Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR SECONDARY PHASE

COMPUTER SCIENCE SYLLABUS

GRADE 8 & 9

For implementation:

Grade 8 in 2025
and
Grade 9 in 2026
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture, 2024

Computer Science Syllabus, Grade 8 & 9

ISBN: 978-99945-2-502-7

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December 2024

 Table of contents
1. Introduction .......................................................................................................................1
2. Rationale ...........................................................................................................................1
3. Aims ..................................................................................................................................1
4. Inclusive education ............................................................................................................1
5. Links to other subjects and cross-curricular issues ............................................................2
6. Approach to teaching and learning ....................................................................................3
7. End-of-phase competencies ..............................................................................................4
8. Summary of the learning content .......................................................................................5
9. Learning content................................................................................................................6
9.1 Grade 8 learning content ..................................................................................................7
9.2 Grade 9 learning content ................................................................................................20
10. Assessment ...................................................................................................................32
10.1 Types and methods of assessment ..............................................................................32
10.2 Grade descriptors .........................................................................................................33
10.3 Assessment objectives .................................................................................................34
10.4 Continuous assessment: detailed guidelines ................................................................35
10.5 End-of-year examinations: detailed guidelines..............................................................36
10.6 Specification grid ..........................................................................................................37
11. Assessment rubrics/criteria.............................................................................................39
Annexe 1: Glossary of terms ................................................................................................41
Annexe 2: Explanation of abbreviations................................................................................46
Annexe 3: Assessment record sheet for grade 8 ..................................................................47
Annexe 4: Assessment record sheet for grade 9 ..................................................................47
1. INTRODUCTION

This syllabus describes the intended learning and assessment for Computer Science in the
Junior Secondary phase. As a subject, Computer Science is within the technological area of
learning in the curriculum but has thematic links to other subjects across the curriculum.

Learning about technology includes applying knowledge of how to do work more efficiently and
effectively using tools, materials, and processes. Technology is a specific way of solving
problems through planning, design, realisation, and evaluation. Learners develop the
necessary knowledge, skills, and attitudes to perform tasks using appropriate technology.

2. RATIONALE

The application of computers has become an integral part of present-day society, also in
Namibia, to the extent that the skill to use a computer is a major requirement for many
vocations and contributes to efficiency in many others. The subject of Computer Science is
designed to provide vocational orientation and training in this important domain and is in itself
a complete course.

The particular features of Computer Science at this phase are to equip learners with the skills
of using communication- and computer technology (hardware and software) and to do basic
computer programming.

3. AIMS

Computer Science promotes the following aims in the curriculum:

● prepare the learner to have a basic knowledge of computer technology and to be able
to utilise it;
● enable the learner to use computer technology effectively as an aid to his/her studies;
● enable the learner who continues with Computer Science as a subject to have a sound
foundation to build on;
● broaden the horizon and insight of the learner and make him/her aware of the
possibilities and limitations of computer technology;
● give the learner a basic education in the methods of gathering and processing data by
the use of modern technology;
● develop the learner’s knowledge of correct computer terminology.

4. INCLUSIVE EDUCATION

Inclusive education is the right of every learner and promotes access to and participation in
the full range of educational programmes and services offered by the education system in
mainstream schools. It is based on the principle of supporting and celebrating the diversity
found among all learners and removing all barriers to learning. The Computer Science teacher
in the Junior Secondary phase should therefore accommodate learners with special
educational needs by adapting this syllabus to the needs of the learner through differentiation
of teaching methods and material as indicated in the Inclusive Education Curriculum
Framework (2023). The adaptation for assessment of learners with special educational needs
must be done as prescribed in the Handbook for Centres (2022) by the Directorate of National
Examinations and Assessment (DNEA). The accommodations prescribed in this handbook
are not only for external examinations, but apply to learners from Grades 1 to 12.

Learners who are so severely impaired that they cannot benefit from attending mainstream
schools will be provided for according to their needs in learning support units, resource units,
or resource schools until such time that they can join a mainstream school structure, if possible.

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Teachers of Computer Science should strive to create a welcoming atmosphere that invites all
learners to actively partake in all activities. Care should be taken to cater to the diverse needs
of all learners, including those with serious disadvantages and disabilities.

This syllabus promotes equality of opportunity for males and females, enabling both sexes to
participate equally and fully. Teachers should know and understand how to treat learners
equally, and all materials should support gender equity.

5. LINKS TO OTHER SUBJECTS AND CROSS-CURRICULAR ISSUES

The cross-curricular issues include environmental learning; HIV and AIDS; population
education; Education for Human Rights and Democracy (EHRD), Information and
Communication Technology (ICT), and road safety. These have been introduced to the formal
curriculum to be dealt with in each subject and across all phases because each of the issues
deals with particular risks and challenges in our Namibian society.

All of our learners need to:

● understand the nature of these risks and challenges
● know how they will impact on our society and the quality of life of our people now and in
the future
● understand how these risks and challenges can be addressed on a national and global
level
● understand how each learner can play a part in addressing these risks and challenges
in their own school and local community

The main risks and challenges have been identified as:

● the challenges and risks we face if we do not care for and manage our natural resources
● the challenges and risks caused by HIV and AIDS
● the challenges and risks to health caused by pollution, poor sanitation, and waste
● the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
● the challenges and risks we face if we do not adhere to road safety measures
● the challenges and risks we face from globalisation

This syllabus is exceptionally suited to address all these cross-curricular issues since the
usage of computer hardware and software and the manipulation of data and information are
integral areas of the syllabus. Teachers can use their creativity in planning lessons to include
these issues, but it is not prescribed in the syllabus.

Examples:
● internet research on any topic suggested by other subject teachers or guided by the
cross-curricular issues and presented in a variety of formats
● use of spreadsheet functions to present statistics on these issues
● creating documents (word processing, presentations, desktop publishing, websites)
containing information, graphics, charts, multimedia
● using Scratch to simulate certain aspects of road safety or another issue
● writing algorithms based on statistics gained from research on these issues
Cross- Environmen HIV and ICT EHRD Population Road safety
curricular tal learning AIDS education
issues
Grade 8 & 9 These topics will be covered throughout and are not specifically mentioned in the
specific objectives in the learning content of Grade 8 & 9

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6. APPROACH TO TEACHING AND LEARNING

The approach to teaching and learning is based on a paradigm of Learner-Centred Education

(LCE) described in ministerial policy documents and the LCE conceptual framework. This
approach ensures optimal quality of learning when the principles are implemented.

The aim is to develop learning with understanding, and the knowledge, skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is that
the learner brings to the school a wealth of knowledge and social experience gained continually
from the family, the community, and through interaction with the environment. Learning in
school must involve, build on, extend and challenge the learner’s prior knowledge and
experience.

Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an
individual with his/her own needs, pace of learning, experiences and abilities. The teacher
must be able to sense the needs of the learners, the nature of the learning to be done, and
how to shape learning experiences accordingly. Teaching strategies must therefore be varied
but flexible within well-structured sequences of lessons.

The teacher must decide, about the learning objectives and competencies to be achieved,
when it is best to convey content directly; when it is best to let learners discover or explore
information for themselves; when they need directed learning; when they need reinforcement
or enrichment learning; when there is a particular progression of skills or information that needs
to be followed; or when the learners can be allowed to find their way through a topic or area of
content.

Work in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to the task at hand. Cooperative and collaborative learning should be encouraged
wherever possible. In such cases, tasks must be designed so that pair- or group work is
needed to complete them, otherwise the learners will not see any relevance in carrying out
tasks together. As the learners develop personal, social and communication skills, they can
gradually be given increasing responsibility to participate in planning and evaluating their work,
under the teacher’s guidance.

Individual work is recommended for the teaching and learning of skills related to end-user
software. Teachers may use their discretion to pair strong learners with weak learners.
Programming is a suitable topic for group work, provided that the teacher ensures that every
learner masters all concepts.

For this subject, it is imperative to have a well-equipped computer laboratory with Internet
access and enough workstations for all learners. Most of the themes will comprise 95%
practical activity (on the computer).

It is further strongly recommended that the computer laboratory should have a digital projector
and white screen to especially assist in the teaching of end-user software. For the application
software themes, it is recommended to use the latest version of Open Office or the versions
after Microsoft Office 2010.

Local content should dominate in the development and usage of teaching and learning
materials. Material from other sources should be adapted to suit the Namibian context and the
learners’ field of reference and level of understanding. Critical thinking should be encouraged,
while at the same time, the teacher should create a classroom where learners are allowed to
make mistakes and learn from them.

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7. END-OF-PHASE COMPETENCIES
On entry to the Junior Secondary phase, all learners are expected to be able to read, write,
calculate and communicate in English and must have above-average skills in Mathematics.

A few learners might not be able to manage the minimum number of specific objectives and
must receive learning support through adapted teaching approaches, adapted materials, and
assistance from peers. A small number of learners have special educational needs to a degree
which requires greater individual attention, resources or assessment. Others will have
impairments which do not necessarily limit cognitive and affective learning and development,
e.g. the visually impaired, hearing impaired and physically challenged.

On completion of the Junior Secondary phase of education in Computer Science, learners are
expected to be able to
• demonstrate an understanding of computers in general
• identify and describe hardware as input- or output devices
• classify hardware and software
• describe the functions of operating systems
• perform various operating system tasks
• create, edit, format and print documents using a word processor
• produce publications using desktop publishing
• create, edit, format and print documents using a spreadsheet
• identify and describe the hardware, media and transmission modes used for
communication
• describe and evaluate various network categories
• utilise the Internet and e-mail for research and communication purposes
• identify the requirements for Internet connectivity
• reflect critically on their responsible usage of computers and its implications in society
• identify and combat threats to data security
• experience programming concepts by using Scratch to produce products based on
programming principles
• design, write and interpret algorithms

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8. SUMMARY OF THE LEARNING CONTENT

Theme Grade 8 Grade 9

Introduction to computers - definition of key concepts
- parts and types
- representation of data
- development of computers
- safety issues
- basic computer skills
Computer systems - elements
- CPU
- devices (input and output)
- cabling and ports
- storage and memory
- software

Operating systems - definition of key concepts

- functions
- types
- management skills
Word processing - definition
- purpose
- skills
Desktop publishing - definition
- purpose
- skills
Spreadsheet - definition
- purpose
- skills
Data Communication - data transmission components
- communication protocols
- transmission errors
- transmission modes
Networking - network terminology
- network elements
- network types
- network topologies
Internet - definitions
- requirements
- skills
- ethical issues
- website design
Social and economic - social and economic impacts
implications of computer usage - viruses
- security
- emerging technologies
Programming - Block programming - algorithms
- dry run
- coding

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9. LEARNING CONTENT

Introduction to learning content

The learning content outlined below is designed to guide teachers on what will be assessed in the overall evaluation of learners. It is not meant
to limit, in any way, the teaching programme of any particular school.

Themes refer to those components of the subject that learners are required to study/master.
The general objectives are derived from the topic/skill and are the general knowledge, understanding and demonstration of skills on which
learners will be assessed.
The specific objectives are the detailed and specified content of the syllabus, which learners need to master to achieve the general objectives,
and on which they will be assessed. For skills-based subjects, specific objectives indicate what learners should be able to do at the end of the
year.

Teaching should be done on computers, and the teacher should have enough practical exercises ready to not only cater for the progression of
the themes, but also to cater for learners with varied abilities. Programming should be done with many practical examples, so good planning is
imperative.

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9.1 Grade 8 learning content

THEME 1: INTRODUCTION TO COMPUTERS

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• know and understand the functions and • define a computer
components of computers • identify the basic components of a computer and state their function
- keyboard
- mouse
- system unit
- monitor
• define the following functions of a computer
- input
- processing
- memory (storage)
- output
• understand data representation in computing • define data, information, and knowledge and explain the relationship between them
using examples
• Introduce data representation in computers
• explain how data is represented in computing (binary digits, ASCII)
• show how ASCII uses binary numbers to represent characters (letters, numbers,
punctuation marks, etc.) by providing examples, such as how the character 'A' is
• represented as 01000001 in 8-bit binary format
• recognise the use of binary numbers in computer systems
• convert positive decimal integers into binary and positive binary integers into decimal
• (a maximum of 8 bits will be used)
• show understanding of the concept of a byte and how the byte is used to measure
memory size

• have a clear overview of the evolution of • describe the generations of computers

computing devices
• understand that there is a variety of computers • classify the various types of computers according to:
for a variety of purposes - physical size (supercomputer, mainframe, mini, micro, embedded)
- purpose (general purpose computers and specialised computers)

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 THEME 1: INTRODUCTION TO COMPUTERS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the correct setup of a computer • define a computer laboratory
laboratory • state and explain the safety precautions and practices in a computer laboratory
regarding
- behaviour
- handling of materials and equipment
- fire safety
- cabling
- stable power supply
- burglar proofing
- ventilation
- lab layout
- dust/damp control
- lighting
- ergonomic furniture and posture
• know the basics of operating a computer • define and demonstrate the following basic skills in the use of a computer:
- start up (boot), restart (reboot), shut down, sleep
• describe the layout of a keyboard
- function keys, main typing keypad, numeric keypad, cursor and screen control keys,
keyboard name, Escape key
• describe the layout of a standard mouse
- left button, right button, scroll wheel
• demonstrate practical keyboard and mouse skills

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 THEME 2: COMPUTER SYSTEMS
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• know the components of a computer system • define a computer system and describe its basic components (hardware and software)
• differentiate between hardware and software, giving examples of each

• understand the hardware components of a • identify the following input devices and state their functions:
computer system - keying devices (keyboard, keypad)
- pointing devices (mouse, touchpad, trackball, etc.)
- scanning devices (scanners)
- speech recognition devices
- other digital input devices, e.g. digitisers (pens, tablets), cameras, sensors
• identify the different types of output devices and state their functions
- soft copy devices (monitors/screens, audio output, projecting devices, light emitting
diodes)
- hard copy devices (printers, plotters)
• identify different devices that function as both input and output (I/O), and explain how
they are used in various settings such as education, entertainment, etc.
- interactive devices (e.g. touch screen, interactive whiteboard, virtual reality headset)
- multi-functional printer (print, scan, copy, fax)
- modem e.g. pocket Wi-Fi, etc.

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THEME 2: COMPUTER SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the hardware components of a • list and describe properties of primary/secondary storage media
computer system (continued) - primary (Random Access Memory (RAM), Read Only Memory (ROM))
- secondary/auxiliary (magnetic/optical/solid-state/cloud-based)
• classify the storage media as:
- primary/secondary
- fixed/removable
- volatile/non-volatile
- internal/external
- temporary/permanent

• distinguish between different cables and ports based on their data transfer speed,
transmission distance, and capacity to handle various types of data
- power cable/port
- PS/2 cable/ports
- serial cable/port
- USB cable/port (eg. USB-A, USB-B, USB-C, and Micro-USB)
- Ethernet cable/port
- media ports (card slots, high-definition multimedia interface (HDMI))
- wireless ports, e.g. Bluetooth, infrared, Wi-Fi, Airdrop

• describe and demonstrate how different devices are connected to the computer system
using appropriate cables and ports (e.g. connect the mouse, keyboard, monitor,
projector, and printer to the computer system)

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THEME 2: COMPUTER SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the software components of a • define and provide examples of the two main categories of software
computer system - system software
- application software
• distinguish between system software and application software in terms of purpose:
- system software (operating system, utilities, firmware, networking software and
device drivers)
- application software (word processing, spreadsheet, database, graphics, information
retrieval, desktop publishing, computer-aided learning, authoring tools, computer-
aided design (CAD) and computer-aided manufacturing (CAM) and communication
software)
• be familiar with the criteria for selecting • analyse computer system specifications in terms of hardware considerations to best
computer systems meet specific user needs
- processor type and speed
- memory capacity
- storage
- warranty
- upgradability
- cost
- portability
- other hardware considerations
• evaluate computer system specifications in terms of software considerations to best
meet specific user needs
- authenticity
- user experience (UX)
- system requirements
- cost
- compatibility
- portability
- documentation
- other software considerations

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THEME 3: OPERATING SYSTEMS
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand about operating systems, their • define an operating system (OS)
functions and types • list the functions of an operating system such as:
- resource control
- job scheduling
- input/output handling
- memory management
- error and interrupt handling
- disk management (formatting, defragmentation, diagnostics, compression, backup)
- security (user accounts, permissions)

• classify operating systems by the number of users

- single-user
- multi-user(multi-access, multi-processing, time sharing)
• classify operating systems by the number of tasks:
- single-tasking
- multi-tasking
• classify operating systems by the type of tasks:
- batch processing
- real-time processing
• classify operating systems by the user Interfaces:
- Command line Interface (CLI)
- Menu-Driven Interface
- Graphical User Interface (GUI)

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THEME 3: OPERATING SYSTEMS (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand how an operating system organises • demonstrate the ability to perform the following actions with files and folders:
information and use operating system tools for - create
effective file and application management - rename
- delete
- copy and paste
- cut and paste
- drag and drop
- search (by name, type, content
- sort and group by (type, name, date modified, size, etc.)
- create and delete shortcuts
• demonstrate the ability to install and uninstall software applications (apps)

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THEME 4: WORD PROCESSING
NB: For this theme, it is recommended to use the latest version of Open Office or versions after Microsoft Office Word 2010

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
• understand the purpose and features of a word • define a word processor
processor • state the purpose of word processing:
- creating
- editing
- saving
- print (including print preview)
• demonstrate proficiency in creating, editing, and • open a word processing application and create a new document
formatting documents • identify and use the elements of a word processor interface
• perform the following actions in a word document:
- save, close, retrieve/open the document
- save as PDF
- edit text using select, move, copy, delete, insert, overwrite, find & replace, undo/redo
• apply basic text and paragraph formatting in a word document:
- bold
- italic
- underline
- font style, size, and colour
- text highlight colour
- change case
- superscript/subscript
- drop caps
- alignment (left, centre, right, justified)
- indents
- line and paragraph spacing
- bullets
- numbering
• apply format painter to replicate the formatting
• create a cover page, table of content, page break, section break, and references

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THEME 4: WORD PROCESSING (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• demonstrate proficiency in creating, editing, and • utilise proofreading tools to proofread a word document
formatting documents (continued) - spelling and grammar checker
- thesaurus
- auto-correct
• use voice recognition (voice typing)
• apply page layout and page setup formatting in terms of:
- margins
- orientation
- paper size
- tabs
- columns
- page borders
- page breaks
• define and insert headers and footers, including date/time and page numbers
• know how to create and work with tables using • create a table, enter data, and edit a table by:
word processors - resizing rows/columns
- inserting rows/columns
- deleting rows/columns
- merging cells
- splitting cells
• format a table in terms of borders and shading
• understand the concept of mail merge • create a main document (letters, labels, envelopes)
• create, edit and save a data source
• insert merge fields
• send a document or data source to
- printer
- new window
- print to PDF
- e-mail
• edit a merged document

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THEME 4: WORD PROCESSING (continued)
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• know how to insert and edit graphics using a • insert various graphics:
word processor - drawing (shapes, SmartArt, WordArt)
- picture
- chart
• edit graphical objects by:
- updating
- resizing
- rotating
- enhancing
• utilise other features of the word processor • use the following features of a word processor:
- insert hyperlinks
- insert equations
- insert symbols
• know how to print a document • set up a printer
• print preview a document
• use the following options for printing:
- select a printer
- orientation
- pages to print
- number of copies

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THEME 5: DESKTOP PUBLISHING (DTP)
NB: For this theme, you’ll need Microsoft Publisher (2010 or later) or a similar DTP software (e.g. Canva)

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
• understand the basics of desktop publishing and • define desktop publishing
how it’s used • state the purpose of desktop publishing (e.g. designing certificates, posters, calendars,
etc.)

• understand the designing and printing of a • use various techniques available to:
publication - design the layout of the publication
- insert graphics
- manipulate text and graphics
- add borders and other enhancements
- design various types of publications (brochures, advertisements, posters, calendars,
various cards, business cards, letterhead, newsletters, menus, web pages, CD-cover,
and others)

• use various features to print the publication:

- paper size
- single/double-sided printing
- binding options

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THEME 6 ARTIFICIAL INTELLIGENCE
GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the basic concepts and applications • define Artificial Intelligence (AI)
of Artificial Intelligence (AI) • Identify examples of AI in everyday life (e.g., voice assistants, recommendation
systems, smart home devices)
• discuss the ethical aspects of AI

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THEME 7 PROGRAMMING
NB: For this theme, you'll need a block-based programming environment. Options include Scratch, Snap!, Blockly, or a similar program.

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES

Learners will: Learners should be able to:
• understand the concept of programming, • define programming
principles of logical thinking and sequencing in • apply programming principles using a block-based programming environment:
block-based programming - identify elements within a block-based programming environment including key areas,
blocks, tools
- explain the purpose of different categories of blocks (e.g., motion, events, control,
sound, variables, etc.
- realise the importance of planning a project
- select a sprite and sprite costume
- select a background
- use blocks to control the sprite’s movement, actions, and sound effects
- use conditional statements using events and operators
- use variables to store and manipulate data within a project
- apply repetitive techniques (loops)
- realise the importance of correct instructions and sequential order
- modify instructions to influence the end product
- apply techniques of testing and debugging
- break down a project into smaller modules

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9.2 Grade 9 learning content

THEME 1: SPREADSHEETS
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the core concepts of spreadsheets ● define a spreadsheet
and employ them for basic data manipulation ● state the various uses of spreadsheets across different applications (e.g. accounting,
forecasting, etc.)
• understand how to use a spreadsheet • open a spreadsheet application and create a new document
application • perform the following actions in a spreadsheet document:
- save, close, retrieve/open
• describe the spreadsheet screen layout and effectively use the elements thereof:
- workbook
- worksheet and worksheet tabs
- columns and column headings
- rows and row numbers
- cells and cell referencing
- name box/reference area
- formulae bar
- active cell
- cell range
- cursor types
• apply page setup features
- margins
- orientation
• understand the editing and formatting of a • add, name and rename worksheets
spreadsheet document • enter, select, edit, move, copy and delete content
• distinguish between labels and values
• insert rows/columns
• use the fill command/technique
• use the fill series command
• sort data

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THEME 1: SPREADSHEET (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the editing and formatting of a • format cells, a range of cells or a worksheet in terms of:
spreadsheet document (continued) - currency
- numbers
- text
- date/time
- percentage
• adjust column width and row height
• align text
• change font type, size and style
• merge and unmerge cells
• apply borders
• wrap text
• apply conditional formatting

• understand the use of functions and formulae in • distinguish between formulae and functions
spreadsheets • use pre-defined functions:
- SUM
- AVERAGE
- MAX & MIN
- COUNT
- COUNTA
- simple IF
• construct own formulas using arithmetic operators
• know the application of spreadsheets in • create a template with text and formulae and/or functions, e.g. invoice, order form
templates
• understand cell referencing • apply:
- absolute referencing
- relative referencing
- mixed referencing

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THEME 1: SPREADSHEET (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• appreciate charting and graphing skills • create a chart or graph using data in a worksheet
• modify or format the chart/graph using the following features:
- different types
- titles
- data ranges
- labels
- legends
- size
- colour
• know other features of the spreadsheet • apply the following features in spreadsheets:
application - data validation
- paste special
- filter
- search
- insert graphics
- change text direction

• use printing features to print a document

Computer Science Syllabus, Grade 8 & 9, NIED 2024

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THEME 2: DATA COMMUNICATION
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand how data is transmitted and • define the term data communication
received in a communication system • identify the key components of a data communication system and describe their roles
- data source (sending device)
- transmitter
- transmission medium
- receiver
- destination (receiving device)
• list the hardware and software needed for communication:
- hardware (modem, telephone link, Integrated Services Digital Network (ISDN)
adaptor, Asymmetric Digital Subscriber Line (ADSL) adaptor)
- software (e-mail program, video conferencing software, text message applications,
multimedia messaging service (MMS))
• define data transmission errors
• describe the common causes of data transmission errors, such as:
- electrical interference
- changing of bits
- lack of memory
- power failure
- physically damaged medium
• describe the parity checking methods (odd, even, mark, space) for error detection and
apply them to detect errors in a transmitted message
• define the following terms and explain how they measure data transmission speed
- bandwidth
- bits per second (bps)
- baud rate

Computer Science Syllabus, Grade 8 & 9, NIED 2024

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THEME 3: NETWORKING
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• know computer networking terms and • define networking
communications protocol • define communication protocols
• explain why communication protocols are necessary
• know the elements of a network and their • explain the purpose of the following network devices (nodes):
purpose - workstation
- hub
- switch
- router
- Network Interface Card (NIC)
- gateway
- bridge
• understand classifications of networks according • distinguish between and evaluate different networks according to size
to size, topology and architecture - local area network (LAN)
- metropolitan area network (MAN)
- wide area network (WAN)
• draw and describe the following network topologies, and discuss their advantages and
disadvantages
- star
- bus
- ring
- mesh
- hybrid
• distinguish between and evaluate different networks according to network architecture
- client-server
- peer-to-peer

Computer Science Syllabus, Grade 8 & 9, NIED 2024

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THEME 4: INTERNET AND E-MAIL
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand the internet • define and explain the following terms:
- internet
- World Wide Web (WWW)
- web browser
- search engine
- website
- web page
- hyperlink
- Uniform Resource Locator (URL)
- newsgroups
- download and upload
- video conferencing
- e-mail
- e-commerce
- e-learning
- Internet Protocol (IP)
- File Transfer Protocol (FTP)
- Voice over Internet Protocol (VoIP)

• specify the hardware and software needed for Internet connection

- hardware (modem, Network Interface Card (NIC), router, etc.)
- software (web browser and other web applications as needed)
• evaluate different technologies to connect to the Internet (ISDN lines, analogue lines,
satellite links, radio waves, microwave, etc.)
• explain the term internet service provider (ISP)

Computer Science Syllabus, Grade 8 & 9, NIED 2024

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THEME 4: INTERNET AND E-MAIL (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand e-mail facilities • create an e-mail account
• identify the different elements that comprise an e-mail address
- username
- @
- domain (name and extension)
• write and send an e-mail
• identify the different parts of an e-mail
- recipient address
- subject
- cc and bcc
- attachment
- reply and reply all
- forward
- salutation
- e-mail body
- closing
- signature
• discuss security issues surrounding emails
• explain the importance of regular password updates and two-factor authentication for
email security
• know how to access and use the Internet • search the Internet for cross-curricular issues
• appreciate the moral, social, and spiritual issues • state the advantages and disadvantages of using e-mail and the Internet
that may emerge through access to the Internet • explain proper netiquette

• know how to create a website • create a simple website

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THEME 5: SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand intellectual property and copyright • describe cyber security
issues while using computer systems • define intellectual property
• define copyright
• explain the importance of a software copyright act (i.e. Digital Millennium Copyright Act
of 1998, Digital Copyright Act of 2021)
• discuss the consequences of violating a software copyright act in today’s society
• compare and contrast the following:
- open-source software
- freeware and shareware
- public domain software
• discuss the following copyright issues and their effects:
- software piracy
- plagiarism

• develop a strategy to protect intellectual property and reduce copyright issues within the
community
• understand issues resulting from the use of ICTs • evaluate the impact of computer technology in society on:
- education
- medical field
- social interaction
- business, employment and the economy as a whole
- communication
- information access and storage
- environment (e.g. disposal of certain computer components)

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THEME 5: SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand malicious software (malware) • define a malware
• classify various types of malwares
• explain the effects of malware
• explain the causes of malware
• describe prevention methods for malware
• explain how to remove malware
• investigate the implications of malware infestation for businesses, home users, etc.
• construct a strategy to prevent possible malware attacks
• demonstrate how to use the different features of an anti-virus/anti-malware program
• understand the need for data security • define and explain
- data privacy
- data protection
• explain the following security threats:
- hacking
- phishing
- cyber bullying
- pharming
- spoofing
- vishing
• explain the following security control measures:
- passwords (e.g. biometric passwords, text passwords, etc)
- physical security
- other control measures, (e.g. back-ups, mirror systems, levels of authorisation,
encryption, firewalls, log files, CCTV)
• demonstrate good password principles
- combination of numbers, letters and special characters
- longer passwords
- easy to remember
- difficult to guess

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THEME 5: SOCIAL AND ECONOMIC IMPLICATIONS OF COMPUTER USAGE (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• develop a foundational understanding of • define emerging technologies and identify examples
emerging technologies, their core applications, • explain the concepts and applications (uses) of Artificial Intelligence (AI)
and their potential impact on society - discuss the potential impacts of AI on society(positively and negatively)
- use AI tools responsibly and appropriately
- engage with a basic AI tool or application to explore its functions (e.g., chatGPT,
gemini, copilot, etc.).
- practice safe and ethical behavior when interacting with AI technologies, such as
respecting privacy and understanding data sharing
• explain the concepts and applications (uses) of Virtual Reality (VR) and Augmented
Reality (AR)
- compare VR and AR
- identify the uses of VR and AR in various fields(e.g., gaming, education,
healthcare, real estate)
• explain the concepts and applications (uses) of Internet of Things (IoT)
- define IoT
- provide a basic understanding of how IoT enables devices to communicate with
each other without human intervention
- Identify the Uses of IoT in Various Fields (e.g., Smart Homes, Healthcare,
Agriculture, Manufacturing, Transportation)
- discuss how IoT is used to enhance automation, efficiency, and real-time data
collection in various industries
• explain the concepts and applications (uses) of robotics
- define robotics
- explain the role of sensors, actuators, and controllers in robotics
- Identify real-world uses of robotics in industries such as manufacturing,
healthcare, agriculture, logistics, and exploration
- discuss the ethical considerations of robotics, such as job displacement, privacy
concerns, and human-robot interaction

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 THEME 6: PROGRAMMING
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand algorithms and programming • define an algorithm
• define a program
• distinguish between pseudocode and flowchart
• define a variable and a constant
• initialise variables
• write algorithms using variables
• use operators:
- mathematical (+, -, /, *, ^, mod, div)
- logical (AND, OR, NOT)
- comparison (=, <, >, >=, <=, <>)
• use program control structures for sequencing
• use program control structures for selection (if...else…elseif… statements, case
statements)
• use program control structures for iteration (looping):
- for.. do
- while.. do
- repeat.. until or do…while (define a sentinel value, use a sentinel value in an
algorithm)
• draw trace tables to test algorithms with suitable test data
• identify flowchart symbols
• use a flowchart to represent a pseudocode

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THEME 6: PROGRAMMING (continued)
GENERAL OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to:
• understand algorithms and programming • translate an algorithm into programming code
(continued) - choose one of the following programming languages to implement the algorithm
(Java, VB (Visual Basic), Python, C++, or C#)
- install and configure the Integrated Development Environment (IDE) or text editor
suitable for the selected programming language
- break down the given algorithm into smaller steps and determine how each step
will be represented in the chosen programming language
- define all necessary variables and constants in the chosen programming language,
ensuring proper syntax for data types (e.g., int, float, string)
- write code to handle inputs as required by the algorithm, using language-specific
commands
- implement the control structures in code
- implement code to output results based on the algorithm’s requirements, using
language-specific commands
- add descriptive comments(annotation) to explain the purpose of each section of the
code, making it easier to understand

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10. ASSESSMENT

A learner-centred curriculum and learner-centred teaching encompass a broad range of

knowledge and skills which are relevant to the knowledge-based society. The specific
objectives in the syllabus state what understanding and skills a learner must demonstrate as
a result of this teaching-learning process, and which objectives will be assessed. However, it
is intended that the curriculum should focus on learning, not on assessment and examination.
Assessment and examination are only to support learning.

10.1 Types and methods of assessment

Continuous assessment

To capture the full range and levels of competence, a variety of formal and informal continuous
assessment situations is needed to give a complete picture of the learner’s progress and
achievements in all subjects. Continuous assessment must be clear, simple and manageable,
and explicitly anchored in learner-centred principles and practice. Teachers must provide a
reliable and valid assessment of the learner’s performance in the specific objectives. The
information gathered about the learners’ progress and achievements should be used to give
feedback to the learners about their strong and weak points, i.e. where they are doing well,
and why, and where, how and why they need to improve. The parents should be informed
regularly about the progress of their children in all subjects, be encouraged to acknowledge
achievements, and given suggestions as to how they can support the child's learning activities.

Continuous assessment should be planned and programmed at the beginning of the year, and
kept as simple as possible. Marks given for class activities, practical activities, project work,
assignments, homework and short tests may be recorded for continuous assessment.

The learner’s progress and achievements in this subject must be reported to parents in the
school report.

Formative and summative assessment

The two modes of assessment used are formative continuous assessment and summative
assessment. Formative continuous assessment is any assessment made during the school
year in order to improve learning and to help shape and direct the teaching-learning process.

Assessment has a formative role for learners if and when:

● it is used to motivate them to extend their knowledge and skills, establish sound values,
and promote healthy habits of study
● assessment tasks help learners to solve problems intelligently by using what they have
learnt
● the teacher uses the information to improve teaching methods and learning materials

A summative assessment is an assessment made at the end of the school year based on the
accumulated total of the progress and achievements of the learner throughout the year in a
given subject, together with any end-of-year tests or examinations. The result of the
summative assessment is a single end-of-year promotion grade.

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Informal and formal methods

The teacher must assess how well each learner is mastering the specific objectives described
in the syllabus and from this gain a picture of the all-round progress of the learner. To a large
extent, this can be done in an informal way and their participation in general, through structured
observation of each learner’s progress in learning and practice situations while they are
investigating things, interpreting phenomena and data, applying knowledge, communicating
and making value judgements.

When it is necessary to structure assessment more formally, the teacher should as far as
possible use situations similar to ordinary learning and practice situations to assess the
competency of the learner. Formal written and oral tests can be used to assess only a limited
range of specific objectives and therefore should not take up a great deal of time. Short tests
should be limited to part of a lesson and only in exceptional cases use up a whole lesson.

Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to
ascertain where it is necessary to adapt methods and material to the individual progress and
needs of each learner. At the end of each main unit of teaching and the end of each term, the
teacher, together with the learners, should evaluate the learning-teaching process in terms of
tasks completed, participation, what the learners have learnt, and what can be done to improve
the working atmosphere in and achievements of the class.

Criterion-referenced grades

When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the specific objectives, and are not related to how well
other learners are achieving these objectives or to the idea that a fixed percentage of the
learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In criterion-
referenced assessment, each letter grade must have a descriptor for what the learner must
demonstrate to be awarded the grade. Grade descriptors must be developed for each subject
for each year. Teachers in each department/section must work together to have a shared
understanding of what the grade descriptors mean, and how to apply them in continuous
assessment so that grades are awarded correctly and consistently across subjects. Only then
will the assessment results be reliable.

10.2 Grade descriptors

The learner’s summative achievement in the specific objectives will be shown in letter grades
A to E, where A is the highest and E is the lowest grade for learners achieving minimum
competency level. In cases where a learner has not reached the minimum level of
competency, a U will be awarded. When letter grades are awarded, they must reflect the
learner’s actual level of achievement in relation to the specific objectives. The relation between
the letter grades and specific objectives is shown in the table below.

Grade % Range Grade descriptions

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33
 A 80%+ Achieved objectives exceptionally well. The learner is outstanding in
all areas of competency.
B 70-79% Achieved objectives very well. The learner’s achievement lies
substantially above average requirements and the learner is highly
proficient in most areas of competency.
C 60-69% Achieved objectives well. The learner has mastered the specific
objectives and can apply them in unknown situations and contexts.
D 50-59% Achieved objectives satisfactorily. The learner’s achievement
corresponds to average requirements. The learner may be in need of
learning support in some areas.
E 40-49% Achieved the minimum number of objectives to be considered
competent. The learner may not have achieved all the specific objectives,
but the learner’s achievement is sufficient to exceed the minimum
competency level. The learner is in need of learning support in most
areas.
U 0-39% Ungraded. The learner has not been able to reach a minimum level of
competency in the objectives, even with extensive help from the teacher.
The learner is seriously in need of learning support.

10.3 Assessment objectives

The assessment objectives for Computer Science are:

Assessment objective A: Knowledge with understanding

Learners should be able to demonstrate knowledge with understanding of computing, in

relation to:
● the range and scope of information processing applications;
● the effects of the use of computers;
● the range of equipment, tools and techniques used to solve problems;
● the functions of the main hardware and software components in information
processing systems.

(Questions assessing these objectives will often begin with words such as: name, identify,
define, state).

Assessment objective B: Problem Solving and Realisation

Learners should be able to:

● identify problems within the field of information processing;
● analyse problems by considering relevant functional, practical, human and economic
factors;
● draw up specifications for the computer-based solutions of problems;
● select from a range of resources those which are most suitable for solving problems;
● develop solutions using appropriate methodologies;
● implement solutions using equipment, tools and techniques sensibly;
● test, evaluate and refine solutions systematically;
● document problem solutions.
(Questions assessing these objectives will often begin with: explain, compare, write an
algorithm).

Assessment objective C: Application

Learners should be able to:

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 ● organise, interpret and present data to provide useful information;
● recognise and present information in a variety of forms;
● communicate information in appropriate ways;
● describe, using appropriate methods, ideas related to information processing and
problem-solving.
(Questions assessing this objective will often begin with name…, explain… / describe the
use of ....).

10.4 Continuous assessment: detailed guidelines

A specified number of continuous assessment activities per term should be selected, graded
and recorded. Not more than two assessments per term are to be topic tests. These continuous
assessments must be carefully planned and marked according to a marking scheme, marking
criteria or memorandum. The criteria used to assess activities other than tests should be given
to the learner before the assessment activity. Evidence of the work produced by good, average
and low-achieving learners, as well as the written assignment and marking scheme, has to be
kept at school until the end of the next year. Teachers can choose to grade and/or record more
than the required continuous assessments if it is necessary for formative purposes. An end-
of-year summative grade will be based only on the assessment tasks described in the syllabus.
Not more than 40% of the continuous assessment may be based on tests, which include topic
tests and end-of-term tests.

Types of continuous assessment tasks

Continuous assessment should be planned and programmed at the beginning of the year, and
kept as simple as possible. Marks given for class and homework activities may be recorded
for continuous assessment.

In Computer Science in the Junior Secondary phase the continuous assessment tasks are as
follows:

Topic tests: Every topic taught should be concluded with a test indicating the mastery of these
topics by the learners. All these tests will not necessarily form part of the continuous
assessment mark.

Topic tasks: These are recorded, assessed activities that could introduce a topic, and be used
during the teaching of a topic and/or revision of a topic. They may well include assessments
involving specific objectives to do with locating information, conducting surveys, analysing
information or presenting information. Topic tasks will involve assessments of specific
objectives in all assessment objectives; however, not all assessment objectives need to be
present in every topic task. The greatest emphasis should be placed on assessment objectives
B and C (see section for promotional marks) to meet the weighting shown in the specification
grid (see section 10.6). Typically, a topic task in Computer Science will cover an aspect of a
practical section of the syllabus.

Projects: A project is a longer assignment than a topic task, and allows learners to complete
an investigation into one of the themes outlined in the syllabus. This type of investigation will
enable the teacher and learner to pursue a theme in greater depth and in a more creative way
than possible with short-topic tasks. Examples of marking grids are included (pages 39 – 42).

End-of-term tests: This will be a more comprehensive test of the term's work, but certainly
not as comprehensive as an examination. No homework should be assigned during the time
of writing the end-of-term tests.

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Summary of continuous assessment tasks

Continuous assessment Grade 8

Semester 1 Semester 2
Components Number & Number &
Total Total
marks marks
Projects 1 x 40* 40 1 x 40* 40
Practical tasks 1 x 30 30 1 x 30 30
Topic tasks 2 x 30 60 2 x 30 60
Topic tests 2 x 20 40 2 x 20 40
End-of-term tests 1 x 50 50
Term marks 220 170
Weighted term marks (220 ÷ 2.2)
(report marks) 100
* Grade 8 projects: Term 1: Word processing/DTP Term 2: Programming

The Continuous Assessment (CA) marks for term 1 are converted to a mark out of 100
(weighted mark). Only this mark should be used for the report at the end of the term. Learners
should not write an examination at the end of the first term, but only an end-of-term test which
is part of the CA and part of the weighted term mark.

10.5 End-of-year examinations: detailed guidelines

In Grade 8 there will be an internal end-of-year examination. The purpose of this examination
is to focus on how well learners can demonstrate their thinking, communication, and problem-
solving skills related to the areas of the syllabus which are most essential for continuing in the
next grade. Preparing for and conducting these examinations should not take up more than
two weeks altogether right at the end of the year.

The description of the various papers for the written examination is as follows:

Written examination Grade 8

Description of questions Duration Marks
Paper 1 2 Hours
Section A: Multiple choice
(30 questions of 1 mark each) 30
Differentiated questions on all topics
Section B: Question 1:
10
5 Definitions (2 marks each) covering the
syllabus
Further questions: A variety of compulsory questions of
variable mark value, which require answers of varying length
and difficulty. The questions will be based on all sections of the
syllabus in line with the assessment objectives. At least one
90
question will assess learners on programming (10 marks).
TOTAL 130

Promotion marks

For Computer Science in Grade 8 Continuous Assessment contributes 35% to the promotion
mark and the end-of-year examination contributes 65%. The weighting of each assessment
component is as follows:
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36
Component Description Marks Weighting
Section A 30 15%
Section B 100
Definitions 10 5%
Hardware and software
10 5%
Operating system
General application
Grade 8: 45 22.5%
Written examination software and computer
skills
Structured questions
relating to computer usage 25 12.5%
and its effects on society
Programming, algorithm
Grade 8: 10 5%
segments, trace table and
problem solving
Projects Grade 8: 14 7%
Practical tasks Grade 8: 7 3.5%

Continuous assessment Topic tasks Grade 8: 20 10%

Topic tests Grade 8: 11 5.5%
End-of-term test Grade 8: 18 9%
Total marks 200 100%

The promotion marks are calculated as follows:

Promotion mark for Grade 8

Term 1 Term 2 Total
Term mark 220 170 390
CA mark 390÷39×7 70
End-of-year examination 130 130
Promotion mark 200÷2 100

10.6 Specification grid

The specification grid below indicates the weighting allocated to each objective for both the
Continuous Assessment and the written examination.

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 Continuous
Examination (%) Total (%)
assessment (%)
GR 8 GR 8 GR 8

Objective A: Knowledge with

10 40 50
understanding

Objective B: Problem solving and

10 15 25
realisation

Objective C: Application 15 10 25

Weighting 35% 65% 100%

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11. ASSESSMENT RUBRICS/CRITERIA

Assessment rubric/criteria for word project in Grade 8

e.g. Create a magazine with articles and advertisements (40 marks)
Criteria/marks 1 2 3
Fonts Different fonts were used Different fonts and font The fonts and font sizes
sizes were used were suitably applied and
creatively used
Graphics Only a few graphics or A variety of suitable All of the previous plus
not suitable for the graphics; variety of evidence of grouping and
purpose, or not in a formats and suitable creativity
variety of formats or not layout options selected
suitable layout options
Alignment Done as prescribed
Borders and Only one kind used Creative use of a variety
Frames of borders and frames
Text boxes/other Present, but no variety, All text boxes/shapes are
shapes incorrect formatting correctly sized to fit text.
Creatively placed
Word Art Present Creatively and sparsely
used and placed
Bullets Correctly used More than one level was
Numbering Correctly used used for either bullets or
numbering
Page numbers Inserted as prescribed
Headers and Present, but not done as Both Headers and
Footers prescribed Footers inserted as
prescribed
Formatting Only basic formatting More advanced A variety of advanced
techniques (B, U, I) techniques apart from B, formatting techniques.
U, I, but still limited Evidence of Format
Painter being used;
formatting suitable for the
purpose
Columns Columns were created Columns were creatively
manipulated
Margins As prescribed A variety of at least two
margin settings used with
section breaks
Watermark As prescribed
Orientation Variety as prescribed
Paragraph Use of line spacing as Use of line spacing and The previous plus correct
prescribed hanging indents as use of indentation
prescribed
Table Basic table with content Table with headings and Creative formatting and
content placement
Special characters Used correctly Special characters AND
equations used
Hyperlinks 1 or 2 fully functional
hyperlinks inserted
Word count Number of words
indicated
The final product Acceptable product Exceptional product

Bonus marks for evidence of advanced skills used, e.g. a properly functional table of
contents.

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Assessment rubric/criteria for Programming project in Grade 8 (40 marks)

Criteria/marks 1 2 3 4
D The cat was used The sprite or the Both the sprite Own sprite and
e as a sprite and the background was and the background were
Remixing
s background was changed background were created
i white remixed
g There is no way to Not clear how to Interactive project Many interactions,
n Interactive interact with the interact with the with clear easy to use
project project project instructions without
instructions
A disorganised Some logic in the The sequence of Many logical
Events sequence of sequence of events follows a sequences of
events events logical pattern events
Only one thing Attempt at making Two things More than two
going on at a timetwo or more things happening at the things happening
Parallelism
happen at the same time at the same time
same time
P Blocks from only Blocks from two Blocks from three Blocks from four
r one category were different different or more different
Blocks
o used categories were categories were categories were
g used used used
r No repeating Only duplication Only loops were Both loops and
a actions was used to used to create duplication were
m Loops create repeating repeating actions used to create
m actions repeating actions
i
n Done with help Done with some Project completely Completely
g Debugging from the teacher help debugged with debugged without
help assistance
P Program not Tested when Tested program Tested scripts a
r tested reminded regularly few blocks at a
Testing
o time as the project
c was created
e Deadlines could Some deadlines Project time was All planning and
s not be met were met used well and all the Scratch
s deadlines were project were done
Time
met in time and extra
management
time was used to
improve the
project
Notes about the Basic planning Thoughts are Thoughts are
project are evident from notes expressed clearly expressed clearly
incomplete and there is
Planning and evidence of
reflection different solutions.
Ideas for
improvement are
written down

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ANNEXE 1: GLOSSARY OF TERMS

ASCII (American Standard Code for Information Interchange) is a

character encoding standard for electronic communication

ADSL (Asymmetric Digital Subscriber Line) a fast way to connect to

the Internet

algorithm a precise set of rules specifying how to solve a given problem

authentication validating the true and legal origin, e.g. to allow a user access
to a system

back up to make a copy of computer files for storage in another place as

a security copy

biometric password the identification of living individuals by using their physiological

and behavioural characteristics

booting to start the initial processes and load an operating system by

either starting up a computer or restarting it

bridge a device that connects a local area network (LAN) to another

local area network that uses the same protocol

client any computer that is hooked up to a computer network

command line interface a user interface in which you type commands instead of
choosing them from a menu or selecting an icon

computer an electronic device for processing data and performing

calculations; it follows instructions (programs) to perform
sequences of mathematical and logical operations; after which
it returns processed information. A computer may also have
the ability to store information

constant in programming, a value or any other piece of data that does

not change

data also called raw material; in computing terms, anything that is

entered into the computer. It may be text or numbers. (also
see Information)

data encryption converting data or information into code for security purposes

data privacy the right of an individual to decide what personal information

can be shared with third parties

data protection safeguarding important information from corruption and/or loss

desktop publishing the use of computers with graphics capacity to produce printed
materials

digitiser device for converting analogue signals into digital signals

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disk defragmentation to reduce fragmentation of files on a storage device by moving
separated parts into a contiguous location
disk partitioning logical division of a hard disk so that different operating systems
can reside on the same hard disk; also to create the
appearance of having separate hard drives for file
management, multiple users, or other purposes (e.g. back up)

emerging technologies innovations in Computer Science that are still under

development. These technologies have the potential to
significantly change the way we live and work

firewall a security system consisting of a combination of hardware and

software that limits the exposure of a computer (or
computer network) to attacks from crackers; commonly used on
local area networks that are connected to the Internet

firmware coded instructions that are stored permanently in read-only

memory

flow chart a diagram of the sequence of operations in an algorithm

freeware software that is provided without charge

FTP (File Transfer Protocol) protocol that allows users to move files
between their local system and any system they can reach on
the network

gateway a network node that acts as an entrance to another network;

controls traffic between networks

GUI (Graphical User Interface) a user interface based on graphics

(icons and pictures and menus) instead of text; primarily uses a
mouse as an input device for OS-related commands

hacking obtaining unauthorised access to a computer or network

hardware the mechanical, magnetic, electronic and electrical components

making up a computer system (also see Peripherals)

HDMI (High-Definition Multimedia Interface) a digital audio and video

connection interface

hub a place of convergence where data arrives from one or more

directions and is forwarded out in one or more other directions;
can include a switch and a router

hyperlink a hypertext link to another location or file; activated by clicking

on a highlighted/coloured/underlined word or icon

ICTs any communication device or application and the various

services and applications associated with them – including
radio, television, computer hardware and software and satellite
services

information data that have been processed

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42
Internet a worldwide network of computer networks that use the TCP/IP
network protocols to facilitate data transmission and exchange
(TCP/IP: Transmission Control Protocol/Internet Protocol)

ISDN (Integrated Services Digital Network) a set of CCITT/ITU

standards for digital transmission over ordinary telephone
copper wire as well as over other media
(CCITT/ITU: Consultative Committee for International
Telephony and Telegraphy/International Telegraph Union)

legend a brief description accompanying a chart

menu-driven interface an interface where the user interacts with the computer by
selecting various options from a list of choices

modem (from a combination of MOdulate and DEModulate)

an electronic device used to connect computers, historically by
means of a telephone line, but also by means of other analogue
signals such as light emitting diodes or radio waves

netiquette Internet etiquette, courtesy and consideration for others while

using shared services, social media, mailing lists, etc.

network protocol rules determining the format and transmission of data within a
network or between two networks

network topology the configuration of a communication network. The four

principles of network topology are star, bus, ring, hierarchy

news groups a collection of messages about a particular topic accessed over

the Internet

node any computer or hardware device that is hooked up to a

computer network and which can send/receive data (a server,
a printer, a hub are all nodes)

non-volatile permanent – referring to memory (may be ROM or any other

permanent storage)

open source software software that is developed, tested, or improved through public
collaboration and distributed with the idea that it should be
shared with others, who may continue the development and
improvement

page orientation the direction in which a page is displayed or printed – portrait

(vertical) or landscape (horizontal)

peripheral electronic equipment connected by cable to a computer (also

see Hardware)

protocol a set of rules governing the exchange or transmission of data

between devices, e.g. IP, TCP, HTP, FTP, VOIP

PS/2 (Personal System/2) – a round connector/port with six pins/slots

that older PCs use for connecting the keyboard and mouse

Computer Science Syllabus, Grade 8 & 9, NIED 2024

43
pseudo code statements outlining the operation of a computer program,
written in something similar to computer language, but in a
more understandable format

public domain software content that is not protected by any copyright law or other
restriction and may be freely copied, shared, altered and
republished by anyone

router a device that forwards data packets between networks

search engine a computer program that retrieves documents or files or data

from a database or from a computer network (especially from
the Internet)

sensor any device that receives a signal or stimulus (e.g. heat,

pressure, light, motion)

server a computer that provides client nodes with access to files and
shared hardware resources on a computer network

shareware software that is available free of charge; may be distributed for

evaluation; a fee requested for additional features or a manual

software piracy illegal copying and using software without payment or the
permission of the owner

software computer programs, written as a series of instructions,

procedures and rules; stored in memory

Sprite in Scratch programming, a chosen character that reacts to

programmed instructions

switch a device that channels incoming data from any of multiple input
ports to the specific output port that will take the data toward its
intended destination

thesaurus a list of synonyms

trace table method of testing an algorithm for logical errors – also known
as a dry run

trouble shooting to solve problems – in computing, used in relation to hardware

as well as software

URL (Uniform Resource Locator) the address of a web page on the

World Wide Web

USB (Universal Serial Bus) a way of attaching peripheral devices to

a computer; uses narrow, rectangular ports and connectors

utilities programs designed for general support of the processes of a

computer

validation testing whether data complies with specified rules

variable used in programming, a value that is likely to change

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44
verification in computing, proof that data input is correct

virus a software program capable of reproducing itself and usually

capable of causing great harm to files or other programs on the
same computer; a true virus cannot spread to another computer
without human assistance

VOIP (Voice over Internet Protocol) the hardware and software that
enables people to use the Internet as a transmission medium
for telephone calls

volatile referring to memory, non-permanent; data in volatile memory

(RAM) is lost if not saved to permanent storage

workstation a desktop computer that is conventionally considered to be

more powerful than a microcomputer

WWW (World Wide Web) a computer network consisting of a

collection of Internet sites that offer text, graphics, sound and
animation resources using the hypertext transfer protocol; part
of the Internet

Computer Science Syllabus, Grade 8 & 9, NIED 2024

45
ANNEXE 2: EXPLANATION OF ABBREVIATIONS

ASCII American Standard Code for Information Interchange

ADSL Asymmetric Digital Subscriber Line
AI Artificial Intelligence
ALU Arithmetic And Logic Unit
CAD Computer-Aided Design
CAM Computer-Aided Manufacturing
CD Compact Disk
FTP File Transfer Protocol
GUI Graphical User Interface
HDMI
High-Definition Multimedia Interface
ICT Information and Communication Technology
IoT Internet of Things
ISDN Integrated Services Digital Network
LAN Local Area Network
MAN Metropolitan Area Network
MMS Multimedia Message Service
NIC Network Interface card
PS/2 Personal System/2
RAM Random Access Memory
ROM Read-Only Memory
SMS Short Message Service
URL
Uniform Resource Locator
USB Universal Serial Bus
VoIP Voice over Internet Protocol
VR Virtual Reality
WAN Wide Area Network
WWW
World Wide Web

Computer Science Syllabus, Grade 8 & 9, NIED 2024

46
ANNEXE 3: ASSESSMENT RECORD SHEET FOR GRADE 8 (NB: VALID FOR 2025 ONLY)
ASSESSMENT RECORD SHEET: COMPUTER SCIENCE GRADE 8: …………...…. YEAR: …………………

SCHOOL: …………………………………………………………………… TEACHER: ……………………………………….…….

TERM 1 TERM 2 END OF YEAR
a b c d e f g h i j k l m n o p q r s t

Weighted Term Report Mark

(a + b + c + d + e + f + g)

End-of-year Examination
Total of Term 1 Marks

Total of Term 2 Marks

CA Mark (q ÷ 39 × 7)
(j + k + l + m + n + o)
Total of Terms Mark
End-of-term Test

Promotion Mark
Practical Task

Practical Task

((r + s) ÷ 2)
Topic Task

Topic Task
Topic Test

Topic Test
(h ÷ 2.2)

Project`
Project

(h + p)
NAME OF LEARNER 30 30 30 20 20 40 50 220 100 30 30 30 20 20 40 170 390 70 130 100

ANNEXE 4: ASSESSMENT RECORD SHEET FOR GRADE 9

(TO BE RELEASED PRIOR JANUARY 2026, ALIGNED WITH THE 2026 SCHOOL CALENDAR)

Computer Science Syllabus, Grade 8 & 9, NIED 2024

47
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