Republic of Zambia

Ministry of Education

INFORMATION AND COMMUNICATION TECHNOLOGY

SYLLABUS
SECONDARY ORDINARY LEVEL EDUCATION

Developed by the Curriculum Development Centre

LUSAKA
 2024

Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development Centre

INFORMATION AND COMMUNICATION TECHNOLOGY

SYLLABUS
SECONDARY ORDINARY LEVEL EDUCATION
FORM 1 TO FORM 4
© Curriculum Development Centre 2024.

All rights reserved. No parts of this publication may be reproduced, stored in a retrieval system or transmitted by
electronic, mechanical, photocopying, recording or other means, without the prior permission of the Curriculum
Development Centre.

ISBN: 978-9982-54-005-6

i
VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and
value systems.

ii
TABLE OF CONTENT
VISION ii
TABLE OF CONTENT i
PREFACE i
ACKNOWLEDGEMENTS ii
Introduction 1
Structure of the Syllabus 1
Teaching Methodology 1
Time Allocation 2
Assessment 2
Project Assessments: 2
Problem-Solving Exercises: 2
Class Participation and Collaboration: 3
Portfolio Assessment: 3
Final Project Presentation: 3
Written Examinations: 3
Alternative to Practical Examinations 4
Simulation Software: 4
Project-Based Assessments: 4
Oral Examinations: 4
Peer Reviews and Group Work: 4
Use of ICT Labs in Shifts: 5
Portfolio Assessments: 5
Rationale 5
Summary of Key Competences 7
Form 1 ................................................................................................................................................................................. 9
i
Summary of Key Competences Achieved in ICT for Form 1 22
Form 2 ............................................................................................................................................................................... 23
Summary of Key Competences Achieved in ICT for Form 2 27
Form 3 ............................................................................................................................................................................... 27
Summary of Key Competences Achieved in ICT for Form 3 29
Form 4 ............................................................................................................................................................................... 30
Summary of Key Competences 33
APPENDICES ..................................................................................................................................................................... 35
Scope and Sequence of ICT Curriculum (Form 1 to Form 4) 35

ii
PREFACE
It is with great pride and a deep sense of commitment to the future of our nation that I introduce the Information and
Communication Technology (ICT) curriculum for our secondary schools. As the Minister of Education, I am acutely aware
of the transformative power of technology in today’s world. The integration of ICT into our education system is not merely
a step forward; it is a leap towards preparing our learners for a future where digital literacy is paramount.

This ICT curriculum has been developed with the objective of equipping every learner with essential skills and knowledge
in information and communication technologies. In an era where technology permeates every aspect of our lives, it is
crucial that our learners are not only consumers of technology but also informed and proficient users. The curriculum is
designed to foster critical thinking, creativity, and problem-solving skills, ensuring that our learners are well-prepared to
meet the challenges and opportunities of the digital age.
The compulsory nature of this subject underscores our commitment to ensuring that no learner is left behind in the
technological revolution. Every learner, regardless of background or future aspirations, will benefit from a strong foundation
in ICT. This curriculum covers a broad range of topics including digital literacy, internet safety, programming, and the
ethical use of technology. It is structured to be engaging, relevant, and aligned with the latest advancements in the field.

Our dedicated educators have been provided with comprehensive training and resources to deliver this curriculum
effectively. The teaching methods employed are dynamic and interactive, encouraging learners to actively participate
and engage with the material. We believe that through this approach, learners will not only gain theoretical knowledge
but also practical skills that are applicable in real-world scenarios.

I am confident that this ICT curriculum will play a pivotal role in shaping the future of our learners and our nation. I
encourage learners to embrace this subject with enthusiasm and dedication, and I urge parents and guardians to support
their children’s journey in the vital field of ICT.

Yours sincerely,

Joel Kamoko (Mr.)

Permanent Secretary – Educational Services
MINISTRY OF EDUCATION

i
ACKNOWLEDGEMENTS
The development and implementation of the Information and Communication Technology (ICT) curriculum for
secondary schools is a testament to the collaborative efforts of many dedicated individuals and organizations.
As the Director for Curriculum Development, I am honored to acknowledge and express my deepest gratitude
to everyone who has contributed to this significant initiative.

First and foremost, I extend my heartfelt thanks to the Minister of Education for their visionary leadership and
unwavering support. Their commitment to advancing our education system and ensuring that our learners are
prepared for the digital future has been the driving force behind this project.

I would like to express my sincere appreciation to the members of the Curriculum Development Committee.
Their expertise, dedication, and hard work have been instrumental in crafting a curriculum that is both
comprehensive and forward-thinking. Their ability to blend theoretical knowledge with practical application has
ensured that this curriculum will be both engaging and effective for our learners.

Special thanks are due to our team of educators and ICT specialists who have provided invaluable insights and
feedback throughout the development process. Their practical experience and innovative ideas have greatly
enriched the curriculum, ensuring that it meets the needs of our diverse learner population.

I am also grateful to our partner institutions and organizations for their collaboration and support. Their
contributions have been essential in providing the resources and technology needed to deliver this curriculum
effectively in our schools.

Furthermore, I would like to acknowledge the valuable feedback and support from pilot schools and their
communities. Their input has been crucial in refining the curriculum and ensuring its relevance and effectiveness.

Finally, I extend my gratitude to the learners, parents, and guardians for their enthusiasm and support. It is your
commitment to education and your trust in our system that inspires us to continually strive for excellence.

ii
This ICT curriculum represents a significant step forward in preparing our learners for the future. Together, we are
building a foundation of digital literacy and technological proficiency that will empower our learners to succeed
in an increasingly digital world.

Thank you all for your invaluable contributions and support.

Sincerely,

Charles Ndakala (Dr.)

Director – Directorate of Curriculum Development
MINISTRY OF EDUCATION

iii
Introduction
The Information and Communication Technology (ICT) curriculum for secondary schools has been developed to
provide learners with essential digital literacy skills and knowledge. Recognizing the integral role of technology in
modern society, this compulsory subject aims to equip all learners with the ability to use ICT effectively and
responsibly. The curriculum is designed to foster critical thinking, creativity, and problem-solving skills, preparing
learners to navigate and thrive in a technology-driven world. Topics on entrepreneurship and financial education
ensures that learners develop financial and entrepreneurial skills while applying ICT.

Structure of the Syllabus

The syllabus is structured to cover a wide range of ICT topics, ensuring a comprehensive understanding of the
field. Key modules include:
Digital Literacy Skills: Basics of computer operation, internet use, and software applications.
Programming: Introduction to coding languages and developing problem-solving skills through programming.
Data Management: Understanding data collection, storage, and analysis.
Cybersecurity: Basics of protecting information and systems from digital threats.
Networks and Communication: Principles of computer networks, internet, and communication technologies.
Ethical and Societal Implications: Examining the impact of technology on society and discussing ethical issues.

Teaching Methodology
The teaching methodology for the ICT curriculum focuses on active learning and practical application. Key
approaches include:
Interactive Lessons: Engaging learners through discussions, demonstrations, and multimedia resources.

1
Hands-on Projects: Providing opportunities for learners to apply concepts through practical projects and exercises.
Collaborative Learning: Encouraging group work and peer-to-peer learning to enhance teamwork and
communication skills.
Blended Learning: Integrating online resources and tools to complement traditional classroom instruction.
Problem-Based Learning: Using real-world problems to develop critical thinking and problem-solving skills.

Time Allocation
The ICT curriculum is designed to be flexible yet comprehensive, with recommended time allocations as follows:
Weekly Classes: Four periods per week, each lasting 60 minutes.
Practical Sessions: Additional laboratory or computer lab sessions to reinforce hands-on learning.
Project Work: Dedicated time for learners to work on individual and group projects throughout the term.

Assessment
Assessment shall be done by the Examinations Council of Zambia (ECZ). The ECZ may develop assessment syllabi
based on this syllabus. Assessment in the ICT curriculum is designed to evaluate both theoretical understanding
and practical skills. Assessment methods include:

Project Assessments:

Evaluate learners based on the completion and quality of their programming projects.
Consider creativity, functionality, and adherence to best practices.
Assessment of individual and group projects based on creativity, functionality, and presentation.

Problem-Solving Exercises:

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Assess learners' ability to apply computational thinking and problem-solving skills to new challenges.
Include open-ended questions that require critical thinking.
Regular quizzes, assignments, and class participation.

Class Participation and Collaboration:

Assess engagement in class discussions, collaboration on coding exercises, and willingness to share knowledge
with peers.

Portfolio Assessment:

Have learners maintain a portfolio showcasing their coding projects, solutions, and reflections on their learning
journey.

Final Project Presentation:

Culminate the course with a final project presentation where learners demonstrate their skills, explain their
project choices, and answer questions.

Written Examinations:

Assess theoretical knowledge through written examinations covering topics such as Productivity software, basic
networking concepts, and operating systems, basics of cybersecurity, algorithms, data structures, and ICT
concepts.
Hands-on tests and exams to evaluate problem-solving skills.
Final Examination: A comprehensive written final examination covering all modules of the syllabus.

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Alternative to Practical Examinations
For schools that may not have adequate computers for all learners, alternative assessment methods shall be
employed to ensure that practical skills are still evaluated effectively. These alternatives include:

Simulation Software:

Utilize simulation software that mimics real-world computing environments, allowing learners to practice coding,
data management, and other ICT skills on fewer computers or even on personal devices outside of school.
Paper-Based Practical Tasks:
Design paper-based practical tasks where learners outline step-by-step processes for solving problems using ICT
tools. These tasks can include writing code snippets, designing network diagrams, or planning data management
strategies.

Project-Based Assessments:

Assign project-based assessments where learners work on theoretical projects that require them to plan and
design ICT solutions. These projects can be assessed based on their understanding of concepts, problem-solving
approaches, and creativity.

Oral Examinations:

Conduct oral examinations where learners explain how they would perform certain practical tasks. This can
include describing coding logic, explaining how to secure a network, or detailing steps for data analysis.

Peer Reviews and Group Work:

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Encourage peer reviews and group work to leverage collaborative learning. Learners can present their work to
classmates, who then provide feedback based on set criteria. This method promotes understanding through
teaching and discussion.

Use of ICT Labs in Shifts:

If a limited number of computers are available, organize learners into shifts to ensure each learner gets adequate
hands-on time. This can be supplemented with guided instruction during non-computer times.

Portfolio Assessments:

Have learners compile a portfolio of their work throughout the course. This portfolio can include written
assignments, project plans, and reflections on their learning process. It provides a comprehensive view of their
understanding and progress.

By implementing these alternatives, schools can ensure that all learners are assessed fairly and comprehensively,
even in environments with limited resources. These methods aim to maintain the integrity and effectiveness of the
ICT curriculum while providing equitable opportunities for all learners.

Rationale
Learning Information and Communication Technology (ICT) at secondary school provides learners with a range
of valuable skills and knowledge that are essential in today's digital world. The following are some of the key
rationales why learners should learn ICT at this level:

Digital Literacy: ICT education equips learners with the fundamental skills necessary to navigate and thrive in an
increasingly digital society. This includes understanding how to use computers, the internet, and various software
applications effectively and responsibly.
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Preparation for the Workforce: In virtually every field, digital skills are becoming indispensable. Whether learners
pursue careers in technology, business, healthcare, or the arts, proficiency in ICT is often a prerequisite. Learning
ICT in secondary school provides a solid foundation for future employment opportunities.

Enhanced Learning Experience: ICT can be integrated across various subjects to enhance teaching and learning
experiences. From conducting research online to creating multimedia presentations, ICT offers learners new ways
to engage with and understand academic content.

Critical Thinking and Problem-Solving: ICT education encourages learners to think critically and solve problems
creatively. When faced with technical challenges or tasked with developing digital solutions, learners learn to
analyze problems, identify relevant information, and devise effective strategies to address them.

Communication and Collaboration: ICT fosters communication and collaboration skills, which are essential for
success both in school and beyond. Through online platforms, learners can collaborate with peers on projects,
communicate with teachers outside of class, and engage with experts and resources from around the world.

Preparation for Further Education: Many tertiary education institutions incorporate ICT into their programs, and
proficiency in these skills can be advantageous for learners pursuing higher education. Whether learners are
conducting research, participating in online courses, or collaborating with peers, ICT proficiency can facilitate
their academic success.

Empowerment and Participation in Society: In today's interconnected world, digital literacy is essential for civic
engagement and participation. ICT education empowers learners to become active and informed citizens who
can critically evaluate information, engage in online discourse, and leverage technology to advocate for causes
they believe in.

Adaptability and Lifelong Learning: Technology is constantly evolving, and the skills learners learn in ICT classes
equip them with the adaptability and resilience needed to thrive in a rapidly changing world. By fostering a
mindset of lifelong learning and adaptation, ICT education prepares learners to succeed in whatever future
endeavours they pursue.
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In summary, learning ICT at secondary school is essential for equipping learners with the skills, knowledge, and
mindset needed to thrive in a digital world, both academically and professionally.

The following is the outline of ICT syllabuses at secondary school level.

Summary of Key Competences

By the end of the 4-year secondary course the learners are expected to have acquired the following key
competences in ICT:

Competencies Descriptors
Analytical Ability to break down complex ICT problems into smaller components, interpret data, and
make informed decisions based on evidence.
Communication Use ICT tools and platforms to effectively share information, ideas, and solutions through
various digital mediums, ensuring clarity and coherence.
Collaboration Work effectively in teams using digital collaboration tools, contributing to shared goals while
respecting diverse perspectives.
Creativity and Innovation Develop innovative solutions to real-world problems by leveraging ICT tools, and creatively
apply technology to design new products or services.
Critical Thinking Evaluate information critically from multiple sources, analyse technological solutions, and
assess their impact on society and personal life.
Digital Literacy Demonstrate proficiency in using digital devices, software, and the internet responsibly,
securely, and ethically for academic and professional purposes.
Entrepreneurship Use ICT to identify business opportunities, create digital business models, and manage online
platforms for entrepreneurial ventures.
Environment Sustainability Utilize ICT tools to promote sustainable practices, reduce electronic waste, and advocate for
environmentally responsible technology usage.
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 Competencies Descriptors
Financial Education Apply ICT in managing personal and business finances, including budgeting, digital banking,
and understanding financial tools and risks in online transactions.
Problem Solving Identify challenges in ICT systems or applications and develop practical, efficient, and
innovative solutions using technology.
Citizenship Demonstrate responsible use of technology as a digital citizen, adhering to ethical standards,
online etiquette, and respecting cultural diversity.
Emotional Intelligence Use ICT to manage emotions and relationships effectively, including tools for self-awareness,
empathy, and constructive communication in digital environments.

These descriptors ensure that learners not only gain technical knowledge but also develop skills critical for personal, societal, and
professional growth in an ICT-driven world.

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Form 1
Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
1.1 Introduction to 1.1.1 Role of ICT [Link] Explain the importance • Discussing real-life examples of Learners appreciate and
ICT in Daily Life of ICT in communication, ICT use in group activities. articulate the relevance
education, and business. • Creating a poster showing ICT of ICT.
applications.
videos demonstrating ICT in various
industries.
• Conduct a class survey on ICT
tools used at home.
• Writing a short essay about the
impact of ICT on education.
Introduction to 1.1.2 Types of [Link] Identify various ICT • Match ICT tools to their respective Learners identify and
ICT ICT Tools tools and their purposes. functions in a worksheet. use ICT tools
• Demonstrate the use of basic tools appropriately.
(e.g., email).
• Creating a chart categorizing ICT
tools into hardware and software.
• Visit an ICT store or website to
explore modern tools.
• Role-play scenarios using different
ICT tools.
1.2 Basic Computer 1.2.1 Using 2.2.1 Use basic software like • Creating a simple document and Learners navigate and
Skills Software word processors and format it. use software tools with
Applications spreadsheets. • Enter data into a spreadsheet and ease.
apply basic formatting.

9
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• Creating a table to track daily
activities in a spreadsheet.
• Exploring templates available in
office software for specific tasks.
• Share a document using email or a
cloud platform.
1.3. Types and 1.3.1 Hardware [Link] Identify and name basic 1. Hardware Identification and Learners can name,
Components of hardware components (CPU, Labeling describe, and compare
Computer Systems RAM, ROM, input/output o Provide learners with a basic hardware
devices). disassembled computer or images components.
of its components.
[Link] Describe the role of o Ask them to identify and label
each component in computer each hardware component, such as
operation. the CPU, RAM, ROM, and
input/output devices.
[Link] Compare and contrast o Include a guided worksheet with
internal and external hardware descriptions and hints for each part
components. to facilitate learning.
2. Interactive Digital Simulation
o Using an online computer
assembly simulator or software to
allow learners to virtually explore
and assemble a computer.
o Learners can drag and drop
components into their appropriate
slots and receive feedback on their
placement.
o Encourage discussions about the
purpose and function of each
component.
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 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
3. Scavenger Hunt Activity
o Creating a classroom scavenger
hunt where learners search for
hardware components (or images)
placed around the room.
o Each station can have a card
describing the component's
function and importance.
o Learners can record their findings
and share them with the group
afterward.
4. Group Presentation Task
o Divide learners into small groups
and assign each group a hardware
component (e.g., CPU, RAM,
ROM, input/output devices).
o Groups research their assigned
component and Creating a short
presentation with visuals
explaining its role in a computer
system.
o Presentations can include
diagrams, examples, and real-
world applications of the
component.

• Using visual aids to identify and

label hardware components.

11
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• Performing a hands-on activity
where learners open a computer
and identify internal components.
• Watching a video explaining the
role of CPU and RAM.
• Completing a quiz on identifying
different hardware components.
• Discussing the importance of each
hardware component in computer
operation.
1.4. Input and 1.4.1 Input [Link] Identify and name 1. Show-and-Tell Session Learners can identify,
Output Devices Devices different input devices o Provide learners with real input explain, and
(keyboard, mouse, scanner, devices (e.g., keyboard, mouse, demonstrate the use of
etc.). scanner, microphone, joystick) or input devices.
[Link] Explain the function of images of these devices.
each input device and its o Ask each learner to pick a device,
advantages. identify its name, and explain its
[Link] Demonstrate the use of function to the class.
common input devices in o This activity encourages hands-on
practice. interaction and verbal
communication skills.
2. Input Device Matching Game
o Creating cards with pictures of
input devices and separate cards
with their names.
o Have learners match the pictures
with their correct names.
o To add variety, include a brief
description of the function on the

12
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
name cards, and learners can
match all three components.
3. Interactive Presentation or Quiz
o Using a digital presentation or
educational software to show
images or animations of input
devices.
o Include a quiz where learners
choose the correct name from a list
or type in the name of the device
shown on the screen.
o Gamify the quiz by awarding
points for correct answers to make
it more engaging.
4. Scavenger Hunt Activity

• Arrange a classroom or computer

lab scavenger hunt where learners
locate and identify different input
devices.
• Provide clues or a checklist to
guide them in identifying the
devices.
• Learners can then group together
and discuss the function of each
device they found.

• Using a computer to practice

typing on a keyboard and scanning
documents.
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 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• Observing and discuss the
differences in input devices (e.g.,
touchscreen vs. mouse).
• Practicing using a scanner to
digitize physical documents.
• Using a voice recognition tool to
practice inputting text.
• Creating a comparison chart of
input devices and their uses.
1.4. Input and 1.4.2 Output [Link] Identify and name 1. Classroom Show-and-Tell Learners can identify,
Output Devices Devices different output devices Bring various output devices to explain, and
(keyboard, mouse, scanner, class (e.g., monitor, printer, demonstrate the use of
etc.). speakers) and ask learners to output devices.
[Link] Explain the function of identify and name them as you
each output device and its explain their functions.
advantages. 2. Device Matching Game
[Link] Demonstrate the use of Preparing cards with pictures of
common output devices in output devices and cards with their
practice. names. Let learners match the
picture to the correct name in
groups or pairs.
3. Real-Life Observation
Take learners to a computer lab or
library and ask them to point out
output devices they can see. They
can write down the names and
functions of each.
4. Labelling Diagrams
Provide worksheets with images of
computers and their connected
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 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
devices. Ask learners to label the
output devices in the diagram.
5. Group Discussions and
Presentations
Divide learners into groups, assign
each group an output device, and
have them research its purpose.
They can then present their
findings to the class.

• Using a scanner to practice

scanning documents to monitor.
• Observe and Discussing the
differences in output devices (e.g.
monitor, printer).
• Practicing using a scanner to
digitize physical documents.
• Using a voice recognition tool to
practice inputting text.
• Creating a comparison chart of
output devices and their uses.
1.4. Input and 1.1.3 [Link] Differentiate between • Labelling parts of a computer Learners categorize
Output Devices Introduction to input, output, and storage system in a diagram. hardware components
Hardware devices. • Visiting a computer lab to identify effectively.
components.
• Building a hardware model using
cardboards and labels.

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 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• Discussing how hardware works
together during a task (e.g.,
printing a document).
• Watching a documentary about the
evolution of computer hardware.
1.4. Input and 1.4.2Role of ICT 4.2.1 Explain the importance of • Discussing real-life examples of Learners appreciate and
Output Devices in Daily Life ICT in communication, ICT use in group activities. articulate the relevance
education, and business. • Creating a poster showing ICT of ICT.
applications.
• Watching videos demonstrating
ICT in various industries.
• Conduct a class survey on ICT
tools used at home.
• Writing a short essay about the
impact of ICT on education.
1.4.3 Types of 4.3.1 Identify various ICT tools • Matching ICT tools to their Learners identify and
ICT Tools and their purposes. respective functions in a use ICT tools
worksheet. appropriately.
• Demonstrate the use of basic tools
(e.g., email).
• Creating a chart categorizing ICT
tools into hardware and software.
• Visiting an ICT store or website to
explore modern tools.
• Role-play scenarios using different
ICT tools.
1.5 Utility tools 1.5.1 Using [Link] Use basic software like • Creating a simple document and Learners navigate and
Software word processors and format it. use software tools with
Applications spreadsheets. ease.
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 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• Entering data into a spreadsheet
and applying basic formatting.
• Creating a table to track daily
activities in a spreadsheet.
• Exploring templates available in
office software for specific tasks.
• Share a document using email or a
cloud platform.
1.6. File 1.6.1 Basics of [Link] Organize and manage 1. Creating Folders and Subfolders Learners can organize
Management File files and folders effectively. o Teach learners to create a main and manage files
Management [Link] Apply appropriate file folder and organize files into effectively and safely.
naming conventions. subfolders based on topics,
[Link] Demonstrate safe file subjects, or file types.
handling practices (deleting, o Example: Create a folder named
renaming, moving files). "Schoolwork" with subfolders like
"Math," "Science," and "ICT."
2. Naming Files and Folders
o Practicing using descriptive and
consistent names for files and
folders.
o Example: Name a document
"ICT_Class_Notes_2025" instead
of "Document1."
3. File Sorting and Searching
o Introduce sorting files by name,
date, or size.
o Teach learners how to use the
search bar to quickly locate a
specific file or folder.

17
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
4. Copying, Moving, and Deleting
Files
o Demonstrate how to copy files to a
different folder, move files into
folders, and delete unnecessary
files while avoiding accidental
deletion of important ones.
5. Backing Up Files
o Teach learners to back up their
files using external storage (e.g.,
USB drive) or cloud storage
services (e.g., Google Drive).
o Discussing the importance of
saving files regularly to prevent
data loss.

• Create folders and subfolders to

organize files.
• Practicing renaming, copying,
moving, and deleting files.
• Using cloud storage to upload and
organize files.
• Discussing and demonstrate file
naming best practices.
• Practicing organizing files for a
class project and share them with a
peer.

18
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
1.7. Basic Internet 1.7.1 [Link] Understand how the • Using a web browser to access Learners can use a
and Online Tools Introduction to internet works. educational websites and conduct browser effectively and
the Internet [Link] Use a web browser to a search. practice online safety.
search and navigate websites. • Identifying and Using popular
[Link] Apply basic online search engines.
safety practices. • Discussing the importance of
using strong passwords and
browsing safely.
• Practicing using online learning
tools (e.g., Google Classroom).
• Demonstrate navigating websites
for academic purposes.
1.8. Introduction 1.8.1 [Link] Understand the 1. Exploring Digital Devices Learners can
to Digital Literacy Understanding importance of digital literacy. o Activity: Allow learners to interact demonstrate
Digital Literacy [Link] Identify and use basic with various digital devices like understanding and
digital tools. computers, tablets, and ethical use of digital
[Link] Practice ethical use of smartphones. They will identify tools.
technology in academic the main components (e.g., screen,
settings. keyboard, mouse) and Discussing
their uses in daily life.
o Objective: Build familiarity with
digital devices and their role in
communication and productivity.
2. Internet Scavenger Hunt
o Activity: Create a guided
scavenger hunt where learners
search for specific, age-
appropriate information online,
such as facts about their favorite
animals or school subjects.
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 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
o Objective: Teach learners how to
find and evaluate reliable
information online.
3. Email Writing Simulation
o Activity: Simulate an email
exchange where learners practice
sending, replying to, and
organizing emails. Using scenarios
like writing to a teacher or sharing
ideas with a friend.
o Objective: Help learners
understand the role of digital
communication and its proper
etiquette.
4. Digital Safety Poster Creation
o Activity: In groups, have learners
design a poster on safe online
practices, such as protecting
passwords, identifying scams, and
avoiding inappropriate content.
o Objective: Introduce the
importance of online safety and
responsible behaviour.
5. Digital Literacy in Everyday
Life Discussion
o Activity: Lead a class discussion
on how digital skills are used in
careers, education, and daily
activities. Learners can brainstorm
examples like using computers for
20
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
work, apps for entertainment, or
digital platforms for learning.
o Objective: Emphasize the real-
world significance of digital
literacy.

• Watching videos on digital

literacy.
• Complete exercises using word
processors, spreadsheets, and
presentations.
• Discussing responsible and ethical
use of technology.
• Creating a digital portfolio
showcasing their learning tools.
• Reflect on the importance of
digital literacy in daily life.
1.9 Introduction to 1.9.1 Role of ICT [Link] Explaining how ICT is • Researching case studies of Learners understand the
ICT in Business in business used in financial management, businesses using ICT in finance impact of ICT in
e-commerce, and record- and entrepreneurship business and financial
keeping. • Discussing the role of ICT in management
managing business finances
• Watching videos on digital finance
applications
• Interviewing local entrepreneurs on
ICT use in business
• Presenting findings on ICT’s
impact on financial management

21
Summary of Key Competences Achieved in ICT for Form 1
Competence Descriptor
Understanding Components of Computer Learners identify and describe the functions of input, output, storage devices, and the CPU.
Systems
Basic File Management Skills Learners create, organize, and manage files and folders effectively.
Introduction to Operating Systems Learners understand the purpose of operating systems and perform basic navigation tasks.
Effective Use of Input and Output Learners use devices like keyboards, mice, monitors, and printers appropriately.
Devices
Awareness of Emerging Technologies Learners recognize the applications of emerging ICT technologies in various domains.
Basic Networking Concepts Learners identify basic networking components and explain the purpose of networks.
Introduction to Safety and Security Learners follow safe practices when using ICT equipment and understand the need for securing data.
Practices
Understanding ICT Applications Learners identify common ICT applications in education, business, and daily life.

22
Form 2
Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
2.1 File 2.1.1 Advanced File [Link] Compress files and • Compress files into a ZIP folder and Learners can
Management Management folders for efficient storage. practice extracting files. effectively manage
[Link] Apply encryption to • Discussing and demonstrate file file compression,
protect sensitive files. encryption methods. encryption, and
[Link] Demonstrate the • Practicing transferring large files via backups.
process of backing up and email or cloud storage.
restoring files. • Creating a backup strategy using external
drives or cloud services.
• Identify and manage file versions for
project work.
2.2 Layout 2.2.1 Page Layout [Link] Creating documents • Creating a document with customized Learners can design
Basics with customized page layouts margins, columns, and page orientation. and adjust page
(margins, orientation, • Insert images and captions in a layout- layouts for different
columns). friendly manner. document types.
[Link] Insert images and • Design a flyer with a professional layout
manage their alignment in for an event.
documents. • Add headers, footers, and page numbers
[Link] Design professional- to the document.
looking layouts for different • Using tables to organize data effectively
purposes (reports, flyers). in the document.
2.3 2.3.1 Basic [Link] Create simple • Creating a basic spreadsheet with learner Learners can create
Spreadsheets Spreadsheets spreadsheets and enter data. names and grades. and format simple
[Link] Use basic functions • Using the SUM and AVERAGE spreadsheets for data
such as SUM, AVERAGE, and functions to calculate class scores. analysis.
COUNT. • Creating a simple budget spreadsheet.
[Link] Format spreadsheets for

23
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
better readability and • Insert data and Practicing sorting it
presentation. alphabetically or numerically.
• Add borders, colors, and bold text to
format the spreadsheet for clarity.
2.4 Digital 2.4.1 Email and [Link] Use email platforms to • Creating an email account and Practicing Learners can
Communicatio Instant Messaging send, receive, and organize sending emails. communicate
n Tools messages. • Send an email with attachments (files, professionally
[Link] Apply email etiquette images). through email and
in formal and informal • Discussing email etiquette and respond instant messaging.
communication. to emails appropriately.
[Link] Use instant messaging • Practicing using instant messaging apps
tools for quick communication. for academic communication.
• Organize emails into folders for easy
retrieval.
2.5 Database 2.5.1 Introduction [Link] Explain the structure of • Creating a sample database in MS Learners understand
Basics to Databases databases (tables, fields, Access or LibreOffice Base. basic database
records). • Enter data into tables and Exploring structure and use.
basic queries.
• Discussing real-world examples of
databases.
• Analysing existing database structures.
• Writing a report on the importance of
data organization.
2.5.2 Data Queries [Link] Perform simple queries • Using SQL commands to retrieve Learners retrieve
to retrieve information. specific data (e.g., SELECT). information
efficiently from
1. Basic SELECT Queries: databases.
Provide a simple table (e.g., "Students"

24
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
with columns like Name, Age, and
Class). Ask the learners to:
o Retrieve all the data using SELECT *.
o Retrieve only the names of students
using SELECT Name.
2. Filtering with WHERE:
Introduce a condition using the WHERE
clause. For example:
o Retrieve students who are in Class 7
(SELECT * FROM Students WHERE
Class = 7).
o Retrieve students older than 13 years
(SELECT * FROM Students WHERE Age
> 13).
3. Using DISTINCT:
Teach learners how to avoid duplicate
results:
o Retrieve unique classes (SELECT
DISTINCT Class FROM Students).
o Retrieve unique age values (SELECT
DISTINCT Age FROM Students).
4. Sorting with ORDER BY:
Ask learners to organize their results in
ascending or descending order:
o Retrieve all students and order them by
age (SELECT * FROM Students ORDER
BY Age ASC).

25
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
o Retrieve all students and order them by
name in descending order (SELECT *
FROM Students ORDER BY Name DESC).
5. Combining Columns and Aliases:
Show how to use multiple columns and
rename them for better understanding:
o Retrieve names and ages of students
(SELECT Name, Age FROM Learners).
o Retrieve names and classes but rename
columns in the output (SELECT Name AS
StudentName, Class AS ClassLevel
FROM Students).

• Design a query to find learners with top

scores.
2.6 Digital 2.6.1 Online [Link] Using digital financial • Practicing using financial apps like Excel Learners can use
Financial Tools banking, mobile tools to manage transactions and Google Sheets digital tools for
money, financial and budgets • Simulating online banking and mobile financial transactions
apps money transactions
• Comparing different financial
management apps
• Researching trends in digital finance
• Demonstrating how to budget using
financial tools

26
Summary of Key Competences Achieved in ICT for Form 2
Competence Descriptor
Advanced Computer Systems Learners differentiate between types of memory and explain the role of multitasking in computers.
Components
Programming Basics Learners write simple algorithms, pseudocode, and scripts in Python for arithmetic operations.
Advanced File Management Learners demonstrate proficiency in organizing, sharing, and securing files using cloud storage.
Introduction to Networks Learners explain types of networks, identify network components, and set up simple peer-to-peer networks.
Exploring ICT Applications Learners explore the use of ICT in specialized fields like healthcare, education, and business.
ICT Safety Practices Learners implement stronger safety measures, including recognizing potential cybersecurity threats.

Form 3
Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
3.1 Website 3.1.1 Basic HTML [Link] Design and create • Code a basic webpage with title, Learners can design,
Authoring and CSS simple web pages using HTML headings, paragraphs, and images. code, and style basic
and CSS. • Apply CSS styles to change font, color, web pages with
[Link] Apply basic styling to and layout. multimedia.
web pages using CSS. • Embed multimedia elements such as
[Link] Implement multimedia videos and audio.
elements (images, videos, • Creating a navigation menu with links to
audio) in web pages. different sections.
• Practicing making the webpage
responsive using CSS media queries.
3.2 Cloud 3.2.1 Introduction [Link] Understand and explain • Upload and organize files on a cloud Learners can
Computing to Cloud the concept of cloud platform (Google Drive, OneDrive). effectively use cloud
computing. • Share a file with a peer and practice platforms for storage
[Link] Demonstrate how to collaborative editing. and collaboration.
store and share files using

27
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
cloud platforms. • Exploring the collaborative features of
[Link] Explain the advantages Google Docs.
and disadvantages of cloud • Research the advantages of cloud storage
storage. over physical storage devices.
• Using cloud storage for storing and
sharing photos, documents, and videos.
3.3 3.3.1 Intermediate [Link] Use functions like • Using the COUNT and MIN functions to Learners can use
Spreadsheets Spreadsheets COUNT, MIN, MAX for data calculate data. intermediate
analysis. • Insert bar or pie charts based on given functions and create
[Link] Create and format data. basic charts.
charts based on data. • Using conditional formatting to highlight
[Link] Use conditional specific data points.
formatting to highlight data • Organize a class survey data and analyse
based on specific criteria. results with Excel.
• Creating a gradebook with formulas to
calculate averages and grades.
3.4 3.4.1 Basics of [Link] Understand basic • Watching tutorials on the basics of Learners can
Introduction to Programming programming concepts such as programming. understand and write
Programming variables, loops, and functions. • Writing simple code in Scratch (or basic programs using
[Link] Write simple programs Python). programming logic.
using a beginner-friendly • Practicing creating a "Hello World"
language like Scratch or program.
Python. • Creating a program that calculates the
area of a rectangle.
• Implement loops and functions in a
simple project.
3.5 Digital 3.5.1 [Link] Understand the concept • Discussing common cybersecurity Learners can identify
Security Cybersecurity of cybersecurity and common threats and how to avoid them. common security
Basics threats (viruses, phishing, etc.). threats and apply
28
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
[Link] Implement basic • Using antivirus software to scan a basic protective
cybersecurity practices computer for malware. measures.
(password management, virus • Creating strong passwords using
protection). password managers.
• Practicing identifying phishing emails
and suspicious links.
• Exploring the importance of data privacy
and encryption.
3.5 E- 3.5.1 Setting up an [Link] Designing and • Creating and managing a simple e- Learners can create
commerce and online business, managing an online business commerce website and promote an
Online digital marketing platform • Practicing social media marketing online business
Business strategies
• Researching successful online businesses
• Simulating online customer transactions
• Presenting a business plan for an online
store

Summary of Key Competences Achieved in ICT for Form 3

Competence Descriptor
Advanced Networking Concepts Learners configure and troubleshoot advanced network setups and explain networking protocols.
Intermediate Programming Skills Learners write structured Python programs using control structures, functions, and modules.
Understanding ICT Systems Life Cycle Learners explain the phases of systems development and design basic ICT systems.
Advanced ICT Applications Learners develop advanced solutions using ICT tools for data analysis and report generation.
Cybersecurity Basics Learners identify cyber threats and apply basic cybersecurity measures, such as secure passwords.

29
Form 4
Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
4.1 Website 4.1.1 Advanced [Link] Create multipage • Design a multipage website with Learners can
Authoring HTML and CSS websites with navigation. navigation links and forms. design interactive,
[Link] Use advanced CSS • Apply responsive design techniques to responsive
techniques to style websites optimize the site for mobile. multipage webes.
(animations, transitions). • Using CSS to implement animations and
[Link] Implement interactive transitions on the webpage.
elements (forms, buttons, etc.) • Add forms for user input and Creating an
in websites. interactive experience.
• Test the website on different browsers and
devices.
4.2 File 4.2.1 File Security [Link] Implement file security • Practicing password-protecting a Learners can
Management measures such as encryption document and folder. secure files using
and password protection. • Encrypt a file using software like 7-Zip or encryption and
[Link] Practice restoring files BitLocker. other file security
from backup. • Discussing and implement file backup measures.
[Link] Secure sensitive files procedures.
using file compression and • Practicing restoring files from a backup.
encryption tools. • Creating and manage encrypted archives
for sensitive data.
4.3 Spreadsheets 4.3.1 Advanced [Link] Use advanced • Using VLOOKUP to retrieve data from a Learners can
Data Analysis spreadsheet functions like separate sheet. apply advanced
VLOOKUP, INDEX, and • Creating pivot tables to analyse large functions for data
MATCH. datasets. analysis and
[Link] Create pivot tables for • Creating advanced charts like scatter plots visualization.
data summarization. and bubble charts.

30
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
[Link] Analyse and visualize • Using conditional formatting to highlight
data using advanced chart data based on complex conditions.
types. • Perform trend analysis using different data
visualization techniques.
4.4 Advanced 4.4.1 Object- [Link] Understand the • Learn the concept of classes and objects Learners can
Programming Oriented principles of Object-Oriented with examples. implement basic
Concepts Programming Programming (OOP) like • Writing a Python program implementing Object-Oriented
classes and objects. classes and objects. Programming
[Link] Write programs using • Practicing inheritance and polymorphism concepts.
OOP principles in Python or concepts in OOP.
another language. • Creating a simple project using OOP
techniques.
• Discussing the advantages of using OOP
in programming.
4.5 Data Analysis 4.5.1 Using [Link] Use Python libraries • Using Pandas to load and clean a dataset. Learners can
and Visualization Python for Data like Pandas and Matplotlib to • Creating basic plots using Matplotlib. analyse and
Analysis analyse and visualize data. • Discussing the importance of data visualize data
[Link] Clean and prepare cleaning and pre-processing. using Python
datasets for analysis. • Performing basic analysis on a dataset and libraries.
[Link] Create visualizations visualize the results.
(graphs, charts) to represent • Creating a report on findings using data
data findings. analysis techniques.
4.6 Advanced 4.6.1 Network [Link].Explain how protocols • Analysing and explaining packet capture Learners
Networking Protocols (e.g., TCP/IP, HTTP) govern using tools like Wireshark. demonstrate
data exchange. • Discussing the roles of protocols in class. understanding of
• Creating a diagram of how data flows key network
using network protocols. protocols.
• Participate in a simulation activity to
understand protocol communication.
31
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• 5. Research a real-world example of
protocol failure and its impact.
4.6.2 Cloud [Link].Describe the benefits • Compare cloud services (e.g., Google Learners evaluate
Computing and challenges of cloud-based Drive vs. OneDrive). cloud computing
systems. • Discussing data privacy concerns in cloud systems critically.
storage.
• Conduct a class debate on whether
businesses should adopt cloud computing.
• Creating a personal account on a cloud
platform and upload files.
• Develop a project comparing free and paid
cloud services.
4.7 Cybersecurity 4.7.1 Ethical [Link]. Identify ethical • Simulate ethical hacking scenarios using Learners
Hacking Basics considerations in cybersecurity virtual environments. differentiate
practices. • Discussing case studies on cybersecurity between ethical
breaches. and malicious
• Research legal regulations surrounding hacking.
ethical hacking.
• Creating a presentation on ethical hacking
tools.
• Writing a report on the importance of
cybersecurity in daily life.
4.6.4 Malware [Link]. Explain the types of • Analyze sample malware behaviors in a Learners identify
Analysis malware and how they affect sandbox environment. and propose
systems. • Creating a guide for preventing malware strategies to
attacks. mitigate malware
• Role-play as cybersecurity professionals risks.
responding to malware threats.

32
 Expected
Topic Sub-Topic Specific Competences Learning Activities
Standard
• Watching videos about famous malware
cases and discuss them.
• Develop a checklist for identifying and
avoiding malware threats.
4.8 Cybersecurity 4.8.1 Online fraud, [Link]. Identifying risks in • Analysing case studies of cybersecurity Learners can
in Finance secure transactions digital finance and breaches in digital finance secure online
implementing security • Practicing secure password management transactions and
measures for financial accounts identify fraud
• Simulating phishing and fraud detection risks
scenarios
• Researching cybersecurity best practices
• Demonstrating how to secure online
transactions
4.9 Financial Data 4.9.1 Using [Link] Applying ICT tools to • Practicing data entry and financial Learners can
Management spreadsheets and record and analyze financial record-keeping using Excel create and
databases data • Designing a budget using spreadsheets manage financial
• Simulating income and expense tracking records using ICT
• Researching financial data management
in businesses
• Demonstrating how to analyze financial
data using graphs and charts

Summary of Key Competences

Competence Descriptor
Advanced Programming Skills Learners develop object-oriented programs in Java and Python and integrate APIs into applications.
Mobile App Development Learners design and deploy functional mobile applications using frameworks like Flutter.
33
Competence Descriptor
Advanced Cybersecurity Practices Learners analyze and implement advanced data encryption and access control techniques.
Exploring Emerging Technologies Learners explore AI, blockchain, and IoT, and discuss their applications and societal impacts.
ICT System Integration Learners develop and test integrated ICT solutions that address real-world challenges.

34
APPENDICES
Scope and Sequence of ICT Curriculum (Form 1 to Form 4)
From Forms 1 to 4 topics have been grouped into five major themes and the specific competencies being developed across the forms.

Form 1 Form 2 Form 3

Major Theme Form 4 (Competences)
(Competences) (Competences) (Competences)
1. Foundations of ICT - Understand basic ICT - Manage files and folders - Optimize file storage - Implement system
concepts and its efficiently. with compression. troubleshooting techniques.
importance in daily life. - Understand operating - Encrypt files to enhance - Install and configure
- Identify and categorize systems and their security. advanced operating systems.
computer components.- functions. - Apply advanced file - Ensure system security and
Use input/output devices - Install basic software organization techniques. efficiency.
effectively. applications.
2. Productivity Tools - Create and edit simple - Customize document - Design professional - Automate document
documents. layouts (margins, reports, flyers, and processes using macros.
- Use basic formatting columns). newsletters. - Analyze complex datasets
features (text, tables, - Integrate multimedia - Using advanced using advanced spreadsheet
bullets). (images, tables, charts) spreadsheet functions tools.
into documents. (SUMIF, VLOOKUP).
3. Programming and - Understand basic - Use structured - Develop intermediate- - Create advanced software
Algorithms programming concepts. programming concepts level programs using solutions for real-world
- Write simple algorithms (loops, conditionals) in languages like Python or problems.
in pseudocode and high-level languages (e.g., Java. - Use object-oriented
flowcharts. Python). - Apply data structures programming concepts.
- Create basic programs - Debug simple programs. (arrays, lists).
using Scratch or similar
tools.

35
 Form 1 Form 2 Form 3
Major Theme Form 4 (Competences)
(Competences) (Competences) (Competences)
4. Communication - Use email and messaging - Apply email etiquette. - Explain networking - Design and manage
and Networking platforms responsibly. - Use collaborative tools concepts (LAN, WAN, complex network systems.
- Understand the basics of like Google Workspace for IP). - Apply cybersecurity
the internet and web communication and file - Demonstrate network principles to ensure safe
browsing. sharing. troubleshooting.- network operations.
Configure basic
networks.
5. Emerging - Explore basic concepts of - Demonstrate the use of - Analyze the impact of - Develop solutions using
Technologies mobile computing and mobile apps and services emerging technologies emerging technologies.
cloud storage. for education and like AI and IoT in real- - Demonstrate practical
- Identify current trends in communication. life applications. applications of AI, IoT, and
ICT. - Understand cloud-based - Exploring advanced blockchain.
tools. mobile computing
concepts.

Key Notes:

1. Progression of Competencies:
o Each major theme builds on previous knowledge, progressively developing deeper understanding and more advanced practical skills.
2. Integration Across Themes:
o Themes like "Emerging Technologies" are interwoven with programming, productivity tools, and networking to enhance real-world
applications.

36
Suggested Programming Languages
Topic Programming Language
Specialization Track - Scratch: For learning programming concepts such as sequences, loops, conditionals, and events. It uses blocks
to create code.
- For Text-Based Programming choose Python: IDLE (Integrated Development and Learning Environment),
Thonny, or [Link]. Simple projects like calculators, interactive stories, and basic games can be created.
- For dynamic web content development, choose JavaScript: Visual Studio Code (VS Code), [Link], or
CodePen.
- For deeper understanding of programming choose Java or C++
- Mobile App Sotware:: Kotlin (for Android) or Swift (for iOS), Thunkable, MIT App Inventor, Kodular,
- Distributed Systems: Java or Python

AI and Robotics Predictive Text Software: Android Keyboard Apps: Gboard, SwiftKey. iOS Keyboard: Built-in predictive
text on iPhone.

Voice Assistance Software: Google Assistant, Siri, Amazon Alexa, Microsoft Cortana etc.

Capstone Project - Choose based on the specialization: Example for complex Apps development choose MIT App Inventor
-For advanced Mobile App Development choose Kodular
-For a Professional App Development Environment use Android Studio with Kotlin or Java
- Java for Distributed Systems,

Basic Mobile App - For beginners, choose Thunkable. It allows users to build apps for both Android and iOS devices using a
Development drag-and-drop interface
Complex Mobile App - Choose MIT App Inventor. It is a web-based integrated development environment (IDE) that allows users to
Development create applications for Android devices using a graphical user interface (GUI)
Advanced Mobile App - Choose Kodular it offers more advanced features
Development

37
 Topic Programming Language
Professional Mobile App - Choose Android Studio with Kotlin or Java.: It is the official IDE for Android development, offering a more
Development professional and robust platform

Hardware Recommendations
Laptop, Smartphone, ● Minimum: 4 cores (Core i3 and above), 1.6 Gigahertz (GHz) or faster, 64-bit.
Tablets , Headphones and ● Recommended: (8 cores or more), 2 GHz or higher, 64-bit.
Microphones (Processor)

RAM and Speed ● Recommended: 8 GB and above.

● Recommended: 2GB or higher for Smart phones
● Speed 1.6HGhz or Higher
Hard disk space/ SSD ● Minimum: 120 GB and above.
● Minimum 16 GB for Smart phones

Reserved Words in selected Programming Languages

Reserved words in programming (also known as keywords) are predefined words in a programming language that
have special meanings and are part of the language's syntax. These words are "reserved," meaning they cannot be
used for variable names, function names, or other identifiers because the language uses them for specific purposes.
The following table shows some reserved words in different programming languages.

Python:
Type Reserved Words
Control Flow if, else, else if, while, for, break, continue
Data Types int, float, str, bool, complex
Function def, return, async, await
Object-Oriented Programming class, self, super
38
Exception Handling try, except, raise, assert
Others import, from, as, with

Java:
Type Reserved Words
Control Flow if, else, switch, case, default, while, for, break, continue
Data Types int, float, char, Boolean, long
Function Function: void, return
Object-Oriented Programming class, extends, implements, interface, this, get, set, static, virtual
Exception Handling try, catch, finally, throws
Others package, import, synchronized

JavaScript:
Type Reserved Words
Control Flow if, else, while, for, break, continue
Data Types var, let, const
Function function, =>, async, await
Object-Oriented Programming class
Exception Handling try, catch
Others import, export

C++:
Type Reserved Words
Control Flow: if, else, while, for, break, continue
Data Types: int, float, char, double
Function: void, return
Object-Oriented Programming: class, public, private, protected, friend, virtual
Exception Handling: try, catch, throw, noexcept

39
 C++:
Type Reserved Words
Others: include, namespace, using, typedef

Please note that this list is not exhaustive, and each language has additional reserved words and keywords
beyond those listed here.

Mathematical symbols
The following table shows Mathematical symbols used in programming languages:

Mathematical Meaning Symbol Example

Addition + 2+3=5
Addition assignment += a = 3; a += 2; (a is now 5)
Decrement -- a = 3; a += 2; (a is now 5)
Division / 8/4=2
Division assignment /= d = 10; d /= 2; (d is now 5)
Equality == 5 == 5 (true)
Exponentiation * 2 ** 3 = 8
Greater than > 8 > 5 (true)
Greater than or equal to >= 9 >= 10 (false)
Increment ++ x = 5; x++ = 6 (after)
Inequality != 4 != 7 (true)
Less than < 3 < 6 (true)
Less than or equal to <= 2 <= 2 (true)
Modulus % 10 % 3 = 1 (remainder)
Modulus assignment %= e = 9; e %= 4; (e is now 1)
Multiplication * 4 * 3 = 12
Multiplication assignment *= c = 4; c *= 3; (c is now 12)

40
 Mathematical Meaning Symbol Example
Subtraction - 7–4=3
Subtraction assignment -= b = 7; b -= 4; (b is now 3)

Visual Studio in Software Development

This section introduces Visual Studio, a powerful integrated development environment (IDE) widely used in software development. Visual
Studio supports various programming languages and provides a range of tools for coding, debugging, and project management.
Example: Creating a Console Application in Visual Studio

Objective:

Demonstrate the basic steps of creating a simple console application using Visual Studio.

Steps:
1. Opening Visual Studio:
- Launch Visual Studio on your computer.
2. Creating a New Project:
- Go to the "File" menu and select "New" > "Project."
- Choose the type of project you want to create. For this example, select "Console App" under the appropriate programming language (e.g.,
C).
- Provide a name for your project and choose a location to save it.

3. Writing Code:
- Once the project is created, open the main code file (e.g., `[Link]`) in the code editor.

- Write a simple "Hello, World!" program in csharp:

41
4. Building and Running:
- Click on the "Build" menu and select "Build Solution" to compile the code.
- Press the "Start" button or use the "F5" key to run the application.

5. Debugging:
- Set a breakpoint by clicking in the left margin next to the line `Console. WriteLine ("Hello, World!");
- Press "F5" to start debugging. The program will stop at the breakpoint, allowing you to inspect variables and step through the code.

This example provides a hands-on introduction to Visual Studio by guiding learning through the process of creating, coding, building, and
debugging a simple console application. These fundamental skills will serve as a foundation for more complex software development projects
using Visual Studio.

Including practical examples like this can help readers apply theoretical knowledge, making the learning experience more engaging and
effective.

42