Botswana Senior Secondary Syllabus: Computer Studies Definitive Guide

Institutional Context and Official Foreword

• Authority and Context: The Ministry of Education of Botswana authorized the publication of this senior secondary syllabus as a "watershed" and "milestone" under the Revised National Policy on Education, Government Paper No. $2$ of $1994$.

• Global and Economic Drivers: The syllabus responds to widespread technological change and an interdependent global economy. It aims to prepare children for the coming millennium by facilitating a transition from an agro-based economy to a broadly based industrial economy.

• Educational Philosophy: The programme builds on the Ten Year Basic Education programme to provide quality learning experiences, focusing on the "all round development" of the individual, including economic, scientific, and technological skills, alongside cultural/national identity and ethics.

• Shift in Pedagogy: The syllabus recognizes individual talents and learning styles. The teacher's role has shifted from a traditional lecturer to a "proficient manager," "facilitator," and "director of learning activities."

• Student Responsibility: Students are expected to take on "accountability and responsibility for their own learning," aiming for high achievement regardless of the widening range of student abilities.

• National Ideals: The system seeks to nurture development, democracy, self-reliance, unity, and social harmony through academic guidance and counseling.

Acknowledgement of Task Force and Contributors

• Task Force Members: The Curriculum Development Division (CDD) expressed gratitude to the following individuals for planning and production:     - Dave Dixon: Department of Vocational Education & Training.     - Henry Sejoe: Gaborone Senior Secondary School.     - Subbarayan George: Seepapitso Senior Secondary School.     - Augustines Utlwang: Examination Research and Testing Division.     - Muyapo D Muzola: Molepolole College of Education.     - Derek Moore: Maun Senior Secondary School.     - Lorato Matsheng: Department of Non-Formal Education.     - Masome Modise: Department of Teacher Training and Development.     - Tessa McBean: Ledumang Senior Secondary School.     - Nelly M Malatsi: Division of Special Education.     - Bore Kgokgwe: Department of Secondary Education.     - Lekopanye Tladi: Curriculum Development and Evaluation Department.

Introduction and Course Rationale

• ICT Landscape: Tomorrow’s world is defined by Information and Communications Technology (ICT). Proficiency in information-handling skills is required to improve living and learning standards.

• Vision $2016$: Botswana aims to become a commercial centre within Southern Africa as part of a global network, requiring a populace with advanced ICT skills.

• Target Audience and Duration: The syllabus is for senior secondary students. The course duration is recommended to take $2$ years.

• Certification: Successful completion leads to a BGCSE (Botswana General Certificate of Secondary Education) in computer studies, dependent on a project, a practical exam, and a written exam.

• Rationale for Literacy: In an environment where entrepreneurship and industrialization are key to job creation, high-level computer literacy is essential for the workforce to exploit ICT for efficient processing, analysis, and communication of information.

Aims of the Senior Secondary Programme

On completion of the $2$ year programme, learners should have achieved the following ten objectives:

• Goal $1$: Acquire knowledge and confidence to assess personal strengths/weaknesses and make realistic career or further education choices.

• Goal $2$: Solve technical and technological problems in daily life.

• Goal $3$: Interact with the environment in a protective and nurturing manner.

• Goal $4$: Execute rights and responsibilities as citizens of Botswana and the world.

• Goal $5$: Understand the influence of IT skills on day-to-day activities.

• Goal $6$: Manage family and health practices, including awareness of epidemics like HIV/AIDS.

• Goal $7$: Develop pre-vocational and manipulative skills for practical life and the world of work.

• Goal $8$: Understand business, commercial transactions, and entrepreneurship.

• Goal $9$: Develop foundation skills: problem solving, critical thinking, communication, inquiring, and teamwork.

• Goal $10$: Acquired study skills for further training.

Specific Aims of the Computer Studies Syllabus

Students completing the course should have:

• Developed skills for research and data processing via computers.

• Acquired knowledge of how computer systems work.

• Awareness of computer usage in business, home, and industry.

• Life-long learning skills to apply ICT to real-life problems.

• Understanding of a range of techniques required for computing.

• Appreciation for social and economic implications of computing.

• Developed logical thinking, self-reliance, and positive work habits.

Recommended Teaching Methods

• Learner-Centred Approach: Based on the Curriculum Blueprint, the student is at the centre of activities.

• Action-Oriented Methods: Includes project work, visits to commercial houses, and IT institutional visits.

• Hands-on Activity: High emphasis on active participation.

• Teacher Preparedness: Teachers must stay updated with global IT developments to bring fresh industry knowledge to the classroom.

• Sequential Flexibility: The syllabus does not need to be taught sequentially by section, provided all topics are covered.

Assessment Objectives and Domains

Assessment covers four primary domains:

• $1$. Knowledge and Understanding: Demonstrate facts, concepts, and principles.

• $2$. Information Handling and Problem Solving:     - Apply knowledge to computer-related problems.     - Distinguish between fact and opinion to make informed judgements.     - Design computer-based solutions for studied problem situations.     - Communicate reasoned judgements regarding computer issues.

• $3$. Investigation and Experimentation:     - Plan and carry out system investigations with clear objectives.     - Select, analyze, and evaluate data from multiple sources.     - Present investigation results appropriately.

• $4$. Attitudes:     - Recognize the usefulness and limitations of computers.     - Show awareness of social implications.

Section $1$: Computer Hardware and Software

• Software Objectives:     - Define "software" and identify/compare categories (System vs. Application).     - Understand functions of system software and user interfaces.     - Identify features, uses, advantages, and disadvantages of application packages.     - Word Processing: Font type/size/style, page setup, alignment, editing, headers/footers, page numbers, proofing tools, text wrap, graphics, mail merge.     - Spreadsheets: Create documents; utilize functions: $\text{sum}$, $\text{count}$, $\text{average}$, $\text{maximum}$, $\text{minimum}$; perform "what-if" analysis; create graphs.     - Databases: Store/retrieve information; manipulate records (add/delete/amend/sort/query/import); simple calculations; reports.

• Hardware Objectives:     - CPU: Identify Central Processing Unit components and their functions (Microprocessor components).     - Categories: List and contrast categories of computers based on area of use.     - Input/Output: Identify specialised input devices; compare printers and display devices for specific situations.     - Storage: Units of measurement; primary vs. secondary storage; differentiate memory types; secondary storage media suitability.     - Maintenance: Identify effects of negligence and practice proper care of equipment.

Section $2$: Computer Applications

• General/Commercial: Identify data processing packages in scientific, technical, and industrial applications.

• Monitoring and Control: Automation in daily life; microprocessors in domestic appliances; robotics in industry.

• Artificial Intelligence (AI): Features of expert systems; applications across organizations for decision-making.

• Education/Entertainment: Computer Aided Instruction (CAI) and Computer Aided Learning (CAL).

• Security and Protection:     - Methods: Backing up data (procedures and applications), password/physical security, and virus protection (infection ways, methods of eradication).     - Legislation: Contents of data protection laws; implications of non-compliance; types of computer crime.

• Communications and Information (C&I):     - Internet/Intranet: Compare the two; identify resources needed for access; discuss implications/uses of the Internet.

Section $3$: Social and Economic Implications

• Social: Health risks associated with computers; proper safety precautions; positive and negative effects on individuals.

• Economic: Impact on organizations; the need for skills upgrading and methods to achieve it.

Section $4$: System Development Life Cycle (SDLC)

• Initial Study: Problem identification, objective listing, and feasibility study reports (costs, benefits, technical feasibility).

• Analysis: Data gathering techniques; describing current system strengths/weaknesses.

• Design: Output/input requirements; file structures; storage/processing requirements; validation/verification techniques; hardware/software selection; UI design.

• Creation: Creating workable solutions; testing accuracy; producing user and technical documentation.

• Implementation: Describing strategies; identifying user training needs.

• Evaluation: Reviewing against objectives; updating documentation; future development; user support.

Section $5$: Programming Concepts

• Techniques: Structured programming benefits.

• Algorithm Tools: Flowcharts, pseudo code, and trace tables to check logic.

• Coding: Use of procedures/subroutines and internal program annotations.

• Languages/Translators: Low-level vs. High-level languages; differences between translators (interpreters/compilers) and their benefits.

Section $6$: Data and File Management

• Data Concepts: Analogue vs. Digital; need for converters; data representation and types.

• Data Entry: Collection vs. Capture; use of codes; advantages/disadvantages of different entry methods.

• Quality Control: Distinction between verification and validation; performing validation checks.

• Information: Relationship between data and information; presentation methods.

• File Organization: Components of files; access methods for tapes and discs.

Section $7$: Systems and Communication

• Networks: Definitions; LAN vs. WAN; reasons/disadvantages for networking.

• Network Infrastructure: Hardware; media; topologies (diagrammatic description, advantages/disadvantages); protocols (definitions and necessity).

• Operating Systems: Real-time systems (characteristics and suitablity); single-user vs. multi-user systems (how they work and applications).

• Specialized Systems: Data logging; control systems (features and areas of application); Multimedia systems (minimum specification and application areas).

Section $8$: Project

• Concept: Problem-solving solution based on a real-life computer application.

• Teacher Role: Guidance and supervision through all stages.

• Structure Area $1$ (The Problem):     - Knowledge and understanding of the problem.     - Analysis of the problem.     - Evaluation of possible solutions.

• Structure Area $2$ (Candidate’s Solution):     - Development of the solution.     - Communication and analysis.     - Realisation (building the solution).     - Comprehensive documentation (User and Technical documentation).     - Self-evaluation and demonstration of technical skill.

• Moderation: Schools must conduct internal moderation to ensure standardized assessment of candidate standards.