FORM IV- COMPUTER SYLLABUS
TOPICS
TOPICS
Computer
Studies Course Objectives and Target Learners
The Computer Studies syllabus is divided into two distinct subjects to be taught at two different levels of secondary education.
Computer Literacy
Computer Literacy is for forms one and two. It covers general knowledge of the Computer history,, structure and the principles of operation. The subject culminates into developing skills of three computer applications namely word processing, database and spreadsheet
The Computer Studies syllabus is divided into two distinct subjects to be taught at two different levels of secondary education.
Computer Literacy
Computer Literacy is for forms one and two. It covers general knowledge of the Computer history,, structure and the principles of operation. The subject culminates into developing skills of three computer applications namely word processing, database and spreadsheet
At the end of the
course pupils are expected to:
- Manage files using computer operating system.
- Understand the division and role of the hardware and software aspects of the computer.
- Understand the role of computer in the society and the change in society behaviour as a result of computer technology'.
- Demonstrate word-processing skills by processing and producing a hard copy (print out) of a document from a computer.
- Demonstrate skills of database by entering, storing and retrieving data from a computer.
- Demonstrate computer skills of simple statistical calculations by spreadsheet.
- Demonstrate skills to caring for the computer and its accessories. be aware of communication through computer network.
- Manage files using computer operating system.
- Understand the division and role of the hardware and software aspects of the computer.
- Understand the role of computer in the society and the change in society behaviour as a result of computer technology'.
- Demonstrate word-processing skills by processing and producing a hard copy (print out) of a document from a computer.
- Demonstrate skills of database by entering, storing and retrieving data from a computer.
- Demonstrate computer skills of simple statistical calculations by spreadsheet.
- Demonstrate skills to caring for the computer and its accessories. be aware of communication through computer network.
Computer
Science (BASIC Language)
This is an optional subject for students of forms three and four. The subject is designed to develop skills of logical problem solving and teach the skills of computer programming in BASIC Language.
This is an optional subject for students of forms three and four. The subject is designed to develop skills of logical problem solving and teach the skills of computer programming in BASIC Language.
At the end of the course
pupils are expected to:
- Demonstrate skills of logical thinking
- Demonstrate skills in writing linear programmes in BASIC Language.
- Demonstrate skills of writing printing control programmes in BASIC Language.
- Test for errors in a written programme and debug the programme.
- Demonstrate skills of testing whether a programme solves a problem.
- Demonstrate skills of logical thinking
- Demonstrate skills in writing linear programmes in BASIC Language.
- Demonstrate skills of writing printing control programmes in BASIC Language.
- Test for errors in a written programme and debug the programme.
- Demonstrate skills of testing whether a programme solves a problem.
Methods
of Teaching and Learning.
A Computer Studies teacher is advised to employ "activity teaching methods" and 'problem solving approach". In the former method, the students should be encouraged to participate actively by doing relevant hands-on experiences. On the other hand, problem-solving approach include discovery, student projects and educational visits.
A Computer Studies teacher is advised to employ "activity teaching methods" and 'problem solving approach". In the former method, the students should be encouraged to participate actively by doing relevant hands-on experiences. On the other hand, problem-solving approach include discovery, student projects and educational visits.
Teaching methods
suggested within the syllabus strategies are not necessarily the only ones, the
teacher will be free to use any other teaching method (e.g. exposure teaching
method) considered effective according to certain circumstances in promoting
learning.
The
syllabus has proposed teaching/learning strategies for each topic. These are
just proposals. The teacher will be free to use any teaching/learning method
considered effective in promoting concept formation, skill development and
internalization of knowledge in general. It is worth bearing in mind that, it is
generally agreed that skill is learned better by using the active methods of
instruction. This means that the pupils will require several exercises for
developing various programmes.
Assessment of
Students Progress and Performance
It is expected that teachers will carry out assessment of their student's progress and performance periodically. This is done to identify their strengths and weaknesses and so as to help the weak and encourage the good one as appropriate. Assessment of students' progress and performance does also measure the effectiveness of the course and the teaching/learning strategies. At the end of Form VI students are expected to do an overall achievement examination intended to determine the extent to which the objectives of the course have been attained.
It is expected that teachers will carry out assessment of their student's progress and performance periodically. This is done to identify their strengths and weaknesses and so as to help the weak and encourage the good one as appropriate. Assessment of students' progress and performance does also measure the effectiveness of the course and the teaching/learning strategies. At the end of Form VI students are expected to do an overall achievement examination intended to determine the extent to which the objectives of the course have been attained.
Instructional Time
The teacher is advised to make maximum use of the allocated time per week for the subject. Lost/instructional time, for whatever cause, should be compensated for through the teacher's own local arrangement with the school administration.
The teacher is advised to make maximum use of the allocated time per week for the subject. Lost/instructional time, for whatever cause, should be compensated for through the teacher's own local arrangement with the school administration.
11.
FUNCTIONS AND ROUTINES
a. Built-in Function
b. User Define Functions
c. Subroutines
a. Built-in Function
b. User Define Functions
c. Subroutines
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