Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING

AND EARLY EDUCATION.

Computer Studies Syllabus

Grade 8 and 9

Published by the Curriculum Development Centre

P.O. Box 50092
Lusaka

2013
© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording or otherwise without prior written permission of the Publisher

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 VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems.

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PREFACE
The syllabus was produced as a result of the Curriculum review process carried out by the Ministry of Education, Science, Vocational Training and
Early Education under the auspices of the Curriculum Development Centre (CDC). The curriculum reform process started way back in 1999 when the
Ministry of Education commissioned five (5) curriculum studies which were conducted by the University of Zambia. These studies were followed by a
review of the lower and middle basic and primary teacher education curriculum. In 2005 the upper basic education National survey was conducted and
information from learners,parents,teachers, school managers, educational administrators,tertiary institutions traditional leaders civic leaders and various
stakeholders in education was collected to help design a relevant curriculum ,.
The recommendations provided by various stakeholders during the Upper Basic Education National survey of 2005 and National symposium on
curriculum held in June 2009 guided the review process.
The review was necessitated by the need to provide an education system that would not only incorporate latest social, economic, technological and
political developments but also equip learners with vital knowledge, skills and values that are necessary to contribute to the attainment of Vision 2030.
The syllabus has been reviewed in line with the Outcome Based Education principles which seek to link education to real life experiences that give
learners skills to access, criticize analyze and practically apply knowledge that help them gain life skills. Its competences and general outcomes are the
expected outcomes to be attained by the leaners through the acquisition of knowledge, skills, techniques and values which are very important for the
total development of the individual and the nation as a whole.
Effective implementation of Outcome Based Education requires that the following principles be observed: clarity of focus, Reflective designing, setting
high expectations for all learners and appropriate opportunities.
It is my sincere hope that this Outcome Based syllabus will greatly improve the quality of education provided at Grade 8 and 9 level as defined and
recommended in various policy documents including Educating Our Future`1996 and the `Zambia Education Curriculum Framework `2013.

Chishimba Nkosha
Permanent Secretary
MINISTRY OF EDUCATION,SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

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Acknowledgement
The syllabus presented here is a result of broad-based consultation involving several stakeholders within and outside the education system.
Many individuals, institutions and organizations were consulted to gather their views on the existing syllabus and to accord them an opportunity to
make suggestions for the new syllabus. The Ministry of Education wishes to express heartfelt gratitude to all those who participated for their valuable
contributions, which resulted in the development of this syllabus.
The Curriculum Development Centre worked closely with other sister departments and institutions to create this document. We sincerely thank the
Directorate of Teacher Education and Specialized Services, the Directorate of Planning and Information, the Directorate of Human Resource and
Administration, the Directorate of Open and Distance Education ,the Examinations Council of Zambia, the University of Zambia, schools and other
institutions too numerous to mention, for their steadfast support.
We pay special tribute to co-operating partners especially JICA and UNICEF for rendering financial technical support in the production of the syllabus.

C.N.M Sakala (Mrs)

Director-Standard and Curriculum
MINISTRY OF EDUCATION, SCIENCE,VOCATIONAL TRAINING AND EARLY EDUCATION

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TABLE OF CONTENTS
PREFACE ................................................................................................................................................................................................................................................ - 4 -

Acknowledgement .................................................................................................................................................................................................................................... - 5 -

Introduction .............................................................................................................................................................................................................................................. - 8 -

Time and Period Allocation: .................................................................................................................................................................................................................... - 8 -

GRADE 8 ............................................................................................................................................................................................................................................... - 11 -

8.1 Introduction to Computer Studies .............................................................................................................................................................................................. - 13 -

8.2 Basic Operations......................................................................................................................................................................................................................... - 14 -

8.3 Computers in everyday life ........................................................................................................................................................................................................ - 16 -

8.4 Productivity Tools (Word Processing) ....................................................................................................................................................................................... - 18 -

8.5 Productivity Tools (Spread Sheets) ............................................................................................................................................................................................ - 20 -

8.6 Productivity Tools (Desktop publishing) ................................................................................................................................................................................... - 22 -

8.7 Networks .................................................................................................................................................................................................................................... - 24 -

8.8 Multimedia Files........................................................................................................................................................................................................................... - 26 -

GRADE 9 ............................................................................................................................................................................................................................................... - 27 -

9.1Introduction to Computers ................................................................................................................................................................................................................. - 29 -

9.2 Basic Operations......................................................................................................................................................................................................................... - 29 -

9.3 Information technology in everyday life .................................................................................................................................................................................... - 31 -

9.4 Productivity Tools (Word Processing) ....................................................................................................................................................................................... - 33 -

9.5 Productivity Tools (Spread Sheets) .............................................................................................................................................................................................. - 35 -

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9.6 Productivity Tools (Desktop publishing) ................................................................................................................................................................................... - 37 -

9.7 Networking & the Internet.......................................................................................................................................................................................................... - 37 -

9.8 Multi media files......................................................................................................................................................................................................................... - 39 -

Terminologies ......................................................................................................................................................................................................................................... - 40 -

GRADES 8 TO 12 COMPUTER STUDIES SCOPE AND SEQUENCE ................................................................................................................................................... 1

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Introduction

Suggested Teaching MethodologyThis

first ever Computer Studies (CS) syllabus for Zambia offers a wide perspective of the subject. It is not restricted to computers but rather usage and application of a
variety of technologies and its impact on society. The nature of the CS subject is such that it will best be learnt within the context of application. As such, activities,
projects and problems that replicate real life should form an integral part of the teaching and learning methodologies.

The junior secondary computer studies syllabus is meant to prepare learners for the world of work, further education within the discipline and simply lifelong
learning. Since CS is extremely dynamic and also significantly always impacting on the way we live, learners should be encouraged to grapple with its complexities
if they are to become competitive citizens in today’s globalised world.

The assessment framework in this syllabus should utilise various types of continuous assessment strategies. This is meant to determine learners’ competences in the
CS outcomes presented here. It is desired that the teacher as much as possible utilise assessment strategies that promote active learning by the learner. The case in
point include portfolios, observation sheets (to gauge certain competences), written assignments and reports, presentations, projects and experiments

The indicator of the achievement of these General outcomes will be based on acquisition of the skills through Assessment of the learner’s competence on practical
outcomes.

Time and Period Allocation:

This syllabus covers a two-year course in Computer Studies and will require at least four 40 minute periods per week to complete (one doublefor
practical and two single periods for theory). Sequence of the syllabus does not necessarily dictate the order in which topics are to be taught.

Assessment Scheme

Computer Studies is a practical subject and as such this syllabus places a lot of emphasis on the use of common application packages as well as object
oriented programming languages. It will therefore be the schools’ responsibility to ensure that relevant equipment and facilities needed by learners to
meet the minimum requirements for assessment purposes are acquired.

There will be two modes of assessments namely: Theory and a practical. Thus the examination of Computer Studies will be divided into two sections.

1. Theory (external assessment by the examinations board): 60%

2. Practical (Paper 2) (External – Examination board): 40%
3.

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 PAPER 1 PAPER 2
SKILLS PERCENTAGE SKILLS PERCENTAGE
(%) (%)
Knowledge 15 Report 15
Comprehension 5 System Product 20
Application 10 Demonstration (Presentation) 5
Analysis 5
Synthesis 10
Evaluation 15
TOTAL 60 TOTAL 40

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Rationale

Computer Studies is about how computers compute -it is not about learning how to use the computer. It is much more than computer programming.
Computer Studies is the study of ways of representing objects and processes. It involves defining problems; analysing problems; designing solutions;
and developing, testing, and maintaining programs. The term computer studies refers to the study of computer science, meaning computer and
algorithmic processes, including their principles, hardware and software designs, their applications, and the impact they have on society.

The major focus of this subject is the development of programming skills, which are important for success in future postsecondary studies. Computer
Studies is relevant for all students because it incorporates a broad range of transferable problem-solving skills and techniques, including logical
thinking, creative design, synthesis, and evaluation. It also teaches generically useful skills in such areas as communication, time management,
organization, and teamwork.

Computer Studies will provide students with the knowledge and skills to understand the underpinnings of current computer technology and prepare
them for emerging technologies. A foundation in this discipline will introduce students to the excitement and opportunities afforded by this dynamic
field and will begin to prepare them for a range of rewarding careers.

The subject will build a strong foundation for those who wish to move on to further study and training in specialized areas such as computer
programming, database analysis, computer science, education, computer engineering, software engineering, information technology, and game
development.

General Outcomes

 Computer Studies is relevant for all students because it incorporates a broad range of transferable problem-solving skills and techniques,
including logical thinking, creative design, synthesis, and evaluation.

 Computer Studies teaches generically useful skills in such areas as communication, time management, organization, and teamwork.

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GRADE 8
General Outcomes Key Competences
 Demonstrate an understanding of the concept of safety and misuse when using technology  Understand and apply requirements of CS ethics and security.
 Share their knowledge and skills through the internet
 Operate and take care of a computer and its common peripherals
 Create posters and other advertisement materials for the school events.
 Use a computer to accomplish given tasks  Ensure appropriate email address is used for formal communications.
 Carry out a detailed research programme related to computing.
 Appreciate the role computers play in everyday life.
 Collaborate and share knowledge and ideas with others.
 Demonstrate understanding and operating skills required for a variety of CS
 Communicate using appropriate multimedia to interact with others.
 Enable learners attain Entrepreneurship skills for survival

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.1.1 Terminologies 8.1.1.1 Explain the meaning of the  Hardware  Observation  Computer
8.1 8.1.2 Parts of a terms hardware, software, (Monitor,  Identification of appreciation
Introduct computer Information, communication Keyboard, Mouse, computer parts  Team work in
ion to Computer and communications Central Processing identifying parts
Studies
8.1.3 Input-process-
technology Unit-CPU,  Switching on
output operations and switching of the computer.
8.1.1.1 Describe the main parts of Uninterruptible
Power Supply- off a computer  Safety
a computer system. consciousness in
8.1.3.1 State the three basic UPS, printer,
scanner), Software  Comparing handling
operations in a computer computer.
(Various roles of the
system.
programmes such computer parts.
8.1.3.2 Identify a computer as a as the Operating  Connecting a
general purpose machine system, Word computer to a
that operates under different processors) power cable and
sets of instructions for
various uses  Difference peripherals
8.1.3.3 Relate computer parts to the
between data and  Interpretation
information of some
basic operations
 Computer as a computer system
general purpose acronyms
machine
 Components of a
computer system
(i.e. central
processing unit –
CPU, input
devices, storage
devices & output
devices)
 Uses of main parts
of computer
 Advantages and
disadvantages of a
computer system
 Appreciating
different types of
storage media
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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.2.1 Health & safety 8.2.1.1 Assume correct posture to  Assuming correct  Manipulation of  Team work in
8.2 Basic 8.2.2 Care for avoid injuries. posture to avoid the keyboard identifying
Operations Computer 8.2.2.1 Demonstrate the need to injuries. efficiently. computer
Systems take care of computer and  Safety issues  Identification of peripherals.
8.2.3 Computers & storage media to prevent associated with home keys on  Appreciation of
peripherals data loss ICT use( e.g. the keyboard. antiviruses.
8.2.4 Security & 8.2.3.1 Power up and down of securing power  Connecting
Viruses computers and various cables and computers to
technologies and peripherals avoiding liquids power cables
8.2.5 Types of user and dust near
correctly and peripherals.
interfaces computers.)
8.2.3.2 Perform basic computer  Comparing and
operations  Sequence of contrasting roles
8.2.4.1 Explain the consequences of powering up and of the computer
theft of computers or other down of various system.
portable ICT devices and technologies(i.e.
TV, cell phone,  Securing
computer viruses. computers
printer, scanner,
8.2.5.1 Interact with icons and
etc)
menus in a Graphic User
Interface (GUI)  Basic computer
environment. operations (e.g.
Moving cursor,
clicking on icon,
using pull-down
menus, ejecting
disks etc)
 Consequences of
theft of computers
or other portable
ICT devices
 Using different
types of user
interfaces
 Pros and cons of
different types of
interface
(command driven
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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
and graphical user
interfaces)

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.3.1 Household, 8.3.1.1 Identify and demonstrate the  Household  Identification use  Appreciation of
8.3 Entertainment and use of household appliances appliances and of household use of computer in
Compute recreation and devices that are devices that are appliances and industries and
rs in everyday appliances controlled by embedded controlled by devices that are home.
life 8.3.2 Office Equipment microprocessors embedded controlled by  Skilfulness in
8.3.3 Industrial and 8.3.2.1 State common uses of office microprocessors embedded using computers in
Commercial equipment (e.g. Washing microprocessors everyday life.
machines,  Manipulation of
Applications of 8.3.3.1 Exhibit knowledge of using
microwave ovens,  Inquisitiveness in
computers computers in Industry computer related using computers.
digital watches & appliances.
8.3.4 Computer based 8.3.4.1 Identify the role computers cameras)
learning play in aiding learning  Demonstration of
 Common uses of use of household
8.3.4.2 Identify social and office equipment
economic effects of appliances and
(Computers, devices that are
computers Printers, Fax controlled by
machines, embedded
Telephone microprocessors.
systems, Liquid
Computer Device -  Identification of
LCD projectors, social and
scanners etc) economic effects of
computers
 Computers in
Industry (e.g.
chemical
processing plants
i.e. Indeni, Mining,
Liming and
Cement, beverage
manufacturing /
Financial
institutions i.e
LUSE, Health,
Ticket reservation
systems, defence
and security etc)
 Computers as aids
for learning (e.g.
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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
Self placed
interactive lessons
that effectively use
multimedia)
 Social and
economic effects
of computers (e.g.
security concerns,
deskilling, failure
of systems,
dependability on
systems, human
rights violation and
computer misuse)

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.4.1 Introduction to 8.4.1.1 Demonstrate how to operate  Starting Windows,  Inputting data  Productivity in
8.4 Windows Windows the start button and correctly in a using word
Producti 8.4.2 Key in and Edit 8.4.1.2 Demonstrate how to start taskbar, starting word processor. processor.
vity Tools (Word Text and quit a program with the start  Icon  Efficiency in text
Processing) menu, Familiarise identification of manipulation and
8.4.3 Text 8.4.2.1 Demonstrate text input, type
Manipulation and over, insertion of words & with the main productivity editing.
functions of the tools.
Formatting symbols, deletion and
keyboard, shift and  Effectiveness in
8.4.4 Proof Reading reformatting
control keys  Manipulation of the use of
8.4.5 Print Preview and 8.4.3.1 Demonstrate copying, text in the word productivity tools.
 start and quit a processor.
Printing deleting and moving blocks
program  Entrepreneurship
8.4.6 Saving Files
of text within a document  Agility in typing in using
8.4.3.2 Illustrate the use of a  Text input, type text productivity tools.
8.4.7 Drawing over, insertion of
clipboard  Text  Appreciation of
Simple Graphics words & symbols,
8.4.3.3 Use the undo command to management productivity tools.
deletion and
reverse the effect of the last (inputing of text,
reformatting
action formatting of
 Copying, deleting text)
8.4.3.4 Use the redo command to
and moving blocks
reverse the undo action
of text within a  Accuracy in
8.4.4.1 Check the spelling of words document entering data in
in a document against a a word
built-in dictionary  Clipboard ( processor.
temporary storage
8.4.4.2 Describe the limitations of area in the
the spelling checker memory)
8.4.5.1 Use the print preview and  Undo command to
print a document reverse the effect
8.4.6.1 Demonstrate how to save a of the last action
file to a specific location or
 Redo command to
media
reverse the undo
8.4.7.1 Create graphics using action
basic graphic elements
 Spelling of words
in a document
against a built-in
dictionary (ie
Thesaurus)

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
 Limitations of the
spelling checker
 Print preview and
print a document
 Saving a file to a
specific location or
media
 graphics using
basic graphic
elements (e.g.
lines, curves,
sectors, polygons,
circles, ovals,
squares and
rectangles)

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.5.1 Introduction to 8.5.1.1 Demonstrate an  Worksheet and  Loading of a  Accuracy in using
8.5 Spreadsheet. understanding of the workbook single or more spreadsheet.
Producti 8.5.2 Entering and concept of worksheet and  Common features spreadsheets  Appreciation of
vity Tools editing data workbook of a spreadsheet  Switching use of spreadsheet
(Spread Sheets) 8.5.1.2 Explain the common (cells, formula between in making
8.5.3 Adding Formula
features of a spreadsheet bars) worksheets and calculations.
8.5.4 Saving and
Printing 8.5.1.3 Demonstrate the  Application of a between  Quality work in
application of a spreadsheet spreadsheet in workbooks the use of
in everyday life everyday life (i.e.  Application of spreadsheet.
8.5.2.1 Enter and manipulate data Student records, addition,
using spread sheets for a business stock, subtraction,
specific purpose accounting, multiplication
8.5.2.2 Illustrate the skill of invoices) and division
entering text & numbers in  Entering and symbols with
specified cells manipulating data formulae
8.5.2.3 Delete and edit text and using spread sheets  Manipulation
numbers in cells as required  Deleting and  Application of
8.5.3.1 Enter data, numbers and editing text and quick numerical
apply simple formula with a numbers in cells as computations
range not more than ten cell required  Accuracy in the
addresses  Entering text and use of
8.5.3.2 Design, create and modify a numbers in spreadsheet.
spread sheet for a specific specified cells  Designing of a
purpose with a maximum of  Entering data, required
five cell addresses numbers and spreadsheet.
8.5.4.1 Save to specified folder and applying simple
print a spread sheet formula with a
8.5.4.2 Change magnification to range not more
appropriate percentage to than ten cell
print a given spread sheet addresses (i.e.
addition,
subtraction,
multiplication and
division)
 Designing, creating

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
and modifying a
spread sheet for a
specific purpose
(using functions
like sum, product,
average and
quotient) with a
maximum of five
cell addresses
 Saving to specified
folder and print a
spread sheet
 Changing
magnification to
appropriate
percentage to print
a given spread
sheet formulae

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.6.1 Publishing basics 8.6.1.1 Define desktop publishing  Desktop publishing  Identification of  Entrepreneurship
8.6 and Features 8.6.1.2 Identify the two types of a (i.e. typesetting, productivity in the use of
Producti 8.6.2 Pre-designed publication and layout designs tools. productivity tools.
vity Tools layouts or using desktop  Manipulation of  Accuracy in the
8.6.1.3 Compare different features
(Desktop Templates computers) productivity use of productivity
of desktop publishing and
publishing)  Types of a tools tools.
8.6.3 Fonts word processing software
8.6.4 Elementary 8.6.1.4 Generate frames in which publication (i.e.  Accuracy in the  Teamwork in
Graphics text and graphics are placed text and graphics) use of designing
8.6.5 Colours and Fonts 8.6.1.5 Edit the layout of a  Features of desktop productivity graphics.
publication publishing and tools.  Quality work in
8.6.6 Clip art/Re-
word processing  Loading a using desktop
designed graphics 8.6.2.1 Input text directly into a
software publishing publishing.
publication
 Frames in which package  Appreciation of
8.6.2.2 Import text from word
text and graphics  Switching the use of desktop
processing document into a
are placed between two or publishing.
publication
8.6.3.1 Apply the three elements of  Editing the layout more loaded
fonts; namely typeface, style of a publication publishing
and point size  Inputting text into packages
8.6.4.1 Create graphics using basic a publication
graphic elements  Importing text
8.6.5.1 Select colours for the from word
outlines and fill of objects processing
from the palette document into a
publication
8.6.5.2 Integrate Text into graphic
design  Three elements of
fonts; namely
8.6.6.1 Retrieve and edit pre-
typeface, style and
designed graphics to
point size
compose a picture
8.6.6.2 Identify how productivity  Graphics using
tools complement each basic graphic
other elements (e.g.
lines, curves,
sectors, polygons,
circles, ovals,
squares and

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
rectangles)
 Colours for the
outlines and fill of
objects from the
palette
 Integrating Text
into graphic design
 Retrieving and
editing pre-
designed graphics
to compose a
picture
 Identify how
productivity tools
compliment each
other

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.7.1 Networking 8.7.1.1 networking computers in  8.7.1.1  Connecting a  Understanding of
8.7 8.7.2 The Internet different locations (i.e. share networ network cable to types of ports
Network software, documents, king computers a computer (connection
8.7.3 Web browsers
s databases & other resources) in different  Accessing points)
8.7.4 Using search locations (i.e.
engines
8.7.1.2 Differentiate between different media  Appreciation of
Wired and wireless share software, files from internal storage
8.7.5 Email networks documents, external storage media and external
8.7.2.1 Display proficiency in databases & devices and storage media
other resources) internal storage
accessing information using  Appreciation that
a local area network (LAN),  8.7.1.2 devices information is also
Differentiate
and a Wide area network  Launching a stored on remote
(WAN) between Wired
web browser computers which
and wireless
8.7.2.2 Upload and download text,  Entering default require internet
networks
image, audio and video files connection to
 8.7.2.1 Display web sites and
8.7.2.3 Illustrate ability to search edit the sites to access information
proficiency in
the web for specific accessing different ones
information. information  Retrieving
8.7.3.1 Recognise web browsers as using a local (Searching)
a tool to accessing web area network specific
pages on the internet (e.g. (LAN), and a information
Firefox, Safari, Internet Wide area from the Internet
Explorer etc) network
8.7.3.2 Demonstrate how to open a (WAN)
web browser and go to  8.7.2.2 Upload
specific Universal Resource and download
Locator (URL) text, image,
8.7.4.1 Define a search engine and audio and video
what it is used for files
 8.7.2.3
8.7.4.2 Use a search engine to look Illustrat
for information on the e ability to
internet search the web
8.7.5.1 Explain what email is used for specific
for information.
 8.7.3.1
Recogn

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
ise web
browsers as a
tool to
accessing web
pages on the
internet (e.g.
Firefox, Safari,
Internet
Explorer etc)
 8.7.3.2
Demon
strate how to
open a web
browser and go
to specific
Universal
Resource
Locator (URL)
 8.7.4.1 Define
a search engine
and what it is
used for
 8.7.4.2 Use a
search engine to
look for
information on
the internet
 8.7.5.1 Explain
what email is
used for

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.8.1 Introduction to 8.8.1.1 Introduction to multimedia  Differences  Loading a  Value enhancing
8.8 multimedia files files. between various multimedia to physically
Multimedia Files 8.8.2 Graphics 8.8.2.1 Create a multimedia types of media package challenged
8.8.3 Video and Audio presentation incorporating (video, sound,  Adding media learners
visual image features (i.e. animations) clips to a  Productivity in
clip art, video clips, sound  Search for locally presentation using multimedia
and animated images) available files.
8.8.3.2 Access available databases multimedia files on  Efficiency in the
for images, sound clips or the computer use of
recorded voice to support  Controlling  Effectiveness in
communication presentations using the use video and
8.8.3.3 Support communications by arrow keys audio on the
controlling the flow of a computer system.
presentation (i.e. screen
transitions, animating text &
graphics)

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GRADE 9

General Outcomes Key Competences

 Demonstrate an understanding of the concept of safety and misuse when using technology  Understand and apply requirements of ICT ethics and security.
 Share their knowledge and skills through the internet
 Operate and take care of a computer and its common peripherals
 Create posters and other advertisement materials for the school events.
 Use a computer to accomplish given tasks  Ensure appropriate email address is used for formal communications.
 Carry out a detailed research programme related to computing.
 Appreciate the role computers play in everyday life.
 Collaborate and share knowledge and ideas with others.
 demonstrate understanding and operating skills required for a variety of ICTS
 Communicate using appropriate multimedia to interact with others.
 Enable learners attain Entrepreneurship skills for survival

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.1.1 Terminology 9.1.1.1 Define the terminologies  Computer  Connecting peripheral  Appreciating the
9.1Introduction to 9.1.2 Peripheral of a computer system. terminology; devices to their appropriate various types of ports
Computers devices 9.1.2.1 Connecting peripheral peripheral device computer ports (serial, parallel &
devices to their PDAs, GB, MHz,  Converting of bytes into USB)
9.1.3 Input-
appropriate computer GHz, BIT, BYTES, Bits and converting Bits  Relation between
process-
ports Megabytes etc into Bytes, Kilobytes & processing speed and
output
operations 9.1.2.1 Recognise that the speed  Defining basic Megabytes file size
of a CPU is measured in computer  Interpreting the various  Appreciation of
Megahertz (MHz) or terminology files sizes limitations of storage
Gigahertz (GHz)  Peripheral devises  Relating file size to storage media regarding size
9.1.3.1 Identify meaningful  Units of the space
information as a result of processing speed and
processed input data by their relationship
the computer
 Units of storage –
9.1.3.2 Appreciate that certain BIT, Byte,
devices are both input as Megabyte, Gigabyte
well as output (e.g. and their
touch screens) conversions.
 Input, process and
output devices
9.2.1 Unresponsive 9.2.1.1 Identify how to shut  How to rectify  Shutting down unresponsive  Minimizing the
9.2 Basic computer down an unresponsive program failure of computer system. effects of computer
Operations 9.2.2 Security & computer booting and shutting  Installation and launching system failure
Viruses 9.2.2.1 Understand why down. of Antivirus software  Avoiding
9.2.3 Copyright usernames and  Security issues  Verifying the authenticity of compromising the
passwords are used on associated with ICT system integrate
9.2.4 Storage software
computers use
media  Inserting memory cards in  Enhancement of
9.2.2.2 Identify and apply safety  Identify licensed computers, digital cameras, computer system
procedures, such as software installed on cell phones & related  Appreciating
antivirus scans and virus a computer devices. copyright laws
checks in maintaining
 Understand the  Converting memory size  Appreciating the
data integrity
difference between from one type to the other. vulnerability of
9.2.3.1 Know how to check the open source software
ID number for a  Calculation of memory memory cards on
and proprietary portable and hand-
software product software sizes and their implications
on storage. held devices
9.2.3.2 Define the terms  Identify types of
freeware, share-ware and memory (Include:
end-user licence primary and

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
agreement secondary memory)
9.2.4.1 Describe the relationship
between different
measures of storage
media capacities (i.e.
kilobyte, megabyte,
gigabyte)

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.3.1 Household 9.3.1.1 Describe particular  How to connect  Connecting of household  Avoiding damage to
9.3 appliances technologies being used household equipment (connecting a household and office
Informati 9.3.2 Computer for specific purposes in equipment decoder, dvd player, Hi-Fi equipment.
on technology in based the home (connecting a system to a TV)  Maximising the use of
everyday life learning 9.3.1.2 Illustrate, using decoder, DVD  Connecting of office household equipment
(CBL) examples, how player, Hi-Fi system equipment ( connecting
to a TV)  Avoiding damage to
9.3.3 Computers information & LCD projectors, scanners, office equipment
in banking communication  How to connect printers, digital cameras,
networks create a global office equipment cell phones to computers)  Knowledge of record
and e-
community (e.g. cell (connecting LCD keeping
commerce  Making calls & Saving
9.3.4 Point of Sale
phones, internet, skype projectors, scanners, phone numbers on cell  Communicating using
etc.) printers, digital internet technologies
9.3.5 Magnetic and phones
9.3.1.3 Demonstrate an cameras, cell phones  Managing access to
smart cards to computers)  Starting a skype
understanding of new computer resources
conversation
and emerging  Appreciating the (stocks & price lists)
communication systems various  Signing oneself to a
particular social network (e-  Integration of
9.3.2.1 Identify different types communication Computers in other
of CBL software (e.g. technologies mail, Skype, Facebook,
Twitter) learning areas.
drill practice, tutorial,  Examples of CBL
simulation, problem Software  Creating, changing, editing
solving etc.) and deleting user accounts
 Knowledge of social
9.3.3.1 Recognise the use of networks
computers to organise,
retrieve and process data  Knowledge of
directory, folders
9.3.3.2 Appreciate the linking of and files
computers in different
locations to enable  How to conduct
electronic fund transfer online transaction
(e.g. GIRO, NETS,  Discussing the pro
Automated Teller and cons of e-
Machines-ATMs etc.) commerce
9.3.3.3 Describe e-commerce  Appreciate the use of
and the process of bar codes
purchasing goods and  Fundamental
services online information
9.3.3.4 List advantages & contained on the bar
disadvantages of e- code
commerce
 The link between the
9.3.4.1 State common uses of price list and the bar

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
computers in the code
supermarket  Security in business
9.3.4.2 Identify the significance transactions among
of using bar codes in the workers
super market (i.e.  Appreciate stock
identifying products, management
statistics and keeping
track of sold items)
9.3.5.1 Recognise the use of
PIN (personal
identification number) as
a security measure to
initiate transaction using
magnetic card
9.3.5.2 Describe the benefits of
the trend towards
cashless electronic
transaction

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.4.1 Keyboard 9.4.1.1 Exhibit mastery of the  How to use function  Using function keys (F1 to  Productivity (letter
9.4 skills keyboard keys including keys (F1 to F12) F12) and combination keys writing, minutes,
Producti 9.4.2 Document function keys and touch and combination  Creating paragraphs in assignments etc)
vity Tools (Word setup and typing keys word processing  Efficiency in the use
Processing) layout 9.4.2.1 Use the tab key to indent  How to create of productivity tools.
 creating, editing and
the first line of the paragraphs in word
9.4.3 Search and deleting tables using the  Entrepreneurship
replace paragraph processing table insert (letter and document
9.4.4 Copying text 9.4.2.2 Demonstrate  How to create, edit  Integrating clip art and writing, minutes,
from other competence in creating and delete tables assignments etc)
mathematical formulae in
tables, inserting and using the table insert
document word processing document  Effectiveness in the
deleting rows & columns
windows  How to Integrate clip  Finding or searching use of productivity
9.4.5 Pagination 9.4.2.3 Insert objects (e.g. Clip art and mathematical tools.
art, mathematical command to locate a
9.4.6 Page formulae in word specified word
formula etc) processing document
formatting  Replacing a located word
9.4.3.1 Use the search command  How to use find or
9.4.7 Finding and
to locate specified text search command to  Correctly using the copy,
file retrieval
quickly in a document locate a specified cut and paste commands
9.4.3.2 Use the search and word  Inserting roman numerals
replace command to  How to replace a and denary page numbers in
carry out replacement of located word a word document
specified text quickly in  Inserting page breaks
a document  How to use copy /
cut and paste  Inserting page margins,
9.4.4.1 Copy blocks of text from paper size and page
one document window  How to insert roman
numerals and denary orientation before printing a
to another document
page numbers in a
9.4.5.1 Demonstrate insertion of
word document  Saving and saving as
page numbers of any
 How to insert page commands when saving a
given format
breaks file to a specified storage
9.4.5.2 Insert page and section external or internal storage
breaks to organise text  How to set page devices
in a document margins, paper size
and page orientation  Deleting a file and a folder
9.4.6.1 Use the page set up containing files and how to
command to set margins, before printing a
document retrieve a deleted file that
paper size and page was on on the computer
orientation  How to use save and from the recycle bin
9.4.8.1 Demonstrate ability to save as when saving
save file to a specified a file to a specified
storage drive or device storage external or
internal storage

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.4.8.2 Navigate to a particular devices
drive and retrieve a  How to delete a file
specific file and a folder
9.4.8.3 Delete file(s) and containing files and
retrieve from the recycle how to retrieve a
bin deleted file on the
computer from the
recycle bin
 Import the drawn pie
chart from a
spreadsheet into a
word processor

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.5.2 Amending a 9.5.2.1 Insert and delete  How to draw pie  Drawing pie chart using a  Productivity in
9.5 spread sheet columns and rows as required chart using a spreadsheet. budgeting, accounting,
Productivity 9.5.3 Formatting 9.5.3.1 Change column width spreadsheet.  Linking spreadsheet to word sales forecasting, stock
Tools (Spread cells and row height as  How to insert and document using hyperlinks management.
Sheets) required delete columns and  Efficiency in using
9.5.4 Sorting data  Importing the drawn pie
9.5.5 Entering and 9.5.3.2 Change number of rows as required chart from a spreadsheet into spreadsheet.
applying decimal places displayed  How to change a word processor  Entrepreneurship in
in cells as required column width and the use of spreadsheet
formula  Sorting data in a pre-
9.5.7 Charts 9.5.3.3 Change text orientation row height determined sequence in tracking a business.
within a cell  How to change  Filtering of data in a  Effectiveness of
9.5.4.1 Sort and filter data as decimal places in spreadsheet spreadsheet.
specified cells
 Interpreting numerical data
9.5.5.1 Enter data, numbers and  How to change text into graphs or charts
apply more advanced orientation in a
formula (i.e. particular cell or a  Application of mathematical
multiplication, sum & group of cells concepts.
average functions)  How to apply
9.5.6.1 Change percentage advanced functions (
specification to print a e.g. SUM,
given spread sheet AVERAGE, IF,
9.5.7.1 Use chart wizard to MAX, MIN,
create bar, line and pie COUNT, COUNTA,
charts of selected data SUMIF, )
9.5.7.2 Print a chart  How to change
percentage
specification using
zoom facility
 How to use chart
wizard
 How to link
spreadsheet to word
document using
hyperlinks
 How to export the
drawn pie chart from
a spreadsheet into a
word processor
 How to print preview

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
and print
 How to paginate
using page break
preview

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.6.1 Charts , 9.6.1.1 Add charts, diagrams  Identifying how  Identifying pre-designed  Entrepreneurship in
9.6 Diagrams and pictures productivity tools layouts or template for the use of Desktop
Producti and pictures 9.6.1.2 Edit, resize & crop compliment each appropriate tasks publishing.
vity Tools 9.6.2 Text charts, diagrams and other  Modifying already created  Effectiveness use of
(Desktop wrapping pictures  Demonstrating publications Desktop publishing.
publishing) wrapping of text
9.6.3 Importing 9.6.2.1 Demonstrate how to  Enhancing objects in
Text wrap text around charts , around charts, publications
diagrams & pictures diagrams & pictures
9.6.4 Manipulation  Saving and printing
of pre- 9.6.2.2 Generate frames in  Understanding how previewing publications
designed which charts, diagrams to generate charts,
templates & pictures are placed diagrams & pictures
9.6.5 Colours and 9.6.3.1 Import text from other  Distinguishing
Fonts programs (word between importing
processor & spreadsheet and exporting of
) publications
9.6.3.2 Import charts, diagrams  Differentiating the
& pictures from other use of various
programs templates
9.6.4.1 Create calendars,  Modifying created
notices, fliers, brochures, publications
newsletters, resumes
 Enhancing objects in
using templates
a publication
9.6.4.2 Edit manipulated through the use fonts
templates & colours
9.6.5.1 Select colours for the
outlines and fill of
objects from the palette
9.7.1 Networking 9.7.1.1 List the advantages of  Managing of  Sharing resources using  Reduction in computer
9.7 9.7.2 The Internet group working (i.e. shareable resources sharing facility hardware and software
Networki shared files, applications (files, applications,  Deriving appropriate web costs
9.7.3 Web
ng & the Internet and printers & printers) addresses from  Sourcing of
browsers
9.7.4 Using search
9.7.2.1 Display understanding  Distinguishing institution/organisation/com information from a
of the terms local area various types of pany names based on broader scope
engines
network (LAN) and networks using services provided (e.g. org,
9.7.5 Email  Reduction in
Wide area network examples (e.g. edu, ac, co, gov etc) communication costs
(WAN), Personal Area computer network,  Starting, refreshing and through email and other
Network (PAN), Storage cellular network terminating web search free internet services.
Area Network (SAN), (hotspots), satellite
Metropolitan Area  Utilising internet

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
Network (MAN), Wifi. network. communication tools
9.7.2.2 Describe the difference  Distinguishing (Skype, twitter, facebook,
between an intranet and between the two  Creating of an email address
an extranet main types of Local  Sending and receiving a
9.7.2.3 Differentiate between Area Networks message through email.
World Wide Web and (Intranets &
the internet Extranets)
9.7.3.1 Recognise components  Relating the World
of a Universal Resource Wide Web (global
Locator (URL) web pages) to the
9.7.3.2 Show how to stop a web Internet
page from downloading (technologies,
infrastructure &
9.7.3.3 Illustrate how to refresh, protocols)
move back and forward
 The relationship
9.7.4.1 Appreciate various between URL and
services available on the Internet surfing
internet (e.g. On-line
news, shopping etc.)  Understanding the
navigation patterns
9.7.5.1 Explain the make up and
of web pages
structure of an email
address  Appreciating the
communication and
9.7.5.2 Send and reply to an
information services
email message
provided by the
Internet
 Understanding the
syntax of email
addresses

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 TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.8.1 Digitising 9.8.1.1 Create digital images  Creating digital  Creating digital images  Entrepreneurship in
9.8 Multi images using a scanner and or a images using using scanners and cameras the use of multimedia.
media files 9.8.2 Video & digital camera scanners & cameras  Editing and enhancing  Productivity in the
Audio 9.8.1.2 Edit digitised images by  Editing and scanned and digitised use of multimedia.
cropping, enhancing enhancing scanned images  Efficiency in the use
pixels, colour etc and digitised images  Appropriately saving of file of multimedia.
9.8.1.3 Saving created images  Saving images with names and file extensions  Inquisitiveness in the
9.8.2.1 Record video & audio appropriate file  Recording video & audio use of multimedia.
9.8.2.2 Save video and audio extensions using multimedia related
files  Recording Video & technology
Audio using digital  Naming audio & video files
camera & or with appropriate file names
microphone & extension.
 Naming audio and
video files with
appropriate file
extension
 Appreciate the
different media file
extensions
 Understanding the
syntax of media file
naming

- 39 -
Terminologies

Arithmetic and Logic Unit Extranet Mouse Scanner

(ALU) File Multimedia Search engines
Cell address Font Navigate Software
Cell pointer Graphic Output device Spell Checker
Copy Icon Paste Spreadsheet
Central Processing Unit (CPU) Information technology Peripheral Storage device
Cursor Input device Port Telecommunication
Cut Internet Presentation Text
Database Intranet Printer WAN
Desktop Publishing (DTP) LAN Programme Word processing
Document Menu Retrieve World Wide Web
Email

- 40 -
- 41 -
|Page 42
GRADES 8 AND 9 COMPUTER STUDIES SCOPE AND SEQUENCE

The table below shows the coverage of the syllabus in Computer Studies in Grades 8and 9. It is important for a teacher to refer to this table from time to time
to know the knowledge that the learners already have or need to have at various levels of learning of the subject.

GRADE 8 GRADE 9
 Introduction to Computer Studies  Terminology of computer hardware.  Terminology of a computer system.
 Parts of a computer  Peripheral devices
 Input-process-output operations  Input-process-output operations

Basic Operations  Health & safety

 Care for Computer Systems
 Computers & peripherals
 Security & Viruses
 Types of user interfaces
Generic Application Software  Introduction to Windows  Keyboard skills
 Key in and Edit Text  Document setup and layout
 Manipulation and Formatting  Search and replace
 Proof Reading  Copying text from other document windows
 Print Preview and Printing  Pagination
 Saving Files  Page formatting
 Drawing Simple Graphics  Finding and file retrieval

|Page 1
 GRADE 8 GRADE 9
 Introduction to Spreadsheet  Amending a spread sheet
 Entering and editing data  Formatting cells
 Adding Formula  Sorting data
 Saving and Printing  Entering and applying formula
 Charts

 Publishing basics and Features  Charts , Diagrams and pictures

 Pre-designed layouts or Templates  Text wrapping
 Fonts  Importing Text
Elementary Graphics  Manipulation of pre-designed templates
 Colours and Fonts  Colours and Fonts
 Clip art/Re-designed graphics
Systems and Communications  Introduction to multimedia files  Digitising images
 Graphics  Video & Audio
 Video and Audio 

Types of Computer System  Networking

 The Internet
 Web browsers
 Using search engines
 Email
Computer Application  Household, Entertainment and recreation  Household appliances
appliances  Computer based learning (CBL)
 Office Equipment  Computers in banking and e-commerce
 Industrial and Commercial Applications of  Point of Sale
computers  Magnetic cards and smart cards
 Computer based learning

|Page 2
 GRADE 8 GRADE 9
Social and Economic  Unresponsive computer
Implications of the use of  Security & Viruses
Computers  Copyright
 Storage media

Logic Gates and Circuits

|Page 3