Republic of Namibia

MINISTRY OF EDUCATION, ARTS AND CULTURE

JUNIOR SECONDARY PHASE

INFORMATION AND COMMUNICATION SYLLABUS

GRADES 8 & 9

For implementation:

Grade 8 in 2017
and
Grade 9 in 2018
Ministry of Education, Arts and Culture
National Institute for Educational Development (NIED)
Private Bag 2034
Okahandja
Namibia

© Copyright NIED, Ministry of Education, Arts and Culture, 2015

Information and Communication Syllabus Grades 8 & 9

ISBN: 978-99945-2-143-2

Printed by NIED
Website: http://www.nied.edu.na

Publication date: December 2015

 Table of Contents

1. Introduction ..................................................................................................................................... 1
2. Rationale......................................................................................................................................... 1
3. Aims ................................................................................................................................................ 2
4. Inclusive education ........................................................................................................................ 2
5. Links to other subjects and cross-curricular issues ..................................................................... 3
6. Approach to teaching and learning ............................................................................................... 3
7. End-of-phase competencies ......................................................................................................... 4
8. Summary of the learning content .................................................................................................. 5
9 Learning content ............................................................................................................................ 6
9.1 Introduction to learning content..................................................................................................... 6
9. 2 Learning content for Grades 8 and 9 ............................................................................................ 7
10. Assessment .................................................................................................................................. 12
10.1 Continuous assessment .............................................................................................................. 12
10.2 Formative and summative assessment ...................................................................................... 12
10.3 Informal and formal methods ...................................................................................................... 12
10.4 Evaluation ..................................................................................................................................... 13
10.5 Criterion-referenced grades ........................................................................................................ 13
10.6 Grade descriptors......................................................................................................................... 14
10.7 Conducting and recording assessment ...................................................................................... 15
10.8 Continuous assessment: detailed guidelines ............................................................................. 15
Annexe 1: Glossary of terms ................................................................................................................. 16
Annexe 2: Assessment record sheet for Grade 8................................................................................ 18
Annexe 3: Assessment record sheet for Grade 9................................................................................ 19
1. Introduction

This syllabus describes the intended learning and assessment for Information and
Communication in the Junior Secondary level. As a subject, Information and Communication
is within the linguistic and literacy, moral and ethical and technological areas of learning in
the curriculum, but has thematic links to other subjects across the curriculum.

Linguistic and literary

Linguistic and literary learning involves the acquisition and development of language
communication skills. These comprise listening, speaking, reading and writing in real and
simulated situations relating to life as it is experienced by the learner. This provides a basis
for learning in all other areas and for further language study. It is vital to the intellectual,
emotional and social development of the learner.

Moral and ethical

Moral and ethical development is not only an area which is dealt with in various subjects, but
is also dependent on the social atmosphere of the school. Learners have to cope with moral
and ethical issues involving principles such as tolerance, responsibility, honesty, justice and
fairness. Learning about moral and ethical problems helps to develop moral convictions and
attitudes. The school should foster respect for the feelings and views of others, and show
that problems can and should be solved in a rational and empathetic manner. The school
system should foster a culture of tolerance, where the rights of others are respected and
promoted.

Technological
Learning about technology includes applying knowledge of how to do work more efficiently
and effectively using tools, materials and processes. Technology is a specific way of solving
problems through planning, design, realisation and evaluation. Learners develop the
necessary knowledge, skills and attitudes to perform tasks using appropriate technology

2. Rationale

There is a wide variety of information available in all kinds of formats and with varying
degrees of integrity and accuracy.

The particular features of Information and Communication at this phase are to empower
learners to satisfy their need for information and to further equip them with the necessary
skills to locate, evaluate and effectively and responsibly use and acknowledge the needed
information. This phase sees a continuation of skills acquired in the Senior Primary phase.

Information and Communication provides the opportunity to learn and practise skills that will
serve to make the use, creation and communication of and the search for information across
the curriculum possible, meaningful, fruitful and enjoyable.

Information and Communication promotes learner-centred and resource-based education

through identifying sources of information, for instance, practising retrieval and application of
information from sources and creation of own information through combined project work
between Information and Communication and other subjects.

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Learners will be exposed to a wide variety of media sources; through this exposure, together
with being equipped with the necessary skills, they will develop literacy in the following areas:
Media
Information
Information and Communication Technology (ICT)

Information and Communication is a compulsory, non-promotional (but assessable) subject

for Grades 4-12.

3. Aims

Information and Communication aims to:

 develop critical thinking and a problem solving attitude
 develop skills to search for and use information through classroom tasks and
assignments
 enhance a lifelong learning attitude through reading
 provide awareness of HIV and AIDS, democratic principles, population growth,
ecological sustainability, ICT, and improvement of quality of life for all Namibians
 provide the learner with a basic working knowledge of ICT tools, mainly computer
hardware and software
 make the learner aware of the ways in which ICT is used in practical and school-
related situations

4. Inclusive education

Inclusive education is the right of every learner and promotes access to and participation in
the full range of educational programmes and services offered by the education system in
mainstream schools. It is based on the principle of supporting and celebrating the diversity
found among all learners and removing all barriers to learning. The Information and
Communication teacher in the Junior Secondary phase should therefore accommodate
learners with special educational needs by adapting this syllabus to the needs of the learner
through differentiation of teaching methods and material as indicated in the Curriculum
Framework for Inclusive Education: A Supplement to the National Curriculum for Basic
Education (2014). The adaptation for assessment of learners with special educational needs
must be done as prescribed in the Handbook for Centres (2014) by the Directorate of
National Examinations and Assessment (DNEA). The accommodations prescribed in this
handbook are not only for external examinations, but apply to learners from Grades 1 to 12.

Learners who are so severely impaired that they cannot benefit from attending mainstream
schools will be provided for according to their needs in learning support units, resource units
or resource schools until such time that they can join a mainstream school structure, if
possible.

Teachers of information and communication should strive to create a welcoming atmosphere

that invites all learners to actively partake in all activities. Care should be taken to cater for
the diverse needs of all learners, including those with serious disadvantages and disabilities.

This syllabus promotes equality of opportunity for males and females, enabling both sexes to
participate equally and fully. Teachers should know and understand how to treat learners
equally, and all materials should support gender equality.

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5. Links to other subjects and cross-curricular issues

The cross-curricular issues include environmental education, HIV and AIDS, population
education, education for human rights and democracy, information and communication
technology (ICT) and road safety. These issues have been introduced to the formal
curriculum, because each of the issues deals with particular risks and challenges in our
Namibian society. They should be dealt with across all phases and in every subject where
the topics overlap with the content of that subject.

All of our learners need to:

 understand the nature of these risks and challenges
 know how they will impact on our society and on the quality of life of our people now
and in the future
 understand how these risks and challenges can be addressed on a national and global
level
 understand how each learner can play a part in addressing these risks and challenges
in their own school and local community

The main risks and challenges have been identified as:

 the challenges and risks we face if we do not care for and manage our natural
resources
 the challenges and risks caused by HIV and AIDS
 the challenges and risks to health caused by pollution, poor sanitation and waste
 the challenges and risks to democracy and social stability caused by inequity and
governance that ignores rights and responsibilities
 the challenges and risks we face if we do not adhere to road safety measures
 the challenges and risks we face from globalisation

This syllabus is exceptionally suited to address all these cross-curricular issues, since the
retrieval, evaluation and usage of information forms the backbone of the syllabus. Teachers
can use their creativity in planning lessons to include these issues.

Examples:
 research (utilising a variety of methods) on any topic suggested by other subject
teachers and presented in a variety of formats
 creating posters and storyboards
 reporting by learners
 information search and presentation
 performing web quests

6. Approach to teaching and learning

The approach to teaching and learning is based on a paradigm of Learner-Centred

Education (LCE) described in ministerial policy documents and the LCE conceptual
framework. This approach ensures optimal quality of learning when the principles are put into
practice.

The aim is to develop learning with understanding, and the knowledge, skills and attitudes to
contribute to the development of society. The starting point for teaching and learning is the
fact that the learner brings to the school a wealth of knowledge and social experience gained
continually from the family, the community, and through interaction with the environment.
Learning in school must involve, build on, extend and challenge the learner’s prior knowledge
and experience.

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Learners learn best when they are actively involved in the learning process through a high
degree of participation, contribution and production. At the same time, each learner is an
individual with his/her own needs, pace of learning, experiences and abilities. The teacher
must be able to sense the needs of the learners, the nature of the learning to be done, and
how to shape learning experiences accordingly. Teaching strategies must therefore be varied
but flexible within well-structured sequences of lessons.

The teacher must decide, in relation to the learning objectives and competencies to be
achieved, when it is best to convey content directly; when it is best to let learners discover or
explore information for themselves; when they need directed learning; when they need
reinforcement or enrichment learning; when there is a particular progression of skills or
information that needs to be followed; or when the learners can be allowed to find their own
way through a topic or area of content.

Work in groups, in pairs, individually, or as a whole class must therefore be organised as

appropriate to the task in hand. Co-operative and collaborative learning should be
encouraged wherever possible. In such cases, tasks must be designed so that pair or group
work is needed to complete it, otherwise the learners will not see any relevance in carrying
out tasks together. As the learners develop personal, social and communication skills, they
can gradually be given increasing responsibility to participate in planning and evaluating their
work, under the teacher’s guidance.

Crucial to this subject is collaborative teaching. Teachers of Information and Communication

should consult with teachers of other subjects to make informed decisions about topics for
research, reporting and practical investigations.

Local media (print, radio, TV, etc.) should dominate in the development and usage of
teaching and learning materials. Material from other sources should be adapted to suit the
Namibian context and the learners’ field of reference, but should still expand horizons.

7. End-of-phase competencies

On entry to the Junior Secondary phase, all learners are expected to be able to demonstrate
the basic skills and knowledge regarding media literacy and information literacy as
encompassed in the Senior Primary syllabus. They will understand the span of media and
information sources and show basic evaluation skills when using them. They will understand
the need for ethical behaviour (by both the creators and users of information). They will be
able to use Paint and word processing software to create and communicate content. The
advanced learners will be able to create a PowerPoint presentation. They can use e-mail
services to receive, send, reply to and forward e-mail messages. They will have been
introduced to the school library and have a basic understanding of how books are classified.
They will have been introduced to a reasonable variety of literature and should show an
appreciation for it. They will understand that there is a need for information and the
management thereof.

On completion of the Junior Secondary phase of education in Information and

Communication, learners are expected to be able to demonstrate a deeper understanding of
what media entails and how to interact with media providers and will also engage with media
to produce their own content. Their critical evaluation of media content and information will
have been enhanced as well as their awareness of ethical conduct in both creating and using
media and information, whether they are printed, visual or digital. They will be aware of the
dangers accompanying the era of connectivity. They will display advanced word processing
skills, and will also be able to create presentations and produce publishing and other
graphical products. Their appreciation of literature will have increased, and they will be able
to locate and share information efficiently and ethically.

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8. Summary of the learning content

Media literacy
1. The culture of the media environment and interaction therewith
2. Evaluation of media content in a variety of formats
3. Media ethics
4. Skills (including ICTs) needed to create, distribute, use and share knowledge
Information literacy
1. Multiple forms of information sources
2. The need to access information
3. Locating and accessing information
4. Assessing the usefulness and relevance of information
5. Managing collected information
6. The ethical use of information
7. Communication of information
8. ICT skills for the processing of information
9. Social implications of using ICTs

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9 Learning content

9.1 Introduction to learning content

1. The learning content outlined below is designed to provide guidance to teachers as to what will be assessed in the overall evaluation of
learners. It is not meant to limit, in any way, the teaching programme of any particular school.

2. Themes refer to those components of the subject which learners are required to study/master.

The general objectives are derived from the topic/skill and are the general knowledge, understanding and demonstration of skills on
which learners will be assessed.

The specific objectives are the detailed and specified content of the syllabus, which learners need to master to achieve the general
objectives, and on which they will be assessed. For skills-based themes, specific objectives indicate what learners should be able to do
at the end of the year.

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 9. 2 Learning content for Grades 8 and 9

THEME 1 MEDIA LITERACY

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to: Learners should be able to:

1.1 The culture of the media environment and interaction therewith

 realise the extent of civic  explain editorial independence  distinguish between plurality and diversity in
participation media
 know how to interact with the  engage with the media stakeholders through  engage with the media stakeholders through
media and other media production of user-generated content: production of user-generated content:
providers - draft letter to the Ombudsman - draft letter to a radio/TV station
 understand how to learn  engage media to produce a short story  engage media to produce a short play
through media
1.2 Evaluation of media content in a variety of formats
 understand how to apply  differentiate between media content:  analyse misrepresentation and lack of
critical thinking to make - radio and TV representation in media
informed decisions about - Internet  analyse the popular demand for media content
media content
1.3 Media ethics
 be aware of the ethical  identify media codes of ethics  debate about media codes of ethics
responsibility of generators and
users of media
1.4 Skills (including ICTs) needed to create, distribute, use and share knowledge
 obtain skills (including ICTs)  use ICT tools to create an advertisement for a  use ICT tools to create an advertisement for a
needed to create, distribute, newspaper magazine
use and share knowledge

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 THEME 2 INFORMATION LITERACY

GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES

Learners will: Learners should be able to: Learners should be able to:

2.1 Multiple forms of information sources

 develop an understanding of  explain and demonstrate responsible library use  exhibit an understanding of the rights of other
and appreciation for the  identify and use parts of a book to gather library users
importance of the library information:
- copyright
- publisher
- table of contents
- index
- glossary
 appreciate literature  identify basic story elements:  identify characteristic styles of various authors
- character and illustrators
- setting  identify themes in different genres
- conflict
2.2 The need to access information
 understand the basics of an  define an information task  develop a research statement with assistance
information task  apply the criteria for the research assignment  identify pre-existing knowledge as well as
 explain what the final product will look like additional information necessary to solve the
 select a topic from a range of possibilities problem
 develop a topic focus or develop a self-selected  read, listen and watch from all relevant and
essential question appropriate sources to gain an overview of the
 create a skeleton assignment plan topic
2.3 Locating and accessing information
 experiment with various  find information from maps and charts  follow/subscribe to forums, blogs and focus
methods to obtain information  use surveys, letters, interviews, and other forms groups
of inquiry to retrieve primary information

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GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to: Learners should be able to:

2.4 Assessing the usefulness and relevance of information

 know how to critically evaluate  examine and compare information from various  examine and compare information from various
information sources to evaluate reliability, validity and sources to evaluate authority, timeliness and
accuracy point of view or bias
 sort, classify and sequence pieces of information,
e.g. place events along a timeline, sort families of
animals, etc.
 choose appropriate order for information:
- chronological
- alphabetical
- topical
 summarise and paraphrase information in own  summarise new knowledge gained through peer
words presentations

2.5 Managing collected information

 understand the importance to  apply the American Psychological Association  apply the American Psychological Association
record sources of information (APA) system of referencing: (APA) system of referencing:
- syntax/semantics - newspapers
- books - journals
- Internet - flyers
- surveys
2.6 The ethical use of information
 realise their ethical  identify and discuss copyright issues  collaborate with others showing respect for
responsibility while using  explain the importance of citing sources others’ opinion
information

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GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to: Learners should be able to:

2.7 Communication of information

 know how to communicate  use a range of appropriate information  use a range of appropriate information
information effectively using a technology (IT) applications in creating a product: technology (IT) applications in creating a product:
variety of skills - word processors - social media (create profiles on social media
- presentation software like Facebook, Twitter and WhatsApp)
2.8 ICT skills for the processing of information
 understand ICTs and know the  identify different storage devices  identify the functions of basic computer and other
equipment associated with it  organise and manage documents, files and ICT equipment and use them effectively:
folders using a range a storage devices - PC/laptop
 access documents on a network - server
- client
 understand the use of  demonstrate the procedures to create, format,  demonstrate the procedures to create, format,
appropriate technology for edit and print a word processing document using: edit and print a word processing document using:
educational and personal goals - the thesaurus - tables
- columns - foot notes and end notes
- bullets and numbers
- word art
- headers and footers
 demonstrate the procedures to use presentation  demonstrate the procedures to use publishing
software to create, format, edit and print a software to create, format, edit and print a
presentation file document
 use the following e-mail features:  distinguish between a browser and a search
- reply all engine
- carbon copy (cc) and blind carbon copy (bcc)
- send an e-mail with an attachment
- open an e-mail attachment
- add a signature
- send a delivery/read request
 apply e-mail etiquette when sending an e-mail

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GENERAL OBJECTIVES GRADE 8 SPECIFIC OBJECTIVES GRADE 9 SPECIFIC OBJECTIVES
Learners will: Learners should be able to: Learners should be able to:

2.9 Social implications of using ICTs

 identify security issues  define the following terms:  identify and explain various methods of cyber
- virus fraud:
- malware - piracy
 discuss the consequences of the above - hacking
 devise methods to combat the possible negative - cracking
effects of the above - phishing
- other digital scams

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10. Assessment

A learner-centred curriculum and learner-centred teaching encompass a broad range of

knowledge and skills which are relevant to the knowledge-based society. The specific
objectives in the syllabus state what understanding and skills a learner must demonstrate as
a result of this teaching-learning process, and which objectives will be assessed. However, it
is intended that the curriculum should focus on learning, not on assessment and
examination. Assessment and examination are only to support learning.

10.1 Continuous assessment

In order to capture the full range and levels of competence, a variety of formal and informal
continuous assessment situations is needed to give a complete picture of the learner’s
progress and achievements in all subjects. Continuous assessment must be clear, simple
and manageable, and explicitly anchored in learner-centred principles and practice.
Teachers must provide a reliable and valid assessment of the learner’s performance in the
specific objectives. The information gathered about the learners’ progress and achievements
should be used to give feedback to the learners about their strong and weak points, i.e.
where they are doing well, and why, and where, how and why they need to improve. The
parents should be informed regularly about the progress of their children in all subjects, be
encouraged to acknowledge achievements, and given suggestions as to how they can
support the child's learning activities. The learner’s progress and achievements in this
subject must be reported to parents in the school report.

10.2 Formative and summative assessment

The two modes of assessment used are formative continuous assessment and summative
assessment. Formative continuous assessment is any assessment made during the school
year in order to improve learning and to help shape and direct the teaching-learning process.
Assessment has a formative role for learners if and when:
 it is used to motivate them to extend their knowledge and skills, establish sound
values, and to promote healthy habits of study
 assessment tasks help learners to solve problems intelligently by using what they
have learnt
 the teacher uses the information to improve teaching methods and learning materials

Summative assessment is an assessment made at the end of the school year based on the
accumulated total of the progress and achievements of the learner throughout the year in a
given subject, together with any end-of-year tests or examinations. The result of summative
assessment is a single end-of-year grade.

10.3 Informal and formal methods

The teacher must assess how well each learner is mastering the specific objectives
described in the syllabus and from this gain a picture of the all-round progress of the learner.
To a large extent, this can be done in an informal way and in their participation in general,
through structured observation of each learner’s progress in learning and practice situations
while they are investigating things, interpreting phenomena and data, applying knowledge,
communicating and making value judgements.

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When it is necessary to structure assessment more formally, the teacher should as far as
possible use situations similar to ordinary learning and practice situations to assess the
competency of the learner. Formal written and oral tests can be used to assess only a
limited range of specific objectives and therefore should not take up a great deal of time.
Short tests should be limited to part of a lesson and only in exceptional cases use up a whole
lesson. No end-of-term examinations may be written.

10.4 Evaluation

Information from informal and formal continuous assessment is to be used by the teacher to
ascertain where it is necessary to adapt methods and material to the individual progress and
needs of each learner. At the end of each main unit of teaching and at the end of each term,
the teacher, together with the learners, should evaluate the learning-teaching process in
terms of tasks completed, participation, what the learners have learnt, and what can be done
to improve the working atmosphere in and achievements of the class.

10.5 Criterion-referenced grades

When grades are awarded in continuous assessment, it is essential that they reflect the
learner’s actual level of achievement in the specific objectives, and are not related to how
well other learners are achieving these objectives or to the idea that a fixed percentage of the
learners must always be awarded a Grade A, B, C, and so on (norm-referencing). In
criterion-referenced assessment, each letter grade must have a descriptor for what the
learner must demonstrate in order to be awarded the grade. Grade descriptors must be
developed for each subject for each year. It is important that teachers in each
department/section work together to have a shared understanding of what the grade
descriptors mean, and how to apply them in continuous assessment, so that grades are
awarded correctly and consistently across subjects. Only then will the assessment results be
reliable.

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10.6 Grade descriptors

The learner’s summative achievement in the specific objectives will be shown in letter grades
A to E, where A is the highest and E the lowest grade for learners achieving minimum
competency level. In cases where a learner has not reached the minimum level of
competency a U will be awarded. When letter grades are awarded, it is essential that they
reflect the learner’s actual level of achievement in relation to the specific objectives. The
relation between the letter grades and specific objectives is shown in the table below.

Grade % Range Grade descriptors

A 80%+ Achieved objectives exceptionally well. The learner is

outstanding in all areas of competency.
B 70-79% Achieved objectives very well. The learner’s achievement
lies substantially above average requirements and the learner
is highly proficient in most areas of competency.
C 60-69% Achieved objectives well. The learner has mastered the
specific objectives and can apply them in unknown situations
and contexts.
D 50-59% Achieved objectives satisfactorily. The learner’s
achievement corresponds to average requirements. The
learner may be in need of learning support in some areas.
E 40-49% Achieved the minimum number of objectives to be
considered competent. The learner may not have achieved
all the specific objectives, but the learner’s achievement is
sufficient to exceed the minimum competency level. The
learner is in need of learning support in most areas.
U 0-39% Ungraded. The learner has not been able to reach a minimum
level of competency in the specific objectives, even with
extensive help from the teacher. The learner is seriously in
need of learning support.

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10.7 Conducting and recording assessment

Continuous assessment should be planned and programmed at the beginning of the year,
and kept as simple as possible. Marks given for class activities, practical activities, project
work, assignments, homework and short tests may be recorded for continuous assessment.

10.8 Continuous assessment: detailed guidelines

For Information and Communication in Grades 8 and 9 continuous assessment contributes

100% to the final mark.

Types of continuous assessment tasks

In Information and Communication in the Junior Secondary phase the continuous
assessment tasks are as follows:

Projects: A project gives learners an opportunity to complete an investigation into one of the
themes /topics outlined in the syllabus. This type of investigation will enable the teacher and
learner to pursue a topic in greater depth and in a more lively and creative way.

Topic tests: Completed topics should be concluded with a test indicating the achievements
of the learners in these topics.

Summary of continuous assessment tasks

Continuous assessment Grade 8

Term 1 Term 2 Term 3
Components Number & Number & Number &
Total Total Total
Marks Marks Marks
Topic test 1 x 30 30
Project 1 x 40 40 1 x 40 40
Term marks 30 40 40
Weighted term
(30 x 3.33) (40 x 2.5) (40 x 2.5)
marks (report
100 100 100
marks)

Continuous assessment Grade 9

Term 1 Term 2
Components Number & Number &
Total Total
marks marks
Topic test 1 x 30 30
Project 1 x 40 40
Term marks 30 40
Weighted term marks (report (30 x 3.33) (40 x 2.5)
marks) 100 100

The assessment tasks aim to test knowledge with understanding as well as application of
knowledge (especially in computer skills).

The continuous assessment (CA) marks for one term (trimester) is converted to a mark out of
100 (weighted mark). Only this mark should be used for the report at the end of Term 1 and
Term 2.

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Annexe 1: Glossary of terms

APA a style in which to acknowledge the sources used to write an

essay or assignment paper (American Psychological
Association)

bias an unfair dislike of something or somebody; an unfair

preference for something or somebody

browser a software application enabling a user to access the Internet

cite recognising a source of information or of a quoted passage

client any computer that is hooked up to a computer network

communication software a program that makes it possible to send and receive data in a
multitude of formats and using various channels (e.g.
telephone lines or satellite transmission)

copyright the legal right of creative artists or publishers to control the

use and reproduction of their original works
end note a note of comment or reference placed at the end of an article,
chapter, book, or essay instead of at the bottom of a page

foot note a note at the bottom of a page, giving further information about
something mentioned in the text above. A reference number
or symbol is usually printed after the relevant word in the text
and before the corresponding footnote

footer automatically inserted text that appear below the main text on
each page of a computer-generated document; can include a
page number

genre a classification of literature according to the style of writing: it

can be fiction, non-fiction, prose, poetry or media

genre one of the categories, based on form, style, or subject matter,

into which artistic works of all kinds can be divided. For
example, the detective novel is a genre of fiction

header automatically inserted text that appear as a heading on each

page of a computer-generated document; can include a page
number

ICT Information and Communications Technology

ICT literacy the ability to effectively use computers and other digital
devices

information literacy the ability to find and use information effectively and
appropriately

internet a computer network consisting of a worldwide network of

computer networks to facilitate data transmission and
exchange

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media the means to communicate information

media literacy the ability to understand how media work, how they produce
meanings, how they are organised, and how to use them
wisely

network a system of two or more computers/devices linked together to

exchange data

plurality the existence of groups with different ethnic, religious, or

political backgrounds within one society

presentation software a computer software package used to display information,

normally in the form of a slide show – which typically
consists of a combination of text and graphics

primary source an original source of information

search engine a software system that is designed to search for specified key
words and retrieves documents or files or data from a
database or a network (especially the World Wide Web)

server a computer that provides client nodes with access to files and
shared hardware resources on a computer network

social networks materials used to support education that may be freely

accessed, reused, modified and shared by anyone.

Information and Communication syllabus Grades 8 - 9, NIED 2015

17
 Annexe 2: Assessment record sheet for Grade 8

Assessment record sheet: Information and Communication Grade:……….. Year…………..

School…………………………………………..…………….… Teacher………………………....……………………………….

Term 1 Term 2 Term 3

Total of Term

(110÷11x10)
Term mark

Term mark

Term mark
Term Mark
Topic Test

term mark

term mark

Total CA
Weighted

Weighted

Weighted
Project

Project

marks
Name of Learner
30 30 100 40 40 100 40 40 100 110 100

Information and Communication syllabus Grades 8 - 9, NIED 2015

18
 Annexe 3: Assessment record sheet for Grade 9

ASSESSMENT RECORD SHEET: INFORMATION AND COMMUNICATION Grade:……….. Year…………..

School…………………………………………..…………….… Teacher………………………....………………………………..

Term 1 Term 2

Total of Term

(70 x 10 ÷ 7)
Term mark

Term mark
Term Mark
Topic Test

term mark

Total CA
Weighted

Weighted
Project

marks
Name of Learner
30 30 100 40 40 100 70 100

Information and Communication syllabus Grades 8 - 9, NIED 2015

19
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