WEEKLY LESSON

PLAN – B7
WEEK 1
Date: Period: Subject: Computing
Duration: 50 mins. Strand: Introduction To Computing
Class: B7 Class Size: Sub Strand: Components of Computer
Content Standard: Lesson:
Indicator:
B7.1.1.1. Examine the parts of a
B7.1.1.1.1Discuss the fourth-generation
computer 1 of 6
computers
Core Competencies:
Performance Indicator:
CI, CC, CL, CI 6.1, CC 7.4
Learners can discuss features of fourth generation
computers
References : Computing Curriculum Pg. 3
Keywords : microchip, generation, circuit

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Use questions and answers, find out what learners Set of computer,
already Video /pictures, wall
know about the fourth generation chart
computers. Share with learners the

performance indicators.

PHASE 2: NEW Let learners discuss features of fourth generation

LEARNING computers
The computers of fourth generation used very large scale
integrated (VLSI) circuits. This made computers more powerful,
compact, reliable and affordable. As a result, it gave rise to
personal computers (PC) revolution. E.g. desktop computers,
laptop, notebook, etc.

Guide learners to Identify a microchip

Engage learners to explore the architecture of a

processor.

Assessment
1. State any two features of fourth generation
computers
 2.What is the main function of the
microchip in computers
3.Processors are also known as
PHASE 3: Use peer discussion and effective questioning to find
REFLECTOIN out
from learners what they have learnt during the
lesson.

Take feedback from learners and summarize the

lesson.

Ask learners how the lesson will benefit them in

their daily lives.
Date: Period: Subject: Computing
Duration: 50 mins. Strand: Introduction To Computing
Class: B7 Class Size: Sub Strand: Components of Computer
Content Standard:
Indicator: Lesson:
B7.1.1.1. Examine the parts of a
B7.1.1.1.2 Demonstrate understanding in the
computer
use of input devices 2 of 6
Core Competencies:
Performance Indicator:
CI 6.1, CC 7.4
Learners can identify input devices and state its uses
References : Computing Curriculum Pg. 3
Keywords : wireless, touchscreen, barcode

Phase/Duration Learners Activities Resources

PHASE 1: STARTER Use questions and answers, find out what learners Set of computer,
already Video /pictures, wall
know about input devices. chart

Share with learners the performance indicators.

PHASE 2: NEW Engage learners to watch video or picture of input
LEARNING devices e.g. wireless keyboard, mouse and
touchscreen in class

Demonstrate to learners the use of input devices in

a computer laboratory/classroom.

Have learners to distinguish manual (e.g.

keyboard, etc.) and automatic (e.g. barcode
reader etc.) input devices.

Let learners explore the advantages and

disadvantages of input devices

Learners to explore areas where different types of

input devices are used.

Assessment
1.what is an input device?
2.mention the least input devices of a computer
3.draw any 2 input device.
PHASE 3: Use peer discussion and effective questioning to find
REFLECTOIN out
from learners what they have learnt during the

lesson. Take feedback from learners and

summarize the lesson.

Ask learners how the lesson will benefit them in

their daily lives.
 WEEKLY LESSON PLAN – B7
WEEK 2
Strand : Introduction to computing Class : B7
Sub Strand: Components of Computer Duration :
Content Standard: B7.1.1.1. Examine the parts of a computer Date : 24TH JAN, 2022
Indicators: B7.1.1.1.3. Examine the uses of the output devices: Day :
Key words: speakers, projector, headphones

Activities For Learning & Assessment Equipment/Resources Learners Resource Page Progression
Ref.
Starter (5 mins) Set of computer, Computing Curriculum Pg. Learning how
Video /pictures, wall 3 to identify
Using questions and answers, find out what learners already chart and use
know about output devices. output
devices
Share with learners the performance indicators.

Main (35 mins)

Engage learners to watch video or pictures of output devices in

use.
Using the pictures, brainstorm learners to come out with the
use of
the output devices.

Guide learners to demonstrate the use of output devices in a

computer laboratory or classroom.

Let learners explore the advantages and disadvantages of

output devices.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from

learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners in turns to demonstrate the use of output devices.

Homework/Project Work/Community Engagement Suggestions
 What is an output device?
 Mention any five output device you know.
 State the functions of the output devices stated above
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

Learners inability to distinguish between input and output devices
The facilitator can arrange to use the nearby school’s computer lab
Strand : Introduction to computing Class : B7

Sub Strand: Components of Computer Duration :

Content Standard: B7.1.1.1. Examine the parts of a computer Date : 24TH JAN, 2022
Indicators: B7.1.1.1.4 Examine full-sized external hard drives, hard Day :
drive speed, disk caching, Storage portable hard drives, Optical
Discs and Drives
Key words: magnetic storage devices, portable hard drives, Optical Discs and Drives

Activities For Learning & Assessment Equipment/Resources Learners Resource Progression

Page Ref.
Starter (5 mins) Set of computer, Computing Learning how to
Video /pictures, wall Curriculum Pg. 3 identify and use
Recap with learners to find out what they already know about chart storage devices
storage devices.

Share with learners the performance indicators.

Main (35 mins)

Guide learners to Identify magnetic storage devices, portable
hard drives/Optical Discs and Drives or pictures of these items
to class.

Learners to discuss the features of hard drives/Optical Disc

storage media.
Let learners explore the maximum capacities of these storage
devices.
1.a floppy disk is able to store 360KB and 1.44MB of data
2.a compact disc (CD) is able to store 700MB to 750MB of
data.

Explore the different write speeds of these storage devices.

1.SD cards will read and write at speeds of 12.5MB/s
2.a typical 7200 RPM HDD will deliver a read/write speed of 80-
160MB/s
3.the write speed of 2.0 USB can be as slow as 4MB per second
and as fast as 8MB/s.

Explore the differences in the various Hard Disk Drives (HDD).

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Homework/Project Work/Community Engagement Suggestions
 What is a storage device?
 Identify the primary storage devices of a computer.
 Identify any four secondary storage devices of the computer
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator can arrange to use the nearby school’s computer lab
 WEEKLY LESSON PLAN – B7
WEEK 3
Strand : Introduction to computing Class :
Sub Strand: Computer Systems Duration :
Content Standard: B7.1.1.2. Demonstrate the use of the features Date : 4TH FEB, 2022
of the Windows Desktop
Indicators: B7.1.1.2.1 Discover the latest Windows Operating Day :
System (Start screen, Use of tiles, Taskbar buttons, Preview
thumbnails), temporal peeking into a window on a taskbar
Key words:

Activities For Learning & Assessment Equipment/Resources Learners Resource Progression

Page Ref.
Starter (5 mins) Set of computer, Computing Exploring the
Recap with learners to find out what they already know about the Video /pictures, wall Curriculum Pg. 4 features of
computers’ desktop. chart the desktop

Call up volunteers to mention some features of the computers’

desktop

Share the performance indicators with learners.

Main (35 mins)

Brainstorm learners to describe the computers desktop.

Turn on a computer and ask learners to observe the computers

desktop. Ask learners to identify some of the things they see on

the screen.

Learners to identify things they have not seen before on a computers

screen.

Guide learners to identify the features of the desktop.

  Taskbar
 Start button
 Icons
 Wallpaper
 Mouse pointer

Assist learners to navigate through the features on the desktop.

Guide learners to demonstrate how to preview thumbnails.

A thumbnail is a compressed preview image of the original that is used as a

placeholder. Let learners explore the features of the taskbar.

Demonstrate how to preview windows on the taskbar.

Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

In groups, let learners navigate through the features of the desktop.

Homework/Project Work/Community Engagement Suggestions
 What is a computers’ desktop
 Identify the features of the computer’s desktop
 Explain the following
a) Icons b) wallpaper c) taskbar
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator can arrange to use the nearby school’s computer lab
Strand : Introduction to computing Class :
Sub Strand: Computer Systems Duration :
Content Standard: B7.1.1.2. Demonstrate the use of the features Date : 4TH FEB, 2022
of the Windows Desktop
Indicators: B7.1.1.2.2 Practice file management techniques Day :
Key words: files, folder, extension

Activities For Learning & Assessment Equipment/Resources Learners Resource Progression

Page Ref.
Starter (5 mins) Set of computer, Computing Practicing file
Using questions and answers, find out what learners already know Video Curriculum Pg. 4 management
about file and folders. /pictures, wall chart techniques
Share with learners the performance indicators.

Main (35 mins)

Guide learners to explore different account levels for users of
computer systems.
A user account is a location on a network server used to store a computer
username, password, and other information.
The account users may be a regular user or guest user.

Have learners to explore different permission levels that are applied

to files and folders.
Files and folder permissions control what user is permitted to perform
which actions on a file or folder.
Files and directories can have three types of permissions: read, write and
execute.

Lead learners to demonstrate file management techniques by

following the naming conventions and organizing files in folders and
subfolders.
File management includes;
 Renaming - (giving a desired name to a file of folder)
 Moving – (copy and paste, cut and paste methods)
  Deleting – (moving unused files and folder into the Recycle
Bin)

Explore the types and importance of file extensions.

A file extension is a string of characters attached to a filename, usually
preceded by a full stop and indicating the format of the file.
Examples are DOC and DOCX, HTML and HTM, ODT, PDF,
XLS and XLSX, ODS, PPT, TXT, MP3, etc.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the

lesson. In groups, learners create folders and

files.
Homework/Project Work/Community Engagement Suggestions
 What is a file?
 What is a folder?
 State the steps in creating a folder.
 Mention any three file extensions you know.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator can arrange to use the nearby school’s computer lab
 WEEKLY LESSON PLAN – B7
WEEK 4
Strand : Introduction to computing Class :
Sub Strand: Technology in the community Duration :
Content Standard: B7.1.2.1. Demonstrate the use of Date : 11th FEB, 2022
Technology in the community
Indicators: B7.1.2.1.1. Describe and give examples of at Day :
least five
technology tools for learning in each subject
Key words: YouTube, Encarta, Microsoft office, calculators

Activities For Learning & Assessment Equipment/ Learners Resource Progression

Resources Page Ref.
Starter (5 mins) Internet connection, Computing Understandin
Have learners watch a video on current issues in Ghana. laptop/mobile phone, Curriculum g
Example: Discussion on E-levy applications Pg. 5 what
(Scratch), light bot, technology
Assessment? spreadsheet (MS tools are, and
1.what helped us to watch the video? Excel or Open office their uses.
2.what part of the video did you like best? Calc), presentation
(MS PowerPoint or
Share the performance indicators and introduce the lesson. Open office Identifying
Impress), Virtual and
Museum (second exploring
canvas). some
technology
tools
e.g. light
bot,
scratch
Main (35 mins)
Brainstorm the meaning of technology tools.
Technology tools refers to software or gadgets that can be used
to develop or support learning or service.
Example: YouTube, Encarta, Microsoft office, calculators,
radio, television, etc.
Explore various technology tools that can be used for
learning (Educational Software) by guiding learners to surf
the internet to discover more about such tools.
Example:
In Mathematics:
- Spreadsheet and calculator for calculations
- Television for watching Brilliant Science and Math quiz, PSI
on
Math.

In English
Word Processor – vocabulary, spelling, synonyms and
antonyms Radio for listening to Everyday English

In Science:
- Television for watching Brilliant Science and Math quiz

Other Subjects
Encarta Program – for searching for information on various
topics Internet – is used to search for information on
various topics.

Guide learners to brainstorm some technology tools for

learning

Reflection (10 mins)

Use peer discussion and effective questioning to find out
from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Homework/Project Work/Community Engagement Suggestions
Task learners to surf the internet or newspaper articles to identify other technology tools not mentioned.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 Learners may have a problem browsing the internet in areas with weak network reception.
 Learners experiencing challenges with various websites may need assistance when browsing the internet and using the
technology tools
Strand : Introduction to computing Class :
Sub Strand: Technology in the community Duration :
Content Standard: B7.1.2.1. Demonstrate the use of Date : 11th FEB, 2022
Technology in the community
Indicators: Demonstrate the use of at least three Day :
technology
tools identified in B7.1.2.1.1
Key words:

Activities For Learning & Assessment Equipment/ Learners Progression

Resourc Resource
es Page Ref.
Starter (5 mins) Manila card, flipchart Computing Identifying any
Recap with learners to review their understanding in the Curriculum Pg. 5 three (3)
previous lesson. technology
tools that aid
Share performance indicator with learners. learning.

Understanding
the uses of
Main (35 mins) the technology
In turns, learners mention at least three examples of technology tools
tools. mentioned
Show pictures or video as to how the tools are used.

Learners discuss the uses of the technology tools and relate to

them.
Engage learners to demonstrate the use of a technology tool in
groups
and present to the whole class how that tool works.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily lives.
Homework/Project Work/Community Engagement Suggestions
Learners should look for additional technology tools and their uses
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 Learners may have a problem browsing the internet in areas with weak network reception.
 Learners experiencing challenges with various websites may need assistance when browsing the internet and using the
technology tools
 WEEKLY LESSON PLAN – B7
WEEK 5
Strand : Introduction to computing Class : B7
Sub Strand: Technology in the community Duration :
Content Standard: B7.1.2.1. Demonstrate the use of Date : 18th FEB, 2022
Technology in the community
Indicators: B7.1.2.1.3. Discuss the benefits of using Day :
technology
tools in learning
Key words:

Activities For Learning & Assessment Equipment/ Learners Progressio

Resources Resource n
Page Ref.
Starter (5 mins) Manila card, flipchart, Identifying
surfing the internet any
Using questions and answers, review learners understanding in for solutions three (3)
the previous lesson. benefits of
technolog
Share performance indicators and introduce the lesson. y tools that
aid
learning.
Describing
the benefits
of
Main (35 mins) technology
tools that
aid
learning
Revise with learners on what technology tools are.

Guide learners to discuss in pairs the benefits of using

technology tools in learning (e.g. using spreadsheet to draw
graphs)
Example:
1. It makes teaching easy and interesting.
2. I CT facilitates sharing of resources, expertise and advice.
3. There is greater flexibility in carrying out their work as teachers.
4. They gain ICT literacy skills, confidence and are enthusiastic about their
 work.
5. Easier planning and preparation of lessons and designing materials
6. Students easily learn at their own pace.
7. Students who use ICT in school are more motivated to learn.
8. It encourages the student to be independent and active in his/her
learning and be self-responsible.
9. Teaching is more focused and tailored to students’ strengths and
weaknesses..
10. Gains in understanding and analytical skills, including
improvements in reading comprehension.

Let learners discuss the negative effects, if any of

technology tools in learning.

Guide learners to identify the limitations of technology tools in

teaching and learning.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily lives.
Homework/Project Work/Community Engagement Suggestions
What are technology tools
State three benefits of technology tools in learning
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 Learners may have a problem browsing the internet in areas with weak network reception.
 Learners experiencing challenges with various websites may need assistance when browsing the internet and using the
technology tools.
 Learners may not appreciate that the internet is also a technology tool.
Strand : Introduction to computing Class : B7
Sub Strand: Technology in the community Duration :
Content Standard: B7.1.2.1. Demonstrate the use of Date : 18th FEB, 2022
Technology in the community
Indicators: B7.1.2.1.4. Examine the negative impact of Day :
computers
and computer use on the environment
Key words:

Activities For Learning & Assessment Equipment/ Learners Progression

Resources Resource
Page Ref.
Starter (5 mins) Manila card, flipchart, Identifying any
Recap with learners to find out what they already know about surfing the internet three (3)
green computing. for solutions benefits of
technology
Share performance indicators and introduce the lesson. tools that aid
learning.
Describing
the benefits
Main (35 mins) of technology
tools that aid
Brainstorm learners to explain what green computing is. learning
Green computing is the sustainable approach in the design, manufacture,
use, and disposal of IT resources.

Let learners observe people who use and work with

computers in the community.

Learners to visit websites or watch videos/pictures of how

computers, including other electronic components, are
disposed of.

Let learners discuss the impact of computers and computer

use on the environment.
Example: computers heavy metals, such as lead and toxic chemicals that
pollute
the soil and contaminate groundwater.

Engage learners to discuss the benefits of practicing green

computing.
Example: it reduces the energy consumption which results into low
carbon dioxide emission.
It saves that will be spent in extra usage of energy and resources.

Reflection (10 mins)

Use peer discussion and effective questioning to find out
from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Homework/Project Work/Community Engagement Suggestions
 What is green computing?
 Identify three effects of computer usage on the environment
 Write three benefits of green computing.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 Learners may have a problem browsing the internet in areas with weak network reception.
 Learners experiencing challenges with various websites may need assistance when browsing the internet and using the
technology tools.
 Learners may not appreciate that the internet is also a technology tool.
 WEEKLY LESSON PLAN – B7
WEEK 6
Strand : Introduction to computing Class : B7
Sub Strand: Technology in the community Duration : 50 mins
Content Standard: B7.1.2.1. Demonstrate the use of Date :
Technology in the community.
Indicators: B7.1.2.1.5. Propose environmentally responsible Day :
practices that can be used to reduce the negative impact of
computers and computer use on the environment
Key words:6

Activities For Learning & Assessment Equipment/ Learners Progression

Reso Resource
urces Page Ref.
Starter (5 mins) Manila card, Proposing
flipchart, environmentally
Recap with learners to review their understanding in the previous surfing the responsible
internet for practices that
lesson. Share performance indicators and introduce the lesson. solutions can be used
to reduce the
negative
impact of
Main (35 mins) computers
Bring pictures of energy-efficient gadgets or devices to class e.g. and computer
energy saving light bulbs, energy-efficient cooking stoves, toilet water use on the
saver, solar chargers, energy saving shower heads etc. to class. environment

Guide learners to discuss in groups and present to the whole

class examples of energy-efficient devices and techniques.

Revise with learners on the negative impact of computers and

computer use on the environment.
Example: Negative effects – resource depletion ,pollution, privacy
and security etc
Guide learners to discuss how the negative effects identified can
be
reduced.
Example: avoid wasting electricity, avoid wasting paper, dispose of
old equipment responsibly

Guide learners to evaluate environmentally responsible practices.

Put learners in groups to propose measures to effectively manage

e-waste in a particular environment (e.g. Agbogbloshie).

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Identify any two negative effect of computers on the environment.
 State two ways of reducing the negative effects identified.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 Learners may have a problem browsing the internet in areas with weak network reception.
 Learners experiencing challenges with various websites may need assistance when browsing the internet and using
the technology tools.
 Learners may not appreciate that the internet is also a technology tool.
Strand : Introduction to computing Class : B7
Sub Strand: Technology in the community Duration : 50 mins
Content Standard: B7.1.2.1. Demonstrate the use of Date :
Technology in the community.
Indicators: B7.1.2.1.6. Create a component from disposed Day :
computer parts.
Key words:6

Activities For Learning & Assessment Equipment/ Learners Progression

Resourc Resource
es Page Ref.
Starter (5 mins) Manila card, flipchart, Demonstratin
surfing the internet g
Recap with learners to find out what they already know for solutions the use of
about computer recycling. Technology
in the
community.
Share performance indicators and introduce the lesson.
Creating a
component
from
Main (35 mins) disposed
computer
Guide learners to explain the meaning of computer recycling. parts.
Computer recycling is the disassembly and separation of
components and raw materials of waste electronics.

Learners to discuss the importance of computer recycling.

Task learners to collect and bring disposed computer/electronic

parts from the community to school.

Lead learners to create a component from the disposed

computer parts.

Have learners watch a video/picture depicting the recycling of

computer parts.
Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily lives.
Homework/Project Work/Community Engagement Suggestions
Learners to create a component from disposed computer parts.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 Learners may have a problem browsing the internet in areas with weak network reception.
 Learners experiencing challenges with various websites may need assistance when browsing the internet and using
the technology tools.
 Learners may not appreciate that the internet is also a technology tool.
 WEEKLY LESSON PLAN – B7
WEEK 7
Strand : Introduction to computing Class : B7
Sub Strand: Health and Safety in using ICT tools Duration : 50mins
Content Standard: B7.1.3.1. Demonstrate how to apply Date :
Health
and Safety measures in using ICT Tools
Indicators: B7.1.3.1.1 Describe health measures and Day :
current
regulatory requirements and potential computing-related
disorders
Key words: typing, injuries, posture

Activities For Learning & Assessment Equipment/ Learners Progression

Resources Resource
Page Ref.
Starter (5 mins) Set of computer, Video 1. Identifying the
/pictures, wall chart possible
Recap with learners to review their understanding in the previous health hazards
of prolonged
use of
lesson. Share performance indicators and introduce the lesson.
computing
devices.
2.
Understanding
Main (35 mins) the
preventive
Let learners mention some examples of ICT tools used at home. measures to
offset the
health and
safety risks.
Engage learners to discuss the uses of the ICT tools identified.

Put learners in groups to brainstorm and discuss the possible

health hazards associated with long term exposure to the use of
ICT tools.
Engage learners to watch videos on the health hazards of
prolonged use of computing devices or show pictures of bad
body postures and other hazards in using computing devices.
e.g. hearing impairment from loud Public Address (PA) Systems, vision
impairment from the monitor, repetitive strain injury, Carpal tunnel
syndrome, computer vision syndrome, etc.

Guide learners to discuss the risk involved in receiving a call while

the mobile phone is on charge.

Guide learners to identify the health hazards associated with each

ICT device.

 Television – affects vision

 Computer – affects vision, back ache, wrist pain.
 Mobile phone – radiation which can cause cancer, loud ring
tones can damage hearing.
 Radio – high volume damages hearing
 Public address system – high volumes damages hearing.

Brainstorm learners to provide preventive measures regarding the

stated health and safety risks.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Identify any five ICT tools you know.
 Explain the prolong health hazard associated with the tools identified above.

Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 Learners may not consider bad postures as health hazards
Strand : Introduction to computing Class : B7
Sub Strand: Health and Safety in using ICT tools Duration : 50mins
Content Standard: B7.1.3.1. Demonstrate how to apply Date :
Health
and Safety measures in using ICT Tools
Indicators: B7.1.3.1.2 Describe Safety measures in using Day :
ICT tools
Key words: typing, injuries, posture

Activities For Learning & Assessment Equipment/ Learners Progression

Resources Resource
Page Ref.
Starter (5 mins) Set of computer, Video 1. Identifying the
/pictures, wall chart possible
Recap with learners to review their understanding in the health hazards
previous lesson. of prolonged
use of
computing
Share performance indicators and introduce the lesson. devices.
2.
Understanding
the
Main (35 mins) preventive
measures to
offset the health
and safety risks.
Revise with learners on the possible health hazards associated
with long term exposure to the use of ICT tools.

Guide learners to discuss the safety precautions for the use of

ICT tools.
i.e. holding mouse, typing, looking at the computer screen, etc.
and the risk of injuries to one’s neck, back, eyes, etc.

Demonstrate to learners, the correct body posture for working

with a personal computer and let learners practice correct
posture.
Guide learners to discuss the danger of spilling liquids on a
computer device or on the electronic circuit.

Let learners discuss tripping over power cables and touching

the negative and positive terminals of electrical wires

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Learners should complete a group-based project, listing any five (5) health and safety issues associated with the use of
technology tools
and suggest preventive measures to combat each.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 Learners may not consider bad postures as health hazards
 WEEKLY LESSON PLAN – B7
WEEK 8
Strand : Introduction to computing Class : B7
Sub Strand: Health and Safety in using ICT tools Duration : 50mins
Content Standard: B7.1.3.1. Demonstrate how to apply Date :
Health
and Safety measures in using ICT Tools
Indicators: B7.1.3.1.3 Demonstrate how to apply Health Day :
and
Safety measures in Using ICT Tools
Key words: typing, injuries, posture

Activities For Learning & Assessment Equipment/ Learners Progressio

Resourc Resource Page n
es Ref.
Starter (5 mins) Set of computer, Page 7 1. Identifying
Video the possible
Recap with learners to review their understanding in the previous /pictures, wall chart health
hazards of
prolonged
lesson. Share performance indicators and introduce the lesson.
use of
computing
devices.
2.
Understanding
Main (35 mins) the preventive
measures to
Revise with learners on the possible health hazards associated with offset the
long term exposure to the use of ICT tools. health and
safety risks.
Guide learners to discuss the safety precautions for the use of ICT
tools.
i.e. holding mouse, typing, looking at the computer screen, etc.
and the risk of injuries to one’s neck, back, eyes, etc.
Get learners to demonstrate how to apply Health and Safety
measures in using ICT Tools.
1. Phone
 - Do not answer or receive calls when charging a mobile phone.
- Avoid long conversation
- Use headsets or speaker out option
- Keep mobile devices away from your body when sleeping
- Turn Off cellular data and Wi-Fi when not in use, etc.

2. Avoid plugging ICT tools in damaged sockets

3. Do not overload socket.
4. Ensure a good body posture when using ICT tools
5. Take regular breaks when working with ICT devices .
6. Position your body correctly when using the computer
7. Television
- keep lights on when watching television.
- do not sit close to your television set.

Learners in turns or groups demonstrate how to apply Health and

Safety measures in using ICT Tools.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 In groups of five (5), enumerate the possible health hazards of prolonged use of computing devices.
 Suggest five (5) preventive measures to reduce health and safety risks associated with the use of computers
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 Learners may not consider bad postures as health hazards
Strand : Introduction to computing Class : B7
Sub Strand: Health and Safety in using ICT tools Duration : 50mins
Content Standard: B7.1.3.1. Demonstrate how to apply Date :
Health
and Safety measures in using ICT Tools
Indicators: B7.1.3.1.4 Explore safety measures at Day :
workstations
Key words:7

Activities For Learning & Assessment Equipment/ Learners Progression

Resourc Resource Page
es Ref.
Starter (5 mins) Set of computer, 1.Identifying the
Video /pictures, wall possible health
Recap with learners to review their understanding in the chart hazards of
previous lesson. prolonged use
of computing
devices.
Share performance indicators and introduce the lesson.
2.Understandi
ng the
preventive
Main (35 mins) measures to
Guide learners to identify measures that will help to eliminate offset the
workstation hazards and where they cannot be eliminated, health and
safety risks.
In groups, learners discuss how to minimize the risk.
(e.g. evaluating display screen, adjusting the chair for comfort,
avoiding potential slips and falls, re- positioning of devices, etc.)

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions

Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

 WEEKLY LESSON PLAN – B7
WEEK 9
Strand : Productivity Software Class : B7
Sub Strand: Introduction to Word Processing Duration : 100mins
Content Standard: B7.2.2.1 Demonstrate how to use Microsoft Date :
PowerPoint (Editing): Introduction to PowerPoint.
Indicators: B7.2.2.1.1. Explain the importance of presentation Day :
software
Key words: multimedia, presentation, Corel, Adobe

Activities For Learning & Assessment Equipment/Resources Learners Resource Progression

Page Ref.
Starter (5 mins) Computer with Describing
Microsoft the
PowerPoint, picture importance
Using questions and answers, review learners understanding in the previous of
lesson. chart.
presentatio
n software

Main (35 mins)

Brainstorm learners to discuss the meaning of presentation software.
Presentation software is a program used to create slide shows or multimedia
presentations.

Guide learners to explain the meaning of multimedia.

Multimedia means presenting data in more than one medium, such as combining
text, graphics, animation, video and sound.

Have learners to discuss the benefits of using presentation software.

Brainstorm to elicit the names of some common presentation

software packages (e.g. MS-PowerPoint, Corel Presentation, Adobe
persuasion, Google Slides, Keynotes etc.)
Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 What is a presentation software?
 What is meant multimedia?
 Mention three benefits of using presentation software.
 State three examples of presentation software.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Strand : Productivity Software Class : B7
Sub Strand: Introduction to Word Processing Duration : 100mins
Content Standard: B7.2.2.1 Demonstrate how to use Microsoft Date :
PowerPoint (Editing): Introduction to PowerPoint.
Indicators: B7.2.2.1.2. Explore features of MS-PowerPoint Day :
interface
Key words: Review tabs, language, spelling & grammar, thesaurus

Activities For Learning & Assessment Equipment/Resources Learners Resource Progression

Page Ref.
Starter (5 mins) Computer with Exploring
Recap with learners to find out what they already know about MS Microsoft the features
PowerPoint. PowerPoint, picture of MS-
Example: have learners to demonstrate how to use icons in the chart. PowerPoint
Text group in the Insert ribbon interface

Share performance indicators and introduce the lesson.

Main (35 mins)

Show examples of MS-PowerPoint interface with the aid of a
projector or pictures.

In groups, learners observe and talk about the picture. Guide

learners to identify some of the features of the power point
interface.
Demonstrate the functions of the features of the MS-PowerPoint.

Call volunteer learners to give the correct process of the

launching the MS-PowerPoint.

Guide learners to explore MS-PowerPoint themes and templates.

Learners to explore the use of the Proofing and Language group

under the Review tab.
Demonstrate the use of the Language, Spelling & Grammar,
Thesaurus and other buttons in MS-PowerPoint under the
Review tab.
Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Give the correct steps of how to launch the MS-PowerPoint.
 Identify and state the function of any five features of the MS-PowerPoint.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEK 10

Strand : Productivity Software Class :B7

Sub Strand: Introduction to Presentation Duration :
Content Standard: B7.2.2.1 Demonstrate how to use Date :
Microsoft
PowerPoint (Editing): Introduction to PowerPoint.
Indicators: B7.2.2.1.3. Demonstrate how to use Special Day :
Characters. Design a 7-slide presentation in MS-PowerPoint
using the tools under the Insert ribbon
Key words: Microsoft PowerPoint, review tabs, language, Spelling & Grammar, thesaurus

Activities For Learning & Assessment Equipment/Resources Learners Resource Progression

Page Ref.
Starter (5 mins) Computer with Microsoft Read on how
PowerPoint, mouse or to
Learners give the steps of launching the MS PowerPoint and touchscreen input device, use special
talk about its purpose and benefits. projector characters
under the
Learners explore the use of the Proofing and Language Insert tab
sections under the Review tab. within the
Symbol
Learners practice the use of the Language, Spelling & group
Grammar, Thesaurus and other buttons

Main (35 mins)

Explore the use of special characters section under the

Insert tab under the symbol group

Present a prepared project or exercise using the editing

group of the ribbons studied.
Use projected examples of a PowerPoint interface with the
aid of a projector or pictures

Use projected examples of a PowerPoint interface with the

aid of a projector or pictures
Reflection (10 mins)
We have learnt how to use Special Characters to design a 7-
slide presentation in MS-PowerPoint

Engage learners in a think-pair-share activity on how to use

templates and themes.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
Design a 7-slide presentation in MS-PowerPoint using the tools under the Insert ribbon
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory.
Strand : Productivity Software Class :
Sub Strand: Introduction to Presentation Duration :
Content Standard: B7.2.2.2 Demonstrate how to use Date :
Microsoft
PowerPoint (Formatting).
Indicators: B7.2.2.2.1. Demonstrate how to change text Day :
case, text
size, text color and decorate text.
Key words: Microsoft PowerPoint, review tabs, language, Spelling & Grammar, thesaurus

Activities For Learning & Assessment Equipment/ Learners Resource Progression

Resources Page Ref.
Starter (5 mins) Computer with Microsoft Read on how to
PowerPoint, mouse or use special
Learners give the steps of launching the MS PowerPoint touchscreen input characters under
and talk about its purpose and benefits. device, projector the Insert tab
within the Symbol
Learners explore the use of the Proofing and Language group
sections under the Review tab.

Learners practice the use of the Language, Spelling &

Grammar, Thesaurus and other buttons

Main (35 mins)

Explore the use of the Font group under the Home ribbon.

Make use of the sentence case, font size, colour and font
decoration features in MS-PowerPoint

Project examples of PowerPoint interface to learners with

the aid of a projector or pictures.

Reflection (10 mins)

We have learnt how to change text case, text size, text
color
and decorate text.

Engage learners in a think-pair-share activity on how to

use templates and themes.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
ask learners to develop a 5-page slide and apply the special characters under the Insert tab within the Symbol group.
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory.
 WEEK 11 & 12

Strand : Strands treated for the term Class : B7

Sub Strand: Sub strands for the term Duration : 50 mins
Content Standard: Demonstrate knowledge and understanding in the topics Date :
treated so
far.
Indicators: Recall and summarize all what they have learnt within the term. Day :
Key words:

Activities For Learning & Assessment Equipment/ Learners Progression

Resourc Resource
es Page Ref.
Starter (5 mins) Set of computer, Computing Learning how to
Video /pictures, wall Curriculum Pg. 3 identify and use
Revise previous lesson with learners using questions and answers. chart output devices

Proposing
environmentall
Main (35 mins) y responsible
practices that
Revise with learners to discuss features of fourth generation can be used to
computers. reduce the
The computers of fourth generation used very large scale integrated (VLSI) negative
circuits. This made computers more powerful, compact, reliable and affordable. As impact of
a result, it gave rise to personal computers (PC) revolution. E.g. desktop computers and
computers, laptop, notebook, etc. computer use
on the
Guide learners to Identify and explore the physical features of a environment
microchip
Revise with learners to demonstrate the use of input devices in a
computer laboratory/classroom.

Have learners to distinguish manual (e.g. keyboard, etc.) and automatic

(e.g. barcode reader etc.) input devices.

Using pictures, brainstorm learners to come out with the use of the
output devices.

Guide learners to demonstrate the use of output devices in a

computer laboratory or classroom.
Let learners explore the advantages and disadvantages of output
devices.

Revise with learners to Identify magnetic storage devices, portable

hard drives/Optical Discs and Drives or pictures of these items to
class

Guide learners to discuss in groups and present to the whole class

examples of energy-efficient devices and techniques.

Revise with learners on the negative impact of computers and

computer use on the environment.
Example: Negative effects – resource depletion ,pollution, privacy and
security etc

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily lives.
Homework/Project Work/Community Engagement Suggestions
 State any two features of fourth generation computers
 What is the main function of the microchip in computers
 Identify any two negative effect of computers on the environment.
 State two ways of reducing the negative effects identified.
 What is an input device?
 Mention the least input devices of a computer
 Draw any 2 input device.
 What is an output device?
 Mention any five output device you know.
 State the functions of the output devices stated above
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator can arrange to use the nearby school’s computer lab

Strand : Strands treated for the term Class : B7

Sub Strand: Sub strands for the term Duration : 50 mins
Content Standard: Demonstrate knowledge and understanding in the topics treated Date :
so far.
Indicators: Preparation towards vacation Day :
Key words:

Activities For Learning & Assessment Equipment/ Learners Progressio

Resourc Resource n
es Page Ref.
Starter (5 mins) Exercise books, pen, Answering
pencils, erasers, end of
Ask learners to bring and display all the materials needed for the Answer sheets. term
assessment. examinatio
n
Educate them on the consequences of examination mal practice. assessme
nt
questions
.

Main (35 mins)

Engage learners to arrange themselves properly to sit for the

assessment test.

Mark learners answer sheets or exercise books.

Fill in learner’s SBA books and report cards.

Distribute learners answer sheets or exercise books for feedback.

 COMPUTING ANNUAL
SCHEME OF LEARNING-BASIC 7

WEEKS FIRST TERM SECOND TERM THIRD TERM

Components of Computers Introduction

1 Web Technologies
and Computer Systems to
Presentation
Components of Computers Introduction to
2 Web Technologies
and Computer Systems Electronic
Spreadsheet
Components of Computers Introduction to Introduction
3
and Computer Systems Electronic to
Spreadsheet Programmin
g
Introduction to Introduction
4 Technology in the community
Electronic to
Spreadsheet Programmin
g
Introduction to Introduction
5 Technology in the community
Electronic to
Spreadsheet Programmin
g

6 Technology in the community Computer Networks Algorithm

Health and Safety in using

7 Computer Networks Algorithm
ICT tools
Health and Safety in using Internet and Social
8 Robotics
ICT tools Media
Introduction to Word Internet and Social
9 Artificial Intelligence
Processing Media
Introduction to Word
10 Information Security Artificial Intelligence
Processing
Introduction to Word
11 Information Security
Processing

12 Introduction to Presentation
|
 SECOND TERM SCHEME

CONTENT
WEEK STRAND SUB INDICATORS RESOURCE
S STRANDS STANDARD S

Productivity Introduction to
1 B7.2.1.1 B7.2.1.1.1-3.
Software Word Set of
Processing computer,
Video /pictures
Productivity Introduction to
2 B7.2.1.1 B7.2.1.1.4-7.
Software Word
Processing

Introduction
Productivity
3 to Electronic B7.2.3.1 B7.2.3.1.1-2
Software Set of
Spreadsheet computer,
Video /pictures
Introduction
Productivity
4 to Electronic B7.2.3.1 B7.2.3.1.3-4
Software
Spreadsheet
Introduction
Productivity
5 to Electronic B7.2.3.2 B7.2.3.2.1-2
Software Set of
Spreadsheet computer,
Introduction Video /pictures
Productivity
6 to Electronic B7.2.3.2 B7.2.3.2.3-4
Software
Spreadsheet

Comput
7 Communicatio B7.3.1.1 B7.3.1.1.1 Set of
er
n Networks computer,
Network
Video /pictures
s

Comput
8 Communicatio B7.3.1.1 B7.3.1.1.2-3
er
n Networks
Network
s

Internet
9 Communicatio B7.3.2.1 B7.3.2.1.1
and Social Mobile
n Networks
Media phones with
social media
Internet
10 Communicatio B7.3.2.1 B7.3.2.1.2 handles
and Social
n Networks
Media
Set of
Information
11 Communicatio B7.3.3.1 B7.3.3.1.1-2 computer,
Security Video /pictures
n Networks
|
 Information
12 Communicatio B7.3.3.1 B7.3.3.1.3
Security
n Networks

|
 THIRD TERM SCHEME

CONTENT
WEEK STRAND SUB STRANDS INDICATOR RESOURC
S STANDARD S ES

Communication
1 Web Technologies B7.3.4.1 B7.3.4.1.1-2 Set of
Networks computer,
Video
Communication /pictures
2 Web Technologies B7.3.4.1 B7.3.4.1.3
Networks

Communication Introduction
3 B7.4.1.1 B7.4.1.1.1 Set of
Networks to computer,
Programmin Video
g /pictures

Communication Introduction
4 B7.4.1.1 B7.4.1.1.2
Networks to
Programmin
g

Communication Introduction
5 B7.4.1.1 B7.4.1.1.3 Set of
Networks to computer,
Programmin
g
Video
Computational /pictures
6 Algorithm B7.4.2.1 B7.4.2.1.1
Thinking

Computational Set of
7 Algorithm B7.4.2.1 B7.4.2.1.2 computer,
Thinking
Video
Computational /pictures
8 Robotics B7.4.3.1 B7.4.3.1.1
Thinking
Computational
9 Artificial Intelligence B7.4.4.1 B7.4.4.1.1 Set of
Thinking computer,
Video
Computational /pictures
10 Artificial Intelligence B7.4.4.1 B7.4.4.1.1
Thinking
|
 SECOND TERM LESSON PLAN
COMPUTING – B7
WEEK 1
Strand : Productivity Software Week Ending: 13th ,
Sub Strand: Introduction to Word Processing Duration :50mins
Content Standard: B7.2.1.1 Demonstrate how to use Microsoft Word Class : B7

Indicators: B7.2.1.1.2. Demonstrate how to insert, select, delete and move Day :
text
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Equipment/ Learners Progression

Resources Resource
Page Ref.
Starter (5 mins) Set of computer, Video Computing Learning how to
/pictures Curriculum Pg. 8-9 use insert
Recap with learners to review their understanding in the text, move
previous lesson. text, delete
text, undo,
Introduce the lesson by sharing the performance indicators. redo and use
the spelling &
grammar
check

Main (35 mins)

Brainstorm learners to come out with the meaning of
editing. Editing is the process of correcting mistake changes to the
content of a document.

Show projected examples of MS-Word interface with the aid

of a computer, projector or pictures.
Guide learners to discuss the ways of editing a
document. Example: inserting text, moving text, deleting
text, undo, redo and spelling & grammar check.
Demonstrate to learners, how to insert, move and delete text
in a word document.
Example: to insert text
1. Move the insertion point to where you want to insert the text.
2. Click to place the insertion point
3. Start typing the text

Learners practice how to use the undo, redo and spelling &
grammar check tools for editing.

Have learners to explore more tools for editing in MS Word.

Explore the use of the overtype or insert option by right-

clicking the status bar.

Reflection (10 mins)

We have learnt how to use spelling and grammar check as
well as setting language preferences.

Engage learners in a think-pair-share activity to practice

how to spell and grammar check text in a passage.
Homework/Project Work/Community Engagement Suggestions
 What is editing?
 State three ways of editing a word document.
 Describe how to insert a text in a word document.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory.
Strand : Productivity Software Week Ending: 13th ,
Sub Strand: Introduction to Word Processing Duration :50mins
Content Standard: B7.2.1.1 Demonstrate how to use Microsoft Word Class : B7
Indicators: B7.2.1.1.3-4. Demonstrate how to find and replace content and
undo Day :
edited changes and demonstrate how to spell check, carry out content
translation, language setting
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Equipment/ Learners Progression

Resources Resource
Page Ref.
Starter (5 mins) Set of computer, Video Computing Learning how to
/pictures Curriculum Pg. 8-9 use Find and
Recap with learners to review their understanding in the Replace tool
previous lesson. in MS-Word,
Proofing and
Introduce the lesson by sharing the performance indicators. Language
group,
Spelling &
Grammar,
Main (35 mins) Thesaurus

Guide learners to make use of the Find and Replace tool in

MS- Word under the Home tab.
Have learners to explore the use of the Editing group under
the Home tab.

Guide learners to demonstrate the use of the Proofing and

Language group under the Review tab.

Show how to use the Language, Spelling & Grammar,

Thesaurus and other tools in MS-Word under the Home
tab.

Reflection (10 mins)

We have learnt how to use replace tool in MS-Word,
Proofing and Language group, Spelling & Grammar,
Thesaurus.

Engage learners in a think-pair-share activity to practice how to

use replace tool in MS-Word and spell and grammar check
text in a passage.
Homework/Project Work/Community Engagement Suggestions
 What is editing?
 State three ways of editing a word document.
 Describe how to insert a text in a word document.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory.
 WEEKLY LESSON NOTES – B7
WEEK 2
Strand : Productivity Software Week Ending: 20th ,
Sub Strand: Introduction to Word Processing Duration :50mins
Content Standard: B7.2.1.1 Demonstrate how to use Microsoft Word Class : B7
Indicators: B7.2.1.1.5 Demonstrate how to use text-decoration, change
Day :
text case,
text size and color
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Resources Learners Progression

Resource
Page Ref.
Starter (5 mins) Set of computer, Computing Learning how
Video /pictures Curriculum Pg. 8-9 to use text-
Recap with learners to review their understanding in the previous decoration,
change text
lesson. Introduce the lesson by sharing the performance indicators. case, text size
and color in
MS Word

Main (35 mins)

Guide learners to explore the use of the Font group under the Home
tab.
Quiz learners to mention some of the tools under the Font group.
Example:
Font style and Font
size Bold, Italics and
Underline
Strikethrough
Superscript and Subscript
Increase and decrease font size

Engage learners to demonstrate the use Bold, Italics,

Underline Strikethrough, Superscript and Subscript in
MS-Word.
Example:

The boy is going to school with his friends.

Bold Strikethrough Underline Italics

4x4x4x4 Superscript
=44

Two molecules of oxygen Subscript

= O2
Demonstrate the use of sentence case, font size, color and font
decoration features in MS-Word
Example:

Chantal is an intelligent student.

Changing the font style of a Text

1. Highlight the text you want to change its font type.
 2. Click the font type list arrow and
3. Select the font style of your choice from the list.
Project examples of MS-Word interface to learners with the aid of a
projector or pictures.

Reflection (10 mins)

We have learnt how to use replace tool in MS-Word, Proofing and
Language group, Spelling & Grammar, Thesaurus.

Engage learners in a think-pair-share activity to practice how to use

replace tool in MS-Word and spell and grammar check text in a
passage.
Homework/Project Work/Community Engagement Suggestions
1. Identify any five Editing tools you know.
2. State the use of the following
a. text-decoration,
b. change text case,
c. text size
d. text color
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory.
Strand : Productivity Software Week Ending: 20th ,
Sub Strand: Introduction to Word Processing Duration :50mins
Content Standard: B7.2.1.1 Demonstrate how to use Microsoft Word Class : B7
Indicators: B7.2.1.1.6 Demonstrate how to align text, indent paragraphs,
bullet, Day :
line space and shade
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Resources Learners Progression

Resource
Page Ref.
Starter (5 mins) Set of computer, Computing Learning how to
Video /pictures Curriculum Pg. 8-9 how to align
Recap with learners to review their understanding in the previous text, indent
paragraphs,
lesson. Introduce the lesson by sharing the performance bullet, line
space and
indicators. shade in MS

Main (35 mins)

Guide learners to explore the use of the Paragraph group, using

the align left, center, align right and justified in MS-Word under the
Home tab.
Guide learners to explore the use of Bullets, Decrease and
Increase Indentation under the Home tab.

Guide learners to identify the use of the Border Button and set line
spacing using the dialogue Box Launcher button under the Home
tab.

Border button

Line and Spacing

Reflection (10 mins)
We have learnt how to use replace tool in MS-Word,
Proofing and Language group, Spelling & Grammar,
Thesaurus.
Engage learners in a think-pair-share activity to practice how to use
replace
tool in MS-Word and spell and grammar check text in a passage.
Homework/Project Work/Community Engagement Suggestions
1. Identify any three Editing tools you know.
2. State the use of the following
a. align text
b. indent
c. paragraphs,
d. bullet,
e. line space and shade
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory.
 WEEKLY LESSON NOTES – B7
WEEK 3
Strand : Productivity Software Week Ending: 27th ,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.1. Demonstrate how to use the Spreadsheet
(Editing Class : B7
Worksheets)
Indicators: B7.2.3.1.1. Explain the importance of electronic spreadsheet Day :
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Resources Learners Progression

Resource
Page Ref.
Starter (5 mins) Computer with Computing Learning the
Using questions and answers, revise with learners to find what they Microsoft Excel, Curriculum Pg. 9- importance
already know about electronic spreadsheet mouse or 10 of electronic
touchscreen spreadsheet
Share performance indicators and introduce the lesson. input device,
projector

Main (35 mins)

Brainstorm learners to discuss the meaning of electronic

spreadsheet.
A spreadsheet is a grid or table made from column and rows that is primarily used to work
with numbers and text.

Guide learners to launch the MS-Excel

 Click on the start button to open the start menu.
 Scroll down to locate the Microsoft Office folder
 Click on the folder to open the drop down menu.
 Click on Microsoft Office Excel.
Discuss the benefits of using electronic spreadsheet software.
Example:
 It helps to maintain values
 It helps us to represent values graphically by creating charts based on
worksheet figures.
 It is also used to create data summaries and short-lists using PivotTables or
AutoFilters.

Brainstorm learners to elicit response on some common electronic

spreadsheet software packages.
Example: MS Excel, Lotus 1-2-3, LibreOffice Calc, Google Sheets
etc.)

Reflection (10 mins)

We have learnt the importance of electronic spreadsheet.

Engage learners in a think-pair-share activity to come up with other

importance of electronic spreadsheet.
Homework/Project Work/Community Engagement Suggestions
 Have learners do further reading on the importance of electronic spreadsheet.
 Learners to differentiate between electronic spreadsheet and manual spreadsheet.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Strand : Productivity Software Week Ending: 27th ,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.1. Demonstrate how to use the
Spreadsheet Class : B7
(Editing Worksheets)
Indicators: B7.2.3.1.2. Explore features of MS-Excel interface Day :
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Resources Learners Progression

Resource Page
Ref.
Starter (5 mins) Computer with Computing Learning how to
Microsoft Excel, Curriculum Pg. 9- insert, select,
Using questions and answers, revise the previous lesson with mouse or 10 delete and move
touchscreen data using a
learners. Share performance indicators and introduce the lesson. input device, sample data set
projector

Main (35 mins)

Revise with learners on how to launch the Microsoft Office Excel.

Show projected examples of MS-Excel interface with the aid of a

projector or pictures.
Guide learners to explore features of MS-Excel interface.
Example: title bar, menu bar, standard and formatting toolbars,
worksheet, workbook, column, row, range, AutoSum, etc.

Learners to explore and demonstrate the functions of the features

identified above.

Explore operations of inserting, selecting, deleting and moving data.

Learners explore techniques of inserting, selecting, deleting and

moving data in groups.

Demonstrate how to insert, select, delete and move data using a

sample data set.

Learners practice how to insert, select, delete and move data

using a sample data set.

Reflection (10 mins)

We have learnt how to select and move data.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
 Do further reading on how to set the cell data type (General, Number, Currency, etc.)
 Identify any six (6) features of Microsoft Excel.
 State the function of the AutoSum in Excel
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 4

Strand : Productivity Software Week Ending : 3RD JUNE,

Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.1. Demonstrate how to use the
Spreadsheet Class : B7
(Editing Worksheets)
Indicators: B7.2.3.1.3. Demonstrate how to set the cell datatype Day :
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Resources Learners Progression

Resource Page
Ref.
Starter (5 mins) Computer with Computing Learning how to set
Microsoft Excel, Curriculum Pg. 9- and modify the
Using questions and answers, revise the previous lesson with mouse or 10 cell type of
touchscreen values and text.
learners. Share performance indicators and introduce the input device,
projector
lesson.

Main (35 mins)

Guide learners to discuss the types of data in spreadsheet.

Example:
Value - +23341123456
Labels/Text – January, , 24.04’, #3, 7th, etc.Formula – A7
+ B7, =C4 * C5, etc.
Function - =SUM(A5:G5), AVERAGE(B4:B5)

Revise with learners on how to enter data in spreadsheet.

Example:
 Click the cell where you want type information.
 Type the data.
 The data can either typed in the active cell or in the formula bar.
 Click on the Enter key.

Let learners investigate data entry techniques, how to set and

modify the cell type of values and text.
Example:
 AutoFill – enter the first value in a recognized series and use
the fill handle to extend the series.
 AutoComplete – type the first few letters in a cell, and if a
similar value exist in the same column, Excel suggests the
existing value.
 Fill series – enter the first two values in a series and use the
fill handle to extend the series.

Guide learners to enter values, text, dates and time in worksheet

cells and change the formats for presentation. E.g. General, Number,
Currency, Accounting, Dates, Time, etc.

Reflection (10 mins)

We have learnt how to select and move data.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
 State the four types of data we enter into spreadsheet.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Strand : Productivity Software Week Ending: 3RD JUNE,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.1. Demonstrate how to use the
Spreadsheet Class : B7
(Editing Worksheets)
Indicators: B7.2.3.1.4. Demonstrate how to use Align Text, Merge & Day :
Wrap,
Borders and Shades
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.

Activities For Learning & Assessment Resources Learners Progression

Resource Page
Ref.
Starter (5 mins) Computer with Computing Learning how to
Microsoft Excel, Curriculum Pg. 13- change text
Using questions and answers, revise the previous lesson with mouse or 14 alignment, merge
touchscreen cells and wrap text
learners. Share performance indicators and introduce the lesson. input device,
projector

Main (35 mins)

Have learners demonstrate how to apply the AutoSum feature.

Excel can make somewhat of an intelligent decision on its own and determine
which cells of a row or column should be" summed" . This is called the
AutoSum feature.
To quickly add the contents of a column or row, follow the steps
shown below:
1. Select the cell either to the right or below the cells that are to be total ed.
2. Double Click on the AutoSum tool ( which is located on the standard tool
bar ).
Guide learners to demonstrate how to change text alignment
(Horizontal & Vertical), merge cells and wrap text.
ALIGNING CELL DATA
Unless you specify otherwise, Excel left justifies text and right
justifies numbers. That is, text fills cell space from left to right while
numbers are filled from right to left so that they align properly.

To change the cell alignment for a single cell or a group of

selected cells, click one of the following tools.

Left Justify
Center Right
How to merge cells
A single cell is created by combing two or more selected cells. The cell reference
for a merged cell is the upper left cell in the original selected range. If there is a
data in other cells, the data is deleted.
 Copy the data you want into the upper left most cell within the range
 Select the cells in arrow or column and center the cell contents, click merge
and center on the formatting toolbar.

Have learners investigate how to access border & shade features

and format the appearance of a worksheet as group work.

Reflection (10 mins)

We have learnt how to change text alignment, merge cells and wrap
text.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
Describe briefly to merge cells in a spreadsheet.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 5
Strand : Productivity Software Week Ending : 10TH JUNE,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.2. Demonstrate how to format a Class : B7
worksheet
Indicators: B7.2.3.2.1 Demonstrate how to adjust margins and set Day :
page
orientation
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.
Reference: Computing Curriculum P.g. 16

Activities For Learning & Assessment Resources Learners Progression

Resource Page
Ref.
Starter (5 mins) Computer with Computing Learning how to
Microsoft Excel, Curriculum Pg. 9- adjust margins
Using questions and answers, revise the previous lesson with mouse or 10 and set page
touchscreen orientation for
learners. Share performance indicators and introduce the input device, printing
projector
lesson.

Main (35 mins)

Guide learners to demonstrate how to adjust margins and set page

orientation for printing.
Adjusting Margins
 On the page layout tab, click margins, and then select custom margins.
 Use the arrows to increase or decrease the margin size in the appropriate
box. When you are done, click Ok.

Page Setup
 Press CTRL and then click each worksheet tab in the workbook that you want
to affect
 On the file menu, click page setup. Click the dialog box launcher in the page
setup group in the page layout tab.
 Make the changes that you want in the page setup dialog box, and then click
Ok.

Demonstrate how to perform margin adjustment on different page

sizes.

Guide learners to explore the display of worksheets in different

views as listed on the View tab.

Reflection (10 mins)

We have learnt how to adjust margins and set page orientation for
printing.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
 Describe how to adjust margins for printing in Excel
 List four tools on the Page Layout tab and give one function of each.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Strand : Productivity Software Week Ending: 10th JUNE,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.2. Demonstrate how to format a Class : B7
worksheet
Indicators: B7.2.3.2.2. Demonstrate how to set up a header and a Day :
footer.
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.
Reference: Computing Curriculum P.g. 16

Activities For Learning & Assessment Resources Learners Progression

Resource Page
Ref.
Starter (5 mins) Computer with Computing Learning how to
Microsoft Excel, Curriculum Pg. 13- set
Using questions and answers, revise the previous lesson with mouse or 14 up header and
touchscreen footer elements
learners. Share performance indicators and introduce the input device,
projector
lesson.

Main (35 mins)

Guide learners to demonstrate to learners how to set up header

and footer elements.
 On the inert tab, in the text group, click Header & Footer.
 To add or edit a header or footer text box at the top or the bottom
of the worksheet page (under header, or above footer)
 Type the new header or footer text.

Engage learners to explore the use of page numbers, current date,

time and file name in setting up headers and footers.
Reflection (10 mins)
We have learnt how to set up headers and footer elements.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
Describe briefly how to set up header and footer elements in Excel.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 6
Strand : Productivity Software Week Ending : 17TH JUNE,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.2. Demonstrate how to format a worksheet Class : B7
Indicators: B7.2.3.2.3. Demonstrate the use of the Autofill function in MS-Excel Day :
worksheet
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.
Reference: Computing Curriculum P.g. 16

Activities For Learning & Assessment Resources Learners Progression

Resource Page
Ref.
Starter (5 mins) Computer with Computing Learning how to
Microsoft Excel, Curriculum Pg. 9- use
Using questions and answers, revise the previous lesson with mouse or 10 the Autofill function
touchscreen to generate the
learners. Share performance indicators and introduce the input device, days of the week,
projector months of the
lesson. year, set of
numbers

Main (35 mins)

Demonstrate the use of the Autofill function.

e.g. to generate the days of the week, months of the year, set of
numbers (e.g. counting numbers, odd numbers, multiplication tables
etc.).

To do this:

1. Select the first cell in the range that you want to fill (e.g. A3).
2.Type the starting value for the series (e.g. 1 in A3).

3.Type a value in the next cell to establish a pattern (e.g. 2 in A4).

[Tip: For example, if you want the series 1, 2, 3, 4, 5..., type 1 and
2 in the first two
cells. If you want the series 2, 4, 6, 8..., type 2 and 4.]

4.Select the cells that contain the values (e.g. A3 and A4)

5.Drag the fill handle across the range that you want
to fill (e.g. A3:A10)

Again guide learners to use function to number rows or columns

1.Select the first cell in the range that you want to fill. (e.g. A3)

2.Type the ROW function (e.g. = ROW(A1). [The ROW

function returns the number of the row that you reference.
For example, = ROW(A1) returns the number 1.]
3.Select the cells that contain the function (e.g. A3).

4.Drag the fill handle across the range that you want to
fill. (e.g. A3:A10)

Reflection (10 mins)

We have learnt how to use Autofill function to generate the days
of the week, months of the year, set of numbers.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
 Describe how to use Autofill function to generate the days of the week, months of the year, set of numbers.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Strand : Productivity Software Week Ending: 17th JUNE,
Sub Strand: Introduction to Electronic Spreadsheet Duration :
Content Standard: B7.2.3.2. Demonstrate how to format a worksheet Class : B7
Indicators: B7.2.3.3.1. Demonstrate how to create formulas Day :
Core competences: DL5.1: Ability to ascertain when information is needed and be able to identify, locate, evaluate and
effectively use it to
solve a problem.
Reference: Computing Curriculum P.g. 16

Activities For Learning & Assessment Resources Learners Progression

Resource
Page Ref.
Starter (5 mins) Computer with Computing Learning how to
Microsoft Excel, Curriculum create simple
Using questions and answers, revise the previous lesson with mouse or Pg. 13-14 formulas in Excel
touchscreen
learners. Share performance indicators and introduce the input device,
projector
lesson.

Main (35 mins)

Guide learners to identify and name cells in an Excel.

A cell is named after its column letter and row number.
Example: B4, C6, E8

Guide learners to create simple formulas starting with the equal sign.
Excel formulas makes use of the basic mathematical operations (+, -,
* and /)
A3 X fx
A B C D E
1 Name Class Exams score Total
score
2 Kojo 25 46 71
Nkrumah
3 Ama Serwaa 19 45
 4 Efia Akoto 24 35
5 Kofi Cash 15 34

 Write formulas for cell E3, E4 and E5.

From the table the figure in cell E2 (71) is as a results of adding 25 and
46. Therefore we are to use the operation sign (+).
Now determine the cell which contains the figures 25 and
46. That is C2 (25) and D2 (46).
So we can conclude
that E2 = C2 + D2
E3 = C3 + D3

A3 X fx
A B C D E
1 Items Selling Price Cost Price Total
2 Milk 6 4
3 Sugar 20 15 5
4 Milo 50 35
5 Gari 35 20 15

 Write formulas for cell E2 and E4.

From the table the figure in cell E3 (5) is as a results of subtracting 15
from
20. Therefore we are to use the operation sign (-).
Now determine the cell which contains the figures 20 and
15. That is C3 (20) and D3 (15).
So we can conclude
that E3 = C3 - D3

Reflection (10 mins)

We have learnt how to create simple formulas in Excel.

Engage learners in a think-pair-share activity on how to use other

techniques for moving text.
Homework/Project Work/Community Engagement Suggestions
Write formulas for cell E3, E7, E8, E9, E10
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 7
Date: 24th JUNE, DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Computer Networks
Content Standard: Indicator: Lesson:
B7.3.1.1 Identify the concept of computer networking B7.3.1.1.1 Draw diagrams to illustrate features
for global communications. of the network topologies (Bus, Star, Ring, 1 of 2
Mesh)
Performance Indicator: Core Competencies:
Learners can draw diagrams to illustrate features of the DL5.1: Ability to ascertain when information is needed and be
network topologies able to identify, locate, evaluate and effectively use it to solve
a problem.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures of the various media
network through which
Using questions and answers, revise the previous lesson with learners. topologies, people
sketch diagram, communicate.
Display pictures or show a video of people communicating using phones, text projector
messaging, video conferencing, etc. Help learners understand how they are all Identifying major
connected to each other. components that
help computers to
Share performance indicators and introduce the lesson. communicate.

Learning how
Main (35 mins) to draw
diagrams to
Engage learners to explore key hardware for setting up network systems (such as illustrate features
server, client, hub, switch, cable etc.) of the network
topologies
Show learners diagrams of various setups to explain network topologies.

Bus – is a communication system that transfers data between components inside a

computer or between computers.

Star – in a star network, each computer is connected by its own cable directly to the
server.

Ring – in a ring network, all the computers are to one another in a circle.
Mesh – is a network setup where each computer and network device is
interconnected with one another.

Let learners discuss the features of each network topology.

Have learners present in groups, diagrams of well-elaborated network

topologies. Allow learners to sketch the topologies to deepen their
understanding.

Reflection (10 mins)

We have learnt how to draw diagrams to illustrate features of the network topologies.

Use peer discussion and effective questioning to find out from learners what they have
learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Learners are to work in groups to design well-elaborated network topologies and present them in class
 Using play dough and sticks, form/design the types of network topologies.
Date: 24th JUNE, DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Computer Networks
Content Standard: Lesson:
Indicator:
B7.3.1.1 Identify the concept of computer networking
B7.3.1.1.2 Describe types of networks.
for global communications 2 of 2
Core Competencies:
Performance Indicator:
DL5.1: Ability to ascertain when information is needed and be
Learners can describe the types of networks.
able to identify, locate, evaluate and effectively use it to solve
a problem.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures of Describing the
network types of networks
Using questions and answers, revise the previous lesson with topologies,
sketch diagram,
learners. Share performance indicators and introduce the projector

lesson.

Main (35 mins)

Brainstorm learners for the meaning of Network.

A network is the collection of two or more computers and hardware components that are linked
together such as that they can communicate using wire or wireless technology.

Have learners discuss the two forms of network.

 Wired network is a network that uses network cables or wires to connect the computers in the
network. It is called Cable Network.
 Wireless Network – this doesn’t not use wires or cables to connect computers in a network. It
uses wireless technologies such as GPRS, EDGE, WIFi, WiMax, HSPA, infrared and Bluetooth.
Guide learners to explain the various types of networks available. (e.g. PAN, LAN, MAN,
WAN, WLAN, INTERNET, etc.)

 The International Network (Internet) : Internet is a global network connecting millions of

computers that communicate using wire or wireless technology.

 Local Area Network (LAN): Is a network of computers that are geographical close
together (in a single building) such as school building, computer laboratory, office
building, etc.

 Wide Area Network (WAN): Is a combination of two or more Local Area Networks
(LANs). The computers are farther apart and are connected by telephone lines or
radio waves.

 Personal Area Network (PAN) is the network around a person for his/her personal
use. PAN involves the use of USB cables, Bluetooth or Infrared in connecting the
computers for communication.

 Home Area Network (HAN) is the network of digital devices in a user's home.
Devices may include computer, printer, mobile devices, game consoles, remote
control, etc.

 Campus Area Network (CAN) is a network within a limited geographical area such as
university campus, company, government agency, etc.

 Metropolitan Area Network (MAN) is a network that spans a city or a metropolitan area.

 Intranet is a restricted private network within an organization that is only used by authorized users.

 Extranet is a private network of an organization or company or bank that can be

accessed by customers. It uses Internet technology to securely share part of a
business's information or operations with suppliers, vendors, partners,
customers or other businesses.

Reflection (10 mins)

We have learnt the types of networks.

Use peer discussion and effective questioning to find out from learners what they have
learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 What is Network?
 Differentiate between wired and wireless network.
 Explain the following
terms PAN, WLAN,
WAN, LAN.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 8
Date: 1ST , DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Computer Networks
Content Standard: Indicator: Lesson:
B7.3.1.1 Identify the concept of computer networking B7.3.1.1.3 Discuss the entrepreneurial opportunities in
for global communications. networking computing devices 1 of 2
Performance Indicator: Core Competencies:
Learners can describe the benefits and challenges of DL5.1: Ability to ascertain when information is needed and be
networking in different environments able to identify, locate, evaluate and effectively use it to solve a
problem.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures of Identifying the
network benefits and
Using questions and answers, revise the previous lesson with learners. topologies, challenges of
sketch diagram, networking in
Display pictures or show a video of people communicating using phones, text messaging, projector different
video conferencing, etc. Help learners understand how they are all connected to environments
each other.

Share performance indicators and introduce the lesson.

Main (35 mins)

Guide learners to discuss the benefits of networking in different environments (school,

business, health, etc.).

Benefits
1. Ease of accessibility
Modern computer networks are easy to explore. So, even if you are a kid or a person new to technology, you'll
find it easy to connect.
2.Flexibility
Here, flexibility means that different people will be able to explore different things as per their requirements. For this
purpose, computer networks provide you a wide array of choices to share a particular piece of information. For
example, e-mail or messaging apps like WhatsApp. So, there is flexibility for different users.

3.Convenient resource sharing

The main aim of a computer network is to enable sharing of resources among its users. You can use resources
such as printers, scanners and photocopy machines that can be shared across multiple users. This resource
sharing is important for big companies as they can use one single common network for connecting with their
employees.

4.Connectivity
Computer Networks improve connectivity irrespective of a person's location. In these testing times, we can see live
examples as we use video call apps or Google documents to connect with our friends and colleagues.

5.Security
Computer networks provide security through authorization. Authorization is done via user id and password. So, it
ensures that when we log in, we are only able to do it when there is a perfect match between our details and the
details stored in the data VVVVVbase.

6.Great storage capacity

Organizations have an abundance of data that needs to be stored. For that purpose, they are required to store
them in a central server. A central server is a remote server that is accessible to each and every employee. So, if in
case one loses the data, others have it.

7.Reduced cost
Cost is one of the crucial factors that one needs to consider while evaluating the pros and cons of a particular
technology. In networking, a central server is used that enables companies to store files in one place and thus reducing
file storage expenses.

Guide learners to discuss the challenges of networking in different environments

(school, business, health, etc.).

Challenges
1.Lack of robustness
Computer networks rely on the main server called the central server. If the central server malfunctions or there is an issue
in the central server, then the entire network would stop functioning. So, this is a major disadvantage due to
dependency on a single server.

2.Spread of computer virus

As computers in a network are interconnected, there is a high probability that if one of the computers is affected by the
virus, others too can get affected. This spread can actually damage the entire system. Also, if the central server gets
corrupted, then it's quite dangerous as the network depends on the central server.

3.Independence issues
The entire networking system is based on a centralized server, so it lacks independence. So, individual users lack the
freedom to use the computer as per their wish.
4.Lack of productivity
Since a network has a lot of advantages and applications, it is certain that it results in simultaneous use of many
services that cause distraction. Thus, due to employees focusing on a myriad of tasks, productivity issues are
quite common.

5.Health issues
Computer network provides access to a gamut of services including entertainment, gaming, and movies. These result
in making you addicted to the content and thus results in overuse of these services. This excessive screen time
makes you feel lethargic, causes eye strain and body pain.

Reflection (10 mins)

We have learnt the benefits and challenges of networking in different environments.

Use peer discussion and effective questioning to find out from learners what they
have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions

Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: , DAY: Subject: Computing
1ST
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Computer Networks
Content Standard: Indicator: Lesson:
B7.3.1.1 Identify the concept of computer networking B7.3.1.1.4 Identify different environments where the
for global communications various types of networks can be applied. 2 of 2
Performance Indicator: Core Competencies:
Learners can describe different environments where the DL5.1: Ability to ascertain when information is needed and be
various types of networks can be applied able to identify, locate, evaluate and effectively use it to solve a
problem.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures of Identifying different
network environments
Using questions and answers, revise the previous lesson with topologies, where the various
sketch diagram, types of networks
learners. Share performance indicators and introduce the projector can be applied.

lesson.

Main (35 mins)

Guide learners to identify different environments where the various types of networks
can be applied.

 Marketing and sales: – Computer networks are widely used in both marketing sales firms. These
are used by marketing professionals to collect, exchange, and analyzes data relating to customer
requirements and product development cycles. Teleshopping is also important part of sales
applications that use order-entry computers or telephones connected to an order-processing network,
and on-line reservation services for hotels airline and so on.
 Manufacturing: – Now days, computer networks are used in a several aspects of manufacturing,
including the manufacturing process itself. Two applications which use a network to provide necessary
services are computer- assisted manufacturing (CAM) and computer –assisted designing (CAD)
both of which permit multiple users to work on a project simultaneously.
 Financial Services: – In Present, Financial services are completely dependent on computer
networks. Main applications are credit history searches, foreign exchange and investment
services, and Electronic Funds Transfer (EFT) that permits a user to transfer money without
going into bank.
 Teleconferencing: – With The help of teleconferencing conferences are possible to occur without the
participants being in the same place. Applications include simple text conferencing, voice
conferencing, and video conferencing.
 Cable Television:-Future Services provided by cable television network can include video on request,
as well as the same information, financial and communications services currently provided by the
telephone companies and computer networks.
 Information Services:- Network information services include bulletin boards and data banks. A
World Wide Web site offering the technical specifications for a new product is an information
service.
 Electronic Messaging:– Electronic mail (e-mail) is the most widely used network application.
 Electronic Data Interchange (EDI):– EDI permits business information to be transferred without using
paper.
 Directory services: – By using directory services, it is possible to store the last of files in a central
location to speed worldwide search operations.
 Cellular Telephone: – In the past, two parties desiring to use the services of the telephone company
had to be linked by a fixed physical connection. But, in present cellular network make it possible to
maintain wireless phone connections even while travelling over large distances.

In groups, task learners to identify the business aspect of networking and how they
can be turned into a lucrative business.

Have them to present their findings to the whole class.

Reflection (10 mins)

We have learnt the different environments where the various types of networks can be
applied.

Use peer discussion and effective questioning to find out from learners what they have
learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Identify 5 environments where the various types of networks can be applied
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 9
Date: 8th , DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Internet and Social Media
Content Standard: Indicator: Lesson:
B7.3.2.1 Demonstrate the use of Social Networking B7.3.2.1.1 Identify the various types and uses of
and Electronic Mail. Social Media sites such as those for Social 1 of 2
Networking
Core Competencies:
Performance Indicator:
DL5.1: Ability to ascertain when information is needed and be
Learners can describe uses of Social Media sites
able to identify, locate, evaluate and effectively use it to solve
a problem.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Identifying uses of
videos Social Media sites
Using questions and answers, revise the previous lesson with

learners. Share performance indicators and introduce the

lesson.

Main (35 mins)

Guide learners to Illustrate the use of social networking sites such as Facebook,
LinkedIn, WhatsApp, etc.
Facebook is a website which allows users, who sign-up for free profiles, to connect with friends, work
colleagues or people they don’t know, online. It allows users to share pictures, music, videos, and articles, as
well as their own thoughts and opinions with however many people they like.
Users send “friend requests” to people who they may – or may not – know. Facebook has over 1
billion users Once accepted, the two profiles are connected with both users able to see whatever the other
person posts. “Facebookers” can post almost anything to their “timeline”, a snapshot of what is happening
in their social circle at any given time, and can also enter private chat with other friends who are online.
Guide learners to discuss ways of staying safe with using
Facebook. Example: Terms of service and privacy policy.

Guide learners to Illustrate the use of social networking sites such as LinkedIn and
access its importance WhatsApp
LinkedIn is a social network that focuses on professional networking and career development.
You can use LinkedIn to display your resume, search for jobs, and enhance your professional reputation by
posting updates and interacting with other people.
LinkedIn is free, but a subscription version called LinkedIn Premium offers additional features like online
classes and seminars, as well as insights into who's searching for and viewing your profile

Importance
A well written LinkedIn profile will give you credibility and establish you as a
trustworthy potential employee. Every time a recruiter contacts you, you can be sure
that they have looked at your profile.

Guide learners to Illustrate the use of social networking sites such as WhatsApp and
access its importance.

WhatsApp is free to download messenger app for smartphones. WhatsApp uses the internet to send
messages, images, audio or video. The service is very similar to text messaging services, however, because
WhatsApp uses the internet to send messages, the cost of using WhatsApp is significantly less than texting.
To use WhatsApp you need a compatible smartphone or tablet with a sim card, an internet connection,
and a
phone number. The app uses your phone number as its username, and your account is locked to the
phone, although you can transfer your contacts over to new devices

Importance
 Stimulates a dynamic learning environment
 Facilitates rich interactions and 24×7 learning even outside the classroom
 Encourages real-time communication between teachers and students, and teachers and parents
 Fosters collaboration between students so they can learn better together
 Share educational resources to match the learning styles and needs of different students
 A familiar, comfortable interface that students love to use for learning

Reflection (10 mins)

We have learnt the uses of Social Media sites

Use peer discussion and effective questioning to find out from learners what they have
learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Write four importance of facebook and WhatsApp.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: 8th , DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Internet and Social Media
Content Standard: Indicator: Lesson:
B7.3.2.1 Demonstrate the use of Social Networking B7.3.2.1.1 Identify the various types and uses of
and Electronic Mail. Social Media sites such as those for Social 2 of 2
Networking
Core Competencies:
Performance Indicator:
DL5.1: Ability to ascertain when information is needed and be
Learners can describe how microblogging platforms works.
able to identify, locate, evaluate and effectively use it to solve
a problem.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Identifying how
videos microblogging
Using questions and answers, revise the previous lesson with platforms works

learners. Share performance indicators and introduce the

lesson.

Main (35 mins)

Brainstorm learners for the meaning of microblogging.

Is an online broadcast medium that exists as a specific form of blogging. Microblogging
is a combination of instant messaging and content production

Using pictures, learners discuss some examples of microblogging.

Examples: Tumblr, Medium, Blogger, Instagram, twitter, Pinterest,
etc.
Demonstrate the use of microblogging platforms.
Tumblr
is a blogging and social media tool that allows users to publish a "tumblelog", or short blog
posts. Tumblr's major differentiator is the free-form nature of the site and the ability of users to
heavily customize their own pages. This is the exception to the rule, as nearly all other social
networks have standardized profile pages with limited design flexibility.

How is Tumblr used?

Getting a page set up on Tumblr is similar to other social media networks. Users sign up for an
account by providing an email address as well as creating a password, username and a URL for
the page.

Twitter
Twitter is a free social networking site where users broadcast short posts known as tweets.
These tweets can contain text, videos, photos or links. To access Twitter, users need an
internet connection or smart phone to use the app or website, Twitter.com. It is a
microblogging service -- a combination of blogging and instant messaging -- for registered
users to post, share, like and reply to tweets with short messages. Nonregistered users can
only read tweets.

How Twitter works

Users choose what they want to see on Twitter by following other users and companies
and searching topics. Generally, the timeline reflects the users' preferences, but they may see
retweets from people they follow and promoted Tweets, which are paid advertisements

Reflection (10 mins)

We have learnt how microblogging platforms works

Use peer discussion and effective questioning to find out from learners what they have
learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
State and explain how four of the microblogging platforms works
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 10
Date: 15th , DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Internet and Social Media
Content Standard: Indicator: Lesson:
B7.3.2.1 Demonstrate the use of Social Networking and B7.3.2.1.2 Demonstrate the use of the following
Electronic Mail. features of Electronic mail: Attachment and 1 of 2
Address book
Performance Indicator: Core Competencies:
Learners can Demonstrating how to compose and send email CI 6.3: DL5.1:
messages
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrating
videos how to
Using questions and answers, revise the previous lesson with compose and
send email
learners. Share performance indicators and introduce the messages.

lesson.

Main (35 mins)

Revise with learners on some ways of sharing information.

Example:
E-mail with/without Attachments

Brainstorm learners for the meaning of Email.

Email is a network communication system used to transmit messages from one networked
computer to another over the Internet.
Demonstrate the steps involved in logging in into an email account.
Log In is the process by which an individual gains access to a computer system or a website by
identifying and authenticating themselves with a username and a password. Log In is also
known as Log On or Sign In.

How to Sign In / Log Into E-mail Account

1.Open your e-mail service log in webpage (mail ISP). E.g. www.gmail.com or
www.ymail.com
2.Type your e-mail username or user ID.
3.Type your password.
4.Click on Sign In or press Enter key to launch your e-mail account.

Guide learners to describe some terminologies in relation to email.

 From: is the location where the sender’s email address is inserted.
 To: is the location where the original recipient(s) email address(es) is/are inserted.
 Carbon copy (Cc) is used to send the same information to other recipients
apart from the original recipient.
 Blind carbon copy (Bcc) is used to secretly send the same
information to other recipients.

 Subject is the location where the title/theme of the email message is inserted
before
 sending a message.

We have learnt how to compose and send email messages.

Use peer discussion and effective questioning to find out from learners what they
have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Describe how to compose and send email messages
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: , DAY: Subject: Computing
15th
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Internet and Social Media
Content Standard: Indicator: Lesson:
B7.3.2.1 Demonstrate the use of Social Networking and B7.3.2.1.2 Demonstrate the use of the following
Electronic Mail. features of Electronic mail: Attachment and Address 2 of 2
book
Performance Indicator: Core Competencies:
Learners can demonstrate how to receive and reply and forward CI 6.3: DL5.1:
email.
Reference: Computing Curriculum P.g. 16-18

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrating
videos how to receive
Using questions and answers, revise the previous lesson with learners. and reply and
forward email.
Share performance indicators and introduce the lesson.

Main (35 mins)

Guide learners to demonstrate the steps in receiving email.

To Read/Access or Check Your Malls Messages

 Log on to your search engine. (e.g. yahoo.mail.com/yahoo.co.uk)

 Click on mail and wait for it to open
 Type your user name (ID) and password in box provided.
 Click "Sign In or press the enter key.
 Go to your box by clicking Inbox/Checkmall
 Click on the massage in your box that you want to read (preferably the subject of the mail).
 Click on segment to close you mail.
 If a message has one or more files attached to it, a paper clip will also appear in this area. To
open any file attached to a message, click the paper clip icon and then click the file you want
to open from the list that appears from the paper clip.
 Using Reading Pane, click the Previous and Next buttons on the toolbar to access previous
and next
e-mail messages in the Inbox.
 Any new, unread message appear in bold and have a closed envelop icon next to them.

Once you have read the message you can;

 reply straight away to author,
 forward he message to someone else or
 delete the message.

Guide learners to demonstrate replying to and forwarding

email Reply to an Email
When reading your email, you will notice another series of commands. Click on Reply.
This will take you to the Compose screen, where you can compose (write) your
reply on top of the message received.

Replying E-mail Messages

1.Find and open the message you want to reply to.

2.Click the reply option you want to use: Reply to Author or Reply to All .

3.Type your reply in the message body above the email message you’re replying.

4.To send a file or picture along with your message click the Attach button on the toolbar and
then select
the file in the Insert Attachment dialog box.
5.Click the Send button on the toolbar when you’re finished.

Forward an E-mal
Another command is to forward an email. You might do this if you have received
some information you want to share with another person who did not receive the
message. Click on the Forward command. This will take the message you want to
forward to the compose screen. You can then write in the address of the person
whom you wish to forward the email to When you forward an email, you still retain
a copy for yourself.

Have learners to demonstrate, giving reasons for using From:, To: cc:, bcc: and subject
features when sending an email.

Reflection (10 mins)

We have learnt to reply and forward email

Use peer discussion and effective questioning to find out from learners what they
have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 describe how to access and reply email messages.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 11
Date: , DAY: Subject: Computing
22nd
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Information Security
Indicator: Lesson:
Content Standard:
B7.3.3.1.1 Discuss the key principles of information
B7.3.3.1. Recognize data threats and means of
security 1 of 2
protection
Performance Indicator: Core Competencies:
Learners can describe the principles of information security. CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 18-20

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Describing the
videos principles of
Using questions and answers, revise the previous lesson with learners. information
security.
Share performance indicators and introduce the lesson.

Main (35 mins)

Brainstorm learners to explain the meaning of information security.

Information security covers the tools and processes that organizations use to protect
information.
Research in pairs the key principles of information security.
Example: confidentiality, integrity and availability

Guide learners to discuss the three key principles of information security.

Confidentiality
Confidentiality measures are designed to prevent unauthorized disclosure of information. The
purpose of the confidentiality principle is to keep personal information private and to ensure
that it is visible and accessible only to those individuals who own it or need it to perform
their organizational functions.
Integrity
Consistency includes protection against unauthorized changes (additions, deletions,
alterations, etc.) to data. The principle of integrity ensures that data is accurate and reliable
and is not modified incorrectly, whether accidentally or maliciously.

Availability
Availability is the protection of a system’s ability to make software systems and data fully
available when a user needs it (or at a specified time). The purpose of availability is to make the
technology infrastructure, the applications and the data available when they are needed for an
organizational process or for an organization’s customers.

Guide learners to research and analyze scenarios involving information

security. Example:
Bob, driving down a main street in his patrol car notices smoke coming out of a warehouse. His
partner, Alice, reports the emergency from her car. Alice enters the address of the building, a brief
description of its location (i.c., north west corner), and an emergency level.

In addition to a fire unit, she requests several paramedic units on the scene given that area appear to be
relatively busy. She confirms her input and waits for an acknowledgment.

John, the Dispatcher, is alerted to the emergency by a beep of his workstation. He reviews the
information submitted by Alice and acknowledges the report. He allocates a fire unit and two paramedic
units to the Incident site and sends their estimated arrival time (ETA) to Alice.

Alice received the acknowledgment and the ETA.

Reflection (10 mins)

We have learnt the key principles of information security.

Use peer discussion and effective questioning to find out from learners what they
have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions

 Identify and explain the key principles of information security

Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: 22nd , DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Information Security
Indicator: Lesson:
Content Standard:
B7.3.3.1.2 Explore the legal issues regarding
B7.3.3.1. Recognize data threats and means of
intellectual property rights 2 of 2
protection
Performance Indicator: Core Competencies:
Learners can discuss legal issues regarding intellectual property CI 6.3: DL5.1:
rights
Reference: Computing Curriculum P.g. 18-20

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrating
videos how to
Using questions and answers, revise the previous lesson with compose and
send email
learners. Share performance indicators and introduce the messages.

lesson.

Main (35 mins)

Brainstorm learners to explain the following terms..

Intellectual Property (IP): Intellectual Property (IP) is the property that is as a result of the
creativity of the mind of a person.

Intellectual Property Right (ILR) : Intellectual Property Right is the exclusive right given to
inventors for their Intellectual Property. It is also the exclusive right given to inventors on the
production, sale, hiring, etc. of the things they have invented.

Guide learners to discuss the types of Intellectual Property.

guide learners to differentiate between the various legal issues mentioned.
(e.g. Copyright, Patent, Trademark, Piracy, Copyright Infringement)
Trademark
Trademark is formally registered name, word, logo, symbol or image that is used to identify the manufacturer
or distributor of products or services. The symbol for trademark is Tm or ®.

Patent
Patent is an exclusive right given to inventors to manufacture, use or sell inventions for limited
period of time.

Piracy: Piracy is the unauthorized copying and distribution of copyrighted materials. A person who is
copying and distributing without authorization is a PIRATE. Pirates produce the counterfeits of the original
materials and sell them at low prices.

Plagiarism: Plagiarism is the taking of someone's work or idea and claiming it as your own. It is a
criminal act and is punishable under the copyright laws of Ghana.

Copyright
Copyright is the legal right given to inventors of original works on the use, production, reproduction, rental
and sale of their works. In other words, it’s the right that does not allow individuals to copy intellectual
property of the original owner. It controls the production of intellectual property right.

Copyright Infringements
Copyright infringement is an act of reproducing, copying, imitating, selling, distributing, using, exhibiting, etc.
a copyright product or material without permission from the inventor.

Guide learners to discuss issues pertaining to copyright (e.g. freeware, shareware,

crippleware). Freeware is software, most often proprietary, that is distributed at no monetary cost to
the end user. There is no agreed-upon set of rights, license, or EULA that defines freeware unambiguously;
every publisher defines its own rules for the freeware it offers.

Shareware is software that is distributed free on a trial basis with the understanding that the user
may need or want to pay for it later. Some software developers offer a shareware version of their
program with a built-in expiration date (after 30 days, the user can no longer get access to the
program.

Crippleware has been defined in realms of both computer software and hardware. In software,
crippleware means that "vital features of the program such as printing or the ability to save files are
disabled until the user purchases a registration key".
Guide learners to discuss the consequences associated with breaking these

laws. Reasons for Copyright Protection (Laws)

 To encourage people to be innovative and invent new things.
 To ensure that inventors gain financial benefits from their hard work.
 To increase the revenue of the Nation as it is easy to tax copyrighted materials.
 To protect the works of inventors.
 To promote development because new things will always be produced.

Consequences of Breaking Copyright Laws

 Fine, imprisonment or both on the culprits / offenders.
 Confiscation of items.
 Discourages people from inventing new things.
 Inventors lose financial rewards from their inventions.
 Government loses revenue in the form of taxes and levies.

Reflection (10 mins)

We have learnt how to compose and send email messages.

Use peer discussion and effective questioning to find out from learners what they
have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 What is copyright law?
 Identify any four importance of the copyright law
 State four consequence of copyright infringement.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 WEEKLY LESSON NOTES – B7
WEEK 12
Date: 29th , DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Information Security
Indicator: Lesson:
Content Standard:
B7.3.3.1.3 Evaluate information security forensic
B7.3.3.1. Recognize data threats and means of
auditing and criminal laws against offenders 1 of 2
protection
Performance Indicator:
Core Competencies:
Learners can describe the criminal laws against offenders of
CI 6.3: DL5.1:
information security.
Reference: Computing Curriculum P.g. 20

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Evaluating
videos information
Using questions and answers, revise the previous lesson with security
forensic
learners. Share performance indicators and introduce the auditing and
criminal laws
lesson. against offenders.

Main (35 mins)

Engage learners to watch a video of how offenders of data security breach are identified.

Guide learners to discuss the laws protecting data and the applicable sanctions for their
breach. Identify some common occurrences of data security breaches that people in
the community overlook and their corresponding sanctions.
Reflection (10 mins)
Use peer discussion and effective questioning to find out from learners what they have
learnt
during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Identify and explain criminal laws against offenders of information security.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 1
Date: 16th SEPT, 2022 DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the B7.3.4.1.1 Identify the importance of the web in
use of a Web Browser learning [Virtual Learning Environments] 1 of 2
Performance Indicator: Core Competencies:
Learners can identify the importance of the web in learning CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Describing the
videos importance
In pairs, discuss: True or False: You can find information about of Virtual
everything on the internet. Learning
Have learners present their findings to the class for further Environment
discussion. s

 What type of information can we find on the internet?

 What do you use those information for?
 Can you information about everything on the internet?

Share performance indicators and introduce the lesson.

Main (35 mins)

Brainstorm learners for the important of the internet.

 What are some of the importance of using the internet?

Their responses must include; for learning.

In groups, have learners to discuss how we can use the internet to learn.

Brainstorm learners for the meaning of Virtual Learning

Environments (VLEs.) Virtual Learning Environments is a web-based
platform for the digital aspects of courses of study, usually within
educational institution.

Engage learners to research on the internet for more information and

Ghanaian instructions that run the Virtual Learning Environments.
They can start with www.elearning.presbyunversity.edu.gh

Put learners in groups of five. Let them explore the importance of VLEs for
learning.

Using the ICT center, allow self-paced learning (E-learning) among

learners. Allow learners to take notes on;
 Self-discipline
  Health Hazards
 Sense of isolation
 Level of understanding
 The use of data bundle
 Availability of TLMs

Create opportunity to learn new skills without having to use a regular

classroom.

Assessment
What is Virtual Learning Environments?
What is the impact of Virtual Learning Environments on
learners? What are the characteristics of Virtual Learning
Environments?
State three function of Virtual Learning Environments
Write four benefits/importance of Virtual Learning Environments

Reflection (10 mins)

What have we learnt today?

Use peer discussion and effective questioning to find out from

learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Identify four advantages of VLEs
 State four disadvantages of VLEs
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: 16th SEPT, 2022 DAY: Subject: Computing
Duration: 60MINS Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the use of a B7.3.4.1.2 Explore the use of open learning
Web Browser (Search engine) websites in the classroom 2 of 2
Performance Indicator: Core Competencies:
Learners can describe the use of open learning websites in the classroom CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Describing use
videos of
Using questions and answers, revise the previous lesson with open learning
learners. websites in the
 What are Virtual Learning Environments? classroom
 What is the impact of Virtual Learning Environments on learners?
 What are the characteristics of Virtual Learning Environments?
 State three function of Virtual Learning Environments
 Write four benefits/importance of Virtual Learning Environments

Share performance indicators and introduce the lesson.

Main (35 mins)

In groups, let learners research on open learning websites.

Learners present their findings to the class for
discussion.
 what is an open learning websites?
 What are some examples of open learning websites?
 Is open learning an LMS?

Guide learners to explain the meaning of open learning

websites. Open learning is an online learning platform that goes beyond content
delivery to focus on community, connectedness and learner engagement.

Engage learners to come up with some examples of open learning

websites. Examples: Khan Academy, edX, Udemy, Udacity, etc.

Assessment
In groups, let learners research for more information on the
examples of the open learning websites identified.

Each group is supposed to prepare a flow chart of the content

and uses of the open learning websites.

Demonstrate and explore the uses of open learning

websites in the classroom e.g., Khan Academy, Coursera,
Edx, Saylor, etc.

 Khan Academy – it is a study website that offers in-depth subjects.

This site is useful to match your learning goals
 EdX – it is one of the best free online courses’ providers. It offers
university- level courses in varieties of disciplines.

Assessment
 What is a Learning Management Systems (LMS)?
 Identify and describe five examples of open learning websites
 What are open learning websites?
 Give five examples of open learning websites.

Reflection (10 mins)

What have we lean today?

Use peer discussion and effective questioning to find out from

learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Explain the concept of Learning Management Systems (LMS)
 Give examples of Learning Management Systems (LMS).
 Is open learning website an LMS?
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Is Google a website or webpage? Discuss.
What is the difference between a website and a webpage?

Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: 23rd SEPT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the use of a Web B7.3.4.1.3 Demonstrate the techniques for
Browser evaluating web pages 1 of 2
Performance Indicator: Core Competencies:
Learners can demonstrate the techniques for evaluating web pages CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19
Keywords: Authority: Accuracy: Credibility: Content: Current , Functionality

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrating
videos the
Prepare flash cards of the key words with the words on one side of techniques
the card and the meaning on the reverse of the flash card. for
Issue each learner with a flash card. evaluating
Get all the learners with the same key word to come to the front of the web pages
class to try to explain in their own words what they think it means
and let the rest of the class choose the explanation that best fits the
correct meaning.

 Did you enjoy the game?

 What words did you learn in the game?

Share performance indicators and introduce the lesson.

Main (35 mins)

In groups, learners research the criteria in evaluating a web

page. Have learners to present their findings to the class for
discussion.
 How do you evaluate a webpage?
 What are the ways of evaluating a webpage?
 What is the importance of evaluating a webpage?

Demonstrate with learners the techniques for evaluating web pages.

 Authority: Who owns the content on the page.
 Accuracy: How true is the information?
 Credibility: Who wrote the page? Is the person an expert in the
subject matter?
 Content: Is it on the correct subject matter?
 Current: Is the content up-to-date? When was the last time it was
updated?
 Functionality: Does the site work well?

In turns, learners state and explain a criteria for evaluating a web

page

Through a whole discussion, guide learners to talk of the

importance of evaluating a webpage.

Assessment
 How do you evaluate a webpage?
 What are the ways of evaluating a webpage?
 What is the importance of evaluating a webpage?

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 How do you evaluate a webpage?
 What are the ways of evaluating a webpage?
 What is the importance of evaluating a webpage?
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 3
Week Ending: 30th SEPT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to
Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the B7.4.1.1.1 Demonstrate the correct use of
concept of programming programming terminologies 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and List the
videos programming
Ask learners questions to review what they already know about terminologies
programming. in alphabetical
order or
 What makes your computers and phone work?
grouping to aid
 Do you know how your favorite game was developed? recall.

Share performance indicators and introduce the lesson.

Explain each of
the terminologies.
Main (35 mins)

Guide learners to list the terminologies relating to programming to aid

recall.
E.g. algorithm, source code, compiler, etc.

In groups, learners explain each of the terminologies listed above.

 Algorithm is a set of steps used to complete a specific task. They
are the building blocks for programming, and they allow things
like computers, smartphones and websites to function and
make decisions.

 Source code is the list of human-readable instructions that a

programmer writes (in word processing program) when he is
developing a program.

 Compiler is a special program that translates a programming

language’s source code into machine code. It is written high
level, human readable language such as Java or C++.

Develop a puzzle or game that will aid understanding the concept of

programming.

Assessment
Explain the following as used in programming.
i. loop,
ii. function,
iii. class

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List and explain, with practical examples, the terminologies relating to programming in alphabetical
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 30th SEPT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to
Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the B7.4.1.1.1 Demonstrate the correct use of
concept of programming programming terminologies 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and List the
videos programming
Ask learners questions to review what they already know about terminologies
programming. in alphabetical
order or
 What makes your computers and phone work?
grouping to aid
 Do you know how your favorite game was developed? recall.

Share performance indicators and introduce the lesson.

Explain each of
the terminologies.
Main (35 mins)

Guide learners to list the terminologies relating to programming to aid

recall.
E.g. data type, variable, conditional array, etc.

In groups, learners explain each of the terminologies listed above.

 Data type is a classification that specifies which type of value a
variable has and what type of mathematical, relational or logical
operations can be supplied to it without causing an error.
Types of data include integral, floating point, character string and
composite types

 Variable is a value that can change, depending on

conditions or on information passed to the program.

 Loop is a sequence of instructions that is continually

repeated until a certain condition is reached.

Develop a puzzle or game that will aid understanding the concept of

programming.

Assessment
Explain the following as used in programming.
i. constant,
ii. algorithm,
iii. compiler

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List and explain, with practical examples, the terminologies relating to programming in alphabetical
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 4
Week Ending: 7th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to
Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept B7.4.1.1.1 Demonstrate the correct use of
of programming programming terminologies 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and List the
videos programming
Ask learners questions to review what they already know about terminologies
programming. in alphabetical
order or
 What makes your computers and phone work?
grouping to aid
 Do you know how your favorite game was developed? recall.

Share performance indicators and introduce the lesson.

Explain each of
the terminologies.
Main (35 mins)

Guide learners to list the terminologies relating to programming to aid

recall.
E.g. data type, variable, conditional array, etc.

In groups, learners explain each of the terminologies listed above.

 Data type is a classification that specifies which type of value a
variable has and what type of mathematical, relational or logical
operations can be supplied to it without causing an error.
Types of data include integral, floating point, character string and
composite types

 Variable is a value that can change, depending on

conditions or on information passed to the program.

 Loop is a sequence of instructions that is continually repeated

until a certain condition is reached.

Develop a puzzle or game that will aid understanding the concept of

programming.

Assessment
Explain the following as used in programming.
i. constant,
ii. algorithm,
iii.compiler

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List and explain, with practical examples, the terminologies relating to programming in alphabetical
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 7th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to
Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept B7.4.1.1.2 Demonstrate understanding in the
of programming use of data types (e.g. float, integer, string, 1 of 2
char, etc.)
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners should
videos be
Using questions and answers, revise the terminologies of able to
1.Identify the
Programming with learners.
various data
 Define the Following; types.
1. Algorithm 2.Explain
2. Source Code what data
3. Compiler types are.
3.Explain the
Share performance indicators and introduce the lesson. function and
importance of
data types.
Main (35 mins)

Briefly explain what data type is.

Guide learners to identify and list the various data types such
as float, integer, string, char, etc.

In groups, learners explain and give uses of each of the data types
listed above.
 Integer (int): Numeric data type for numbers without
fractions. Example: All whole numbers e.g. 50, 400, 30
etc.
 Floating Point (float): Numeric data type for numbers with
fractions. Example: All numbers with points in them e.g.
101.1, 0.7, 405.8 etc.
 String (str or text): Sequence of characters, digits.
Example: hello, 0244443344 etc.
 Character (char): Single letter, digit, punctuation mark,
symbol, or blank space. Example: a, 1, !

In Groups, learners develop key questions around daily activities

to identify the data type.
For example, the first name of your best friend is written as a string
data type

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Develop three (3) questions based on daily activities to identify the data types
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Guide learners to discuss the use of variables and constants as
useful
ingredients for defining values that are used within a function or
program.
 Learners to understand that in programming, constants
are used to store information that is never going to
change.
 Learners to understand variables in programming
as any characteristics, number, or quantity that can be
measured or counted.
E.g. age, sex, country of birth, class grades, eye color, etc.

Have learners use the internet to search for more practical

example of variables and constants in programing.
Example:
During the running of a program, there will be times when the
program needs toValue
Variable name remember/ Constant
sort a value
Nameso itvalue
can be read
and used later on.4
Level VAT 20
High score 1202 Days 365
Surname Smith Bonus 100

In groups, learners discuss the benefits of using variables instead

of constants in a program.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 State three benefits of using variables and constants in a program.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 14th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to
Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept B7.4.1.1.3 Demonstrate the use of constants
of programming and variables used in programming 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used
CI 6.3: DL5.1:
in programming
Reference: Computing Curriculum P.g. 19
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrate
videos the use of
Ask learners questions to review what they already know about constants
programming. and variables
 What makes your computers and phone work? used in
 Do you know how your favorite game was developed? programmin
g
Share performance indicators and introduce the lesson.

Main (35 mins)

This activity should be done groups. Write down these questions each
on a paper.
4. What is computer programming?
5. State and explain any four terminologies used to
describe programming concepts.
6. Identify and explain the various data types.

Give learners enough time to finish the task. Call group 1 to do a

presentation to the whole class. Allow learners to ask questions for
more clarification.

Revise with learners on the meaning of programming.

Programming is the process of creating a set of instructions that tell a
computer how to perform a task.

Remind learners that programming is done using a variety of computer

programming languages, such as JavaScript, Python and C++.

Have learners mention some computer application softwares they

know. Example: Microsoft Office, Mavis Beacon, FIFA, etc.

Learners describe and demonstrate how these softwares work.

Guide learners to discuss the use of variables and constants as
useful ingredients for defining values that are used within a
function or program.
  Learners to understand that in programming, constants are
used
to store information that is never going to change.
 Learners to understand variables in programming
as any characteristics, number, or quantity that can be
measured or counted.
E.g. age, sex, country of birth, class grades, eye color, etc.

Have learners use the internet to search for more practical

example of variables and constants in programing.
Example:
During the runningValue
Variable name
of a program, there will be times
Constant Name
when the
value
program
Level needs to4remember/ VATsort a value so it20can be read
and
Highused
scorelater on.1202 Days 365
Surname Smith Bonus 100

In groups, learners discuss the benefits of using variables instead

of constants in a program.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 State three benefits of using variables and constants in a program.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 6
Week Ending: 21st OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Indicator: Lesson:
B7.4.2.1.Analyse the correct step-by-step B7.4.2.1.1 Understand the use of
procedure in solving any real-world problem sequence, selection and iteration in writing a 1 of 2
programme.
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used
CC8.2: CP6.1
in programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Write numbers (1-10) in an orderly arrangement to represent Write down
sequence. Have learners observe the pattern and talk about it. any set of
numbers
Task learners to write thier itinerary for the day in a logical (e.g. 1-10) in
order to depict sequence. an orderly
arrangement
Share performance indicators and introduce the lesson. to represent
a sequence.

Main (35 mins) 2.Present a

case study
Brainstorm learners for the meaning of sequence, selection and where there
iteration in writing a programme is more than
Sequence is the order in which the statements in programing are executed one option to
one after another. The sequence of a program is extremely important as choose from
carrying out instructions in the wrong order leads to a program
and still the
performing incorrectly.
same
outcome is
Show pictures to learners to see a practical example of how a
achieved.
computer boots.
3.Develop a
solution to a
problem
which uses
iteration to
control the
flow of the
program.
Explain sequencing as the means through which the
computer runs a code in order, one line at a time from the
top to the bottom of a program. It starts at line 1, then executes
line 2, then line 3 and so on until it reaches the last line of the
program.

Present a case study that has more than one option to choose
from and still achieve the same outcome with any option chosen. For
example, tea with or without sugar options can still meet a
beverage outcome (selection).

Develop a solution to a problem which uses iteration to control the

flow of the programme (iteration).

Guide la to describe the meanings of the term’s algorithm,

decomposition and
abstraction.

Demonstrate practically by using Programs such as lightbot for practical

lessons.

Assessment
Present a case study where there is more than one option to
choose from, and yet any option selected leads to the same
outcome

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List a set of numbers (61-100) in an orderly arrangement to represent a sequence.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 21st OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Indicator: Lesson:
B7.4.2.1.Analyse the correct step-by-step B7.4.2.1.1 Understand the use of
procedure in solving any real-world problem sequence, selection and iteration in writing a 2 of 2
programme.
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used
CC8.2: CP6.1
in programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Write numbers (1-10) in an orderly arrangement to represent Write down
sequence. Have learners observe the pattern and talk about it. any set of
numbers
Task learners to write thier itinerary for the day in a logical (e.g. 1-10) in
order to depict sequence. an orderly
arrangement
Share performance indicators and introduce the lesson. to represent
a sequence.

Main (35 mins) 2.Present a

case study
Brainstorm learners for the meaning of sequence, selection and where there
iteration in writing a programme is more than
Sequence is the order in which the statements in programing are executed one option to
one after another. The sequence of a program is extremely important as choose from
carrying out instructions in the wrong order leads to a program
and still the
performing incorrectly.
same
outcome is
Show pictures to learners to see a practical example of how a
achieved.
computer boots.
3.Develop a
solution to a
problem
which uses
iteration to
control the
flow of the
program.

Explain sequencing as the means through which the computer

runs a code in order, one line at a time from the top to the
bottom of a program. It starts at line 1, then executes line 2,
then line 3 and so on until it reaches the last line of the
program.
Present a case study that has more than one option to choose from and
still
achieve the same outcome with any option chosen. For example, tea
with or without sugar options can still meet a beverage outcome
(selection).

Develop a solution to a problem which uses iteration to control the

flow of the programme (iteration).

Guide la to describe the meanings of the term’s algorithm,

decomposition and
abstraction.

Demonstrate practically by using Programs such as lightbot for practical

lessons.

Assessment
Present a case study where there is more than one option to
choose from, and yet any option selected leads to the same
outcome

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List a set of numbers (61-100) in an orderly arrangement to represent a sequence.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 7
Week Ending: 28th OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Lesson:
Indicator:
B7.4.2.1.Analyse the correct step-by-step
B7.4.2.1.2 Perform a linear search.
procedure in solving any real-world problem 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used
CC8.2: CP6.1
in programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Revise with learners to review their understanding in the previous 1.Locate a
lesson. given value
position out of
Share performance indicators and introduce the lesson. a listed set of
values.

Main (35 mins) 2.Arrange a

given set of
Guide learners to understand that linear search, also known as values or data
sequential search, is a process that checks every element in the list in increasing
sequentially until the desired element is found. and
decreasing
Demonstrate ability to locate a given value position out of a listed set
of values. A suggested example is the use of the match function in
order.
MS Excel.

Guide learners to list their ages, and use the list to demonstrate how
they can arrange the given data in increasing and decreasing order

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to list the ages of five (5) family members and arrange the ages in increasing and
decreasing
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 28th OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Lesson:
Indicator:
B7.4.2.1.Analyse the correct step-by-step
B7.4.2.1.2 Perform a linear search.
procedure in solving any real-world problem 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used
CC8.2: CP6.1
in programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function,
class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Revise with learners to review their understanding in the previous 1.Locate a
lesson. given value
position out of
Share performance indicators and introduce the lesson. a listed set of
values.

Main (35 mins) 2.Arrange a

given set of
Guide learners to understand that linear search, also known as values or data
sequential search, is a process that checks every element in the list in increasing
sequentially until the desired element is found. and
decreasing
Demonstrate ability to locate a given value position out of a listed set
of values. A suggested example is the use of the match function in
order.
MS Excel.

Guide learners to list their ages, and use the list to demonstrate how
they can arrange the given data in increasing and decreasing order

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to list the ages of five (5) family members and arrange the ages in increasing and
decreasing
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 8
Week Ending: 4th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Robotics
Indicator: Lesson:
Content Standard:
B7.4.3.1.1 Review the various applications of
B7.4.3.1 Discuss Robot Intelligence
robotic machines in society. 1 of 2
Concepts
Performance Indicator:
Core Competencies:
Learners can review the various applications of robotic machines
CC8.2: CP6.1
in society
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the previous p, State the
lesson. internet applications
source and uses of
Share performance indicators and introduce the lesson. robots in
society. 2.
Relate the
Main (35 mins) uses of robots
to real-life
Guide learners to understand what a robot is. situations. 3.
Explore the
Brainstorm learners to describe the work of robots. Learners prospects and
relate to some robots they saw on TVs and social media. problems of
using robots in
Have learners recall some of the causes of unemployment as the everyday
introduction of robots in the production of goods and services. activities..

Guide learners to state the applications and uses of robots in

society (e.g. manufacturing, health, education, assembling and
packing, transport, surgery, laboratory research, mass
production of consumer and industrial goods, taking pictures,
etc.)

Brainstorm learners for the meaning of Robotics.

Robotics involves the design, construction, operation, and use of
robots. The goal of robotics is to design machines that can help
and assist humans.

In groups, ask learners to bring to class simple gadgets to create

simple robots.
Example: fan using motor, Lego cars, cardboard robot, cardboard
train, torchlight, etc.
Explore prospects and challenges of using robots in various
operations

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to explain in detail the importance of robots in relation to health delivery,
manufacturing and
transportation
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 4th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Robotics
Indicator: Lesson:
Content Standard:
B7.4.3.1.1 Review the various applications of
B7.4.3.1 Discuss Robot Intelligence
robotic machines in society. 1 of 2
Concepts
Performance Indicator:
Core Competencies:
Learners can review the various applications of robotic machines
CC8.2: CP6.1
in society
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the previous p, State the
lesson. internet applications
source and uses of
Share performance indicators and introduce the lesson. robots in
society. 2.
Relate the
Main (35 mins) uses of robots
to real-life
Guide learners to understand what a robot is. situations. 3.
Explore the
Brainstorm learners to describe the work of robots. Learners prospects and
relate to some robots they saw on TVs and social media. problems of
using robots in
Have learners recall some of the causes of unemployment as the everyday
introduction of robots in the production of goods and services. activities..

Guide learners to state the applications and uses of robots in

society (e.g. manufacturing, health, education, assembling and
packing, transport, surgery, laboratory research, mass
production of consumer and industrial goods, taking pictures,
etc.)

Brainstorm learners for the meaning of Robotics.

Robotics involves the design, construction, operation, and use of
robots. The goal of robotics is to design machines that can help
and assist humans.

In groups, ask learners to bring to class simple gadgets to create

simple robots.
Example: fan using motor, Lego cars, cardboard robot, cardboard
train, torchlight, etc.

Explore prospects and challenges of using robots in various

operations

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to explain in detail the importance of robots in relation to health delivery,
manufacturing and
transportation
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 9
Week Ending: 11th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of
B7.4.4.1. Discuss Artificial intelligence
various areas of artificial intelligence 1 of 2
concepts
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial CC8.1: DL6.5
intelligence
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the p, internet Compare the
previous lesson. source key
technologies
Share performance indicators and introduce the lesson. such as
machine
learning,
Main (35 mins) Artificial Neural
Networks
Divide the emerging technologies under artificial intelligence and (ANN), virtual
show a short video (1-5 mins) or documentary on the reality,
principles of operation to generate classroom interaction. augmented
reality,
Consider each emerging technology and discuss the history, gamification,
principle of operation, real-world applications, advantages and deep learning,
disadvantages in society data mining.

Where the technology is available, allow learners to use. For Discuss the
example, you can engage them to write a documentary or report uses and
on specific sites explored using the virtual reality. importance of
Artificial
Assessment
Intelligence
Leaners must investigate the things human intelligence can do in (AI) to society
terms of reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that
computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Week Ending: 11th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of
B7.4.4.1. Discuss Artificial intelligence
various areas of artificial intelligence 1 of 2
concepts
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial CC8.1: DL6.5
intelligence
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the p, Compare the
previous lesson. internet key
source technologies
Share performance indicators and introduce the lesson. such as
machine
learning,
Main (35 mins) Artificial Neural
Networks
Divide the emerging technologies under artificial intelligence and (ANN), virtual
show a short video (1-5 mins) or documentary on the reality,
principles of operation to generate classroom interaction. augmented
reality,
Consider each emerging technology and discuss the history, gamification,
principle of operation, real-world applications, advantages and deep learning,
disadvantages in society data mining.

Where the technology is available, allow learners to use. For Discuss the
example, you can engage them to write a documentary or report uses and
on specific sites explored using the virtual reality. importance of
Artificial
Assessment
Intelligence
Leaners must investigate the things human intelligence can do in (AI) to society
terms of reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that
computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 10
Week Ending: 18th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of
B7.4.4.1. Discuss Artificial intelligence
various areas of artificial intelligence 1 of 2
concepts
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial CC8.1: DL6.5
intelligence
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the p, internet Compare the
previous lesson. source key
technologies
Share performance indicators and introduce the lesson. such as
machine
learning,
Main (35 mins) Artificial Neural
Networks
Divide the emerging technologies under artificial intelligence and (ANN), virtual
show a short video (1-5 mins) or documentary on the reality,
principles of operation to generate classroom interaction. augmented
reality,
Consider each emerging technology and discuss the history, gamification,
principle of operation, real-world applications, advantages and deep learning,
disadvantages in society data mining.

Where the technology is available, allow learners to use. For Discuss the
example, you can engage them to write a documentary or report uses and
on specific sites explored using the virtual reality. importance of
Artificial
Assessment
Intelligence
Leaners must investigate the things human intelligence can do in (AI) to society
terms of reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that
computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Week Ending: 18th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of
B7.4.4.1. Discuss Artificial intelligence
various areas of artificial intelligence 1 of 2
concepts
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial CC8.1: DL6.5
intelligence
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the p, Compare the
previous lesson. internet key
source technologies
Share performance indicators and introduce the lesson. such as
machine
learning,
Main (35 mins) Artificial Neural
Networks
Divide the emerging technologies under artificial intelligence and (ANN), virtual
show a short video (1-5 mins) or documentary on the reality,
principles of operation to generate classroom interaction. augmented
reality,
Consider each emerging technology and discuss the history, gamification,
principle of operation, real-world applications, advantages and deep learning,
disadvantages in society data mining.

Where the technology is available, allow learners to use. For Discuss the
example, you can engage them to write a documentary or report uses and
on specific sites explored using the virtual reality. importance of
Artificial
Assessment
Intelligence
Leaners must investigate the things human intelligence can do in (AI) to society
terms of reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that
computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 11
Week Ending: 25th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of
B7.4.4.1. Discuss Artificial intelligence
various areas of artificial intelligence 1 of 2
concepts
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial CC8.1: DL6.5
intelligence
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the p, internet Compare the
previous lesson. source key
technologies
Share performance indicators and introduce the lesson. such as
machine
learning,
Main (35 mins) Artificial Neural
Networks
Divide the emerging technologies under artificial intelligence (ANN), virtual
and show a short video (1-5 mins) or documentary on the reality,
principles of operation to generate classroom interaction. augmented
reality,
Consider each emerging technology and discuss the history, gamification,
principle of operation, real-world applications, advantages and deep
disadvantages in society learning, data
mining.
Where the technology is available, allow learners to use. For
example, you can engage them to write a documentary or report Discuss the
on specific sites explored using the virtual reality. uses and
importance of
Assessment Artificial
Leaners must investigate the things human intelligence can do in Intelligence
terms of reasoning that computer/artificial intelligence cannot do. (AI) to
society
Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that
computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Week Ending: 25th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of
B7.4.4.1. Discuss Artificial intelligence
various areas of artificial intelligence 1 of 2
concepts
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality,
gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/ Learners will be
lapto able to;
Revise with learners to review their understanding in the p, Compare the
previous lesson. internet key
source technologies
Share performance indicators and introduce the lesson. such as
machine
learning,
Main (35 mins) Artificial Neural
Networks
Divide the emerging technologies under artificial intelligence (ANN), virtual
and show a short video (1-5 mins) or documentary on the reality,
principles of operation to generate classroom interaction. augmented
reality,
Consider each emerging technology and discuss the history, gamification,
principle of operation, real-world applications, advantages and deep
disadvantages in society learning, data
mining.
Where the technology is available, allow learners to use. For
example, you can engage them to write a documentary or report Discuss the
on specific sites explored using the virtual reality. uses and
importance of
Assessment Artificial
Leaners must investigate the things human intelligence can do in Intelligence
terms of reasoning that computer/artificial intelligence cannot do. (AI) to
society
Reflection (10 mins)
Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that
computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 WEEK 11 & 12

Strand : Strands treated for the term Class : B7

Sub Strand: Sub strands for the term Duration : 50 mins
Content Standard: Demonstrate knowledge and understanding in the topics Date :
treated so
far.
Indicators: Recall and summarize all what they have learnt within the term. Day :
Key words:

Activities For Learning & Assessment Equipment/ Learners Progression

Resourc Resource
es Page Ref.
Starter (5 mins) Set of computer, Computing Learning how to
Video /pictures, wall Curriculum Pg. 3 identify and use
Revise previous lesson with learners using questions and answers. chart output devices

Proposing
environmentall
Main (35 mins) y responsible
practices that
Revise with learners to discuss features of fourth generation can be used to
computers. reduce the
The computers of fourth generation used very large scale integrated (VLSI) negative
circuits. This made computers more powerful, compact, reliable and affordable. As impact of
a result, it gave rise to personal computers (PC) revolution. E.g. desktop computers and
computers, laptop, notebook, etc. computer use
on the
Guide learners to Identify and explore the physical features of a environment
microchip
Revise with learners to demonstrate the use of input devices in a
computer laboratory/classroom.

Have learners to distinguish manual (e.g. keyboard, etc.) and automatic

(e.g. barcode reader etc.) input devices.

Using pictures, brainstorm learners to come out with the use of the
output devices.

Guide learners to demonstrate the use of output devices in a

computer laboratory or classroom.
Let learners explore the advantages and disadvantages of output
devices.

Revise with learners to Identify magnetic storage devices, portable

hard drives/Optical Discs and Drives or pictures of these items to
class

Guide learners to discuss in groups and present to the whole class

examples of energy-efficient devices and techniques.

Revise with learners on the negative impact of computers and

computer use on the environment.
Example: Negative effects – resource depletion ,pollution, privacy and
security etc

Reflection (10 mins)

Use peer discussion and effective questioning to find out from
learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily lives.
Homework/Project Work/Community Engagement Suggestions
 State any two features of fourth generation computers
 What is the main function of the microchip in computers
 Identify any two negative effect of computers on the environment.
 State two ways of reducing the negative effects identified.
 What is an input device?
 Mention the least input devices of a computer
 Draw any 2 input device.
 What is an output device?
 Mention any five output device you know.
 State the functions of the output devices stated above
Cross-Curriculum Links/Cross-Cutting Issues

Potential Misconceptions/Student Learning Difficulties

The facilitator can arrange to use the nearby school’s computer lab

Strand : Strands treated for the term Class : B7

Sub Strand: Sub strands for the term Duration : 50 mins
Content Standard: Demonstrate knowledge and understanding in the topics treated Date :
so far.
Indicators: Preparation towards vacation Day :
Key words:

Activities For Learning & Assessment Equipment/ Learners Progressio

Resourc Resource n
es Page Ref.
Starter (5 mins) Exercise books, pen, Answering
pencils, erasers, end of
Ask learners to bring and display all the materials needed for the Answer sheets. term
assessment. examinatio
n
Educate them on the consequences of examination mal practice. assessme
nt
questions
.

Main (35 mins)

Engage learners to arrange themselves properly to sit for the

assessment test.

Mark learners answer sheets or exercise books.

Fill in learner’s SBA books and report cards.

Distribute learners answer sheets or exercise books for feedback.