REPUBLIQUE DU CAMEROUN REPUBLIC OF CAMEROON

Paix – Travail – Patrie Peace – Work - Fatherland

MINISTERE DES ENSEIGNEMENTS SECONDAIRES

MINISTRY OF SECONDARY EDUCATION
INSPECTION GENERALE DES ENSEIGNEMENTS
INSPECTORATE GENERAL OF EDUCATION

COMPUTER SCIENCE
TEACHING SYLLABUS FORMS III, IV AND V

Observe the environment and choose better study options for a fulfilled life

INSPECTION DE PEDAGOGIE CHARGEE DE L’ENSEIGNEMENT DE L’INFORMATIQUE

INSPECTORATE OF PEDAGOGY IN CHARGE OF COMPUTER SCIENCE December 2014
 FIRST CYCLE SYLLABUS REVIEW
A PARTICIPATORY AND INNOVATIVE APPROACH
The syllabuses that were drawn up by the Inspectorate General of Education in the Ministry of Secondary
Education since 2012 are in accordance with the major guidelines for education in general and secondary
education in particular as they are enshrined both in the 1998 law to lay down guidelines for education in
Cameroon and in the 2009 Growth and Employment Strategy Paper(DSCE) .
These orientations could be summarised, amongst others, to train within the framework of an emerging
Cameroon in the year 2035, citizens that will have a good mastery of the two official languages (English and
French), deeply rooted in their cultures but open to a world in search for sustainable development and dominated
by Information and Communication Technologies.
Conceived in the various Inspectorates of Pedagogy, and later introduced for trialling in secondary and high
schools during the 2012/2013 school year, these syllabuses were developed with the contributions of classroom
teachers and teacher trade unionists.
The new syllabuses had to undergo many changes:
- a shift from a skill based approach to a competence based approach through real life situations;
- a shift from a school cut off from society to one that prepares citizens for a smooth insertion into socio-
cultural and economic activities ;
- a shift from an evaluation of knowledge to that of competences necessary to sustainable development.

When these new changes and orientations were taken into account, they naturally led to a shift of paradigm
within the curriculum reform process. The option we have adopted is the competence based approach through
real life situations.
The syllabuses of the first cycle of Secondary General Education are broken down into 5 areas of learning, each
of them containing a given number of disciplines as shown in the table below.
Areas of learning Disciplines
1- Languages and Literature - French
- English
- Living Languages II
- Ancient Languages
- Literature(in English and in French)
2- Science and Technology - Mathematics
- The Sciences( Physics, Chemistry,
Technology, Life and Earth Sciences)
- Computer Science
3- Social Sciences/Humanities - History
- Geography
- Citizenship Education
4- Personal Development - Sports and Physical Education
- Manual Labour
5- Arts and National Cultures - National Languages
- National Cultures
- Arts
 END - OF - FIRST CYCLE LEARNER’S EXIT PROFILE
The first cycle of Secondary General Education admits young graduates from primary schools aged between ten
and fourteen. Its general objectives are not only to build intellectual, civic and moral skills in these children but
also competences and fundamental knowledge which will either enable them to foster their education in the
second cycle, or to prepare them for a smooth insertion into the job market after professional training.
Thus, within the framework of these new syllabuses, the learner is expected , after the first cycle of secondary
education, to be able to use his/her competences to solve problems through family of situations relating to
domains of life as indicated in the table below:
N° Domains/Areas of life Families of situations to be treated in the 1st cycle

1 Family and social life Participation in family life

Healthy professional relationships
Social integration
2 Economic life Discovery of income generating activities
Discovery of the job market, social roles, jobs and professions
Self confidence, aspirations, talents, self potential
Practising healthy eating habits
3 Environment , health and well being Preservation of the Environment
Quest for a healthy life style
Choosing and practising a healthy life style
4 Citizenship Mastery of rules and regulations governing the Cameroonian
society
Discovery of cultural values and customs of the Cameroonian
society
5 Media and Communications Discovery of the media world
Discovery of Information and Communication Technologies
In order to achieve these objectives, the learner should be able to mobilise , within the various disciplines and
constructive areas of learning of the syllabuses, all the pertinent resources in terms of knowledge, know how and
attitudes.
The next table gives you a general overview of the afore-mentioned objectives, while the syllabus for each
subject unfolds, in details, all the expected competences per level and at the end of the 1st cycle.
Areas of Learning Disciplines Expected outcomes at the end of the 1st cycles

1-Languages and Living languages: French and English , L1

Literature English, Receptive skills: reading and listening
French , Read in an autonomous way, different types of texts related to
German, areas of life as defined in the syllabus;
Italian, Listen and understand various texts related to the above
Spanish, mentioned areas of life
Chinese, Productive skills: speaking and writing
Etc. Produce various types of texts , of average length related to these
areas of life;
Language tools: appropriate use of various language tools in order
to produce and read types of texts related to that level;
English to Francophone learners Communicate accurately and fluently using all four basic skills in
language learning;
French to Anglophone learners Be able to transfer knowledge learnt in class to real life situations
out of the classroom;
Be able to cope and survive in problem solving situations;
Living languages II
Receptive skills: reading and listening
Read and understand simple texts on social life, citizenship, the
environment, well being and health, media etc..
Listen and get oral information in order to simply interact during
communication situations related the various domains of life.
Productive skills: speaking and writing
Sing, recite, dramatise , orally answer questions related to the
various domains of life as defined in the syllabus;
Write short passages on various familiar topics.
 Ancient languages: Latin, Develop general knowledge through ancient languages and
Greek cultures; know the origins of the French language for linguistic
National languages mastery;
Carry out elementary tasks in translation.
Literature
Cameroon Literature; French
Literature;
Francophone Literature;
Other literatures
2-Science and Mathematics, Use mathematic knowledge skills and values with confidence to
Technology The Sciences solve real life problems within the different domains of life;
Computer Science Communicate concisely and unambiguously and develop power of
mathematical reasoning (logical thinking, accuracy and spatial
awareness).
The Sciences:
Acquire the fundamentals of sciences in order to understand the
functioning of the human body, the living world, the earth and the
environment;
Acquire methods and knowledge to understand and master the
functioning of technical objects made by man to satisfy his needs;
Demonstrate attitudes to protect his/her health and environment.
Computer Science :
Master the basics of Information and Communication
Technologies;
Exploit and use ICTs to learn.
3- Social Sciences History Possess cultural references to better locate events in time and
/Humanities space within a democratic system and become a responsible
Geography citizen.
History:
Citizenship Education Acquire a common culture ; be aware of heritage from the past and
current challenges;
 Geography :
Develop one’s curiosity and knowledge of the world;
Get acquainted with landmarks to find your way and fit in the world.
Citizenship Education:
Possess essential knowledge in rights and duties in order to fulfil
his/her citizenship.
4- Personal Development Moral Education; Develop his / her physical abilities/skills ;
Get ready for physical challenges , save and regain energy after
Home Economics; physical efforts;
Identify risk factors; possess basic knowledge and principles in
Sports and Physical hygiene and health education;
Education Demonstrate a sense of self control and appreciate the effect of
physical activities.
Health Education Conceive and draw up sports and cultural animation projects;
Acquire methods and develop a high sense of efforts;
Conceive, draw up and implement projects that will enable one to
project his/her image and feel the well being inspired by self-
confidence.
5- Arts and National Arts/Artistic Education; Artistic Education:
Cultures Observe and appreciate works of art;
National Cultures Carry out an artistic activity;
Gradually acquire the love for personal expression and creativity;
Possess a mastery of creativity in music, plastic arts and the
performing arts.
Dramatise, recite texts (poems, tales, proverbs, etc.) relating to
various areas of society;
Practise the different dramatic genres: sketches, comedy, tragedy,
drama, etc.

National languages and Cultures

Demonstrate a mastery of Cameroon cultures;
Visit the various cultural areas of the country in order to discover
 their characteristics;
Demonstrate a mastery of basic rules in writing Cameroonian
languages as well as basic grammatical notions applied to these
languages;
Demonstrate a mastery of one of the national languages at 3
levels: morpho-syntax, reception and production of simple oral and
written texts.
Even though the learners acquires skills in different disciplines, these competences are accompanied by other
skills known as cross curricular competences related to intellectual, methodological, social and personal areas
of learning.
6- Cross curricular Intellectual and Methodological Solve Problem in a given situation;
competences domains Use knowledge skills and values with confidence in order to solve
real life problems within the different domains of life;
With confidence, find useful information to solve problems he/she
is faced with;
Give his/her opinion ;
Support his/her opinion with strong arguments ;
Assess him/herself with a view to remediation;
Demonstrate basic knowledge in note taking ;
Conceive and realise individual projects;
Analyse and summarise information, give feedback and report
orally or in writing.
Develop problem solving approaches;
Exploit and use ICTs in his/her activities.
Social and Personal Domains Interact positively and assert his/her personality while respecting
that of other people;
Join team work, fit in a common initiative project /group;
Demonstrate interest in cultural activities ;
Develop a sense of effort, love for work, perseverance in tasks or
activities carried out ;
Understand and accept others in intercultural activities;
Accept group assessment.
 The resources to be mobilised by the learner are found in many disciplines and areas of learning. So it is
important to implement these syllabuses not in isolation but as interrelated subjects. These remarks hold both
for subject and cross curricular competences. They are so called to show that they should be developed through
teaching/learning activities of the different subjects. The development of subject and cross curricular
competences concern the entire education family as they are capable of inspiring an educative project and the
putting in place of extracurricular activities. The ultimate training goal of these syllabuses, at the end of the first
cycle, is to enable the learner to be self reliant, to be able to keep on learning throughout his/her life, to
contribute to sustainable development and become a responsible citizen.
 TEACHING SYLLABUS

COMPUTER SCIENCE

FORM 3, 4, & 5

WEEKLY TEACHING LOAD ANNUAL TEACHING LOAD

CLASS COEFFICIENT
(Hours) (Hours)
FORM 3 02 50 2

FORM 4 02 50 2

FORM 5 03 75 3
CONTENT

I. Introduction .............................................................................................................................................................................2

III. Learning Domain and Corresponding Disciplines .............................................................................................................3

IV. Contribution of Computer Science Syllabus to Learning Domain ....................................................................................4

V. Contribution of Computer Science Syllabus to Life Situations .........................................................................................4

VI. Family of Life Situations Addressed by Computer Science Syllabus ..............................................................................4

VII. Summary Table of Modules of Computer Science Syllabus ............................................................................................5

VIII. Presentation of Modules ....................................................................................................................................................5

A) Modules for Form Three .......................................................................................................................................................5

B) Modules for Form Four ......................................................................................................................................................12

C) Modules for Form Five ........................................................................................................................................................18

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 1

I. Introduction

The rapid growth in computing technologies has within the past decades made remarkable impact in everyday life, be it social, business, education,
every facet of society today is impacted by these technologies. These technologies include hardware such as computers, video projectors, interactive
white boards, cameras, storage devices and software such as productivity packages (word processing, spread sheets, graphic, presentation packages,
etc.). The integration of technology into the teaching learning process is considered as an important process that would enhance comprehension and
creativity in the learner for an optimal learning outcome. Thus there is need to design, develop, and implement a curriculum that would enable learners
acquire technology skills, develop competence to exploit computers purposefully in a knowledge society, and acquire knowledge of the fundamental
principles and concepts of the science involved. The subject here referred to as Computer Science address these curriculum needs.

Computer Science was instituted by the Government of Cameroon as a subject discipline in secondary schools in the 2002/2003 school year. Given
its importance it is implemented as a transversal discipline with a view to serve as a component of/and also facilitate ICT integration. Drawn from three
main knowledge areas, the syllabus would prepare students to demonstrate digital competency by integrating these knowledge areas: Computer
Science, Information and communication technology, and digital literacy. Thus the aims of the syllabus reflect this peculiarity whereby:
Students demonstrate understanding, and apply the fundamental principles and concepts of computer science, analyse problems in
computational terms, and have practical experience of writing simple computer programs in order to solve problems.
Students evaluate and apply Information and Communication Technologies, including new or unfamiliar technologies analytically to solve
problems including using computers to learn.
Students are responsible, competent, confident and creative users of Information and Communication Technologies.

In this perspective, the syllabuses for Forms Three and Four of Secondary Education are composed of two modules each, while that of Form Five is
made up of three modules. Each module outlines the essential competencies to be attained by the learner during the academic year. The total
workload consists of 50 hours of teaching for Form 3 and 50 hours of teaching for Form 4 and 75 hours of teaching for Form 5.

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II. First Cycle Learner Profile
The profile of learner for the first cycle of secondary school is articulated around the three main knowledge areas:
i. Articulate understanding of fundamental concepts of Computer Science,
ii. Develop problem solving competences,
iii. Exploit ICT purposefully to enhance learning.
These will enable the learner to become digitally competent and thus demonstrate the following competences:
Demonstrate the use of the computer in a range of applications,
Demonstrate an understanding of the characteristics of computer hardware, software and communication systems,
Exploit computer hardware/software features and communication systems
Describe and explain the use of different forms of data organisation and processing,
Articulate the need for a systematic approach to the solution of problems, and identify where, in its solution, a computer would be appropriate,
Demonstrate understanding of basic algorithms in programming, and deduce results from conditional statements (choice and iteration),
Articulate understanding of the social, environmental, health, economic, security issues and consequences when computers are used,
Select and apply appropriate techniques for the computer based solution of problems,
Design, implement, and document effective solutions to problems, using appropriate hardware and software,
Evaluate relative importance and or consequences of computers in various life situations,
Articulate understanding of trends in technology advances and evaluate impact on society.

III. Learning Domain and Corresponding Disciplines

The Computer Science syllabus for Forms Three, Four, and Five of secondary school is within the learning domain of Sciences and
Technology, which regroup other subjects including:
Mathematics,
Biology,
Physics,
Chemistry;
Technology.

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IV. Contribution of Computer Science Syllabus to Learning Domain
The First cycle syllabuses have been designed to initiate learners to basic concepts of Computer Science by introducing a collection of essential
knowledge and competences that would enable the learner use computer and various collaborative and development tools to solve problems. The
learner would explore and exploit the computer and develop aptitudes in manipulating the computer system devices including software to realize
various tasks and to enhance learning in other domains such as: the arts, natural languages and cultures, and human sciences.
V. Contribution of Computer Science Syllabus to Life Situations
All domains of life are concerned by the tremendous development of computing technologies. Nevertheless, Computer Science is implemented
as a transversal discipline and it integrates well in all domains of life including the following life-study area
Table 1: Summary of contribution of Computer Science syllabus to Life Situation
LIFE SITUATION CONTRIBUTION
Study and appraise business correspondence
Prepare home budgets
Social and family life Manage domestic chows
Manipulate electronic devices
Communicate and disseminate information
Develop and manage business databases
Make rational use and management of resources and services
Research and employment
Business
Project planning implementation and evaluation
Digital services
Entrepreneurship
Protect nature
Develop and manage databases of sites
Environment, Health, and well-being
Practice e-healthcare including telemedicine
Take actions and act wisely to protect and harness the environment
Use the computer resources purposefully
Citizenship Manage privacy and intellectual property
Protect public utilities
Facilitate communication through multimedia resources
Media and communication Manage multimedia resources
Manipulate communication devices (cell phones, radio, etc.)

VI. Family of Life Situations Addressed by the Computer Science Syllabus

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 4
 In order to develop competencies in learners, the Computer Science syllabus explores the following family of life situations:
Use of Application packages,
Exploiting Operating systems and Network platforms,
Employing algorithmic reasoning and exploiting software development tools to solve simple problems,
Hardware Systems and System Maintenance,
Information Systems development,
Databases and Data Resource Management,
Technology in society, People and Computer Systems,
Study of number systems;
Software development.

VII. Summary Table of Modules of Computer Science Syllabus

Table 2: Modules outline for Forms Three, Four, and Five

Level Modules Duration
Module1: Operating System and Networks 25 H
Form 3
Module 2: Application Packages; Algorithm concepts 25 H
Module 1: Hardware Systems and System Maintenance 25 H
Form 4
Module 2: Number systems; Software Development Tools 25 H
Module 1: Information Systems and Data Resource Management, 25 H
Form 5 Module 2:Technology and Society; People and Computer Systems 25 H
Module 3: Software development, Projects 25 H
VIII. Presentation of Modules
A) Modules for Form Three
A.1: MODULE 1
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A.1.1 TITLE OF MODULE: OPERATING SYSTEM AND NETWORKS
Duration: 25 H
A.1.2 PRESENTATION OF MODULE
This module seeks to develop in the learner basic competencies needed to understand and effectively exploit features of computer networks and
operating system platforms to be productive. This module would lead the learner to articulate an understanding of operating system and networks,
evaluate the benefits and limitations of communication networks, explain the role of OS in device management, process management, and resources
management, and discuss technology issues (ethical, privacy, crime, piracy, emerging technologies).

A.1.3 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT

This module would enable learners work efficiently in computer network platforms and also employ operating system to be productive in the
economic, Social and Family, and Media and communication life domains.

A.1.4 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

The module is expected to lead the learner to explore and identify components of computer networks and functions of operating systems. The
learner would also develop a wide range of competencies that would lead the learner to:
Articulate an understanding of operating system and network technologies,
Evaluate relative importance of operating system and network technologies,
Exploit operating system, networks, and system tools.
A.1.5 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module would enable the learner to:
Select and use computer network resources,
Facilitate sharing of knowledge and other resources,
Uphold ethical and responsible attitudes when using computers.

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 A.1.6. TABLE OF MAIN COMPONENTS OF MODULE 1
CONTEXTUALISATION COMPÉTENCES TO BE ATTAINED RESSOURCES
Categories of Other
Family of life situations Examples of life situations Examples of actions Basic Knowledge attitudes Duration
actions resources
Job Search Describe the different types of networks
Planning to travel to Evaluate importance and limitations of networks.
other places Describe network topologies
Change of living Evaluate importance and limitations of network topologies Computer Network, DIDACTIC
environment Describe the different Network architectures Types of Network Computer
Exploration of a Describe configuration of a computer network (protocol, IP Network Topology, Team work
Laboratory
country, its culture, its Address..) Network Protocol, Specialized
Collaborative Software
history and its Explain network addressing (static, dynamic) Server, Client, IP Honest and Computer
geography Evaluate the need for security measures in networks, (user Address, Text books
diligence
Understanding a access levels, passwords, and encryption). Network hardware
Computer network Exploit a Router
Accountability Specialized
technology Evaluate network policies (acceptable use, data recovery,..) Journals
platform computer network Gateway, Gatewa
Communicative
Digital
Updating ones platform Enumerate the basic equipment of a network Critical thinking 7H
y, Subnet Mask, Resources
knowledge Articulate understanding of the role of networking equipment Domain, Switch, Creative Tutorials
Interpretation of (cables, Ports, network card, etc) Hub DNS - DHCP Ethical Projector
news Describe communication modes server, modem, Logical screen
Self-learning Explain Network operating system (protocols Dialling optic fibres reasoning Overhead
Communications Projector
E-Communication software, File Transfer software, etc.) Self- discipline
media Interactive
Participation in social Explain the functioning of the third-layer component of a Whiteboard
and cultural activities network Simplex, half (IWB)
duplex, full duplex Project
Computer assisted Connect a computer to a (wired or wireless) network
learning manual
Explain the different roles of computers in a client-server or in
a peer-peer network
Share a resource (printer, disk drive, etc.)

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 CONTEXTUALISATION COMPÉTENCES TO BE ATTAINED RESSOURCES
Categories of Other
Family of life situations Examples of life situations Examples of actions Basic Knowledge attitudes Duration
actions resources
Explain terms : internet, the Internet, browser, URL
HARDWARE
Evaluate importance and areas of application of the internet Computers &
Trace evolution and identify basic components of the internet accessories
Differentiate between the Internet and the Web (www) internet Digital
Use different web technologies: email, search engines Camera
the Internet network
Explain the notion of Internet Service Provider Surfer, Hyperlink hardware:
Use a browser to Identify Internet Service Providers in the country Internet Services connectors
access the Describe the characteristics of a good ISP (access, speed, Provider (ISP), www, Cables, etc 2H
Internet reliability etc.) e-mail, FTP, Chat, Crimping
and IP Telephony pliers
Explain the services offered on the Internet (mail, Relay Chat)
Access resources and JPG, GIF, PDF, Cable Tester
Access Internet services through a browser MP3, MP4 MPEG USB Key
other networks
Navigate through web pages Media
Communication with Menu, Tool bars,
Computer network other networks Describe common file standards associated with the Internet URL
Evaluate the importance of compressing files that are Download, upload
platform Access to resources
transmitted via the Internet.
Academic and Web Site
professional research Describe and identify search engines Electronic Mail
Outline steps in carrying out research on the Internet URL
Prepare a search Search engines
HUMAN
Search Informatio Use a search engine Browser Teacher
n on the Internet
2H
Download a digital resource IT specialist
Select the sites after the result of a query
Bookmark the important links
Organize the marked pages
Discuss the concepts involved in online marketing
Computer aided e-health care
Reservations, (advertisements, shopping, banking etc.)
Digital services manufacturing Digital services Evaluate digital services (E-commerce, E-learning,
e-business 2H
Online services e-library etc
etc)
DIDACTIC
communicate Exploiting social network: (Facebook, Twitter, Skype) Computer
with other people Send an instant message to one or more users: Facebook Laboratory
Exploiting Social Communicate with Specialized
Join a social network group Blog
other people Software 2H
Network platforms Respect social Add new people to an account, forums
Computer
communication Configure an account to be visible or invisible to others. YouTube Text books
ethics
Communicate via chats, blogs, groups and forums Specialized

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 8

 CONTEXTUALISATION COMPÉTENCES TO BE ATTAINED RESSOURCES
Categories of Other
Family of life situations Examples of life situations Examples of actions Basic Knowledge attitudes Duration
actions resources
Operating System Journals
Identify operating system platforms Application Digital
Describe the functions of an operating system Software Resources
Identify types of operating systems Tutorials
Exploit the User Session Team work Projector
features of an Describe the booting process of a computer Control Panel Collaborative screen 6H
operating system Modify the date/time of a computer Device Manager Overhead
Honest and
Use help menu Menus diligence Projector
Configure the devices (keyboard, printer, screen) CD, DVD, optical Accountability
Interactive
drive Whiteboard
Communicative (IWB)
Define a computer interface USB Port
Critical thinking Project
Describe various human computer interfaces Command line
Human computer Creative manual
Proper functioning of a Evaluate the role of interactive HCI GUI 2H
Exploiting device Interface Sound Voice,
Ethical
operating system Explain the need for a good interface design: colour, help Logical
Securing Data audio, natural
facility, dialogue boxes, menus etc. reasoning
platforms Protecting Equipment language)
Describe the organization of data on a disk-magnetic, optical Interactive Self- discipline
Using automated tools
Differentiate between a file and a folder interface
to improve productivity
Organize data on Quality of a good
and collaboration media Perform operations on a file 1H
interface
System user tools Perform operations on a folder
Collaborative tools Read from and write to a medium

Install devices with help of device drivers File, Folder

Enhance
Run an antivirus Explorer
productivity
Shortcuts
Defragment a storage medium
Organise data on
Device driver 1H
Compress software User tools
a storage device Convert Text to table /table to text Music, picture,
Utility software downloading tools

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A.2 MODULE 2

A.2.1 TITLE OF MODULE: APPLICATION PACKAGES; ALGORITHM CONCEPTS

Duration: 25 H

A.2.2 PRESENTATION OF MODULE

This module has as goals to encourage the learner to:
Discuss types of productivity tools (Word processor, Spread sheet, Presentation etc),
Use advanced functions of productivity tools,
Identify characteristics of an algorithm,
Exploit software development tools to implement simple algorithms.

A.2.3 CONTRIBUTION OF MODULE TO ACHIEVEMENT AND CURRICULAR GOALS

This module would enable learners to be productive in order to exercise societal roles in business, social and family life, and above all in media
and communication world.

A.2.4 CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

This module would lead the learner to carry out word processing, manage spread sheets, presentations and make of other productivity tools.
These competences would be employed by learner to facilitate knowledge and skills acquisition in other disciplines in the domain of science and
technology:
Select and exploit application package that is suitable for a given task,
Facilitate sharing of knowledge and other resources,
Evaluate relative importance of each application package.

A.2.5 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
The main objective is to encourage the learner to become autonomous with the computer. In this regard, the learner should be able to identify
and select appropriate productivity tools with respect to the task at hand and uphold ethical and responsible attitudes

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 A.2.6. TABLE OF MAIN COMPONENTS OF MODULE 2
CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES

Family of life Examples of life Categories of Attitudes Other Duration

Examples of actions Basic knowledge
situations situations actions Resources
preparing a Insert objects (table, image, bullets, numbering,
correspondence Improve the header, footer, Word Art, drop cap)
preparing a quality of a
document (editing, Exploit advanced features of word processors
presentation Perform mail merge
formatting)
Producing Generate a table of contents, List of Figures, etc.
statistics
Identify the parts of an electronic spread sheet DIDACTIC
Managing stock Computer
Describe cell addresses Menus
Tracking Laboratory
expenditure Perform simple arithmetic operations (addition, Toolbars
Specialized
Production Efficient arithmetic subtraction, multiplication, division, average) Spread sheet Software
Preparing a budget
operations Navigate within a spread sheet Workbook Computer Text
of digital (school, Home) Cell Team work books
15H
Select a range of cells in a spread sheet
documents Preparing a list of Formatting Collaborative Specialized
items Do a page set-up and print the data in a worksheet Honest and diligence Journals
Slide
Preparing payoll Manage workbook sheets (rename, move, copy ,) Accountability Digital
Animation
Resources
Preparing a Design a presentation Communicative
Produce a Tutorials
cultural activity slideshow Design and create a slide show Algorithmic thinking
Projector screen
Preparing a Design invitations, Add and delete slides Critical thinking Overhead
communication post cards , Add effects (animation, sound, transition)
Creative Projector
Drafting a Brochures, Ethical Interactive
Insert illustration (pictures, shapes, picture.) Whiteboard
message Newsletters etc. Logical reasoning
Insert Building blocks (page parts, calendar etc.) Systemic reasoning (IWB)
Project manual
Database models Self-discipline
Introduction to Define Databases Tutorials
Database Record simple Hierarchical, ,
Database transactions Components of database 4H
systems networked etc
Identify Models of databases
Identify task with algorithmic solutions HUMAN
Algorithmic Design solution to Teacher
Identify the parts of an algorithm Algorithm
problems IT Specialist
reasoning Characterize an Identify simple instructions Characteristics an
Automating tasks
Using algorithm Identify instructions blocks algorithm 6H
Tracking process Implement simple
development Dry run a simple algorithm
Compliance with algorithms
tools procedures
Guided implementation of algorithm
Exploit a graphic programing productivity tool

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B) Modules for Form Four

B.1. MODULE 1

B.1.1 TITLE OF MODULE: HARDWARE SYSTEMS AND SYSTEM MAINTENANCE

Duration: 25 H

B.1.2 PRESENTATION OF MODULE 1

This module would lead the learner to:
Describe hardware devices,
Explain hardware systems including basic hardware architecture,
Ensure the functioning of the computer system through maintenance (preventive, adaptive, repairs, Hardware diagnostics).

B.1.3 CONTRIBUTION OF MODULE 1 TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

The competencies acquired through this module “hardware systems software and system maintenance” would permit the learner to exercise its
societal roles in the following life domains; Economy life, Social and Family life, and Media and communication.

B.1.4 CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

The module is expected to lead the learner to explore, identify hardware components and its functions. This module would lead the learner to
develop a wide range of competencies to exploit hardware systems to be productive and to employ maintenance tools to ensure the functioning
of a computer system. The learners would:
Articulate an understanding of the functioning of a hardware system,
Evaluate relative importance of maintenance for a computer system,
Exploit maintenance tools to ensure the continuous functioning of a computer system.

B.1.5 CONTRIBUTION OF MODULE 1 TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to become confident when using the computer. In this regard, the learner should be able to
ensure the proper functioning of the computer system.

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 12

B.1.6 TABLE OF MAIN COMPONENTS OF MODULE 1
CONTEXTUALISATION COMPÉTENCES TO BE ATTAINED RESSOURCES
Family of life Examples of life Other
Categories of actions Examples of actions Basic Knowledge attitudes Duration
situations situations resources
Selecting suitable
Selecting Hardware Identify input devices
Computer Use of appropriate Identify output devices Peripheral devices
DIDACTIC
Hardware device Identifying Identify the characteristics of a computer System unit
Computer
hardware Relate characteristics to functionalities Memory
Acquisition of digital Laboratory
devices Describe the types of memory in a computer Processor features Specialized 10 H
Selecting suitable Motherboard Software
Installation of digital hardware for a Describe components of processor
Buses BIOS, Team work Computer
devices given task Explain the machine cycle
Assessing Scanning of
CMOS, Sockets, Collaborative
Text books
Describe nature of buses processor, Specialized
functionalities documents Identify main components of the motherboard expansion cards
Honest and Journals
of Hardware diligence Digital
Use of a tutorial Software
Communicative Resources
Explain system software and types Utilities
Algorithmic thinking Tutorials
Explain application software & types Maintenance Projector
Customising a digital Critical thinking
Identifying and Identify desirable attributes of given software. File, Directory screen
work environment Selecting suitable Creative
Describe how to acquire a software Update, upgade Overhead 4H
Installation and use software for a given Ethical Projector
Defragmentation
task Differentiate types of software Logical reasoning Interactive
of applications Partitioning
Differentiate firmware, hardware Logic gate : AND, Systemic reasoning Whiteboard
Select suitable software Self-discipline (IWB)
OR, NOT
Project
Identifying the logic gates: AND, OR, NOT, Simple logic manual
Identifying and NAND, NOR, XOR. circuits
Building logic Representation of
Combining basic Sketching logic gates symbols Truth tables
logic gates logic to
circuits. digital signals produce logic Demonstrate functions of logic gates with truth HARDWARE
Computers 4H
Combining digital circuits tables.
Digital
signals Designing simple logic circuits Camera
Analysing simple logic circuits USB Key
Derive truth table from a given logic circuit Media

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 13

 CONTEXTUALISATION COMPÉTENCES TO BE ATTAINED RESSOURCES
Family of life Examples of life Other
Categories of actions Examples of actions Basic Knowledge attitudes Duration
situations situations resources
Define the terms virus, antivirus printed
Management Identify the types of maintenance Team work circuits
and protection Collaborative Surge
State the various ways of protecting software protectors
of data on a disk Honest and
State the various ways of protecting equipment UPS
Use of an appropriate Ensure the proper diligence Device
Characteristics of a file (name, extension, size,
game application functioning of the Accountability drivers
creation date, location, default application)
Ensuring the Disassembly and computer system Maintenanc Communicative Basic
Scan a storage medium e: Preventive, hardware
functionality assembly of Algorithmic thinking
Securing the Install, repair, and uninstall software (operating Adaptive, Hardware Critical thinking maintenance
computer Hardware
of computer computer from system, office suite, antivirus etc.) diagnostic Creative
tools
Trouble-shoot basic
systems hardware faults
failure and damage Delete an application Repairs Ethical 6H
Update an antivirus Compatibilit Logical reasoning
Caring for a Trouble shooting
computer Check errors on a Storage medium y Systemic reasoning
basic hardware and
Selecting software fault Defragment a Storage medium Self- discipline
appropriate Identify partitions
hardware for a task Cleaning a storage medium
Disc crash Using UPS, surge suppressors
Virus attack Troubleshooting

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 14

B.2. MODULE 2

B.2.1 TITLE OF THE MODULE: DATA REPRESENTATION; SOFTWARE DEVELOPMENT TOOLS

Duration: 25 H

B.2.2 PRESENTATION OF MODULE 2

This module would allow the learner to demonstrate an understanding of number systems. The learner is also expected to demonstrate an
understanding of algorithmic thinking in problem-solving, and appreciate the role of logic and logical thinking in problem-solving. They should be able
to employ software development tools, implement simple algorithms, and understand how a simple piece of software might have been developed.

B.2.3 CONTRIBUTION OF THE MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

This module would allow the learner to demonstrate algorithmic thinking in problem-solving, and appreciate the role of logic and logical thinking in
problem-solving. The learner would exploit software development tools to design algorithms, implement simple algorithms.

B.2.4 CONTRIBUTION OF MODULE 2 IN LEARNING AREAS

The module would enable the learner to develop competencies needed to facilitate problem solving in the Sciences and technology learning
domain as well as in the other domains. The learner would be able:
Articulate an understanding of number systems,
Articulate an understanding of software development tools,
Evaluate relative importance of software development tools,
Exploit software development tools to implement simple algorithms.

B.2.5 CONTRIBUTION OF MODULE 2 TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module has as goal to develop in the learner competencies that would permit in a given life situation, the ability to solve problems of daily
living. Consequently, the learner should be able to:
Select and use software development tools,
Uphold ethical and responsible attitudes.

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 B.2.6 TABLE OF MAIN COMPONENTS OF MODULE 2

CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES

Family of life Examples of life Categories of Attitudes Other Duration
Examples of actions Basic knowledge
situations situations actions resources
Define bit. Bit
Representing Coded systems
Representing numbers.
information in a Instruction sets 3H
computer Representing characters (ASCII & EBCDIC)
Representing instructions. Binary representation
Encryption, Define terms: Data, Information, Code, coding. Encryption
decryption of Explain Characteristics of Information Decryption 1H
information DIDACTIC
Team work Computer
Identify the notations of commonly used Symbols Laboratory
bases (bases 2, 8, 10 and 16) Conversion Collaborative
Explaining how Use of the Specialized
information is number systems Convert from one base to another , Information Honest and Software 4H
Representing represented in a Perform addition and subtraction in base two. Units of measurement diligence Computer Text
Accountability books
data for a computer Specialized
Identify file formats video: avi, mpeg, Communicative
computer Data theft
… Algorithmic thinking Journals
Manipulating Verify file formats Digital
Differentiate file formats database: dbf, Critical thinking
numerals Resources
Working with Identifying the mdb, Creative Tutorials
Working with different file Hypermedia: html, ..
files and data Ethical Projector 1H
different file formats sound: wav, mp3 Logical reasoning screen
types formats. documents: txt, doc... Overhead
Systemic reasoning
Choosing an graphics: jpeg, Self- discipline Projector
Units of appropriate data tiff, system application.exe Interactive
sys Whiteboard
measurements type (IWB)
Articulate understanding of data types.
of data Simple data types Project manual
units of Identify simple data types: Spread sheet
Working with Numbers (integers and real numbers, Characters, Structured or complex
measurement of or database
2H
simple data types String, Money, Date and time, Boolean) data types application
data
Appreciate the existence of other data types; Different files
from different
complex data types: arrays and records. applications
State the units of measurement in computing, Units: Byte, Kilo Bytes,
their multiple and sub-multiples, Mega Byte Giga Byte,
Selecting Tera byte
appropriate units Convert from one unit to another 2H
Explain the following units: Inch, DPI, Hertz, BPS,
Pixel and X,

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 CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES
Other
Family of life Examples of life Categories of Attitudes Duration
Examples of actions Basic knowledge resources
situations situations actions

Enter a formula
Carrying out Copy a formula
Advanced Monitoring
Calculations in a Use the text features (Find, Replace,
expenditures Selection
features of spreadsheet concatenate)
Preparing budgets Formula
spread sheet Preparing costings
Use the Date and Time Features
Function
5H
Exploit advanced Use the mathematical functions (sum, product,
Ranking items features of a Formatting Graph
average, min, max, rank count-if , the add-if)
Selecting options spread sheet
Insert a chart Teacher
Use conditional formatting Computer
laboratory
Selecting Differentiate between programing languages. Object-oriented Computer
programming Explain programing paradigms: imperative, Declarative manual
languages declarative, and object, oriented paradigms. Imperative Internet
Team work
Evaluate the importance development tools: Compliers connection
Collaborative
Exploit Interpreter Simulation
compiler, interpreters, and assemblers. Honest and diligence and models
development Assembler
tools. Accountability many
Text editor
Solving Communicative algorithms
Identifying steps to Identify control structures in an algorithm Characteristics of Samples of
familiar or Evaluate the importance of control structures in
Algorithmic thinking
solve a problem. Identifying algorithm Critical thinking simple 7H
unfamiliar Working in an IDE. algorithmic algorithms Sequence programs
Creative
problems control structures Select a suitable control structure to solve a given Choice
Ethical
problem Loop(Iteration)
Logical reasoning
Write simple algorithms using development tools Pseudo code Systemic reasoning
Test and correct errors in algorithms Flow chart. Self- discipline
Writing
logic errors
algorithms
syntax errors
Semantic

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C) Modules for Form Five
C.1: MODULE 1
C.1.1 TITLE OF MODULE: INFORMATION SYSTEMS, DATA RESOURCE MANAGEMENT
Duration: 25 H
C.1.2 PRESENTATION OF MODULE
Learners should be able to demonstrate a general understanding of system design. They should be able to select and design appropriate ways of
organising data within a system and discuss the merits of different forms of data organisation. They should be able to select suitable software and
hardware for a given task and to justify their choice

C.1.3 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT

This module would allow the learner to demonstrate an understanding of information systems. The learner would exploit Data management
resources to facilitate problem solving.

C.1.4 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

The module would enable the learner to develop competencies needed to facilitate problem solving in the Sciences and technology learning domain
as well as in the other domains.
Articulate an understanding information systems,
Articulate an understanding of database systems,
Evaluate relative importance of System Development Life Cycle,
Exploit data management resources to facilitate problem solving.
.
C.1.5 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module has as goal to develop in the learner competencies that would permit in a given life situation, the ability to solve problems of daily
living. Consequently, the learner should be able to:
Select and use system development tools,
Uphold ethical and responsible attitudes.

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 18

 C.1.6 TABLE OF MAIN COMPONENTS OF MODULE 2
CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES

Family of life Examples of life Categories of Other

Examples of actions Basic knowledge Attitudes Duration
situations situations actions resources
Information
system in an Define an Information System Define terms
organisation Organization
Describe functional components of an
School Management levels
Types of management
Identifying Information System
components of Identify basic functions of an organization Information flow
information Information an IS Management IS DIDACTIC
system Describe Management levels within an Computer
system, Processing IS
organisation Laboratory
Library Designing an Management support 6H
information Identify types of information systems in an Specialized
Develop an management Transaction processing Software
system for an organisation (TPS, EIS, DIS) Commercial and
Information information Computer Text
organisation Evaluate characteristics of different types of General data
system Team work books
system IS in an organisation processing systems Specialized
Hospital Collaborative
Information flow within an organization Stock control Journals
management Honest and diligence Digital
Information Security of systems Banking system
Accountability Resources
System Communicative Tutorials
Explain systems modelling, simulation Notions of Algorithmic thinking Projector screen
Modelling and Evaluate advantages of simulation and Simulation Critical thinking Overhead
Modelling simulating Projector 2H
modelling Modeling Creative
Systems systems Interactive
Perform what-if-analysis using spread sheet Spreadsheet functions Ethical Whiteboard
Logical reasoning (IWB)
Explain monitoring systems Systemic reasoning Project manual
Systems Simulating Explain control system Self- discipline
Systems Identifying Monitoring system
Identify areas where monitoring systems are
monitoring Control system
systems and used ( e.g in organisations, security networks) 2H
Monitoring and Identify areas where control systems are used
control systems
control systems (eg in production lines; patient, environment,
traffic -rail, air, road).
Problem definition and feasibility study System definition
Defining the Evaluate existing system: manual or System specification
system
1H
computerized
Suggest possible options for new system :
Analyzing a Analyse systems and evaluate options System analysis
system.
1H
Review system development plan

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 Analyzing a Select appropriate hardware, software, and System design
system. interfaces. interface design Teacher
System Designing a
Computer
development Designing a system Propose a step-by-step solution to the laboratory 1H
computerized problem Tools: charts, pseudo code, flow Computer
Life Cycle system diagrams manual
Using project Make a choice of appropriate coding system coding Internet
connection
management or software design (implementation choice). test plan
Digitalized
strategies System Use the test plan and correct errors.. Devise a Data capture
resources
Development and test plan and a checking cycle data collection Specialized
Testing instrument: resources
Describe types and sources of data,
questionnaire, Access to 4H
Outline selection methods of data capture and interview, etc community
Data capture data verification. library.
Describe common methods of validating data:
length checks, type checks, range checks,
presence checks, check digits-parity
Describe the flow of data in the system. conversion methods
Implementing a Describe system security. Parallel, pilot, plunge, 2H
system Different methods of implementation piece meal
Writing user documentation: use data flow Notions of
diagrams, flow charts to outline user manuals Monitoring system
and tutorials Control system
Providing system Writing technical documentation: precautions User manuals
support to be taken, basic maintenance strategies, Tutorials 2H
models and simulation etc. Technical
documentation
Define monitoring and system control
measures.
Data Developing an Identifying tools, Structure of an organisation Architectural
information models and Describe the purpose and required outcome requirements
Resource
system strategy to of an information system Organisation of data
management develop an IS Concept of database
Security of Data Data types
Record simple
Components of database
transactions 6H
Populate a simple database
Check for Explain data mining
redundancy in Data security
data storage Describe data organisation

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 20

C.2 MODULE 2
C.2.1 TITLE OF MODULE: TECHNOLOGY AND SOCIETY, PEOPLE AND COMPUTER SYSTEM

DURATION: 25 H
C.2.2 PRESENTATION OF MODULE
Learners would be able to evaluate the importance and limitations of using computers (health, economic, governance, education etc). They would
also demonstrate an understanding of the ethical and moral obligations on leaders, managers and users of computers, and the implications of global
communications for society. Learners would be able to describe the roles and responsibilities of people who work with computer systems, select
suitable software, hardware and development tools for a given technology task and justify choice, and also evaluate issues of emergent
technologies and its impact on society.

C.2.3 CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT

The learner would by the end of this module, be able to discuss issues of computer system people and society, checking outcomes obtained from
processing information through computer use, and respect of basic intellectual proprietary rights. Some of these activities are designed to contribute
to the development of the learner’s sense of responsibility.

C.2.4 CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

The module is expected to lead the learner to explore, identify issues of technology use and how it impacts the society and also appraise
trends in technology. The learner would:
Articulate an understanding of the impact of technology on the society,
Articulate an understanding of the impact of computer systems on people,
Evaluate relative impact computer system on people and the society (e.g. environment),
Exploit computer system/technology resources to limit negative impact,
Estimate advantages and possible challenges of emergent technologies.

C.2.5 CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module would enable the learner to:
Uphold ethical and responsible attitudes,
Prevent negative impacts such as health hazards, waste disposal, etc.,
Select and use computer system purposefully.

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 21

C.2.6 TABLE OF MAIN COMPONENTS OF MODULE 2
CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES
Family of life Examples of life Other
Categories of actions Examples of actions Basic knowledge Attitudes Duration
situations situations resources

Search for computer Describe the roles and responsibilities of

occupations
2H
computer systems specialists Computer
Career in Team work DIDACTIC
occupations network Collaborative
Information Explain Health concerns repetitive stress injury manager
Computer
Honest and Laboratory
Technology (RSI), carpal tunnel syndrome(CTS). diligence Specialized
Choosing a career Identify occupational software engineer
Impact of hazards Appraise the need for ergonomic design of Accountability Software 4H
Proper waste Computer
computers on disposal technology & technology environments: height of Communicative
computer tables & chairs. The workplace Text books
People and Design of a ergonomics Algorithmic Specialized
the Describe the impact on people of changes to thinking Journals
technology
existing production methods & services, Social and economic Critical thinking Digital
workplace platform/environm
Creative Resources
ent New opportunities for employment within and out effects on people,
Health and organisations and Ethical
Tutorials
Identify effects of of Cameroon. Projector
safety when society Logical reasoning 5H
computer system on screen
using Explain the effects of global communication. Systemic
people Overhead
technology Outline history of computers and effects of reasoning Projector
changing technology in society. Self- discipline Interactive
Whiteboard
(IWB)

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 CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES
Family of life Examples of life Other
Categories of actions Examples of actions Basic knowledge Attitudes Duration
situations situations resources
Explain the need to ensure privacy Social and economic Project
effects on people, manual
Identifying issues Explain types of computer crime:
Outline measures to check crime organisations and
Buying and selling impacting computer Computer
society
online
use Describe Computer Malware. Security of computer
Laboratory
Technology Providing digital Describe methods used to guard against malware: Productivity
Receiving health services systems suits
and society care online Explain appropriate use of technology and Computer crime
Providing Computer Project
Computers used Aided Production sources of misuse, (simple scenarios) Examples Ethical issues manual
of codes of conduct: BCS, ACM, IEEE. 5H
Technology for quality control Integrating ICT in: E-commerce Specialized
education, business, Evaluate applications of Social networks e.g. web ATM resources
and everyday Computers used Digitalized
commerce, the art communities, e-commerce, e-learning. Telemedicine
life for manufacturing resources
manufacturing, ICT in Learning in the classroom commuting
Learning with the
health care, Robot
computer Measures to combat computer crime Team work
education and Quality control
entertainment, media Evaluate Impact of Social Networks E-learning Collaborative
Identify ethical issues Distance learning Honest and Digitalized
diligence resources
Databases Recording Record simple Define Databases Concept of database
transactions transactions Hierarchical, Accountability
Identify Models of databases
networked, Communicative
Components of database
Check for redundancy multidimensional etc Algorithmic
in data storage Use a database application to create a simple 5H
Field thinking
verification and relational database Record Critical thinking
validation of data. Populate a simple database Table Creative
Create simple queries to demonstrate data Form Ethical
integrity and consistency. Query Logical reasoning
Explain the concept of a project. Notions on project Systemic
Investigating Explain Planning, monitoring, and control as in management: reasoning
processes projects Stages Self- discipline
Implementing Management Tools,
Reporting and Explain project management terms: earliest start
projects evaluating time, earliest finish time, slack time, lag time, float
Scope
Managing a projects. Cost 4H
correctness of time, milestone, event, task, critical task, etc.
Event
solutions to Outline project management tools, techniques and Project Management
projects models Issues
Use project management tools to facilitate the
execution of projects: Gantt and PERT charts.

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C.3: MODULE 3
C.3.1 TITLE OF MODULE: SOFWARE DEVELOPMENT, PROJECTS
Duration: 25 H
C.3.2 PRESENTATION OF MODULE
This module would allow the learner to demonstrate algorithmic thinking and appreciate the role of logic and logical thinking in problem-solving. They
would be able to design and implement simple algorithms and understand how a simple piece of software might have been developed. The learner
would carry out and report minor projects. The learner would investigate and report the processes and results, and evaluate the correctness of the
results. Learners would be expected to:
Articulate understanding of programming concept and programming languages,
Exploit Integrated Development Environment (IDE),
Implement/carry out and report a minor project,
Evaluate the correctness of the results of minor projects.

C.3.3 CONTRIBUTION OF THE MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

This module would allow the learner to demonstrate algorithmic thinking in problem-solving, investigation and reporting solution to problems and simple projects.
The learner would exploit development tools to design algorithms, implement simple programs, and understand how a simple piece of software might have been
developed. Carry out minor projects and write a report of the process.

C.3.4 CONTRIBUTION OF MODULE 3 IN LEARNING AREAS

The module would enable the learner to develop competencies needed to facilitate problem solving, investigation, and reporting of minor
projects in the Sciences and technology learning domain as well as in the other domains. The learner is expected to:
Evaluate relative importance of software development tools,
Investigate and report minor projects.

C.3.5 CONTRIBUTION OF MODULE 3 TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE
This module has as goal to develop in the learner competencies that would permit in a given life situation, the ability to solve problems of daily
living. Consequently, the learner should be able to:
Provide logical solutions to problems,
Uphold ethical and responsible attitudes,
Investigate and report solution to problems and processes.

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 C.3.6 TABLE OF MAIN COMPONENTS OF MODULE 3
CONTEXTUALISATION COMPETENCIES TO BE ATTAINED RESOURCES
Family of life Examples of life Attitudes Other Duration
Categories of actions Examples of actions Basic knowledge
situations situations Resources
Explain programming paradigms Object-oriented
Selecting Declarative
programming Evaluate importance development tools:
compilers, interpreters and assemblers. Imperative
languages Team work
Compliers Computer s 2H
Interpreter Collaborative
Exploit and
Assembler Honest and diligence accessories
development tools.
Text editor Accountability Computer
Identify control structures in an algorithm Characteristics of Communicative manual
Solving algorithm Algorithmic thinking Internet
Identifying Evaluate the importance of control structures in connectivity
Problems algorithms Sequence Critical thinking
algorithmic control Simulation 2H
using structures. Select a suitable control structure in a given Choice Creative
and models
algorithms Developing problem Loop(Iteration) Ethical Samples of
algorithms to Recursive Logical reasoning simple
solve problems. Write out simple algorithms using: pseudo code, Algorithm characteristics Systemic reasoning Algorithms
Exploiting flow charts, data flow diagrams Pseudo code Self- discipline
Realizing Representing Flow chart.
development Test and correct errors in algorithms 4H
algorithms.
minor tools. Give the characteristics of good algorithms. Complexity
projects Automating tasks Determine the complexity of an algorithm.
Process Tracking Develop simple code fragments from algorithms Step-wise
Compliance with using a standard programming language: C, Java Top-down
procedures Running simple Use formatting language: java script, Compiling
Implementing programs Correctness
Compile and run the programs
and reporting 4H
Testing for Explain the need for a good programing style.
minor projects correctness. Establish correctness of algorithm developed.
Preparing Assess the program developed for correctness of
multimedia solution using language tools: debug, run,
presentations Design simple multimedia applications with
Editing of images,
Designing simple sound and music. images, sound and music Applications
graphics. Publishing on the
Word 2H
Evaluate the usefulness of multimedia Presentation software: processor
Creating and web. presentations. Slide show Transition, Spread sheet

Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 25

 populating a Design and publish simple articles using Animation Presentation
simple database publishing software formatting and editing Publishing
Implementing Using desktop articles, images, audio,
Team work Autodesk
Investigating Design and insert simple graphics in articles
minor publishing and video. Collaborative Desktop 2H
reporting minor Publishing on the web (articles, blogs,) Publishing
projects projects
applications Design and publish : Honest and
Uploading to and downloading from the internet. Journals, Labels photo editing
Using computer (articles, images, audio & video) Newspapers, Invitation diligence Database
Evaluating software Draw images using a graphics application such as Business cards,
package
Communicative
case study applications to Using graphics Paint, Express, Adobe illustrator, open office draw, Advertisement,
carry out tasks application Algorithmic 2H
etc. Graphics applications: Hardware
Investigating Export or copy drawings to other applications. File type thinking Computer s
Image colours Internet
and reporting Line size Critical thinking connection.
Using Autodesk Using Autodesk application (Technical drawing)
minor Applications AutoCAD Creative
Project 2H
Export or copy drawings to other applications manuals
projects Ethical
Human
Using a database application to create and Teacher
Table
Building simple populate a simple database Lab Assistant
databases
Form Technician 2H
Create simple queries to demonstrate data Query
integrity and consistency.
Field work
Participating in Writing Minor Project reports Case study
projects Project report format
Project 3H
Investigating and reporting minor projects Manuals

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Teaching syllabus_Computer Science_F3, 4 & 5. Dec 2014 27