compuetr science syllabus · • disaster risk management • collaboration 2.0 presentation of...

ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

COMPUETR SCIENCE SYLLABUS

FORMS 5 - 6

2015 - 2022

Curriculum Development and Technical ServicesP. O. Box MP 133Mount Pleasant

Harare

© All Rrights Reserved2015

Computer Scirnce Syllabus Forms 5 - 6

3

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contributions in the development of this syllabus:

• TheNationalComputerSciencePanelcomprisingofrepresentativesfrom:- Computer Science Teachers- Zimbabwe School Examinations Council(ZIMSEC)- Teachers’ and Technical Colleges- Universities- Computer Society of Zimbabwe (CSZ)

• UnitedNationsChildren’sEducationFund(UNICEF)• UnitedNationsEducational,ScientificandCulturalOrganization(UNESCO)

ii


CONTENTS

ACKNOWLEDGEMENTS ...................................................................................................................i

CONTENTS .........................................................................................................................................ii

1.0 PREAMBLE ..................................................................................................................................1

2.0 PRESENTATION OF SYLLABUS ................................................................................................1

3.0 AIMS ..............................................................................................................................................1

4.0 SYLLABUS OBJECTIVES ...........................................................................................................1

5.0 METHODOLOGY ..........................................................................................................................2

6.0 TOPICS .........................................................................................................................................2

7.0 SCOPE AND SEQUENCE CHART ..............................................................................................3

8.0 COMPETENCY MATRIX ...............................................................................................................5

FORM 5 ...............................................................................................................................................5

FORM 6 ...............................................................................................................................................13

9.0 ASSESSMENT ..............................................................................................................................15

10.0 GLOSSARY/APPENDICES ........................................................................................................19


1

1.0 PREAMBLE

1.1 Introduction

TheComputerSciencesyllabusfollowstheScience,Technology,EngineeringandMathematics(STEM)do-main and is designed to cover forms 5 and 6 of second-ary education. This learning area focuses on foundation-alprinciples,practicesofcomputationandcomputationalthinking including their application in design and devel-opment of computer systems. This syllabus is designed for learners with a background in computer science and mathematics who want to pursue careers in computer scienceandothertechnologyrelatedfields.

1.2 Rationale

The increased importance of computer-based solutions provides an important economic opportunity for the society. Computer Science enables learners to acquire knowledge and attitudes to enhance usage of computer technologies for all areas of human activities. The syllabus facilitates the promotion and preservation ofindigenousknowledgesystems,heritageandcul-ture through the design and development of computer systems. The syllabus empowers learners to pursue a career in Computer Science or related disciplines. The course empowers learners to innovatively develop solu-tions that can be applied to real life situations. It equips learnerswithproblemsolvingskills,criticalthinking,collaboration,innovation,selfsustenance,professionaldevelopment and lifelong learning.

1.3 Summary of Content

This Computer Science syllabus covers theory and prac-tical activities for learners in forms 5 and 6. It focuses on systemdevelopment,networking,datarepresentation,computerarchitecture,algorithmdesign,programmingand databases as major learning areas.

1.4 Assumptions

It is assumed that learners:

• havepassedmathematics,puresciencesandcomputer science

• aremotivatedtolearnComputerScience• areconversantwithatleastoneprogramming

language• caninterpretuserrequirementstoproduceeco-

nomically viable solutions

1.5 Cross-Cutting themes

The teaching and learning of Computer Science should integrate the following cross cutting themes:

• Lifeskills• Enterpriseskills• financialliteracy• HeritageStudies• Environmentalissues• DisasterRiskmanagement• Collaboration

2.0 PRESENTATION OF SYLLABUS

The Computer Science syllabus is presented as one document for Forms 5 and 6.

3.0 AIMSThe syllabus aims to enable learners to:

3.1 develop critical thinking skills and strategies required to carry out research in computer science

3.2 appreciatethebenefitofcomputerscienceinsolving real problems

3.3 develop an understanding of the relationship between different components of computer systems.

3.4 acquire knowledge on the range of computer applications,theirsocialandeconomicimpli-cations

3.5 apply moral and ethical approaches to the use of ICTs (Unhu/Ubuntu/Vumunhu)

3.6 appreciatedevelopmenttrendsinthefieldofcomputing

3.7 appreciate the role of security in computer systems

4.0 SYLLABUS OBJECTIVES

Learnersshouldbeableto:

4.1 apply programming concepts to solve real life problems

4.2 design computer systems based on user

Com

pute

r Sci

rnce

Syl

labu

s Fo

rms

5 - 6

2

requirementsspecifications4.3 demonstrate an understanding of data representation in computer systems4.4 apply the fundamental principles and concepts of computer science in algorithm

design4.5 demonstrate an understanding of computer

architecture 4.6 apply ethical principles and standards in thefieldofcomputing4.7 apply security measures to protect computer systems4.8 show awareness of the data protection legislation and intellectual property rights4.9 analyzetechnologicalchangesandmake

informed decisions

5.0 METHODOLOGYThe teaching and learning of Computer Science is based on an inclusive learner centred approach. The following methods are recommended:

• Problemsolving• e-Learning• Multi-media• Simulationandmodeling• Discovery• Experimentation• Designbasedlearning• Project-basedlearning• Questionandanswer• Demonstrations• Discussion• EducationalTours• ResearchandPresentations

Time Allocation

The subject should be allocated at least 12 periods of 40minutesperweek,4theoryperiodsand8practicalperiods.Learnersshouldbeengagedinatleastone:Ed-ucationalTour,Exhibition,Seminarperyearand;aweekof practical orientation.

6.0 TOPICS

The syllabus consists of 9 topics as follows:

5.1DataRepresentation 5.2Networking 5.3 Computer Architecture

5.4 Security and Ethics 5.5SystemDevelopmentLifeCycle(SDLC) 5.6AlgorithmDesignandDataStructures 5.7 Programming 5.8Databases 5.9 Enterprising


Com

pute

r Sci

rnce

Syl

labu

s Fo

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5 - 6

2

3

7.0

SCO

PE A

ND

SEQ

UEN

CE

CH

AR

T

7.0

SCO

PE A

ND

SEQ

UEN

CE

CH

ART

TOPI

C

FORM

5

FORM

6

7.1

Dat

a R

epre

sent

atio

n

Num

ber b

ases

Floa

ting

poin

t arit

hmet

ic

C

ompu

ter a

rithm

etic

erro

rs

D

ata

repr

esen

tatio

n

7.2

Com

pute

r Arc

hite

ctur

e

Hardw

areArchitecture

So

ftwar

e Ar

chite

ctur

e

7.3

Net

wor

king

Ope

n Sy

stem

s Interconnection(OSI) M

odel

Tran

smis

sion

Con

trol P

roto

col (

TCP)

/Inte

rnet

Pro

toco

l(IP)

M

odel

IP A

ddre

ssin

g

Dom

ainNam

eSystem

s

Rou

ting

Prot

ocol

s

C

loud

Ser

vice

s M

odel

s

Clo

ud T

ypes

7.4

Syst

ems

Dev

elop

men

t Life

Cyc

le

(SD

LC)

Sy

stem

s D

evel

opmentLifeCycle(S

DLC

- Wat

erfa

ll M

odel

)

ObjectO

rientedMethodology

Prot

otyp

ing

Com

pute

r Sci

rnce

Syl

labu

s Fo

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5 - 6

Com

pute

r Sci

rnce

Syl

labu

s Fo

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5 - 6

4

TOPI

C

FORM

5

FORM

6

7.5

Secu

rity

and

Ethi

cs

DataprivacyandIntegrity

C

omm

on th

reat

s an

d so

ftwar

e vu

lner

abilit

ies

to c

ompu

ter

syst

ems

Protection,accesscontrol,and

auth

entic

atio

n

Legislationoncom

putersecurityandcrim

es

DisasterR

ecoverymethods

Ris

k M

anag

emen

t tec

hniq

ues

Cod

e of

eth

ics

at th

e w

orkp

lace

Busi

ness

eth

ics

Im

pact

of s

ocia

l med

ia

Se

curit

y Po

licie

s

LawsandCom

puterC

rime

En

viro

nmen

tal l

aws

and

issu

es

Im

pact

of s

ocia

l med

ia

Et

hica

l prin

cipl

es

7.6

Algo

rithm

Des

ign

and

Dat

a St

ruct

ures

Pseu

doco

de s

truct

ures

Stan

dard

alg

orith

ms

Datastructures

Bi

nary

tree

s an

d ar

ray

oper

atio

ns

Pr

imiti

ve d

ata

type

s

Rec

ursi

on

7.7

Prog

ram

min

g

Pr

ogra

mm

ing

lang

uage

feat

ures

Stru

ctur

ed p

rogr

amm

ing

Fu

nctio

ns a

nd p

roce

dure

s

Arra

ys

Fi

le h

andl

ing

In

terfa

ce d

esig

n

ObjectO

rientedProgram

ming

Ad

vanc

ed P

rogr

amm

ing

7.8

Dat

abas

es

Fi

le b

ased

dat

abas

e sy

stem

s

DatabaseManagem

entS

ystems(DBM

S)

RelationalD

atabasemodeling

Databasemanag

emen

t

o

7.9

Ente

rpris

ing

E-Bu

sine

ss

In

telle

ctua

l Pro

perty

Rig

hts

Ap

plic

atio

n ar

eas

of C

ompu

ter S

cien

ce

Bu

sinessProposalD

evelopment

E-

Com

mer

ce

Te

leco

mm

unic

atio

ns

Bu

sine

ss a

nd e

nter

pris

e

Com

pute

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rnce

Syl

labu

s Fo

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5 - 6

4

5

8.0

CO

MPE

TEN

CY

MAT

RIX

FOR

M 5

8.0

CO

MPE

TEN

CY

MAT

RIX

FORM

5

SKIL

L/TO

PIC

O

BJE

CTI

VE

Lear

ners

sho

uld

be a

ble

to:

CO

NTE

NT

(K

NO

WLE

DG

E, S

KIL

LS, A

TTIT

UD

ES)

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D

LEAR

NIN

G

RES

OU

RC

ES

8.1

Dat

a R

epre

sent

atio

n

co

nver

t num

ber b

ases

mul

tiply

and

div

ide

bina

ry

num

bers

norm

alize

float

ing

poin

t bin

ary

num

bers

repr

esen

t dat

a an

d ch

arac

ter

sets

dist

ingu

ish

arith

met

ic e

rrors

in

terp

ret a

rithm

etic

erro

rs

N

umbe

r bas

es

- bi

nary

-

octa

l -

dena

ry

- he

xade

cim

al

- 2s

Com

plim

ent

F

loat

ing

poin

t arit

hmet

ic

- norm

alization

of fl

oatin

g po

int

num

bers

C

ompu

ter a

rithm

etic

erro

rs

- ov

erflo

w

-

unde

rflow

Datarepresentation

- C

hara

cter

set

s -

ASC

II

- UNICODE

- BC

D

- EB

CDIC

C

hang

ing

one

num

ber b

ase

to

anot

her

C

alcu

latin

g nu

mbe

r ba

ses

C

onve

rting

floa

ting

poin

t num

bers

Cha

ngin

g nu

mbe

rs to

bi

nary

usi

ng c

hara

cter

se

ts

Id

entif

ying

arit

hmet

ic

erro

rs

C

ompa

ring

arith

met

ic

erro

rs

C

alcu

lato

rs

P

rint a

nd e

lect

roni

c m

edia

Datasettables

IC

T to

ols

In

tern

et

8.2

Net

wor

king

com

pareOSIandTCP/IP

mod

els

e

xpla

in th

e fo

rmat

of a

n IP

ad

dres

s

d

istin

guis

h be

twee

n pu

blic

and

pr

ivat

e IP

add

ress

es

explaintheroleofD

NS

d

escr

ibe

Rou

ting

Info

rmat

ion

Prot

ocol

(RIP

) andO

pen

Shor

test

Pat

h First(OSP

F)

rout

ing

prot

ocol

s

OSIModel

TC

P/IP

Mod

el

IP

Add

ress

ing

Dom

ainNam

eSystem

s

Rou

ting

Prot

ocol

-

RIP

-

OSP

F

MappingOSIto

TCP/

IP m

odel

DiscussingtheIP

addr

ess

form

at

Com

parin

g pu

blic

and

pr

ivat

e IP

add

ress

es

Discussingtheroleof

DNS

Discussingthe

func

tions

of R

IP a

nd

OSP

F

In

tern

et

Networksimulators

Com

pute

r Sci

rnce

Syl

labu

s Fo

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5 - 6

Com

pute

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rnce

Syl

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5 - 6

6

FORM

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ontin

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ILL/

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C

OB

JEC

TIVE

Le

arne

rs s

houl

d be

abl

e to

: C

ON

TEN

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OW

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GG

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LEAR

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ARN

ING

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ESO

UR

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8.

3 C

ompu

ter

Arch

itect

ure

e

xpla

in th

e pr

inci

ple

of

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atio

n of

pas

sive

and

ac

tive

elec

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mpo

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s

describetheVo

nNeumann

andHarvardArchitecture

exp

lain

the

use

of b

uses

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stra

te th

e us

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tes

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crib

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e fu

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ompo

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entif

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ctor

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fect

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esso

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eds

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ain

the

impo

rtanc

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pelin

ing

des

crib

e th

e fe

tch-

deco

de-

exec

ute

cycl

e

iden

tify

type

s of

inte

rrupt

s

ju

stify

why

com

pute

rs u

se

Hardw

areArchitecture

- Ba

sic

Elec

troni

cs (P

assi

ve

and

Activ

e C

ompo

nent

s)

- Vo

n NeumannArchitecture

- HarvardArchitecture

- Bu

ses

o co

ntro

l o

addr

ess

o da

ta

- LogicGates

o NAN

D

o NOR

o

XOR

o XN

OR

-

Proc

esso

r Com

pone

nts

o C

U

o AL

U

o R

egisters(P

rogram

Counter,

Mem

oryDataRegister,

Mem

oryAd

dressRegister,

IndexRegister,Current

InstructionRegister,Status

regi

ster

acc

umul

ator

) -

Pipe

linin

g

- Fe

tch-Decode-

Exec

ute

cycl

e -

Inte

rrupt

s o

Inte

rnal

o

Exte

rnal

o

Softw

are

- Ad

dres

sing

Mod

es

o Direct,I

ndire

ct,I

mm

edia

te,

T

estin

g an

d re

plac

ing

elec

troni

c co

mpo

nent

s

DrawingtheVo

nNeumann

andHarvardArchitectural

mod

els

Distinguishingbetweenthe

VonNeumannandHarvard

Arch

itect

ure

Discussingtheuseofbuses

Drawingandinte

grat

e bu

ses

Designinglogiccircuits

Con

stru

ctin

g tru

th ta

bles

of

up to

thre

e in

puts

Cal

cula

ting

the

outc

ome

from

a lo

gic

circ

uit g

iven

the

inpu

ts

Discussingthefunctionsof

proc

esso

r com

pone

nts

Drawingprocessor

com

pone

nts

Discussingfactorsaffect

ing

proc

esso

r spe

eds

Dem

onstratingwaysof

impr

ovin

g pr

oces

sor

perfo

rman

ce

Discussingtheconceptof

pipe

linin

g

Illu

stra

ting

the

fetc

h-de

code

-ex

ecut

e cy

cle

Distinguishingtypesof

com

pute

r int

erru

pts

M

ultim

edia

Prin

t med

ia

In

tern

et

E

lect

roni

c co

mpo

nent

s

Tes

t in

stru

men

ts

B

read

boar

d /C

ircui

t boa

rd

Com

pute

r Sci

rnce

Syl

labu

s Fo

rms

5 - 6

6

7

inte

rrupt

s

exp

lain

add

ress

ing

mod

es

Inde

xed

and

Rel

ativ

e

Discussingcomputer

inte

rrupt

s

Distinguishinga

ddre

ssin

g m

odes

FORM

5 C

ontin

ued…

SK

ILL/

TOPI

C

OB

JEC

TIVE

Le

arne

rs s

houl

d be

abl

e to

: C

ON

TEN

T

(KN

OW

LED

GE,

SK

ILLS

, AT

TITU

DES

)

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D

LEAR

NIN

G

RES

OU

RC

ES

8.4

Secu

rity

and

Ethi

cs

e

xpla

in th

e di

ffere

nce

betw

een

data

priv

acy

and

inte

grity

analyzecom

monthreats

and

vuln

erab

ilitie

s on

co

mpu

ter s

yste

ms

id

entif

y so

urce

s of

vu

lner

abilit

y

d

escr

ibe

how

dat

a is

kep

t sa

fe d

urin

g st

orag

e an

d tra

nsm

issi

on

e

valu

ate

tool

s us

ed to

el

imin

ate

vuln

erab

ilitie

s

id

entif

y re

leva

nt IC

T le

gisl

ativ

e an

d re

gula

tory

fra

mew

orks

iden

tify

risks

to C

ompu

ter

Syst

ems

exp

lore

tech

niqu

es a

nd

prac

tices

of r

isk

man

agem

ent

o

utlin

e th

e im

porta

nce

of

secu

ring

data

at o

ff-si

te

loca

tions

(clo

ud c

ompu

ting)

iden

tify

code

of e

thic

s an

d pr

ofes

sion

al p

ract

ices

in th

e C

ompu

ting

field


C

omm

on th

reat

s an

d so

ftwar

e vu

lner

abilit

ies

to c

ompu

ter s

yste

ms


auth

entic

atio

n of

dat

a

Legislationoncom

putersecurity

and

crim

es

DisasterR

ecoverymethods

R

isk

Man

agem

ent t

echn

ique

s

C

ode

of e

thic

s at

the

wor

kpla

ce

Bus

ines

s et

hics

suc

h as

: -

Fairn

ess

- Fi

rmne

ss

- Honesty

-

Self-

mot

ivat

ion

C

ondu

ctin

g ca

se s

tudi

es o

n di

ffere

nt a

ttack

sce

nario

s

Eva

luat

ing

maj

or c

ount

er

mea

sure

s to

sof

twar

e an

d sy

stem

atta

cks

L

istin

g to

ols

used

to

elim

inat

e vu

lner

abilit

ies

in

com

pute

r sys

tem

s

Car

ryin

g ou

t sys

tem

se

curit

y ad

min

istra

tion

task

s suchascreatingaccounts,

setti

ng p

erm

issi

ons

DescribingrelevantIC

Tle

gisl

ativ

e an

d re

gula

tory

fra

mew

orks

Con

duct

ing

case

stu

dies

on

Ris

k an

alys

is a

nd

man

agem

ent

F

orm

ulat

ing

a di

sast

er

reco

very

pla

n in

cas

e of

sy

stem

failu

re:

App

lyin

g co

de o

f eth

ics

and

prof

essi

onal

pra

ctic

es in

the

Com

putin

g fie

ld

IC

T to

ols

A

ntiv

irus

softw

are

F

irew

alls

Ant

i-spy

war

e

DataProtectionAct

P

rint a

nd E

lect

roni

c M

edia

Enc

rypt

ion

tool

s

Sec

ond

Scie

nce

Tech

nolo

gy a

nd

Inno

vatio

n Po

licy

of

Zim

babw

e (2

012)

Com

pute

r Sci

rnce

Syl

labu

s Fo

rms

5 - 6

Com

pute

r Sci

rnce

Syl

labu

s Fo

rms

5 - 6

8

inte

rrupt

s

exp

lain

add

ress

ing

mod

es

Inde

xed

and

Rel

ativ

e

Discussingcomputer

inte

rrupt

s

Distinguishinga

ddre

ssin

g m

odes

FORM

5 C

ontin

ued…

SK

ILL/

TOPI

C

OB

JEC

TIVE

Le

arne

rs s

houl

d be

abl

e to

: C

ON

TEN

T

(KN

OW

LED

GE,

SK

ILLS

, AT

TITU

DES

)

SUG

GES

TED

LEA

RN

ING

AC

TIVI

TIES

AN

D N

OTE

S SU

GG

ESTE

D

LEAR

NIN

G

RES

OU

RC

ES

8.4

Secu

rity

and

Ethi

cs

e

xpla

in th

e di

ffere

nce

betw

een

data

priv

acy

and

inte

grity

analyzecom

monthreats

and

vuln

erab

ilitie

s on

co

mpu

ter s

yste

ms

id

entif

y so

urce

s of

vu

lner

abilit

y

d

escr

ibe

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9.0 ASSESSMENTInordertohaveaholisticassessmentofthelearnerfromform5to6,learnerswillbeassessedintheaspectsofcon-tinuousandsummativeassessmentwitheachcontributingtothelearner’sfinalgrade.

9.1 Assessment Objectives

Learnerswillbeassessedinthefollowingareas:

(i) Knowledge and Understanding

Learnersshouldbeableto:• describetheuseofcomputerscienceinarangeofinformationprocessingsystems• outlinethefunctionsofthehardwareandsoftwarecomponentsinacomputersystem• explaintheuseofSDLCinsoftwaredevelopment• explainthesocial,economic,ethicalandlegaleffectsofcomputeruseonindividuals,organizationandsociety

(ii) Problem Solving


• applyprogrammingconceptstosolvereallifeproblems• designcomputersystemsbasedonuserrequirementsspecifications• designanappropriatealgorithmforagivenscenario

(iii) Communication Skills


• developanunderstandingofthecomponentpartsofcomputersystemsandhowtheyinter-relateincludingsoft-ware,data,hardware,communicationsandpeople

• interpretandpresentinformationinavarietyofforms• clarifysourcecodethroughcomments

(iv) Practical Skills


• design,developanddocumentcomputersystemstosolveproblems• demonstrateproficiencyinthecreation,designandimplementationofcomputersolutionsusingprescribedpro-

gramming packages• designlogiccircuitforagiventask


16

Assessment of learner performance in 100%

Continuous assessment 30%

Continuous assessment mark = 30%

FINAL MARKS 100 %

Summative Assessment 70%

Summative Assessment mark= 70%

Profiling

Profile

ExitProfile

Paper 3 Course-

work 10%

Paper 4 Projects

20%

Paper 130%

Paper 240%

9.2 Scheme of Assessment


17

The Scheme of Assessment is intended to encourage positive achievement by all learners. The subject will be examined in 4 papers as shown in the table below. Paper Form of

Assessment Type of Paper Duration Total

marks Weighting (%)

1 Summative Assessment

Free Response 3Hours 100 30 2 Practical 3Hours 100 40 3 Continuous

assessment Coursework 5 terms 100 10

4 Project 4 terms 100 20 TOTAL 400 100

9.3 Specification Grid

(a) Content distribution

PAPER 1 TOPIC WEIGHTING (30%) DataRepresentation 15 Networking 20 Computer Architecture 20 Security and Ethics 10 AlgorithmDesignandDataStructures 15 Databases 10 Enterprising 10 TOTAL 100 PAPER 2 SECTION WEIGHTING (40%) Computer Architecture 30 Programming, Algorithm design and Databases

40

Networking 30 TOTAL 100 (b) Skills distribution

All internal and external tests on cognitive skills (theory) shall be 40% knowledge and understanding and 60% problem solving. All internal and external practical tests shall be 100% practical skills. Thus theweightingofquestionsbasedontheskillsforthesubject,willbeasfollows:

(b) Skills distribution

All internal and external tests on cognitive skills (theory) shall be 40% knowledge and understanding and 60% prob-lem solving. All internal and external practical tests shall be 100% practical skills. Thus the weighting of questions basedontheskillsforthesubject,willbeasfollows:

SKILL Paper 1(%) PAPER 2(%) Knowledge and Understanding 30 10 Problem Solving 50 40 Practical Skills 20 50 TOTAL 100 100

9.4 Paper Descriptions Paper 1: Theory (100 Marks) The paper consists of 10 to 12 compulsory questions. Paper 2: Practical (100 Marks) The paper consists of 3 sections with 6 practical questions where candidates answer 1 question from each section. Paper 3: Continuous Assessment (Coursework) {100 marks} Coursework is made up of 7 items which comprises of five practicalassignmentsandtwotheorytests.Practicalassignmentsandtestsareset,markedandrecorded internally by teachers. Each of these assignments and tests should match the skills distribution table given above. The internal practical assignments are spaced equitably from the beginning of term one in Form 5 up to the end of term two in Form 6. The internal theory coursework tests should be written one in Form 5 and one in Form 6 however the tests should be within the range term two in Form 5 and end of term two in Form 6. All marked practical and theory scripts including the compiled mark schedule will be submitted to ZIMSEC. Paper 4: Project (100 marks) Examination Centres are advised to encourage their candidates to identify real life problems within their environment and develop solutions in line with the project guide lines. This will require candidates to have practical computer science skills withabiastowardsdesigning,electronic,programmingornetworkingbased projects. Knowledge of programming language syntax will be examined in this project report. The higher ability candidates are to be encouraged to extend their practical programming beyond the scope of these tasks. The project work should be carried out from term two in Form 5 to end of term two in Form 6.The marked project reports including the compiled mark schedule will be submitted to ZIMSEC. 10.0 GLOSSARY/APPENDICES

APPENDIX I: GLOSSARY OF TERMS USED IN QUESTION PAPERS It is hoped that the glossary will be helpful to learners as a guide. The glossary has been deliberately kept brief not only with respect to the number of terms included but also to the descriptions of their meanings.Learnersshouldappreciatethatthemeaningofatermmustdependinpartonitscontext. 1 Define isintendedliterally,onlyaformalstatementorequivalentparaphrasesbeingrequired. 2 State implies a concise answer with little or no supporting argument e.g. numerical answer that can readily be obtained by inspection


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9.4 Paper Descriptions

Paper 1: Theory (100 Marks)The paper consists of 10 to 12 compulsory questions.

Paper 2: Practical (100 Marks)The paper consists of 3 sections with 6 practical questions where candidates answer 1 question from each section.

Paper 3: Continuous Assessment (Coursework) {100 marks}Courseworkismadeupof7itemswhichcomprisesoffivepracticalassignmentsandtwotheorytests.Practicalassignmentsandtestsareset,markedandrecordedinternallybyteachers.Eachoftheseassignmentsandtestsshould match the skills distribution table given above. The internal practical assignments are spaced equitably from the beginning of term one in Form 5 up to the end of term two in Form 6. The internal theory coursework tests should be written one in Form 5 and one in Form 6 however the tests should be within the range term two in Form 5 and end of term two in Form 6. All marked practical and theory scripts including the compiled mark schedule will be submitted to ZIMSEC. Paper 4: Project (100 marks)Examination Centres are advised to encourage their candidates to identify real life problems within their environment and develop solutions in line with the project guide lines. This will require candidates to have practical computer scienceskillswithabiastowardsdesigning,electronic,programmingornetworkingbasedprojects.Knowledgeofpro-gramming language syntax will be examined in this project report. The higher ability candidates are to be encouraged to extend their practical programming beyond the scope of these tasks. The project work should be carried out from term two in Form 5 to end of term two in Form 6.The marked project reports including the compiled mark schedule will be submitted to ZIMSEC.


19

1 Define isintendedliterally,onlyaformalstatementorequivalentparaphrasesbeingrequired.2 State implies a concise answer with little or no supporting argument e.g. numerical answer

that can readily be obtained by inspection

3 List requiresanumberofpointsgenerallyeachofonewordwithnoelaboration,whereanumberofpointsisspecifiedthisshouldnotbeexceeded.

4 Explain may imply reasoning or some reference to theory depending on the context5 Describe requires the candidate to state in words (using diagrams where appropriate) the main

points of the concept

6 Outline implies brevity that is restricting the answer to given essentials7 Predict/deduce the candidate is expected to produce the expected answer by making a logical connec-

tion between other pieces of information8 Suggest it is used in two main contexts that is either to imply that there is no unique answer or to

imply that learners are expected to apply their general knowledge9 Find isageneraltermthatmayvariouslybeinterpretedascalculate,measure,determineetc10 Determine often implies that the quantity concerned cannot be measured directly but is obtained

by calculation

10.0 GLOSSARY/APPENDICES

APPENDIX I: GLOSSARY OF TERMS USED IN QUESTION PAPERS

APPENDIX II: ACRONYMS ASCII- American Standard Code for Information Interchange.

BCD Binary-CodedDecimal.

DBMS DatabaseManagementSystems

DNS DomainNameSystem

EBCDIC Extended BinaryCodedDecimalInterchangeCode

ICT Information and Communications Technology - or Technologies

IP Internet Protocol

OOM ObjectOrientedMethodology

OOP ObjectOrientedProgramming

OSI OpenSystemsInterconnection

OSPF OpenShortestPathFirst

PaaS Platform as a Service

RIP Routing Information Protocol

SaaS Software as a Service

SDLC SystemDevelopmentLifeCycle

UNICODE Universal trunk - out-of-serviceCODE

EMA Environmental Management Agent

APPENDIX III: PRACTICAL ASSESSMENT GUIDELINES Computer Science is a practical subject and a range of practical exercises should complement the study of the practical parts of the syllabus. It is recommended that learners should be exposed to eight practical lessons per week. It is also recommended that the computer-learner ratio be 1:1. Where possible,machinesshouldbeloadedwithintegratedpackagestofacilitateeasyimportingandexportingofdocuments. Practical Examination The practical examination session should be invigilated by the any teacher from any department and Computer Science teacher(s) should be available for technical support. Project Guide (ZIMSEC to consider separate guidelines for candidates doing hardware related projects)


20

APPENDIX III: PRACTICAL ASSESSMENT GUIDELINES

Computer Science is a practical subject and a range of practical exercises should complement the study of the practi-cal parts of the syllabus. It is recommended that learners should be exposed to eight practical lessons per week. It is alsorecommendedthatthecomputer-learnerratiobe1:1.Wherepossible,machinesshouldbeloadedwithintegratedpackages to facilitate easy importing and exporting of documents.

Practical ExaminationThe practical examination session should be invigilated by the any teacher from any department and Computer Sci-ence teacher(s) should be available for technical support.

ProjectGuide(ZIMSECtoconsiderseparateguidelinesforcandidatesdoinghardwarerelatedprojects)The project must not exceed 50 pages excluding appendices. The project must include the following layout1. Cover Page2. Table of Contents3. AppendicesThe Appendices include any two of the following• Sampleofcompletedquestionnaires• Sampleofinterviewquestionswithrespondentanswers• SampledocumentsNBtheprojectmustbespiralbound

SECTIONA(25marks)

Selection,InvestigationandAnalysis

• Defineaproblem- Choice of problem area and background analysis.[3]

• Investigationofthecurrentsystem- DataanalysisusingDFDs,flowchartsandERDs- Researchinstrumentse.g.questionnaire,recordinspection,interviewsandobservation.- Identify problems with the current system.[5]

• Feasibilitystudy [5]• Requirementsspecification

- User- Software- Hardware.[4]

• Aimsandobjectives.[5]• Evidencethattheresearchhasbeencarriedout[3]

- Examplesarefilledinquestionnaires,interviewswithrespondentanswers,sampledocumentsandwriteuponobservation.

SECTIONB(25marks)

Design• Considerationofalternativemethod.[3]

- Justificationofproposedsolution[2]• Inputdesign

- Appropriate data capture forms and screen layouts [4]• DataStructures/Filedesign[5]OR• ObjectOrientedDesign


21

- Class diagrams- Use Case diagrams- Sequence diagrams

• OverallPlan[3]• OutputDesign

- Specificationanddesignoftherequiredoutput- Interface design (on screen commands) [5]

• TestStrategy/TestPlan- Select test plan and justify [3]

SECTIONC(25marks)

SoftwareDevelopment

• Techniquesthatimprovethestructure,appearanceandclarityofthecodethatis:- Procedures- Functions- Scope of variables (local and global)- Use of comments- Blank lines- Indentation [10]

• Technicaldocumentation- Algorithms pseudocodes flowchartsformodules

- codes/program listings [7]

• Userdocumentation- Installation- Starting the systems- Navigationofthesystem- Exiting the system [8]

SECTIOND(15marks)

Testing and Evaluation • UserTesting

- Designandselecttestdata- Testforstandard,extremeandabnormal/invaliddata- Evidence of testing to be shown through sample runs and error message [5]

• SystemTesting- Ease of use clarityofinstructiontotheuser

- Reliability producereliableresults,thereshouldbenobugs

- Effectiveness Thesystemshouldworkefficiently

- Produce results with minimum delay [5]


22

• EvaluationLimitationsofthesystem- Extentofsuccessinmeetingthesystemobjectivesasstatedinthesystemrequirementspecification- Achievements- Limitations- Evaluate results against the system objectives – achievements and limitations- Opportunitiesforfuturedevelopment[5]

SECTIONE(10marks)

GeneralExpectations

• DepthofKnowledgeandUnderstanding- Reflectsthedegreeofcomputingintheproject- Is the code fairly standard?- Differenttechniquesimplemented[2]

• DegreeofOriginality- Imagination and innovation- Hasanattemptbeenmadetodosomethingdifferent/unique?[2]

• Overallconductoftheproject- Istheworkcarefullyorganized?Thedegreeofhelptobereflected[1]

• Qualityofthecompletedreport- Written report should be easy to follow- Definedsections,pagenumbersandanindex.[5]

APPENDIX IV: RESOURCES AND EQUIPMENT

Infrastructure and Equipment

ForaschooltoruntheComputerScienceSyllabusforexaminationpurposes,theunderlistedinfrastructureandequipment need to be in place

ComputerLaboratory

Personal Computers to accommodate 1 learner per computer and a printerComputerDesksandChairstoaccommodatethenumberoflearnersDustlessDisplaysfortheTeacher(securely-mountedWhiteboard,LCDprojector)

Theory Classroom

Classroom furniture to accommodate the learners WritingSurfacefortheTeacher(e.g.securely-mountedWhiteboard,LCDprojector)

Inboththeabovecases,thereshouldbeadequatelightingandventilation.Elementofinclusivityshouldbetakenintoaccount.

APPENDIX V: SUGGESTED REFERENCE BOOKS

Itshouldbenotedthatspecifyingalimitedlistoftextbooksisdifficultasnewtitlesarebeingavailedallthetime.Teachersarethereforeencouragedtoconsultotherbooksinordertoadequatelycoverthewholesyllabus.However,below is a suggested book list which serves the purpose of being a reference guide.


23

• Langfield.S&Heathcote,‘A’LevelComputing,5thEdition,Payne-GallwayPublishers,2004.• RayBradley,UnderstandingComputerScience.• SylviaLangfield&DaveDuddell,CambridgeInternationalASandALevelComputerScienceCoursebook,2015.• BritishComputerSociety(2005),TheBCSGlossaryICTandComputerTerms,McMillan,UK• KevinBond,A‘LevelComputerScience.


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