MINISTRY OF PRIMARY AND SECONDARY EDUCATION

COMPUTER SCIENCE
SYLLABUS
FORMS 1 - 4

2024 - 2030

Curriculum Development and Technical Services

P. O. Box MP 133
Mount Pleasant
Harare
© All Rights Reserved
2024
ACKNOWLEDGEMENTS

• National Computer Science Subject Panel

• Ministry of Higher and Tertiary Education, Innovation, Science and Technology

Development (MoHTEISTD)

• Zimbabwe School Examinations Council (ZIMSEC)

• United Nations Children’s Fund (UNICEF)

• United Nations Educational Scientific Cultural Organisation (UNESCO)

CONTENTS
ACKNOWLEDGEMENTS ..................................................................................................................... i

CONTENTS ........................................................................................................................................... ii

1.0 PREAMBLE .................................................................................................................................... 5

2.0 PRESENTATION OF SYLLABUS .................................................................................................. 5

3.0 AIMS ................................................................................................................................................ 5

4.0 SYLLABUS OBJECTIVES ............................................................................................................. 5

5.0 METHODOLOGY AND TIME ALLOCATION ................................................................................. 6

6.0 TOPICS ........................................................................................................................................... 6

7.0 SCOPE AND SEQUENCE CHART ................................................................................................ 7

8.0 COMPETENCY MATRIX ................................................................................................................ 9

FORM 1 ................................................................................................................................................. 9

FORM 2 ................................................................................................................................................. 13

FORM 3 ................................................................................................................................................. 17

FORM 4 ................................................................................................................................................. 22

9.0 ASSESSMENT ................................................................................................................................ 26

10.0 GLOSSARY/ APPENDICES ......................................................................................................... 30

1.0 PREAMBLE
1.1 Introduction
The Heritage-based Computer Science syllabus is designed to cover the first four years of Secondary Education in
Computer Science. It shall provide essential computer skills for managing information systems.

1.2 Rationale
Computer Science equips learners with creativity and innovative thinking skills necessary for the 21st century digital-
economic development. It also fosters in learners knowledge, values and attitudes of the evolving nature of technology,
while applying research skills in computer based projects. The syllabus provides a foundation for further studies in
specialized areas of computing and equips learners with computer related skills for self-sustenance.

1.3 Summary of Content (Knowledge, Skills and Attitudes)

Computer Science is a learning area which among other content covers Computer Applications, Network
technologies, Technopreneurship, Computer Architecture, System Development, Security and ethical computer
principles that meet local and global standards.

1.4 Assumptions
It is assumed that learners:

• have had some exposure to ICT tools

• have acquired basic computer literacy skills
• have acquired basic computer operation skills
• have completed the Junior ICT learning area

1.5 Cross- cutting themes

The teaching and learning of Computer Science should integrate the following cross cutting themes:

• Entrepreneurship
• Climate Change
• Health and wellbeing
• Child Rights and Responsibilities
• Gender equity
• Environmental Management
• Disaster Risk Management

2.0 PRESENTATION OF SYLLABUS

The Computer Science syllabus is presented as one document for Forms 1 to 4. It consists of the preamble, aims,
objectives, methodology, scope and sequence, competency matrix and assessment.

3.0 AIMS
The syllabus aims to enable learners to:

3.1 appreciate the organisation of computer systems

3.2 demonstrate an understanding of the issues surrounding the development and use of information
communication technologies (ICTs)
3.3 develop programming and analysis skills through system development.
3.4 foster a culture of innovative thinking for socio-economic development
3.5 design, develop, and deploy autonomous robotic systems, applying computer science concepts to
 solve real-world problems while considering social, ethical, and environmental implications

4.0 SYLLABUS OBJECTIVES

Learners should be able to:

4.1 describe a range of information processing systems

4.2 explain the effects of introducing information processing systems both to individuals and to the
organisations
4.3 explain the functions of individual hardware and software components of ICT systems and their
Interrelationship
4.4 use computers sensibly to generate, implement and document solutions appropriately
4.5 demonstrate the techniques used to solve real life problems using technology
4.6 analyse ICT applications in terms of data flow
and system requirements
4.7 analyse, evaluate, make reasoned judgments and present conclusions using technology
4.8 demonstrate proficiency in the creation, design and implementation of computer solutions using-
programming packages
4.9 conduct research using the internet
4.10 design, develop, and deploy autonomous robotic systems, applying computer science concepts to solve
real-world problems while considering social, ethical, and environmental implications.
5.0 METHODOLOGY ANDTIME ALLOCATION
5.1 Methodology
The teaching and learning of Heritage-based Computer Science is based on a learner-centred approach. The following
methods are recommended:

• Problem solving
• E-learning
• Multi-media
• Simulation and modeling
• Discovery
• Experimentation
• Design based learning
• Project-based learning
• Question and answer
• Demonstrations
• Discussion
• Educational Tours
• Research and Presentations
• Expert guest presentations

Time Allocation
The subject should be allocated at least 6 periods of 40 minutes per week. Two of the periods should be devoted to
theory and four of the periods to practical work.

6.0 TOPICS
The syllabus consists of the following topics:

6.1 Hardware and Software Computer components

6.2 Application of Computer Science
6.3 Data Representation
6.4 Communication Networks and Internet technologies
6.5 Security and Ethics
6.6 Systems Analysis and Design
6.7 Algorithm Design and Problem Solving
6.8 Programming
6.9 Databases
6.10 Web Design
6.11 Technopreneurship
7.0 SCOPE AND SEQUENCE CHART

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

Hardware and Software • Input devices • Application software • Hardware devices • Hardware and software
Computer components • Output devices • System software • Operating systems maintenance
• Storage devices
• Processing devices
• Software concepts

Application of • Agriculture • Agriculture • Agriculture • Agriculture

Computer Science • Banking systems • Transport management • Computer aided • Ambient systems
• Education • Health manufacturing • Geographic Information
• Social networks • Environmental • Intelligent systems System
• Research and management • Wildlife management
development • Robotics • Mining

Data Representation • Binary Number System • Conversion • Units of storage • Logic gates
• Data representation • denary to binary • Number bases • Truth tables
using • binary to denary
binary • Binary Operations
• addition and subtraction

Communication • Networking Concepts • Data transmission modes • Mobile technology • Network protocols
Networks and Internet • Types of networks • Data transmission media • Cloud Services • Networking Devices
Technologies • Network Topologies • Types of Networks
• Internet services • Internet Service
Providers
Security and Ethics (Unhu/ • Cyber-wellness • Computer Crime • Privacy and Data • Data backup
Ubuntu/ Vumunhu (Unhu/ • Data protection Integrity • Disaster recovery plan
Ubuntu/Vumunhu) measures • System security
• Copyright issues • Computer Ethics • Cybercrime
• Plagiarism and piracy

8
TOPIC FORM 1 FORM 2 FORM 3 FORM 4
System Analysis and Design • Systems development life • Feasibility study • Systems Analysis • Documentation
cycle • Systems Design • User Training
• Problem identification • Development & Testing • Implementation, Evaluation
and Maintenance

Algorithm Design • Introduction to Algorithm • Algorithm Tools • Algorithm Tools • Algorithm Design
and Problem-solving Tools • Interpreting and Testing
• Sequence Construct Algorithms

Programming • Programming Concepts • Programming Concepts • Interface design • Coding programs

• Functions • Visual Programming • Testing and Debugging
• Testing and Debugging • Testing and Debugging
• Interface design • Errors

Databases • Database Creation • Database objects and • Database objects and • Advanced Queries
• File structure elements views views • Database connection
• Database objects and • Data manipulation • External data sources • Database security
views methods • Database security
• Data analysis
• Database security
Web design • Web page templates • Content management • CMS • Web development
• Web content systems (CMS) Web • Graphic design • Web Security
development site templates • Ads • Testing and Debugging
• Web Content • Web Security
Development • Plugins/Extensions
• Testing and Debugging
• Plugins and Extensions
Technopreneurship • Elements of Intellectual • Environmental • Laws and policies on • Finance and funding
Capital technopreneurship technopreneurship • Market research
• Business Ethics components • Intellectual Property
(Unhu/ • Technology innovation Rights
Ubuntu/Vumunhu) and
• Marketing and business design thinking
strategies

9
8.0 COMPETENCY MATRIX

FORM 1
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, values LEARNING ACTIVITIES LEARNING
able to: and attitudes) AND NOTES RESOURCES

8.1 Hardware • explain how hardware • Input devices • Identifying hardware devices • PCs and Laptops
and software devices work • Output devices • Connecting and • Printers
• connect hardware • Storage devices troubleshooting hardware • Multimedia tutorials
devices • Processing devices devices
• identify types of • Software concepts • Classifying types of Software
software • Conducting educational tours
to technology centers
8.2 Application of • describe areas of • Agriculture • Distinguishing different • Internet
Computer computer • Banking systems computer applications • Print media
Science applications • Education • Conducting educational tours • Multimedia Tutorials
• Social networks to business organisations
• Research and Development

8.3 Data Representation •

outline the concept of • Binary Number System • Using logic circuits to • Print Media
binary number system • Data representation using represent binary number • Internet
• recognize the use binary system • Calculators
• Discussing binary number • Circuit boards
and importance of
system
binary numbers in
computer system

10
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.4 Communication • outline the concept • Networking Concepts • Defining network terms • Print media
Networks and of computer • Types of Networks • Illustrating network topologies • Multimedia tutorials
Internet Technologies networks - LAN • Discussing internet services • Internet
• describe network
- WAN • Utilising Internet services
topologies • Network topologies • Conducting educational tours
• use Internet services to Internet service providers
- Star
- Ring
- Bus
- Mesh
• Internet services
- Email
- E-commerce
- E-learning
- Social media
8.5 Security and Ethics • outline the • Cyber wellness • Discussing on cyber use and • Internet
(Unhu/Ubuntu/ characteristics of - Cyber use culture • Zulu URL Risk
Vumunhu) cyber culture and its - Handling online content and • Checking for safety of websites Analyzer
impact behavior • Blocking unsafe websites • Comodo Web
• describe the - Online relationship • Discussing social impact of Inspector
characteristics of • Copyright issues online content and behaviours • Multimedia tutorials
safe and unsafe • Plagiarism and piracy • Carrying out campaigns on • Guest experts
online relationships • Copyright Act
sites
• Discussing the copyrights act
• suggest effects of (Chapter 26:1)
online content and • Case studies on copyrights • Anti-plagiarism
behaviour is- sues software such as
• explain the importance • Researching and reporting Turn- it- in, Viper,
of copyrights on consequences of
• describe consequences
See Sowles
plagiarism and piracy
of plagiarism and piracy • Using anti plagiarism
software to check for
plagiarism in a document

11
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTE
Learners should be (knowledge, skills, values LEARNING ACTIVITIES D
able to: and attitudes) AND NOTES LEARNING
RESOURCE
S
8.6 System Analysis • outline the stages in • Systems Development Life • Discussing the stages involved • Print media
and Design the systems Cycle Overview in • Multimedia
development life cycle - Generic Model system development tutorials
(SDLC) • Problem identification • Stating the activities under
• identify problems of the - Preliminary investigation problem identification
existing system • Data collection techniques • Conducting case studies
(Questionnaire, Interview, on problem identification
Record inspection,
Observation)
8.7 Algorithm Design • define an algorithm • Algorithm Tools Introduction • Giving examples of algorithms • Multimedia
and Problem-solving • explain the purpose of • Sequence Construct • Discussing sequence construct tutorials
algorithms • Interpreting a sequence • Print media
• explain sequence algorithm puzzles
• Solving problems using a • Puzzles
construct
• apply the sequence sequence algorithm
algorithm structure structure
• Dry running a sequence
algorithm
8.8 • explain the syntax • Programming Concepts • Discussing the syntax and • Case studies
Programming and semantics of - Program structure semantics of the • Software
Concepts the programming - Variables and constants programming language development
language - Data types: integer, • Using variables and constants tools such as
• declare variables and character, string and in Python, VB.Net,
constants boolean a program Java
• apply operators to - Operators • Solving basic mathematical
solve problems o Arithmetic problems
o Logical • Testing and debugging
o Relational

12
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.9 Databases • create a database • Database creation • Developing a database • Database packages
• create a file structure • File structure elements • Setting fields, data types, such as MS Access,
• design forms, reports - Fields for- mats, field sizes, MySQL
and queries - Data types validation checks and
- Field size input masks
- Data formats • Comparing database models
- Validation rules and input • Performing CRUD (Create,
masks Retrieve, Update, Delete)
• Database objects and views operations on a table
- Queries • Creating forms
- Forms • Designing queries
• Reports • Running queries
• Designing reports
8.10 Web design • navigate a webpage • Webpage elements • Navigating a chosen webpage • Web development
• customize web pages • Web page templates • Modifying existing web pages tools such as Joomla,
• use webpage • Web content development • Designing web pages using WordPress, MS Front
templates templates Page, Note- pad++
to create web pages • Creating and uploading web • Web Browsers such
• generate web content page content as Firefox

8.11 Technopreneurship • describe the elements • Elements of Intellectual capital • Discussing the elements of • Internet
of - Human capital intellectual capital • Print and electronic
intellectual capital - Organisation capital • Discussing the attributes of media such as
• explain the attributes of - Social capital business ethics journals
business ethics • Business ethics • Creating an ICT based • Case study
• identify the marketing (Unhu/Ubuntu/ Vumunhu) business plan • CZI organization
and business • Marketing and business • Discussing the elements of
strategies elements strategies marketing and business
• explain the elements of - e-commerce strategies
marketing and
business

13
FORM 2
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.12 Hardware • identify types of application • Application software • Discussing types of application • Operating systems
and software software • Off shelf software software such as Linux,
• use utility software and - Customized software • Classifying of application Windows, MAC OS
tools - Open-source software soft- ware • System utility tools
• System software Utility tools • Performing system such as Tuneup,
optimisation Disk Defragmenter

8.13 Application • describe areas of • Agriculture • Discussing different computer • Internet

of Computer computer • Transport management application areas • GIS (Geographic
Science applications • Health • Conducting educational Information system)
• Environmental management tours to business • Print media
• Robotics organizations • Health information
systems

8.14 Data Representation • convert numbers from • Conversion of binary to denary • Converting numbers from one • ASCII Character
one base to another and vice versa base to another Codes chart
• convert keyboard • Addition of binary numbers • Converting keyboard char- • Internet
char- acters to ASCII • Subtraction of binary numbers acters to binary numbers • Scientific calculator
code using ASCII character
• add binary numbers codes
• subtract binary • Adding and subtracting binary
numbers numbers

14
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES
8.15 Communication • describe data • Data transmission modes • Experimenting on data • Internet
Net- works and Internet transmission modes - Duplex/full duplex transmission modes and • Switches
Technologies • explain characteristics - Half duplex tabulating results • Routers
of transmission media - Simplex • Comparing the characteristics • Cables
• outline types of • Data Transmission Media of transmission media • Computers
networks • Drawing network types
- Twisted pair • Networking toolkit
• explain services • Modelling types of networks
- Coaxial
offered by internet • Conducting educational tours
- Optic fibre
service providers to network service providers
- Wireless
- Common media
characteristics (Costs,
Noise immunity, Size and
scalability)
• Types of networks
- LAN
- WAN
- PAN
- MAN
• Internet Service Providers
(ISP)
8.16 Security and • explain computer crime • Computer crime • Discussing computer crime • Anti-malware / anti-
Ethics (Unhu/Ubuntu/ and its effects • Data protection measures and its effects virus software
Vumunhu) • apply data protection - Passwords • Applying data protection • Encryption software
measures - File permissions modes measures such as Bit Locker
• explain the ethical • Computer Ethics • Discussing the impact of • Application packages
issues that can arise unethical practices such as Nitro
from online activities • Internet
• Multimedia tutorials
• Social Networks

15
8.17 System Analysis • explain areas of • Feasibility study • Discussing the different areas • Research
and Design feasibility - Technical of feasibility Instruments
• carry out a feasibility - Economic • Conducting a feasibility study • Case Study
study - Legal • SDLC chart
- Operational
• Social

16
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be able (knowledge, skills, LEARNING ACTIVITIES LEARNING
to: values and attitudes) AND NOTES RESOURCES

8.18 Algorithm Design • Explain selection and • Algorithm Tools • Discussing selection and • Algorithm charts
and Problem-solving repetition constructs - Pseudo code structures repetition constructs • Multimedia tutorials
• apply selection and - Selection and repetition • Interpreting selection and
repetition algorithm repetition algorithms
structures in problem • Solving problems using
solving selection and repetition
algorithm structures
• Dry running algorithms

8.19 Programming • develop programs • Programming concepts • writing programs that use • Programming tools
that use pseudo - Control structures pseudo code structures such as VB.Net and
code structures o Repetition/iteration/loop • Applying functions in solving Python
• develop a program o Selection problems • Multimedia tutorials
using functions • Functions • Testing and debugging
• test and debug • Testing and Debugging
programs
8.20 Databases • develop databases • Database objects and views • Creating a database • Database packages
using database - Datasheets • Performing database such as MS Access,
objects and views - Queries operations; Create, Read, MySQL
• edit database objects - Forms Update and Delete (CRUD) • Multimedia tutorials
• apply database security - Reports • Searching and filtering records • Expert Guests such
controls • Data manipulation methods • Sorting records as Database
• Database security • Generating reports Administrator
• Applying database security
measures

17
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.21 Web design • use Content Manage- • CMS Web site templates • Designing websites using CMS • Graphics Software
ment System (CMS) - HTML web templates packages such as
tem- plates to create • Web content development • Creating and uploading GIMP, Windows
websites • Testing and Debugging website Picture Manager
• customize Websites • Plugins and Extensions content • Web development
• generate content • Testing and debugging tools such as Joomla,
using Graphics • Applying plugins and Notepad++
design pack- age extensions • Web Browsers
• apply the concept of
debugging and testing
• use Plugins and
extensions in web
development
8.22 • describe the • Environmental • Discussing the uses of
Technopreneurship technoprneurship technopreneurship technopreneurship
components components components
- Science parks • Attending to ICT Exhibition
- Incubation centres Expos
- Academic institutions
- Research and
development centres
FORM 3
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.23 Hardware and • identify the various • Hardware devices • Demonstrating the use of • Operating systems
Software applications of - Applications of hardware hard- ware devices such as Android,
hardware devices devices such as. Point Of • Identifying different operating Symbian, Windows
• compare different Sale Terminal, ATM, Data systems • Mobile phones
operating systems Capturing System • Discussing the functions of an
• explain the functions of • Operating systems operating system
an operating system - Personal Computer (PC)
Operating Systems
- Mobile Operating System;
An- droid, Symbian,
Windows
8.24 Application of • describe areas of • Agriculture • Distinguishing different • Internet
Computer Science computer • Computer aided manufacturing computer applications • Print media
applications • Intelligent systems • Conducting educational
• Wildlife management tours to business
• Mining organizations
8.25 Data • outline units of storage • Units of storage • Converting of denary to • Print media
Representation • convert denary - Bit hexadecimal, octal and vice • Internet
numbers to octal and - Nibble versa • Scientific Calculator
hexadecimal - Byte
- Kilobyte
- Megabyte
- Terabyte
• Number bases
- Octal
- Hexadecimal
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.26 Communication • identify types of mobile • Mobile technology • Discussing the application of • Internet
Networks and technologies - Mobile phones mobile technologies • Cloud services such
Internet Technologies • describe the role of - Satellite as Google Drive, One
mobile technologies - PDAs Drive, Drop Box
in communication - Tablets • Mobile devices
• explain the application • Wireless technologies • Discussing the application of
of wireless - WiFi, wireless technologies
technologies • Using cloud services such as
- WiMax,
• explain the concept of uploading and downloading
- Blue tooth,
cloud computing files
services - Infrared
- Microwave
- Radio waves
• Cloud services
8.27 Security and • apply data privacy • Privacy • Creating user accounts with • Database package
Ethics (Ubuntu/ measures • Data Integrity different access levels • Validation tools
Unhu/Vumunhu) • verify and validate data - Verification • Using verification techniques • Multimedia tutorials
• set up a firewall - Validation during data capturing • Utility tools
• apply network security • System security • Using validation techniques • Internet
measures • Cybercrime to validate data such as
• identify online crimes - Spoofing checksum, format check
- Sniffing • Configuring a firewall
- Fraud • Protecting networks using
• Hacking proxy servers
• Discussing use of digital
signature and certificates
• Discussing online crime
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.28 System Analysis • describe the • Systems Analysis • Explaining the activities Design tools
and Design activities involved in - Alternative solutions involved • CASE tools
the analysis stage - Data Flow Diagrams in systems analysis • Analysis tools
• apply system analysis (DFDs) • Conducting case studies on
on projects - Activity diagram anal- ysis (on small scale)
• describe the • Systems Design • Stating the activities in the
- Input/ output design design
activities involved in
- User interface design phase
the design stage
- Database/ File design • Illustrating design tools
• design input, output
- System Flow Charts • Conducting case studies on
and user interface for
- Algorithm design de- sign stag
the project
• Describing the development
• design file structures • Development & Testing
and
and - Coding
testing phase
tables - Testing
• Designing a testing
• construct system flow strategy/plan
charts and pseudo for a given situation
codes
• explain activities
involved in the
development and
testing stage
8.29 Algorithm • design flow charts • Algorithm Tools • Creating flow charts • Algorithm charts
Design and Problem- • construct pseudo - Flow chart • Developing pseudo codes to • Smart Draw
Solving codes - Pseudo code solve problems • MS Visio
• use top-down approach - Top down and bottom-up • Breaking down problem into • Trace table
to represent an de- sign sub-problems
algorithm • Interpreting and Testing • Dry running an algorithm
• use trace tables to dry • Debugging algorithms
Algorithms
run algorithms
• correct errors in an
algorithm
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED LEARNING
Learners should be (knowledge, skills, LEARNING ACTIVITIES RESOURCES
able to: values and attitudes) AND NOTES

8.30 Programming • create user interfaces • Interface design • Designing menus and sub • Programming
• declare functions use • Visual Programming menus packages such as
ob- jects in interface - Functions • Using functions in a program Python, VB, Java
design - Objects • Choosing appropriate objects • Expert Guests
• test and debug • Testing and Debugging
in interface design
programs • Testing and debugging
• Errors
• identify types of errors programs
• apply error handling • Discussing types of errors
techniques in • Using error handling
techniques
programming
8.31 Databases • create relational • Database objects and views • Creating a relational database • Database packages
data- bases - Queries • Generating forms, queries and such as Microsoft
• design forms and - Forms reports access, oracle,
reports - Reports • Importing and Exporting data MySQL
• create queries • External data sources • Using database security
• import and export data • Database security measures
• apply database security
8.32 Web Design • use Content • Content management systems • Design websites using CMS • CMS such as Word
Management System - Web feeds web templates press, Joomla, Drupal
(CMS) templates to - Ads • Creating and uploading • Graphics Design
• Graphic design
website content
create websites Packages such as
• customize Websites - Animations • Using graphic design
Adobe Flash Photo-
packages in web development
• generate content - Videos shop
• Applying security measures in
using Graphic design • Web security • Web development
web designing
packages - Cookies tools
• Testing and debugging
• integrate web security - Developer tools • Browsers
in web designing - Plugins/Extensions • Expert Guests
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.33 Technopreneurship • identify laws that • Laws and policies on • Discussing the laws and • Internet
govern technopreneurship policies • Electronic and print
technopreneurship • Intellectual Property Rights of technopreneurship media
• describe the intellectual - Patents • Describing the intellectual • Expert Guests
properties rights - Copyrights proper- ty rights
FORM 4
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.34 Hardware • replace malfunctioning • Hardware and software • Maintaining hardware and • Hardware
and Software components maintenance soft- ware components
• troubleshoot and fix - Common Errors • Building a functional PC • Software tool kit
common software - Software • Repair toolkit
and hardware - Keyboard • Internet
problems - Mou • Multimedia tutorials
- Hard drive
- Memory
8.35 Application of • design models of • Agriculture • Constructing models of given • Hardware
Computer Science Agricultural systems, • Ambient systems systems components
Ambient systems and • Geographic Information • Software tool kit
Geographic System • Internet
Information Systems • Multimedia tutorials
• Expert Guests
8.36 Data Representation • represent logic gates • Logic gates • Drawing logic gates • Internet
using symbols • Truth tables • Constructing truth tables using • Circuit boards
• construct truth tables up to 3 inputs • Design tool kits
• model electronic • Modelling logic circuits
circuits using logic
gates
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.37 Communication • explain network • Network protocols • Discussing network protocols •Protocol analyzers
Networks and proto- cols - Transmission Control • Analyzing network traffic such as Wireshark
Internet Technologies • explain functions of the Proto- col/Internet using protocol analyzers • Networking devices
networking devices Protocol (TCP/IP) • Discussing functions of • Network tool kit
• design a network - Open System networking devices • Internet
model Interconnection (OSI) • Configuring a network model
• configure a network • Networking devices
- Hub
- Router
- Switch
- Bridge
- Modem
8.38 Security and • backup files • Data Backup • Creating back up files • Server/ PC
Ethics (Unhu/Ubuntu/ • formulate a recovery • Disaster recovery • Creating a recovery plan • Cloud services such as
Vumunhu) plan • Using data recovery tools Drop box, Google
• use data recovery tools drive, One drive
• Secondary storage
media
• Recovery tools such
as Recuva
8.39 System Analysis • describe the types of • Documentation • Listing contents of user and • Print and electronic
and Design documentation and • User Training technical documentation media
their contents • Implementation, Evaluation • Conducting case studies on • Project plan
• outline the importance and documentation and user- template
of user training in Maintenance training
carrying out a project • Discussing implementation
• describe the activities methods, evaluation
involved in the techniques and the need for
implementation, system maintenance
evaluation and
maintenance stages
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.40 Problem-Solving • design algorithms • Algorithms Design • Writing alogarithms for the • Project Plan
project Template
• Multimedia Tutorials

8.41 Programming • develop project • Coding programs • Writing code for project • Print and Electronic
code using • Testing and Debugging modules media
programming • Testing and debugging project • Programming tools
concepts modules • Internet
• test and debug
programs
8.42 Database • create queries based • Advanced Queries • Performing database • Database packages
on multiple tables • Database connection operations such as Microsoft
• link database to project • Database Security • Connecting database to project Access, Oracle,
modules modules MySQL
• apply security • Applying security measures on
measures to database databases

8.43 Web design • develop Websites using • Web development • Designing and developing a • CMS such as
web development tools • Web security website WordPress, Joomla,
• apply security • Testing and Debugging • using security measures in Drupal
measures web development • Graphic Software
in web development • Testing and debugging a web such as Adobe
• test and debug a web application Flash, Photoshop
application • Web development
tools
• Browsers
• Multimedia tutorials
SKILL/TOPIC OBJECTIVES CONTENT SUGGESTED SUGGESTED
Learners should be (knowledge, skills, LEARNING ACTIVITIES LEARNING
able to: values and attitudes) AND NOTES RESOURCES

8.44 Technopreneurship • outline financial • Finance and funding • Discussing finance and funding • Print and Electronic
resource components • Market research opportunities media
• identify ideal • Discussing ideal conditions for • ICT Tools
conditions for business location
business location
• Conducting market surveys
 Computer Science Syllabus Forms 1 - 4

9.0 ASSESSMENT
Learners shall be assessed through School Based Continuous Assessment (SBCA) and Summative
Assessment (SA). These assessments shall be guided by the principles of inclusivity, practicability,
authenticity, transparency, flexibility, validity and reliability. The principles are crucial for creating a supportive
and effective learning environment that fosters growth and development in learners. Arrangements,
accommodations and modifications shall be visible to enable candidates with special needs to access
assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, and the
specification grid.

9.1 Assessment Objectives

Learners should be able to:

9.1.1 describe a range of information processing systems

9.1.2 explain the effects of introducing information processing systems both to individuals and to the
organizations explain the functions of individual hardware and software components of ICT systems
and their interrelation- ships
9.1.3 use computers to generate, implement and document solutions appropriately
9.1.4 demonstrate knowledge and understanding of the techniques used to solve real life problems
9.1.5 analyze software programs in terms of data flow and system requirements
9.1.6 analyze, evaluate, make reasoned judgments and present conclusions
9.1.7 develop an understanding of the component parts of computer systems and how they inter-relate
9.1.8 interpret and organize information
9.1.9 recognize and present information in a variety of forms
9.1.10 create computer-based systems following the Systems Development Life Cycle (SDLC) model
9.1.11 conduct research using the internet

9.2 Assessment Model

Assessment of learners shall be both Continuous and Summative as illustrated in Figure 1. School Based
Continuous Assessment shall include recorded activities from the School Based Projects done by the learners.
The mark shall be included on learners’ end of term and year reports. Summative assessment at school level
shall include terminal examinations which are at the end of the term and year.

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 Computer Science Syllabus Forms 1 - 4

Assessment Of Learner
Performance in Computer
Science

School Based Continuous

Assessment Summative Assessment
20% 80%

School
Based (Paper 1)
Project (Paper 2)
Profiling Multiple
20% Choice Structured Paper
Questions

Exit Continuous Assessment Summative

Mark (20%) Assessment Mark
Profile (80%)
Certificate

Final Mark (Continuous +

Summative = 100%)

Fig. 1 Assessment Model

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall
be issued for checkpoints assessment in schools as per the dictates of the Teacher’s Guide to Learning and
Assessment. The aspects to be profiled shall include learner’s prior knowledge, values and skills, and
subsequently the new competences acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous
Assessment and Summative Assessment for both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous Assessment
and 80% to School or ZIMSEC Summative Assessment.
FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per form which contributes to 20% of the end of year final mark. The
end of year summative assessment shall then contribute 80%. However, for ZIMSEC public examinations, two (2)
school-based projects shall be considered as School Based Continuous Assessment at Form 6. The two School
Based Projects shall include those done during Form 3 and 4 sessions. Each will contribute 10%.

29
 Computer Science Syllabus Forms 1 - 4

9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Learning and Assessment Scheme for the School Based Project.
Project Execution Description Timelines Marks
Stages
1 Problem Identification January 5
2 Investigation of related ideas February 10
to the problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution and August-September 5
Recommendations
TOTAL 50

9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at Form 4. The examination shall consist of
three (3) papers of different weighting.

The Scheme of Assessment is intended to encourage positive achievement by all

learners. The subject will be examined in 5 papers as shown in the table below.

Paper Type of Paper Duration Weighting

1 Multiple Choice 1 hour 10
2 Structured 2 hours 30
3 Practical Test 3 hours 40
Total 80%

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Computer Science Syllabus Forms 1 - 4

9.2 Specification Grid

(i) Content distribution
PAPER 1

TOPIC WEIGHTING (%)

Hardware and Software 10
Application of Computer Science 10
Data Representation 10
Communication Networks and Internet 10
Technologies
Security and Ethics (Unhu /Ubuntu) 10
System Analysis and Design 10
Algorithm Design and Problem-solving 10
Programming 10
Databases 10
Web Design 5
Technopreneurship 5
TOTAL 100

PAPER 2

SECTION WEIGHTING (%)

Hardware and Software 10
Application of Computer Science 10
Data Representation 10
Communication Networks and Internet 15
Technologies
Security and Ethics (Unhu/Ubuntu) 10
System Analysis and Design 10
Algorithm Design and Problem-solving 10
Programming 5
Database 5
Web Design 5
Databases 10
TOTAL 100

PAPER 3 Option A

SECTION WEIGHTING (%)

Programming 50
Databases 30
Web Designing 20
TOTAL 100

PAPER 3 Option B

SECTION WEIGHTING (%)

Hardware and Software 30
Data Representation 10
Communication Networks and Internet 50
Technologies
Technopreneurship 10
TOTAL 100

NB: The Paper is 100% practical skills

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Computer Science Syllabus Forms 1 - 4

PAPER 4 (Continuous Assessment)

Item Form 1 Form 2 Form 3 Form 4 Totals

Terms 1 2 3 4 5 6 7 8 9 10 11 12
Theory Assignments - 1 1 1 1 1 1 1 1 1 1 - 10
Tests - 1 1 1 1 1 1 1 1 1 1 - 10
Practical - - - - - - 1 1 1 1 1 - 5
Assignments
TOTAL - 2 2 2 2 2 3 3 3 3 3 - 25

NB: Continuous assessment will be made up of 10 assignments, 10 tests and 5 practical assignments.
These will be covered in a period of 4 years. All assignments and tests will be marked out of 100

(ii) Skills distribution

All internal and external theoretical assessments shall be 40% knowledge and understanding plus
60% problem solving.
All internal and external practical assessments shall be 100% practical skills.
9.3 Grade Descriptors

The scheme of assessment is intended to encourage positive achievement by all learners. Grade
descriptors are therefore provided for pass grades A, B and C to give a general indication of the standards
of achievement expected of learners awarded particular grades. The descriptors must be interpreted in
relation to the content specified by the Computer Science syllabus but are not designed to define that
content. The grade awarded will depend in practice on the extent to which the learner has met the overall
assessment objectives.

Grade Descriptor
1. Manage files proficiently including sorting, searching and folder creation.
2. Formulate appropriate solutions to identified problems using Visual Basic and Database
3. Demonstrate an ability to analyze a problem, identify and define the computing
requirements ap- propriate to its solution.
4. An ability to apply mathematical foundations, algorithmic principles, and computer science
theory in the modeling and design of computer-based systems in a way that demonstrates
A comprehension of the tradeoffs involved in design choices.
5. Demonstrate a thorough understanding of the contents and use of system documentation
6. Demonstrate an in depth understanding of the use of computers in communication
and the role played by networks in enhancing communication.
7. An ability to apply design and development principles in the construction of software
systems of varying complexity.
8. Analyze all the stages of systems development life cycle and evaluate situations and come
up with
distinguished solutions using system development tools.
9. Evaluate situations and come up with distinguished solutions using system development
tools.
10. Present the usability code with annotations, comments and error handling techniques.
11. An understanding of professional, ethical, legal, security and social issues.
12. Apply ERDs to solve given problems and interpret the ERDs inclusive of cardinalities
in the de- scription
13. Use characteristics of VB programming in the code (inheritance, polymorphism and
encapsulation).
14. Solve problems using logic gates.
15. Use algorithms to solve problems..
Computer Science Syllabus Forms 1 - 4

Grade Descriptor
1. Formulate solutions to identified problems.
2. Analyze a given problem solution.
3. Understand the contents and use of system documentation.
4. Demonstrate an understanding of the use of computers in communication and the role
played by networks in enhancing communication.
5. Explain all the stages of systems development life cycle.
6. Show an understanding of professional, ethical, legal, security and social issues.
B
7. Assess situations and come up with solutions using system development tools.
8. Draw and label ERDs and explain the flow of data in the system.
9. Calculate binary numbers.
10. Explain characteristics of VB (inheritance, polymorphism and encapsulation).
11. Code but without the element of error handling.
12. Explain searching and sorting techniques.
13. Draw and interpret logic gates.
14. Write and dry run algorithms
1. Explain situations using system development tools.
2. Draw and label ERDs to solve given problems.
3. Convert binary numbers.
4. Distinguish between static and dynamic data structures.
5. State characteristics of VB (inheritance, polymorphism and encapsulation).
6. Code but with some bugs (errors) in the code.
7. Identify searching and sorting techniques.
C
8. Draw logic gates.
9. Dry run algorithms.
10. Understand the basic use of computers in communication and the role played by
networks in en- hancing communication.
11. Understand networking configuration.
12. List all the stages of systems development life cycle.
13. Show an understanding of professional, ethical, legal, security and social issues

9.4 Paper Descriptions

Paper 1: Theory (40 Marks)
The paper consists of 40 compulsory multiple-choice items.

Paper 2: Theory (100 Marks)

The paper consists of 10 – 12 structured questions and the candidates are required to answer ALL
questions in spaces provided.

Paper 3 Option A: Practical Exam (100 marks)

The paper comprises practical questions on Databases, Web Design and Programming.

Paper 3 Option B: Practical Exam (100 marks)

The paper comprises practical questions on Hardware and Software, Data Representation, Communication
and
Internet Technologies and Technopreneurship. Prerelease material will be published before the end of term
1 form 4.

Paper 4: School Based Assessment (Coursework - 100 %)

Coursework is made up of 10 Assignments, 10 Tests and 5 Practical Assignments set, marked and
recorded internally by the teachers. The internal tests are spaced equitably from the beginning of term
two in Form One up to the end of term two in Form Four. The tests shall be marked out of 100 Marks.
Each test and the marking guidance used shall be filed together with the record of marks. These will be
sent to ZIMSEC together with the project file.
Computer Science Syllabus Forms 1 - 4

Paper 5: Project work (100%)

Pre-release materials will be made available to examination Centres at the beginning of Term One of
Form Four. Examination Centres are advised to encourage their candidates to develop solutions to tasks
using a high-level programming language, such as Visual Basic or Python. The purpose of the pre-
release material tasks is to direct candidates to some of the topics which will be examined in Paper 5.
The exam questions will require candidates to have practical programming experience including writing
their own programs, executing (running), testing and debugging them. Knowledge of programming
language syntax will not be examined in this project report. The higher ability candidates are to be
encouraged to extend their practical programming beyond the scope of these tasks.

10.0 GLOSSARY/ APPENDICES

APPENDIX I: GLOSSARY OF TERMS

It is hoped that the glossary will be helpful to learners as a guide. The glossary has been deliberately
kept brief not only with respect to the number of terms included but also to the descriptions of their
meanings. Learners should appreciate that the meaning of a term must depend in part on its context.

Define is intended literally for only a formal statement or equivalent paraphrases being
required.
State implies a concise answer with little or no supporting argument e.g. numerical answer
that can readily be obtained by inspection.

List requires a number of points generally each of one word with no elaboration, where a
number
of points is specified this should not be exceeded.
Explain may imply reasoning or some reference to theory depending on the context.

Describe requires the candidate to state in words (using diagrams where appropriate) the main
points of the concept.

Outline implies brevity that is restricting the answer to given essentials.

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

Suggest it is used in two main contexts that is either to imply that there is no unique answer or
to imply that learners are expected to apply their general knowledge.

Find is a general term that may alternatively be interpreted as calculate, measure,

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

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Computer Science Syllabus Forms 1 - 4

APPENDIX II: ACRONYMS

ASCII American Standard Code for Information Interchange

ATM Automated Teller Machine
CMS Content Management System
CRUD Create, Retrieve, Update, Delete
CZI Consumer Council in Zimbabwe
DFD Data Flow Diagram
HTML Hyper Text Markup Language
ICT Information and Communication Technology
Internet International Network
ISP Internet Service Provider
LAN Local Area Network
MAN Metropolitan Area Network
OSI Open System Interconnection
PAN Personal Area Network
PC Personal Computer
PDA Personal Digital Assistant
SDLC Systems Development Life Cycle
TCP/IP Transmission Control Protocol/ Internet Protocol
URL Uniform Resource Locator
WAN Wide Area Network
WiFi Wireless Fidelity
WiMax World Wide Interoperability for Microwave Access

APPENDIX III: PRACTICAL ASSESSMENT GUIDELINES

Computer Science is a practical subject and a range of practical exercises should complement the study
of the practical parts of the syllabus. It is recommended that learners should be exposed to four practical
lessons per week. It is also recommended that the maximum computer-pupil ratio be 1:2. In cases where
computers are inadequate, teachers are encouraged to group the learners into manageable group sizes.
Where possible, machines should be loaded with integrated packages to facilitate easy importing and
exporting of documents.

Practical Examination
The practical examination session should be invigilated by the Computer Science teacher(s) and another
from any department. The Computer Science teacher is meant to support learners ONLY in terms of
software and hardware challenges during the examination. The practical examination is marked by the
Computer Science teacher at the school. The marks are submitted to ZIMSEC at a prescribed time for
moderation. ZIMSEC will monitor the administra- tion of the practical examination at sampled schools.

Practical Project
Candidates are expected to carry out pieces of work using database package and programming
languages. During Form 4 Terms 1, 2 and 3, the candidates must develop an application using a high
level programming language from a given scenario based on a relational database. The piece of work
must be dated and contain school and candidate details. The pieces of work must be filed in a flat file
containing not more than 40 pages. The file MUST be marked by the teacher. The files and the practical
examination marks must be submitted to ZIMSEC together with scripts for Paper 2 through the normal
packaging and channel.

APPENDIX IV: RESOURCES AND EQUIPMENT

Infrastructure and Equipment

For a school to run the Computer Science Syllabus for examination purposes, the under listed
infrastructure and equipment need to be in place

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Computer Science Syllabus Forms 1 - 4

Computer Laboratory

Personal Computers to accommodate at most 2 students per

computer A printer
Computer Desks and Chairs to accommodate the number of students
Dustless Displays for the Teacher (securely-mounted Whiteboard, LCD projector)
Computer Repair
Toolkit Back-up
generator

Theory Classroom

Classroom furniture to accommodate the students

Writing Surface for the Teacher (e.g. securely-mounted Whiteboard, LCD projector)

In both the above cases, there should be adequate lighting and ventilation.

NB: Networked computers and internet connectivity will be an added advantage

Adequately licensed computer software should be available for training purposes – especially the under-
listed:
• Spreadsheet
• Database
• Word-Processing
• Presentation
• Operating System
• Programming Language Software
• Antivirus Software

APPENDIX V: SUGGESTED REFERENCE BOOKS

It should be noted that specifying a limited list of textbooks is difficult as new titles are being availed all the
time. Teachers are therefore encouraged to consult other books in order to adequately cover the whole
syllabus. However, below is a suggested book list which serves the purpose of being a reference guide.

• British Computer Society (2005), The BCS Glossary ICT and Computer Terms, McMillan, UK
• Brown, G and D Watson (2010), IGCSE ICT, Hodder Education, UK
• Doyle, S. (2011), Information Systems for you 4th Edition, Nelson Thompson, UK
• French, C. S (1996), Data Processing and ICT 5th edition, Thompson, UK
• Lead Better & Wain Wright (2004), IGCSE Computer Studies and IT, Cambridge University Press, UK
• Nowel Kalicharan (1998), An Introduction to Computer Studies, Cambridge University Press, UK
• Roderick, T & Rushbrook, G (2002), ICT for GCSE, Oxford University Press, UK
• Taylor, G. (1991), GCSE Computer Studies and Information Technology, McMillan, UK
Computer Science Syllabus Forms 1 - 4

32
9.0 ASSESSMENT

The ………….. syllabus learning area for …………(Grade 3 - 7/Form 1 - 4/5 - 6) shall be assessed through
School Based Continuous Assessment (SBCA) and Summative Assessment (SA). These assessments shall be
guided by the principles of inclusivity, practicability, authenticity, transparency, flexibility, validity and reliability. The
principles are crucial for creating a supportive and effective learning environment that fosters growth and
development in learners at secondary school level. Arrangements, accommodations and modifications shall be
visible to enable candidates with special needs to access assessments.

This section covers the assessment objectives, the assessment model, the scheme of assessment, and the
specification grid.

9.1 Assessment Objectives

By the end of the …………….. syllabus learning area for …………….., learners will be assessed on their
ability to:
9.1.1
9.1.2
9.1.3

9.2 Assessment Model

Assessment of learners at …………….. school level for …………. Syllabus shall be both Continuous and
Summative. School Based Continuous Assessment shall include recorded activities from the School Based
Projects done by the learners. The mark shall be included on learners’ end of term and year reports.
Summative assessment at school level shall include terminal examinations which are at the end of the term
and year.

ASSESSMENT MODEL AT ……………….. SCHOOL MODULE

In addition, learners shall be profiled and learner profile records established. Learner profile certificates shall
be issued for checkpoints assessment in schools as per the dictates of the Teacher’s Guide to Learning and
Assessment. The aspects to be profiled shall include learner’s prior knowledge, values and skills, and
subsequently the new competences acquired at any given point.

9.3 Scheme of Assessment

The Assessment Model shows that learners shall be assessed using both School Based Continuous
Assessment and Summative Assessment for both School and ZIMSEC assessments.

The table shows the Scheme of Assessment where 20% is allocated to School Based Continuous Assessment
and 80% to School or ZIMSEC Summative Assessment.
FORM OF ASSESSMENT WEIGHTING
School Based Continuous Assessment 20%
Summative Assessment 80%
Total 100%

9.3.1 Description of School Based Continuous Assessment

Learners shall do one school-based project per …… (Grade/Form) which contributes to 20% of the end of year
final mark. The end of year summative assessment shall then contribute 80%. However, for ZIMSEC public
examinations, two (2) school based projects shall be considered as School Based Continuous Assessment at …
(Grade 7/Form 4/6). The two School Based Projects shall include those done during ……..(Grade 6/Form 3/5).
and … (Grade 7/Form 4/6) sessions. Each will contribute 10%.
9.3.1.1: School – Based Project Continuous Assessment Scheme

The Table given below shows the Assessment Scheme for the School Based Project.
Project Execution Project Stage Description Completion Marks
Stages from Grade 3 to
Form 6 Date by end of each
stated month below:
1 Problem Identification January 5
2 Investigation of related ideas February 10
to the problem/innovation
3 Generation of possible March 10
solutions
4 Selecting the most suitable April-May 5
solution
5 Refinement of selected June 5
solution
6 Presentation of the final July 10
solution
7 Evaluation of the solution and August-September 5
Recommendations
TOTAL 50

9.3.2 Description of the ZIMSEC Summative Assessment

ZIMSEC Summative Assessment shall be a public examination at …….. (Grade 7/Form 4/6). The examination
shall consist of ……….. papers of equal weighting

Paper Paper type Marks Duration Weighting

1 ………. ……….. ………… ………..

2 …… ……… ………. ……..

3 …….. …….. ……. ……..

TOTAL 80%

Paper 1
Duration: ………. hours

………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

Paper 2
Duration: ………… hours
………………………………………………………………………………………………………………………………
………………………………………………………………………………………………………………………………

Specification Grid
Skill Paper 1 Paper 2
Knowledge and comprehension 50% 50%
Application and Analysis 40% 40%
Problem solving 10% 10%
TOTAL 100% 100%