INFORMATION COMMUNICATION TECHNOLOGY (ICT)mopse.co.zw/sites/default/files/public/syllabus/ICT Junior.pdfInformation and Communication Technology (ICT) Junior (Grade 3 - 7) Syllabus

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

INFORMATION COMMUNICATION

TECHNOLOGY (ICT)

jUNIOR (GRADE 3-7) SYLLABUS

(2015 - 2022)

Curriculum Development and Technical Services, P.O. Box MP 133, Mount Pleasant, Harare

All Rights ReservedRevised 2015

ZIMBABWE

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Information and Communication Technology (ICT) Junior (Grade 3 - 7) Syllabus

ACKNOWLEDGEMENTSThe Ministry of Primary and Secondary Education wishes to acknowledge the followingfor their valid contribution in the production of the Information and CommunicationTechnology (ICT):

l The National ICT Syllabus Panel:o Representatives from Universities, Technical and Teachers’ Collegeso Zimbabwe Schools Examination Council (ZIMSEC)o Representatives of Book Publishers

l United Nations Children’s Fund (UNICEF)l United Nations Educational Scientific and Cultural Organization (UNESCO)

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TABLE OF CONTENTSAcknowledgements .....................................................................................................i1.0 PREAMBLE......................................................................................................1

1.1 Introduction ...........................................................................................11.2 Rationale...............................................................................................11.3 Summary of Content.............................................................................11.4 Assumptions .........................................................................................11.5 Cross-Cutting Themes..........................................................................1

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

3.0 AIMS.................................................................................................................2

4.0 SYLLABUS OBJECTIVES...............................................................................2

5.0 TOPICS.............................................................................................................2

6.0 SCOPE AND SEQUENCE................................................................................3

7.0 COMPETENCE MATRIX ..................................................................................5

8.0 ASSESSMENT ...............................................................................................238.1 Assessment objectives .............................................................................238.2 Scheme of Assessment ............................................................................23

Skills Weighting Grid.................................................................................258.3 Specific Grids............................................................................................25

9.0 APPENDIX 1: GLOSSARY OF TERMS USED IN QUESTION PAPERS......30

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1.0 PREAMBLE

1.1 IntroductionThe ICT syllabus is one of nine learning areas atJunior level as noted in the reviewed CurriculumFramework. It provides a broad perspective on thebasic knowledge and practical skills on how to useand apply a variety of technologies in everyday life.The syllabus intends to equip learners with thegeneral understanding of how information systemsare designed to suit particular applications and howsuch systems work. The ICT syllabus is intended tobe infused within other subjects in the schoolcurriculum.The syllabus will follow a developmental approachthat will lead learners to grow into a maturerelationship with ICT throughoutthe Junioreducation course.

1.2 RationaleICT requires learners to pay rigorous attention todeveloping adequate life and career skills. Itadequately equips today’s learners in entry-levelwork and beyond, in further study and lifelonglearning, and in their personal lives as inquisitive,reflective, discerning and caring citizens. ICT issignificantly enhancing and altering humanactivities, enabling us to live, work and think in waysthat most of us never thought possible. Sincetechnology has an increasingly significant impact,and such broad implications for every individual,groups and entire nation, learners must beprepared to understand, use and apply ICT ineffective and efficient ways.

1.3 Summary of ContentThe Junior School ICT syllabus covers theory andpractical activities in areas such as drawing,programming and designing. This enables learnersto be exposed to a wide variety of ICT tools andprogrammes which develop expertise, originality,confidence, self-identity (Unhu/Ubuntu/Vumunhu)

and ability to communicate. ICT provides uniqueopportunities for scaffolding and supportinglearners with special learning needs, and learnersfrom culturally or linguistically diverse backgrounds.The use of ICT encompasses enterpriseskills, asignificant contributor to the socio-economictransformation of the nation.

1.4 AssumptionsThe syllabus assumes that learners:l are able to manipulate some electronic tools athome

l have innate desire to explore the basic elements and principles of design

l have an appreciation of ICT toolsl are confident in dealing with complexitiesl are able to communicate and work with others to achieve a common goal or solution.

1.5 Cross-Cutting Themes ICT learning area will encompass and have auniversal thrust on the following cross cuttingthemes:l Financial Literacyl Collaboration l HIV and AIDSl Heritage Studies l Child Protection l Genderl Environmental Issuesl Disaster Risk Management

2.0 PRESENTATION OF THESYLLABUSThe syllabus is presented as a single documentcatering for the junior level.


2


3.0 AIMSThe syllabus aims to enable learners to:

3.1 appreciate the role and impact of ICTs as they applyto self, work and society

3.2 develop an understanding of the operating skillsrequired in a variety of technologies and acquireenterprise skills using ICTs

3.3 be creative and innovative in solving problemsthrough ICTs

3.4 infuse ICTs in other learning areas across thecurriculum apply moral and ethical approaches tothe use of technology and create cultural heritageawareness, its preservation and development usingICTs.

4.0 SYLLABUS OBJECTIVES

By the end of the course, learners should be ableto:

4.1 identify ICT tools in the environment

4.2 create a computer based solution from a givenproblem statement

4.3 operate ICT tools to achieve specific tasks

4.4 manipulate data using ICTs

4.5 apply the elements and principles of design

4.6 present information in a variety of forms

4.7 archive cultural information using ICTs

4.8 infuse ICT into other learning areas

4.9 demonstrate the effectiveness of computer use,safety and security.

4.10 demonstrate enterprise skills

5.0 TOPICS5.1 ICT Tools

5.2 Creating and Publishing

5.3 Computer Software

5.4 Safety and Security

5.5 The World Wide Web and Online Collaboration

5.6 ICT Enterprise

5.7 Programming

5.8 Communication and Networks


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ble

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NC

IES

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TED

AC

TIVI

TIES

AN

D

NO

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ICT

ENTE

RPR

ISE

• st

ate

the

role

s of

a d

ata

capt

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cler

k an

d a

soun

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chni

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oper

ate

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m

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from

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data

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w

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m

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pers

on

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Dat

a C

aptu

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rk, S

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te

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7.7

PRO

GR

AM

MIN

G

• ou

tline

how

a c

ompu

ter p

roce

sses

in

stru

ctio

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nd c

omm

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•

dem

onst

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that

dev

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are

co

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lled

by a

seq

uenc

e of

in

stru

ctio

ns o

r act

ions

•

crea

te s

eque

nce

of in

stru

ctio

ns

for a

var

iety

of p

rogr

amm

able

de

vice

s

• ed

it a

sequ

ence

of i

nstru

ctio

ns fo

r a

varie

ty o

f pro

gram

mab

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devi

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stru

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min

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GRAD

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10

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8.0 ASSESSMENTThe syllabus’ scheme of assessment is grounded on the principle of inclusivity. Arrangements,accommodations and modifications must be visible in both continuous and summativeassessments to enable candidates with special needs to access assessment.

8.1 ASSESSMENT OBJECTIVES

8.1.1 Knowledge and Understanding

Learners should be able to:

l identify ICT tools in the environmentl recognise information in a variety of formsl communicate using ICT toolsl incorporate ICT into other subjectsl present information in a variety of formsl archive cultural information using ICTl recognize professionals in ICT

8.1.2 Problem solving

Learners should be able to:

l create a computer project from a given problem statementl give commands to control a device using ICTl present information in a variety of formsl design data flow diagrams

8.1.3 Practical Skills

Learners should be able to:l select and apply appropriate techniques and principles to develop presentationsl design and develop solutions to given probleml create a computer project from a given problem statementl diagnose faults and repair ICT toolsl updating and using anti – virus software

8.2 SCHEME OF ASSESSMENT

The ICT Syllabus embraces both continuous assessment and summative examinations.

Continuous Assessment (55%)


24


Profiling, tests, and practical assignments are administered and collated from Infant through toGrade 7. Projects through research and designs start at Grade 5. All the marks contribute to thefinal mark.

Summative Assessment (45%)

The summative assessment comprises two components as follows:

Paper 11 hour 30 minutes – (40 marks) 20%

There are 40 multiple choice questions and candidates are required to answer all.

Assessment of learner performace in ICT

100%

FINAL MARK ICT

100%

Continuous Assessment

35%Continuous Assessment Summative Assessment

Continuous Assessment Mark =

55%

Continuous Assessment

35%

Examination Mark =

45%

Pro!ling

Pro!le

Projects

15%

Tests

20%

Practical Assignments

20%

MCQ

20%Structured test

25%

EXITPROFILE

Paper 21 hour 30 minutes – (40 marks)25%

Paper 2 comprises of Section A and B.Section A with approximately 25 questionsis compulsory and carries 25 marks.Section B is a choice Section whichcarries 15 marks. A candidate is expectedto choose 3 questions out of 5 questions.Each question carries 5 marks.

Model of Assessment


25


There are three papers as shown in the table below.

SKILLS WEIGHTING GRID

PAPER DESCRIPTION DURATION MARKS WEIGHTING %

1 Multiple Choice Questions 1½ hours 40 20

2 Structured Questions 1½ hours 40 25

3 Continuous Assessment 100 55

TOTAL 100

PAPERKNOWLEDGE AND

UNDERSTANDING (%)APPLICATION (%)

PROBLEM SOLVING (%)

PRACTICALSKILLS(%)

TOTAL

1 30 40 30 - 100

2 35 40 25 - 100

3 10 20 20 50 100

8.3 SPECIFICATION GRIDS

PAPER 1

PAPER 2 STRUCTURED TEST

Topic Weighting (%)

1 ICT tools 5

2 Creating and Publishing 10

3 Computer software 10

4 Safety and Security 5

5 The world wide web and collaboration online 10

6 Enterprise using ICT 10

7 Communication and networks 10

8 Programming 15

9 Application software 15

TOTAL 100

Topic Weighting (%)1 ICT tools 52 Creating and Publishing 103 Computer software 104 Safety and Security 55 The world wide web and collaboration online 106 ICT Enterprise 107 Communication and networks 108 Programming 159 Application software 15TOTAL 100


26


PAPER 3 PRACTICAL ASSESSMENT

TOPIC Weighting(%)

Application software 30

Creating and Publishing 40

Multimedia 10

World wide Web and Online Collaboration 10

Programming 10

TOTAL 100

JUNIOR INFORMATION AND COMMUNICATION TECHNOLOGYPROFILE CHECKLIST

Key: 5. 5. Excellent 4. Very Good 3. Good 2. Satisfactory 1. Needs Help

Please Tick one Appropriate Box

1 2 3 4 5 DATES COMMENTS

GRADE 3

ICT TOOLS

Can identify different types of computers

Can operate any type of computer

CREATING AND PUBLISHING

Can create a graph

Can interpret a graph

Can capture images

Can transfer image from source to other devices

Can add images and sound to a presentation

Can classify data

COMPUTER SOFTWARE

Can interact with computer embedded systems

Ability to create a word processing document

Editing a word processing document

Formatting a word processing document

Saving a document

Can identify different storage devices

Can retrieve information from storage devices

Combining text, images and sound to create multimedia presentations

Can record audio

Ability to compose music using musical software


27



SAFETY AND SECURITY

Can create a password

Can remove passwords

Can change passwords

THE WORLD WIDE WEB AND ONLINE COLLABORATION

Ability to navigate a web page

Can use different search engines

Can navigate within a web page to find information

Can find information using search engines

Ability to send electronic messages

ICT ENPTREPRISE

Identifying professionals in ICT

PROGRAMMING

Programming proficiency

GRADE 4

ICT TOOLS

Can use peripheral devices

Can connect peripheral devices


Preparing PowerPoint presentations

Ability to analyse data from given tables

COMPUTER SOFTWARE

Ability to design cards

Transferring files between storage devices

Incorporation of text, images and sound to a presentation

Ability to use audio recording software

SAFETY AND SECURITY

Scanning and removing computer viruses

THE WORLD WIDE WEB AND ONLINE COLLABORATIONAbility to create bookmarks to frequently visited sites

Ability to use search tools

Ability to send electronic messages with attachments

Download messages with attachments

ICT ENPTREPRISE



28



PROGRAMMING


GRADE 5

ICT TOOLS

Identifying faults in ICT tools

Resolving faults in ICT tools


Creating a database table

Manipulating records in a table

COMPUTER SOFTWARE

Exchanging educational materials online

Composing and recording music using musical software

Producing multimedia presentations

SAFETY AND SECURITY

Showing Unhu/ Ubuntu/ Vumunhu when online

THE WORLD WIDE WEB AND ONLINE COLLABORATION

Searching educational information from the internet.

Online collaboration with peers to produce work on a common subject

Creating e-mail account

Operating an e-mail account

ICT ENPTREPRISE


PROGRAMMING


COMMUNICATION AND NETWORKS

Ability to connect a device to a wired network

Distinguishing network types

Illustrate network topologies

Setting up a peer to peer connection

GRADE 6

ICT TOOLS

Ability to utilize utility software applications


Presenting forms and reports

Arranging records using a set criteria


29


1 2 3 4 5 DATES COMMENTSCOMPUTER SOFTWAREPerform mathematical calculations on spreadsheet dataCreating charts using spreadsheets dataSorting dataAbility to install and uninstall softwareSaving and retrieving files to and from a cloudCreating 2D and 3D imagesManipulating 2D and 3D imagesRecording educational video

SAFETY AND SECURITYDemonstrating ways of curbing hacking.

THE WORLD WIDE WEB AND ONLINE COLLABORATIONNavigating a web pageDesigning a web page using a templateManaging mailbox

ICT ENPTREPRISEIdentifying professionals in ICT

PROGRAMMINGProficiency in creating non-gaming software

COMMUNICATION AND NETWORKSAbility to connect to a wireless networkTransferring files via wired and wireless networksCreating network topology modelsSharing resources on a network

GRADE 7ICT TOOLSDiagnosing and fixing faults in ICT toolsAssembling and disassembling ICT tools

CREATING AND PUBLISHINGCreating queries using the design wizardCreating reports using the design wizard

COMPUTER SOFTWAREAbility to alter imagesCropping and editing imagesCreating and Editing video clips

SAFETY AND SECURITYInstalling and updating antivirus programsConfiguring firewallsAwareness of data protection laws

THE WORLD WIDE WEB AND ONLINE COLLABORATIONUploading text, images and videos to a website


30


1 2 3 4 5 DATES COMMENTSICT ENPTREPRISEOutlining roles of ICT professionals

PROGRAMMING


COMMUNICATION AND NETWORKS

Produce and test a network cableCreate a peer to peer network Ability to use mobile devicesInteraction with internet services

9.0 APPENDICESAPPENDIX I: GLOSSARY OF TERMS USED IN QUESTION PAPERSIt is hoped that the glossary will be helpful to learners as a guide. The glossary has been deliberately kept brief notonly with respect to the number of terms included but also to the descriptions of their meanings. Learners shouldappreciate that the meaning of a term must depend in part on its context.

1. Define is intended literally, only a formal statement or equivalent paraphrases being required.

2. State implies a concise answer with little or no supporting argument e.g. numerical answer that can readily be obtained byinspection

3. List requires a number of points generally each of one word with no elaboration, where a number of points is specifiedthis should not be exceeded.

4. Explain may imply reasoning or some reference to theory depending on the context

5. 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 essentials

7. Predict/deduce the candidate is expected to produce the expected answer by making a logical connection between other pieces ofinformation

8. 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 knowledge

9. Find is a general term that may variously be interpreted as calculate, measure, determine etc

10. Determine often implies that the quantity concerned cannot be measured directly but is obtained by calculation

2D 2 Dimensional3D 3 Dimensional2G Second Generation 3G Third Generation 4G Fourth GenerationATM Automated Teller MachineCDs Compact DisksCCTV Closed Circuit TelevisionCPU Central Processing UnitDVDs Digital Versatile DisksGUI Graphical User Interface

ICTInformation and Communication Technology

Internet International Network

LAN Local Area Network

MAN Metropolitan Area Network

PA Public Address System

PAN Personal Area Network

URL Uniform Resource Locator

VDU Visual Display Unit

VVoIP Video and Voice over Internet Protocol

WAN Wide Area Network

WIMP Windows Icons Menus Pointer

WLAN Wireless Local Area Network

WWW World Wide Web

APPENDIX II: ACRONYMS


Documents

INFORMATION COMMUNICATION TECHNOLOGY (ICT)mopse.co.zw/sites/default/files/public/syllabus/ICT Junior.pdfInformation and Communication Technology (ICT) Junior (Grade 3 - 7) Syllabus