AKU-EBClass X (SSC Part II)CURRICULUM SPECIFICATION (2025 EDITION)
Computer Science Official Syllabus & SLOs (7 Units)
Class learning outcomes with search and cognitive-level filters. Open Original PDF for the complete source, including its introduction, practical activities and examination specifications.
Scheme of Assessment — Class X Exam Specification (75 Total Marks)
Theory Paper I: 40 MCQs (40 Marks) • Theory Paper II: CRQs (13 Marks) + ERQs (12 Marks) = 25 Marks • Practical Paper III: 10 Marks • Cognitive Weightage: Remember 0–10%, Understand 30–50%, Apply & Beyond 40–60%
Topic 8: Number Systems and Encoding Schemes
MCQs: 4 • CRQs: 1 (3m)
Topic 9: Computational Thinking and Algorithm
MCQs: 7 • CRQs: 1 (3m)
Topic 10: Programming in JavaScript
MCQs: 8 • CRQs: 3 (7m) • ERQ: 6 Marks (Choose ONE from TWO)
Topic 11: Data and Analysis
MCQs: 4 • ERQ: Combined with Topic 12: 6 Marks (Choose ONE from TWO)
Topic 12: Security, Privacy and Data Integrity
MCQs: 6 • ERQ: Combined with Topic 11: 6 Marks (Choose ONE from TWO)
Topic 13: Digital Literacy
MCQs: 7
Topic 14: Entrepreneurship in the Digital Age
MCQs: 4
8.1 Number Systems
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.1.1 | describe the number system and its following types in computers: a. decimal (denary), b. binary, c. hexadecimal; | U |
| 8.1.2 | describe the uses of number systems and their significance in computing; | U |
| 8.1.3 | convert numbers between binary, decimal (denary), and hexadecimal systems accurately using conversion methods; | A |
8.2 Binary Arithmetic: Addition, Subtraction, Multiplication and Division
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.2.1 | apply the binary number system to solve arithmetic problems involving addition, subtraction, multiplication, and division; | A |
| 8.2.2 | determine 1's and 2's complement of binary numbers; | A |
8.3 Encoding Data Scheme Representation
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.3.1 | explain the following types of coding schemes to represent data: a. ASCII, b. Unicode; | U |
8.4 Introduction to Operating System
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.4.1 | define Operating System (OS); | R |
| 8.4.2 | describe the functions of the following OS: a. memory management, b. I/O management, c. file management, d. resource management, e. user management, f. process management; | U |
8.5 Classification and Types of Operating System
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.5.1 | classify OS into single-user and multiuser OS; | U |
| 8.5.2 | differentiate among the following types of OS: a. batch processing system, b. time-sharing system, c. real-time system; | U |
| 8.5.3 | explain the following types of user interfaces provided by OS: a. Command Line Interface (CLI), e.g., DOS and UNIX, b. Menu Driven Interface (MDI), e.g., Novel, c. Graphical User Interface (GUI), e.g., Macintosh, Linux and Windows; | U |
8.6 Interrupts and Buffers
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.6.1 | define the following terms: a. interrupts, b. buffers; | R |
| 8.6.2 | differentiate between process and threads; | U |
8.7 Integrated Development Environment (IDE) Software
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 8.7.1 | explain Integrated Development Environment (IDE) and its following features: a. code editor, b. translator, c. debugger, d. loader, e. linker. | U |
9.1 Algorithm and Flowchart
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 9.1.1 | write algorithms to address the following types of problems: a. conditional algorithm (I. if, II. nested if, III. if else, IV. else if, V. switch), b. iteration algorithm (I. for, II. while, III. do-while, IV. nested loops), c. searching algorithm (I. linear, II. binary), d. sorting algorithm (I. selection, II. bubble); | A |
| 9.1.2 | draw flowcharts related to SLO # 9.1.1. | A |
10.1 Introduction to Programming Languages
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.1.1 | differentiate between program syntax and program semantics; | U |
| 10.1.2 | describe the following programming languages: a. low-level languages (I. machine language, II. assembly language), b. high-level languages (I. procedural language, II. structured language, III. object-oriented language); | U |
| 10.1.3 | differentiate among an assembler, compiler and an interpreter; | U |
10.2 Input and Output Functions in JavaScript
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.2.1 | apply the following functions to display the output: a. innerHTML, b. document.write( ), c. window.alert( );Practical Lab | A |
| 10.2.2 | write a JavaScript code containing the following data types: a. String, b. Number, c. BigInt, d. Boolean, e. Undefined, f. Null;Practical Lab | A |
| 10.2.3 | write a JavaScript code that uses input functions prompt( );Practical Lab | A |
10.3 Operators in JavaScript
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.3.1 | write a JavaScript program to solve arithmetic problems by using arithmetic operators;Practical Lab | A |
| 10.3.2 | use the following assignment operators in a JavaScript code: a. assignment operator (=), b. compound assignment operator (+=, -=, *=, /=, %=); | A |
| 10.3.3 | use the increment (++) and decrement (--) operators in a JavaScript code;Practical Lab | A |
| 10.3.4 | use the following relational operators in a JavaScript code: a. less than (<), b. greater than (>), c. less than or equal to (<=), d. greater than or equal to (>=), e. equal to (==), f. strict equal to (equal value and equal type) (===), g. not equal to (!=), h. strict not equal to (not equal value and not equal type) (!==);Practical Lab | A |
| 10.3.5 | use the following logical operators in a JavaScript code: a. AND (&&), b. OR (||), c. NOT (!); | A |
| 10.3.6 | differentiate among the assignment operator (=), equal to operator (==) and identity operator (===); | U |
| 10.3.7 | use the conditional (ternary) operator in a JavaScript code; | A |
| 10.3.8 | simplify an expression by using the order of precedence of operators; | A |
10.4 Conditional Control Structure
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.4.1 | describe control structures and their types; | U |
| 10.4.2 | explain the structure of if, if-else, nested if-else, or if-else-if and switch statement; | U |
| 10.4.3 | write JavaScript code to implement the following statements: a. if statement, b. if-else statement, c. if-else or if-else-if, d. switch statement;Practical Lab | A |
| 10.4.4 | compare if, if else, if-else-if, and switch statements; | U |
10.5 Loop Structure
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.5.1 | describe loop and its different types; | U |
| 10.5.2 | explain the structure of for, while, and do while loop in JavaScript; | U |
| 10.5.3 | write JavaScript code to implement the following loops: a. for loop, b. while loop, c. do while loop, d. nested loop;Practical Lab | A |
| 10.5.4 | write the output of a given program having a loop and selection structures;Practical Lab | A |
| 10.5.5 | use break and continue statements in a JavaScript code;Practical Lab | A |
10.6 Introduction to Arrays
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 10.6.1 | explain the array concerning the array name, size, index number, and arrangement of elements in the memory; | U |
| 10.6.2 | write JavaScript code to declare and initialise a one-dimensional array with different sizes and data types; | A |
| 10.6.3 | apply the process of traversing using all types of loops for input, output, and manipulation of elements; | A |
| 10.6.4 | write a program that stores numeric values in a one-dimensional array using a for loop and obtains the highest, lowest, and average values. | A |
11.1 Scope of Artificial Intelligence
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 11.1.1 | explain Artificial Intelligence (AI) and its applications in modern technology; | U |
| 11.1.2 | analyse the impact, scope, and emerging trends of Artificial Intelligence (AI) in the following fields: a. AI engineering, b. robotics, c. military and aviation, d. mechanical engineering, e. AI-assisted surgery; | An |
11.2 Scope of Machine Learning
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 11.2.1 | explain the following machine-learning skills: a. AI-enabled systems learning from large data, b. supervised and unsupervised learning, c. automation and scalability, d. fraud detection; | U |
| 11.2.2 | use data mining techniques to extract patterns and insights from given datasets for real-world applications; | A |
| 11.2.3 | apply Natural Language Processing (NLP) concepts in real-world applications like speech recognition, translation, and text analysis; | A |
11.3 Big Data and Applications of Big Data in Real-World Business
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 11.3.1 | explain the big data concept and its significance in managing and reviewing large datasets; | U |
| 11.3.2 | explain the following big data analysis methods: a. descriptive analytics, b. diagnostic analytics, c. predictive analytics, d. prescriptive analytics; | U |
| 11.3.3 | illustrate the real-world business applications in big data; | A |
| 11.3.4 | analyse datasets to extract insights in various domains; | An |
12.1 Safe and Responsible Use of Information Sources
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 12.1.1 | describe information literacy and its importance; | U |
| 12.1.2 | explain the essentials of good digital citizenship (safe and responsible use of technology); | U |
| 12.1.3 | explain key concepts of copyright, plagiarism, and piracy; | U |
| 12.1.4 | analyse ethical issues that arise in ICT while navigating online environments; | An |
| 12.1.5 | assess the importance of online safety, responsibility and respectfulness; | E |
| 12.1.6 | examine the health concerns associated with the excessive use of ICT devices and their impact on well-being; | An |
| 12.1.7 | assess the significance of maintaining online safety, demonstrating responsible digital behaviour, and fostering respectful communication in digital spaces; | E |
12.2 Cyberbullying and Harassment
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 12.2.1 | describe cyberbullying; | U |
| 12.2.2 | analyse the impacts of cyberbullying on students; | An |
| 12.2.3 | suggest effective strategies to prevent cyberbullying and promote responsible digital behaviour; | E |
12.3 The Digital Divide
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 12.3.1 | describe the digital divide and its following types: a. access divide, b. skill divide, c. income divide, d. geographical divide, e. cultural divide; | U |
| 12.3.2 | explain the following causes of the digital divide: a. economical, b. geographical, c. educational, d. social and cultural, e. government policies; | U |
| 12.3.3 | explain the following effects of the digital divide: a. unequal access to information, b. education gap, c. economic disadvantage, d. social isolation, e. health disparities, f. democratic participation; | U |
| 12.3.4 | recommend strategies to reduce the digital divide and improve digital accessibility. | E |
13.1 Digital Literacy and Tools of Digital Technology
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 13.1.1 | differentiate between digital literacy and digital technology; | U |
| 13.1.2 | apply digital technology tools to improve communication, security, and problem-solving in daily life; | A |
| 13.1.3 | evaluate the effectiveness of digital technologies in different real-life scenarios to optimise productivity and connectivity; | E |
13.2 Digital Artefact Design and Development
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 13.2.1 | explain digital artefacts; | U |
| 13.2.2 | use the following digital tools in real-world tasks by applying digital literacy and creativity: a. Canva for graphic designing, b. Scratch for coding, c. Microsoft PowerPoint for creating presentations, d. Microsoft Excel for entering data or calculations, e. Microsoft Word for formatting text or using templates; | FA |
| 13.2.3 | explore simple information gathering using online resources and digital libraries. | FA |
14.1 Digital Marketing Fundamentals
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 14.1.1 | explain the concepts of design thinking and business planning, emphasising their role in problem-solving and entrepreneurship; | U |
| 14.1.2 | explain entrepreneurial skills and ideas for a small business; | U |
| 14.1.3 | explain the following components of devising a business plan: a. executive summary, b. startup, c. analyse the market, d. enlist products/ services, e. target market, f. promotional strategy, g. budget; | U |
| 14.1.4 | suggest digital marketing strategies to promote products, services, or ideas effectively; | E |
| 14.1.5 | construct a business plan for a product or service based on your community or global needs; | FA |
14.2 Digital Tools to Conduct Research Surveys and Questionnaires
| SLO Code | Student Learning Outcome | Level |
|---|---|---|
| 14.2.1 | design customisable surveys and questionnaires to gather insights for developing a business idea (e.g., google forms, survey monkey). | FA |