Army Public Schools and Colleges System

SOW Summary
Academic Session 2024-2025
Second Term
Subject: Computer Science Class: VIII

Content Page No. Prescribed Textbooks:

· Hello World Kids Book-8 by Paramount Books (Pvt.)
Scope and Sequence 02
Progression Grid 04 Resources:
· Hello World Kids Book-8 by Paramount Books (Pvt.)
Unit 4: Programming 05
Unit 5: Digital Citizenship 09 Prescribed Notebooks:
· Single-lined Notebook Large
Unit 6: Entrepreneurship in the Digital Age 12

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 Army Public Schools & Colleges System
Scope and Sequence
Subject: Computer Science

Total teaching weeks: Cold Region 16/ Warm Region 16 Class: VIII

Week Chapter/Unit Topic

· Programming Constructs Using Scratch
1.
· Loop
2. · Nesting
3. Unit 4: Programming · Conditions
· Functions
4.
· Cloning
· Visual Programming Vs. Textual Programming,
5.
· Programming Constructs in Text Form
· Computer Security Threats
6.
· Malware
7. · How does malware spread?
· Antivirus
8. · What is an antivirus software?
Unit 5: Digital Citizenship · Examples of antivirus software
· Cyber Crimes: Consequences and Laws
9. · The impact of cyber crimes
· Cybercrime Laws in Pakistan
· The consequences of inappropriate online behaviour
10. · Situations where help is needed with respect to cybercrime
· Authorities designed to help victims of cybercrimes
· Marketing and digital marketing
11. Unit 6: Entrepreneurship · Concepts associated with marketing
in the Digital Age · Digital marketing technologies and tools
12. · Business plan

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 13. · What should a good business plan outline?
14. · Payment and Transection
15. · How E-Commerce helps entrepreneurs increase revenues
16. · Revision

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 Army Public Schools & Colleges System
Progression Grid

Grade VII Grade VIII Grade IX

Programming Programming Fundamentals
· Apply fundamental programming · Understand and apply fundamental · Understand web development and
constructs to create multi-sprite, multi- programming constructs using visual and differentiate between a website and a web
script programs using visual programming textual programming tools. application.
tools. · Analyze constructs and fundamentals of · Apply common algorithms that uses
· Understand how computer encode and textual programming sequence, selection, and repetition in Java.
decode computer programs. · Apply intermediate-level programming · Develop a static and dynamic website in an
constructs. appropriate environment.

Digital Citizenship Impacts of Computing

· Identify ways to protect against malicious · Identify ways of protecting against · Identify and apply safe , responsible use of
activities or behaviors in the digital cybercrimes. computers(safe use of hardware, software
environment. and digital platforms.)
Entrepreneurship in the Digital Age _
· Analyze the uses and benefits of design · Develop an understanding of the basics of _
thinking for entrepreneurs. digital marketing platforms and social
media marketing to develop a marketing
plan for a business.
· Identify and create different components of
a business plan.

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 No of periods per week: 3

APSACS SCHEME OF WORK

Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
Unit 4: Programming PROGRAMMING
Programming Constructs Using Scratch · Brainstorming
Sub-unit: programming Loops:
Constructs Using Scratch · "repeat” It is a collaborative
· “repeat until” learning activity where
students generate ideas
· “Forever”
Students will be able to: or solutions to a specific
Activity of “repeat” loop:.
· Understand and apply problem or topic. This
· Brainstorms the concept of loops in programming.
fundamental programming technique encourages
· Now ask students to open Scratch on their computers. creative thinking, active
constructs using visual and · Guide them through creating the script: "when green flag clicked", "repeat participation, and the free
textual programming tools. 10", "move 10 steps". flow of ideas without
· Start a Class Discussion. Encourage students to experiment with immediate criticism or
different repeat counts (e.g., 20, 50) and observe the changes. judgment.
Activity of “repeat until” loop:
· Encourage students to experiment with different conditions, such as
"touching another sprite" or "x position > 100".
· Let students try adding other blocks inside the repeat until loop, such as · Peer Review
"turn 15 degrees" to make the sprite move in different patterns.
It provide feedback and
· Ask students to share their observations, and participate in a Peer engage learners in
Review where they evaluate each other’s work based on a rubric. This constructive discussions
encourages critical thinking and exposes students to different about each other's work
approaches to problem-solving. or ideas. this approach
Activity of “Forever” loop: encourages collaboration,
· Ask students to select a sprite (character) from the library and position it critical thinking, and
at the starting point on the stage. communication skills
· Drag a "when green flag clicked" block to the Scripts area. among students.
· Attach a "forever" block (from the Control category) to the "when green
flag clicked" block.
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
·
Inside the "forever" block, drag a "move 10 steps" block (from the Motion
category).
Students will be able to: · Muddiest Point
· Discuss how the "forever" loop makes the sprite's actions continuous and
· Apply intermediate-level
programming constructs. how it can be stopped by clicking the stop button. Summarize the key Ask students to write
points: what a "forever" loop is, how to use it, and its importance in down the concept, term,
programming. Use Muddiest point activity to assess their level of or part of the lesson they
understanding. found most confusing.
Nesting
Activity: Example: "Please take a
· Define nesting and explain how it is used in the demo project. moment to write down
· Allow students to ask questions about the demonstration and Divide what you found most
students into groups of 2-3. confusing or unclear
· Each group will create a Scratch project that uses nested loops and about today’s lesson.
conditionals to animate a simple scene (a cat chasing a ball). Collect the cards. Provide
· Students work in their groups to create their Scratch projects. Circulate a brief clarification for
the room to provide assistance and answer questions. these points.
· group presents their project to the class, explaining how they used
nesting in their project.
· Recap the key points about nesting in Scratch. · Think Pair and Share
· Think Pair and Share: Ask students to think for five minutes and share It is a collaborative
what they found challenging and what they enjoyed about the activity. teaching strategy that
Conditions promotes student
Activity: engagement and
· Present a simple Scratch project that uses conditions (e.g., a sprite participation. It involves
changes color when clicked). three distinct steps
· Define conditions(if-then, if-then-else, Nested if) and explain how they designed to encourage
are used in the demo project. individual thinking, peer
· Assign them a small task that they will create a Scratch project that uses interaction, and whole-
conditions to make a sprite perform an action (e.g., change color, move, group discussion.

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
or say something) when a specific condition is met. · Thumbs Up
·
Discuss how conditions were used in each project and what other actions It is used to quickly
could be triggered by conditions. gauge students'
· Ask students to share what they found interesting or challenging about understanding, opinions,
the activity. Summarize the topic through Thumbs Up activity. or readiness. It involves
students using a simple
Functions
gesture thumbs up,
Activity:
thumbs down to provide
· Define functions and explain their purpose in programming. Show how to immediate feedback to
create a custom block in Scratch. Also explain three main parts of the teacher.
functions
· Now ask students work individually to create their Scratch projects using
custom blocks. · Exit Ticket
· Invite a few students to white board and ask them to share their projects It involves students
with the class and Summarize the key points covered in the lesson writing brief responses to
through Exit Ticket. questions or prompts on
Cloning small slips of paper or
Activity: cards, which they submit
· Define cloning in Scratch. Explain that cloning allows for creating multiple before leaving the
instances of a sprite that can operate independently. classroom.
· Ask them to work individually to create their Scratch projects using
cloning.
· Analyze constructs and · Learning Log
fundamentals of textual · Discuss how cloning was used in each project and what other effects
It is a structured journal
programming. could be achieved using cloning.
where students write
· Recap the key points about cloning in Scratch.
about their learning
· Learning Log: Ask students to share what they found interesting or experiences for specific
challenging about the cloning and how they relate it to real life. Ask them topic, questions,
to maintain a learning log and before this guide them to write learning challenges, and
log. accomplishments.
Visual Programming Vs. Textual Programming
Activity:

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
Skills: · Explain the differences between visual and textual programming.
· Logical Thinking · Ask students if they have any experience with programming and what · Think Pair and Share
· Programming languages or platforms they have used.
It is a collaborative
Fundamentals · Explain that visual programming involves creating programs by
manipulating graphical elements rather than writing text code. teaching strategy that
· Software Development
· Use Scratch as an example. Show how blocks are used to create scripts promotes student
Practices
by dragging and connecting them. engagement and
· Mathematical Foundations participation. It involves
· Explain that textual programming involves writing code using text.
· Critical Thinking and three distinct steps
· Use a simple language like Python to show an example. Write a simple
Creativity designed to encourage
script to demonstrate (e.g., printing "Hello, World!").
· Time management · Think Pair & Share: Invite a few students to share their Scratch projects individual thinking, peer
· Collaboration and and code. interaction, and whole-
teamwork · Discuss the challenges and advantages of each approach. Encourage group discussion.
students to reflect on which method they found easier or more intuitive.
Programming Constructs in Text Form
Activity:
· Engage students through asking if they have heard of programming · Traffic Lights
constructs before and if they can name any. It is used to gauge
· Define constructs types, both Scratch and Python based. student understanding for
a specific topic. It uses
· Assign them some individual task to write small programs in Python
red, yellow, and green to
using each of the three constructs.
represent different levels
· Conduct Traffic Lights activity to assess the level of understanding of
of comprehension or
students.
emotional responses. It
· Invite a few students to share their programs with the class. allows teachers to quickly
· Summarize the key points through on spot guidance. assess where students
Recommended Channels for Digital Resources: are and adjust their
Scratch Team: The official Scratch team often posts tutorials and educational teaching accordingly.
videos. Link: https://www.youtube.com/@ScratchTeam
Class Work:
· Assign a task where students create their own short animation using the repeat loop and share it in the next class.
· Ask students to write a short paragraph on how they might use nesting in a future Scratch project.

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
· Ask students to think of another project idea that uses cloning and be ready to share it in the next class.
Online Assignment / Project Work:
· Students will search online real-world examples where loops , nesting or cloning are useful (repeating tasks, animations, games)
Unit 5: Digital Citizenship DIGITAL CITIZENSHIP
Computer Security Threats · Brainstorming
Sub-unit: Activity:
· Computer Security · Begin with a brief introduction to computer security threats and why they This activity aims to help
Threats are important. students identify, discuss,
· Brainstorms students if they have heard of any computer security and understand various
threats or malware. Encourage them to share any personal experiences. computer security threats
Students will be able to: · Explain that a computer security threat is any action, device, or event that by encouraging creative
· Identify ways of protecting could cause harm to a computer system. thinking and collaborative
against cybercrimes · Define malware as malicious software designed to damage, disrupt, or discussion.
gain unauthorized access to computer systems.
· Use a PowerPoint presentation to explain the different types of malware.
· Show examples and illustrations of each type of malware. · ABCD Cards
· Ask students to prepare five minutes presentation on computer security
threats, now each group presents their findings to the class. It is used to quickly
· After each presentation, allow ABCD Cards activity. assess student
How Does the Malware Spread? understanding and
· Begin with a brief recap to malware and its impact on computer systems. engagement during a
· Ask students if they know any ways malware can spread. Encourage lesson. Each letter
them to share their ideas. represents a different
· Explain how malware can spread through infected USB drives and other response option, and
external media. students use these cards
· Discuss, Malware can be hidden in email attachments. When opened, it to indicate their answers
infects the system and downloading software from untrusted sources can to questions posed by the
lead to malware infections. teacher.
· Prepare ands them examples and illustrations of each method.
· Split the students into small groups.
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
· Assign each group a specific method of malware spread to research
further. Provide internet access and guidance on where to find reliable
information. · Round Robin Poster
· Engage the class in a discussion about the importance of understanding The Round Robin Poster
how malware spreads and how to protect themselves. activity is a collaborative
· Summarize the key points covered in the lesson through Round Robin classroom exercise
Poster activity. where students work in
Sub Unit:
Antivirus: groups to create a series
· Antivirus Activity: of posters on different
· Begin with a brief introduction to computer security and the role of topics or aspects of a
antivirus software. central theme.
· Explain that antivirus software is a program designed to detect, prevent,
and remove malicious software (malware) from computers.
· Ask students if they have heard of antivirus software or if they have it · Thumbs up
installed on their devices.
· Conduct a Thumbs up activity. It is a simple way to
· Provide a list of some well-known antivirus software and briefly describe quickly gauge student
each of them. understanding,
· If possible, demonstrate how to install and use an antivirus program on a agreement, or opinion on
computer. a topic, question, or
Cyber Crimes: Consequences and Laws statement. It involves
Activity: students showing their
Sub Unit: · Begin with a brief introduction to cybercrimes. level of agreement or
· Cyber Crime: understanding by using a
· Explain that cybercrimes are illegal activities that involve a computer or a
Consequences and Laws gesture - typically, raising
networked device.
their thumb upward,
· Discuss the impacts of cybercrime for individual and business.
indicating agreement,
· Start a whole class discussion about cybercrime laws in Pakistan which understanding, or
also include , the consequences of inappropriate online behavior, approval.
situation where help is needed and authorities designated to help victims
of cybercrime.
· Assist student throughout the Whole Class Discussion.

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
· Summarize the activity through key points. · Whole Class
Recommended Channels for Digital Resources: Discussion
Skills: Tech Pakistan
· Logical Thinking Channel Link: Tech Pakistan In this activity entire class
· Programming Description: Covers various technology topics, including computer security, engages in a collective
Fundamentals antivirus solutions, and general tech news relevant to Pakistan. dialogue about a
· Software Development Pakistani Tech & Tutorials particular topic, question,
Practices Channel Link: Pakistani Tech & Tutorials or issue. This method
· Mathematical Foundations Description: Offers tutorials on technology-related topics, including computer encourages students to
· Critical Thinking and security threats and antivirus software. share their thoughts, ask
IT Pro Pakistan questions, and build on
Creativity
Channel Link: IT Pro Pakistan each other’s ideas in a
· Time management Description: Focuses on IT and cybersecurity topics, including antivirus and group setting. It helps to
· Collaboration and computer security. foster a deeper
teamwork understanding of the
material, develop critical
thinking skills, and
promote active learning.
Class Work:
· Ask students to write a short essay on a real-world example of a malware attack, its impact, and how it was resolved.
· Ask students to write a short essay or create a poster about the importance of antivirus software and how it can protect their personal
devices.
Online Assignment / Project Work:
· Assign online task of malware to research further, provide them guidance on where to find reliable information.
· Assign each student to research further on antivirus.
Unit 6: Entrepreneurship in
Digital Age ENTREPRENEURSHIP IN DIGITAL AGE · Muddiest Point
Marketing and Digital Marketing It is used to identify the
Sub-unit: Activity: most confusing or least
· Marketing and Digital · Students will learn the basic concepts of marketing and digital marketing, clear part of a lesson for
Marketing understand their differences, and see real-world applications.
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
·
Explain that marketing is the process of promoting, selling, and students. This activity
distributing a product or service. Show examples of traditional marketing helps teachers pinpoint
(printed ads, TV commercials, billboards). areas where students are
· Highlight important points and difference of both concepts, perform struggling and need
Students will be able to: Muddiest Point activity. additional clarification or
· Develop and understanding · Explain that digital marketing is the promotion of products or services instruction.
of the basics of digital using digital channels, mainly on the internet.
marketing platforms and · Show examples of digital marketing (social media ads, email marketing,
social media marketing to online banners).
· Think Pair Share
develop a marketing plan · Think Pair Share: Open the floor for any questions students might have.
This method encourages
for a business. Concepts Associated with Marketing
students to reflect on a
Activity:
· Explain that promotion is one of the four Ps of marketing (Product, Price, question or topic
Place, Promotion) and involves all the activities that communicate the individually, discuss their
value of a product or service to customers. thoughts with a partner,
· Explain them different types of promotions and quality assurance. and then share their
· Divide the class into small groups. Provide each group with a mix of insights with the larger
promotional materials (printed ads, coupons, flyers, examples of online group.
ads, etc.).
· Ask each group to categorize the materials into the different types of
promotion. They should discuss why each item belongs in its category.
· Perform Round the Room activity and assist students. · Round the Room
· Recap the main points and summarize the different types of promotion
and their purposes. A Round the Room
· Open the floor for any questions students might have. activity is an interactive
Digital Marketing Techniques and Tools classroom exercise
Explanation: where students move
· Explain that digital marketing uses digital channels to promote or market around the room to
products and services to consumers. engage with various
· Highlight the importance of digital marketing in today's digital age, where stations or prompts
most consumers are online. related to a specific topic.

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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
· Give an overview of Digital Marketing Techniques and Tools. .
· Now go for detailed explanation and examples.
Social Media Marketing:
· Discuss how businesses use platforms like Facebook, Instagram, Twitter,
and LinkedIn to reach their audience.
· Show examples of successful social media campaigns and posts. · Muddiest Point
Search Engine Optimization:
This technique used to
· Discuss the importance of keywords, on-page and off-page SEO, and
identify the most
how search engines rank websites.
confusing or least clear
· Show examples of optimized web pages and explain why they rank well.
Email Marketing: part of a lesson for
students. This activity
· Discuss the components of an effective email marketing campaign
helps teachers pinpoint
(subject line, content, call-to-action).Show examples of effective email
areas where students are
newsletters and promotional emails.
struggling and need
Content Marketing:
additional clarification or
· Discuss the types of content used (blogs, videos, infographics) and their
instruction.
role in attracting and engaging customers. Show examples of valuable
content that has driven engagement. · KWL Chart
· Execute the Muddiest Point activity to assess their level of
understanding during lesson presentation. It organizing information
Web Advertising: into three sections: What
· Discuss different types of web ads (display ads, PPC ads) and their students Know, What
benefits. Show examples of online ads and discuss why they are they Want to know, and
effective. What they Learned. For a
· Divide the class into small groups. lesson on payments and
transactions, the KWL
· Assign each group a product or service (real or imaginary).
Chart helps students
· Each group must create a digital marketing plan using at least three
articulate their current
different digital marketing techniques. They should outline their strategies
understanding, identify
for SMM, SEO, email marketing, content marketing, and/or web
gaps in their knowledge,
advertising. Execute KWL Chart Activity for assessment of lesson.
and reflect on what they
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
·
Provide chart paper and markers for each group to outline their plan. have learned after the
Have each group present their digital marketing plan to the class.
· lesson.
· Discuss the strengths and potential challenges of each plan. Encourage
students to think critically about why certain techniques might be more
Sub Unit: effective for certain products or target audiences. · Gallery Walk
· Identify and create Business Plan
components of a Activity: It is an engaging and
business plan. · Explain to students what is business plan? And how it works. interactive activity used to
display and review
· Tell them why is business plan is important, because it will guides you
student work or ideas in a
through business, attract investors and manages risks.
dynamic way. In a
· Divide the class into two groups assign them key points of business plan
business plan lesson, this
outline.
activity helps students
· Now ask them to prepare a 5 minutes presentation and present it to the present their business
class ask remaining students to initiate questions and discuss a good plans, receive feedback,
business plan outline. and learn from each
· Conduct a activity on text book page 106-107 about a business plan for a other's projects. It
plastic toy company. encourages active
· Ask students prepare key components of their business plans, Prepare participation, peer review,
guidelines for students on how to review and provide feedback. For and collaborative
example, they might use sticky notes to leave comments or questions on learning.
each display.
· Introduce the gallery walk to the students, explaining that they will be
rotating around the room to view and evaluate each business plan. · Peer Assessment
Payment and Transaction This activity allows
Activity: students to engage
· Define a payment is the transfer of money from one party to another in critically with their peers'
Sub Unit: Payment and exchange for goods, services, or to fulfill a financial obligation. work, develop evaluative
Transection · Give example of paying for groceries at a supermarket. skills, and receive diverse
· Define a transaction is a broader term that encompasses any exchange perspectives on their own
of value, including the transfer of assets, securities, or funds between performance.
parties.
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
· Also give example of Buying stocks through a brokerage account.
· Summarize the topic through Peer Assessment activity.
Key Points:
Payments are a type of transaction specifically involving money.
Transactions can involve various types of assets and exchanges, not just
money. · Think Pair Share
Sub Unit: How E-Commerce Understanding these concepts is crucial for managing investments effectively. This learning strategy
Helps Entrepreneurs How E-Commerce Helps Entrepreneurs Increase Revenues designed to engage
Increases Revenues Activity: students in deep thinking,
· Briefly introduce the concept of e-commerce. promote active
· Explain why e-commerce is important for modern businesses, especially participation, and
for entrepreneurs. enhance communication
skills. This method
· Define E-Commerce and explain the benefits.
encourages students to
· Plan a E-Commerce business plan.
reflect on a question or
Skills: · Step 1: Form small groups (3-4 students each). topic individually, discuss
· Logical Thinking · Step 2: Each group chooses a business idea they want to take online their thoughts with a
(e.g., selling handmade crafts, offering tutoring services). partner, and then share
· Programming
· Step 3: Groups outline a simple e-commerce plan, focusing on the their insights with the
Fundamentals
following points: larger group.
· Software Development · Target market and how to reach them.
Practices · Types of products or services to offer.
· Mathematical Foundations · Marketing strategies to drive traffic to their online store.
· Critical Thinking and · Customer service and support plans.
Creativity · Step 4: Groups present their e-commerce business plans to the class.
· Time management · End the class or topic through key points.
· Collaboration and · Execute Think Pair Share activity.
teamwork Recommended Channels for Digital Resources:
Entrepreneur Pakistan
Channel Link: Entrepreneur Pakistan
Description: Focuses on various aspects of entrepreneurship, including digital
ventures and innovations in Pakistan.
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 No of periods per week: 3
Assessment for
Teaching Strategies, Suggested Learning Activities, Digital Resources /
Content, SLOs & Skills Learning Strategies
Digital Tools
Tech Review Pakistan
Channel Link: Tech Review Pakistan
Description: Covers technology and entrepreneurship topics, including digital
tools and strategies for startups in Pakistan.
Class Work
· Give each student an index card. Ask them to create a simple advertisement for a product of their choice. Half the class should create
a traditional ad, and the other half should create a digital ad.
Online Assignment / Project Work:
· Search online how businesses use different types of promotion to reach their marketing goals.
· Search online How E-Commerce Helps Entrepreneurs Increase Revenues, write a small essay.

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