DETAILED SYLLABUS FOR SUB-ICT

S.5 Term 1
TOPIC 1: Introduction to ICTs (28 Periods)

TOPIC COMPETENCY:
The learner operates a variety of ICTs to perform tasks in the day-to-day life
Learning Outcomes Suggested learning activities Sample assessment strategy
The learner should be able to;

a) Explore the utilisation of a. Learners in pairs, discuss how a. Observe as learners tour the school,
various ICT tools in the day to the different ICT tools are used in identifying and labeling ICT tools. Note
different fields. interactions with tools and peers—accuracy in
day life (k,u,v/a) b. Learners make plenary identifying tools, participation, and teamwork.
presentation role playing how b. Converse with learners about the suitability,
ICTs are used in those fields. limitations, and alternatives of ICT tools,
c. Learners take a tour around asking probing questions to clarify
school to explore how ICT tools misconceptions.
are used within the school c. Assess learners’ presentations and written
system. work for clarity, coherence, and critical
evaluation of ICT tools and their applications.
d. Observe pair interactions to assess
collaboration and engagement in the
discussion.
b) operate digital tools to a. In groups,learners collaborate to a. Observe learners as they identify, explain and
solve day to day life explore how different ICT connect ICT components, focusing on accuracy
components can be connected to and teamwork.
challenges(v,k,s,gs) form a working system. b. Converse with learners about the booting
b. In pairs, learners brainstorm the process steps, using probing questions to
meaning of the booting process, assess depth of understanding.
discuss and create a flowchart of c. Assess learners' flowcharts and group
the steps involved in starting up a presentations for clarity, accuracy, and logical
computer and opening applications. reasoning in explaining how components and
c. In small groups, learners practice processes work together.
steps to start and shut down ICT
devices.
d. make a writeup of the significance of
observing proper start-up and
shutdown of ICT devices.
c) Form directories and use a. In groups, learners create files and a. Observe learners as they create, organize, and
them to store electronic files in organize them into folders and save files and folders, focusing on proper
organised locations. subfolders based on a given task structure, and collaboration.
(e.g., creating a project directory for b. Engage learners in discussions about the
schoolwork or a business). rationale for their file organization and saving
b. In small groups, learners save files on practices, using probing questions to assess
different storage media such as USB clarity and decision-making.
drives, external hard drives etc c. Assess how well learners organize their
c. Individually, learners save documents folders, files, and presentations to see if they
in specified formats (e.g., .docx, .pdf, are clear, logical, and fit the given task.
.txt) and in designated folders.
d. In small groups,learners simulate a
real-world scenario (e.g., storing a
client’s information for a project) by
creating a file structure and saving
files to the appropriate locations.
 e. In groups,learners create a folder
structure for a given scenario (e.g.,
organizing photos, school
assignments, or business files) and
present their approach to the class.
f. In groups,learners create and
organize files, then exchange
computers with a partner to evaluate
the file structure and organization for
clarity and efficiency.

S.5 Term 1
TOPIC 2: Electronic Presentation (32 Periods)

TOPIC COMPETENCY:

The learner creates and delivers visually appealing, interactive electronic presentations to communicate ideas effectively

Learning Outcomes Suggested learning activities Sample assessment strategy

The learner should be able to;

a) In small groups, learners research and a. Observe learners perform the activity,
a) Create electronic compare presentation software (e.g., intervening to help them improve their
presentations and use them PowerPoint, Google Slides, Canva) and skills and develop their understanding
select the most suitable one for a given so they can all achieve learning
to communicate ideas.
scenario. outcomes
b) In groups, explore different template b. Listen to learners’ discussions as they
designs available in the chosen software, work on their presentations. Ask
discussing which layouts are best suited probing questions to deepen their
for specific types of content (e.g., graphs learning.
for data, images for storytelling). c. Evaluate quality of presentations
 c) In groups, learners create a presentation produced, the steps along the way and
by applying suitable template designs and contributions to evaluation of their own
layout. and others’ work.
d) In groups, learners create a basic d. Observe students create presentations
presentation on a given topic within a set on a specific topic, ensuring they use
time, focusing on applying suitable various software tools and features
templates and layouts efficiently.
e) In groups, learners work in pairs to
customize a presentation theme by
changing background colors, fonts, and
slide layouts to match a chosen topic..
f) In groups, learners present their work to
the class, applying features like speaker
notes and slideshow mode, and receive
feedback on their delivery and visual aids.
b) Format presentations by a. Learners create individual slides within a a. Observe learners as they design and
applying design principles to group project, applying text formatting, enhance slides, focusing on the application
bullet points, word art, and smart art to of formatting, multimedia, and design
enhance them to make them enhance visual appeal. principles to improve visual appeal and
visually appealing and b. Work in groups to collaboratively
readability.
incorporate multimedia elements (e.g.,
engaging to the audience. b. Engage learners in discussions about their
images, videos, animations, audio) into
your presentations to make them more choice of transitions, animations, and
engaging. design elements, assessing their
c. In pairs, learners experiment with slide understanding of effective presentation
transitions and object animations, techniques.
applying them to their presentation and c. Assess learners’ presentations for visual
discussing when to use them effectively hierarchy, alignment, use of multimedia,
d. Work in groups to improve poorly and storytelling effectiveness in meeting
designed slides by applying design
the given task or scenario.
principles focusing on readability, visual
 hierarchy, and alignment.
e. In groups, learners format a presentation
to tell a compelling story, focusing on how
design elements guide the audience
through the narrative.
f. In groups, learners design a professional
presentation for a mock event (e.g.,
product launch or educational seminar),
ensuring it is visually appealing and
audience-friendly.
c) Collaborate with others to a. In groups,learners create a shared
develop a presentation using presentation using cloud-based tools like a. Observe learners as they collaborate
online and offline tools Google Slides, Microsoft PowerPoint online in real-time, focusing on their ability
Online, or Canva. Each member to use cloud-based tools effectively and
contributes to specific slides in real-time coordinate their contributions.
b. In groups, learners work from separate b. Engage learners in discussions about the
locations, using video conferencing tools challenges and strategies for using online
(e.g., Zoom, Microsoft Teams, Google collaboration tools, assessing their
meet) to collaborate and rehearse their understanding of teamwork and
presentation online. technology.
c. Assess the final shared presentation for
cohesiveness, quality of individual
contributions, and the effective integration
of collaborative efforts.

S.5 Term 2
TOPIC 3: Computer Hardware (28 Periods)

TOPIC COMPETENCY:
 The learner performs routine services on computer hardware to ensure optimal functionality and performance.

Learning Outcomes Suggested learning activities Sample assessment strategy

The learner should be able to;

a. Brainstorm, in a think pair session, and

a. Classify hardware report on the importance of each of the a. Observe learners as they classify
components into input, hardware tools. hardware devices and participate in
b. In pairs classify, a list of hardware devices matching games, focusing on accuracy
output, storage, and
as Input, output, storage, communication and teamwork in identifying categories
processing categories, and processing tools into their respective and functions.
explaining their functions. categories. b. Converse with the learners as they
c. In groups, learners play a game matching connect and use peripheral tools such
hardware device names to their as printer, scanner and projector
categories and functions using flashcards appropriately to remove
or an online tool. misconceptions
d. In groups, learners explore how modern
c. Assess learners' reports and
devices (e.g., touchscreens or VR
explanations for clarity, accuracy in
headsets) can belong to multiple
classification, and insightful exploration
categories (input/output) and explain their
dual functions. of devices with multiple functions.
b) Assemble a computer system a. In groups, provide learners with common
external hardware components (mouse, a. Observe learners as they identify
using the provided hardware
Keyboard, Projector, monitor, cables, etc.) hardware components and assemble
components, ensuring correct and guide them in identifying each part or simulate computer systems,
connections and configurations. and understanding its purpose and how it focusing on accuracy and adherence to
connects to the system’s unit. instructions.
b. In groups, learners use a computer b. Engage learners in discussions about
assembly simulation software or an the purpose and functionality of each
interactive online tool where learners can hardware component, assessing their
virtually assemble/connect a computer understanding and ability to relate
system. components to system operations.
c. Pair learners and provide them with a set
c. Assess learners' completed assemblies
of hardware components to assemble
and diagnostic analyses for accuracy,
under supervision. Supply a checklist of
completeness, and proper identification
steps to follow.
d. In pairs, learners will use system of system components and their
diagnostic tools (e.g., Task Manager, purposes.
System Information, or third-party
software) to analyze system specifications
and match each component to its
identified purpose.
c) Demonstrate safe handling a. Divide learners into groups and provide a. Observe learners as they handle
practices for computer hardware each group with hardware components hardware components and safety
and conduct routine and safety tools (e.g., anti-static tools, focusing on proper handling
maintenance to ensure optimal wristbands). Task them with researching techniques, adherence to safety
performance. and demonstrating proper handling
protocols, and teamwork during
techniques
troubleshooting tasks.
b. Pair discuss safety measures, such as
turning off power before working on b. Engage learners in discussions
components. about safety measures and
c. Present a non-functional computer and troubleshooting strategies,
 allow students to collaboratively identify, assessing their understanding of
troubleshoot, and resolve hardware when and why these steps are
issues. necessary.
d. Group students as they demonstrate how c. Assess learners' troubleshooting
to clean internal and external
process and cleanliness
components, such as removing dust from
demonstrations for effectiveness,
fans, heat sinks, and power supplies.
accuracy, and safety in maintaining
and resolving hardware issues.

S.5 Term 2
TOPIC 4: Computer Software (30 Periods)

TOPIC COMPETENCY:

The learner performs routine services on computer software to ensure optimal functionality and performance.

Learning Outcomes Suggested learning activities Sample assessment strategy

The learner should be
able to;

a) Evaluate software a. Learners in pairs or small groups classify a list a. Observe learners as they classify
options based on user of provided software into system, application, software types and engage in role-
playing activities, focusing on
requirements and or utility categories. They also describe the
accuracy, the clarity of explanations,
system capabilities, primary purpose of each software type in and the effectiveness of their
while distinguishing managing or enhancing computer functionality. recommendations.
b. Engage learners in discussions and
between system, b. In groups, learners analyze case studies debates about the software options and
application, and utility detailing user requirements (e.g., for a their suitability for specific user needs,
assessing their ability to justify choices
software. business, school, or personal use) and
based on system capabilities.
compare different software options, considering c. Assess learners' case study analyses,
system capabilities. Each group presents their recommendations, and group
presentations for logical reasoning,
recommendations and explains their choices.
clear communication, and a deep
c. In groups, learners use multiple software understanding of software functionality
applications (e.g., antivirus programs, office and its alignment with user
requirements.
suites, or system optimizers) in a lab
environment. They evaluate performance, user
interface, and compatibility with the provided
hardware and system.
d. Learners act as IT consultants in a role-playing
activity where a "client" provides specific needs
(e.g., needing software for document
management or system maintenance). The
learners recommend software solutions,
explaining how they align with the client's
requirements and the system's capabilities.
e. In groups, learners debate which type of
software (system, application, or utility) is most
critical in specific scenarios, such as managing
 a business, maintaining a personal computer,
or running a school system.

b) Install software
a. In small groups, learners analyze hardware a. Observe learners as they analyze
applications and
specifications and identify suitable operating hardware specifications and
operating systems for configure software settings, focusing
systems and applications, presenting their
optimal performance. on accuracy, attention to detail, and
findings and justifications to the class the ability to troubleshoot
b. In groups, learners follow provided manuals compatibility issues.
b. Engage learners in discussions
and step-by-step guides to install an operating
about their choices of operating
system and a software application on a systems, applications, and
computer, ensuring all installations are configurations, probing their
reasoning behind decisions to ensure
compatible with the hardware.
they understand compatibility and
c. Working individually or in pairs, learners real-world application.
configure advanced software settings such as c. Assess learners' presentations,
user preferences, network options, and security installation processes, and
configuration tasks for clarity,
protocols, based on specific real-world correctness, and how well they apply
scenarios provided by the instructor the instructions and handle software
settings based on given scenarios.
c) diagnose, troubleshoot,
and resolve common a. In pairs, Learners are provided with computers a. Observe learners as they use diagnostic
software issues and or virtual environments pre-configured with tools to identify and resolve software
strategies to implement issues, focusing on their systematic
common software issues (e.g., crashes, errors,
effective solutions. approach, error solving skills, and
or compatibility problems). They use diagnostic teamwork.
tools (e.g., Event Viewer, Task Manager) to b. Engage learners in discussions about
their diagnostic strategies, asking
identify and resolve the issues systematically
probing questions to evaluate their
b. In small groups, learners explore and practice understanding of the root causes of
using diagnostic tools like system logs, software malfunctions and how to
effectively address them.
compatibility checkers, or antivirus programs.
c. Assess learners’ documentation of
They document how each tool can be applied to troubleshooting processes, case study
troubleshoot specific software malfunctions. analyses, role-playing scenarios, and
c. Learners analyze real-world case studies of individual presentations for clarity,
accuracy, and the depth of their
software malfunctions (e.g., an office problem-solving approaches.
experiencing application crashes). They identify
the root causes, propose solutions, and discuss
how their strategies minimize downtime.
d. In groups, learners take turns playing the roles
of an IT technician and a client. The "client"
describes a software issue, while the
"technician" systematically identifies the
problem using diagnostic strategies and
 proposes solutions to resolve it effectively.
e. Learners individually present their software
installation and configuration process to the
class, highlighting key steps and challenges,
and receive feedback from peers to refine their
skills

S.5 Term 3
TOPIC 5: Electronic Word Processing (30 Periods)

TOPIC COMPETENCY:
The learner designs and formats professional word-processed documents with advanced features to effectively
communicate and share information
Learning Outcomes Suggested learning activities Sample assessment strategy
The learner should be able to;

a) Word process documents a. Learners explore different word

a. Observe learners as they explore and
for information sharing and processing software (e.g., Microsoft Word,
create documents, focusing on their
communication within the Google Docs, LibreOffice Writer) and ability to navigate software tools, apply
school setting. practice opening and creating a new layout features, and use formatting
options effectively.
document.
b. Engage learners in discussions about
b. In groups, learners analyse key features the document creation and editing
such as menus, toolbars, and document process, assessing their understanding
of the features they use and how they
 templates. enhance document presentation.
c. In small groups, Learners create a c. Assess the word documents for proper
use of formatting tools, content
document by layout elements such as
organization, integration of external
margins, page orientation, and spacing. elements, and overall presentation
d. In groups, learners will collaboratively edit quality. Additionally, evaluate their ability
to provide constructive feedback on peer
and review a document by utilizing the full
documents.
range of tools and features available in
word processing software.
e. In groups, Learners apply various
formatting tools in a Word document,
including font styles, paragraph
alignment, page setup, and heading
styles, to enhance document
presentation.
f. In small groups, Learners practice
importing external data such as tables
from Excel, charts from Google Sheets, or
images from the web into a document.
g. In small groups, learners adjust the size
and format of the imported elements to
ensure they integrate smoothly with the
document layout.
 h. In small groups, Learners practice saving
documents in different formats (e.g.,
.docx, .pdf) and export documents for
printing or sharing.
i. In groups, Learners exchange documents
with a peer for review to provide
constructive feedback on formatting,
layout, and content organization.

b) enhance word processed a. In groups, learners explore different word

a. Observe learners as they explore and
documents with various processor objects (tables, shapes, charts,
apply different word processor objects
(tables, shapes, charts, SmartArt, WordArt, and clip art). (e.g., tables, charts, shapes, WordArt,
SmartArt, WordArt, and clip art) b. In groups, learners discuss how each can etc.), focusing on their ability to use
these elements creatively and effectively
for improved information be used to enhance document
to enhance document presentation.
presentation and presentation and share ideas on their best b. Engage learners in discussions about
communication. uses. the purpose and best uses of each
visual element, probing their
c. In pairs, learners create a table to
understanding of how these tools
organize data in a document. contribute to document clarity,
readability, and design.
d. In pairs, learners apply different c. Assess the final documents for proper
formatting styles such as borders, integration and formatting of objects like
tables, shapes, and images, evaluating
shading, and font adjustments to enhance
how well they support the document's
the table’s appearance and readability. content and overall presentation. Also,
e. In groups, learners create smart art based evaluate the quality of peer feedback
regarding the use of visual elements.
on provided data and format it to ensure
clarity of the content.
f. In pairs, learners insert and manipulate
various shapes (e.g., rectangles, arrows,
circles) in a document to create simple
diagrams.
g. In pairs, learners apply WordArt to create
stylized headings or emphasis text. They
experiment with different styles, colors,
and effects to make the text stand out.
h. In groups, learners search for and insert
appropriate clip art or images into a
document. They practice resizing,
positioning, and formatting the visuals to
support the document’s content.
i. In pairs, learners exchange documents
and provide feedback on the use of visual
elements. They focus on how well the
tables, charts, and other objects support
the document’s overall structure and
readability.
c) Apply document referencing a. In groups, learners explore the advanced a. Observe learners as they use advanced
features and other advanced features of word processing software, word processing features (e.g.,
referencing tools, mail merge, cloud
features to collaborate such as referencing tools (e.g., citations,
collaboration), focusing on their ability to
effectively footnotes, endnotes) and mail merging. apply these tools effectively and
b. In groups, learners collaborate to create a accurately in real-world tasks.
research document that includes citations b. Engage learners in discussions about
their process for using advanced
and a bibliography using referencing
features like citations, mail merging, and
tools. They apply various citation styles real-time collaboration, probing their
(APA, MLA, etc.) and generate a understanding of how these tools
reference list automatically. enhance document creation and
management.
c. In groups, learners practice using the mail
c. Assess the final documents for the
merge function by creating a template correct and consistent use of advanced
document (e.g., a letter or invitation) and features, such as referencing styles,
merging it with a data source (e.g., a citation lists, personalized mail merge,
and collaborative edits, ensuring the
spreadsheet of names and addresses) to
documents are well-organized,
produce personalized documents. formatted, and meet the intended
d. In pairs or small groups, learners work purpose.
together online using cloud-based word
processing software (e.g., Google Docs or
Microsoft Word Online) to create a shared
document. They collaborate in real-time,
using features like comments, track
 changes, and suggestions to refine the
document.
e. Individually, learners share their
documents with peers via cloud storage
or email, requesting feedback. They
review the feedback, make necessary
changes, and apply advanced features
like automated formatting or indexing to
finalize the document.
f. Individually or in groups,learners create a
comprehensive document (e.g., research
paper, newsletter, or business letter) that
incorporates referencing tools, mail
merging, and collaborative features. They
apply automation for efficient content
management and finalize the document
for sharing.

S.5 Term 3
TOPIC 6: Electronic Spreadsheet (30 Periods)

TOPIC COMPETENCY:
The learner organises and visualises data to draw insights in data for data-driven decision-making
Learning Outcomes Suggested learning activities Sample assessment strategy
The learner should be able to;

a) Analyze and organize a. In groups, learners explore spreadsheet

a) Observe the learner as they organize
data by creating and programs (e.g., Microsoft Excel or Google
data in a worksheet by entering
formatting worksheets, Sheets) and analyse their basic functions. information, formatting cells (e.g., text
entering data, b. In groups learners create a new worksheet, size, colors, borders), sorting data, and
adjusting column widths.
manipulating information, and navigate through cells, rows, and
b) Have a conversation with the learner to
and optimizing page columns and enter data. assess their understanding of the
layout c. In pairs, learners create a simple budget process and the reasoning behind their
choices to explain why they chose
worksheet. They enter data (e.g., expenses
specific formatting options (e.g., font
and income), format the worksheet by size, color schemes, cell styles).
adjusting column widths, applying number c) Assess the finished worksheet the
formatting (e.g., currency, percentage), and learner produces to ensure it meets the
learning outcome such as data is
changing font styles for better readability.
correctly entered and organized, the
d. In small groups, students are given a worksheet is formatted in a clear and
dataset and practice sorting it based on professional manner (e.g., consistent
fonts, readable text, well-organized
different criteria (e.g., alphabetical,
tables) and page layout is optimized for
numerical, date). printing, with appropriate margins,
e. In groups, learners use filters to display headers, and footer settings.
only relevant data based on specified
conditions (e.g., filtering by date range or
 category).
f. In pairs, learners create a report based on
a dataset (e.g., sales data) and adjust the
page layout by setting print areas, adding
headers/footers, adjusting margins, and
ensuring that the worksheet is appropriately
organized for presentation.

b) Apply appropriate a. In groups, learners explore and apply the

a) Observe the learner while they are
formulae and functions basic formulas and functions in
applying formulas and functions within
in spreadsheet spreadsheet software, such as SUM, the spreadsheet like SUM, AVERAGE,
software to manipulate SUMIF, AVERAGE, AVERAGEIF, MIN, COUNT, and MAX/MIN.
b) Assess learners’ worksheets checking
and analyze data MAX, COUNT and COUNTIF functions to
for the correctness of the formulas
effectively. perform simple calculations and used for data analysis and whether
manipulation on a sample dataset. they are applying them correctly in the
b. In groups, learners use RANK, IF, context of the task. Check for proper
syntax and logical reasoning in their
VLOOKUP or HLOOKUP functions to use of functions.
retrieve insights from a large dataset. c) Have a conversation with the learner
c. In groups, learners will collaboratively evaluating their thought process
behind applying formulas and
consolidate data from multiple worksheets
functions.
into a single worksheet using appropriate
functions (e.g., SUM, AVERAGE) and tools
 like PivotTables.
d. In groups, learners exchange their
spreadsheets with a peer for feedback.
They review each other’s data organization,
layout, and formula use, providing
suggestions for improvement to ensure
clarity and efficient data presentation.

c) Create and customize a. In groups, learners explore the different a. Observe how the learner uses chart
charts in spreadsheet types of charts available in spreadsheet formatting tools to enhance data
communication. Focus on the learner's
software to visually software (e.g., bar charts, line graphs, pie ability to choose the correct chart type
represent data, charts). for the data, customize the chart for
readability and clarity, and ensure the
facilitating effective data b. In pairs, learners select data from their
chart aligns with the intended analysis.
analysis and worksheet to create different types of charts b. Have a conversation with the learner to
communication of (e.g., bar chart, line graph, pie chart) for understand their reasoning behind the
chart creation and customization
insights. visual representation. They format the choices.
charts by adjusting colors, labels, and titles c. Evaluate the chart’s visual clarity,
accuracy, and effectiveness in
for clarity and impact.
communicating the intended message.
c. In groups, learners customize the chart by Ensure that the chart helps in analyzing
modifying elements such as the title, axis the data and provides clear insights for
the intended audience.
labels, legends, data labels, and colors to
improve clarity and presentation.
 d. In pairs, learners create a combination
chart (e.g., a bar and line chart together) to
compare two different types of data in one
visualization. They customize each data
series, adjusting colors and axis scales, to
ensure the comparison is clear.
e. In groups, learners analyze a complex
dataset (e.g., customer feedback, survey
results) and organize it using appropriate
spreadsheet functions. They present their
findings with formatted charts and a well-
structured worksheet for efficient data
interpretation.

S.6 Term 1
TOPIC 7: The Internet and Digital Communications (30 Periods)

TOPIC COMPETENCY:
The learner responsibly utilizes the internet and digital communication tools to safely and ethically exchange information.

Learning Outcomes Suggested learning activities Sample assessment strategy

The learner should be
able to;
a. Share electronic a. In pairs, learners connect two devices via Bluetooth, a. Observe learners as they connect
data across USB etc and transfer files. They discuss the steps devices and transfer files, noting
devices (e.g., PC to taken, potential challenges, and how to ensure data their ability to identify and
PC, PC to phone) security during the transfer. troubleshoot common challenges,
using various b. In groups, Learners remotely collaborate and share as well as their understanding of
methods, ensuring data using sharing methods, including screen mirroring, data security protocols during the
efficiency, security, remote desktop access, and collaborative tools like transfer process.
and compatibility. AnyDesk and TeamViewer etc. b. Engage in discussions with
c. In groups, learners are given specific scenarios (e.g., learners about the methods used
sharing large files with limited internet access). They for data sharing, prompting them to
identify and implement the best method for sharing explain the advantages, limitations,
data, such as using external storage or direct cable and potential risks of each method,
connection. such as Bluetooth, USB, and
d. In small groups, learners act as IT specialists who need remote access tools.
to guide "clients" on how to share data between c. Assess the effectiveness of their
devices. They provide step-by-step instructions and data sharing solutions, focusing on
explain the pros and cons of each method. how well learners apply
appropriate methods for the given
scenario (e.g., sharing large files,
limited internet access) and the
clarity of their step-by-step
 instructions for clients.

b. Applying the Internet a. In small groups, learners research and discuss the a. Observe learners during their
and the WWW for difference between the Internet and the WWW. They research and discussion, noting
information retrieval create a comparison chart that outlines the key their ability to differentiate between
and communication. functions and technologies of each, and present their the Internet and the WWW, and
findings to the class. assess the accuracy and clarity of
b. In small groups, learners use a web browser to search their comparison charts when
for specific information on the Internet. They identify presenting the key functions and
and discuss the different types of web resources (e.g., technologies.
websites, blogs, online databases) and explain how b. Engage in discussions with
they can be used for academic or professional learners about the web resources
purposes. they identify, prompting them to
c. In small groups, learners perform a series of tasks explain how each resource (e.g.,
using a search engine (e.g., Google). They explore websites, blogs, online databases)
advanced search techniques such as Boolean can be used effectively in
operators, filters, and quotation marks to refine their academic or professional contexts.
searches and find more relevant information. c. Evaluate learners’ ability to
perform advanced searches using
Boolean operators, filters, and
quotation marks. Assess the
relevance and quality of the
 information they retrieve and their
understanding of how these
techniques improve search
efficiency.

c. Using email and a. In small groups, learners create an email account (if they a. Observe learners as they organize
social media for don’t have one) or use their existing account to organize their email inboxes using folders,
communication, their inbox using folders, filters, and labels. They filters, and labels. Assess the clarity
including creating, demonstrate how to compose, send, and respond to and organization of their email
managing, and emails professionally. systems, checking if they can
maintaining b. In pairs, learners exchange emails on a given topic (e.g., effectively compose, send, and
professional and secure applying for a job or requesting information). They respond to emails professionally.
communication practice using proper email etiquette, including subject b. Observe learners as they exchange
channels. lines, greetings, and concise messaging. emails in pairs. Pay attention to their
c. In small groups, learners set up or review a professional use of correct email etiquette
social media profile on platforms like LinkedIn. They (subject lines, greetings, concise
complete key sections, including the profile picture, bio, messaging) and their ability to
and professional summary, emphasizing appropriate and respond professionally.
respectful communication. c. Converse with learners as they
d. In small groups, learners role-play scenarios such as participate in role-playing activities.
resolving a customer service issue via email or Discuss their approach to
responding to negative comments on a social media post. maintaining a professional tone and
 They discuss the best practices for maintaining a resolving conflicts, providing
professional tone and avoiding conflicts. feedback on their communication
e. In groups, learners design a simple social media campaign skills and offering suggestions for
for a fictional cause or product. They create posts, improvement.
schedule them using social media management tools,
and discuss how to engage audiences effectively.
f. Individually, learners compose an email with attachments
(e.g., documents, images) and practice formatting text
(e.g., bold, italics, bullet points). They ensure the
attachments are appropriately named and formatted for
clarity.
g. In groups, learners analyze a real-world case study on the
positive or negative effects of email or social media
communication in a business or personal context. They
present their findings and recommendations to the class.
d. Conduct secure d. In small groups, learners research popular e-commerce a. Observe learners as they navigate
online transactions platforms (e.g., Amazon, eBay, Jumia) and identify the e-commerce platforms and use
using e-commerce steps involved in purchasing products or services online. digital wallets, focusing on their
platforms, digital Each group presents their findings, focusing on features ability to follow the steps for making
wallets, and payment like product search, cart management, and checkout. purchases, transferring funds, and
systems, while e. Individually, learners navigate a trial e-commerce platform applying security features. Watch
identifying and to simulate making an online purchase. They add items to for correct form entries and
mitigating security risks. the cart, enter trial payment details, and complete the adherence to security protocols.
transaction, ensuring all required fields are filled out b. Engage learners in discussions
correctly. about their experiences with online
f. In pairs, learners set up a demo account for a digital wallet shopping, digital wallets, and
(e.g., PayPal, or mobile money services). They practice security technologies. Ask them to
transferring funds, making payments, and checking explain how they handled tasks like
transaction histories. making purchases, transferring
g. In groups, learners explore topics such as encryption, two- funds, and ensuring transaction
factor authentication, and secure payment gateways and security. Encourage reflection on
create a poster or infographic explaining how these challenges and best practices.
technologies work. c. Assess learners' ability to use e-
commerce platforms and digital
wallets by reviewing their
transactions and account setups.
Ensure that they have correctly
applied steps for making
purchases, transferring funds, and
using security technologies like
two-factor authentication.
e. Efficiently manage a. In pairs, learners explore popular virtual meeting a. Observe learners as they explore
and participate in platforms (e.g., Zoom, Microsoft Teams, Google Meet) virtual meeting platforms and
participate in a simulated meeting.
virtual meetings, and create a comparison chart highlighting features like Focus on their ability to navigate
ensuring effective screen sharing, breakout rooms, and chat functions. platform features and manage
meeting settings. Pay attention to
communication, b. Individually, learners schedule a mock virtual meeting,
their proficiency in handling
collaboration, and send invites using a calendar tool, and customize settings technical issues and managing
adherence to (e.g., enabling a waiting room, setting time limits). virtual meeting logistics.
b. Engage learners in discussions
protocols. c. In groups, learners conduct a simulated virtual meeting about their experiences with virtual
with assigned roles (e.g., host, note-taker, participant). meeting platforms.
c. Assess the learners' ability to use
They practice sharing their screen, managing time, and
virtual meeting platforms
addressing technical issues. effectively by reviewing their mock
d. In groups, learners participate in a troubleshooting activity meeting setups, comparison
charts, and participation in
where they identify and resolve common virtual meeting simulated meetings. Evaluate their
issues (e.g., poor audio, frozen video, connectivity technical skills in organizing and
managing virtual meetings, as well
problems).
as their problem-solving abilities in
addressing common issues (e.g.,
connectivity, screen sharing).
f. Analyze ICT ethical a. In groups, learners analyze real-life scenarios involving a. Observe learners during
principles and cyber ICT ethics, such as data breaches or intellectual property discussions and simulations on
ICT ethics, focusing on their ability
threats, evaluating their violations. Each group discusses the ethical dilemmas to identify ethical dilemmas, make
implications while and proposes solutions, presenting their findings to the informed decisions, and
collaborate effectively on solutions.
implementing measures class.
b. Engage learners in explaining their
decisions in ethical ICT scenarios,
to ensure responsible b. Learners take on roles (e.g., IT manager, employee, probing their understanding of
technology use and consumer) in a trial(imaginary) situation where ethical ethical principles, and how they
apply them to real-world situations
data protection. decisions must be made (e.g., handling user data). They like data breaches or online
debate the options and explain the ethical implications of scams.
c. Evaluate learners' presentations,
their choices.
response plans, and privacy
c. In groups, learners simulate responding to a settings adjustments to ensure
cybersecurity breach (e.g., compromised email account). they demonstrate a solid
understanding of cybersecurity
They draft a response plan and present how they would risks, ethical decision-making, and
mitigate risks and prevent future incidents. strategies for preventing fraud and
protecting data.
d. Individually, learners research common cyber threats
(e.g., phishing, malware, ransomware). They create a
short presentation or infographic explaining the threat, its
impact, and how to prevent it
e. Learners participate in a hands-on activity where they
adjust the privacy settings of their social media accounts
to enhance security.
f. Learners analyze real-life examples of online transaction
scams (e.g., phishing, fake websites). In small groups,
they create a list of warning signs and develop strategies
to avoid becoming a victim of online fraud.
S.6 Term 1
TOPIC 8: Electronic Publication (30 Periods)

TOPIC COMPETENCY:
The learner develops professional electronic publications to effectively convey information and ideas.
Learning Outcomes Suggested learning activities Sample assessment strategy
The learner should be
able to;
a) Create and format a. In groups, learners explore the interface of various a. Observe learners as they use electronic
electronic publishing software (e.g., Microsoft publishing software to explore the
a new digital
Publisher, Adobe InDesign,Canva). interface, apply layout settings, and
document using b. In groups, learners create a new document and experiment with design features for
identify basic layout options, page size settings, creating digital publications.
electronic
and margin configuration tools. b. Discuss with learners their design
publishing c. In pairs, learners apply appropriate predefined
choices, focusing on how they apply page
templates to create a flyer or brochure for an
software settings and formatting tools to meet the
event.
d. In groups, learners adjust the page size (e.g., A4, document’s requirements.
letter size, custom size) and the page orientation c. Assess the final digital publications for
(portrait/landscape) to match the document’s appropriate layout, formatting, and
requirements (e.g., a report, flyer, or poster). design, ensuring correct use of page
e. In groups, learners explore the key features of settings, templates, and overall document
electronic publishing software (e.g., text structure.
formatting, image insertion, shapes, and layout
tools) by opening a new document and
experimenting with these features to create a
simple digital publication (e.g., flyer or newsletter).
f. In groups, learners exchange their documents with
 peers and provide feedback on the layout and
formatting, focusing on whether the page size,
orientation, margins, and overall design are
appropriate for the document's purpose.

b) Apply appropriate a. In pairs, learners create a promotional flyer for a a. Observe learners as they use the
fictional event or business using the software’s software to create promotional flyers,
tools and design
built-in templates. posters, and multi-page documents,
principles to enhance b. In pairs, learners create a digital poster for a paying attention to their ability to apply
school event or community initiative, integrating design elements and software features
electronic publication
images, shapes, and other visual elements like effectively.
documents. icons or borders.
b. Engage learners in discussions about
c. In pairs, learners create a multi-page document
their design decisions, asking them to
(e.g., a brochure or catalog) by applying consistent
styles, themes, and layout features across pages. explain how they used templates, visual
d. In groups, learners exchange their digital elements, and formatting tools to enhance
publications with a peer for review. They provide their publication and convey the intended
feedback on the design elements used (e.g., message.
layout, colors, text formatting, images), focusing c. Evaluate the final digital publications for
on whether the design effectively communicates visual appeal, consistency, and clarity of
the intended message and is visually appealing. message, ensuring appropriate use of
e. In groups, learners present their final digital design features, text formatting, and
publication to the class, explaining the design images to effectively communicate the
choices made, the message they aimed to intended content.
communicate, and how they used the software’s
features to enhance their publication.

S.6 Term 2
TOPIC 9: Electronic Databases (48 Periods)
TOPIC COMPETENCY:

The learner designs, creates, and manages electronic databases to ensure efficient data organization, storage, and
retrieval.

Learning Outcomes Suggested learning activities Sample assessment strategy

The learner should be able to;

a. In small groups, learners find information and a. Observe learners as they explore
a) Explore database
compare popular database management software different database management
objects and explain how software, focusing on their ability to
(e.g.,PostgreSQL, Microsoft Access, MySQL, identify key features and compare
databases organize and
SQLite). their functionality in real-world
manage information. scenarios.
b. In groups, learners analyse scenarios (e.g.,
b. Engage learners in discussions
managing school records, tracking inventory) and about the scenarios they analyzed,
select the most suitable database management prompting them to explain why
they selected a particular database
software. management software and how its
c. In pairs, learners navigate a database features fit the requirements.
c. Assess the created databases for
management program to identify key objects.
accuracy and completeness,
d. In groups, learners create a new flat database ensuring learners have included all
incorporating all database objects. necessary database objects and
followed best practices for creating
a functional and organized
database.
 a. Individually, learners follow a guided tutorial to a. Observe learners as they follow
b) Create and manage a tutorials to create and manage
create a new database using a database
simple database by entering, databases, ensuring they can
management program (e.g., Microsoft Access,
updating, and retrieving data design tables, populate data, and
LibreOffice Base). create queries. Pay attention to
organising records. their understanding of database
b. In pairs, learners accurately design a database
integrity and accuracy.
table for given data (e.g., learners records,
b. Engage learners in discussions
product inventory) with appropriate data types. about the design choices they
c. In pairs, learners design an interface for data made for their databases,
including data types, interface
entry for the designed database table.
design, and how they ensure data
d. In small groups, learners review and validate accuracy and integrity. Encourage
data to ensure the database maintains accuracy reflection on how the queries and
and integrity. reports support the database’s
functionality.
e. In pairs, learners populate a database table with c. Assess the completed databases
the given data. for functionality, organization, and
f. In pairs, learners import data from external accuracy. Review the data entry
interfaces, query results, and
sources.
reports to ensure learners have
g. In pairs, learners are given a scenario where followed best practices in
specific records in the database need to be database design and data
management.
updated (e.g., correcting errors, updating prices,
or changing contact details).
h. In groups, learners create and run simple queries
to retrieve specific data.
i. In groups, learners generate simple reports.
j. In groups, Learners exchange their databases
with a peer and review each other's work.
k. Individually, learners present their completed
database to the class, demonstrating how they
created, updated, retrieved, and organized
records.
 a. In pairs, learners explore a pre-designed a. Observe learners as they explore
c) Establish and manage and create relational databases,
database with multiple related tables. They
relationships between tables ensuring they understand the use
identify how tables are connected through of primary and foreign keys to
in a database by defining
primary and foreign keys and discuss the connect tables. Pay attention to
primary and foreign keys how they establish relationships
purpose of these relationships.
and create queries involving
b. In groups, learners create a new table in a multiple related tables.
database. b. Engage learners in discussions
about the relationships between
c. In small groups, learners create two or more tables, types of relationships (one-
related tables in a database (e.g., "Students" and to-one, one-to-many, many-to-
many), and how these
"Courses").
relationships improve database
d. In groups, learners establish table relationships efficiency. Encourage reflection on
visually. how each table’s purpose
contributes to the overall database
e. In pairs, learners analyze different types of design.
relationships (e.g., one-to-one, one-to-many, and c. Assess the relational databases
for correct table creation, accurate
many-to-many) by creating examples in a
use of primary and foreign keys,
database. and the effectiveness of queries in
f. In small groups, learners create queries that retrieving related data. Review the
database designs for clarity,
retrieve data from multiple related tables (e.g., organization, and proper
retrieving student names and their enrolled relationships to ensure efficient
data management.
courses).
g. In groups, learners exchange their relational
databases with a peer for review.
 h. In groups, learners present their relational
database designs to the class, explaining the
purpose of each table, the primary and foreign
keys used, and how the relationships facilitate
efficient data management.

S.6 Term 3
TOPIC 10: AI and Related Emerging Technologies (30 Periods)

TOPIC COMPETENCY:
The learner applies artificial intelligence and emerging technologies to develop innovative solutions for everyday challenges

Learning Outcomes Suggested learning activities Sample assessment strategy

The learner should be able to;

a. In small groups, learners research and a. Monitor learners’ understanding of AI

a) Demonstrate understanding concepts, ethical implications, and
present applications of AI, such as machine
of fundamental AI concepts real-world applications through
learning, natural language processing discussions and activities, noting their
and analyse their
(NLP), and computer vision. ability to analyze AI technologies such
applications, benefits, as machine learning, NLP, and
b. In groups, learners explore AI-powered
limitations, and ethical computer vision.
tools (e.g., chatbots, facial recognition apps) b. Engage learners in debates and group
considerations in real-world discussions, focusing on their ability to
and identify how machine learning, NLP, or
evaluate AI’s ethical considerations,
contexts. computer vision is used in these tools. potential risks, and improvements,
c. In pairs, learners debate the ethical ensuring they can critically assess AI's
impact in various sectors.
considerations of AI in specific contexts c. Evaluate learners’ group projects, such
(e.g., surveillance, hiring algorithms). as AI application proposals and ethical
guidelines, for clarity, feasibility, and
d. In small groups, learners analyze case
ethical awareness, ensuring their
studies of organizations that have solutions reflect a strong grasp of AI’s
implemented AI technologies. They identify benefits and challenges.

which AI concepts were used, the benefits

achieved, and the challenges faced.
e. In groups, learners role-play as AI
developers, users, or critics. They discuss a
scenario (e.g., deploying AI in healthcare)
and evaluate its applications, benefits,
limitations, and ethical considerations.
f. Individually, learners propose a hypothetical
AI application addressing a specific problem
(e.g., language barriers, object detection).
They explain which AI concepts would be
used, their benefits, and potential ethical
challenges.
g. Learners interact with AI simulation tools
(e.g., TensorFlow Playground, AI-based
 games) to visualize how machine learning
and other AI concepts work in practice.
They reflect on how adjustments in
parameters impact results.
h. Learners test the limitations of an AI
application (e.g., image recognition software
or language translation tools). They
document instances where the AI fails or
produces errors and propose potential
improvements.
i. In groups, learners draft ethical guidelines
for the use of AI in a chosen field (e.g.,
education, healthcare, or business). They
discuss potential risks and propose
solutions to address them responsibly.

b) Evaluate the capabilities and a. Individually, learners interact with generativea. Observe learners' ability to experiment
limitations of generative AI, AI platforms (e.g., ChatGPT, DALL·E, with generative AI tools, assess output
quality, and identify effective prompt
synthesize effective strategies MidJourney) to explore their capabilities. strategies.
for prompt creation, and apply They experiment with generating text, b. Engage learners in discussions about
real-world AI applications, ethical
these insights to develop images, or other content and document their
considerations, and prompt strategies,
innovative solutions and observations about the quality and focusing on their understanding of AI’s
limitations and responsible use.
generate meaningful outputs in limitations of the outputs. c. Evaluate the final generative AI
diverse contexts. b. In pairs, learners create and test different outputs, ensuring learners document
their prompt strategies, iterate on their
prompts for generating specific outputs work, and produce high-quality results.
(e.g., a story, a technical explanation, or a Assess the effectiveness of their
approach in creating diverse content.
unique image). They compare results to
identify what makes prompts effective or
ineffective.
c. In groups, learners research and present
real-world use cases of generative AI, such
as in marketing, education, or healthcare.
They evaluate the benefits, limitations, and
ethical implications of these applications.
d. Individually, learners identify a real-world
problem (e.g., automating report writing or
generating personalized learning materials)
and develop a solution using generative AI.
They test and refine prompts to optimize
outputs
e. In small groups, learners intentionally
challenge a generative AI system by
providing ambiguous, misleading, or
complex prompts. They analyze the
 system's failures or limitations and discuss
how these might impact its practical use.
f. In groups, learners debate ethical concerns
around generative AI, such as copyright
issues, misinformation, and biases. They
propose guidelines for the responsible use
of generative AI in professional and
personal contexts.
g. Learners analyze a case study of an
organization or project that used generative
AI innovatively. They identify the strategies
used for prompt creation, evaluate the
outcomes, and discuss what could be
improved.
h. In groups, learners collaboratively create a
project (e.g., an AI-generated magazine or a
marketing campaign) using generative AI.
They document their workflow, including
prompt strategies and iterations, and
present their final outputs.
i. Learners participate in a challenge where
they are given a specific output goal (e.g.,
 generating a high-quality image or a
cohesive story). They compete to create the
most effective prompt and explain their
strategies.
j. Facilitated by the instructor, learners discuss
the strengths and weaknesses of generative
AI outputs they’ve created. They reflect on
what worked well, what didn’t, and how their
prompt strategies evolved during the
process.
k. In groups, learners craft prompts to create
diverse texts,videos and images using
generative AI tools like ChatGPT,
MidJourney and MetaAI.
c) Analyze the impact of a. Individually, learners research one of the a. Observe learners' ability to research
emerging technologies on emerging technologies (e.g., blockchain, and analyze emerging technologies,
their impact on industries, and how
various industries, evaluate IoT, quantum computing, AR/VR) and they propose solutions using these
their potential benefits and prepare a detailed report on how it is technologies.
b. Engage learners in discussions and
challenges, and propose currently impacting or could impact a
debates on the ethical implications of
innovative applications to solve specific industry (e.g., healthcare, finance, emerging technologies, industry
real-world problems. education). transformations, and the challenges of
adoption.
b. In groups, learners select an industry (e.g., c. Assess the quality and depth of the
agriculture, entertainment, retail) and learners' reports, SWOT analysis, and
case study presentations, ensuring
analyze how emerging technologies such as
they provide clear justifications, identify
IoT or AR/VR could transform that industry. key benefits and challenges, and
c. Learners participate in a debate on the demonstrate critical thinking in
proposing solutions or evaluating
ethical implications of emerging technologies.
technologies.
d. Individually or in pairs, learners conduct a
SWOT analysis (Strengths, Weaknesses,
Opportunities, Threats) for one of the
emerging technologies.
e. Learners analyze case studies of companies
or organizations that have implemented
emerging technologies (e.g., Amazon using
IoT for logistics or healthcare using AR/VR
 for patient care). They evaluate the success
or failure of these implementations and
present their analysis to the class.
f. Learners are given a specific industry
challenge (e.g., supply chain inefficiencies,
energy waste in manufacturing) and tasked
with proposing a solution using one or more
emerging technologies. They present their
solutions and justify their technological
choices.
g. Learners simulate the implementation of an
emerging technology in a chosen industry
(e.g., implementing blockchain in finance for
secure transactions). They role-play
different stakeholders (e.g., business
owners, consumers, regulators) and discuss
the benefits and challenges of adoption.
GUIDELINES ON END OF CYCLE ASSESSMENT

The Subsidiary ICT syllabus is intended for the Subsidiary ICT Advanced Level secondary school teacher. The learner can
also use the syllabus as guidance for further learning and personal development of skills emphasised therein.

Formative Assessment

Assessments are used for a wide range of purposes in schools and education systems. Just as academic lessons have
different functions, assessments are typically designed to measure specific elements of learning e.g., the level of
knowledge a student already has about the concept or skill the teacher is planning to teach or the ability to comprehend and
analyse different types of texts and readings. This syllabus focuses on the evaluation of progressive day to day classroom
learning; hence

Formative

Assessment.

Formative assessment refers to a wide variety of methods that teachers use to conduct in-process evaluations of student
comprehension, learning needs, and academic progress during a lesson, unit, or activity.

The general purpose of formative assessment is to improve learning and achievement; give educators in-process feedback
about what students are learning or not learning so that instructional approaches, teaching materials, and academic support
can be modified accordingly. Formative assessments are usually not scored or graded, and they may take a variety of
forms, from more formal quizzes and assignments to informal questioning techniques and

in-class discussions with students.

The general goal of formative assessment is to collect detailed information that can be used to improve instruction and
student learning while it’s happening. What makes an assessment “formative” is not the design of a test, technique, or self-
evaluation, per se, but the way it is used, that is, to inform in-process teaching and learning modifications.
The final examination at the end of Senior 4 will be very different in nature, and will focus on the learners’ ability to

apply their learning in new situations, rather than on the ability to recall information.

If assessment is to make a difference to teaching and learning, then teachers must use the information they gain from
assessment to make some changes to the teaching and learning process. This is a formative assessment. If teaching and
learning stay the same, there would have been no point in carrying out the assessment. The changes that can be made
include decisions about:

i) What needs to be learned next

ii) Whether an element of the syllabus needs to be taught again in a different way

iii) Changing teaching approaches if necessary

iv) Identifying learners who need more support, or who a making exceptional progress

v) Enabling learners to understand what they have to do improve

The process of teaching, making formative assessments and then changing the teaching and learning in some

way can be seen as a cycle:

End of Cycle Assessment Guidelines

The Subsidiary ICT syllabus is designed to evaluate both formative and summative aspects of learners’ progress,
focusing on practical skills, conceptual understanding, and real-world application. The assessment ensures learners can
apply knowledge and skills effectively while fostering continuous improvement.

Formative Assessment

Formative assessment involves ongoing methods to evaluate learners’ comprehension, learning needs, and progress
during lessons or activities. It aims to:
 1. Provide real-time feedback to inform teaching and learning adjustments.
2. Identify areas for improvement in instructional strategies or learner understanding.
3. Enable learners to understand their strengths and areas to improve.

Key Features of Formative Assessment:

● Unscored Activities: Informal quizzes, classroom discussions, group brainstorming, and peer reviews.
● Interactive Approaches: Observing learners’ participation, collaborative skills, and practical task execution.
● Actionable Insights: Using feedback to modify teaching methods, revisit challenging concepts, or offer targeted
support.

Summative Assessment

Summative assessment evaluates the cumulative learning at the end of a cycle to measure competency in applying ICT
knowledge to new situations.

Key Features of Summative Assessment:

● Balanced Structure: A mix of theoretical and practical components, covering all key topics such as database
design, word processing, and software troubleshooting.
● Real-World Application: Tasks like creating presentations, analyzing case studies, or simulating ICT scenarios.
● Skill-Based Evaluation: Assessing knowledge recall, practical competencies, critical thinking, and collaborative
abilities.

Sample Activities:

1. Project Work: Develop professional documents, create structured databases, or design presentations.
2. Simulated Tasks: Troubleshoot software/hardware, configure ICT systems, or solve cybersecurity challenges.
3. Role-Playing Scenarios: Act as IT consultants to address user needs effectively.

Assessment Tools and Feedback

● Use rubrics to evaluate accuracy, creativity, and collaboration.

 ● Incorporate peer reviews and self-assessments to foster critical reflection and teamwork.
● Provide constructive feedback to guide learners on improving skills and knowledge application.

By integrating formative and summative assessments, teachers can ensure a comprehensive evaluation, reinforce teaching
efficacy, and enhance learners’ ICT competencies.