in the the community through problem in the problem in the in the community through
community through research citing community community through research with assistance
research examples through research research
problem
R
Ability to plan to solve Comprehensively plans Plans to solve the
the identified problem to solve the identified identified problem
Plans to solve the
identified problem leaves
out few details
Plans to solve the identified
problem but leaves out many
details
D
Ability to design Correctly and Correctly designs Partly designs solutions Partly designs solutions to the
solutions to the elaborately designs solutions to the to the identified problem identified problem with
identified problem solutions to the identified problem prompting
identified problem

APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand Sub Strand Suggested Assessment Suggested Learning Suggested Non-

Methods Resources Formal Activities
1.1Computer Rating scales, rubrics, Digital devices, reference Assist computer
case questionnaires, projects, materials, computer maintenance personnel in
journals, portfolios, oral hardware, Internet, video, school to disassemble and
questions, learner’s profile, audio clips, assemble computer cases
T
written tests, anecdotal during hardware
records, maintenance or cleaning
1.2 Computer Rubrics, questionnaires, Reference materials, Sensitize peers on the
AF
motherboard projects, journals, computer hardware, importance of motherboard
portfolios, oral questions, , Internet, video, audio in a computer
learner’s profile, written clips, adaptable locally
tests, anecdotal records, available materials,
observation schedules, checklists
1.3 Computer buses

R
checklists
Rating scales, rubrics,
questionnaires, projects,
Reference materials,
computer software,
Draw illustrations on how
computer buses operate in a
D
journals, portfolios, oral computer hardware, computer and display in the
questions, aural questions, Internet, video, adaptable computer user environment
interview schedules, locally available
learner’s profile, written materials, models,
tests, anecdotal records, checklists
observation schedules,
checklists

1.4 Visual Display Rating scales, rubrics, Digital devices, reference Educate community
Unit (VDU) questionnaires, projects, materials, computer members on how to reuse
journals, portfolios, oral hardware, Internet, video, or recycle Visual Display
questions, aural questions, audio clips, adaptable Unit parts to minimize
interview schedules, locally available wastage and conserve the
learner’s profile, written materials, models, environment.
tests, anecdotal records, checklists Sensitize community
observation schedules, members on the
T
checklists specifications to look
out for when selecting a
computer visual display
AF
unit
1.5 Printers Rating scales, rubrics, Digital devices, reference Participate in assessing
questionnaires, projects, materials, productivity computing needs for
journals, portfolios, oral tools, computer software different community
questions, aural questions, (OS, Utility software and organizations and assist
R
interview schedules,
learner’s profile, written
tests, anecdotal records,
Application programs),
computer hardware,
Internet, video, audio
them select the most
appropriate printer for use,
D
observation schedules, clips, checklists Sensitize community
checklists members on the
importance of using
printer consumables
recommended by the
manufactures
economically to

minimize wastage and
prevent printer
malfunction
1.0 1.6 Primary Rating scales, rubrics, Digital devices, reference Discuss with peers, the
Foundation of storage questionnaires, projects, materials, computer importance of primary
Computer overview journals, portfolios, oral hardware, , Internet, storage devices in
Science questions, aural questions, video, audio clips, computers during clubs
interview schedules, models, checklists activities
T
AF
checklists
1.7 Random Access Rating scales, rubrics, Digital devices, reference Draw a tree diagram on
Memory (RAM) questionnaires, projects, materials, productivity RAM outlining the types of
journals, portfolios, oral tools, computer software, RAM, their functionality
questions, aural questions, computer hardware, and characteristics on a
R
manilla papers, Internet,
video, audio clips
manilla paper, and display
in a computer user
environment
D
checklists
1.8 Read Only Rating scales, rubrics, Digital devices, reference Draw a tree diagram on
Memory (ROM) questionnaires, projects, materials, productivity ROM outlining the types of
journals, portfolios, oral tools, visual ROM and their
questions, aural questions, programming tools, characteristics on a manilla
interview schedules, computer software (OS,

learner’s profile, written Utility software and paper, and display in a
tests, anecdotal records, Application programs), computer user environment
observation schedules, computer hardware,
checklists Internet, video, audio Sensitize community
clips members on the
different types of ROM
and their
appropriateness for use
T
in different situations.
1.9 Special purpose Rating scales, rubrics, Digital devices, reference Draw a tree diagram on
memory questionnaires, projects, materials, computer special purpose memory
AF
journals, portfolios, oral software, computer outlining the types of
questions, aural questions, hardware, manilla papers, special purpose memory,
interview schedules, Internet, video their location in a computer
learner’s profile, written system, and their
tests, anecdotal records, characteristics on a manilla
1.10 Secondary R
checklists
Rating scales, rubrics, Digital devices, reference
paper, and display in a
computer user environment
Demonstrate data access
D
storage overview questionnaires, projects, materials, productivity methods (serial, random,
journals, portfolios, oral tools, computer software sequential, indexed
questions, aural questions, (OS, Utility software and sequential) for different
interview schedules, Application programs), secondary storage devices
learner’s profile, written computer hardware, to peers during school club
tests, anecdotal records, Internet, video, activities

checklists
1.11 Fixed storage Rating scales, rubrics, Digital devices, reference Debate on the advantages
devices questionnaires, projects, materials, productivity and disadvantages of
journals, portfolios, oral tools, computer different types of fixed
questions, aural questions, hardware, storage devices (SSD
interview schedules, verses HDD) based on
learner’s profile, written capacities, cost, access
T
tests, anecdotal records, time, reliability, use of
observation schedules, power, portability and size
checklists
AF
1.12 Removable Rating scales, rubrics, Digital devices, reference Demonstrate to peers how
storage devices questionnaires, projects, materials, computer to use different types of
journals, portfolios, oral hardware, Internet, video, removable storage devices
questions, aural questions, audio clips,
R
D
checklists
1.13 Cloud rubrics, questionnaires, Digital devices, reference Sensitize peers on the use
storage projects, journals, materials, computer of cloud storage
portfolios, oral questions, hardware, Internet, video,
aural questions, interview audio clips, adaptable
schedules, learner’s profile, locally available
written tests, anecdotal materials, checklists

records, observation
schedules, checklists
2.0 Computer 2.1 Living with Rating scales, rubrics, Digital devices, reference Use computer technology
and Society Computer questionnaires, projects, materials, computer demonstrate activities
technology journals, portfolios, oral hardware, Internet, video, during club time,
questions, aural questions, audio clips, adaptable Attend community events
interview schedules, locally available and demonstrate to
learner’s profile, written materials, models, community members how
T
tests, anecdotal records, checklists to safely use computer
observation schedules, technology
checklists
AF
2.2 Computer Rating scales, rubrics, Digital devices, reference Participate actively in
addiction questionnaires, projects, materials, productivity computer addiction
journals, portfolios, oral tools, visual awareness activities in the
questions, aural questions, programming tools, community and sensitize
interview schedules, computer software (OS, members on how to apply
R
Utility software and
Application programs),
computer hardware,
safety measures to curb
computer addiction
D
checklists Internet, video, audio
clips, adaptable locally
available materials,
models, checklists
2.3 Computer Rating scales, rubrics, Digital devices, reference Participate in computer
System Failure questionnaires, projects, materials, productivity system failure awareness
journals, portfolios, oral tools, visual activities in the community

questions, aural questions, programming tools, and sensitize the members
interview schedules, computer software (OS, on techniques used to
learner’s profile, written Utility software and detect computer failure,
tests, anecdotal records, Application programs), and the measures that can
observation schedules, computer hardware, be put in place to prevent
checklists Internet, video, audio computer failure
clips, adaptable locally
available materials,
T
models, checklists
2.4 Cyberbullying Rating scales, rubrics, Digital devices, reference Create awareness during
questionnaires, projects, materials, productivity community gatherings on
AF
journals, portfolios, tools, computer ways of cyberbullying, and
learner’s profile, written hardware, Internet, video, share techniques that can
tests, anecdotal records, audio clips, adaptable be used to report and
observation schedules, locally available prevent cyberbullying
checklists materials, models,
2.5 Computer
Software piracy R
Rubrics, questionnaires,
projects, journals,
checklists
Digital devices, reference
materials, productivity
Assist community members
in identifying cases of
D
portfolios, oral questions, tools, , computer software Software piracy and how
aural questions, interview (OS, antivirus software), to report and prevent them
schedules, learner’s profile, computer hardware,
written tests, anecdotal Internet, video, audio
records, observation clips
schedules, checklists

3.0 3.1 Types of Rubrics, portfolios, oral Digital devices, Discuss with peers
Computer computer questions, learner’s reference materials, where different types of
Networks networks profile, written tests, computer software, computer networks are
anecdotal records, computer hardware, used in the society
observation schedules, Internet, video, audio during club activities,
checklists clips, adaptable giving reasons why and
locally available how they are used
materials, models
T
3.2 Computer Rubrics, questionnaires, Digital devices, Visit a community data
network portfolios, oral reference materials, centre and assist in
elements questions, learner’s productivity tools, connecting different
AF
profile, written tests, computer software, elements of a computer
anecdotal records, computer hardware, network to create a
Internet, video, audio fully functional
clips, adaptable computer network for
locally available the community
3.3 Website
concepts R
Rubrics, questionnaires,
portfolios, oral
materials, models
Digital devices,
reference materials,
Demonstrate to peers
how to use a URL to
D
questions, learner’s productivity tools, access a website, and
profile, written tests, computer software how to navigate a
anecdotal records, (OS, Utility software website during club
observation schedules, and Application activities
checklists programs), computer
hardware, Internet,
video, audio clips

3.4 Customising Rubrics, questionnaires, Digital devices, Demonstrate to family
a browser portfolios, learner’s reference materials, members how to
profile, written tests, computer hardware, customize a web
Internet, video, audio browser for faster and
clips. easy access to
information from the
Internet.
4.0 Computer 4.1 Visual Portfolios, oral Digital devices, Sensitize community
T
Programming Programming questions, schedules, reference materials, members on how to use
features learner’s profile, productivity tools, computer to solve daily
written tests, anecdotal visual programming problems in the society
AF
records tools, computer
software, Internet,
video
4.2 Coding blocks Oral questions, aural Digital devices, Use coding blocks
questions, interview reference materials, to play game during
R
schedules, learner’s
profile, written tests,
anecdotal records,
productivity tools,
visual programming
tools, computer
clubs competition
D
observation schedules, software (OS, Utility
checklists software and
Application
programs), computer
hardware, Internet,
video

4.3 Robotics Portfolios, oral Digital devices, Sensitize community
concepts questions, schedules, reference materials, members on how to use
learner’s profile, productivity tools, robots in daily life
written tests, anecdotal programming tools,
records computer software
Internet, video
T
AF
R
D

COMPUTER SCIENCE Grade 8 Corrected - 5st - August2022

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REPUBLIC OF KENYA

Property of the Government of Kenya Page | i Not for Sale

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PROF. CHARLES O. ONG’ONDO, PhD, MBS

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Subject Number of Lessons Per Week

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iv) Promote sound moral and religious values.

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Ability to prepare a list

prepares a list of few

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Links to other subjects

• Integrated Science: learners explore techniques of mounting computer components on motherboard

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R how buses are used to connect the

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Pertinent and Contemporary Issues (PCIs): R

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Skillfully uses printers

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R technology in real life

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Writes data to and

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