Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING

AND EARLY EDUCATION

COMPUTER STUDIES SYLLABUS

Grades 8 and 9

Prepared and 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

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

iii
TABLE OF CONTENTS
Preface  ........................................................................................................................................................................................................................................................  v  

Acknowledgements  ....................................................................................................................................................................................................................................  vi  

Introduction  ..............................................................................................................................................................................................................................................  vii  

Time  and  Period  Allocation:  ......................................................................................................................................................................................................................  vii  

Assessment  Scheme  ..................................................................................................................................................................................................................................  vii  

Rationale  ....................................................................................................................................................................................................................................................  ix  

General  Outcomes  .....................................................................................................................................................................................................................................  ix  

GRADE  8  SYLLABUS  ........................................................................................................................................................................................................................  2  

GRADE  9  SYLLABUS  ......................................................................................................................................................................................................................  14  

Grades 8 and 9 Computer Studies Scope and Sequence  ...............................................................................................................................................................  i  

Introduction  to  Computer  Studies  ...............................................................................................................................................................................................................  i  

Basic  Operations  ...........................................................................................................................................................................................................................................  i  

Generic  Application  Software  ......................................................................................................................................................................................................................  i  

Systems  and  Communications  ....................................................................................................................................................................................................................  ii  

Types  of  Computer  System  .........................................................................................................................................................................................................................  ii  

Computer  Application  .................................................................................................................................................................................................................................  ii  

Social  and  Economic  Implications  of  the  use  of  Computers  .......................................................................................................................................................................  ii  
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.

v
Acknowledgements
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

vi
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.

vii
1. Theory (external assessment by the examinations board): 60%
2. Practical (Paper 2) (External – Examination board): 40%

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

viii
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.

ix
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
GRADE 8 SYLLABUS

TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE

8.1 8.1.1 Terminologies 8.1.1.1 Explain the meaning of the • Hardware • Observation • Computer
Introduct 8.1.2 Parts of a terms hardware, software, (Monitor, • Identification of appreciation
ion to Computer computer Information, Keyboard, Mouse, computer parts • Team work in
Studies 8.1.3 Input-process- communication and Central Processing • Switching on and identifying parts of
output operations communications Unit-CPU, switching off a the computer.
technology Uninterruptible computer system. • Safety
8.1.1.1 Describe the main parts Power Supply- • Comparing roles of consciousness in
of a computer UPS, printer, the computer parts. handling computer.
8.1.3.1 State the three basic scanner), Software • Connecting a
operations in a computer (Various computer to a power
system. programmes such cable and
8.1.3.2 Identify a computer as a as the Operating peripherals
general purpose machine system, Word • Interpretation of
that operates under processors) some computer
different sets of • Difference system acronyms
instructions for various between data and
uses information
8.1.3.3 Relate computer parts to • Computer as a
the basic operations general purpose
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

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
disadvantages of a
computer system
• Appreciating
different types of
storage media
8.2 Basic 8.2.1 Health & safety 8.2.1.1 Assume correct posture to • Assuming correct • Manipulation of the• Team work in
Operations 8.2.2 Care for avoid injuries. posture to avoid keyboard efficiently. identifying
Computer Systems 8.2.2.1 Demonstrate the need to injuries. • Identification of computer
8.2.3 Computers & take care of computer and • Safety issues home keys on the peripherals.
peripherals storage media to prevent associated with keyboard. • Appreciation of
8.2.4 Security & data loss ICT use( e.g. • Connecting antiviruses.
Viruses 8.2.3.1 Power up and down of securing power computers to power
8.2.5 Types of user computers and various cables and cables and
interfaces technologies and avoiding liquids peripherals.
peripherals correctly and dust near • Comparing and
8.2.3.2 Perform basic computer computers.) contrasting roles of
operations • Sequence of the computer
8.2.4.1 Explain the consequences powering up and system.
of theft of computers or down of various • Securing computers
other portable ICT devices technologies(i.e.
and computer viruses. TV, cell phone,
8.2.5.1 Interact with icons and printer, scanner,
menus in a Graphic User etc)
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

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
ICT devices
• Using different
types of user
interfaces
• Pros and cons of
different types of
interface
(command driven
and graphical user
interfaces)
8.3 8.3.1 Household, 8.3.1.1 Identify and demonstrate • Household • Identification use of• Appreciation of use
Compute Entertainment and the use of household appliances and household of computer in
rs in everyday recreation appliances appliances and devices devices that are appliances and industries and home.
life 8.3.2 Office that are controlled by controlled by devices that are • Skilfulness in using
Equipment embedded embedded controlled by computers in
8.3.3 Industrial and microprocessors microprocessors embedded everyday life.
Commercial 8.3.2.1 State common uses of (e.g. Washing microprocessors • Inquisitiveness in
Applications of office equipment machines, • Manipulation of using computers.
computers 8.3.3.1 Exhibit knowledge of microwave ovens, computer related
8.3.4 Computer using computers in digital watches & appliances.
based learning Industry cameras) • Demonstration of
8.3.4.1 Identify the role computers • Common uses of use of household
play in aiding learning office equipment appliances and
8.3.4.2 Identify social and (Computers, devices that are
economic effects of Printers, Fax controlled by
computers machines, embedded
Telephone microprocessors.
systems, Liquid • Identification of
Computer Device social and economic
-LCD projectors, effects of computers
scanners etc)
• Computers in
Industry (e.g.

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
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.
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)
8.4 8.4.1 Introduction to 8.4.1.1 Demonstrate how to • Starting Windows, • Inputting data • Productivity in using
Producti Windows operate Windows the start button correctly in a word word processor.
vity Tools 8.4.2 Key in and Edit 8.4.1.2 Demonstrate how to and taskbar, processor. • Efficiency in text
(Word Text start and quit a program starting with the • Icon identification manipulation and
5
TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
Processing) 8.4.3 Text 8.4.2.1 Demonstrate text input, start menu, of productivity editing.
Manipulation and type over, insertion of Familiarise with tools. • Effectiveness in the
Formatting words & symbols, deletion the main functions • Manipulation of text use of productivity
8.4.4 Proof Reading and reformatting of the keyboard, in the word tools.
8.4.5 Print Preview 8.4.3.1 Demonstrate copying, shift and control processor. • Entrepreneurship in
and Printing deleting and moving keys • Agility in typing using productivity
8.4.6 Saving Files blocks of text within a • start and quit a text tools.
8.4.7 Drawing document program • Text management • Appreciation of
Simple Graphics 8.4.3.2 Illustrate the use of a • Text input, type (inputing of text, productivity tools.
clipboard over, insertion of formatting of text)
8.4.3.3 Use the undo command to words & symbols, • Accuracy in
reverse the effect of the deletion and entering data in a
last action reformatting word processor.
8.4.3.4 Use the redo command to • Copying, deleting
reverse the undo action and moving blocks
8.4.4.1 Check the spelling of of text within a
words in a document document
against a built-in • Clipboard (
dictionary 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 • Redo command to
or 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)
• Limitations of the

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
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)
8.5 8.5.1 Introduction to 8.5.1.1 Demonstrate an • Worksheet and • Loading of a single • Accuracy in using
Producti Spreadsheet. understanding of the workbook or more spreadsheet.
vity Tools 8.5.2 Entering and concept of worksheet and • Common features spreadsheets • Appreciation of use
(Spread Sheets) editing data workbook of a spreadsheet • Switching between of spreadsheet in
8.5.3 Adding 8.5.1.2 Explain the common (cells, formula worksheets and making calculations.
Formula features of a spreadsheet bars) between workbooks• Quality work in the
8.5.4 Saving and 8.5.1.3 Demonstrate the • Application of a • Application of use of spreadsheet.
Printing application of a spreadsheet in addition,
spreadsheet in everyday everyday life (i.e. subtraction,
life Student records, multiplication and
8.5.2.1 Enter and manipulate data business stock, division symbols
using spread sheets for a accounting, with formulae
specific purpose invoices) • Manipulation
8.5.2.2 Illustrate the skill of • Entering and • Application of quick
entering text & numbers in manipulating data numerical
specified cells using spread computations
8.5.2.3 Delete and edit text and sheets • Accuracy in the use
numbers in cells as • Deleting and of spreadsheet.
required editing text and • Designing of a
8.5.3.1 Enter data, numbers and
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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
apply simple formula with numbers in cells as required
a range not more than ten required spreadsheet.
cell addresses • Entering text and
8.5.3.2 Design, create and modify numbers in
a spread sheet for a specified cells
specific purpose with a • Entering data,
maximum of five cell numbers and
addresses applying simple
8.5.4.1 Save to specified folder formula with a
and print a spread sheet range not more
8.5.4.2 Change magnification to than ten cell
appropriate percentage to addresses (i.e.
print a given spread sheet addition,
subtraction,
multiplication and
division)
• Designing,
creating 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
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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
percentage to print
a given spread
sheet formulae
8.6 8.6.1 Publishing 8.6.1.1 Define desktop publishing • Desktop • Identification of • Entrepreneurship in
Producti basics and Features 8.6.1.2 Identify the two types of a publishing (i.e. productivity tools. the use of
vity Tools 8.6.2 Pre-designed publication typesetting, and • Manipulation of productivity tools.
(Desktop layouts or Templates 8.6.1.3 Compare different features layout designs productivity tools • Accuracy in the use
publishing) 8.6.3 Fonts of desktop publishing and using desktop • Accuracy in the use of productivity
8.6.4 Elementary word processing software computers) of productivity tools.
Graphics 8.6.1.4 Generate frames in which • Types of a tools. • Teamwork in
8.6.5 Colours and text and graphics are publication (i.e. • Loading a designing graphics.
Fonts placed text and graphics) publishing package • Quality work in
8.6.6 Clip art/Re- 8.6.1.5 Edit the layout of a • Features of • Switching between using desktop
designed graphics publication desktop publishing two or more loaded publishing.
8.6.2.1 Input text directly into a and word publishing packages• Appreciation of the
publication processing use of desktop
8.6.2.2 Import text from word software publishing.
processing document into • Frames in which
a publication text and graphics
8.6.3.1 Apply the three elements are placed
of fonts; namely typeface, • Editing the layout
style and point size of a publication
8.6.4.1 Create graphics using • Inputting text into
basic graphic elements a publication
8.6.5.1 Select colours for the
• Importing text
outlines and fill of objects from word
from the palette processing
8.6.5.2 Integrate Text into graphic document into a
design publication
8.6.6.1 Retrieve and edit pre-
• Three elements of
designed graphics to
fonts; namely
compose a picture
typeface, style and
8.6.6.2 Identify how productivity
point size
tools complement each

9
TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
other • Graphics using
basic graphic
elements (e.g.
lines, curves,
sectors, polygons,
circles, ovals,
squares and
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

8.7 8.7.1 Networking 8.7.1.1 networking computers in • networking • Connecting a • Understanding of

Network 8.7.2 The Internet different locations (i.e. computers in network cable to a types of ports
s 8.7.3 Web browsers share software, documents, different locations computer (connection points)
8.7.4 Using search databases & other (i.e. share • Accessing different• Appreciation of
engines resources) software, media files from internal storage
8.7.5 Email 8.7.1.2 Differentiate between documents, external storage media and external
Wired and wireless databases & other devices and internal storage media
networks resources) storage devices • Appreciation that

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
8.7.2.1 Display proficiency in • Differentiate • Launching a web information is also
accessing information between Wired browser stored on remote
using a local area network and wireless • Entering default computers which
(LAN), and a Wide area networks web sites and edit require internet
network (WAN) • Display the sites to different connection to access
8.7.2.2 Upload and download text, proficiency in ones information
image, audio and video accessing • Retrieving
files information using (Searching) specific
8.7.2.3 Illustrate ability to search a local area information from
the web for specific network (LAN), the Internet
information. and a Wide area
8.7.3.1 Recognise web browsers network (WAN)
as a tool to accessing web • Upload and
pages on the internet (e.g. download text,
Firefox, Safari, Internet image, audio and
Explorer etc) video files
8.7.3.2 Demonstrate how to open • Illustrate ability to
a web browser and go to search the web for
specific Universal specific
Resource Locator (URL) information.
8.7.4.1 Define a search engine and • Recognise web
what it is used for browsers as a tool
8.7.4.2 Use a search engine to to accessing web
look for information on the pages on the
internet internet (e.g.
8.7.5.1 Explain what email is used Firefox, Safari,
for Internet Explorer
etc)
• Demonstrate how
to open a web
browser and go to
specific Universal
Resource Locator

11
TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
(URL)
• Define a search
engine and what it
is used for
• Use a search
engine to look for
information on the
internet
• 8.7.5.1
Explain what
email is used for
8.8 8.8.1 Introduction to 8.8.1.1 Introduction to multimedia • Differences • Loading a •Value enhancing to
Multimedia multimedia files files. between various multimedia package physically
Files 8.8.2 Graphics 8.8.2.1 Create a multimedia types of media • Adding media clips challenged learners
8.8.3 Video and Audio presentation incorporating (video, sound, to a presentation •Productivity in using
visual image features (i.e. animations) multimedia files.
clip art, video clips, sound • Search for locally • Efficiency in the use
and animated images) available of
8.8.3.2 Access available databases multimedia files • Effectiveness in the
for images, sound clips or on the computer use video and audio
recorded voice to support • Controlling on the computer
communication presentations system.
8.8.3.3 Support communications using arrow keys
by controlling the flow of
a presentation (i.e. screen
transitions, animating text
& graphics)

12
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

13
GRADE 9 SYLLABUS

TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE

9.1Introductio 9.1.1 9.1.1.1 Define the • Computer • Connecting peripheral • Appreciating the
n to Computers Terminology terminologies of a terminology; devices to their various types of
9.1.2 Peripheral computer system. peripheral device appropriate computer ports (serial, parallel
devices 9.1.2.1 Connecting PDAs, GB, ports & USB)
9.1.3 Input- peripheral devices to MHz, GHz, BIT, • Converting of bytes into • Relation between
process-output their appropriate BYTES, Bits and converting Bits processing speed and
operations computer ports Megabytes etc into Bytes, Kilobytes & file size
9.1.2.1 Recognise that the • Defining basic Megabytes • Appreciation of
speed of a CPU is computer • Interpreting the various limitations of storage
measured in terminology files sizes media regarding size
Megahertz (MHz) or • Peripheral • Relating file size to
Gigahertz (GHz) devises storage space
9.1.3.1 Identify meaningful • Units of the
information as a processing speed
result of processed and their
input data by the relationship
computer • Units of storage
9.1.3.2 Appreciate that – BIT, Byte,
certain devices are Megabyte,
both input as well as Gigabyte and
output (e.g. touch their
screens) conversions.
• Input, process
and output
devices
9.2 Basic 9.2.1 9.2.1.1 Identify how to shut • How to rectify • Shutting down • Minimizing the
Operations Unrespon down an program failure unresponsive computer effects of computer
sive computer unresponsive of booting and system. system failure
9.2.2 Security computer shutting down. • Installation and • Avoiding
& Viruses 9.2.2.1 Understand why • Security issues launching of Antivirus compromising the
9.2.3 Copyright usernames and associated with software system integrate

14
TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.2.4 Storage passwords are used ICT use • Verifying the authenticity • Enhancement of
media on computers • Identify licensed of software computer system
9.2.2.2 Identify and apply software • Inserting memory cards • Appreciating
safety procedures, installed on a in computers, digital copyright laws
such as antivirus computer cameras, cell phones & • Appreciating the
scans and virus • Understand the related devices. vulnerability of
checks in maintaining difference • Converting memory size memory cards on
data integrity between open from one type to the portable and hand-
9.2.3.1 Know how to check source software other. held devices
the ID number for a and proprietary • Calculation of memory
software product software sizes and their
9.2.3.2 Define the terms • Identify types of implications on storage.
freeware, share-ware memory
and end-user licence (Include:
agreement primary and
9.2.4.1 Describe the secondary
relationship between memory)
different measures of
storage media
capacities (i.e.
kilobyte, megabyte,
gigabyte)
9.3 9.3.1 9.3.1.1 Describe particular • How to connect • Connecting of household • Avoiding damage to
Inform Househol technologies being household equipment (connecting a household and office
ation d appliances used for specific equipment decoder, dvd player, Hi- equipment.
technology in 9.3.2 Computer purposes in the home (connecting a Fi system to a TV) • Maximising the use
everyday life based learning 9.3.1.2 Illustrate, using decoder, DVD • Connecting of office of household
(CBL) examples, how player, Hi-Fi equipment ( connecting equipment
9.3.3 information & system to a TV) LCD projectors, • Avoiding damage to
Computer communication • How to connect scanners, printers, digital office equipment
s in banking and networks create a office equipment cameras, cell phones to • Knowledge of record
e-commerce global community (connecting LCD computers) keeping
9.3.4 Point of (e.g. cell phones, projectors, • Making calls & Saving • Communicating
Sale internet, skype etc.) scanners, phone numbers on cell
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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
9.3.5 Magnetic 9.3.1.3 Demonstrate an printers, digital phones using internet
and smart cards understanding of new cameras, cell • Starting a skype technologies
and emerging phones to conversation • Managing access to
communication computers) • Signing oneself to a computer resources
systems • Appreciating the particular social network (stocks & price lists)
9.3.2.1 Identify different various (e-mail, Skype, • Integration of
types of CBL communication Facebook, Twitter) Computers in other
software (e.g. drill technologies • Creating, changing, learning areas.
practice, tutorial, • Examples of editing and deleting user
simulation, problem CBL Software accounts
solving etc.) • Knowledge of
9.3.3.1 Recognise the use of social networks
computers to • Knowledge of
organise, retrieve and directory, folders
process data and files
9.3.3.2 Appreciate the • How to conduct
linking of computers online
in different locations transaction
to enable electronic • Discussing the
fund transfer (e.g. pro and cons of
GIRO, NETS, e-commerce
Automated Teller
• Appreciate the
Machines-ATMs etc.) use of bar codes
9.3.3.3 Describe e-commerce
• Fundamental
and the process of
information
purchasing goods and
contained on the
services online
bar code
9.3.3.4 List advantages &
disadvantages of e- • The link between
commerce the price list and
the bar code
9.3.4.1 State common uses of
computers in the • Security in
supermarket business
9.3.4.2 Identify the transactions

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

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

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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
create bar, line and COUNT,
pie charts of selected COUNTA,
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 and
print
• How to paginate
using page break
preview
9.6 9.6.1 Charts , 9.6.1.1 Add charts, diagrams • Identifying how • Identifying pre-designed • Entrepreneurship in
Product Diagrams and and pictures productivity layouts or template for the use of Desktop
ivity Tools pictures 9.6.1.2 Edit, resize & crop tools compliment appropriate tasks publishing.
(Desktop 9.6.2 Text charts, diagrams and each other • Modifying already • Effectiveness use of
publishing) wrapping pictures • Demonstrating created publications Desktop publishing.
9.6.3 Importing 9.6.2.1 Demonstrate how to wrapping of text • Enhancing objects in
Text wrap text around around charts, publications
9.6.4 charts , diagrams & diagrams & • Saving and printing

20
TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
Manipulat pictures pictures previewing publications
ion of pre- 9.6.2.2 Generate frames in • Understanding
designed which charts, how to generate
templates diagrams & pictures charts, diagrams
9.6.5 Colours are placed & pictures
and Fonts 9.6.3.1 Import text from • Distinguishing
other programs (word between
processor & importing and
spreadsheet ) exporting of
9.6.3.2 Import charts, publications
diagrams & pictures • Differentiating
from other programs the use of
9.6.4.1 Create calendars, various
notices, fliers, templates
brochures, • Modifying
newsletters, resumes created
using templates publications
9.6.4.2 Edit manipulated • Enhancing
templates objects in a
9.6.5.1 Select colours for the publication
outlines and fill of through the use
objects from the fonts & colours
palette
9.7 9.7.1 9.7.1.1 List the advantages of • Managing of • Sharing resources using • Reduction in
Networ Networki group working (i.e. shareable sharing facility computer hardware
king & the ng shared files, resources (files, • Deriving appropriate web and software costs
Internet 9.7.2 The applications and applications, & addresses from • Sourcing of
Internet printers printers) institution/organisation/c information from a
9.7.3 Web 9.7.2.1 Display • Distinguishing ompany names based on broader scope
browsers understanding of the various types of services provided (e.g. • Reduction in
9.7.4 Using terms local area networks using org, edu, ac, co, gov etc) communication costs
search engines network (LAN) and examples (e.g. • Starting, refreshing and through email and
9.7.5 Email Wide area network computer terminating web search other free internet
(WAN), Personal network, cellular • Utilising internet services.
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TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
Area Network (PAN), network communication tools
Storage Area (hotspots), (Skype, twitter, facebook,
Network (SAN), satellite network. • Creating of an email
Metropolitan Area • Distinguishing address
Network (MAN), between the two • Sending and receiving a
Wifi. main types of message through email.
9.7.2.2 Describe the Local Area
difference between an Networks
intranet and an (Intranets &
extranet Extranets)
9.7.2.3 Differentiate between • Relating the
World Wide Web and World Wide
the internet Web (global web
9.7.3.1 Recognise pages) to the
components of a Internet
Universal Resource (technologies,
Locator (URL) infrastructure &
9.7.3.2 Show how to stop a protocols)
web page from • The relationship
downloading between URL
9.7.3.3 Illustrate how to and Internet
refresh, move back surfing
and forward • Understanding
9.7.4.1 Appreciate various the navigation
services available on patterns of web
the internet (e.g. On- pages
line news, shopping • Appreciating the
etc.) communication
9.7.5.1 Explain the make up and information
and structure of an services
email address provided by the
9.7.5.2 Send and reply to an Internet
email message • Understanding

22
TOPIC SUB TOPIC SPECIFIC OUTCOME KNOWLEDGE SKILLS VALUE
the syntax of
email addresses
9.8 Multi 9.8.1 Digitising 9.8.1.1 Create digital images • Creating digital • Creating digital images • Entrepreneurship in
media files images using a scanner and images using using scanners and the use of
9.8.2 Video or a digital camera scanners & cameras multimedia.
& Audio 9.8.1.2 Edit digitised images cameras • Editing and enhancing • Productivity in the
by cropping, • Editing and scanned and digitised use of multimedia.
enhancing pixels, enhancing images • Efficiency in the use
colour etc scanned and • Appropriately saving of of multimedia.
9.8.1.3 Saving created digitised images file names and file • Inquisitiveness in the
images • Saving images extensions use of multimedia.
9.8.2.1 Record video & audio with appropriate • Recording video & audio
9.8.2.2 Save video and audio file extensions using multimedia related
files • Recording Video technology
& Audio using • Naming audio & video
digital camera & files with appropriate file
or microphone names & extension.
• Naming audio
and video files
with appropriate
file extension
• Appreciate the
different media
file extensions
• Understanding
the syntax of
media file
naming

23
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.

TOPIC GRADE 8 GRADE 9

• Terminology of computer hardware. • Terminology of a computer system.
Introduction to Computer Studies • Parts of a computer • Peripheral devices
• Input-process-output operations • Input-process-output operations
• Health & safety
Basic Operations • Care for Computer Systems
• Computers & peripherals
• Security & Viruses
• Types of user interfaces
• Introduction to Windows • Keyboard skills
Generic Application Software • Key in and Edit Text • Document setup and layout
• Manipulation and Formatting • Search and replace
• Proof Reading • Copying text from other document
• Print Preview and Printing windows
• Saving Files • Pagination
• Drawing Simple Graphics • Page formatting
• Finding and file retrieval
• 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

i
 TOPIC GRADE 8 GRADE 9
• Publishing basics and Features • Charts , Diagrams and pictures
• Pre-designed layouts or Templates • Text wrapping
• Fonts • Importing Text
Elementary Graphics • Manipulation of pre-designed
• Colours and Fonts templates
• Clip art/Re-designed graphics • Colours and Fonts
• Introduction to multimedia files • Digitising images
Systems and Communications • Graphics • Video & Audio
• Video and Audio
• Networking
Types of Computer System • The Internet
• Web browsers
• Using search engines
• Email
• Household, Entertainment and • Household appliances
Computer Application recreation appliances • Computer based learning (CBL)
• Office Equipment • Computers in banking and e-commerce
• Industrial and Commercial • Point of Sale
Applications of computers • Magnetic cards and smart cards
• Computer based learning
• Unresponsive computer
Social and Economic Implications of the • Security & Viruses
use of Computers • Copyright
• Storage media

ii