REPUBLIC OF CAMEROON

PEACE – WORK – FATHERLAND

_______________
MINISTRY OF SECONDARY EDUCATION
INSPECTORATE GENERAL OF EDUCATION
INSPECTORATE OF PEDAGOGY IN CHARGE OF THE TEACHING OF COMPUTER SCIENCE

High School Teaching Syllabus

for

Information and Communication Technology (ICT)

August 2020

Observe the environment and choose better study options for a fulfilling life
 TABLE OF CONTENT

I. INTRODUCTION............................................................................................................................................................................................. 2
II. HIGH SCHOOL LEARNER PROFILE......................................................................................................................................................2
III. LEARNING DOMAIN AND CORRESPONDING DISCIPLINES...........................................................................................................3
IV. THE PLACE OF ICT IN THE CURRICULUM AND ITS CONTRIBUTION TO THE LEARNING AREAS...................................3
V. CONTRIBUTION OF THE ICT SYLLABUS TO LIFE SITUATIONS......................................................................................................4
VI. FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS............................................................................................................5
VII. COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR EACH CLASS..........................................................5
VIII. PRESENTATION OF THE MODULES.................................................................................................................................................6
MODULE 1: COMPUTING SYSTEMS AND COMPONENTS.......................................................................................................................7
TABLE OF MAIN COMPONENTS OF MODULE 1: COMPUTING SYSTEMS AND COMPONENTS...............................................................8
MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY..................................................................................................13
TABLE OF MAIN COMPONENTS OF MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY.............................................14
MODULE 3: BUILDING ICT SYSTEMS.........................................................................................................................................................19
TABLE OF MAIN COMPONENTS OF MODULE 3: BUILDING ICT SYSTEMS...............................................................................................20
MODULE 4: COMMUNICATION, RESOURCE SHARING IN IT AND INFORMATION SECURITY.................................................26
TABLE OF MAIN COMPONENTS OF MODULE 4: COMMUNICATION, RESOURCE SHARING AND INFORMATION SECURITY.......27
MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD........................................................................................33
TABLE OF MAIN COMPONENTS OF MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD...................................34

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 I. INTRODUCTION
Information and Communication Technology (ICT) 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 foundation for learners who would like to continue with this
domain of study or other related disciplines to the university, those who would like to kickstart their employment activities after High
School, and those who would just require digital literacy for solving commonly encountered personal problems.

This syllabus is designed to mould learners into acquiring or developing a range of ICT 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.

Prerequisites to taking this ICT course are given in the General Certificate of Education Examination syllabus and restated in
the Teachers Guide that accompanies this teaching syllabus. The concepts used for the column headings to elaboratethe modules in
this syllabus are contextual and non-standard, and so describing them are significant and required for the common understanding of its
users. In this regard, subject to expected future revisions, the explanations in the accompanying Teachers Guide for this teaching
syllabus is an authoritative source for the correct interpretation and application of the modules in this document.

II. HIGH SCHOOL LEAVER PROFILE

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 this information age. Learners in high school therefore need to have a
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fundamental understanding of the role of ICT in the acquisition and use of this evolving knowledge in various fields such as
entertainment, education, utility, communication and solving problems requiring digital solutions.

The high school ICT leaver profile is summarized in the following components:

 Demonstrate understanding and choice of career paths that lead to IT and computer-focused employment including computer
management, programming, IT services, and systems development.
 Exhibit proof of a thoroughly trained citizenry and a better equipped workforce for an emergent knowledge society.
 Acquire and show essential preparedness for or exemptions from requirements in higher studies in ICT and related disciplines;
 Understand and apply pre-requisite knowledge for and exemptions from computing-related requirements in vocational and
tertiary educational programmes.
 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.

III. LEARNING DOMAIN AND CORRESPONDING DISCIPLINES

Though ICT is a subject, it is in a wider perspective seen as a tool that would enable and facilitate the comprehension of all the
subjects across the curriculum. Consequently, the subject is open to the Arts, Humanities and the Sciences.

IV. THE PLACE OF ICT IN THE CURRICULUM AND ITS CONTRIBUTION TO

THE LEARNING AREAS
The teaching of high school Information and Communication Technology (ICT) builds in the learner, analytical and critical
thinking skills which are needed in other learning areas or domains of life. Also, the learner’s ability to seamlessly manipulate
Information and Communication Technology tools will facilitate research and access to a wealth of information.

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 ICT support, enhance, and optimize the delivery of information as well as enhance relationships between teachers and learners,
improve on learning and teaching across all school subjects, and also enable teachers to efficiently do pedagogic and administrative
tasks.

V. CONTRIBUTION OF THE ICT SYLLABUS TO LIFE SITUATIONS

The syllabus contributes to several life situations as shown in the table below.

Table 1: Summary of contribution of the ICT syllabus to Life Situation

LIFE SITUATION CONTRIBUTION

Study and appraise business correspondence
Prepare home budgets
Manage domestic chows
Social and family life
Manipulate electronic devices
Communicate and disseminate information
Propose technologies for home use
Develop and manage business databases
Make rational use and management of resources and services
Research and employment
Business Decision making
Project planning implementation and evaluation
Digital services
Entrepreneurship
Protect nature
Develop and manage databases of sites
Environment, Health, and well-being Practice e-healthcare including telemedicine
Take actions and act wisely to protect and harness the
environment
Use the computer resources purposefully
Citizenship Manage privacy and intellectual property
Protect public utilities
Facilitate communication through multimedia resources
Media and communication Manage multimedia resources
Manipulate communication devices

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 VI. FAMILIES OF SITUATIONS COVERED IN THIS SYLLABUS
The successful acquisition and use of a computing or ICT system may go through 5 stages. 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 computer system looks like and how it works (Module 1)
2. Identifying what it can be used for and how its existence affects the user and the environment(Module 2)
3. Building the computing environment and configuring it to solve various problems (Module 3)
4. Linking or interconnecting multiple computing environments for the purpose of sharing resources (Module 4)
5. Solving real life problems using already built computing environments (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 (First Year) and the
last two (02) in Upper Sixth (Second Year).

VII. COMPREHENSIVE TABLE SHOWING THE DIFFERENT MODULES FOR

EACH CLASS
Table 2: Modules for each Class

DURATION
CLASS MODULES
(H)
Module 1: Computing Systems and Components 76
LOWER SIXTH
Module II: Impacting society with digital technology 80
Module III: Building ICT systems 116
UPPER SIXTH Module IV: Communication, resource sharing in IT and Information Security 77
Module V: Practical problem solving in the digital world 77

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The total learning time for all the modules on the High School ICT syllabus within two years is 426 periods with about 272 periods for
use in the First Year and 154 periods for the Second Year. A period has a duration of 50 to 60 minutes as may be scheduled on the
timetable. The total time spent in each module, depends on the content and nature of lessons in that module. However, an average of 8
periods is attributed to the teaching of ICT per week in which 6 periods are for theory and 2 periods for practical tasks in the lab.

VIII. PRESENTATION OF THE MODULES

The contents of each module are arranged in a table having three leading columns and eight sub-headings. This structure
is intended to give teachers an orientation of how to exploit the entries and subsequently prepare lessons. The terminologies used here
are contextual and warrants definition and clarification.

I. CONTEXTUAL FRAMEWORK: This gives a global picture of the life situation from which lesson inspirations are drawn. This
leading column is further broken down into two sub-headings:

 Family of Real-life situation: This presents an umbrella statement that groups related real life situations.
 Examples of Real-life situations: This column situates the lesson by bringing examples of life situations. This can be an
activity within a task. It is expected that the teacher can use this type of example to coin a life situation for a lesson.

II. COMPETENCIES: Competencies refer to the ability to do something successfully and efficiently. It is understood here to be a
process(es) evident in an action(s). This leading column is subdivided into two sub-headings:

 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 facilitated by the teacher. This may serve as the topics from where lessons are derived.
 Examples of Actions: These refer to the actions or activities the learners are expected to do with or without the teacher
successfully and efficiently during the lesson as indicators of having built specific abilities in the course of the lesson. These
may serve as lessons.

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III. RESOURCES: These refer to both the cognitive and material requirements to ensure a successful lesson. This leading column is
further broken down into five sub-headings:

 Core knowledge: These are terminologies or concepts that learners have to define and comprehend for the lesson to be
effective.
 Skills: These are indicators of competencies/skills that the learner should demonstrate in class/team during lesson or out of
class as the context may demand.
 Attitudes: These are the behavioural responses as learner builds and demonstrate competence during and after the lesson. It is
inherent in the learner for performance in the learning process.
 Other Resources: These are material resources to be used by the teacher or learner which are required to facilitate the
teaching/learning process.
 Duration: This is the expected time interval of a lesson within which teaching/learning is supposed to take place.

MODULE 1: COMPUTING SYSTEMS AND COMPONENTS

Duration: 76 hours

PRESENTATION OF THE MODULE

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.

CONTRIBUTION OF MODULE TO CURRICULAR GOALS AND ACHIEVEMENT

This module enables the learner to understand what the computing system looks like and how it works for the learner to be productive
in the economic, Social and Family, and Media and communication life domains.

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CONTRIBUTION OF MODULE IN THE LEARNING DOMAIN

The module is expected to lead the learner to explore and identify components of computer networks and functions of operating
systems. The learner would also develop a wide range of competencies that would lead to:

 Articulate an understanding of operating system and network technologies;

 Evaluate relative importance of operating system and network technologies;
 Exploit operating systems, networks, and system tools.

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

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;
 Select and use computer network resources;
 Facilitate sharing of knowledge and other resources;
 Uphold ethical and responsible attitudes when using computers.

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

Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
life situations actions resources n
situation
s
Exploring  Buying a Description of  Identify generations of Vacuum Tubes;  Compare characteristics: Team spirit Computer 4H
Compute computer computing trends computers; Transistors; size, processing laboratory
r  Describe main technology Integrated; capabilities, price …. of Communicativ
Systems  Assembling a for each period; Circuits; different generations; e Online
computer  Explain stored program Artificial intelligence  Differentiate technologies resources(
concept. used in different Creative Photograph
 Cleaning a generations of computers; s and
computer Categorization of Identify types of computer;  Choose appropriate Ethical videos of 3H
computers Describe types of computer computer suited for a given reasoning computer
 Buying (Supercomputer, situation; types)
software mainframe, minicomputer,  Compare types of Prudence
and microcomputer). computers (super, Human

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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
life situations actions resources n
situation
s
 Choosing mainframe, mini, micro) Self-discipline resources
software based on size, power, cost,
purpose, … Passion for Links:
 Choosing Categorization of  Classify peripheral  Input;  Choose appropriate device technology YouTube 10H
hardware components devices;  Output; for a given situation (MICR, Google
 State performance;  Storage; OCR, OMR, Barcode
 Using a characteristics of storage  Primary storage; Reader …); Accurate and
computing devices;  Secondary  State characteristics rapid writing Sample
interface  Describe functioning of storage; (volatility, storage capacity, hardware
data capture devices access speed); Vigilant devices
 troubleshootin (MICR, OCR, OMR,  Compare memory types charts
g barcode Reader); (access speed, cost, observant
 Describe memory types storage capacity);
(RAM, ROM, Cache,  State characteristics
registers) and their (storage capacity, access
function; speed)
 Describe storage types  Compare storage types
(USB key, HDD, CD DVD) (access speed, cost,
and their functions; storage capacity);
 Illustrate with a diagram  differentiate technology
storage hierarchy based characteristics in optical
on speed and size; readers (CD-R, DVD-R, CD-
 Describe the types of RW, DVD-RW);
RAM (SIMM, DIMM).  choose the type of RAM for
a given computer;
 Replace, add the RAM of a
microcomputer.
Functioning of the  Explain the machine  Fetch-decode-  Contrast polling and 2H
processor instruction cycle (Fetch- execute-store; interrupt.
decode-execute-store);  Polling;  Explain polling in the case
 Explain how interrupts are  Interrupt; of printing;
generated.  Explain generation of
interrupts (faults, keyboard,
new device).

Choosing a  Explain processor  CISC;  Compare RISC and CISC 2H

computer based architectures (CISC and  RISC; based on characteristics like
on processor RISC);  Parallel RAM usage, cache usage,
 Describe Flynn’s computing; type of instruction;
architectures (SIMD,  Distributed  Choose appropriate
SISD, MISD, MIMD); computing. processor for a given task
or situation;
 Differentiate between  Evaluate techniques used to
parallel and distributed boost processing power
computing. (parallel computing and
distributed computing).

 Conversion of  State relations between  Bits, bytes,  Convert between units of 3H

measuring units storage units; Terabyte …; storage;
 Hertz, Kilohertz  Convert between units of
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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
life situations actions resources n
situation
s
 Convert between units; Gigahertz …; CPU speed;
 Convert from one SI unit  Convert between units of
of time (Second, time;
millisecond, picosecond,
nanosecond,
microsecond) to another.

categorization of  Explain system software;  System software;  Identify a software or its 8H

software  Explain application  Application type when given its features
software; software; or purpose;
 Explain differences  Bespoke;  Choose appropriate
between custom made  Operating system; software for a given task or
and general purpose  Utility software; situation;
software;  Device drivers;  Compare categories of
 Distinguish between demo  Open source; software (open vs.
ware, shareware and  Proprietary proprietary, shareware vs.
freeware with examples; software; freeware, system vs.
application, custom made
 Establish with examples,
vs. general purpose);
the difference between
open source and
 Install correctly the windows
or Linux operating system;
proprietary software;
 Install correctly device
drivers, utility programs, and
application software.

Choosing an  Recall history and  Operating System  Explain in a report the 5H

operating system evolution of operating evolution of operating
systems; systems;
 Describe types of  Choose an appropriate
operating system (Single operating system when
user OS, Batch OS, On- given a task to accomplish,
line OS, multiuser OS, device to use on, number of
NOS, multitasking OS, simultaneous users, ...
Real-time OS,…);
 Differentiate between
multitasking and
multiprogramming.

Functioning of an  Describe functions of an  process  Explain how the operating 4H

operating system operating system; management, system manages
 Distinguish between pre-  Memory; processes;
emptive and non-pre- management,  Explain how the operating
emptive scheduling;  Device system manages memory;
 Describe scheduling management;  Propose a scheduling
algorithms (FCFS, SJF,  File management algorithm for a given
SRT, round robin).  Pre-emptive, non- situation.
pre-emptive
scheduling.

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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
life situations actions resources n
situation
s
Choosing a user  Identify OS interfaces  Determine the appropriate 2H
interface (GUI, CLI, WIMP) ; user interface for a given
 Explain strengths and user or given situation;
weaknesses of each  Identify the different user
interface; interfaces used in a given
 Select the desired operating system.
interface for use.

Exploring user  Launch a command line  Display the command line 8H

interface interface (MS-DOS or interface;
LINUX);  Access the HELP facility of
 Identify some command a command line interface;
line environments;  Use commands to create
 Determine the appropriate and manage files and
command for a given task; folders;
 Set up OS to avoid  Format a storage device
unauthorized access. using command line;
 Create a batch file;
 Create user accounts and
passwords.

Working with files  Identify commonly used File, folder, file  identify objects stored in a 8H
and folders file formats; format; Document given file format;
 Explain notions of file transmission;  list file extensions in a
organization ; Hypermedia; folder;
 Explain file compression WinZip; WinRAR;  Identify applications used in
methods; Lossy compression; handling a given file;
 Identify different file lossless  Display storage hierarchy
systems (Binary, compression; and file paths;
Graphic( i.e. bit-mapped, FAT, NTFS.  Select file compression
and Vector; Sound; Video; software;
 Explain advantages of  Install compression
compressing a file; software;
 Calculate the file
compression ratio;
 Compress a file of at least
5MB and determine its
compression ratio.

Detecting  Identify software and  Error codes;  Recognise error codes 6H

common hardware faults in a  Blue screen; Beeps;
problems with computer system;  screen flickering;  Connect computing devices
hardware and  Propose techniques to  Beeps. correctly;
software  Use the defrag functionality;
curb software/hardware
failures.  Demonstrate awareness of
good practices (regular
cleaning, blowing, use of

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 Contextual framework Competencies Resources
Family of Examples of life Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
life situations actions resources n
situation
s
dust covers, etc.)

Selecting  Identify different category Assistive technology.  Suggest appropriate 3H

hardware/softwar of computer users and assistive technology for a
e for different their impairments (visual, given impairment.
category of users physical, …);
 describe assistive
technologies (braille
keyboard and audio
devices, ASR,);

Designing the  Explain computer related  Determine wrong posture 5H

workplace to health hazards and their  Ergonomics; and wrong equipment
reduce health causes;  Musculoskeletal positioning;
related hazards  Explain practices used to disorders;  Illustrate right posture and
prevent computer  Eye strain. right equipment positioning
generated health hazards. to avoid health hazards.

Researching on  Identifying companies and  Leasing;  Establish in a report the 3H

information their products;  Timesharing; comparative advantages
system vendors  Identify manufacturers of  ISP. and disadvantages
and hardware computing products, hardware/software vendors
vendors computer dealers and and their products (Apple,
distributors; Microsoft, Google)..
 Identify manufacturers of
software packages.

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MODULE 2: IMPACTING SOCIETY WITH DIGITAL TECHNOLOGY
Duration: 80 hours

PRESENTATION OF THE MODULE

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 Information Systems can be used to solve real-life problems that need ICT solutions. Learners here are prepared to demonstrate
competency in using some common Information Systems, 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.

This module has as goals to encourage the learner to:

 Discuss types of productivity tools (Word processor, Spreadsheet, Presentation slides/graphics, etc.);
 Use advanced functions of productivity tools;
 Identify characteristics of an algorithm;
 Exploit software development tools to implement simple algorithms.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND CURRICULAR GOALS

This module would enable learners to be productive in order to exercise societal roles in business, social and family life, and above all
in media and communication world.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

This module would lead the learner to carry out word processing, manage spreadsheets, presentation slides/graphics and make of other
productivity tools. These competencies would be employed by the learner to facilitate knowledge and skills acquisition in other
disciplines in the domain of science and technology:

 Select and exploit application package that is suitable for a given task;
 Facilitate sharing of knowledge and other resources;

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  Evaluate relative importance of each application package.

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to become autonomous with the computer. In this regard, the learner should be able to
identify and select appropriate productivity tools with respect to the task at hand and uphold ethical and responsible attitudes

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

Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
 Choosing a Description of  Describe a system  Natural  Categorise systems in their Team spirit Computer 4H
system systems  Distinguish between natural Systems; environment (manual, laboratory
and artificial systems  Artificial automatic, …) Communicativ
 Making  Differentiate between manual systems;  Propose limitations on an e Online
informed and automatic (email, e-  System identified manual system. resources(
decisions learning, …) systems diagrams;  Identify existing digital Creative Photograph
 Model a system using a data  Data flow replacements of a given s and videos
flow diagram. diagrams; manual system. Ethical of computer
 Using an  Automated  produce a dataflow diagram for reasoning types)
information system. a given system
Determinin systems in Prudence Human
g the range an Mobilising  Define an information system  Information  State the roles of: people, resources 7H
and scope organizatio resources to  Describe types of information system procedures, technology and Self-discipline
of computer n: school, establish an system (MIS, DSS, EIS, TPS data in an information system. Links:
applications banks, information GIS, HIS, LIS)  Illustrate the hierarchical Passion for YouTube
business … system  State the components (people, structure of an organisation technology Google
procedures, technology and  Establish the necessity for
data) of an information system information systems as used in
 Proposing  Establish the hierarchical a library, hospital, company, Accurate and Sample
digital structure of an organisation school rapid writing hardware
solutions to  Describe the role of each of the  Assemble resources for an devices
variety of levels in the hierarchical effective information system in Vigilant charts
real life structure of an organisation a library, hospital, company,
problems  Identify factors affecting the school; observant
success/failure of an IS  Compare TPS, MIS, DSS, EIS
based on characteristics like
 managing purpose, users, inputs, etc.
tasks that  Select a suitable information
are risky for system for a given context.
humans Describing  State examples of general and  Stock control;  Suggest an example of a data 3H
general and commercial data processing  Order processing system for a given
 Home commercial data systems (stock control, order processing; organisation (school, shop,
applications processing processing, etc.)  MIS; bank, etc.) or situation.
of computer systems  Explain how general data  Assess the level of automation
technology. processing works and technological tools as
 Explain how commercial data used in data processing

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 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
 Illegal use processing works activities of an organisation
of computer  Give an appraisal of the (school, shop, bank, etc.).
systems functioning of data  Choose existing application
processing systems in a real packages that can be tailored
 Unethical life organisation. to help in data processing such
use of as spreadsheets
computer Describing  Describe the application of  Simulation;  Illustrate with examples 3H
systems systems for computer systems in sciences  Modelling; industrial, technical and
solving industrial, and industries (weather  CAD; scientific uses of computer
 Practices technical and forecasting, CAD and CAM,  CAM; systems;
that put a scientific image processing, industrial  Evaluate the level of:
computer problems. inspection systems, simulation automation and technological
system at and modelling) tools used in a manufacturing
risk  Describe how industrial, or scientific organisation in the
technical, and scientific learner’s environment.
systems work;
 (Not logging  Visit institutions using
out after systems for solving
using a industrial, technical or
computer scientific problems, and
system, appraise their functioning.
Opening an Exploring  State examples of automation,  Automation  Determine a real life 8H
email from automation, control systems, monitoring  Monitoring and application of control systems,
an control systems, and control systems(patient Control automated systems and
untrusted monitoring monitoring systems, chemical systems. monitoring systems.
source, …) systems process control, traffic control);  Install and configure a control
embedded  , Embedded systems and system
systems and robotic systems;  Install and configure a
 Impact of running robots for  Explain how monitoring monitoring system
malware different tasks. systems work;  Compare the functioning of
 Explain how control systems automated, control and
work; monitoring systems.
 Protection  Explain how automated
of computer systems (domestic equipment,
systems automatic navigation
(Prevention systems ). work.
of malware, Producing arts  Describe the applications of  Media;  Explain how computer systems 8H
prevention and media with computers in arts and media  Multimedia; are used in: music production,
of computer computer systems (music, graphic design and desktop publishing …);
attacks, …) animation for television and  Create beats using music
film, production of production software;
newspapers);  Edit songs using music
 Exploit computer systems for production software;
art and media  Produce photographs;
 Edit images;
 produce and edit motion
pictures(or movies) ;
 design a magazine using
publication software.
 Responsible use  State positive and negative  Ethics;  Explain in a report unethical 6H

Page 15 of 42
 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
of computer uses of computer systems;  Legislation; acts with focus on those
systems  Explain social effects of  BCS; punishable by Cameroon law;
computer systems;  IEEE ;  Explain in a report the
 Explain economic effects of  ACM; importance of International
computer systems;  Digital divide; Acts;
 Explain legislation, code of  Determine the effects of global
ethics and moral obligation of communication on the concept
computer users; of citizenship, cultural issues
 Explain the effects of ICTs on and digital divide;
communication, citizenship  Establish how digital divide can
and cultures; be reduced in the community.
 Explain how ICT can be
responsibly used to influence
communication and cultures;
 Demonstrate knowledge of
international Acts and
Standards.
 Demonstrate knowledge of
current data protection and
copyright acts
Protecting  Explain security, reliability and  Computer  Explain the necessity of data 10H
computer systems resilience of systems and crime; handling;
from natural consequences of system  Copyright;  establish the necessity of
threats and failure;  Plagiarism; securing computer systems;
computer crimes  Describe data handling;  Computer  Classify computer crimes into
 Describe measures to protect related crime; computer related and computer
systems from illegal access  Computer assisted;
and use (backup, use of assisted  Illustrate with examples how
passwords, security codes, crimes. safe working practices can
encryption, biometrics physical help protect a computer
security); system;
 State the importance of  Identify types of computer
recovery in the event of system crimes in the learner’s
failure; environment;
 Explain the importance of  Associate computer crimes to
privacy, and safe working specific measures in
practices; combatting them.
 Describe types of computer
crimes with examples;
 Explain measures to combat
computer crime;
Protecting  Describe different types of  Malware;  Compare the different types of 7H
computer malware (virus, worm, Trojan  Antivirus; malware (virus, worm, Trojan
systems from horse, rootkit);  Firewalls horse, rootkit, backdoor,
malware  Describe techniques and spyware, …);
practices used to fight against  Explain good practices (open
malware; only email attachments from
trusted source, scan email
attachments, download from
trusted websites ...) to protect

Page 16 of 42
 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
against malware;
 scan a computer system using
an antivirus;
 block untrusted websites using
a firewall;
 set up protection against
unauthorised access using a
firewall.
 Applying  Explain Artificial intelligence  Neural  Explain how AI is used in: 5H
Artificial (AI); networks; Health,
Intelligence (AI)  Establish difference between  Patten banking,
to improve on human brain and computers; recognition; manufacturing, …
Artificial working and  Describe how AI is used in  Natural
intelligence living standards specific areas of life. language
in analysis;
simulating  CYC;
real  COG.
systems. Employing robots  Describe a robot;  Robotics  Illustrate with examples 4H
for personal,  Explain how robots are used in situations that may need the
business and manufacturing, health, home, use of robots;
industrial …  Write an essay on advantages
 Working purposes  Describe advantages and and disadvantages of robots;
with limitations of robots;
Using artificial 
Simulation intelligence  Explain simulation;  Games  Determine simulations in the 8H
and Demonstrating  Establish advantages and  Videos learner’s environment or in a
Multimodal use of limitations of simulation;  Head mounted given situation;
systems  Using simulations, VR,  Explain how Virtual reality display,  Design simulation in the
simulation AR in different (VR) works;  VRML, learner’s environment using
systems areas of life  Describe the role of VR in technology i.e. represent it in a
(virtual different areas of life; computer system;
reality,  Explain how Augmented  Compare AR and VR systems.
Augmented Reality (AR) Works;
reality, …),  Describe the role of AR in
different areas of life;
 differentiate between AR and
 Using VR.
multimodal  Describe the application of VR
systems and AR in the field of
education, entertainment,
military, and medicine.
 Using Demonstrating the  Explain how multimedia  Multimedia;  Differentiate between 5H
multimedia use of multimedia systems work;  Multimedia multimedia and non-multimedia
authoring systems for  State features of multimedia authoring tool; content;.
tools presentation and authoring tools;  Produce a video using
entertainment  Use multimedia authoring tools pictures, audio and text;
(photo story, Camtasia,
Animate, …) to produce
multimedia content.
Identifying  Describe multimodal systems;  Multimodal  Identify the use of multimodal 2H

Page 17 of 42
 Contextual framework Competencies Resources
Family of Examples of Category of Examples of actions Core Skills Attitudes Other Duration
life life actions knowledge resources
situations situations
multimodal  Give examples of multimodal systems systems in a given computer
systems systems (Multimedia, system.
Augmented reality[AR], Virtual
reality[VR])

Page 18 of 42
MODULE 3: BUILDING ICT SYSTEMS
Duration: 116 hours

PRESENTATION OF THE MODULE

This module would lead the learner to:

 Identify and explore underlying concepts in building computer systems;

 Develop competencies in building information systems, computer applications and other digital contents;
 Develop an understanding in the building of basic digital electronic circuits;
 Develop an understanding in the programming of low-level languages.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

The competencies acquired through this module would permit the learner to write programs and build IS that solve issues related to
society, business and other areas of life that need digital solutions.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

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 digital contents. They also develop an understanding in the building
of basic digital electronic circuits which facilitate the understanding of low level programming. Among other aspects, the learner will:

 Use the SDLC and other models to build IS

 Work with Relational Databases such as Access, Open Base, MySQL
 Use UML in designing an IS
 Use Entity Relationship Diagrams to design relational databases and information systems
 Carry out normalization and write SQL codes
 Design software using different approaches
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  Use algorithms for writing efficient programs
 Use both High level and low level languages
 Write programs to solve different user needs
 Identify and work with logic gates, truth tables and Boolean expressions

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to be able to build some IS and confidently use the computer system, while being able
to identify where a problem occurred in the system if any. Such confidence exhibited would be due to their knowledge acquired in
building ICT systems.

TABLE OF MAIN COMPONENTS OF MODULE 3: BUILDING ICT SYSTEMS

Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

Building Describing IS  Describe stages in  System  Identify activities involved Didactic 3H

information System Development Development Life at each stage of a SDLC; material Charts on
systems using Life Cycle (SDLC) ; Cycle (SDLC);  Compare SDLC models; Team spirit different models
standard models:  Describe different  SDLC Models  Propose suitable change Honesty and .
system development over strategy for a given diligence Link
models (waterfall, context. Accountability Google
Prototyping, Communicative YouTube
Boehm’s Spiral etc.).; Algorithmic
 Explain the different thinking
Developing changeover strategies A desire to
Information (direct, parallel, pilot automate
systems and phase). Creative

Page 20 of 42
 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

 Prototyping  Explain reasons for Logical Didactic 5H

 Explain the steps prototyping; reasoning material Charts of the
Prototyping in prototyping  Compare types of Systemic various models.
approach, for system  Explain the types prototyping; reasoning
development. of system  Choose appropriate Passion for
prototyping type of prototyping in a technology
(Throw-away or given context.
close-end and
Evolutionary
prototyping)

Modeling data in an Distinguishing  Distinguish between  Data modeling  Differentiate between data Didactic 7H
IS between old and flat file and relational models; material RDBMS
modern methods of databases;  Compare flat file model with application Projector
data modeling.  Explain types of other databases models e.g. . Digital
database model; relational database model; resources(e.g. pictures
(Entity relationship  Use the steps involved in data and videos tutorials on
(ER) model, Relational modeling (e.g. design tables, Team spirit data modeling
model and object- determine primary keys, Honesty and approaches )
oriented model) model queries required by the diligence
 Describe various levels application etc.) to design a Accountability
of data modeling database. Communicative
(conceptual, logical, Algorithmic
Developing and physical thinking
Information modeling). Strong problem
systems  Explain notions of  Entity;  Examine concepts of entity solving skills 3H
Applying basic ER entity relationship  Attributes /Field; relationship model (entity, A desire to
modeling models automate
 Records /Tuple; attributes, primary and foreign
keys ...) ; Critical thinking
 Key attributes;
 Draw Entity Relationship (E- Creative
 (Primary,
Ethical
Foreignkeys…); R) diagrams.
Logical
 Data mapping. reasoning
Applying the  Explain notions of the  Relational  Propose advantages of Systemic Didactic material 3H
relational model relational model; database relational database model; reasoning Database application
 State examples of management  Transform a table into 1NF, Prudence
RDBMS; systems 2NF, 3NF. Self-discipline
 Explain the different (RDBMS); Passion for
types of relationship  Redundancy; technology
(1-1, 1-M and M-M).  Normalization of
a database

Software Testing Employing and  Describe types of  Software testing  Explain reasons for testing an Digital resources 5H
appreciating the testing ( System Information System. (e.g. videos on testing
System testing issues addressed by testing;  Select suitable testing method methods)
various testing Volume testing; for a given context.
regimes Integration testing, and
Acceptance testing.)

Page 21 of 42
 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

 Carry out the

procedure for module
testing;
 Establish the
importance of carrying Team spirit
out the tests. Honesty and
diligence
Working with Converting from one  Identify number  Binary arithmetic;  Carry out binary operations Accountability Didactic 5H
Binary arithmetic number base to systems;  Sign magnitude e.g. addition, subtraction, Communicative material Computer,
another  Convert from base 2 to representation; multiplication and division; Algorithmic projector
base 8, 10 and 16 and  Bit, nibble, byte,  Convert from base 2 to base thinking Digital resources(e.g.
vice versa; word… 8, 10 and 16 and vice versa. Strong problem pictures and videos
 Computing arithmetic  One’s solving skills tutorials )
operations. complement; A desire to Link
 Two’s automate Google
complement; Critical thinking YouTube
Creative
Building a bugler  Implementing  Sketch logic gates  Logic gates  Combine logic gates to form Ethical Didactic material 7H
alarm Boolean logic (OR, AND, NOT,  Boolean algebra. digital circuits. Logical Electronic kits
Building  Design logic NAND, NOR, XOR,  Simplify expressions using reasoning Digital resources
logic circuits Traffic lights circuits XNOR) symbols and  De Morgan’s Boolean algebra Systemic (e.g. picture and video
truth tables. theorem.  Outline benefits of the De reasoning tutorials on logic gates)
 Derive truth tables Morgan’s Theorem. Prudence
from Boolean Self-discipline
expressions (up to 3 Passion for
input variables) technology
 Derive Boolean
expressions from truth
tables;
 Simplify Boolean
expressions;
 Apply De Morgan’s
theorem.

Choosing  Identify standard data  Standard data  Explain standard and

Developing appropriate data Constructing types (e.g. real , types complex data types;
software types for complex data types Boolean, character,  Complex data  Use standard data types to
representation and from standard data integers); types form complex data types. 5H
organization of types  Represent complex
information data types (e.g. arrays,
strings, records lists).

Designing software Applying software  Demonstrate an  Top-down design;  Explain approaches to Digital resources 5H
design to solve real understanding of  Stepwise software design; (e.g. video
life problems structured design; refinement;  Select a suitable design Team spirit demonstrations of
 Solve real life  Incremental method for a given problem. Honesty and design strategies)
problems with the construction; diligence
structured design  Divide-and- Accountability
methods. conquer; Communicative

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 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

 Bottom-up design; Algorithmic

 Adapting existing thinking
solutions, and Strong problem
modular design. solving skills
A desire to
Representing  Explain uses of unit  Structure  Sketch a structure diagram automate Computer Projector 3H
software design and structure diagrams diagrams; for developing software. Critical thinking
( in terms of class,  Unified Modeling Creative
sequence, Language (UML) Ethical
composite…) model Logical
reasoning
Writing algorithms  Explain an algorithm;  Algorithm;  State advantages and Systemic Didactic 13H
 Identify characteristics  Control structures; disadvantages of pseudo reasoning material IDE, Charts,
Developing of algorithms;  Complexity of an code and flow chart; Prudence projector
software  Represent algorithms algorithm;  Write algorithms using Self-discipline .
using flowcharts and  Dry run pseudo code and flow chart; Passion for Digital resources(e.g.
pseudo code;  Explain algorithmic constructs technology pictures and videos
 Use basic algorithmic (sequence, selection, loop tutorials)
constructs (sequence, and recursion) with the aid of Link
selection, iteration or examples; Google
loop and recursion);  Draw trace tables to test and YouTube
 Analyze the efficiency detect errors in an algorithm.
of an algorithm;  Explain algorithmic strategies
 Explain recursion; (brute force, greedy, divide-
 Explain sorting and-conquer …) ;
(bubble, merge, and  Carry out dry run of an
insertion sorts etc.); algorithm.
and searching
techniques(binary and
sequential searches);
 Perform dry run using
a standard algorithmic
techniques

Testing and  Establish correctness  Evaluation of  Examine the performance of Didactic 5H

evaluation of of algorithms; Algorithms an algorithm using time and Team spirit material IDE, computer
algorithms  Assessing space efficiency Honesty and projector
reasonableness of diligence . Digital
solutions and relative Accountability resources(e.g. pictures
Developing correctness. Communicative and videos tutorials )
software Algorithmic
Explanation of  Distinguish between  Programming  Explain the different types of thinking Didactic 3H
different different types of paradigms programming paradigms; Strong problem material Charts,
programming programming  Explain the different solving skills projector
paradigms paradigms (  Encapsulation; properties of object-oriented A desire to .
Imperative or  Polymorphism. programming (encapsulation, automate Digital resources(e.g.
procedural, polymorphism …) Critical thinking pictures and videos
Declarative Creative tutorials )
Functional, Ethical Link
Google
Page 23 of 42
 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

Logic and Logical YouTube

Object-oriented ) ; reasoning
 Establish the relative Systemic
advantages and reasoning
disadvantages of each Prudence
paradigm. Self-discipline
Passion for
Selecting and Software reuse  Explain software  Software reuse ;  Determine the importance of technology Didactic 5H
working with reuse;  Library units; software reuse; material Program code
programming  Repositories;  Select software for reuse. Team spirit in course of
paradigms  Explain types of  Software Package development, computer
software reuse Honesty and lab
Outsourcing (internal and external) ; diligence .
software Digital resources(e.g.
 Explain criteria for Accountability pictures and videos
selecting software for tutorials )
reuse (reduce Communicative
development cost,
time, labour, Algorithmic
maintenance effort…); thinking

Developing Strong problem

software Determining when to  Distinguish between  Internally  Choose between developing solving skills Digital resources(e.g. 2H
use internally or internally and developed a software internally or pictures and videos
externally developed externally developed software; externally. A desire to tutorials )
software software.  Externally automate Link
developed Google
software. Critical thinking YouTube

Demonstrate use of  Explain language  Lexical analysis;  Determine language Creative Didactic material 5H
language translators translators (compiler,  Code generation; translators for specific Sample language
interpreter ...) ;  Parsing or programs; Ethical translators
 Determine advantages syntactic analysis;  Demonstrate the ability to use Logical Digital resources(e.g.
and disadvantages of  Preprocessing; compilers, interpreters …; reasoning pictures and videos
a given language  Optimization.  Compare the different types tutorials )
translator to solve of language translators. Systemic
problems; reasoning
 Use a language
translator Prudence
Implementing Converting data  Explain data  Data structures;  Transform algorithms into a Self-discipline
Didactic 9H
programming structures and structures;  Syntax; program; material IDE, projector
language algorithms to  Explain the meaning of  Semantics.  Apply the correct syntax and Digital resources(e.g.
Passion for
components programs syntax and semantics. semantics to a given pictures and videos
technology
programming language. tutorials on
programming )
Link
Google
YouTube
Developing

Page 24 of 42
 Contextual framework Competencies Resources

Family of life Examples of life Category of actions Examples of actions Core Knowledge Skills Attitudes Other resources Duration
situations situations

Using features of  Explain stack  I/O operations;  Apply features of high level Didactic 5H
high level languages mechanism for  Functions; language in programming; Material
procedure calling and  Local and global  Write programs using data IDE. , computer
parameter passing; variables; structures (file, …). laboratory
 Explain types of data  File handling Digital resources(e.g.
values (variables, operations; pictures and video
constants, locations,  Program clarity; tutorials on
scoping);  Program programming
 Explain characteristics Efficiency; procedures and
of a good program.  Program parameter passing )
Reliability. Link
Google
YouTube
software
Ensuring the built Testing a developed  Explain steps involved  Boundary data;  Debug a program; Didactic material 5H
program works as program in software testing  Correct and  Compare debugging IDE, Computer lab
expected (code review, static erroneous data; techniques (brute force, Digital resources
code analysis, unit  Debugging induction, backtracking …). (e.g. videos on testing
testing, system testing software; strategies)
etc.) ;  program tracing
 Explain debugging. debug code.

Developing

Page 25 of 42
MODULE 4: COMMUNICATION, RESOURCE SHARING IN IT AND INFORMATION SECURITY
Duration: 77 hours

PRESENTATION OF MODULE
This module leads the learner to describe principles on which the Internet operates, set up basic networks with different network
topologies, and build websites using web technologies. Learners are prepared to demonstrate competency in identifying, selecting,
configuring and using communication systems to share resources such as data/information, hardware and software.

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;
 Implement information security and privacy in computer systems.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

The competencies acquired through this module would permit the learner to exercise societal roles in the following life domains;
Economy life, Social and Family life, and Media and communication.
CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

The module is expected to lead the learner to:

 Identify and explore different network devices and their functions.
 Implement different network types
 Explain methods of securing data
 Describe data transmission modes and media
 Use the Internet
 Communicate with the use of services provided through the Internet

Page 26 of 42
  Evaluate issues related to security when communicating over networked systems
Build and deploy websites

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to enable the learner to set up and use networks with associated services, for communication and sharing
resources.

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

SECURITY
Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
situations life situations actions resources n
 Sharing Description of  Describe a computer  Computer  Differentiate the Team spirit computer 4H
resources computer network; Networks; functioning mode of modem,
(sharing a networking  Compare networked-  Stand-alone computer network from Honest and
printer, …) computers with stand- systems; stand-alone systems; Diligence phones
Exploring alone systems;  Client/server  Explain the benefits and
Concepts and  Choosing  Explain the benefits and computing; limitations of computer Research skills RJ45
features of equipment limitations of computer  Distributed networks
networks for a system networks. computing; Multi-tasking Jack
 Explain complexity, skills
 Using a securityand privacy
platform concerns of data Communicativ twisted pair
communication networks. e cable
 Transferring
data Classification of  Describe types of  LAN;  Classify network based on Strong Digital 4H
(sending computer networks.  MAN; coverage; problem resources
mail, network based  WAN;  Select appropriate types solving skills Photographs
exchanging on size of  CAN; of network for a particular; and
of geographical  PAN; organisation (school, bank Critical thinking videos of
information area to cover with many branches, …); computer
via a Ethical networks
telephone Choosing  Explain network types  Network  Choose appropriate 2H
…) network type based on the logical architecture or designs: client-server, Systemic Links:
based on her relationship between configuration; peer-to-peer used by an reasoning YouTube
 Securing strategy to suit network nodes or  Peer-to-peer organisation;
systems the computers; network;  Compare the advantages Self-discipline
organisation’s  Establish the advantages  Client/server and disadvantages of
 Identifying needs and disadvantages of network each architecture. Attention to
data each configuration. details
validation

Page 27 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
situations life situations actions resources n
and data Configuration of  Describe types of  Network topology;  Compare the type of Passion for 4H
verification network topology physical network  Mesh topology; network topology (Mesh, technology
techniques based on the topologies;  Star topology; Star, Ring, Bus and Tree);
physical  Establish the advantages  Ring Topology;  Propose network topology
 Implementin connection of and disadvantages of  Bus topology; to suit an organisation
g validation computers. each layout or topology.  Tree topology …
and
verification Selection of  Explain the role of  Computer network  Select equipment to set 6H
techniques network network components up a network for an
components (Modem, Hub, Switch, organisation (school, …);
(equipment) Router, Bridge, Gateway,  Set up a computer
NOS, Multiplexers, Network (peer to peer).
Network Cards,
Repeaters);
 Set up a computer
Network.

 Implementatio  Distinguish between  Search engines;  Contrast intranet and 10H

n of network intranet and extranet;  User profile; extranet;
security  Describe the  Mobile apps;  Explain the requirements
technologies used to  Blogs; used by companies to put
implement intranet and  Protocols; in place intranet and
extranet;  VPN; extranet (search engines,
 Describe the principles of  Privacy or user profile, mobile apps,
virtual private networks confidentiality; blogs, etc.) ;
VPN;  Integrity;  Set up a secured VPN
 Set up a VPN;  Availability; (firewalls, digital
 Use protocols to ensure  Validation; signature, …);
privacy;  Verification;  Describe the terms:
 Explain concepts related security, privacy,
to computer/data confidentiality, integrity
security; and availability as used in
 Explain security network;
measures designed to  Identify measures used to
protect computer protect computer systems
systems (firewalls, (User accounts,
protocols, encryption, passwords,
digital signatures, authentication, …);
firewall, user account);  Describe some techniques
 Explain security methods such as encryption and
designed to protect data access rights used for the
including encryption and protection of data;
access rights;  Contrast validation and
 Explain data validation verification;
techniques (range check,  Identify the use of
format check, length validation and verification
check, presence check, techniques in a given
existence check, limit situation;
check, check digit, parity  Choose appropriate
check); verification or validation
 Explain verification technique.

Page 28 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
situations life situations actions resources n
techniques (visual check,
double entry);

Differentiating  Explain logical topology  CSMA/CD;  Detect the methods used 2H

modes of data (CSMA/CD, CSMA/CA);  CSMA/CA; in the transmission of
transmission  Describe different  Data transmission signal for a given scenario
transmission modes . (CSMA/CD, CSMA/CA) ;
( Simplex; Half-Duplex;  Identify the direction of
Full Duplex.) signal flow between two
devices in a given
situation;
 Illustrate data
transmission modes.

Identifying  Differentiate between  Narrowband,  Contrast the data 5H

different broad band and narrow  Broadband transmission methods
transmission band Transmissions;  Serial (Serial and Parallel) ;
Types  Differentiate between transmission  Detect the methods of
Serial and Parallel  Parallel transmission used in a
transmissions; transmission given situation
 Differentiate  Synchronous (synchronous and
synchronous and transmission asynchronous) ;
asynchronous  Asynchronous  Illustrate analog and
transmissions; transmission digital signals.
 Differentiate between  Analog signal
Analog and Digital  Parallel signals
Transmissions;

Classification of Describe guided (wired)  Transmission  Classify the various 2H

transmission transmission mediums media physical media used in the
media (Copper Wire, Coaxial transmission of signals;
Cables, Twisted Pair  Choose appropriate
Cables, Optical Fiber …) transmission medium in a
 Describe given context.
Data unguided(wireless)
transmission transmission mediums
in (Bluetooth, Microwave,
communicatio Radio waves, Infra-red,
n systems Wi-Fi , Wimax, Satellite
Links);
 Describe the properties
of different transmission
media.

 Explain the meaning  Buffers;  Determine the techniques 2H

Description of and role of Buffers,  Interrupt; (Buffers, interrupt
peripheral device interrupts, interrupt  Polling; priorities, polling and
control priorities; polling and  Handshaking. handshaking) used to
mechanism handshaking control devices in the
network

Page 29 of 42
 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
situations life situations actions resources n
Using common  Outline the role of  Network protocols;  Discuss the protocols (IP, 4H
protocols in data protocols (IP, TCP,  OSI-reference TCP, SMTP, POP, HTTP,
transmission SMTP, POP, HTTP, model; FTP. TCP/IP) used to
FTP; ease data transmission;
TCP/IP);  Evaluate the roles of
 Explain the role of protocols in data
protocol suits in transmission;
communication;  Explain the OSI reference
 Describe the OSI model.
reference model.

Executing  Identify errors which  Data transfer  Determine errors 3H

different occur with the transfer of checks; (duplicated bits) which can
correctness data;  Parity Checks; occur during data
checking  Describe data transfer  Checksums; transmission;
methods checks mechanisms.  Self-Correcting  Propose techniques used
Codes, … to detect errors;
 Explain an error detection
method (odd and even
parity).

Reviewing the  Define the internet;  Internet;  Explain in a report major 1H

history of the  Recall the history of the  ARPANET; events in the history of the
internet internet.  NSFNET internet.

Determining the  Identify the role of  ISP;  Determine global and 3H

structure of the internet service providers  Telephone; line; local ISPs;
internet (ISP) ;  ISDN;  Determine the
 Identify the technology  XDL; technologies (Telephone
for connecting to ISPs;  Leased lines; line, ISDN, XDL, leased
 Identify requirements for  Web servers; lines, web servers,
connectivity to the  Network card; Network card, Modems,
internet.  Modems, …; etc) used by ISP to ensure
 Identify the role of  IP v4; internet connection;
internet protocols.  IPv6;  Explain the role played by
 FTP, IP, TCP, protocols (IP v4, IPv6,
HTTP. FTP, IP, TCP, HTTP) to
facilitate internet
connection.

Using social  Identify examples of  Social Media;  Determine some 4H

networks and social media applications  Chat rooms; interactive environments
collaborative (Facebook Instagram,  Forums used in the community to
environments Twitter, WhatsApp; communicate;
Blogs;  Evaluate the use of
Working with conferencing ( Zoom, internet in the community
the Internet Skype) …); (essay) ;
 Describe the impact of  Outline ways enforced by
social networks; the State to ensure
 Propose measures to internet access;
ensure proper use of
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 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
situations life situations actions resources n
social media;  Explain how a
 Demonstrate knowledge collaborative platform can
and use of collaborative be used for learning.
environments.

Using the  Describe internet 5H

internet services;
 Use communication
services (E-mail  Create an email account;
services, TELNET,  Attach a file to a mail and
newsgroups Internet  Teleworking; send;
telephony(VoIP), Instant  Videoconferencing  Research information on a
messaging …); ; particular topic using a
 Use information retrieval  Telecommuting; search engine;
services;  URL;  Chat using instant
 Use web services;  Cookies; messaging platform;
 Use the internet for  Search engines  Set up a teleconferencing
teleworking; platform;
 Explore information  Participate in a
retrieval services (FTP, teleconference.
Browser, Search
Engine,);

Using electronic  Describe e-commerce  Medical  Explain in a report the 8H

services for (purchase, transfer of information advantages and
commerce funds; system; disadvantages of e-
Refund of funds;  Telemedicine; commerce, e-health, e-
Credit/debit card …);  Electronic medical government;
record;  Identify e-government
 Describe e-health  E-governance; platforms in Cameroon.
 E-government;

 Using E-government
and E-governance

Learn with the  Describe computer  Computer  Explain in a report the

assistance of assisted learning; Assisted advantages and
computers  Identify methods of Learning(CAL; disadvantages of e-
course delivery; learning;
 Didactic resources;  Determine the methods
 Establishing advantages used over the internet to
and limitations of CAL. study (Computer Assisted
Learning (CAL), delivery
through servers, CD
ROMs, e-books, videos).

Develop simple  Implement html tags  web pages;  Create simple web Pages Text editor, 8H
Web web pages  Tags; using HTML. Content
development  Attributes. Managemen

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 Contextual framework Competencies Resources
Family of life Examples of Category of Examples of actions Core knowledge Skills Attitudes Other Duratio
situations life situations actions resources n
Apply common  Use cascading styles  JavaScript, HTML,  Write CSS code to change t System,
technologies, for sheets to improve look- PHP CSS; color, font size, padding, browser,
web and-feel;  web design …; DNS
development  use of JavaScript packages;  Write java script code to Digital
 WordPress or process client-side data resources
Joomla, … and form data; Video
tutorials of
Host a website  Exploit Content  Domain  Publish a website on the PHP, HTML,
Management Systems. name(public IP) ; internet. CSS, …
 DNS …

MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD

Duration: 77 hours

PRESENTATION OF MODULE

This module leads the learner to understand the fundamentals of project management, practically configuring and using the computer
system to solve daily problems and carrying out mini-projects. Learners are therefore prepared to demonstrate competency in:

 Designing and following up projects;

 Building applications using object-oriented programming;
 Tailoring spreadsheets to solve accounting, statistical, analytic and mathematical problems;
 Producing business-level presentation graphics/slides;
 Building and deploying websites using web technologies.

CONTRIBUTION OF MODULE TO ACHIEVEMENT AND OTHER CURRICULAR GOALS

The competencies acquired through this module would permit the learner to build and configure applications for solving problems in
society, the economy, Social life, Family, and Media and communication.

CONTRIBUTION OF MODULE IN THE AREA OF LEARNING

The module is expected to lead the learner to:

 Build online and offline digital contents;

Page 32 of 42
  Tailor applications for solving specific daily problems;
 Employ current technologies to solve contemporary problems, while acquiring skills to dynamically modify existing
applications to solve different problems encountered.

CONTRIBUTION OF MODULE TO THE TEACHING SYLLABUS AND OTHER DOMAINS OF LIFE

The main objective is to encourage the learner to build real applications for solving problems in industry, education, business and
other organizations.

TABLE OF MAIN COMPONENTS OF MODULE 5: PRACTICAL PROBLEM SOLVING IN THE DIGITAL WORLD
Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duratio
situations life situations actions knowledge resources n
 Interviewing  Identify businesses related to  E-business  Study IT success stories - Role play
business basic skills  E-commerce (Nji Collins, Arthur Zang, - Real life
persons  Explain customer needs Mark Zuckerberg, Bill
 Communicative scenario
Gates, Steve Jobs, Jack s
 Documentin Starting a Mah, )  Friendly
g findings (Sample
business  Study IT success stories  Knowledgeable
interview
(Google, Apple, Amazon)  Conversational
s)
 Detect community needs - Video
that can be solved with IT. Projector

Organizing,  Describe benefits of Project  Projects;  Propose a WBS (Work Team spirit Computer 8H
planning, Applying Management (PM);  Project Break-Down Structure) for a laboratory
running and project  Describe the activities of Management; given project; Communicative
evaluating management each stage (planning,  Stages in  Produce scheduling tool Online
projects fundamentals executing, …) in project project (PERT network, Gantt chart) Creative resources(
to run sample management; management; for a project; Photograph
Project projects  Describe techniques used to  WBS;  Outline activities for the Ethical reasoning s and
Management control and facilitate the  Gantt charts; planning stage of a project. videos of
success of a project;  PERT charts;  Work with methods of Prudence computer
 Explain PM constraints  critical path controlling projects (tracking, types)
(Scope, Time, cost); analysis; check points … ; Self-discipline
 Identify the roles,  Slack;  Implement a simple project; Human
responsibilities and  Network  Determine the duration of a Passion for resources
performance of members of a diagrams; project using a Gantt chart. technology
project team;  EF, LF, ES,  Compute the duration of a Links:
 Carry out basic calculations LS; project using network YouTube
using PERT, Gantt charts  Team diagram; Accurate and Google
and network charts; Management;  Calculate ES, EF, LT, and rapid writing
 Outline key factors that LF;

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 Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duratio
situations life situations actions knowledge resources n
cause project failure.  Determine slack task, critical Vigilant Sample
path. hardware
 Select a word processor;  Word  Format (bold, underline, observant devices 6H
 Explain the main features of processor; subscript, etc.) text with a charts
a word processor;  Editing; word processor;
Using
 apply features of the Word  graphics;  Insert graphics and other
formatting,
processor, to produce  formatting; objects;
Producing editing features
different types of documents.  Design;  Produce tables;
Practical use documents for of Word
 Mailings and  produce page covers;
of official, processors for
reviews.  Produce long documents
application business and producing
such that the table of content
software for other daily documents
can be generated;
solving uses  Apply review features
problems (proofing, commenting, etc.);
Tailoring  Select a spreadsheet  Spreadsheets  reference a range of cells; 8H
spreadsheets application; ;  add or remove rows and
to solve  Explain the main features of  cell reference; columns;
specific a spreadsheet;  cell range;  format cell entries;
problems ...  utilize features of a  formulae;  Format cells (adjust size,
spreadsheet application;  absolute cell wrap text, bold, apply style,
Carrying out  Carrying out
 Explain how to link reference; conditional formatting, ...) ;
multimedia statistical,
worksheets with formulae.  what-if-  Do financial and statistical
presentation financial etc.
analysis; analysis using spreadsheet
analysis,
 Charts; functions ( sum, count,
Managing calculations
 Reports; product, if, sumif, countif,
relational and
 Pie chart; sumproduct, vlookup, ...) ;
databases projections
 Histogram.  Produce charts of relation
for education,
between two or more
businesses
categories ;
 Link worksheets with
formulae;
 Determine the appropriate
spreadsheet formulae for a
given problem;
 Explain practices of good  Slides;  Add slides to a presentation; 8H
presentation;  Slide-  Produce multimedia contents
 Describe main features of a transitions; using editing, formatting and
presentation software;  Animations; multimedia features of a
Producing
 Select a presentation presentation software;
slides that
software;  Add transitions to a
display
 Create slides (Slide-design); presentation;
illustrative and
 Use features of a  Animate components of a
attractive
presentation software to presentation;
presentations
create illustrative and  Apply project management to
attention grabbing run a presentation project.
presentations.

Collecting  Recall main features of an  RDBMS;  create tables;

Organizing, RDBMS;  Tables;  Enter data into a table; 12H
storing and  Demonstrate user skill in the  Queries;  relate tables;

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 Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duratio
situations life situations actions knowledge resources n
use of a relational DBMS(MS  Forms;  create queries to retrieve
Access or Open/Libre Office  Reports. data ;
Base) ;  Create queries to generate a
 Use structured query calculated field;
language (SQL).  generate reports;
 create forms;
securing data
 export a database;
to be
 import a database;
accessed in
 write SQL statements to
various ways
populate a database;
for particular
 write SQL statements to
use.
retrieve data from one or
many tables;
 write sub queries;
 Apply project management to
run a database project;

 Describe the general process  PHP;  Create php/mysql code that 6H

of publishing a database  MySQL; stores login and password in
online;  HTML. a database;
 Manipulate databases in a  Publish a database on the
Using
web server (Xampp, Wamp) internet ;
databases for
 Link a database to a  Apply project management
web authoring
webpage using basic PHP concepts on a web project
code; involving database.

 Describe cloud computing  Cloud  Outline problems that can be 5H

 State characteristics of cloud computing; solved by cloud computing.
Designing and computing  SaaS, IaaS,  determine cloud computing
Discovering manufacturing  Describe cloud computing PaaS; model used in a given
and making Using Cloud
using the delivery models  Google drive; service;
use of computing
computer  I cloud;  store data on the cloud;
innovations  Drop box, …  retrieve data from the cloud;
in digital Storage of  Outline examples of cloud
technology Data on the storage services.
internet  Define green computing;  Green  Assess practices that do not 4H
 Describe practices that computing; promote green computing;
Green promote green computing  Use of computer systems in
computing Environmental (Usage disposal, eco- an environmentally
friendly usage friendly) responsible and eco- friendly
and disposal of manner;
computer  Identify projects that exhibit
systems green computing;
 Execute projects that exhibit
green computing.

Implementing  Select an appropriate IDE;  .NET  Write programs using an 16H

programming  Identify relative advantages framework; object oriented programming
concepts and disadvantages of an IDE;  Java runtime language;

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 Contextual framework Competencies Resources

Family of life Examples of Category of Examples of actions Core Skills Attitudes Other Duratio
situations life situations actions knowledge resources n
 Explain the concepts of  object  Run an object oriented
Using IDEs for
classes, objects, inheritance, oriented program using an IDE.
building
polymorphism, … programming;
applications
 Explain functions and
that run on
parameter passing;
the .NET
 Use programming language
framework or
to solve a real-life problems;
applications
 Build applications that
that run on
provide solutions to real life
Java runtime.
problems.
Mini Projects
Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

Exploring Selecting a DESCRIPTION The 5-G computers (2010-date) is Vacuum Presentations on 5-G Team spirit Search engine
Computer computer OF geared towards creating machines Tubes technologies like
systems system to COMPUTING which can process and respond to parallel processing , e.g. Google
buy TRENDS natural languages and also have the Transistors superconductors,
Communicative youtube
capability to learn and organize quantum computers,
following up Integrated
themselves. Make a presentation of molecular and Nano other educative
trends in circuits
the technologies that make this technology links
technological possible, and how they work. Creative
Artificial
development
Intelligence
Explain the properties of each
generation’s technology, that have
changed how computers operate, Ethical
leading to more powerful, less reasoning
expensive but more efficient and
robust machines.
Prudence
Exploring Exploring CONFIGURIN Research and propose hardware and User Identify disabilities Search engine
Computer user G USER software for use by different category disabilities
Systems interfaces ENVIRONMEN of computer users. The category of a Propose hardware and e.g. Google
T AND user is based on their particular ASR, Braille software for each Self-discipline
disability of the user YouTube
MANAGING disability or special needs.
Ergonomic
FILES other educative
devices propose creative ideas
on innovations to help Passion for links
users with disability technology
Carry out report on
findings

Exploring Solving TROUBLE Repair a computer system to check System Repair computers with Search engine
Computer problems SHOOTING issues related to hardware failure, problems such as Accurate and

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

Systems encountered AND corrupt OS, software malfunction, and restore freezing, not booting, rapid writing e.g. Google
in the course MAINTAINING malware action. low memory, slow to
of using HARDWRARE Malware, run, crashing youtube
hardwae AND Security programs, and other
Defragmentati Vigilant other educative
and SOFTWARE identifiable faults.
A laboratory (or home computer) on links
software
needs an upgrade given that it State the tools used in
currently does not allow one to carry Disk scanners solving each of the observant
out the following tasks with it: above problems
File
Install and use software packages compressors
made in 2016 onwards, produce high
definition graphics (video and images), Firewalls Write a report on which
produce and edit quality sound and tool was used and how
BIOS setup
video, install and use high speed it was used to solve
internet, run multiple programs at the the particular problem
same time, run applications at a very
high speed RAM , HDD
Propose (or carry out) an upgrade to CPU, OS
the computer system, stating which
Input and Upgrade computers
component is changed , added or
output devices from obsolete or lower
subtracted and explaining why this is
version to up-to-date
done, for each of the components.
standards. Configure Team spirit
Identify the properties of the new
them to run High
components in relation to the old ones.
definition software and
Identify projects or activities that can peripherals
be carried out with the use of the Communicative
computer system, and the minimum
hardware or software requirement Replace old hardware
specification for each project or and software with new Creative
activity. ones

Write a report on the

components changed Ethical
and what difference reasoning
this makes.

Include in the report

Prudence
the properties of old
and new system
components
Self-discipline
Exploring Researching 1.10 Identify four different manufacturers of DELL In tabular form, write Computers
Computer on hardware CHOOSING Personal Computers(PC). Carryout a the differences
systems and software CATEGORY comparative analyses of their products between system
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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

vendors and OF and services Compaq manufacturers and Passion for Phones
their COMPUTERS their products by technology
products FOR USE, HP considering properties Search engine
BASED ON such as speed,
LG e.g. Google
THE QUALITY durability, cost,
OF THEIR Samsung reliability, availability in YouTube
PRODUCTS your own area, user Accurate and
AND Apple friendliness, after sales rapid writing other educative
SERVICES services, links
maintainability and
other properties
necessary for Vigilant
consideration

Determining Mobilizing 2.1.2 USING Study the work system of a bank, a MIS Describe works Computers
observant
the range resources to INFORMATIO school and at least three other procedures or systems
and scope establish an N SYSTEM IN institutions. Describe what each TPS in the organization Phones
of computer IS AN institution does, stating the actors that being studied.
EIS Search engine
applications ORGANIZATIO are involved, the procedures and the
Proposing N available machines or technology at Identify the actors
DSS e.g. Google
digital each institution. Propose an involved and the role
solutions to a information system for each, taking ES they play. YouTube
variety of note of the people(actors),
real life Simulations Propose the kind of other educative
procedures(methods of work) and
problems systems system or systems that links
machines(or technology) that will
can facilitate their
enhance ease of work, security, speed
GIS current work
of work, teleworking, management,
procedures
reporting, analysis and other LIS
transactions. Explain how each of
Videoconferen your proposed IS
Identify other specific problems the IS cing solves problems in the
will solve.
work procedures and
Telecommutin for actors in their
g organization.
Identify issues or operations to guard physical
against in order to avoid the failure of Identify risks and
protection propose measures on
such a system for each of the
organizations Passwords what to do and what
not to do, to avoid
Firewalls failure of the IS

Bio security Report on activities

carried out and
Training of proposed system
workers changes.

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

Determining Responsible CREATING Organize an open presentation (in AGM Identify computer Computers
the range use of AWARENESS school, market, organization) on the crimes and prevention
and scope computer ON THE importance of computerized systems, BCS methods Team spirit Phones
of computer systems SOCIAL, computer crime and prevention,
IEEE Describe issues Search engine
applications LEGAL, measures for responsible use of
Protecting ETHICAL AND computer systems, the legislation in addressed by existing
Hacking Communicative e.g. Google
computer ECONOMIC place, safe working practices, codes of standard codes of
systems from IMPLICATION ethics recommended. Advice on Dumpster ethics and YouTube
insecurity S OF USING measures to reduce the digital gap Diving conduct(BCS, ACM,
COMPUTERS IEEE) Creative other educative
Scamming links
Identify any other
Malware existing code of ethics
on the use of Ethical
Phishing computer systems, for reasoning
some organizations
Theft
Propose measures to
Cyber crime reduce digital gap Prudence

Cyber security Produce a report on

the above presentation
Self-discipline
Exploring Setting up INITIATION TO Using a simulation program for setting Protocols Install and run a browser
concepts networks NETWORKING up networks(e.g. CISCO Packet simulation software for Computers
and features Tracer), design network set-ups for a TCP/IP setting up networks
of networks sharing star topology, ring topology, bus Passion for Phones
resources on topology and a simple mesh topology Create a Ring technology
a network topology, bus topology, Search engine
for a minimum of 5 computing nodes, Network
but not exceeding 10 computing star topology and
typologies e.g. Google
nodes(for this level). mesh topology for a
Network sizes minimum of 5 nodes youtube
Setup connections between two or Accurate and
more mobile devices, for sharing files. Client/server rapid writing other educative
and peer-to- links
Use a connection method of your Setup an online game
peer
choice to setup a least two users to to be played by two or
play the same game , with each user Bridges, more users from Vigilant
accessing the same copy of the game Routers different devices.
from their different mobile devices.
Switches Produce a clear report
A clear report on protocols and other on protocols, observant
tools used should be produced Gateways procedures, tools
used and difficulties
Modems encountered .
Computer .
peripherals

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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

Classes of IP
addresses

Web Build simple BUILDING Build and (if possible) host (online or Internet Write HTML code to
Developmen web pages AND HOSTING on a local server) a website which build a school website
t WEBSITES makes use of the following Browser
technologies: Use CSS in the code, Computers
Browsers for styling or formatting
Apply HTML, CSS, JavaScript, PHP. Your Phones
common website should make use of font tags, Use JavaScript for
technologies animating objects on Search engine
form tags, div tags, anchor tags, table HTML
for web tags, style tags, image and video tags, website
e.g. Google
building and at least 10 other tags. CSS
Use basic PHP for
youtube
Apply attributes that go with each of JavaScript connecting website to
the tags used above. a database other educative
PHP links
Create links between two or more Write a report on the
pages using menus. RDBMS codes used.

Your website should be dynamic and

interactive

Practical Using 5.2.1 Study the report booklet or the manual Statistical Create a Report Card Computers
use of spreadsheet TAILORING recording system of students’ functions management system
application features for SPREADSHEE performance (report card) of your using a spreadsheet Phones
software for accounting, TS TO SOLVE school.
Enter marks for each Search engine
solving statistical, SPECIFIC
Implement a mark or performance Database subject for a number of Team spirit
problems analytical PROBLEMS e.g. Google
processing system for a school using a functions students
purposes
spreadsheet. The system receives YouTube
marks for various subjects taught in a Print the Report Cards
bearing the rubrics Communicative
particular class and presents all the Date and time other educative
information as found on the manual found on the manual links
functions
report card. It then outputs a chart report card.
showing average of each student Creative
against the name for each class. It
carries a table which reports on the Financial Ethical
number of students who sat in the functions reasoning
exam per class, number who passed,
number who failed, number dismissed, Prudence
best three students, and worst three Logical Self-discipline
students. The system should display functions
report cards for first term, second term Passion for
and third term. technology

Mathematical
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Contextual framework Competencies Resources

Family of Examples of Category Example of action Core Skills Attitude Other Duration
life life action knowledge resources
situations situations

functions Accurate and

rapid writing

Vigilant
Text functions
observant

Team spirit
Discovering Using BUILDING Using a programming language of your OOP Use UML or another Computers
and making features of SIMPLE choice( preferably an Object oriented method to design an Communicative
use of objectoriente PROGRAMS language), build a stock management Encapsulation application for Phones
innovation d FOR SOLVING system for a grocery store. The system managing stock for a Creative
Inheritance Search engine
in digital programming DAILY should consist of different user grocery store.
Ethical
technology and other PROBLEMS accounts, invoice and inventory Polymorphism e.g. Google
Implement the program reasoning
technologies functionalities and carryout other
for building operations as found in a typical stock using a particular YouTube
Prudence
applications control system . programming
language(preferably an Self-discipline other educative
object oriented links
programming Passion for
language) technology

Write a report on what Accurate and

the system does, how rapid writing
it solves the problem of
stock management, Vigilant
the design and the
observant
code used in building
the system.

Page 41 of 42