REPUBLIC OF CAMEROON

PEACE – WORK – FATHERLAND

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MINISTRY OF SECONDARY EDUCATION
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INSPECTORATE GENERAL OF EDUCATION
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INSPECTORATE OF PEDAGOGY IN CHARGE OF
THE TEACHING OF COMPUTER SCIENCE
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Teacher’s Guide
to the
High School ICT Syllabus

August 2020
Table of Content
1 INTRODUCTION.........................................................................................................................................................4
2 ORGANIZATION OF THE SYLLABUS ......................................................................................................................4
2.1 COURSE DESCRIPTION AND DURATION .......................................................................................................4
2.2 PREREQUISITE FOR LEARNING ICT IN SECOND CYCLE .............................................................................5
2.3 MODULES AND EXPECTED COMPETENCIES ................................................................................................5
3 OBJECTIVES ENVISAGED BY THE SYLLABUS .....................................................................................................8
3.1 SECOND CYCLE LEARNER PROFILE IN ICT ..................................................................................................8
3.2 THE AIM OF TEACHING ICT IN SECOND CYCLE OF HIGH SCHOOL ...........................................................8
4 METHODOLOGY........................................................................................................................................................9
4.1 METHODES OF TEACHING ICT ........................................................................................................................9
4.2 PHASES IN LESSON DELIVERY .....................................................................................................................10
4.3 LESSON PREPARATION .................................................................................................................................11
5 ACTORS AND THEIR ROLES .................................................................................................................................12
5.1 The teacher’s role ............................................................................................................................................12
5.2 The learner’s role .............................................................................................................................................12
6 ASSESSMENT .........................................................................................................................................................13
6.1 FORMATIVE ASSESSMENT ............................................................................................................................13
6.2 SUMMATIVE ASSESSMENT ...........................................................................................................................14
6.3 SCHOOL –BASED PRACTICAL ASSESSMENT ............................................................................................14
7 SYLLABUS OUTLINES............................................................................................................................................14
7.1 TABLE OF MAIN COMPONENTS OF MODULE 1: COMPUTING SYSTEMS AND COMPONENTS .................14
7.2 TABLE OF MAIN COMPONENTS OF MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY ....15
7.3 TABLE OF MAIN COMPONENTS OF MODULE 3: BUILDING ICT SYSTEMS ..................................................17
7.4 TABLE OF MAIN COMPONENTS OF MODULE 4: COMMUNICATION, RESOURCE SHARING AND
INFORMATION SECURITY.........................................................................................................................................17
7.5 TABLE OF MAIN COMPONENTS OF MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL
WORLD. ......................................................................................................................................................................19
1 INTRODUCTION
Information and Communication Technology (ICT), also known as Information Technology (IT), is
the driving force in technological development. Its role in boosting economies of nations, industrial
productivity, socio-cultural integration, development of professions, education and research, medicine,
politics, communication, private households, and entertainment etc., has been enormous and popularized.
There is therefore the need, to guide the Cameroonian youth into developing competencies in this domain
thereby providing solutions to real-life challenges. Such competencies developed at this level, are to build a
solid framework for students who will continue with this domain of study, or other related disciplines, at the
University level, those who will start their professional activities after High School, and those who just
require digital literacy for solving commonly encountered personal problems.

This syllabus is designed to mould candidates into acquiring or developing a range of IT skills in the context
of a sound understanding of the technical foundation of current computer systems and to promote the
knowledge and use of a wide range of current computer applications, particularly from the point of view of
their design and implementation. It highlights issues related to societal implications of the use of ICTs. It
extends to the design of simple software and basic digital circuits, thus equipping the learner with
preliminary skills in Information system design. The emphasis is on fundamental principles that underlie
ICTs rather than on the current state of the art, so that the knowledge acquired remains relevant even after
significant technological evolution.

2 ORGANIZATION OF THE SYLLABUS

2.1 COURSE DESCRIPTION AND DURATION
The Information and Communication Technology (ICT) program is a 2-year rigorous university entry level preparatory
course thatequips learners on the identification, fundamental concepts of architecture, acquisition and proper use of
ICT in solving basic needs.
Furthermore, even though this syllabus is oriented towards standard syllabuses used for computing and Information
Technology at the advanced or equivalent levels and comparable to similar curricula across the world, it focuses
more on development of competencies rather than just acquisition of knowledge
The total learning time for all the modules on the High School ICT curriculum within two years is 426 hours(periods)
with abit above half the time used in the first year(A period is an average of fifty minutes.)
The time spent in each module, depends on the content and nature of lesson inthat module. However, a minimum of
8 periods has been attributed to be the total learning time per week in schools.
The following Table shows a summary of the teaching hours and the coefficient of ICT in second cycle.

CLASS WEEKLY WEEKLY ANNUAL COEFFI CIENTS

TEACHING LOAD PRACTICAL TEACHING LOAD
(PERIODS) LOAD (PERIODS) (PERIODS)
LOWER SIXTH 04 04 272 05

UPPER SIXTH 04 04 154 05

2.2 PREREQUISITE FOR LEARNING ICT IN SECOND CYCLE
o Students willing to study this high school course require no specific or formal qualification but must have basic
computer literacy skills (e.g. typing, switching on and off etc.), understanding for skills acquisition, civic education
and responsible social behavior.
o Students with a working knowledge of ordinary level Mathematics and Computer Science/ICT will find the
subject easier than those without.
o Students should have a mastery of ordinary level English language.

2.3MODULES AND EXPECTED COMPETENCIES

The ICT syllabus is split up into 5 modules, which are carefully structured to take the learner from the
introduction of the system through to the practical applications or using of it. The methodology for bringing
this through is crafted with the proposal of mini projects at the end of most real-life situations. The projects
enable the learner to demonstrate competency after the acquisition and use of required skills for such
competency. The modules are as follows:
CLASS MODULES
LOWER SIXTH Module 1: Computing Environment and Components
Module II: Impacting society with digital technology
Module III: Building ICT systems

UPPER SIXTH Module IV: Communication, resource sharing and information

security
Module V: Practical problem solving in the digital world

Reasons for the structuring into five modules

The successful acquisition and use of a computing or ICT system generally may go through 5 stages which
represent what you need to go through in order to qualify as being able to efficiently use an Information
System. These stages have been coined here, into 5 modules. The paradigm behind the development of
each of the five modules is as follows:
1. Understanding what a computing environment looks like and how it works (i.e. Module 1)
2. Identifying what it can be used for and how its existence affects the user and the environment(i.e.
Module 2)
3. Building the computing environment and configuring it to solve various problems (i.e. Module 3)
4. Linking or interconnecting multiple computing environments for the purpose of sharing
resources(i.e. Module 4)
5. Solving real-life problems using the already built computing environment (i.e. Module 5)
 A successful navigation through the 5 modules adequately prepares the learner to demonstrate
competencies in solving most real-life situations that can be handled with the use of ICTs. Thus, the first
three (03) modules are taught in Lower Sixth and the last two (02) in Upper Sixth.
Module 1: Computing systems and Components
This module introduces learners to what a computing environment looks like, and prepares them to
demonstrate competency in identifying, selecting and installing preferable hardware and software
components of a computer system, while implementing solutions to problems encountered in the course of
working with them.

Module 2: Impacting society with digital technology

This module leads the learner into finding out the positive and negative changes, which the use of
computers has brought or will bring into society, while proposing instruments for promoting its positive use
and preventing negative use. It also looks at how computers and IS can be used to solve daily problems
that need IT solutions. Learners here are prepared to demonstrate competency in using some common IS,
identifying and proposing digital solutions to a variety of real-life problems, and also to cause positive
change in society through the use of ICTs while preventing negative change.

Module 3: Building ICT systems

This module introduces learners into how some hardware and software components of an IS are built, and
enables them to demonstrate competency in designing IS, writing programs to solve some common
problems, coupling of electronic circuits and implementation of these systems.

Module 4: Communication, resource sharing and information security

This module leads the learner through various communication methods for data/information, and how such
communication systems are configured to realize desired goals for data in use. Learners here are prepared
to demonstrate competency in identifying, selecting, configuring and using communication systems to
share resources such as data/information, hardware and software.

Module 5: Practical Problem solving in the digital world.

This module leads the learner into practically configuring and using the computer system to solve daily
problems, through mini-projects that are carried out. Learners here are prepared to demonstrate
competency in identifying real-life problems and providing digital solutions to them.
The contents of each module are further arranged into three main headings and eight sub- headings as
follows:
I. CONTEXTUAL FRAMEWORK: This gives a global picture of the life situation from which lesson
inspirations are drawn. This is further broken down into:
A) Family of Real-life situation: This presents an umbrella statement that groups related real-life
situations
B) Examples of Real-life situations: This column better situates the lesson by bringing practical examples
of life situations
II. COMPETENCIES: Competencies refer to the ability to do something successfully and efficiently. The
competences to be attained here refer to the abilities the learner is expected to build in the course of the
lesson. This is subdivided into:
• A) Categories of Actions: These group the examples of related actions learners are expected to
be able to carry out in the course of the lesson piloted by the teacher. These may serve as topics or
sub topics from where lessons are derived.

• B) Examples of Actions: These refer to the actions or activities the learner is expected to carry
out successfully and efficiently as indicators of having built specific abilities in the course of the
lesson. These examples of actions may also serve as lessons.

NB: there is misinterpretation with the word “ACTION” as used in the French language. According to the
French syllabus, they have “agit competence and traitement competence” which when looked at implies
“acted competency and process competency” respectively. These words do not make sense, so we have
coined these two terms to mean demonstrated competency, i.e. competency which is a process rather than
an end result. This is why Core knowledge and skills (competency indicators) have been classified
under resources. These resources are used to demonstrate competency.
III. RESOURCES: This refers to the necessary tools required to ensure a successful lesson. This is further
broken down into:
A) Core knowledge: These are keywords that can facilitate research.
B) Skills: These are the activities of the learner, what they are supposed to do during the lesson
C) Attitudes: These are the behavioral changes expected to be employed by the learner during and/or
after learning
D)Other Resources: These are material resources and equipment required to facilitate teaching/learning
E)Duration: This is the expected time interval during which teaching/learning is supposed to take place.
3 OBJECTIVES ENVISAGED BY THE SYLLABUS
3.1 SECOND CYCLE LEARNER PROFILE IN ICT
Mindful of the fact that society is fast developing, with rapid changes in knowledge, it is but pivotal to study
the fundamental basis of how such knowledge is produced, acquired and used in a computer age as
this.Learners insecond cycle of high school level, therefore need to have a fundamental understanding of
the role of ICT in the acquisition and use of this evolving knowledgein various fields such as entertainment,
education, utility, communication and solving problems requiring digital solutions.
The learner profile of the second cycle of secondary school is summarized in the following components:
1. Demonstrate understanding and choice of career paths that lead to IT and computer-focused employment
including computer management, programming, IT services, and systems development.
2. Exhibit proof of a thoroughly trained citizenry and a better equipped workforce for an information society or an
emergent knowledge society.
3. Acquire and show essential preparedness for, or exemptions from requirements in, higher-level studies in ICT and
related disciplines; and
4. Understand and apply pre-requisite knowledge for, and exemptions from, computing-related requirements in
vocational and tertiary educational programs.
5. Make informed decisions on when and where to use ICT, and should also be aware of the implications of the use
of ICTs in the home, at the job site, and in society at large.

3.2 THE AIM OF TEACHING ICT IN SECOND CYCLE OF HIGH SCHOOL

The aims of this syllabus are:
1. To enhance development of skills and provide a foundation for advanced competencies in the following:
a. Information processing.
b. Information and Communications Technology.
c. Computer programming.
2. To explore the impact of computers on people both as individuals in society and as integral parts of an
organization and make contributions towards positive impact.
4 METHODOLOGY
4.1 METHODES OF TEACHING ICT
The teaching method here describes the means used by the teacher to facilitate learning and attain set pedagogic
objectives.
The fundamental teaching approach here is the use of the Competency Based Approach (CBA) which helps the
teacher to adopt diverse teaching/learning methods. The CBA method of teaching/learning favors learner centered
teaching/learning, with an entry and/or exit through real-life situations.
Amongst the numerous pedagogic methods, the most adapted for the teaching of ICT following the CBA, are given
below:

4.1.1 PROBLEM BASED LEARNING METHOD

The Problem Based Learning approach is one in which the student /learner is presented with ill structured real-life
problems and they play the role of active problem solvers, while the teacher assumes the role of a coach.
The learners are presented with the problem, they study the problem or carryout research on it, organize their ideas,
discourse on their relative knowledge concerning the problem, and attempt to define its scope. In the course of their
discussions, the learners ask questions concerning aspects of the problem which they don’t understand. The learners
are continually encouraged to show forth what they know and what they don’t know.
Learners in a group identify and classify, which of the questions asked, are to be solved by the group and which are
to be answered by individuals. They discourse with their teacher about what resources would be needed to solve the
problems and where exactly to obtain such resources.
After sometime of research, the learners come back together in the group to integrate their new knowledge obtained
from research, into the context of the problem. Learners could continue to ask questions in the course of discussions
to resolve the problem. This continues until a satisfactory final solution is obtained. Learning is a continuous process
and there would always be new questions to ask, in the course of the learning.
The teacher must guide, encourage and support the learners’ initiative.
4.1.2 PROJECT METHOD
The Project approach which is constructivist pedagogy, involves the presentation of a real-life situation in the form of
a mini project; thereby provoking inquiry based learning and computational thinking, in which large problems are
broken down into small tasks. These helps foster students’ life- long learning.
This project (which should not be artificial but one that has value in real-life), is often assigned to a group of learners.
Group project is often encouraged as it is an ideal booster to the development of several competences. The project
(especially in a group) method helps the learner to:

• Learn by using a project as a vehicle for achieving new competencies

• Work effectively in a group while gaining experience from others in the group
• Analyze his work in a reflexive manner
• Research and use information from different experts and appropriate sources (e.g. CD, Web, multimedia)
• Synthesize and communicate the results of the work done, with others.
The carrying out of a project is often done so in four phases: Research, Planning, Execution and Evaluation.
4.1.3 EXPOSITORY METHOD
The expository method is one in which the teacher masters the contents of a structured lesson and then presents it to
the learners in the form of an exposé. In this context of the CBA, this method is only recommended when the teacher
is in an effort to present the external resources necessary for the acquisition of a competence.
4.1.4 DEMONSTRATIVE METHOD
The demonstrative method is one in which the teacher shows how to do something by doing it, and then guides the
learner to do same, while evaluating the degree of learner understanding. This method has the following elements:

• Show (demonstrate)
• Make do (Experimentation)
• Make say (Formulation)
4.1.5 INTERROGATORY METHOD
In this method, the learner is considered to have some knowledge on what is to be acquired or an idea of its
contents. Through an appropriate question given by the teacher, the learner constructs his own knowledge, based on
his own understanding, or tries to link and give some sense to the disjointed ideas he possesses. This method is
often used when the teacher is set out to diagnose the level of knowledge in learners.
4.1.6 DISCOVERY METHOD
With the discovery method, the teacher creates a pedagogic scenario where he uses appropriate materials to allow
the learners use trial and error method for learning. The teacher exploits his personal experience or those of the
learners in a group, to solve a given problem, using the means available to them. Intra cognitive and collaborative
work here is highly utilized. This method has the following elements:

• Make the learner do

• Make the learner say
• The teacher corrects
This method must be used with care as it is expensive and time consuming.

4.2 PHASES IN LESSON DELIVERY

All teaching/learning activity is carried out in three essential phases: the planning phase, the execution
phase and the follow-up/evaluation phase.
4.2.1 PLANING PHASE
The planning phase consists of putting in place preparatory documents for the teaching/learning activity, the
acquisition of pedagogic resources and the identifying ofhow evaluation will be done. The planning phase helps the
teacher to have a foresight of how the lesson would look like.Planning also helps to economize time and energy by
avoiding redundancy and unnecessary work, while enhancing quality lesson presentation. During the planning phase,
all the actions of the teaching/learning process are previewed such as to develop competencies in the learner. To
achieve this, we focus on three elements:

• Essential components of the CBA: knowledge, skill and competence

• Integration activities
• Evaluation(usually formative)
 4.2.2 EXECUTION PHASE

During a lesson presentation, the teacher may apply one or more of the methods stated above, that help
realize the purpose of his lesson. The teacher may allow individual or collective (or group) learning. A group
situation could be one in which group members communicate, organize themselves and learn from each
other.Whether the teacher allows individual or collective learning, the essence should always be to solve a
real-life problem in a disciplined manner.
4.2.3 FOLLOW UP AND EVALUATION PHASE

This is the phase during which the teacher carries out an analysis of his teaching practice or activities in
order to continuously improve. Keeping a diary of remarks and suggestions from each teaching session,
can be a useful practice in helping the teacher to correct himself. This practice also helps the teacher
develop creative ideas that will enable him effectively reach out to all category of learners.
On the other hand, the teacher evaluates the learner (usually through formative evaluation). We can only
evaluate a competence by proposing to the learners, a problem which is new to them.The problems given
out must not necessarily reveal the resources needed to solve them. The problem should also require
resources that the learner can actually acquire and be able to use (even though, it is incumbent on the
learner to acquire and use his resources). Errors committed during the learning process should not be
considered as entirely negative but should be used as a positive means to get to the right thing.
4.3 LESSON PREPARATION
A prepared lesson is what is used by a teacher to train his learners. A good lesson delivery is as a result of a good
lesson preparation.

To select and teach a lesson from the syllabus:

• Choose the Family of Life Situation to explore.
• Pick out an Example of Life Situation. A number of them could be grouped to form a Category of
Life Situation (which could also be considered as a Topic)
• Under each Category of Life Situation, select an Example of Action (which could serve as a
Lesson and in some situations more than one example of action may constitute a lesson.);
• ). An Example of Action could be selected in any order but it is advisable to start with the first and
move chronologically to the last in that group of actions.
• Put in place the necessary didactic material.
• Produce your lesson plan.
• Guide the learner into carrying out the actions stated in the Example of Action. A successful
completion of each action is a mastery or achievement of a skill.
• Identify the Examples of Action that can be executed as a project, and carry it out using any of the
teaching methods given above.
• A group of these actions completely treated, is equivalent to a competency developed or achieved.
In the course of teaching, you can enter your lesson presentation through a real-life situation or leave
through a real-life situation.

When preparing lessons the teacher should take note of the column ‘Explanatory Notes’ in the guide.
Specificities required for some lessons have been spelled out in this column.
 4.3.1 Tools for preparation
Tools used for the teaching of ICT in this syllabus include:
o Online learning resources selected from trusted educative websites or guided search from popular websites
such as www.youtube.com or www.google.com .(e.g. video, audio, picture or any multimedia related to the
lesson being taught)
o Current and reliable textbook and laboratory manual;
o Relevant software specified as didactic materials;
o Sylcheme of work and lesson notes;
o The official syllabus, syllabus guide, pedagogic statement sheet, lesson plan,
o Audio-visual media (e.g. TV, DVDs, and Computers) and other multimedia resources
o Chalk, board etc.
o In the case of web and database designs, HTML 5 and CSS or newer versions, Java Scripting language and
PHP can be used.

5 ACTORS AND THEIR ROLES

5.1 The teacher’s role
The role of the teacher is to create the learning requirements, situations and environments that favor the
development of the competency in view. These activities take into consideration the individual characteristics of the
learner (such as fast learner, slow learner, handicapped etc.).
The teacher should prepare lessons following the recommendations in the CBA approach (some of which have been
discoursed already).
The teacher follows up what the learner is doing and may have to intervene at one moment or the other to guide or
correct work in progress.

The teacher is also required to end every lesson or at least a group of lessons with assignments that
consist of mini-projects that provide the opportunity for learners to develop their skills in problem solving.
The teacher is expected to obtain and use any material from sources, which will facilitate the development of the
desired competency in the learner. The use of projectors and multimedia platforms in the display of information is
strongly recommended, as it helps in attracting learner interest and facilitating easier and shorter explanations.

5.2 The learner’s role

Learners are introduced into problems in real-life, which require the exhibition of their creative, innovative and
entrepreneurial abilities to solve the problems. With the aid of the teacher, the learner acquires the necessary
resources that are needed to exercise the expected competency.
The learner spends time carrying out research on projects given out by the teacher.
 6 ASSESSMENT
The primary purpose of assessment and evaluation is to improve student learning. Information gathered
through assessment helps teachers to determine students’ strengths and weaknesses in the achievement
of the curriculum expectations in each module.
This course uses three types of assessments: Formative assessment
Summative assessment and School-Based Assessment.

Achievement Chart
The achievement chart that follows identifies the grading of knowledge and skills in ICT. The achievement
chart is a standard guide to be used by teachers to make judgments about students’ work.
Assessment criteria Total weight
Theory written exam 50%
MCQ 20%
Practical lab exam 25%
School-based project assessment 5%

Grading policy
For this subject, it is recommended that continuous assessment be used and grades, instead of marks,
awarded. This is because written examination may not be the most suitable means of assessment. The
seven-point scale that follows provides a record of the learning skills demonstrated by the learner in every
module of the course through independent work, teamwork, organization, work habits, and initiative.
Needs Ungraded
Remark Honor Roll Excellent Good Satisfactory Failed
improvement

% Score 90 and above 80 to 89 70 to 79 60 to 69 50 to 59 40 to 50

< 40

Grade A B C D E F U

6.1 FORMATIVE ASSESSMENT

Formative assessment to check for understanding after teaching each sub-topic, topic or module in the
form of assignments and quizzes; multiple choices questions, fill-in-the-blank, simple test questions or
assignments in the form of roving conference.
6.2 SUMMATIVE ASSESSMENT
Summative examination at the end of a sequence, a term, a year or end of course evaluation to find out if
the objectives set are attained. These examinations are multiple choice questions, essay questions, case
study questions and practical examinations to assess students’ ability in applying the concepts covered in
the course.
It is recommended that the questions set(provided they are not MCQ), should assess the learner in terms
of knowledge, skill and competency. If the set question is to be on a scale of 100, then the following
percentages should apply for each part tested:
Knowledge-30%, Skill-20% and Competency-50%.
6.3 SCHOOL –BASED PRACTICAL ASSESSMENT
School-Based Assessment of Computer Science project at the end of the high school course which
challenges students to research, investigate, and solve problems. The project is assessed based on
submitted formal project reports in form of a presentation or demonstration, which provides teachers an
opportunity to appreciate the extent of a student’s knowledge and understanding of the subject matter
including the extent of their written communication skills and their ability to reflect on what they have learnt.
As part of assessment, teachers are required to provide students with descriptive feedback that guides their
efforts towards improvement. Classroom teachers are advised to focus on setting practical tests that relate
to scientific and daily life situations in order to test students’ reasoning and technical skills.

7 SYLLABUS OUTLINES

7.1 TABLE OF MAIN COMPONENTS OF MODULE 1: COMPUTING SYSTEMS AND COMPONENTS

This module would enable the learner to:
• Describe computing trends
• Choose a computer based on processor
• Design the workplace to reduce health related hazards.
• Choose an operating system
• Work with files and folders.
Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Description of computing • Identify generations of • Vacuum Tubes • Compare • The concept of stored
trends computers • Transistors characteristics: size, program must be
• Describe main • Integrated circuits processing capabilities, taught for the Von
technology for each Artificial intelligence price …. of different Neumann architecture
period generations
• Explain stored program • Differentiate
concept technologies used in
different generations of
 computers

Categorization of • Classify peripheral • input, • Choose appropriate

components devices • output, device for a given • Emphasis should be
• State performance • storage situation (MICR, OCR, made on the
characteristics of • MICR, OCR, OMR, OMR, Barcode Reader functioning area of data
storage devices Barcode Reader, … …). capture by the teacher
• Describe functioning of • RAM, ROM, Cache, • State characteristics
data capture devices registers (volatility, storage • Compare memory
• Describe memory • USB key, HDD, CD capacity, access types in respect to their
types and functions DVD, speed) access speed, cost and
• Describe storage types • Primary storage • Compare memory storage capacity
and functions types (access speed,
• Illustrate with a
• Secondary storage cost, storage capacity)
(optical , magnetic, • State characteristics
diagram storage
flash) (storage capacity,
hierarchy based on
speed and size. access speed)
• Describe the types of • Compare storage types
RAM (SIMM, DIMM) (access speed, cost,
storage capacity)
• differentiate technology
characteristics in
optical readers (CD-R,
DVD-R, CD-RW, DVD-
RW)
• choose the type of
RAM for a given
computer

Replace, add the RAM • A practical lesson must

of a microcomputer. be conducted by the
teacher to show the
learner how a RAM can
be removed or added
into a computer system

• Identify different Assistive technology • Suggest appropriate

category of computer assistive technology for
Selecting users and their a given impairment The term
hardware/software for impairments (visual, impairmentshould be
physical, etc.)
different category of used instead of disability
• Describe assistive
users technologies (braille
keyboard and audio
devices, ASR,)

7.2 TABLE OF MAIN COMPONENTS OF MODULE 2: IMPACTING SOCIETY WITH DIGITAL

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

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Describing systems for • Describe industrial, • Application of computer • Illustrate with examples
solving industrial, technical and scientific systems in sciences industrial, technical and
technical and scientific uses of computer and industries (weather scientific uses of
problems. systems. forecasting, CAD and computer systems.
• Describe how industrial, CAM, image • Evaluate the level of:
technical, and scientific processing, industrial automation and
systems work. inspection systems, technological tools used
• Visit institutions using simulation and in a manufacturing or • Teachers should either
systems for solving modelling) scientific organisation in organise field trips or
industrial, technical or the learner’s guide learners to do it
scientific problems, environment by themselves
and appraise their
functioning
Exploring automation, • State examples of • Monitoring and control • Determine a real-life
control systems, automation, control systems (patient application of control
monitoring systems systems, monitoring monitoring systems, systems, automated
embedded systems and systems, embedded chemical process systems and monitoring
running robots for systems and robotic control, traffic control) systems.
different tasks. systems • Automated systems • Install and configure a • Teachers are expected
• Explain how monitoring (domestic equipment, control system to practically perform
systems work automatic navigation • Install and configure a monitoring and control
• Explain how control systems ) monitoring system activities with the
systems work • Compare the learners (install a
• Explain how automated functioning of network monitoring and
systems work. automated, control and control software, install
monitoring systems. an internet modem and
use it to control the
activities of users
connected to it…)
Producing arts and media • Describe the • Computer applications • Explain how computer • Teachers should carry
with computer systems applications of in art and media (music, systems are used in: out practical lessons on
computers in arts and graphic design and music production, how computer systems
media animation for television desktop publishing …) are used in the
• exploit computer and film, production of • Create beats using production of arts and
systems for art and newspapers) music production media
media software
• Edit songs using music
production software.
• Produce photographs.
• Edit images
• produce and edit motion
pictures (or movies)
• design a
magazineusing
publication software to
7.3 TABLE OF MAIN COMPONENTS OF MODULE 3: BUILDING ICT SYSTEMS
The module is expected to lead the learner to identify and explore underlying concepts in building
computer systems. The learner will develop competencies in building information systems and
other computer applications. They also develop an understanding in the building of basic digital
electronic circuits which facilitate the understanding of low level programming

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Using features of high • Explain stack • Data values • Apply features of • In the computer
level languages mechanism for (variables, high-level laboratory, learners
procedure calling constants, locations, language in must make out the
and parameter scoping) programming features of a given
passing. • I/O operations • Write programs high-level language
• Explain • Procedures and using data before writing
characteristics of a functions structures (file, programs in that
good program • Local and global …) environment
variables
• File handling
operations
• Program clarity
• Program Efficiency
• Program Reliability

7.4 TABLE OF MAIN COMPONENTS OF MODULE 4: COMMUNICATION, RESOURCE SHARING AND

INFORMATION SECURITY
This module would lead the learner to:
Describe principles on which the internet operates
Setup basic networks with different network topologies,
Build websites using different web technologies.

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

Selection of network • Explain the role of • Network components • Select equipment to set • It is important for
components (equipment) network components (Modem, Hub, Switch, up a network for an teachers to effectively
• Set up a computer Router, Bridge, Gateway, organisation (school, show learners these
Network NOS, Multiplexers, …) network equipment in
Network Cards, • Set up a computer the computer
Repeaters) Network (peer to peer) laboratory and also
teach them on how to
build a simple network
using crippling cables,
eight ports
Classification of • describe guided (wired) Copper Wire, Coaxial • Classify the various • Precision should be
transmission media transmission mediums Cables, Twisted Pair physical media used in made to the learners
• Describe the transmission of on the context of
 unguided(wireless) Cables, Optical Fiber … signals. unguided media. For
transmission mediums • Choose appropriate example use of phones
• Describe the properties Bluetooth, Microwave, transmission medium in school …
of different Radio waves, Infra-red, in a given context
transmission media Wi-Fi , Wimax, Satellite
Links

Determining the structure • Identify the role of • ISP • Determine global and • Teachers are expected
of the internet internet service • Telephone line local ISPs to emphasised to the
providers (ISP) • ISDN, • Determine the learners the types of
• Identify the technology • XDL, technologies ISP found at the
for connecting to ISPs • leased lines (Telephone line, ISDN, international level like
• Identify requirements • web servers XDL, leased lines, web in the USA for example
for connectivity to the • Network card servers, Network card, and those found at the
internet • Modems, … Modems, etc) used by local level only in
• Identify the role of ISP to ensure internet Cameroon
• IP v4
internet protocols connection
• IPv6
• Explain the role played
• FTP, IP, TCP, HTTP
by protocols (IP v4,
IPv6, FTP, IP, TCP,
HTTP) to facilitate
internet connection

Using the internet • describe internet • communication • Teachers are expected

services services (E-mail to conduct effective
• Create an email
• Use communication services, TELNET, practical lessons in the
account
services newsgroups Internet computer laboratory
telephony (VoIP), • Attach a file to a mail with students to train
• use information
Instant messaging etc) and send. them on how the
retrieval services
• information retrieval • Research information internet functions
• use web services
services (FTP, on a particular topic
• use the internet for using a search engine.
teleworking Browser, Search
Engine,) • Chat using instant
• teleworking messaging platform
(Videoconferencing, • Set up a
• telecommuting) teleconferencing
platform.
• URL, History, Cookies
• Participate in a
• research methods
teleconference
using search engines
• Google or Bing
Develop simple web • Implement html tags • web pages • Create simple web • The web design
pages • Tags and Pages using lessons should be
• Attributes HTML. conducted only in the
computer laboratory
with the learners for an
Apply common • Use cascading styles • JavaScript, HTML, • Write CSS code to objective
technologies, for web sheets to improve PHP CSS change color, font understanding of the
development look-and-feel. • web design packages size, padding, … lessons
• use of JavaScript • WordPress or • Write java script
• Joomla, … code to process
client-side data
and form data.
Host a website • Exploit Content • Domain name(public • Publish a website on
Management IP) the internet.
Systems • DNS …
7.5 TABLE OF MAIN COMPONENTS OF MODULE 5: PRACTICAL PROBLEM SOLVING IN THE
DIGITAL WORLD.
This module would lead the learner to:
Build applications using object-oriented programming
Tailor spreadsheets to solve various accounting, statistical, analytic and mathematical problems

Build and deploy websites using different web technologies

Category of actions Examples of actions Core knowledge Skills Explanatory Notes

• Select an appropriate • .NET framework These areas are too

IDE. • Java runtime challenging to the
• Identify relative • Concepts of functions, teachers as it is too
Implementing vague. Meaning that
advantages and parameter passing,
programming concept areas to carry out the
disadvantages of an • object oriented
IDE programming project should be
Using IDEs for building
• Select an appropriate • Concepts of classes, specified.
applications that run on
programming language objects, inheritance,
the .NET framework or
to solve a real-life polymorphism used in
applications that run on
problem finance, agriculture,
the Java runtime. • Build applications that education, culture.
provide solutions to
identified real-life
problems

NB: for this pedagogic document to be appraised, the following remarks should be taken into consideration:

• Texts in green are simply to indicate that the lesson should be a practical one. Though practical approach is
recommended for most lessons to gain time and for better understanding of concepts.

• It will be good that ethical debates should be conducted by teachers for each module to give the learner a
better orientation for each module.

• At the end of some modules, we may have some mini projects which the learners may realized under the
supervision of their teachers. But at the end of all the modules, the learner should be able to realized a
major project which will help to materialized the module on project management.