KICD Integrates Advanced Computer Programming Concepts into Grade 10 Computer Science Curriculum Design

Sunday, 11 August, 2024

Programming is now a fully integrated component of Grade 10 Computer Science as outlined by the Kenya Institute of Curriculum Development (KICD). Given that this is introduced at the Grade 10 level, it is likely that more advanced coding concepts will be covered in the Grade 11 and 12 curricula. It's also noteworthy that visual programming is taught in Grades 7, 8, and 9 using tools like Scratch and Minecraft. Additionally, Pre-Technical Studies in Junior School includes visual programming as a key strand. This concept, once reserved for tertiary institutions and only superficially covered in secondary schools, was entirely absent from primary school curricula. Now, under a strand titled Software Development in the Grade 10 curriculum, the KICD includes the following sub-strands:

Computer Programming Concepts
Program development
Identifiers and operators
Control structures
Containers
Functions

It is important to highlight that concept such as identifiers, operators, containers, and functions were not part of the previous education system’s syllabus. It is evident that the current system introduces more advanced topics at earlier stages. For context, Grade 10 under the current Competency-Based Curriculum (CBC) is equivalent to Form 2 in the former 8-4-4 system. Previously, Elementary Programming Principles were taught in Form 3, but the content was limited, focusing mainly on writing pseudocode and drawing flowcharts. Now, let's explore the contents of the Software Development strand in the current CBC Grade 10 Computer Science curriculum.

Computer Programming Concepts

This sub-strand primarily covers the key terminologies used in computer programming. These include terms such as programming, programming language, assembler, compiler, interpreter, source code, machine code, Integrated Development Environment (IDE), and the software development life cycle. It also introduces the different levels of programming languages and explores various programming paradigms, such as structured programming, procedural programming, object-oriented programming, functional programming, logic programming, and event-driven programming.

Program development

This involves exploring the stages of program development, which include program definition, design, coding, testing, implementation, documentation, and maintenance. It also covers the characteristics of an algorithm—such as input, output, finiteness, definiteness, and effectiveness—and discusses the keywords (start, variables, input, processing, output, end) used in writing pseudocode. The content demonstrates how these keywords represent the logical flow of an algorithm. Additionally, it covers the standard symbols used in flowcharts and illustrates how they represent algorithms. Students will learn to draw flowcharts and use pseudocode to solve real-life problems, while also appreciating the importance of algorithms in problem-solving.

Identifiers and operators

This sub-strand covers the structural elements of a programming language, focusing on structure, syntax, and error handling. Each programming language has a specific code structure that includes components like modules/files, functions/methods, and classes/objects. Logical grouping within the code is managed using packages or namespaces, and directories or folders. Additionally, each language follows specific code formatting and style guidelines, such as proper indentation, consistent naming conventions, and the use of comments. Flow control within a program is directed by control structures like selection statements, loops, and sequences, along with appropriate error handling mechanisms.

The learning objectives for this sub-strand are:

Describe the elementary elements of a computer program.
Declare variables and constants in a programming language.
Use input and output statements in a programming language.
Utilize operators in a programming language.
Appreciate the role of operators and identifiers in a programming language.

It's important to note that identifiers—such as variable names, function names, and class names—play a crucial role in making code easy to understand, particularly when they are descriptively named. Operators, on the other hand, are symbols that perform operations on variables and values. Declaring a variable involves specifying an identifier for the variable and defining the data type it will hold.

Control Structures

The specific learning objectives for this sub strand are: The learner should be able to:

Describe control structures in programming language
Select control program for a given situation
Use control structures in programming
Appreciate application of control structures in programming

Data structures

The specific objectives for this sub strand is that learner should be able to:

Describe types of containers in programming
Use of containers in programming
Apply sorting and searching techniques in data structures
Embrace the use of containers in programming

Functions

The specific objectives for this sub strand is that learner should be able to:

Discuss types of functions used in modular programming
Use in-built and user defined functions to create a modular program
Discuss the scope of variables and parameter passing between functions
Appreciate the importance of modularity in programming

It is evident that this topic has been given the attention it deserves in the current KICD curriculum, which now includes a substantial 92 lessons. New areas that were not part of the previous syllabus have been introduced and thoroughly covered. Sub-strands such as functions, data structures, identifiers, and operators are all new additions. The curriculum now emphasizes coding in a programming language rather than relying on traditional flowcharts and pseudocode. Some key statements from the curriculum design include:

“Write computer programs using a high-level language (Python, C, C++, C#, Java, Ruby, Scratch, Swift, Go).”
“Use variables and constants in a program, assign data types to variables in a program, use standard libraries in a programming language, write and execute programs that accept input and display output.”
“Write and execute programs that involve the use of operators.”
“Write and execute programs involving the use of decision statements to perform tasks, write and execute programs with break and continue statements in control structures.”
“Write and execute a program that involves the use of data structures to solve a problem.”
“Write and execute programs involving the use of parameters in built-in functions, write and execute programs that involve the use of parameters in user-defined functions.”

Other strands that were previously taught in Forms 3 and 4 are now introduced earlier in Grades 7, 9, and 10. These include topics like Computer Networking and elements of data representation, now covered under the strand "Foundations of Computer Science." To further emphasize the importance of ICT, the KICD has introduced ICT as a subject in Grade 10. This addition will complement Computer Science and ensure that all students acquire essential ICT skills.

In conclusion, this is a positive step forward, as coding has become an essential skill that is being taught at an early age in many countries. Some of us were concerned about the delay in revising our syllabus. Another area that has been overlooked in our curriculum is web development. Since the curriculum designs for Grades 11 and 12 are not yet available, it’s too early to comment on that. Additionally, KICD and KNEC might consider introducing an examination paper focused on problem-solving and programming to give these areas the attention they deserve.

This approach aligns with the spiral curriculum theory by American psychologist Jerome Bruner, where complex ideas are introduced in stages and revisited at various levels of education to deepen the learner's understanding. This is the method KICD has adopted in the Competency-Based Curriculum.