Computer Science Forms 1-6

ZIMBABWE
MINISTRY OF PRIMARY AND SECONDARY EDUCATION
CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES
COMPUTER
SCIENCE
SECONDARY SCHOOL LEVEL

FORMS 1 - 6
2015-2022
TEACHER’S GUIDE
Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
Computer Science Teacher’s Guide Form 1 - 6 (2015- 2022)
ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge the following for
their valuable contributions in the compilation of this guide:
zz Curriculum Development and Technical Services staff
zz UNICEF for funding

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CONTENTS .............................................................................................................. PAGE
ACKNOWLEDGEMENTS..................................................................................................2
ORGANISATION OF THE TEACHER’S GUIDE................................................................4
PART A..............................................................................................................................5
CRITICAL DOCUMENTS..................................................................................................5
INTRODUCTION...............................................................................................................5
RATIONALE.......................................................................................................................5
OBJECTIVES....................................................................................................................5
UNIT 1...............................................................................................................................6
CURRICULUM FOR PRIMARY AND SECONDARY EDUCATION (2015 -2022).............6
INTRODUCTION...............................................................................................................6
OBJECTIVES....................................................................................................................6
KEY ELEMENTS OF THE CURRICULUM FRAMEWORK...............................................6
UNIT 2...............................................................................................................................8
SYLLABUS INTERPRETATION........................................................................................8
INTRODUCTION...............................................................................................................8
Understanding Syllabus Interpretation..............................................................................8
Interpreting the Syllabus....................................................................................................8
OBJECTIVES....................................................................................................................8
TYPES OF SYLLABUSES................................................................................................8
NATIONAL SYLLABUS.....................................................................................................8
Presentation of the syllabus............................................................................................10
SCHOOL SYLLABUS......................................................................................................11
Introduction......................................................................................................................11
Glossary / Appendices....................................................................................................11
Drafting the School Based Syllabus................................................................................11
UNIT 3.............................................................................................................................13
SCHEMES OF WORK.....................................................................................................13
COMPONENTS OF A SCHEME OF WORK...................................................................14
EXAMPLE OF SCHEMES OF WORK.............................................................................15
UNIT 4.............................................................................................................................16
LESSON PLANS.............................................................................................................16
COMPONENTS OF A LESSON PLAN...........................................................................16
UNIT 5.............................................................................................................................18
RECORD KEEPING........................................................................................................18
INTRODUCTION.............................................................................................................18
OBJECTIVES..................................................................................................................18
RECORDS TO BE KEPT.................................................................................................18
PART B............................................................................................................................19
CURRICULUM DELIVERY..............................................................................................19
INTRODUCTION.............................................................................................................19
OBJECTIVES..................................................................................................................19
CONTENT.......................................................................................................................19
METHODOLOGIES.........................................................................................................19
TEACHING-LEARNING MATERIALS.............................................................................21
ASSESSMENT AND EVALUATION................................................................................21
ASSESSMENT OBJECTIVES.........................................................................................21
CLASS MANAGEMENT..................................................................................................22
CREATING AN EFFECTIVE LEARNING ENVIRONMENT.............................................22
UNIT 6.............................................................................................................................24
SYLLABUS TOPICS........................................................................................................24
SCOPE AND SEQUENCE CHART.................................................................................25
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ORGANISATION OF THE TEACHER’S GUIDE
This Teacher’s Guide is divided into two parts, namely, Part A and Part B.
Part A covers the critical documents which you the teacher must have in order to cover the curric-
ulum effectively. The critical documents are:
zz The Curriculum Framework for Primary and Secondary Education 2015-2022
zz The School Syllabus
zz Schemes of work
zz Lesson Plans
zz Progress Records
zz Register of attendance
zz Learner Profiles.
Part B deals with curriculum delivery namely the Content, Objectives, Methods and Instructional
materials, Classroom Management, Assessment and Evaluation.
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PART A
CRITICAL DOCUMENTS
INTRODUCTION
This Teacher’s Guide assists you the teacher in handling the Computer Science learning area.
After going through this guide, it is hoped that you will be better able to guide learners in handling
this learning area. Accordingly, the guide’s main thrust is on the learning and teaching of Comput-
er Science to learners.
As a teacher it is important for you to have access to the following critical documents in order to
deliver the Computer Science Curriculum effectively:
zz Curriculum Framework
zz National Syllabus
zz School syllabus
zz Schemes of Work/Scheme Cum Plan
zz Lesson Plans
zz Learner Profiles
zz Progress Records
zz Register of Attendance
RATIONALE
Computer Science requires learners to pay close attention to developing adequate life and ca-
reer skills. It adequately equips today’s learners in entry-level work and beyond, in further study
and lifelong learning, and in their personal lives as inquisitive, reflective, discerning and caring
citizens. ICT is significantly enhancing and altering human activities, enabling us to live, work and
think in ways that most of us never thought possible. Since technology has an increasingly signif-
icant impact, and such broad implications for every individual, groups and entire nations, learners
must be prepared to understand, control use and apply ICT in effective and efficient ways.
OBJECTIVES
It is hoped that after going through this unit, you will be able to:
zz Implement this Computer Science Syllabus
zz manage your class effectively
zz mobilise the teaching and learning resources
zz prepare appropriate, engaging teaching aids
zz track the learner’s progress during the learning process
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UNIT 1
CURRICULUM FOR PRIMARY AND SECONDARY EDUCATION (2015 -2022)
INTRODUCTION
The Curriculum Framework 2015-2022 gives a vision and direction of the education system of
Zimbabwe and the kind of a school graduate that Zimbabwe needs. It is important for you as a
teacher to read and be familiar with the contents of the Curriculum Framework as a policy doc-
ument to guide you through the implementation of the New Curriculum.This policy document
outlines underpinning principles, national philosophy, learning areas, the description and expec-
tations of MOPSE at policy level. It prescribes what the government expects you to deliver as you
go about your duties.
OBJECTIVES
By the end of this unit you should be able to:

zz understand the contents of the Curriculum Framework
zz comprehend the contents of the Secondary school curriculum as a policy to guide you
through the implementation of the new curriculum
zz understand the principles underpinning the new curriculum
zz read and understand the key competencies expounded in the Curriculum Framework
KEY ELEMENTS OF THE CURRICULUM FRAMEWORK
Here are some of the key elements/components that are covered in the curriculum framework:
zz Principles and values guiding the curriculum. These include the following among others:
- Philosophy underpinning the curriculum
- Policy guidelines
- Generic principles guiding the curriculum
- Learner exit profiles
- Knowledge
- Skills
- Values
- National identity
zz Goals of the curriculum

- Organisation of the school curriculum
- Secondary school goals

- Learning outcomes
- Learning areas
- The learning areas at Secondary School Level
- Visual and Performing Arts

- Physical Education
- Mass Displays
- Indigenous Languages
- Mathematics and Science
- Heritage -Studies
- Information and Communication Technology (ICT)
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zz Cross-cutting and emerging issues in the Secondary school curriculum
- Languages
- Science and Technology
- Mathematics
- (LOP) Life Orientation Programme
- Visual and Performing Arts
- Physical Education, Sport and Mass Displays
- Agriculture
- Family and Religious Studies (FRS)
zz Learning Areas at Secondary school Level (Form 1to Form 4)
zz Learning Areas at Forms 5 and 6
zz Teaching and learning methods
zz Assessment and learning
- Assessment of skills, abilities and knowledge
- Relevance of school-based continuous assessment
- Assessment of learning (formative assessment)
- Assessment of learning (summative assessment)
- Performance - based assessment (PBA)
- Strategies for effective curriculum implementation
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UNIT 2
SYLLABUS INTERPRETATION
INTRODUCTION
As a teacher you constitute the backbone of any education system and as such your ability to
deliver lessons depends on careful planning. Planning begins with syllabus interpretation, which
forms the basis for the development of a National syllabus, School syllabus, Scheme of work and
a Lesson plan. You need to learn how to interpret the syllabus correctly
Understanding Syllabus Interpretation
zz Simply, it is the process of making sense out of the syllabus.

zz Interpretation is about finding meaning.
zz It is the process of unpacking the syllabus, analysing and synthesising it.
Interpreting the Syllabus
Syllabus interpretation focuses on the following:

zz The national philosophy/vision as spelt out in the preamble (as derived from the Framework).
zz The syllabus aims and objectives: This is what the syllabus intends to achieve within the
learners.
zz The content: This refers to the knowledge, skills, attitudes and competences. Content
constitutes the heart of the syllabus. Therefore, syllabus interpretation facilitates breaking
down of content into teachable units.
OBJECTIVES
By the end of this unit you should be able to interpret the ICT National Syllabus
TYPES OF SYLLABUSES
Syllabuses are key documents for every teacher. There are two types of syllabuses namely the:
zz National Syllabus
zz School syllabus
As a teacher, you should be able to interpret the National and the School syllabus and these
contain the following components; Aims, content, assessment objectives, methodology and the
assessment or examination format
NATIONAL SYLLABUS
It is a policy document that outlines and specifies the learning area philosophy, aims and objec-
tives, learning / teaching concepts and content, suggested methodology and assessment criteria
at every grade level. You should always have it and use it to guide you in your day-to-day teaching
and learning activities.
The National Syllabus consists of:

zz Aims: Are broad indications of what the learners should learn
zz Objectives: Learner behavior at the end of the teaching learning experience
(competencies).
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zz Topics/ Content and activities
zz Methodology: This must be learner centered. Therefore, teaching approaches to achieve
desired learning outcomes must be learner centred. Learner centered approaches allow
learners to practice skills and to display their key competencies.
zz Instructional or teaching materials
zz Assessment
To interpret the syllabus one needs to identify its components and establish links between and
among them. Components of the syllabus include:
(a) Cover page
This is the front cover of the syllabus that states the learning area and level.
(b) Acknowledgements
This is the list of those who participated in the development of the syllabus. Names are not men-
tioned but the organisation that the members represented. Funders of the syllabus, experts or
consultants are also acknowledged.
(c) Contents page
This lists the contents of the syllabus and page numbers.
Preamble
The preamble consists of introductory notes to the syllabus. It has five sub-titles.
Introduction: Gives a brief insight into the learning area.
Rationale: This is a justification of why this particular learning area is included in the curriculum.
Summary of content: This is a summary of what should be learnt in a particular learning area.
Assumptions: Pupils do not come tabula rasa into the classroom. That knowledge that we as-
sume they already have is what we call assumptions.
Cross- cutting themes: These are emerging and contemporary issues that cut across all Learning
areas. Teachers should find ways of incorporating them in their teaching whenever possible.
These are:
- ICT
- Gender
- Children rights and responsibilities
- Disaster risk management
- Financial literacy
- Sexuality, HIV and AIDS education
- Child protection
- Human rights
- Collaboration
- Environmental issues
N.B Not all Cross-cutting themes can be applied in all learning areas, some are more applicable
to particular learning areas than others.
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Presentation of the syllabus
This is a description of how the syllabus is presented.
Aims
These are general statements of what the Learning area intends to achieve (major outcomes).
They are long term and therefore broad. They generally cover the whole Learning area for ex-
ample from Form 1 to 6. They cover all domains of Bloom’s taxonomy and should carter for all
learners (inclusivity).
Syllabus objectives
These are specific competencies of the learning areas and are derived from the aims. In curricu-
lum they should be SMART (Specific, Measurable, Achievable, Result oriented and Time framed).
Methodology and Time allocation
Methodologies are broad approaches that are suggested for a given Learning area. They are
guided by the Curriculum Framework’s thrust i.e. skills or competence based, promoting critical
thinking and problem solving. They are also child centred rather than teacher centred.
Time allocation
This reflects the number of periods and their duration for a particular Learning area.
Topics
These are the main posts or pillars of the content for the levels given in itemised form. They
form the core of a given learning area. In some subjects topics may be based on broad skills for
example Languages and Practicals. Topics are broken into sub-topics in the competency matrix
depending on the learning area.
Scope and sequence
It shows the depth and breadth of the content. Sequence refers to ordering of the information.
Information is arranged according to logical ordering of the subject from the simple to difficult con-
cepts. Generally, the same concept cuts across all levels differing in depth as children progress to
higher levels. (Spiral approach)
Competency matrix
It is a table that gives the concepts/content to be taught or competencies to be acquired. It is

developed from the Scope and Sequence. It includes Topic/Skill, Objectives, Unit Content and
Competence, suggested learning activities and suggested resources.
Assessment
This section gives information on how the learning area will be assessed, the weighting and skills
to be tested, types of questions and duration of each paper. It gives information on how the three
forms of assessments namely; formative, continuous, and summative will be conducted and the
percentage allocated to each. It also includes information on profiling. This section also has as-
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sessment objectives, scheme of assessment, specification grid and assessment model.
Content
The content for Computer Science include:

6.1 Hardware and Software
6.2 Application of Computer Science
6.3 Data Representation
6.4 Communication Networks and Internet technologies
6.5 Security and Ethics
6.6 Systems Analysis and Design
6.7 Algorithm Design and Problem Solving
6.8 Programming
6.9 Databases
6.10 Web Design
6.11 Technopreneurship
SCHOOL SYLLABUS
Introduction
It is a breakdown of the national syllabus and is drafted at the school level with experts from the
learning area. This must be drawn at school level from the National Syllabus by reorganising con-
tent taking into account local factors (see unit 2 on Syllabus Interpretation).
Thus a School syllabus is a plan that states exactly what learners should learn at school in a par-
ticular learning area for example in ICT. It is a major curriculum document which:
zz Prescribes what government would like to see taught in all schools as spelt out in the
curriculum framework.
zz Outlines the experiences that learners should undergo in a particular course of study for
example Infant, Junior and Secondary levels.
zz You are required to derive teaching concepts from the syllabus.
zz Examinations are set from the syllabus.
Glossary / Appendices
In some syllabuses, there will be a list of explanations of terms and additional information at the
end. A list of equipment and reference books might also be found here. As a teacher it is impor-
tant to have a copy of a School syllabus that is derived from the National syllabus because public
examinations are derived from the syllabus.
Drafting the School Based Syllabus

When drafting a school syllabus we must consider the following factors;
zz National goals and subject options available on national curriculum list. This states the
national identity and philosophy as well as address national needs.
zz The learners physical, mental and emotional state:
zz Physical: Consider disabilities, complexity of manipulative skills.
zz Mental: Consider level of maturity and cognitive development.
zz Emotional state: Consider values and attitudes to be developed.
zz Resource availability: Consider the facilities and materials available. Consider the
qualifications, number, experience and level of training of personnel available.
zz Community influences: consider the religion, beliefs and values of local people.
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zz Evaluation system and strategies: consider how the curriculum is evaluated and whether it
will be possible to evaluate effectively in a particular school environment.
zz Time allocation in the official syllabus.
zz Local conditions that affect the choice and sequencing of topics.
zz Education technology.
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UNIT 3
SCHEMES OF WORK
This is a document that you should draw from the national and school syllabus. You should out-
line the objectives, activities, content, and methods (see scheme cum plan template). You should
prepare your scheme cum plans two weeks ahead of the lesson delivery date (You can use ICT
tools to make your plans)
A scheme of work is a plan for something. Your scheme of work is a plan of action, which should
enable you to organize teaching activities ahead of time. It is a summarized forecast of work,
which you consider adequate and appropriate for the class to cover within a given period from
those topics, which are already in the syllabus. A well-prepared scheme of work does the follow-
ing:
zz Gives an overview of the total course content.
zz Provides for a sequential listing of learning tasks.
zz Shows a relationship between content and resource materials.
zz Provides a basis for long range planning, training and evaluation of the learning area.
A Scheme of work can be made to cover even one term. Each year is divided into three terms,
each with approximately three months or thirteen weeks. A scheme of work should be made for
each term, ideally before lessons begin. When you are preparing a Scheme of work, you should
consider the following:
Understanding the syllabus
You may not have been involved in curriculum development but you are expected to interpret and
implement it correctly. This calls for a thorough understanding of the syllabus and the content in
order to achieve the stated objectives. Your role is simply to implement the syllabus as it is. It is
important for you to be thoroughly conversant with the curriculum in order to implement it suc-
cessfully.
Syllabus content
Topics in the syllabus may not be arranged in the order they are supposed to be taught. Some
topics need to be linked, while others are quite independent. You should both identify essential
learning content and arrange it in a logical order. Related subjects should also be considered
when scheming. Subject integration should be prioritised where possible
Reference materials
You should be familiar with available reference material necessary for effective coverage of the
topics in the scheme of work. You should effectively make use of learning resources in your envi-
ronment.
Assessment
Learners will be assessed in both continuous and summative methods. Your scheming should
reflect this.
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Time allocation
Your scheme should be contextual. That is, it should take context of disturbances that may occur
during the course of term, such as public holidays, internal examinations open days, sports days,
visits from the district and the province.
Objectives
Each lesson should have objectives, which pinpoint the anticipated learning behaviour of the
learners. The objectives must be SMART. For example: Learners should be able to identify types
of social stratification.
Methods
You should state specific activities that you and the learners will perform, for example naming
types of social stratification, discussing, identifying, distinguishing, etc.
Resources
Resources necessary for content coverage should be noted down with relevant page numbers,
for ease of referencing during lesson planning. References include books, journals, handouts,
magazines etc. Teaching resources also include equipment or apparatus that is available and
appropriate. You should not indicate a teaching media that will not be available
Evaluation
This should be done immediately and timely, well before the next lesson. Indicate whether what
was planned for has been covered, whether there was over planning or failure of a lesson and rea-
sons for either case to help you in consequent and future planning. Avoid remarks like excellent,
O.K, taught, because they are not relevant. Indicate strengths and weaknesses of the lessons
taught.
COMPONENTS OF A SCHEME OF WORK
The components of a scheme of work are:

zz Level of learners - state the level (Grade) of learners you are scheming for.
zz Subject - indicate the learning area you are scheming for.
zz Week ending - the date should be clearly indicated
zz Topic - topics should follow the order, which they are supposed to be taught, from simple
to complex.
The layout of a Scheme of Work is usually horizontal and comprises of the following columns:
14
15
WEEK TOPIC/ OBJECTIVES COMPETENCES/ SOURCE OF MEDIA SUGGESTED EVALUATION
ENDING CONTENT By the end of the SKILLS MATERIAL METHODS/
week pupils ACTIVITIES
should be
able to
EXAMPLE OF SCHEMES OF WORK
WEEK TOPIC/ OBJECTIVES COMPETENCES/ SOURCE OF MEDIA SUGGESTED EVALUATION

ENDING CONTENT By the end of the SKILLS MATERIAL METHODS/
week pupils ACTIVITIES
should be
able to
20/02/ Computer -identify different Identifying -National ICT ICT tools -identifying dif-
2017 Hardware hardware devic- syllabus Item Charts ferent hardware
and Soft- es Demonstrating 8.1. Pictures devices
ware -connect Troubleshooting -ICT textbook -connecting
Hardware hardware -Teacher’s re- hardware de-

(input, devices source book for vices
output, -troubleshoot the above -troubleshooting
storage) hardware devic- hardware de-
devices es vices
LESSON EVALUATION:
Evaluation should show the strengths, weaknesses of the approaches used in delivering the lessons. It also shows the way forward in terms of
remedial activities if need be.
UNIT 4
LESSON PLANS
A lesson plan is a detailed daily plan of what you intend to deliver during the lesson. This is to be
used in the event of you having drawn a scheme of work rather than a scheme cum plan. (See
Detailed Lesson Plan Template)
By the end of this unit, you should be able to:

zz draw up a lesson plan
zz identify relevant teaching-learning materials/ Media
zz identify appropriate teaching methods
zz evaluate the lesson delivery
COMPONENTS OF A LESSON PLAN

The lesson plan involves:
zz Preparation ( objectives, Media )
zz Execution
- introduction
- lesson development
- written work
- conclusion
- Lesson evaluation
Below is an example of a detailed lesson plan:
DETAILED LESSON PLAN
Date: 22 February 2017

Form Form 1
Time: 11.30 -12.05
Learning Area Computer Science
Topic/Content: Hardware and Software
Sub-Topic: Hardware
S.O.M: ICT Textbook
Teacher’s resource book

Suggested Media ICT tools, Charts, Pictures
Number of students 30
Assumed knowledge Learners have some previous knowledge of computer system components
Lesson Objectives
zz identify different hardware devices

zz connect hardware devices
zz troubleshoot hardware devices
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STAGE UNIT CONTENT SUGGESTED LEARNING SUGGESTED

ACTIVITIES AND NOTES LEARNING
RESOURCES
Introduc- Previous knowl- Question and answer session ICT Tools

tion edge of learners on of components of a computer
components of a system which they know
computer system
Step 1 Input, output and Group discussion on input, out- ICT tools
storage compo- put and storage components of pictures of robots
nents of a computer a computer system videos of robots in dif-
system ferent environments
Step 2 Connecting comput- Demonstrations on connecting ICT tools

er components computer components Multimedia tutorials
Learners connect computer
system components
Step 3 Troubleshooting Learners use e-books to trou- ICT Tools

computer compo- bleshoot computer components e-books on trouble-
nents shooting computer
components
Step 4 Input, output, stor- Question and answer session ICT Tools
age devices on connecting and trouble- e-books
shooting computer system
components
LESSON EVALUATION:
Strength:...............................................................................................................................................
.........................................................................................................................................................
Weaknesses:...........................................................................................................................................
.........................................................................................................................................................
Way Forward ..................................................................................................................................
.........................................................................................................................................................
……………………………………………………………………………………......................................
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UNIT 5
RECORD KEEPING
INTRODUCTION
Records are critical documents about the teaching – learning process, which you must keep as
a teacher
They include:
- Syllabuses (National and School)
- Learners’ details
- Examination documents
- Mark lists
- Inventory
OBJECTIVES

- identify the various records you are expected to keep
- prepare accurate records
- Interpret information from records to promote learning
- Maintain and keep records safely
- Appreciate the need to update records regularly
RECORDS TO BE KEPT
- Official syllabuses
- School syllabuses
- Records of staff details
- Records of learner details
- Supervision records
- Files, circulars, handouts, past exam papers
- Minutes of meetings
- Inventory of resource materials
- Stock control registers
- Learner Profiles
- Attendance Register
- Progress Records
All these records are very important and you should constantly administer and upgrade them.
They should be readily available for supervision.

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PART B
CURRICULUM DELIVERY
INTRODUCTION
The Computer Science syllabus provides a broad perspective on the basic knowledge and prac-
tical skills on how to use and apply a variety of technologies in everyday life. The syllabus intends
to prepare learners for further education or branching to more specific and specialised fields of
computing. Learners will be able to use the acquired skills to solve day to day life and work-related
problems in the globally competitive information age. The Computer Science syllabus is intended
to be infused within other subjects in the school curriculum.
Thus for the effective curriculum delivery of this learning area, learner centred learning methods
and activities are encouraged. The use of Instructional teaching learning aids will create virtual
realities and thus help the learners to learn fast and capture their interest
OBJECTIVES

zz select appropriate teaching methods for your lessons
zz design meaningful and effective instructional material
zz use a variety of learner-centred approaches
zz plan and organize educational tours
zz help pupils carry-out projects or experiments
zz make good quality aids from available resources (Types: charts, chalkboard, whiteboard,
computers, slides, films, videos, flannel graph, textbooks)
CONTENT
This refers to the Subject matter, Topics, Key concepts or Skills to be covered in a learning area.
Topics are the main posts or pillars of content for the levels given in an itemised form and are core
to the Learning area.
METHODOLOGIES
As a teacher it is important for you to use problem solving and learner–centred approaches. You
are the facilitator and the learner is the doer. You should select appropriate teaching methods for
your lessons. They should be varied and motivating. The following methods are suggested for you
and you should select one or several depending on:
zz The subject matter
zz Instructional objectives
zz The learner
zz Your personality
zz Learner’s level of development (cognitive, affective and psychomotor)
zz Content to be covered
zz The time
zz Instructional materials
zz The environment
zz Competencies to be developed
It is advisable that the learner be exposed to more than one method in a lesson. Teaching meth-
ods can be grouped under three main categories:
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a) Cognitive development methods
b) Affective development methods
c) Psychomotor development methods
COGNITIVE DEVELOPMENT METHODS

These are mainly deductive
zz Discussion Method
zz Questioning/Socratic Method
zz Team Teaching Method
zz Talk Show/Recitation Method
zz Field Trip/Educational tours Method
zz Futures wheel
zz Group work
AFFECTIVE DEVELOPMENT METHODS

zz Modelling Method
zz Simulation Method
zz Dramatic Method
zz Simulation Games
zz Role-Playing Method
zz Gallery walk
zz Observation
zz Lecture
PSYCHOMOTOR DEVELOPMENT METHODS

These are more learner activity based and heuristic
zz Inquiry Method
zz Interactive e-learning
zz Discovery Method
zz Process Approach Method
zz Demonstration Method
zz Laboratory/Experimentation Method
zz Programmed Learning Method
zz Dalton Plan/Assignment Method
zz Project Method, case studies, research
zz Microteaching Method
zz Games
zz Mastery Learning
zz Song and dance
zz Your subject matter should determine the most suitable teaching method/methods to use.
zz The instructional objectives to be achieved by the end of the lesson also determine the
choice of teaching methods.
zz You must be very familiar with the teaching methods you want to use and be convinced they
are the most appropriate for that lesson.
zz You must consider the age, interest, level of development of the learners and ensure that all
learners will benefit from the method you have chosen.
zz You must consider time in relation to the methods chosen.
zz You should consider the environment and the size of the class in settling for methods to
employ.
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TEACHING-LEARNING MATERIALS
These are materials that enhance the teaching- leaning process. They assist you the teacher to
achieve desired objectives while in learners they help in concretising the concepts. They help
learners learn better and faster, motivating them and stimulating interest.
SELECTING APPROPRIATE INSTRUCTIONAL AIDS
When selecting learning media, you have to consider the following;

zz Topic
zz Level of learners
zz Available resources
zz Environment
zz Number of learners
These teaching / learning media should be of good quality and user friendly considering the avail-
able resources in the school. Examples of teaching-learning aids appropriate in ICT are:
zz charts
zz job cards
zz ICT tools
zz textbooks
zz newspapers
zz magazines
zz mobiles
Instructional media should be used effectively. They must serve the purpose they are meant for
rather than be mere window dressing. You should design your media with the topic in mind. Charts
and cards must be clearly written, with visible colours and correct size of script for the level of
learners. Electronic equipment should be checked before the lesson so that it is in good working
order. If using complicated technical media, make sure you practice beforehand so that you do
not embarrass yourself in front of the class.
ASSESSMENT AND EVALUATION
This is the measuring of the success of teaching in terms of teacher and learner performance. It
provides you with feedback on the acquisition of knowledge, skills and attitudes by learners.
Evaluation Methods
zz Tests and assignments
zz Practical assignments
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, ac-
commodations and modifications must be visible in both continuous and summative assessment
to enable candidates with special needs to also access assessments.
ASSESSMENT OBJECTIVES
By the end of the ICT studies course Infant School Level, learners are expected to:
Knowledge and Understanding
zz describe a range of information processing systems
zz explain the effects of introducing information processing systems both to individuals and to
the organizations
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explain the functions of individual hardware and software components of ICT systems and their
interrelationships
Problem solving
zz use computers to generate, implement and document solutions appropriately
zz demonstrate knowledge and understanding of the techniques used to solve real life
problems
zz analyze software programs in terms of data flow and system requirements
zz analyze, evaluate, make reasoned judgments and present conclusions
Practical Skills
zz develop an understanding of the component parts of computer systems and how they
inter-relate
zz interpret and organize information
zz recognize and present information in a variety of forms
SCHEME OF ASSESSMENT
In order to have a holistic assessment of the learner, learners will be assessed in the following
three aspects; formative, continuous and summative assessment with each contributing to the
learner’s final grade.
Ordinary Level Assessment
The Scheme of Assessment is intended to encourage positive achievement by all learners. The
subject will be examined in 5 papers as shown in the table below.
CLASS MANAGEMENT
This is the process of planning, organizing, and leading and controlling class activities to facilitate
learning.
CREATING AN EFFECTIVE LEARNING ENVIRONMENT

This covers classroom organization from:
zz Physical environment:
- Clean, tidy and airy classroom and furniture arranged carefully for safety and teaching aids
that are visible to learners.
zz Emotional environment:
- You need to be firm yet warm and pleasant. As a teacher you must set the right tone, telling
your learners what behaviour you expect from them.
zz Grouping:
- You may group your learners according to needs, abilities, and problems but never by sex.
Encourage them to share ideas in groups.
zz Class control and discipline:
- You must be knowledgeable of the school policy on discipline. A teacher must always be firm
but fair. Good behaviour must be acknowledged and punishments must be corrective not
cruel. You should create an atmosphere of trust and honesty in your class and aim for
intrinsic discipline.
22
zz Motivation:
- As a teacher you must make your learners feel important through recognizing and
rewarding achievements, as encouraging those who are lagging behind. Calling pupils by
their names creates good rapport with your class. You should also be a role model to your
learners by the way you handle yourself.
zz Supervision:
- You must check learners’ work in order to guide and correct them in all areas from group
discussions, games, field trips and even homework.

PAPER TYPE OF PAPER DURATION WEIGHTING

1 Multiple choice 1 hour 10
2 Structured 2 hours 30
3 Practical test 3 hours 40
4 SBA (School basea assessment) Coursework 10
5 Project Project 10
TOTAL 100%
Advanced Level Assessment
PAPER FORM OF TYPE OF DURATION TOTAL WEIGHTING

ASSESSMENT PAPER MARKS %
1 summative Free response 3 hours 100 30

2 Assessment Practical 3 hours 100 40
3 Continous Coursework 5 items 100 10
4 Assessment Project 4 items 100 20
TOTAL 400 100
23
UNIT 6
SYLLABUS TOPICS
Brunner’s Spiral approach will be adopted where the same topics are taught at every level Form
One to Four but gaining in breadth and depth as one goes up the ladder. As reflected in the Scope
and Sequence Chart, the same topics are covered at each level but the difference is in breadth
and content coverage. The level of complexity increases as the learner progresses from one level
to the other.
The following topics are to be covered from Form 1 to 4

6.1 Hardware and Software
6.2 Application of Computer Science
6.4 Communication Networks and Internet technologies
6.6 Systems Analysis and Design
6.7 Algorithm Design and Problem Solving
6.8 Programming
6.9 Databases
6.10 Web Design
6.11 Technopreneurship
The following topics are to be covered from Form 5 to 6

5.2 Networking
5.3 Computer Architecture
5.5 System Development Life Cycle (SDLC)
5.6 Algorithm Design and Data Structures
5.7 Programming
5.8 Databases
5.9 Enterprising
24
SCOPE AND SEQUENCE CHART
Ordinary Level
TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Hardware and Input devices Application Hardware devices Hardware and
Software Output devices software software mainte-
Storage devices Operating nance
Processing System systems
devices software
Software
concepts
Application of Agriculture Agriculture Agriculture Agriculture

Computer Sci- Banking systems Transport man- Computer aided Ambient sys-
ence Education agement manufac- turing tems
Social networks Health Intelligent sys- Geographic In-
Research and Environmental tems formation Sys-
development management Wildlife manage- tem
Robotics ment
Mining
Data Rep- Binary Number Conversion Units of storage Logic gates

resentation System denary to binary Number bases Truth tables
Data representa- binary to denary
tion using binary Binary Opera-
tions 4 addition
and subtraction
Communication Networking Con- Data Mobile Network
Networks and cepts transmission technology protocols
Internet Types of modes Data Cloud Services Networking
Technologies networks transmission Devices
Network media
Topologies Types of
Internet services Networks
Internet Service
Providers
Security and Cyber-wellness Computer Crime Privacy and Data Data backup
Ethics (Unhui/ (Unhu/ Ubuntu/ Data protection Integrity Disaster
Ubuntuf/Vumun- Vumunhu) measures System security recovery plan
hu Copyright issues Computer Cybercrime
Plagiarism and Ethics
piracy
25
TOPIC FORM 1 FORM 2 FORM 3 FORM 4

System Analysis Systems develop- Feasibility study Systems Analysis Documentation
and Design ment life cycle Systems Design User Training
Problem identifi- Development & Implementation,
cation Testing Evaluation and
Maintenance
Algorithm De- Introduction to Algorithm Tools Algorithm Tools Algorithm De-
sign and Prob- Algorithm Tools Interpreting and sign
lem-solving Sequence Con- Testing Algo-
struct rithms
Programming Programming Programming Interface design Coding pro-

Concepts Concepts Interface design grams
Functions Visual Program- Testing and De-
Testing and De- ming bugging
bugging Testing and De-
bugging
Errors
Databases Database Crea- Database ob- Database objects Advanced
tion jects and views and views Queries
File structure Data manipula- External data Database
elements tion methods sources connection
Database objects Data analysis Database Database
and views Database secu- security security
rity
Web design Web page tem- Content man- CMS Web develop-
plates agement sys- Graphic design ment
Web content tems (CMS) Ads Web Security
development Web site tem- Web Security Testing and De-
plates Plugins/Exten- bugging
Web Content sions
Development
Testing and
Debugging
Plugins and
Extensions
Technopreneur- Elements of In- Environmental Laws and poli- Finance and

ship tellectual Capital technopre- cies on tech- no- funding
Business Ethics neurship com- preneurship Market research
(Unhu/ Ubun- ponents Intellectual Prop-
tuNumunhu) Technology erty Rights
Marketing and innovation and
business strate- design thinking
gies
26
Advanced level
TOPIC FORM 5 FORM 6
7.1 Data Representation • Number bases

• Floating point arithmetic
• Computer arithmetic errors
• Data representation
7.2 Computer Architecture • Hardware Architecture • Software Architecture
7.3 Networking • Open Systems • Cloud Services Models

Interconnection (CSI) Model • Cloud Types Model
• Transmission Control
Protocol (TCP)/Intemet
Protocol(IP)
• IP Addressing
• Domain Name Systems
• Routing Protocols
7.4 Systems Development • Systems Development Life • Object Oriented Methodology

Life Cycle (SDLC) Cycle (SDLC- Waterfal • Prototyping
Model)
7.5 Security and Ethics • Data privacy and Integrity • Security Policies
• Common threats and • Laws and Computer
software vulnerabilities to Crime
computer systems • Environmental laws and
• Protection, access control, issues
and authentication • Impact of social media
• Legislation on computer • Ethical principles
security and crimes
• Disaster Recovery methods
• Risk Management
techniques
• Code of ethics at the
workplace
• Business ethics
• Impact of social media
7.6 Algorithm Design • Pseudocode structures • Binary trees and array

and Data • Standard algorithms operations Structures
• Data structures • Primitive data types
• Recursion
7.7 Programming • Programming language • Object Oriented

features Programming
• Structured programming • Advanced Programming
• Functions and procedures
• Arrays
• File handling
• Interface design
27
7.8 Databases • File based database
systems
• Database Management
Systems (DBMS)
• Relational Database
modeling
• Database management
7.9 Enterprising • E-Business • E-Commerce

• Intellectual Property Rights • Telecommunications
• Application areas of • Business and enterprise
Computer Science
• Business Proposal
Development

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ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

SECONDARY SCHOOL LEVEL

Curriculum Development Unit © All Rights Reserved

ORGANISATION OF THE TEACHER’S GUIDE

CURRICULUM FOR PRIMARY AND SECONDARY EDUCATION (2015 -2022)

By the end of this unit you should be able to:

KEY ELEMENTS OF THE CURRICULUM FRAMEWORK

zz Goals of the curriculum

- Secondary school goals

- Visual and Performing Arts

Understanding Syllabus Interpretation

zz Simply, it is the process of making sense out of the syllabus.

Interpreting the Syllabus

Syllabus interpretation focuses on the following:

The National Syllabus consists of:

(a) Cover page

(c) Contents page

This lists the contents of the syllabus and page numbers.

Introduction: Gives a brief insight into the learning area.

This is a description of how the syllabus is presented.

Methodology and Time allocation

Scope and sequence

It is a table that gives the concepts/content to be taught or competencies to be acquired. It is

The content for Computer Science include:

Drafting the School Based Syllabus

Understanding the syllabus

COMPONENTS OF A SCHEME OF WORK

The components of a scheme of work are:

EXAMPLE OF SCHEMES OF WORK

WEEK TOPIC/ OBJECTIVES COMPETENCES/ SOURCE OF MEDIA SUGGESTED EVALUATION

Hardware hardware -Teacher’s re- hardware de-

By the end of this unit, you should be able to:

COMPONENTS OF A LESSON PLAN

DETAILED LESSON PLAN

Date: 22 February 2017

zz identify different hardware devices

STAGE UNIT CONTENT SUGGESTED LEARNING SUGGESTED

Introduc- Previous knowl- Question and answer session ICT Tools

Step 2 Connecting comput- Demonstrations on connecting ICT tools

Step 3 Troubleshooting Learners use e-books to trou- ICT Tools

By the end of this unit, you should be able to:

By the end of this unit, you should be able to:

COGNITIVE DEVELOPMENT METHODS

AFFECTIVE DEVELOPMENT METHODS

PSYCHOMOTOR DEVELOPMENT METHODS

SELECTING APPROPRIATE INSTRUCTIONAL AIDS

When selecting learning media, you have to consider the following;

ASSESSMENT AND EVALUATION

Ordinary Level Assessment

CREATING AN EFFECTIVE LEARNING ENVIRONMENT

PAPER TYPE OF PAPER DURATION WEIGHTING

Advanced Level Assessment

PAPER FORM OF TYPE OF DURATION TOTAL WEIGHTING

1 summative Free response 3 hours 100 30

The following topics are to be covered from Form 1 to 4

The following topics are to be covered from Form 5 to 6

TOPIC FORM 1 FORM 2 FORM 3 FORM 4