The Subsidiary ICT Teaching Syllabus is meant to guide teachers handling
Subsidiary ICT at A level. It is designed to achieve the aims of teaching
Subsidiary ICT, standardise the teaching of the subject, guide the teachers
of Subsidiary ICT and produce students with more skills in ICT who can
effectively compete on the global market.
The Syllabus will help the teacher to cover the syllabus content
adequately up to appropriate depth at each level of study. The design of
this syllabus emphasises the teaching approaches to be used for each subtopic. The number of periods allocated should also guide teachers to
effectively plan to complete the syllabus within the recommended time.
General Guidance to the ICT Teacher
The guidance provided in this section cuts across all topics in the curriculum.
- The teacher should define and analyse the specific tasks and skills to be learned, frequently assess student performance, and provide systematic feedback to the learner.
- Tailor the strategies and methods of instruction to provide for specific learners behaviours and learning disorders, mental retardation, physical disabilities, vision impairments, and hearing problems.
- The teacher is advised to move around the classroom and see what the students are doing.
- The teacher should encourage and practise the habit of previewing every document before printing.
- The teacher should make use of cyber or digital content to enhance learning.
- The teacher should employ the problem base learning strategy.
Teaching Subsidiary ICT is aimed at:
- Helping the learner develop and consolidate his/her knowledge of ICT and be aware of new and emerging technologies.
- Encouraging the learner to develop as an independent user.
- Encouraging the learner to develop ICT skills to enhance their work in a variety of subject areas.
- Equipping the learner with skills for lifelong learning.
The ICT skills in the subject are directly applicable to the study of other subjects and schools are encouraged to provide opportunities for their learners to apply these skills to a range of learning areas (subjects).
The subject should be given six periods per week on the school’s teaching timetable. This is to allow enough time for the learners to engage in practical activities for developing hands-on skills and get exposed to real life computing experiences. The teacher is advised to give the learners as many practical sessions as time can allow to enable them develop the computing skills that this syllabus stipulates. As much as possible, the learner should be allowed to explore the ICTs exposed to him/her for the benefit of developing new skills and knowledge.
Teaching /Learning Strategies
These provide the teacher with guidance on the proposed activities and strategies that can be used in the teaching. The following are the suggested teaching /learning strategies;
- Hands on activities (Practical Sessions): The learners work in pairs or individually to develop skills or put into practice the acquired knowledge. You will need to carefully plan a range of activities that clearly identify the purpose of the practical session. Where learners work in groups, every learner should have an opportunity to take part in the hands-on activity.
- Teacher guided research: An instructional technique where you give students areas of research and as a result, the learner finds out more information in the given areas.
- Group discussion and peer presentation: A technique where the students are divided into small manageable groups to share knowledge/ findings. Each group should be given an opportunity to present their findings to the rest of the class under your guidance.
- Brainstorming: A technique used to gather ideas about a topic or learning area spontaneously contributed by the learners.
- Device identification: An approach that requires the learner to identify and distinguish between devices.
- Teacher exposition: An instructional technique where you put the topic into context for the learner to elicit his/her contributions. This approach is most appropriate when introducing a new topic.
- Use of simulations: The use of computer systems (programmes) to imitate the operation of a real-world process or system.
- Collaborative tasks: An approach that requires the learner to work with online groups in planning, collecting the request data and solving problems. For example discussion groups and forums.
Mode of Assessment
The assessment in this subject is software independent. Any hardware platform, operating system and application packages can be used for the examination, provided they have the capabilities to enable the learner fully demonstrate all the acquired skills, and meet the assessment objectives of this subject.
The application software needed for this subject are Word processors, spreadsheets, electronic presentation, Database applications, Web browsers, and electronic publishing. Use of other operating systems other than Windows is highly encouraged.
The teaching sequence should follow the order in which the topics have been arranged in this teaching syllabus.
Senior Five Term One
|Introduction to Computing||Introduction to Computers|
|World of ICTs|
|Implications of Using ICTs (Advantages and Disadvantages)|
|Computer Management||Booting Process|
|Computer Laboratory Care and Maintenance||Computer Literacy|
|Secure Laboratory Environment|
|Servicing and Maintenance|
|Computer Word Processing I||Introduction to Word Processing|
|Working with Word Processing Software|
Senior Five Term Two
|Computer Hardware||Input Devices|
|Computer Software||System Software|
|Electronic Spreadsheets I||Introduction to Spreadsheets|
|Working with Spreadsheets|
|Formulas and Functions|
|Internet and World Wide Web||Introduction to the Internet|
|World Wide Web|
Senior Five Term Three
|Computer Word Processing II||Page Layout|
|Use of Objects|
|Mail Merge, Document Referencing and Printing|
|Electronic Presentation||Introduction to Electronic Presentation|
|Working with Presentation Software|
|Developing a Presentation|
Senior Six Term One
|Data Communication and Networking||Introduction to Data Communication|
|Introduction to Computer Networks|
|Electronic Publication||Introduction to Electronic Publishing|
Senior Six Term Two
|Electronic Spreadsheets II||Working with Charts|
|Worksheet Page Layout|
|Printing a Worksheet|
|Databases||Introduction to Databases|
Senior Six Term Three
|System Security, ICT Ethical Issues and Emerging Technologies||Computer System Security|
|Privacy and ICT Ethical Issues|
Two papers will be used to assess the subject as follows:
Paper one (theory paper) set out of 100 and converted to 40% of final mark.
Paper two (Practical paper) set out of 60 and this constitutes 60% – to be added to the 40% obtained in paper one to get the total final mark out of 100. Being a subsidiary subject, the student’s final mark has to earn at least a credit 6 (about 50%) in order to obtain a grade point.
Subsidiary ICT Paper One: (2 ½ hours)
- This paper will be based on basic ICT concepts and their application areas. The paper will cover the entire syllabus with emphasis on application of ICT knowledge in a variety of fields (Social, Economic, Political, Environmental, and Informational).
- This will be a written paper made up of 20 equally weighted compulsory questions. The duration of the examination paper will be 2 Hours 30 Minutes.
- The questions shall be structured and semi-structured requiring a short response, a phrase or one or two sentences. Some of the semi-structured questions will require extended responses of about three sentences.
- All questions are to be answered in the spaces provided on the examination paper.
- This paper will be set basing on the table of Question Allocation below.
|Topic||Number of Questions|
|Introduction to Computers||2|
|Lab Care, Troubleshooting and Maintenance||1|
|Internet and World Wide Web||3|
|Data Communication and Networking||2|
|Trends in Computing||2|
|Theory Qns on Practical Applications||2|
|Total Number of Questions in paper)||20|
Subsidiary ICT Paper Two (2 Hours)
This will be a practical paper made up of five (5) equally weighted questions. Candidates will attempt any three questions. Any additional question(s) answered will not be marked.
Each candidate is provided with a blank Compact Disc Rewritable (CD-RW) or a flash disk. Each candidate must produce a hard copy for each of their work to accompany the flash disk or compact disc.
The duration of the paper shall be 2 hours.
The questions will be drawn from the topics of word processing, electronic spreadsheet, electronic presentation, electronic publication and databases. The paper will emphasize application of ICT skills in the topics mentioned. Where applicable, support files will be provided to supplement the set questions.
Dowload Full Syllabus in PDF using the following link:
ICT, Sub-MTC syllabus
Good work, many thanks to tireless effort put in to achieving this.
I NEED ONE SYLLABUS FOR O’LEVEL ALSO