MINISTRY OF EDUCATION, ARTS AND CULTURE · MINISTRY OF EDUCATION, ... others in a multilingual and multicultural society ... use computer technologies in creative ways to enhance

Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)

2017

DEVELOPED IN COLLABORATION WITH UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONS

COMPUTER STUDIES SYLLABUS

HIGHER LEVEL

SYLLABUS CODE: 8324

GRADES 11 - 12

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 2015 Computer Studies Syllabus Higher Level Grades 11 - 12 ISBN: 978-99945-2-183-8 Printed by NIED Publication date: 2015

TABLE OF CONTENTS

1. Introduction …………………………………………………………………………………… 1

2. Rationale ……………………………………………………………………………………… 2

3. Aims …………………………………………………………………………………………. 2

4. Overview of learning content ……………………………………………………………… 3

Learning content …………………………………………………………………………….. 4

5. Assessment objectives …………………………………………………………………….. 33

6. Scheme of assessment …………………………………………………………………….. 34

7. Specification grid …………………………………………………………………………….. 35

8. Grade descriptions ………………………………………………………………………….. 36

9. Glossary of terms …………………………………………………………………………... 37

Annexe A Assessment criteria for coursework ……………………………………………. 41

Annexe B Individual candidate record card ……………………………………………… 47

NSSCH Computer Studies Syllabus, NIED 2015

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1. INTRODUCTION

The Namibia Senior Secondary Certificate (NSSC) syllabus for Computer Studies Higher Level is designed as a two-year course for examination after completion of the Junior Secondary Certificate. The syllabus is designed to meet the requirements of the Curriculum Guide for Formal Senior Secondary Education for Namibia and has been approved by the National Examination, Assessment and Certification Board (NEACB). The National Curriculum Guidelines, applicable at the stage of senior secondary education (Grades 11 and 12) and at equivalent stages of non-formal education, as a part of life-long learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred education. The Namibia National Curriculum Guidelines:

recognise that learning involves developing values and attitudes as well as knowledge and skills

promote self-awareness and an understanding of the attitudes, values and beliefs of others in a multilingual and multicultural society

encourage respect for human rights and freedom of speech

provide insight and understanding of crucial “global” issues in a rapidly changing world which affects quality of life: the AIDS pandemic, global warming, environmental degradation, distribution of wealth, expanding and increasing conflicts, the technological explosion and increased connectivity

recognise that as information in its various forms becomes more accessible, learners need to develop higher cognitive skills of analysis, interpretation and evaluation to use information effectively

seek to challenge and to motivate learners to reach their full potential and to contribute positively to the environment, economy and society

Thus the Namibia National Curriculum Guidelines provide opportunities for developing essential key skills across the various fields of study. Such skills cannot be developed in isolation and they may differ from context to context according to a field of study. The skills marked with an * are relevant to this syllabus. The skills are:

communication skills *

numeracy skills *

information skills *

problem-solving skills *

self-management and competitive skills *

social and cooperative skills *

physical skills

work and study skills *

critical and creative thinking*


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2. RATIONALE

Computer Studies is a dynamic, living and cultural product. It is more than an accumulation of facts, skills and knowledge. The learning of Computer Studies involves conceptual structures, strategies of problem solving and attitudes towards and appreciation of technology. Increasingly in the modern world, acquisition of computer skills is becoming necessary for employment, educational development and leisure. The Computer Studies course intends to furnish students with broad knowledge of the nature of information processing and how Information and Communications Technology (ICT) is used today. In a fast growing economic environment, entrepreneurship is a major vehicle for both development and job creation and students will be encouraged to explore how the use of computers can benefit society as a whole. The industrial economy worldwide is driven by ICT, which uses computers to process, analyse and communicate information in an increasingly efficient and effective way. Thus any developing industrial society must have a high level of computer literacy within its workforce who will then be capable of fully exploiting the opportunities made possible by ICT. The senior secondary curriculum for Computer Studies strives to prepare learners to function effectively in the 21st century by providing a basis to utilise the skills and knowledge of computing to:

acquire a general understanding and perspective of the use of computer systems in order to be productive in a society increasingly dependent on technology

acquire the necessary skills and knowledge to seek employment in areas that utilise computing

continue developing their knowledge and understanding of computing for entry into higher education for seeking specialisation in chosen computing fields

As a pre-requisite for this course, learners are expected to have passed the subject Computer Studies in the Junior Secondary phase with preferably an A grading. 3. AIMS

The aims of the syllabus are the same for all learners. These are set out below and describe the educational purposes of a course in Computer Studies Higher Level for the NSSC examination. They are not listed in order of priority. The aims are to enable learners to:

1. develop an understanding of the main principles of computing 2. develop an understanding of using computer technologies to design and program

user-friendly computer-based solutions of problems 3. critically analyse the impact of computer usage on the social, economic, ethical and

health issues 4. use information systems to access various resources all over the world for learning

purposes 5. competently gather, manage and critically interpret information, using appropriate

computer technologies and skills 6. use computer technologies in creative ways to enhance human interaction 7. effectively use computer technologies to:

develop problem-solving skills

acquire effective communication skills

gain knowledge of using technology responsibly

develop teamwork skills

gain efficiency, precision and accuracy


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4. OVERVIEW OF LEARNING CONTENT

NOTE: 1. The learning content outlined below is designed to provide guidance to teachers as to

what will be assessed in the overall evaluation of learners. They are not meant to limit, in any way, the teaching program of any particular school.

2. The learning content is set out in three columns.

(a) Topics (b) General Objectives (c) Specific Objectives

3. Topic refers to those components of the subject which learners are required to study.

The General Objectives are derived from the topics 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 will be assessed.

4. The syllabus covers the following themes: Theme 1: Hardware, software and communication Theme 2: Programming, system analysis and design Theme 3: Information systems and their usage implications Theme 4: Coursework


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LEARNING CONTENT

THEMES AND TOPICS GENERAL OBJECTIVES Learners will:

SPECIFIC OBJECTIVES Learners should be able to:

THEME 1: HARDWARE, SOFTWARE AND COMMUNICATION

1.1. Types of hardware

1.1.1 Input, output and storage devices

understand the purpose and operation of input devices

describe/select ways the use of the following devices can be considered as input devices such as:

- 2D and 3D scanners - barcode readers - Quick Response (QR) code readers - digital cameras - keyboards - mice - touch screens - interactive whiteboards - microphones

- SMART podium (sympodium)

understand the purpose and operation of output devices

describe the use of the following items as output devices such as:

- inkjet, laser and 3D printers - 2D and 3D cutters - speakers and headphones - actuators - flat-panel display screens, such as - Liquid Crystal Display (LCD) - Light-Emitting Diodes (LED) display - LCD projectors - Digital Light Projectors (DLP) - interactive screens and whiteboards


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THEME 1: HARDWARE, SOFTWARE AND COMMUNICATION (CONTINUED)

1.1.1 Input, output and storage devices (continued)

understand the purpose and operation of storage devices (secondary storage)

describe the purpose and give the characteristics of the following types of storage devices including the methods of data storage:

- optical - magnetic - solid state

1.1.2 Processor and primary storage components

understand the use of the main components of a processor

identify the main components of a processor

explain the function and the purpose of the following individual parts of the processor:

- control unit (CU) - arithmetic logic unit (ALU) - registers such as Current Instruction Register (IR),

Program Counter (PC), Memory Address Register (MAR), Memory Data Register (MDR), Accumulator (ACU)

understand the fetch-execute cycle when a computer performs tasks

describe in simple terms the fetch/decode/execute/reset cycle and the effects of these stages of the cycle on specific registers

demonstrate their understanding of different types of processor

explain the need for different types of processors - single core - multi core

understand the need for and use of different types of computers

explain the use of different types of computers focusing on the processor power such as:

- workstation computer and laptop or notebook computer - Personal Digital Assistant (PDA) - server - supercomputer


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1.1.2 Processor and primary storage components (continued)

understand the main primary memories identify the main primary memories

explain the functions of RAM and ROM

distinguish between RAM and ROM

understand the memory management explain the use of virtual memory

explain the role of cache memory

describe the use of paging and segmentation

1.1.3 e-communication devices

demonstrate their understanding of the use of devices used to enable computers to communicate (locally and remotely)

explain the purpose of the following hardware used to enable computers to communicate such as:

- modem - NIC (Network Interface Card) - switch - router - wireless devices - satellite - USB wi-fi adapters - wireless access points (WAPs)


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1.2. Types of software

1.2.1 General application software

understand the use of general application software

identify general application software

describe the use of software such as: - word processing - spreadsheet - database - graphics - information retrieval - desktop publishing - computer-aided learning - data-logging - authoring packages - computer-aided design (CAD) and computer-aided

manufacture (CAM) - communication software e.g. FTP software, VOIP

demonstrate general understanding of the design of databases

define the relational database

design a relational database and set relationship between tables

1.2.2 Web applications demonstrate an understanding of web application software

define web-application software

describe features of a web-application software

design a webpage (using any application software generating html code and forms) similar to what customers expect to see when:

- ordering items over the Internet (e-commerce) - searching for information - Internet banking


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1.2.3 Software suites understand the concept of a suite of software

define the term a suite of software

describe the purpose of a suite of software in terms of their features, advantages and disadvantages

1.2.4 Custom-designed software

demonstrate an understanding of custom-designed software

identify custom-designed software

describe the purpose of custom-designed software in terms of features, advantages and disadvantages

1.2.5 Levels of languages, language translators and programming languages software

understand the purpose of language translators

explain the purpose of the following language translators: - interpreters - compilers - assemblers

compare and contrast language translators by highlighting their different uses

understand the different types of programming languages

distinguish between the different types of programming languages

describe the features and give examples of imperative programming languages

- procedural - event-driven - OOPs

describe the features and give examples of declarative programming languages:

- logic programming - functional


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1.2.5 Levels of languages, language translators and programming languages software (continued)

understand different levels of languages distinguish between different levels of languages

discuss the levels of languages in terms of their relative merits: - high-level languages - low-level languages

1.2.6 System software and communication

understand operating systems identify different operating systems

explain the role of an operating system

explain the use of the following operating system facilities: - batch processing - real-time processing - transaction processing - multitasking - multi-access - single-user - multi-user - network operating systems (servers) - process-control operating system

understand operating systems (continued)

explain the management and control of peripherals using the following operating system features:

- interrupt - polling - spooling - handshaking - buffering


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1.2.6 System software and communication (continued)

understand utility software

identify utility software

explain the purpose of the following types of utility software: - disk formatting - hardware drivers - file compression - disk defragmenters - event viewers - performance viewers - virus checkers

explain the use of the following operating system tools to manage files: - create, copy, move, delete and rename - organise and display files in directories and sub-directories

(folders and sub-folders)

understand user interfaces

identify user interfaces

explain different types of interfaces such as: - forms - menus - Graphical User Interface (GUI) - natural languages - command line


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1.3 Software strategies

understand various systematic approaches for problem solving

represent software requirement specifications as algorithms using any of the following methods:

- structure diagrams - pseudocode - flowcharts

describe the methodology of top-down design using stepwise refinement

understand various programming paradigms

define the Object Oriented Programming (OOPs) paradigm

define the Procedural Programming paradigm

describe the structured and unstructured approach within the procedural programming paradigm

describe the following features of object-oriented programming paradigm to solve problems:

- classes and subclasses - objects - instances - methods - message passing - inheritance - encapsulation - polymorphism - abstraction

compare the paradigms of OOPs and procedural programming in terms of limitations and benefits


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1.4. Data types, data structures

and file handling

understand different data types identify different data types

explain and give examples of the use of the following data types:

- Integer - Boolean - Float - Date/time - Text / String - Object

demonstrate their understanding of different models of data structures

describe the following data structures used to solve problems and use diagrams or algorithms to explain how to initialise the structure add, read and delete data in each type:

- arrays (single and two-dimensional) - data files - linked lists - stacks - queues

explain the choice of data types/data structures for a given problem and give advantages and disadvantages of alternative choices

understand ways in which data is managed

explain how data is represented in computer memory considering the limitations of storage:

- binary - convert between denary, binary and hexadecimal - ASCII - Unicode


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1.4. Data types, data structures

and file handling (continued)

understand ways in which data is managed (continued)

explain the different types of file organisations: - Serial - Sequential - Indexed sequential - Random / direct access

explain file generations

describe steps taken when data is added into or deleted from the different types of file organisation

describe how indexed sequential and random access files may be implemented using indexes and hashing algorithms

1.5. Networking

demonstrate their understanding of the use of different types of computer networks

describe the characteristics of a local area network (LAN) and a wide area network (WAN) focusing on their strategic usage

explain the differences between the Internet, and intranet and an extranet

describe the basic types of network such as: - peer-to-peer - client-server

describe how communication links are established between computers by the use of protocols such as:

- TCP/IP - packet switching - circuit switching


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1.5. Networking (continued)

demonstrate their understanding of the use of different types of computer networks (continued)

describe wireless technology such as: - wireless Internet - wireless Local Area Network (WLAN)

discuss the advantages and disadvantages of networking

demonstrate their understanding of cloud computing

define cloud computing

describe and discuss cloud computing focusing on economic impact

describe and discuss cloud computing focusing on services available, including

- software as a Service (SaaS) - platform as a Service (PaaS) - infrastructure as a Service (IaaS)

1.6 Mobile technology demonstrate their understanding of current and emerging mobile telecommunications technology

describe various telecommunications technologies - GSM and GSM applications - mobile apps - 3G - 4G - 5G - E (Edge) - cell phone banking - GPRS


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THEME 2: PROGRAMMING, SYSTEM ANALYSIS AND DESIGN

2.1 Data representation understand binary systems recognise the use of binary numbers in computer systems

convert positive denary integers into binary and positive binary integers into denary (a maximum of 16 bits will be used)

explain the concept of a byte and how the byte is used to measure memory size

use binary in computer registers for a given application (such as in robotics, digital instruments and counting systems)

understand hexadecimal data systems represent positive numbers in hexadecimal notation

explain the reasons for choosing hexadecimal notation to represent numbers

convert positive hexadecimal integers to and from denary (a maximum of four hexadecimal digits will be required)

convert positive hexadecimal integers to and from binary (a maximum of 16 bit binary numbers will be required)

represent numbers stored in registers and main memory as hexadecimal

identify current uses of hexadecimal numbers in computing, such as

- defining colours in HTML (Hypertext Markup Language) - Media Access Control (MAC) addresses - assembly languages and machine code - debugging


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2.2 Data storage understand the need for and principles of a variety of data storage formats

show understanding that sound (music), pictures, video, text and numbers are stored in different formats

identify and describe methods of error detection and correction, such as parity checks, check digits, checksums and Automatic Repeat reQuests (ARQ)

show understanding of the concept of Musical Instrument Digital Interface (MIDI) files, JPEG files, MP3 and MP4 files

show understanding of the principles of data compression (lossless and lossy) applied to music/video, photos and text files

2.3 Logic gates and circuits understand the function of basic logic gates

describe the use of AND, OR, NOT, NAND, NOR, XOR and XNOR gates

recognise the gate symbols

interpret simple logic circuits using truth table


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2.3 Logic gates and circuits (continued)

understand the function of basic logic gates (continued)

recognise two ways of representing the logic gates:

AND

XNOR

NOT

XOR

NOR

OR

NAND


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2.3 Logic gates and circuits (continued)

understand the function of basic logic gates (continued)

produce truth tables for given logic circuits (maximum of 3 inputs and 6 gates)

x y z output

1 1 1

1 1 0

1 0 1

1 0 0

0 1 1

0 1 0

0 0 1

0 0 0

construct a logic circuit from either: - a problem statement e.g. if x AND y are on OR z is on then

the light will be on - a logic expression e.g. F=(A+B)•(C+D)

construct a truth table from either: - a logic circuit - a logic expression

show understanding that some circuits can be constructed with fewer gates to produce the same outputs

explain the structure of an integrated circuit


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2.4 Algorithm design and development

demonstrate their knowledge of the use of algorithms based on given problems or derived from module specifications

solve problems in a structured way, using logic and reason

develop algorithms using algorithm tools such as: - pseudocode - flowcharts

design algorithms which relate clearly to the requirements of the system where the problem has been observed

define the scope of separate modules

use the following algorithmic constructs of sequence, selection, and repetition to solve problems:

- decision structures: if ... then ... else ... end if or an equivalent case of ... otherwise ... end case or an equivalent

- loops or iteration for conditional and unconditional structures:

while ... do ... end while or an equivalent repeat ... until or an equivalent for ... do or an equivalent

apply operators +, -, *, /, MOD and DIV appropriately to solve problems

understand test strategies to analyse and evaluate algorithms

select appropriate test data and compare actual test results to expected results

use a trace table to dry run an algorithm containing more than one loop/iteration and more than one decision structure


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2.5 Translate algorithms into computer programs

understand strategies to select appropriate implementation tools to solve problems

select implementation tools and write code according to the complexity of the problem to be solved. An implementation tool can be one or a combination of the following:

- programming language - query language - macro coding

understand that algorithms are the design of solutions to problems

design and implement graphical user interface (GUI) or any other interface

translate each step of the algorithm into an instruction a computer can understand

describe and apply the following to facilitate the maintenance of programs:

- use of comments in program codes - meaningful identifier names (variables, constants,

programs, functions, etc.) - program indentation

use data structures accordingly such as: - arrays or - records

demonstrate their knowledge of organisation standards to develop programs and maintenance

apply organisation standards in developing programs and maintenance

describe the importance of organisational standards such as: - programming style - conventions for naming identifiers - annotation - hardware use - management of program versions


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2.5 Translate algorithms into computer programs

(continued)

understand and use facilities offered by the IDE (Integrated Development Environment)

use the following facilities offered by the IDE: - code editing - debugging tools - libraries

demonstrate the understanding and use of object oriented or procedural/event driven programming paradigms to solve a given problem

use built-in functions and procedures available within the programming language selected

either create functions and procedures to supplement existing standard functions and procedures within the programming language selected and use techniques of passing parameters by value and by reference within a function or a procedure

or create simple classes with their attributes (properties), create objects set to existing classes, add methods (functions or procedures) in created classes and use object properties inherited from classes within codes

either write simple code using OOP or procedural/event driven techniques to connect to an existing database or a file of data and apply the following:

- add new record in table or file - delete record in table or file - update data in a record

understand and apply test strategies to evaluate modules and programs developed

describe and give examples of the following types of programming errors:

- syntax error - logic error

select and apply suitable test data for the developed programs

use debugging tools to identify errors within programs

use module integration testing to identify errors caused by the interface between modules


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2.6 System analysis understand the system life cycle as an iterative process

define a system life cycle

describe each stage of the system life cycle - analysis - design - development - testing - documentation - implementation and installation - evaluation - maintenance

explain why a system has a limited life span

broadly analyse an application or a situation where problems were encountered within an organisation

explain the importance of defining a given problem accurately

describe the function of a feasibility study

explain the importance of determining the system requirements in order to solve a problem

describe the following methods of fact finding used to collect information about data flow (data input and output, data processing and storage) together with the associated hardware of the existing system :

- questionnaire - structured interviews - observation - study documents used in the existing system

identify the new system requirements

predict the needs for development and maintenance of the new system


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2.7 System specification and design

demonstrate a general understanding of the method of system design to fit requirements

design a portable system which is independent of particular computer systems

design a system which allows future development to be made without major re-organisation of the system

design the following components: - data input – including data validation - data processing, output and storage

design an effective interface – e.g., user-friendly input and output

explain the importance of evaluating the system design against initial specifications

understand the specifications and the selection of suitable hardware and software for new system configuration

describe the hardware and software required for the new system based on:

- system requirements and task specifications - cost implications - skills level of staff – including training to use the new

system

understand the necessity to develop the new system in line with the system design specifications

explain the relationship between the system design and the system requirements

develop programs (coding process) that are intended to perform tasks in line with the design specifications

explain the importance of testing and implementation planning

understand the importance of documenting the system life cycle’s components

explain the content and importance of documentation of the following system life cycle’s components:

- technical documentation - user documentation


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2.7 System specification and design (continued)

understand the usefulness of system review and reassessment

explain the need to evaluate the results of the new system against initial specified objectives

explain the need of reassessment of the system after a given period to find if it is still performing at the organisation’s expectations

explain the usefulness of system maintenance

THEME 3: INFORMATION SYSTEMS AND THEIR USAGE IMPLICATIONS

3.1 Information systems in specific application areas

demonstrate their understanding of information systems concept

define and explain the general concept of information systems

give examples of, and explain the difference between: - passive information systems - interactive information systems

describe the features and uses of management information systems (MIS)

explain the terms Internet and World Wide Web

demonstrate their understanding of the concept of Internet and be familiar with terminology used

describe and apply search-engine techniques and features by refining keywords to get desired information

discuss security issues when using Internet facilities focusing on:

- how secure payment features are built-in (encryption) - use of smart card slots in keyboard to allow access - people’s fear of using Internet


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(continued)

demonstrate their understanding of the concept of Internet and be familiar with terminology used (continued)

give examples of applications available via the Internet such as the:

- ability to access Learning Management Systems for educational purposes

- ability to use live satellite maps - ability to use interactive maps combining traditional maps

with satellite images - use of tracking devices to locate the position of objects on

a map

describe the use of intranets and extranets and explain the reasons why they are commonly used by many organisations

explain the differences between the Internet, intranets and extranets

understand the role of Information systems in communication and data processing purposes

identify Information systems used for communication and data processing purposes

explain the use and the facilities of e-mail

describe the hardware used for video-conferencing

describe the advantages and limitations of video conferencing

describe the use of information retrieval and remote database systems

discuss the use of electronic communications within an organisation

explain the use of computers for data processing in : - banking - hospital administration - staff records and payroll - stock control


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(continued)

understand the role of Information systems in communication and data processing purposes (continued)

discuss the concept of office automation in terms of the use of: - word processors - spreadsheets - databases - electronic filing

describe the computer library systems in terms of: - files containing information about stock and borrowers - automatic reminders - use of barcodes to track stock and members’ IDs

explain the purpose of multimedia features like sound, animation, graphics and video in the following areas:

- education/training sector - marketing - entertainment industry

describe and give examples of the use of computer systems in the increasingly developing e-commerce activities such as:

- Internet banking - Internet ordering and payment

discuss the use of wireless technology with regard to: - security aspects - local area networks (LANs)

wide area networks (WANs)

describe the factors that influence the transmission speed of data on the Internet

identify with reasons applications that require batch processing

identify with reasons applications that require transaction processing


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(continued)

understand the role of Information systems in communication and data processing purposes (continued)

identify with reasons applications that require transaction processing

identify with reasons applications that require real-time processing

demonstrate their understanding of the use of information systems to automate tasks and control machines

define nanotechnology

describe the use of nanotechnology in the following areas: - medicine - energy production and conservation - environmental clean-up and protection - nano drones - protective and self-healing materials

explain how computer systems are used in automated and robot equipment such as:

- drones - space and sea exploration - production lines

describe, including benefits and limitations, the use of GPS (Global Positioning Systems)

describe the use of voice synthesis for giving directions and give the benefits and limitations


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(continued)

demonstrate their understanding of expert systems

describe an expert system

describe how expert systems are created, including the role of: - the inference engine - the rule base - the knowledge base - human-machine interaction

describe the use of expert systems in: - fault diagnosis (e.g. car engines, electronic devices) - geological surveys - medical diagnosis

3.2 Implications of information systems uses

demonstrate their understanding of the impacts brought by the use of computer systems on our society

identify the impacts brought by the use of computer systems on our society

discuss the positive and negative impact on society due to the use of computer systems, such as:

- economic effects - social effects - legal effects - ethical effects - health and safety effects

discuss the methods used to ensure security and integrity of data, such as:

- use of passwords (including biometric) - use of firewalls - use of backups

describe the need for data protection legislation


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3.2 Implications of information systems uses (continued)

demonstrate their understanding of the impacts brought by the use of computer systems on our society (continued)

discuss the consequences of system failure in different areas of applications, such as:

- business applications - air traffic applications

describe the use of robots in industries such as: - their use in car industries or other automated processes - their benefits in terms of quality control and the

environment - their impact on the work force

describe the use of CCTV (closed-circuit television) for surveillance purposes

discuss the impact of computer crimes such as: - hacking - identity theft - phishing - piracy - spam attacks - virus attacks

compare methods of preventing computer crimes such as: - physical security - development of complex security code systems - encryption of sensitive and confidential data - audit of access to the computer system (successful and

not successful attempts) - use of updated anti-virus software - use of firewalls (hardware and software) - security tokens - virtual tokens - hardware and software tokens - PIN, including OTP and PUK


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3.2 Implications of information systems uses (continued)

demonstrate an understanding of the ethical uses of computer systems

discuss the legal uses of computer systems, such as: - software licensing - using open source software

discuss the ethical uses of computer systems such as: - plagiarism - access to controversial information - cyber stalking - cyber bullying

THEME 4: COURSEWORK

4.1 Analysis of the problem know how to use the steps involved in systems analysis:

apply the steps involved in systems analysis:

- general statement - define a problem concisely, including the background to the organisation with the problem to be solved

- specific objectives - state clearly the specific objectives to be achieved in order to solve the defined problem

- data flow and system requirement in the current situation

- identify the flow of data including system requirement in the current situation. This is achieved by the use of fact finding methods.

- describe the current situation using results of fact finding

- evaluation of current situation and any other alternative solution

- evaluate the current situation

- propose and evaluate alternative solutions to the problem


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THEME 4: COURSEWORK

4.2 The candidate’s solution to the problem

know how to use the following steps in the solution:

apply the following steps in the solution:

- Design - present a clear overall plan including a Gantt chart

- break the whole problem into sub-problems as separate modules that are easily distinguishable

- design the solution for each module using algorithm tools

- select hardware in line with the system requirements and give at least two reasons why such hardware is needed

- list the software needed with reasons why such software is needed in the context of the proposed solution

- Implementation (Development) - draw a system flowchart for the system requirements

- code each module’s algorithm using a programming language or macro coding

- Testing

- apply test strategies to test programs developed and select appropriate test data, expected results linked to the specific objectives identified in the analysis

- show the results of testing using normal, extreme and abnormal data and covering all aspects of functionality

- Documentation

- develop technical documentation to enable the understanding and the maintenance of the new solution

- develop user documentation including instructions and sample runs of the new solution

- Evaluation - evaluate the new system to assess if it matches the objectives

- highlight suggestions for development


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THEME 4: COURSEWORK

4.2 The candidate’s solution to the problem (continued)

know how to use the following steps in the solution (continued):

- Technical skills

- demonstrate a level of technical skills mastery in the use of object oriented or procedural/event driven programming or the use of query language or macro code


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5. ASSESSMENT OBJECTIVES

The NSSC Computer Studies Higher Level syllabus has three assessment objectives as follows:

A. Knowledge with Understanding

The candidate should be able to: 1. describe and explain the importance of computing in a range and scope of information

processing applications 2. analyse and reflect critically the impact of the use of computer technologies on social, legal,

ethical and economic aspects 3. describe and explain the range of equipment, tools and techniques used to develop and

implement high quality solutions to problems 4. describe and explain the functions of the main hardware and software components of

information processing systems 5. use appropriate information systems terminology

B. Skills (Problem Solving)

6. identify and analyse a problem and identify which part can be solved using computing tools 7. analyse problems and draw up specifications for their computer-based solutions 8. design solutions by developing data structures and algorithms, in line with the specifications

of the system 9. implement and document solutions using appropriate hardware and software including

programming 10. test, evaluate and refine solution systematically

C. Communication

11. interpret and organise information 12. present information in a variety of forms 13. communicate information about computers, applications, problems and their solutions in

appropriate ways


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6. SCHEME OF ASSESSMENT

Assessment consists of one written paper and a coursework paper. All candidates must take both papers, and there is no choice of questions in either paper. Paper 1 (3 hours) of the NSSC Computer Studies higher level examination will contain a variety of compulsory questions of variable mark value, which require answers of varying length and difficulty. The questions will be based on section 1, 2 and 3 of the syllabus in line with the assessment objectives. At least one question will require the construction of algorithms. Paper 2 of the NSSC Computer Studies higher level examination will consist of a coursework where candidates must identify a significant problem and document their attempts to solve it as stipulated in section 4 of this syllabus. In all cases, the solution must be fully documented. Candidates should be warned that the project should be their own work. Where other sources are solicited, proper acknowledgement should be provided. Failure to comply with this, may lead to the nullification of the candidate’s result. The last section of Paper 2 (Coursework Evaluation) is a written paper used to evaluate the authenticity of the coursework done by the learner. Learners will sit for this paper in invigilated exam conditions well in advance of Paper 1. Questions will be based upon each learner’s individual project.

Papers Weighting of

papers Marks Time

Paper 1 60% 100 3 hours

Paper 2 40%

60 Extended Period (2 years)

40 Written section 1 hour


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7. SPECIFICATION GRID

A rigid association between particular Assessment Objectives and individual examination components is not appropriate since any of the objectives can be assessed in any question. Nevertheless, the two components of the scheme will differ in the emphasis placed on the various objectives. For example, the assessment of the analysis of the impact of computer technologies uses (Objective 3: see assessment objectives) is particularly important in Paper 1. While the implementation and documentation of solutions (objective 9: see assessment objectives) is particularly important in paper 2. The grid below is for general guidance only and illustrates where particular objectives might receive most emphasis.

Written Paper (%)

Coursework (%)

Total (%)

A Knowledge and understanding

30 5 35

B Problem-solving and realisation

20 20 40

C Communication 20 5 25

TOTAL 70 30 100

In general, Paper 1 of the NSSC Computer Studies Higher Level examination will assess section 1, 2 and 3 whilst Paper 2 will concentrate on section 4 of the NSSC Computer Studies Higher Level syllabus. The assessment objectives will be interpreted as appropriate to the different topics in the four sections of the curriculum content.

Objectives Paper 1 Paper 2

1 to 5 √

6 to 10 √ √

11 to 13 √


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8. GRADE DESCRIPTIONS

The scheme of assessment is intended to encourage positive achievement by all learners. Grade descriptions are therefore provided for judgmental grades 1, 3 and 4 to give a general indication of the standards of achievement expected of learners awarded particular grades. The description must be interpreted in relation to the content specified by the Computer Studies syllabus but are not designed to define that content. The grade awarded will depend in practise upon the extent to which the learner has met the assessment objective overall.

At Grade 1, the learner is expected to demonstrate mastery in: (Paper 1)

knowing and understanding the principles and applications of computing

understanding and formulating algorithms

expressing ideas about the effects of computing on society and individuals

(Paper 2) applying methods and techniques of:

– analysis to define a given problem – designing a solution to a given problem – implementing a solution to a given problem using an object oriented programming or

procedural/event driven programming paradigms in a chosen programming language

communicating clearly the solution to a given problem

At Grade 3, the learner is expected to demonstrate general competence in: (Paper 1)





– analysis to define a given problem – designing a solution to a given problem – implementing a solution to a given problem using an object oriented programming or

procedural/event driven programming paradigms in a chosen programming language

communicating generally the solution to a given problem

At Grade 4, the learner is expected to demonstrate a basic competence in: (Paper 1)





– analysis to define a given problem – designing a solution to a given problem – implementing a solution to a given problem using only query language and macro

facilities

communicating generally the solution to a given problem


37

9. GLOSSARY OF TERMS 3G (short for 3rd Generation) is an access technology that made Internet

connection on mobile devices possible. (The first generation was analogue and enables voice calls, while the second generation also made text messaging possible)

4G (short for 4th Generation) is a communications standard intended to

replace 3G, delivering Internet access at a much higher speed

5G (short for 5th Generation) is once again an improvement on 4G. (This high-speed service enables the user to download an 8 Gb HD movie in 6 seconds – with 4G it will take 7 minutes)

Abstraction (in OOP) is when a programmer hides all but the relevant data about

an object in order to reduce complexity and increase efficiency; providing only essential information and hiding the background details

Actuator is a device, controlled by a computer, that moves something when

commanded to do so, or causes any other effect on the real world, e.g. electric motor / light bulb / heater switched on

Algorithm in computer environment, algorithm is a logical sequence of steps for

solving a problem, often written out as a flowchart or pseudocode that can be translated into a computer program

Arrays constitute a container object that holds a fixed number of values of a

single type. The length of an array is established when the array is created. After creation, its length is fixed.

ARQ (Automatic Repeat reQuest , also known as Automatic Repeat Query)

is an error-control method for data transmission that uses acknowledgements and timeouts to achieve reliable data transmission over an unreliable service

Binary (base 2) is a system in which information can be expressed by

combinations of the digits 0 and 1 Buffer is a waiting area where data can rest while a slower device catches

up Checksum is a method of detecting errors in data transmission; a calculated

value is used to determine the integrity of transmitted data Cloud computing is the practice of using a network of remote servers – hosted on the

Internet – to store, manage and process data rather than using a local server or a personal computer

Define is to give a precise meaning of word or expression Describe is to state in words the main points of the current topic Discuss requires the learner to give a critical account of the points involved in

the topic and advantages and disadvantages should be used to emphasise and support ideas and arguments highlighted.


38

Drone is an unmanned aerial vehicle (UAV) which may be remotely controlled or can fly autonomously through software-controlled flight plans in their embedded systems working in conjunction with GPS. Initially used for military purposes in hazardous regions

Dry run it is a testing tool used in programming to verify the correctness of a

programme (algorithm or computer programme) E (Edge – Enhanced Data rates for GSM Evolution) provides somewhat

faster data transfer rates than GPRS, but slower than 3G Encapsulation is a way of organising data and methods into a structure by

concealing the way the object is implemented, i.e. preventing access to data by any means other than those specified, thereby guaranteeing the integrity of the data contained in the object

Explain is to give an account of something with enough clarity and detail to be

understood by somebody else Extranets an extension of the intranet of a company or organisation, giving

authorised outsiders controlled access to the intranet Float data type is used for values that may have decimal places (in Pascal

it was called Real) GPRS (General Packet Radio Service) is a data service that works in

combination with 2G and 3G GSM phones to provide slow-speed data transfer

GSM (Global System for Mobile communication) is a wireless digital

network technology used for mobile phones worldwide. GSM phones make use of a SIM card to identify the user’s account

Handshaking is the process by which two devices initiate communications before

data transfer takes place by establishing a set of rules Hexadecimal numbers (also called base 16) are 0-9 and then use the letters A-F HTML (HyperText Markup Language) is the language used to create web

pages IaaS (Infrastructure as a Service) is a form of cloud computing that

provides virtualised computing resources over the Internet – servers, storage and networking on demand

IDE (Integrated Development Environment) is an application that

facilitates software development; a graphical user interface (GUI) is used to ‘build’ software, making use of a variety of available tools

Interrupt is when a current task is stopped in order to process a more

important task Intranets computer network within organization: a network of computers,

especially one using World Wide Web conventions, accessible only to authorized users such as those within a company

http://www.webopedia.com/TERM/D/device.html

http://www.webopedia.com/TERM/C/communications.html


39

MAC (Media Access Control) address is your computer's unique hardware number (in a network)

OOP is Object Orientated Programming; it is a programming language

model organised around "objects" rather than "actions" and data rather than logic

OTP (one-time password) is only valid for one login session or transaction PaaS (Platform as a Service) is a cloud computing model that delivers

applications over the Internet. In a PaaS model, a cloud provider delivers hardware and software tools (usually those needed for software development) to its users as a service

Polling is the process where the computer checks an external device for its

readiness to receive data; if that device is ready, data is sent, if it is not ready, the next device is checked. Polling may also be a device that is requesting data to be sent

Polymorphism is the concept that multiple types of objects might be able to work in a

given situation; being able to assign a different meaning or usage to something in different contexts; many behaviours of an object

PUK (PIN unlock key) is used to reset a forgotten PIN

QR code (abbreviated from Quick Response Code) a machine-readable code

consisting of an array of black and white squares, typically used for storing URLs or other information for reading by the camera on a smartphone

SaaS (Software as a Service) is any cloud service where consumers are

able to access software applications over the Internet. SMART podium (previously sympodium) is an interactive electronic lectern Spooling (simultaneous peripheral operations on-line) is putting jobs (most

often print jobs) in a buffer where a device can access them when it is ready

State implies a concise answer with little or no supporting argument Solid state in computer engineering, this term refers to active medium (e.g. hard

drive) which consists of a glass or crystalline host material to which is added a dopant substance such as ions

TCP/IP (Transmission Control Protocol/Internet Protocol) is the basic

communication language or set of rules of the Internet Translators is software used to translate a high level language into machine

language such as compilers WAP wireless access point Web application is software that is designed to support the development of dynamic

websites where users are interacting with the system through web

https://en.wikipedia.org/wiki/External_device


40

pages. Such systems include a database where data are accessed and manipulated via web pages.

World Wide Web it is a system of interlinked hypertext documents accessed via the

Internet. With a web browser, one can view web pages that may contain text, images, videos, and other multimedia materials and navigate between them using hyperlinks.

http://en.wikipedia.org/wiki/Hyperlink





41

ANNEXE A: ASSESSMENT CRITERIA FOR COURSEWORK (SCHOOL-BASED ASSESSMENT)

ANALYSIS 0 mark 1 mark 2 marks 3 marks 4 marks

1. Description of the problem

Problem not identified at all

Brief description of the background of the business or organisation

Description of the background of the business or organisation, together with the nature of the problem to be solved

2. Objectives (must be stated in relation to the proposed solution)

Not started at all Objectives listed in general business terms, e.g., to make a process faster, to save time or resources

Objectives listed in computer-related terms, e.g., create a database, sort, search a database, edit a record etc.

Objectives listed in both general business terms and computer-related terms

3. Description of data flow in existing solution

Not done or unclear Clear but incomplete Clear and complete

4. Description of existing solution and investigation

Not described at all Incomplete description of the current solution

A full description of the current solution, including data input requirements (data capture methods and data dictionary, if applicable) and specifications, the data processing and output requirements and specifications

A full description of the current solution, including data input requirements (data capture methods and data dictionary, if applicable) and specifications, the data processing and output requirements and specifications using algorithms tools. Proof of fact finding (interviews, questionnaire, etc…)


42

ANALYSIS 0 mark 1 mark 2 marks 3 marks 4 marks

5. Evaluation of current situation

Not evaluated at all or Incomplete evaluation of the current situation

Complete evaluation of the current situation highlighting advantages, disadvantages

Complete evaluation of the current situation highlighting advantages, disadvantages and any suggested improvement(s)

6. Description and evaluation of other possible solutions, (including the proposed solution)

No other solutions proposed or only one proposed solution

Description of the proposed new solution and at least one other solution;

Description of the proposed new solution and at least one other solution with detailed advantages and disadvantages

Candidate’s solution to the problem

DESIGN 0 mark 1 mark 2 marks 3 marks 4 marks

7. Action plan, in terms of systems life cycle

Incomplete or unclear action plan

Detailed action plan, including time schedule

Detailed formal plan, including a Gantt chart

8. Separate modules (top-down design)

Not done or unclear Clear but incomplete Clear and complete Clear and complete and related to objectives in step 2

9. Design algorithms of each module

Not done Done but unclear Clear and complete Clear and complete and linked to storage of data

10. Hardware requirement

Not done A list of hardware only A list of hardware needed with one reason why such hardware is needed in the context of the proposed solution

A complete list of hardware needed with at least two reasons why such hardware is needed in the context of the


43

proposed solution

11. Software requirement

Not done A list of software used only

list of software needed with reasons why such software is needed in the context of the proposed solution

12. System flowchart Not done Correct use of symbols of systems flowchart for system requirement but no logic

Correct and logic use of symbols of systems flowchart for system requirement

IMPLEMENTATION 0 mark 1 mark 2 marks 3 marks 4 marks

13. Accurate method of solution

Partly successful, some of the computer-related objectives achieved

Mostly successful, all of the computer-related objectives achieved

Completely successful, all of the computer-related objectives achieved

TESTING 0 mark 1 mark 2 marks 3 marks 4 marks

14. Test strategy

(Must include the expected results)

No test strategy Incomplete test strategy, which must include the data to be tested together with the expected results

Complete test strategy, which must include the data to be tested together with the expected results

Complete test strategy, which must include the data to be tested together with the expected results and linked to the computer objectives in section 2

15. Test results

(Normal, Extreme, Abnormal data)

No test done or only one type of data tested

Two types of data tested

Three types of data tested

Three types of data tested covering all aspects of functionality (data input and processes)


44

DOCUMENTATION 0 mark 1 mark 2 marks 3 marks 4 marks

16. Technical documentation

No documentation available

Overall report including contents page but unclear or inadequate documentation

Overall report contents page and clear and complete documentation which would enable maintenance or modification of the system

17. User documentation

No user documentation Unclear and/or incomplete

Clear and incomplete user guide

Clear and complete user guide

SYSTEM EVALUATION & DEVELOPMENT

0 mark 1 mark 2 marks 3 marks 4 marks

18. Evaluation

No evaluation done, Inaccurate or trivial evaluation

Reasonable evaluation (stating advantages and disadvantages)

Reasonable evaluation linked to the computer objectives in section 2 and the testing

19. Opportunities for developments

No further developments Some minor improvements suggested

Realistic and meaningful suggestions for development


45

20. Technical skills 0 mark 1 – 3 marks 4 - 6 marks 7 - 10 marks 11 -14 marks

Level of technical skill and mastery shown in the use of software or programming

A simple project that may not be fully functional – create a database

and use only simple select query to display data from a single table through forms and reports

OR – create a spreadsheet

and use functions (average, sum, count, if…)

A working project that meets some of the stated objectives. – create database and

define clear relationships between tables and use advanced queries features (select, action and parameter queries)

– create advanced forms for data input and search of information using GUI features such as combo or list boxes

– create useful reports related to the system requirements


using advanced functions such as vlookup, hlookup and use of formulas to solve the problem in line with the system

A fully working project that meets most of the stated objectives. – create database and

define clear relationships between tables and use advanced queries features (select, action and parameter queries)

– create advanced forms for data input and search of information using GUI features such as combo and list boxes

– create useful reports related to the system requirements

– write simple macros and/or use SQL to write queries


using advanced functions such as vlookup, hlookup and use of formulas to solve the problem in line with the system

An imaginative and creative project, that includes all of the features from the previous column, where additional advanced features can be observed such as: – for a database use of

extra programming features

– automation of events etc

OR – for a spreadsheet,

use of extra programming features

– automation of events etc

No im

ple

menta

tio

n


46

OR – write code trivial or

not related to the system requirements

specifications – link the spreadsheet

to other applications such as word processor using mail merge

– use of graphs and charts if applicable

OR – write simple code

related to the system requirements that includes selection iteration

specifications – link the spreadsheet

to other applications such as word processor using mail merge

– use of graphs and charts if applicable

– manipulate data within worksheets using macro code

OR

– use the following programming skills to solve problems in line with the system requirements: different data

types selection iteration searching or

sorting techniques procedures and/or

functions with parameters

OR

– for a program use of – objects, arrays,

records


47

ANNEXE B

COMPUTER STUDIES HIGHER LEVEL INDIVIDUAL CANDIDATE RECORD CARD

Centre Number Centre Name

Candidate Number Candidate Name Teaching Group/Set

Analysis Design & Implementation Testing

Documen-tation

Evaluation Over-all

TO

TA

L

Course-work Evaluation

Description o

f th

e P

roble

m

Specific

Ob

jectives

Data

flo

w o

f th

e e

xis

tin

g s

olu

tio

n

Description o

f th

e e

xis

ting s

olu

tio

n

Evalu

ation o

f exis

tin

g s

olu

tion

Description &

Eva

luation o

f oth

er

solu

tions

Actio

n p

lan

Sep

ara

te M

odule

s

Desig

n t

he

me

tho

d o

f so

lution

Hard

ware

requ

irem

ents

Softw

are

req

uire

me

nts

Syste

m f

low

ch

art

Accura

te m

eth

od o

f solu

tio

n

Test str

ate

gy

Test re

sults

Technic

al d

ocum

enta

tio

n

User

docum

enta

tio

n

Evalu

ation

Opport

un

itie

s for

furt

her

de

velo

pm

en

t

Technic

al skill

s a

nd m

aste

ry

Writt

en a

ssessm

ent

GR

AN

D T

OT

AL

Section 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Max 2 3 2 3 2 2 2 3 3 3 2 2 2 3 3 2 3 2 2 14 60 40 100

Mark

Page(s) = =

Name of teacher completing this form Signature Date

Name of internal moderator Signature Date

I declare that this project is my own work.

Name of the learner Signature Date

The National Institute for Educational Development P/Bag 2034 Okahandja NAMIBIA Telephone: +264 62 509 000 Facsimile: + 264 62 509 073 E-mail: [email protected] Website: http://www.nied.edu.na © NIED 2015

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