Section A (Compulsory Section)

Question One [20 Marks]

a) Differentiate the terms “Pedagogy” and “Andragogy” [4 Marks]

 Pedagogy: The art and science of teaching children. It is teacher-centred and often
involves directive teaching, structured content, and extrinsic motivation.
 Andragogy: The method and practice of teaching adult learners. It is learner-centred
and emphasizes self-directed learning, real-life experiences, and intrinsic motivation.

Feature Pedagogy (Children) Andragogy (Adults)

Learning Style Dependent on teacher Self-directed
Motivation Extrinsic Intrinsic
Experience Limited Rich resource for learning
Teaching Focus Subject-oriented Problem-centred

b) Describe the importance of Ethics in teaching Computer Science. [8 Marks]

 Integrity in Assessment: Promotes honest coding practices and discourages

plagiarism.
 Respect for Intellectual Property: Encourages learners to respect licenses,
copyrights, and digital ownership.
 Responsible Use of Technology: Teaches learners to avoid harmful actions like
hacking, cyberbullying, or spreading malware.
 Security Awareness: Learners understand the ethical implications of protecting data
and ensuring privacy.
 Digital Citizenship: Encourages responsible behaviour online including avoiding
misinformation or unethical social media use.
 Inclusive Practice: Promotes fair treatment of all students regardless of background,
fostering equity in computer science classrooms.

c) Explain with the aid of a diagram the concept of using metaphors and posters in
teaching Computer Science. [8 Marks]

 Explanation:
o Metaphors help simplify complex abstract concepts by linking them to
everyday experiences.
Example: Comparing a CPU to a brain, or a folder on a computer to a real-
life file cabinet.
o Posters visually represent content to enhance retention and aid in classroom
discussion.
Example: Posters showing the structure of a computer network or steps in the
software development lifecycle.
 Diagram (Example):
[ Metaphor: CPU = Brain ]
+----------------------+
| Computer |
| - CPU (Brain) |
| - RAM (Short-term) |
| - Hard Drive (Memory)|
+----------------------+

[Poster Example]
------------------------------
| NETWORK TYPES |
| - LAN |
| - MAN |
| - WAN |
| With illustrations |
------------------------------

Question Two [20 Marks]

Identify software applications and describe instances as a computer science teacher you
may need to use them to teach:

Area Application Use Case / Competencies Developed

Develop logic, sequencing, control
Programming Scratch, Python (Thonny IDE)
structures, loops, variables
Simulate network topology, monitor traffic,
Networking Cisco Packet Tracer, Wireshark
understand protocols
Adobe Dreamweaver, Learn HTML/CSS, structure webpages, use
Web Design
Notepad++, WordPress WYSIWYG tools
Learn data modeling, SQL queries, CRUD
Databases MySQL, Microsoft Access
operations

 Skills Developed:
o Logical reasoning
o Syntax proficiency
o Data management
o Interface design
o Network troubleshooting

Section B

Question Two [20 Marks]

Evaluate the significance of Gamification in teaching Computer Science.

 Engagement: Makes learning fun through challenges, badges, leaderboards.

 Motivation: Intrinsic motivation increases as learners are rewarded for effort and
progress.
  Immediate Feedback: Through quizzes and coding games like CodeCombat,
learners instantly see results.
 Areas Where Used:
o Programming: Games like [Link] or Scratch challenges.
o Networking: Packet Tracer simulations with mission-based tasks.
o Databases: SQL challenges with level progression.
 Integration in Teaching:
o Weekly coding missions aligned with syllabus goals.
o Class competitions for debugging.
o Group tasks with reward systems.
o Platforms like Kahoot, Quizizz, and Replit Classroom.
 Fit with Syllabus:
o Motivation aligned with objectives.
o Clear assessment via game metrics.
o Collaborative projects and creativity encouraged.

Question Three [20 Marks]

Create a computer science scheme of work for one week

(Example for Grade 7 – Programming with Scratch)

Week Topic Objectives Activities Resources Assessment

Learners should Watch tutorial, drag
Scratch Computers, Observe
1 understand UI, blocks to make cat
Basics Scratch animations
blocks move
Sequences & Computers,
2 Use repeat blocks Make a dance loop Peer review
Loops projector
Respond to key Create a character- Scratch, Teacher
3 Events
presses controlled game speakers observation
Store and update Make a score-keeping
4 Variables Computers Class quiz
scores game
Game development Scratch, Project
5 Final Project Integrate concepts
project (group work) rubric presentation

Question Four [20 Marks]

Discuss how the constructivist approach can be used to teach computer science.

 Principles:
o Learners build knowledge through active exploration.
o Emphasizes problem-solving and inquiry-based learning.
 Applications:
o Programming: Learners build games to apply loops and logic.
o Databases: Design a database for a school library.
o Networking: Build a simulated LAN with Packet Tracer.
 Benefits:
 o Promotes deeper understanding
o Encourages collaboration
o Enhances learner autonomy
o Encourages real-world problem-solving

Question Six [20 Marks]

Create a Computer Science Exam Paper (5 Questions = 50 Marks)

Instructions: Answer all questions.

1. (10 Marks)
Define and differentiate between RAM and ROM. Provide two functions of each.
2. (10 Marks)
Explain the stages of the Software Development Life Cycle (SDLC) and describe
what happens at each stage.
3. (10 Marks)
With the aid of a diagram, explain how data travels in a star network topology.
4. (10 Marks)
Write a Scratch script that makes a sprite move continuously while the spacebar is
pressed. Explain what each block does.
5. (10 Marks)
Describe how to create and use a simple database table in Microsoft Access. Include
fields, data types, and form creation.
Section A [40 Marks]

Question One

(a) Differentiate between a “scheme of work” and a “lesson plan”.

[4 Marks]

Feature Scheme of Work Lesson Plan

Covers a long-term period (term or
Scope Focuses on a single lesson or daily session
year)
Broad objectives and general Specific objectives, detailed activities and
Content
activities methods
Provides an overview of the course or Guides daily teaching with clear steps and
Purpose
syllabus goals
Includes evaluation strategies in Includes specific assessment methods for
Evaluation
summary that lesson
Basis Drawn from syllabus Derived from the scheme of work

(b) Create a computer science lesson plan for any form or grade on any topic clearly
showing all the completed fields and evaluation.
[16 Marks]

Sample Lesson Plan

 Grade: 6
 Topic: Introduction to Algorithms
 Sub-topic: Step-by-step Instructions
 Date: [Insert Date]
 Time: 40 minutes
 Objectives:
o Learners should define an algorithm.
o Learners should list real-life examples of algorithms.
o Learners should create a simple algorithm to solve a problem.
 Teaching/Learning Aids:
o Flashcards, whiteboard, charts showing algorithm steps
 Introduction (5 mins):
o Ask learners to describe how they brush their teeth (real-life algorithm).
 Lesson Development (25 mins):
o Define the term algorithm.
o Discuss examples: cooking recipe, opening a bottle, etc.
o Activity: Learners write instructions for making a sandwich.
 Conclusion (5 mins):
o Recap what an algorithm is.
o Ask quick questions for understanding.
 Evaluation:
o Written task: create a set of steps to solve a maze or make tea.
o Peer review and teacher marking
  Remedial Work:
o Provide a template for struggling learners to fill in missing steps.
 Extension:
o Introduce flowchart symbols for early introduction to programming logic.

Question Two

(a) Discuss how the field of Artificial Intelligence is incorporated in Computer Science
Education.
[8 Marks]

 Definition: Artificial Intelligence (AI) refers to the simulation of human intelligence

in machines.
 Incorporation in Education:
o Teaching basic AI concepts such as pattern recognition and machine learning.
o Introduction to AI tools like chatbots, recommendation systems.
o Use of educational games or platforms powered by AI to support learning.
o Teaching ethical concerns and societal impact of AI.
o Projects where students train simple models using scratch or Python AI
libraries.

(b) Evaluate ways algorithm design can be taught to infants and teenagers respectively.
[12 Marks]

 To Infants (Early Grades):

o Use real-life examples like “how to tie a shoelace” or “make a sandwich”.
o Storyboarding or sequencing cards to arrange steps.
o Interactive games like giving instructions to move a robot or character.
o Emphasize pattern recognition, sorting, and classification.

 To Teenagers (Upper Primary/Secondary):

o Introduce formal algorithm design techniques:
 Divide and conquer (e.g., binary search)
 Greedy algorithms (e.g., coin change problem)
 Dynamic programming (e.g., Fibonacci sequence)
o Use block-based coding (e.g., Scratch) and transition to text-based (e.g.,
Python).
o Encourage solving real-world problems like navigation apps or scheduling.
o Involve collaborative projects and competitions like coding challenges.
1. Define the following:

(a) Item Writing – (2 marks)

The process of developing assessment items such as multiple-choice questions, short-answer
questions, or practical tasks that measure learners’ understanding of specific concepts or
skills.

(b) Lesson Plan – (2 marks)

A lesson plan is a detailed, structured guide prepared by the teacher outlining what is to be
taught during a single class period, including objectives, content, methods, resources, and
assessment strategies.

(c) Computer Science Education – (2 marks)

An academic field that focuses on the teaching and learning of computer science concepts
such as algorithms, programming, data structures, networks, and emerging technologies,
tailored to various educational levels.

(d) Syllabus – (2 marks)

A syllabus is an official document issued by an education authority outlining the content,
objectives, assessment methods, and time allocation for a particular subject or course.

(e) Scheme of Work – (2 marks)

A scheme of work is a teacher's plan that breaks down the syllabus into weekly or termly
topics, specifying learning objectives, content, teaching methods, and assessments over a
given period.

2. (a) Discuss the following fields in Computer Science Education:

(i) Computer Networking – (5 marks)

Computer networking involves the study of how computers communicate and share resources
through wired and wireless systems. In education, this includes:

 Teaching learners about LAN, WAN, internet and protocols (e.g., TCP/IP).
 Exploring network devices like routers, switches, and hubs.
 Emphasizing real-world applications such as email communication, cloud storage,
and online collaboration tools.
 Hands-on labs using network simulators (e.g., Cisco Packet Tracer).
 Introducing cybersecurity concepts related to networking.

(ii) Cyber Security – (5 marks)

Cybersecurity refers to practices and technologies used to protect computers, networks, and
data from unauthorized access or attacks. In education:

 Learners explore threats like viruses, phishing, and hacking.

 Teaching best practices: strong passwords, regular updates, and secure browsing.
 Discuss laws like Zimbabwe’s Cyber and Data Protection Act.
 Encourage digital citizenship and responsible online behavior.
  Use practical demonstrations like antivirus scans and firewall configuration.

3. (a) Differentiate between 'pedagogy' and 'andragogy' – (6 marks)

Feature Pedagogy Andragogy

Learner Focuses on teaching children Focuses on teaching adults
Learning Style Teacher-centered Learner-centered
Externally motivated (rewards, Internally motivated (goals,
Motivation
praise) relevance)
Learners have limited prior
Experience Learners bring rich experiences
experience
Structure More structured and guided Flexible and self-directed
Role of
Authority and knowledge provider Facilitator and guide
Teacher

(b) Discuss any 3 skills or competencies a computer science teacher should possess. (6
marks)

1. Technical Competence: Ability to program, use software tools, and manage

hardware and networking tasks.
2. Instructional Design Skills: Ability to develop engaging, practical lessons using
real-world examples and digital tools.
3. Classroom Management Skills: Managing learners during both theory and hands-on
activities, ensuring safety and focus.

(c) Discuss four benefits of ethics in Computer Science Education. (8 marks)

1. Promotes Responsible Use: Learners understand the importance of using computers

and internet resources responsibly.
2. Prevents Academic Dishonesty: Teaches learners about plagiarism, piracy, and
cheating in digital assessments.
3. Develops Digital Citizenship: Encourages respectful online communication, privacy,
and security.
4. Builds Trust and Integrity: Prepares learners for ethical decision-making in their
future tech-related careers.

4. Identify any five (5) columns of a Scheme of Work and give an example of
each. (10 marks)
 Column Example
Week/Date Week 1 / 01–05 February
Topic/Sub-topic Introduction to Programming
Learners should be able to define an algorithm and write a simple set
Objectives
of steps.
Activities Teacher explains; students create steps for making tea.
Resources Whiteboard, marker pens, flashcards
Assessment/Evaluation Observation, oral questioning, classwork exercise

Computer Science

 Definition:
Computer Science is the study of computers and computational systems. It involves
the theoretical foundations of information, algorithms, software development, data
structures, computer hardware, artificial intelligence, cybersecurity, and more.
 Focus Areas:
o Programming and software development
o Computer architecture and systems
o Data analysis and algorithms
o Artificial Intelligence and Machine Learning
o Networks and cybersecurity
 Purpose:
To advance knowledge in computing and solve real-world problems through
technology.

Computer Science Education

 Definition:
Computer Science Education is the discipline concerned with how to teach and learn
computer science effectively. It involves instructional strategies, curriculum
development, assessment methods, and educational technologies used to deliver
computer science content at various educational levels.
 Focus Areas:
o Teaching strategies for computer science topics
o Curriculum design and lesson planning
o Use of teaching tools and platforms
o Student assessment and feedback
o Educational psychology and pedagogy in CS
 Purpose:
To prepare learners with the knowledge, skills, and attitudes needed in the computing
field and to train educators on how to deliver these skills effectively.
Key Difference Summary:

Aspect Computer Science Computer Science Education

Teaching and learning of computer
Core Focus Study of computation and technology
science
Technologists, software developers, Teachers, students, curriculum
Audience
researchers developers
Enable effective teaching and
Goal Solve technical problems
learning of CS
Content vs.
What is taught How it is taught
Delivery