WEEK 1: APRIL 1 – APRIL 6

Day 1: Introduction to Computing

 Topic Focus: Generations of Computers, Basic Hardware/Software, Workstation Safety

 Duration: ~2 hours

Lesson Objectives

1. Learners can describe differences between 4th-, 5th-, and Next-Generation computers.
2. Learners identify primary hardware components (CPU, Input/Output devices) and give
examples of software.
3. Learners practice correct posture, seating, and workstation arrangement.

Activities

1. Starter (10 min)

o Quick brainstorming: “What do we know about older vs. modern computers?”
Write 2–3 bullet points on the board.
2. Mini-Lecture & Demo (20 min)
o Show pictures of different generation computers (e.g., vacuum tube era vs.
modern microprocessors).
o Introduce basic hardware components physically (if available) or via images.
3. Group Discussion (10 min)
o In groups of 3–4, students list any 5 hardware items they encounter in daily life.
o Groups share findings.
4. Workstation Ergonomics (15 min)
o Teacher demonstrates correct posture.
o Students adjust chairs to replicate safe posture.
5. Guided Practice (20 min)
o Students each sign into a computer and find “System Properties” to see OS info.
o They check if they can identify CPU speed, RAM.
6. Past Questions & Wrap-Up (20 min)
o Sample MCQs from COMPUTING(1) on hardware vs. software identification.
o Q&A to confirm understanding.

Assessment

 Observe group discussions, practical posture correction.

 Quick oral questions (hardware examples, difference between system/application
software).
Day 2: Environmental Impact & Adaptive Technologies

 Topic Focus: E-waste, recycling, adaptive/assistive tools

 Duration: ~2 hours

Lesson Objectives

1. Learners explain how to responsibly dispose of or recycle computer parts.

2. Learners identify examples of adaptive or assistive technologies.

Activities

1. Starter (5 min)
o Teacher shows a short video clip on e-waste or an infographic about pollution
from old electronics.
2. Class Discussion (15 min)
o Prompt: “What are dangers of dumping electronics?” Students brainstorm
solutions.
3. Case Study Analysis (20 min)
o Provide a short scenario: “XYZ Company has 50 old PCs to discard. Propose 2
safe disposal methods.”
o Each group writes short plan and presents.
4. Assistive Tech Demo (15 min)
o Show images or short demos: screen magnifiers, voice recognition, braille
printers.
o Ask: “In what situations are each used?”
5. Quick Past Question (10 min)
o “Describe any two negative impacts of improper disposal.” Students write 4–5
lines each.
6. Wrap-Up (15 min)
o Summarize main points about environment and ethics.
o Answer queries from students.

Assessment

 Collect the short answers from the scenario-based question.

 Oral feedback on group presentations.
WEEK 2: APRIL 7 – APRIL 13
Day 3: Word Processing Basics

 Topic Focus: Creating/editing docs, text formatting, page setup

 Duration: ~2 hours

Lesson Objectives

1. Learners can open a word processor and create a 2-page document with headings.
2. Learners apply page layout features (line spacing, margins, header/footer).

Activities

1. Starter (5 min)
o “What are the steps to start a new document?” Students quickly list steps on
paper.
2. Teacher Demo (15 min)
o Project or walk through: Create doc → set line spacing to 2.0 → apply margins →
insert header.
3. Hands-On Practice (40 min)
o Each student replicates the steps, making a doc titled “My Revision Plan.”
o Insert “header” with name, “footer” with page number.
4. Peer-Review (15 min)
o Students swap seats and check if partner’s doc meets all tasks.
o Provide friendly feedback.
5. Past Question Practice (15 min)
o Use a short question from COMPUTING(1): “Explain the steps to change text
case.”
o Students answer in bullet form.

Assessment

 Completed 2-page doc with correct formatting.

 Quick Q&A on line spacing vs. margins.
Day 4: Spreadsheet Introduction

 Topic Focus: Rows/Columns/Cells, basic arithmetic formulas, built-in functions

 Duration: ~2 hours

Lesson Objectives

1. Learners identify spreadsheet interface elements (columns, rows, cells).

2. Learners perform basic arithmetic in cells using =A1+B1, =A1-B1, etc.
3. Learners use =SUM(), =AVERAGE() in a simple range.

Activities

1. Starter (5 min)
o Chalkboard “A B C ...” columns reference, “1 2 3 ...” rows reference.
2. Mini Lecture & Demo (15 min)
o Show a sample spreadsheet. Enter “Item,” “Qty,” “Price,” “Total.”
o Use =QtyCell * PriceCell to get total.
3. Guided Practice (30 min)
o Students create a 5-row table for items.
o Compute total cost using =SUM(...).
o Also do an =AVERAGE of something (like item price).
4. Error Checking (10 min)
o Teacher demonstrates a #VALUE! or #REF! error, explains how to fix references.
5. Short Exercises from Past Q (15 min)
o “Calculate total cost in B2... B5,” typical short questions.
6. Wrap-Up (15 min)
o Summarize how to input a formula, difference between relative/absolute
reference.

Assessment

 Teacher checks student spreadsheets.

 2–3 direct questions on differences between SUM vs. A+B.

WEEK 3: APRIL 14 – APRIL 20

Day 5: Presentation Software Basics

 Topic Focus: PowerPoint interface, text boxes/shapes, transitions

 Duration: ~2 hours
Lesson Objectives

1. Learners create a simple 3–4 slide presentation.

2. Learners insert shapes and apply at least one transition or animation.

Activities

1. Starter (5 min)
o Show a short pre-made presentation. Students note down features they see.
2. Demo (15 min)
o Open PowerPoint, illustrate “Insert → New Slide,” “Insert → Shapes,”
“Transitions.”
3. Hands-On Creation (40 min)
o Students pick a topic (e.g., “My School”), create 3 slides.
o Slide 1: Title, Slide 2: 2 bullet points, Slide 3: 1 shape.
o Add a transition.
4. Peer Critique (10 min)
o Pair up, test each other’s slides in slideshow mode.
5. Past Q & Reflection (20 min)
o A question on “Explain how to insert shapes and add text.”
o Students or teacher read answers from marking scheme for best format.

Assessment

 Observe final slides.

 Quick Q&A about transition vs. animation difference.

Day 6: Desktop Publishing Basics

 Topic Focus: DTP software (Publisher or alternative), creating mock flyers/invitations

 Duration: ~2 hours

Lesson Objectives

1. Learners open a DTP tool, select a template for a flyer or invitation.

2. Learners insert text boxes and images, adjusting layout.

Activities

1. Warm-Up (5 min)
o Show a real-world brochure or invitation card.
2. Teacher Demo (20 min)
o Launch Publisher, choose a built-in template.
o Insert text placeholders, pictures from file.
 3. Hands-On Practice (40 min)
o Students individually create a simple event invitation.
o They ensure text alignment is neat, add shapes or borders.
4. Display & Feedback (10 min)
o Pupils walk around or teacher projects some examples.
5. Wrap-Up (15 min)
o Summarize: difference between DTP and word-processing.
o Short Q from past exams re DTP.

Assessment

 Completed DTP invite, teacher checks layout.

 2–3 short questions about the differences in tools.

WEEK 4: APRIL 21 – APRIL 27

Day 7: Networks & Topologies

 Topic Focus: LAN, WAN, topologies (star, bus, ring, mesh)

 Duration: ~2 hours

Lesson Objectives

1. Learners differentiate LAN vs. WAN with examples.

2. Learners identify star vs. bus topology and can illustrate with a quick diagram.

Activities

1. Starter (5 min)
o “Think-Pair-Share”: Students define “network” in 1–2 lines.
2. Mini-Lecture & Diagrams (15 min)
o Teacher draws bus, star, ring topologies on board.
3. Role Play (15 min)
o Students physically stand in star pattern (teacher = central hub) vs. ring pattern.
4. Worksheet (20 min)
o Pupils label a diagram with correct name of topology.
o Provide scenario: “Which is suitable for a small lab with 10 PCs?”
5. Group Q&A (20 min)
o Use short tasks from COMPUTING(1): “Identify the best topology for X
scenario.”

Assessment
  Check the labeling in the worksheet.
 Quick oral quiz on LAN vs. WAN differences.

Day 8: Internet, Social Media & Information Security

 Topic Focus: Email attachments, address books, data threats, encryption

 Duration: ~2 hours

Lesson Objectives

1. Learners can attach a file to an email and send it to a classmate.

2. Learners articulate major data threats (virus, phishing, interception).

Activities

1. Starter (5 min)
o Teacher asks: “Which social media do you use? Are you always safe?”
2. Email Demo (20 min)
o Teacher logs into a test email account, composes an email with an attached doc.
3. Lab Practical (30 min)
o Students compose an email with a short typed note, attach a file, send to teacher’s
email.
o Check each student’s success.
4. Data Security Discussion (15 min)
o Brainstorm ways to avoid phishing, scanning attachments.
5. Past Q Drill (15 min)
o “List two ways of protecting data from interception.”
o Students do short bullet answers.

Assessment

 Teacher verifies each student’s email and attachment.

 Quick checks of bullet answers vs. marking scheme.

WEEK 5: MAY 1 – MAY 7

Day 9: Cybersecurity & Intellectual Property

 Topic Focus: CIANA (Confidentiality, Integrity, Availability), IP rights (copyright,

piracy)
 Duration: ~2 hours
Lesson Objectives

1. Learners define “piracy,” “copyright,” “trademark” with local examples.

2. Learners identify safe software usage practices.

Activities

1. Starter (5 min)
o Show a local scenario: “An internet cafe uses unauthorized copies of software.”
2. Group Chat (15 min)
o In groups, weigh pros & cons of using pirated software.
3. Brief Presentation (20 min)
o Students present group stance for or against the scenario.
4. Teacher Clarification (10 min)
o Summarize correct definitions: piracy, infringement, penalties.
5. Case Question (20 min)
o From COMPUTING(1) or teacher’s own question, students write short answers:
“Name two laws that can protect software developers?”
6. Conclusion (10 min)
o Reinforce the difference between free, open-source, and pirated software.

Assessment

 Evaluate group presentations for understanding.

 Short 5-sentence answers on IP rights.

Day 10: Advanced Spreadsheet Formulas

 Topic Focus: Combined formulas (SUM, AVERAGE, multiplication, BODMAS),

references
 Duration: ~2 hours

Lesson Objectives

1. Learners create multi-operation formulas (e.g., =SUM(A2:A6)*B2 – C5).

2. Learners discuss significance of BODMAS in evaluating expressions.

Activities

1. Starter (5 min)
o On board, teacher writes “=A1 + B1 * C1.” Asks: “Which do we do first?”
2. Teacher Demo (15 min)
o Creates a “Class Score Table,” shows = (Test1+Test2)/2 * Weight –
BonusCell.
 3. Hands-On (30 min)
o Pupils replicate a scenario with 6–10 rows, do “=(Quiz + Project)/2 * Factor.”
o Insert an absolute reference (e.g. $B$1) for a constant factor.
4. Troubleshoot (10 min)
o Teacher induces an error, see how to fix.
5. Wrap-Up & Quick Past Q (15 min)
o E.g., “Use a formula to get total cost with discount.”
o Students interpret in a short practice.

Assessment

 Observe correct formula usage, no #VALUE! errors.

 2–3 MCQs on operator precedence.

WEEK 6: MAY 8 – MAY 14

Day 11: Introduction to Programming

 Topic Focus: Variables, Data Types, Operators, BODMAS in coding

 Duration: ~2 hours

Lesson Objectives

1. Learners define variables (int, float, string).

2. Learners apply arithmetic operators in a simple program or pseudo code.

Activities

1. Starter (5 min)
o Whiteboard example: “X = 10,” “Y = X + 5.”
2. Mini Lecture (20 min)
o Distinguish int, float, string.
o Show sample pseudo code: total = (quiz + project) * 2.
3. Class Exercise (20 min)
o Pupils try short pseudo code for “If Score > 50 then pass else fail.”
4. Operator Precedence Demo (10 min)
o result = A + B * C vs. result = (A + B) * C.
5. Peer Sharing (15 min)
o Students exchange pseudo code, check if it’s correct.
6. Wrap-Up (10 min)
o Summarize best practices, referencing any Past Qs on logic in COMPUTING(1).

Assessment
  Teacher checks the pseudo code steps.
 Quick Q&A: difference between arithmetic/logical operators.

Day 12: Algorithmic Structures

 Topic Focus: Sequence, selection, iteration, flowcharting

 Duration: ~2 hours

Lesson Objectives

1. Learners draw basic flowcharts for sequence, if-else selection.

2. Learners identify usage of loops in everyday tasks.

Activities

1. Starter (5 min)
o Ask: “Where do we see repetition in daily life?” e.g., brushing teeth every day.
2. Teacher Explanation (20 min)
o Whiteboard: Flowchart shapes (terminator, process, decision).
o Sequence example: “Enter number, add 5, display result.”
o Selection example: “If guess == secret then show success.”
3. Hands-On Flowchart (30 min)
o Pupils individually draw a flowchart for “ATM withdrawal.”
o Must incorporate one if-else.
4. Review & Past Q (15 min)
o Pupils quickly compare with a friend’s flowchart.
o Teacher references any short question from the marking scheme for computing.
5. Wrap-Up (10 min)
o Summarize difference: sequence vs. selection vs. iteration.

Assessment

 Teacher collects or checks flowcharts for correctness of logic.

WEEK 7: MAY 15 – MAY 21

Day 13: Robotics & AI

 Topic Focus: Basic robotics concepts (controllers, sensors), AI (machine learning, VR,
AR)
 Duration: ~2 hours
Lesson Objectives

1. Learners differentiate a robot from a normal machine.

2. Learners mention at least 2 everyday AI applications.

Activities

1. Starter (5 min)
o Show a short robot demonstration video.
2. Lecture & Chat (20 min)
o “Robotics = mechanical + electronic + computer programming.”
o “AI aspects: machine learning, neural networks, chatbots.”
3. Small Group Task (20 min)
o Each group imagines a robot to help at home or school.
o Outline 3 features.
4. Gallery Walk (15 min)
o Groups post ideas on board, read each other’s.
5. AI Quick Brainstorm (10 min)
o “Name 2 AI apps you use daily (voice assistants, YouTube recommendations).”
6. Wrap-Up (10 min)
o Past question example: “State one difference between a robot and a normal
machine.”

Assessment

 Teacher checks group concept notes.

 Oral Q: define “sensors,” “controllers.”

Day 14: Comprehensive Past-Questions Revision

 Topic Focus: Mixed topics, addressing any knowledge gaps

 Duration: ~2 hours

Lesson Objectives

1. Learners revisit all strands: computing fundamentals, software tasks, networks,

algorithms.
2. Learners improve question-answering skills using official marking scheme approach.

Activities

1. Starter (5 min)
o Teacher picks ~5 random MCQs from different topics. Students respond on scrap.
2. Main Activity (60 min)
 Distribute a 15–20 question set from COMPUTING(1) (covering hardware,
o
software, spreadsheets, etc.).
o Pupils do individually in test conditions for ~30 min.
o Discuss answers collectively, referencing BECE-2024-COMPUTING-
MARKING-SCHEME.
3. Focus Remediation (25 min)
o Identify items most missed. Teacher clarifies.
4. Wrap-Up (10 min)
o Homework: students note 3 topics they still feel uncertain about.

Assessment

 Teacher checks correctness in the mini-test.

 Direct Q&A for deeper clarifications.

WEEK 8: MAY 22 – MAY 31

Day 15: Final Recap (Strands 1–4)

 Topic Focus: Summaries of Intro to Computing, Productivity Software, Networks,

Comp. Thinking
 Duration: ~2 hours

Lesson Objectives

1. Learners produce a quick summary mind-map for each of the 4 strands.

2. Learners recall the essential formulas (spreadsheet arithmetic, BODMAS).

Activities

1. Starter (5 min)
o “Open discussion: which strand is easiest/hardest for you, and why?”
2. Group Mind-Map (30 min)
o 4 groups, each assigned 1 Strand. They list keywords, essential tasks, sample Q.
o Present to class.
3. Formula Revision (15 min)
o Teacher writes big formula examples on board: =SUM(A2:A6)/AVERAGE(B2:B6).
o Pupils practice one or two.
4. Short Q Drills (20 min)
o Quick riddles like “Name 3 input devices,” “Distinguish LAN/WAN,” “Define
variable.”
5. Wrap-Up (10 min)
o Praise quick responders, gather outstanding questions.
Assessment

 Observe mind-map completeness.

 Oral Q accuracy.

Day 16: Mock Exam + Feedback

 Topic Focus: Full coverage test, reflection, final clarifications

 Duration: ~2 hours

Lesson Objectives

1. Learners complete a 1-hour, 50-question mock test (MCQs + short structured items).
2. Learners identify final areas of difficulty for last-minute revision.

Activities

1. Mock Exam (60 min)

o 25 MCQs + ~5 short tasks (covering spreadsheet formula, word processing steps,
network definitions, programming operators).
2. Immediate Correction (30 min)
o Use a projected marking scheme or read correct answers.
o Students self-mark or swap sheets.
3. Wrap-Up & Celebration (30 min)
o Address the top 3 common mistakes from the test.
o Encourage final independent reading.
o Congratulate them on finishing the revision workshop.

Assessment

 The mock exam result.

 Students keep track of improvements from previous session.

Conclusion and Next Steps

Across these 16 sessions (two per week for eight weeks in April and May 2025), students
progressively revise all major computing topics and tasks:

1. Introduction to Computing (hardware/software, environment, safety)

2. Productivity Software (word processing, spreadsheets, presentation, DTP)
3. Communication Networks & Security
4. Computational Thinking (basic programming, algorithms, operator precedence)
5. Misc.: Robotics, AI, revision of past questions, culminating in a final mock exam.