National School Curriculum

INFORMATION & COMMUNICATION

TECHNOLOGY (ICT)
CURRICULUM FRAMEWORK
Classes PP-XII

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan

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“Your parents, relatives, and friends would be very proud of what you have achieved. At your age, to have
completed your studies is your personal accomplishment. Your knowledge and capabilities are a great asset to
the nation. I congratulate you on your achievements.

Finally, your capabilities and predisposition towards hard work will invariably shape the future of Bhutan. You
must work with integrity, you must keep learning, keep working hard, and you must have the audacity to dream
big.”
- His Majesty Jigme Khesar Namgyel Wangchuck
 National School Curriculum

INFORMATION &
COMMUNICATION TECHNOLOGY (ICT)
CURRICULUM FRAMEWORK
Classes PP-XII

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan
Published by

Department of Curriculum and Professional Development

Ministry of Education
Royal Government of Bhutan
Thimphu, Bhutan.

Provisional Edition 2021

www.education.gov.bt

© 2022 Department of Curriculum and Professional Development

All rights reserved. This publication is not for sale. No part of this book may be produced in any form without
permission from the Ministry of Education.

ISBN: 978-99936-0-462-4
Acknowledgements
The Department of Curriculum and Professional Development (DCPD), Ministry of Education would like to
acknowledge the contributions of the many teachers and stakeholders for providing valuable feedback on the
English curriculum through various forums. In particular, the DCPD wishes to acknowledge the following officials,
professionals and teachers who participated in the process of review and development of the new ICT Curriculum
Framework 2021.

Research and writing

1. Amit Dahal, Teacher, Yangchenphug HSS, Thimphu
2. Chimmy Rai, Teacher, Punakha CS, Punakha
3. Dawa Penjor, Teacher, Jampelling CS, Trashigang
4. Gesar Gurung, Teacher, Gelephu MSS, Sarpang
5. Karma Jigme Lepcha, Assessment and Examination officer, BCSEA, Thimphu
6. Karma Phuntsho, Teacher, Samtengang CS, Wangdue
7. Ngawang Dolkar, Teacher, Dechencholing HSS, Thimphu
8. Nima Dorji Moktan, Teacher, Dekiling MSS, Sarpang
9. Sangay Tempa, Teacher, Taju PS, Paro
10. Sangay Wangmo, Teacher, Karmaling HSS, Samdrup Jongkhar
11. Sapna Thapa, Lecturer, Samtse College of Education, Samtse
12. Sonam Wangchu, Teacher, Samtse HSS, Samtse
13. Sonam Tshering, Deputy Program Officer, DCPD, MoE
14. Thinley, Curriculum Developer, DCPD, MoE
15. Thinley Phuntsho, Lecturer, Paro College of Education, Paro
16. Ugyen Dorji, Speacialist, DCPD, MoE

Advisers
1. Mr Tashi Namgyal, Director, DCPD, MoE
2. Mr Kinga Dakpa, Director General, Royal Education Council
3. Mr Wangpo Tenzin, Specialist & Dean, DCPD, MoE

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Foreword
In the modern world of technology, children and youth are surrounded by multiple digital devices and digital
media on a daily basis. The advent of technology benefited the people and the world in many fields including
education. Students and teachers have access to multiple teaching and learning resources from the Internet and
instantly get connected with professionals and experts across the world. Information and Communication
Technology (ICT) provides a wide range of platforms for students to develop 21st century skills and become
global citizens. With such potential to transform education and enhance students’ competencies, we need to
take the opportunity to harness the power of modern technology to promote ICT education in Bhutan, and it is
timely that DCPD revised the ICT curriculum framework.

The ICT curriculum intends to equip classes PP-XII students with relevant ICT knowledge, skills and attitude
towards becoming productive and responsible citizens of the country and beyond. The curriculum, besides the
technical and coding components, also focuses on values to be cultivated through safe, ethical and responsible
use of technology for a positive and harmonious digital experience. Two-thirds of the curriculum focuses on
coding components while one-third is on ICT literacy components. The curriculum would be best delivered
through a student-centred approach and cross-curricular activities accentuating the development of key ICT
competencies.

The successful implementation of the ICT curriculum, however, depends on the support schools receive in terms
of adequate computers and reliable Internet connectivity. Besides, ICT teachers need to be trained on the
pedagogy, content and assessment of the ICT curriculum and children be given opportunities to participate in
national and international level hackathons and ICT boot camps. For this, relevant agencies such as MoE, BCSEA
and DCPD are engaged to provide support to teachers and schools regularly.

With this ICT curriculum framework in place, I look forward to an engaging and meaningful learning experiences
for our students in making them competent, responsible, and productive citizens in the digital age.

Tashi Delek

(Tashi Namgyal)
Director, DCPD
Ministry of Education

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Table of Contents

Acknowledgements ………………………………...………………………………………………………………................................... i
Foreword ……………………………………...………………………………………………………………….….…….…………………………….. ii

1. Introduction ……………………………………...………………….….…….…………………………………….….……………………………… 1
2. Goals ………………………………………………………………………….…………………………………….….…………………………………… 3

3. Key Competencies ………….…………………………………...……….….…………………………....…...…………….……………………. 3

4. Guiding Principles ………………………………………………………….……………………………………….…................................ 5

5. Curriculum Structure and Organization ………...……………………………………….…….……….................................... 9

5.1 Strands ………………………………………………………………………...…………………………….………………………….…… 9

5.2 Key Stages ………………………………………………………………………….….……………………….….….…….…………….. 11

5.3 Key Stage-wise Competency-based Standards …………………………………………….................................. 12
5.4 Class-wise Competencies ……………………………………….………………………..…………………………………......... 15

5.5 Learning Objectives ……………………………………………………………………....…………………………………………… 20

6. Teaching and Learning Approaches …………………….…………………….….………….……………….……………………......... 50

7. Assessment and Reporting …………………………………....……………….……………………………………………………………… 52
8. Enabling Conditions …………………………………………………….….………….………………………………….………….…………… 54

9. Cross Curricular Linkages ………….…………………………………………….….….….……………………….............................. 56

10. Bibliography ……………………………………………………………………………...…………………………………………………………… 58
11. Appendix ……………………………………….……….………………………………...……………………….………………………………….. 60

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1 INTRODUCTION
ICT education in Bhutanese schools started modestly in the late 1980s with Gateway computers
received under the Overseas Development Agency (ODA) funding. An attempt was then made to
expose students to basic mouse, keyboarding and word processing skills to the extent allowed by the
limited hardware capability of Intel 286/386 computers.

In the nineties, powerful computers with better graphics capability facilitated the use of graphical-
based software for various purposes. People started using computers at work as well as at home. Some
schools also started offering Computer Science, based on India's ICSE and ISC syllabi, as optional
subjects at classes IX to XII. The optional subject had a very strong emphasis on programming.

A disparity was observed between the ICT skills taught in schools and skills required outside of schools.
The demand within the country then was for ICT skills in office productivity applications than
programming. To address this gap, a new ICT curriculum was developed and implemented in 2002 to
equip students with skills relevant to the world of work. This was a shift from an earlier programming-
centric curriculum to office productivity applications.

Over the years, there has been exponential development and innovation in ICT. With the advent of the
Fourth Industrial Revolution (or Industry 4.0), defined by cutting-edge technological breakthroughs
such as artificial intelligence, cognitive computing, internet of things (IoT), blockchain technology, and
a host of others, the way we work, learn and interact in the 21st century is evolving. This requires literacy
with ICT in addition to conventional literacy of reading, writing and numeracy. ICT competencies
including coding skills will allow the learners to adapt and respond intelligently to evolving ideas,
changing attitudes and emerging technologies in the knowledge economy. This curriculum framework
is expected to address some of these critical needs by focusing on knowledge, skills and competencies
essential to function in the knowledge society.

The ICT curriculum framework is also aligned with the National Education Policy and the Education ICT
Master Plan (2019-2023), iSherig-2. The National Education Policy mandates equipping students with
ICT skills and use them extensively to enhance teaching and learning. The iSherig-2 recommends
equipping students with "functional" and "foundational" ICT knowledge and skills to perform
productively and responsibly in the knowledge society. Living in a knowledge society requires one to

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be a critical consumer of knowledge. Equally important, however, is being able to create knowledge,
content and tools through problem-solving using logic, patterns and algorithms. It is one reason why
coding is given prominence in this curriculum.

ICT is part of the children's world today and it is relevant in developing different types of skills children
need in their lives. In a move towards preparing our children to be adaptable, productive and
responsible in the knowledge society, the curriculum framework is conceived with the view of what
they can do at the end of each class and key stage. While the theoretical foundation will always be an
integral part of understanding the concepts and acquiring the skills, there is a strong emphasis on
student competencies - being able to perform and apply ICT knowledge and skills to new situations and
contexts.

This curriculum framework is premised on competencies for each class and competency-based
standards for each key stage that students must master. The competencies are geared towards
achieving the goals of ICT education through four connecting themes or strands. The four strands are
technology operations, communication and collaboration, safety and ethics, and coding. These four
strands run across all classes from PP to XII in varying extent and depth of coverage. The overall design
and development of the framework are guided and shaped by eight overarching principles, some
impacting directly and others implicitly.

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2 GOALS
As the tool for learning in the 21st century, ICT is not only the future of our children's education, it is
the present, and we need to invest in ICT now (Lockhart, 2013). This investment in the ICT curriculum
and the contents therein is aimed at achieving the following three goals.

● Students possess functional ICT knowledge and skills to perform productively and responsibly
in a knowledge society.

● Students possess foundational knowledge and skills to pursue potential postsecondary

educational and work opportunities in the field of ICT.

● Students engage in coding to develop logical reasoning and algorithmic thinking.

3 KEY COMPETENCIES
In the fast-changing world of technology, children should receive adequate opportunities to acquire ICT
skills and knowledge towards becoming responsible and productive citizens with the confidence to
harness the power of technology. Therefore, it is critical in school education to equip children with
digital competencies required to access, evaluate, create and transfer knowledge effectively in a digital
world.

Of the seven key competencies identified in the draft National School Curriculum Framework (NSCF),
the ICT curriculum aligns predominantly towards “digital competence” due to the nature of the subject.
However, other key competencies are taken care of through topical integration and strategies used in
the content.

The ICT curriculum framework identifies five key ICT competencies for students to develop and
demonstrate at the end of school ICT education. These competencies align with the recent curriculum
standards and frameworks from Programme for International Student Assessment (PISA), Australian
Curriculum, Assessment and Reporting Authority (ACARA) and International Society for Technology in
Education (ISTE).

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a) Accessing, evaluating and managing information
Students have the ability to access resources and identify desired information from various sources
using ICT. They evaluate the information by using currency, relevance and accuracy techniques, and
store the information and various digital resources in an organised manner for easy retrieval or reuse
in the future.

b) Collaborating and communicating information

Students have the ability to use relevant ICT tools to collaborate with peers and others to complete
common projects efficiently. They use ICT to exchange information, share knowledge, discuss issues,
and customize media text for a specific audience or context for effective communication.

c) Creating information and digital content

Students have the ability to use ICT tools to adapt, modify and expand on the existing ICT-based data,
information and digital content to enhance the message or produce a new understanding and
knowledge. They use ICT based graphics and multimedia elements to simplify and enhance the
communication of information for a specific audience.

d) Coding and computational thinking

Students have the ability to use coding knowledge and skills to identify problems, break them down
into manageable steps, work out the sequence or patterns, and formulate an appropriate solution.
They follow good programming practices to create animations, games and applications, and in the
process, enhance their computational thinking.

e) Responsible use of ICT

Students have the ability to use ICT appropriately and responsibly across multiple contexts and
platforms for learning, exploring and creating digital content. They consider both offline and online
safety, security and ethical issues by using strong passwords, protecting personal information, installing
antivirus, fighting to cyberbully, identifying fake news, using copyrighted materials, etc. They practice
and advocate the importance of ethical and responsible use of ICT for positive and progressive digital
citizens.

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4 GUIDING PRINCIPLES
The ICT curriculum should provide sound knowledge, skills, values and attitudes for our students to
excel in the digital world. The following guiding principles provide overall direction to the framework
throughout its operation to align with the national ICT goals and global trends in ICT. They also inform
teachers of the bigger picture of the subject and the philosophical ideas of delivering the ICT education.

a) Gross National Happiness (GNH) values

With the global trend of growing interest in happiness, positive psychosocial and wellbeing, the four
pillars and nine domains of Gross National Happiness (GNH) present areas that can help either in the
selection of contents or development of learning experiences to facilitate awareness of GNH.

GNH as a guiding principle is useful to determine skills, values and attitudes relevant to living
harmoniously and using technology responsibly in the digital society.

Technology is becoming an integral part of people's life, influencing the ways of working and thinking.
Students should be sensitized to how technology impacts the psycho-social wellbeing of people
personally and globally. Some topics and outcomes relevant under this principle are to create
awareness on cyber wellness, legal and ethical issues related to technology and e-waste.

b) 21st century skills

21st century skills such as personal and social responsibility, critical thinking, digital competence,
collaboration and communication abilities, and problem-solving are seen as valuable for people to
contribute economically and socially, as leaders or as active participants, and as entrepreneurs in
society. Equipping students with 21st century skills are aimed at preparing competent and productive
citizens that will be the key stakeholders in a society that seeks innovation and creativity. This demands
digital competence which includes knowledge, understanding and creative use of ICT devices and tools.

21st century learning recognizes the importance of technology to access, research, organize, evaluate,
create and communicate information successfully in a knowledge economy with a strong
understanding of ethical and legal issues.

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c) Effective pedagogy
In the 21st century classroom, students need to engage actively in the complex and interconnected
world to make meaning of what they learn. Teachers facilitate student learning and create productive
classroom environments, in which students can develop the skills they might need at present or in
future.

This demands the curriculum to focus on competency-based learning outcomes which would further
necessitate emphasizing hands-on, authentic and self-directed learning activities.

d) Rationale for ICT in education

Rationales for ICT in education form an important basis to determine the purpose of the intended ICT
curriculum. Hawkridge (as cited in UNESCO, 2012) provided the following six rationales which are still
relevant today.

i. Social rationale: need to teach basic ICT skills to prepare students for a place in society.

ii. Vocational rationale: role of ICT in giving students appropriate skills for future jobs.

iii. Pedagogical rationale: enhancement of teaching and learning with the help of ICT.

iv. Catalytic rationale: using ICT to realize educational change or innovation.

v. Industry rationale: promotion of ICT industry in education.

vi. Cost-effective rationale: roles that ICT play in reducing costs for education.

e) Child development
Human development research indicates that there are universal, predictable sequences of growth and
cognitive development of children and adolescents. These predictable changes occur in all domains of
development – physical, emotional, social and cognitive.

Piaget identified four cognitive development stages: sensorimotor (birth-2 years), preoperational (2-7
years), concrete operational (7-11 years), and formal operational (adolescence - adulthood). In each
stage, children demonstrate new intellectual abilities and an increasingly complex understanding of the
world. Learning in young children is the result of interaction between the child's thoughts and
experiences with materials, ideas, and people. Piaget asserts that "these experiences should match the
child's developing abilities, while also challenging the child's interest and understanding."

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ICT in education is useful for the rich context it provides for the activity of children and resulting
cognitive development. This requires careful consideration of the level and complexity of the
curriculum to align with the development stages.

f) Learning styles
Theory of Multiple Intelligences (Herdon, 2018) states that each person has different ways of learning
and different bits of intelligence. Some learn by engaging in reading and writing, some learn through
mathematical logic and others learn by working with hands. Each person possesses a certain degree of
these bits of intelligence, but there is always a primary, or more dominant, intelligence.

To the extent possible depending on the nature of the topic, the curriculum should provide
opportunities for students to learn in a variety of ways. This allows each student to learn with his or her
strengths, but also to work to improve weaknesses to realize his or her full potential.

g) Lifelong learning
Lifelong learning is based on the principle that learning is a continuous process that occurs throughout
one’s life. It is a voluntary and self-motivated pursuit of knowledge for either personal or professional
reasons. It can take place in formal education, non-formal and informal education and beyond.

With the rapid development in the field of ICTs such as Web 3.0 and virtual world technologies, rich
resources of educational study materials are now at our fingertips. Students can now complement and
supplement their learning through online resources, office-goers and hobbyists can enhance their
knowledge and skills or learn new skills to become more productive in their work-life or their areas of
interest.

ICT can provide a rich context for communication, collaboration and positive learning experiences to
help students fully develop their natural abilities, open mind and create curiosity for new learning,
adapt to change, increase wisdom and make the world a better place.

h) ICT across the curricula

Globally, educational systems are integrating ICT in the teaching and learning process to improve
subject learning. Kainth and Kaur (as cited in Essays, 2018) describe ICT integration "as the usage of
technology seamlessly for educational processes like transacting curricular content and students
working on technology to do authentic tasks".

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ICT, as an interdisciplinary domain, is transforming the curriculum and the learning activities that
promote higher-order thinking skills, which require the use of digital tools and online resources. This
transformation in student learning and their learning environment requires ICT competence which is
best developed by providing students with meaningful learning experiences, embedded in purposeful
subject-related contexts.

Figure 1: Eight Guiding Principles

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5 CURRICULUM STRUCTURE AND ORGANIZATION
ICT curriculum is organised into strands, key stage-wise competency-based standards, class-wise
competencies and objectives to provide a clear outline of what learning standards, competencies, and
core concepts are expected of students to achieve at the end of each key stage and class level. These
standards and competencies in all classes are grouped into broad thematic areas called strands.

5.1 STRANDS
The learning standards and competencies in this framework are organised by broad themes termed as
strands. The term 'strands' is used to indicate "domains that group the related general and specific
learning outcomes or achievement aims and objectives within a particular learning area or discipline"
(UNESCO, 2016). Strands show a logical flow of learning, starting from the technology operations and
concepts to computational thinking.

Four connecting strands run across all classes from PP to XII in varying extent and depth of coverage as
follows:

Strand A: Technology Operations

Strand B: Communication and Collaboration

Strand C: Safety and Ethics

Strand D: Coding

A. Technology operations
The Technology Operations strand broadens the students’ understanding of computers as a system
and the basic principles on which computers work. Students become familiar with the concepts and
elements of modern computers, devices and networks. They recognize common, similar features
and functions in digital environments and independently apply those to new technology
experiences. With this strand, students are also exposed to efficient operations of technology and
management of their products.

B. Communication and collaboration

The Communication and Collaboration strand prepares students to work together to create
innovative solutions to real-world problems and communicate their solutions with others. As they

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carry out their investigations and projects, they must access, analyse, and use the information they
need to complete the learning tasks. While working through the task, students build important life
and career skills by learning to manage their time, to become self-directed learners and to
collaborate effectively with others. Using appropriate technology tools to complete their task,
students discover the most effective and efficient ways to access and manage the world of digital
information that is available.

C. Safety and ethics

The Safety and Ethics strand encourages students to become responsible digital citizens. Digital
citizenship relates to the responsible, ethical and safe use of ICT by students as a member of
connected global 21st century society (Manitoba, 2012). This strand prepares the students to
evaluate the various positive and negative impacts of computers on society and demonstrate the
understanding of ethical, cultural and societal issues related to technology. They practice
responsible use of technology systems and information; and develop positive attitudes towards
technology uses that support lifelong learning (International Society for Technology in Education,
2016).

D. Coding
The coding strand relates to the development of computational thinking skills. Computational
thinking is an approach to solving problems in a way that can be implemented with the computer.
Computational thinking enables students to better conceptualize, analyse, and solve complex
problems by selecting and applying appropriate strategies and tools, both virtually and in the real
world (Barr and Stephenson, 2011). They use a set of concepts, such as abstraction, recursion, and
iteration, to process and analyse data, and to create real and virtual artefacts. Students with sound
coding skills become not merely tool users but tools builders, where they demonstrate critical and
logical thinking skills to research, plan and develop innovative products.

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 Figure 2: Four Strands

5.2 KEY STAGES

The learning standards and competencies for all class levels are categorised into five key stages to
represent cohorts of learners as informed by their generic developmental stages. Each key stage
outlines competencies, standards and core concepts that are aligned to the four strands, and are
expected to be achieved by learners at the end of the key stage. The five key stages for different classes
are as follows:

Key Stage Class Range

I PP to III

II IV to VI

III VII to VIII

IV IX to X

V XI to XII

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5.3 KEY STAGE-WISE COMPETENCY-BASED STANDARDS
Key Stage Competency-based Standards
1. Operate a computer and its peripheral devices by using Windows Operating
System to perform a task.

2. Manage files and folders by following folder management techniques for proper
organisation of files and applications.

3. Draw creative arts using a drawing tool to express ideas and explain concepts
learned in other subjects.

4. Produce documents both in English and Dzongkha using a word processor to

enhance typing skill and convert individual works into digital format.

5. Search materials related to the concepts learned in other subjects by using the
Internet to facilitate self-exploration and learning.

6. Play online educational games based on the curricular need to expand the
understanding of the concepts and assist in learning ICT skills as they play.

I 7. Exhibit healthy behaviour while using computers by following correct body

posture and reducing screen time to prevent body strain and injury.

8. Identify the source of creative works such as drawings, books, and images to
acknowledge the ownership and appreciate creativity.

9. Care for computers by practising proper handling of computers and its devices
to reduce maintenance of computers and devices.

10. Use strong passwords by following a set of criteria to keep personal data safe
and secure.

11. Solve problems by applying computational skills such as pattern recognition,

logical and sequential thinking that enhance confidence and attitude to work
with coding problems.

12. Solve problems by using block programming language to enhance coding skills
and build a positive attitude towards coding.

1. Distinguish between hardware and software based on its features and utility to
understand the working of a computer system.

2. Produce formatted documents such as reports, assignments, posters, and

flowcharts using word processors to demonstrate efficient use of ICT tools.
II
3. Create a theme-based digital poster using an image editing tool to communicate
messages effectively.

4. Gather information by using the Internet on how the Internet services have
positively changed the way people live and work in the digital age.

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 5. Use features such as bookmark and history in a browser for quick access of
information and trace the digital footprint of a user.

6. Use emails to communicate and share resources with others for collaboration
and timely dissemination of information.

7. Participate in online coding communities to exchange ideas, showcase projects

and enhance coding skills.

8. Demonstrate correct behaviours while using different computer devices by

following proper body posture and reducing screen time for safety, health and
productivity.

9. Practice data backup and malware prevention strategies for data security in
times of unplanned data loss and disruptions.

10. Exhibit good practices of validating online resources by following evaluation

criteria to avoid false information and irrelevant materials.

11. Solve problems by using block and script programming language to enhance
coding skills and build a positive attitude towards coding.

1. Create engaging presentations by using relevant features of presentation tools to

communicate ideas effectively.

2. Use an audio editing tool to record, edit and create audio materials that can be
shared to effectively communicate information and ideas.

3. Create theme-based videos using video editing software to communicate

messages creatively and experience the process of filmmaking.

4. Gather relevant information from the Internet by using different search

techniques and keywords.

5. Demonstrate good use of social media by ensuring safe, ethical and positive
online behaviours to foster effective communication and collaboration.

III 6. Use online Government to Citizen (G2C) services by accessing the G2C portal to
avail the services and appreciate the government's initiative to foster effective
public service delivery.

7. Maintain a personal blog using an online blogging platform to reach messages and
ideas to a wider audience.

8. Demonstrate acceptable online behaviours including the good practices of

protecting personal data for safe and enriching online experience.

9. Maintain a positive digital identity and digital footprint while using social media
to exhibit responsible and ethical use of online communication platforms.

10. Solve problems by using algorithms and programming language to enhance

computational thinking and build a positive attitude towards coding.

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 1. Perform data analysis of datasets through creating charts in a Spreadsheet for
identification of patterns, trends and outliers in datasets.

2. Troubleshoot common networking problems by following appropriate strategies

explored on the Internet to develop the habit of fixing problems independently.

3. Upgrade knowledge and skill by enrolling in relevant online courses to foster

independent learning.

4. Perform tasks collaboratively by using cloud services such as Google Workspace

to increase flexibility and efficiency.

5. Become a responsible online user by advocating on cyberbullying, fake news,

online crimes and acknowledging the ownership to create a harmonious online
experience.
IV
6. Evaluate different types of media messages by using the media deconstruction
tools to make an informed judgement.

7. Analyse problems by using algorithms and flowcharts to enhance the flow, clarity
and correctness of solutions to problems.

8. Create images and patterns using GUI modules to enhance coding knowledge and
skills.

9. Develop applications using different coding concepts in a programming language

to get hands-on experience of planning, creating and testing an application.

10. Carry out a coding project by documenting all the processes involved in
application development to demonstrate the acquisition of good programming
practices.

1. Create a well-designed publication using desktop publishing software to exhibit

creative works.

2. Evaluate the impact of technology based on its benefits and limitations to

appreciate positive development that technology brings to individuals and society
at large.

3. Develop applications using object-oriented concepts and relevant modules to

simulate real-world applications.
V
4. Develop applications with frontend, backend and database management systems
by using relevant modules of a programming language to build dynamic
applications.

5. Present a visual representation of a dataset by applying data analysis modules in

a programming language to communicate a message.

6. Maintain documentation for an application development project to provide

information about its creation, deployment and use for everyone involved.

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5.4 CLASS-WISE COMPETENCIES
Class Competencies

Students will be able to:

1. Operate computers by following the correct procedures for safety and proper care
of the machine.

2. Draw images and basic shapes by handling the mouse in a drawing tool to acquire
mouse balance and techniques.

3. Type alphabets and words by following the correct hand position on a keyboard to
develop keyboarding skills.
PP
4. Search images in a search engine by using basic words as a keyword to enhance the
understanding of the words.

5. Play online education games based on the curricular need to expand the
understanding of the concepts and assist in learning ICT skills as they play.

6. Demonstrate proper behaviour while using computers in the laboratory for safe and
conducive learning.

7. Solve problems by applying computational skills such as pattern recognition, logical

and sequential thinking that builds confidence in tackling more difficult tasks.

Students will be able to:

1. Navigate in Windows Operating System by accessing the files, folders and
applications to use them effectively.

2. Create simple digital arts using features in a drawing tool to improve drawing and
mouse handling skills.

3. Produce a simple document using a word processor to enhance design and layout
including text typing skills.
I
4. Manage files and folders by following proper naming conventions and structure for
easy identification and access.

5. Search videos related to the concepts learned in other subjects by using the Internet
to facilitate self-exploration and learning.

6. Play online educational games based on the curricular need to expand the
understanding of the concepts and assist in learning ICT skills as they play.

7. Identify the source of creative works such as drawings, books, and images to
acknowledge the ownership and appreciate creativity.

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 8. Solve problems by applying computational skills such as pattern recognition, logical
and sequential thinking that enhance confidence and attitude to work with coding
problems.

Students will be able to:

1. Manage folders on the desktop interface by creating relevant folders within a folder
for organisation of files and applications.

2. Draw 3D arts using drawing software to express creativity and enhance mouse
handling skills.

3. Produce a document using word processors to enhance typing skills and convert
individual works into digital format.

4. Search materials related to the concepts learned in other subjects by using the
Internet to facilitate self-exploration and learning.

II 5. Play online educational games based on the curricular need to expand the
understanding of the concepts and assist in learning ICT skills as they play.

6. Exhibit healthy behaviour while using computers by following correct body posture
and reducing screen time to prevent body strain and injury.

7. Care for computers by practising proper handling of computers and its devices to
reduce maintenance of computers and devices.

8. Solve problems by applying computational skills such as pattern recognition, logical

and sequential thinking that enhance confidence and attitude to work with coding
problems.

9. Solve problems by using block programming language to improve coding skills and
build a positive attitude towards coding.

Students will be able to:

1. Classify computer devices based on input, output and storage to understand the
functioning of a computer system in performing a task.

2. Draw creative arts using a drawing tool to express ideas and explain concepts learned
in other subjects.
III
3. Create a simple Dzongkha document using a word processor to promote Dzongkha
language.

4. Search materials related to the concepts learned in other subjects by using the
Internet to facilitate self-exploration and learning.

5. Play online educational games based on the curricular need to expand the
understanding of the concepts and assist in learning ICT skills as they play.

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 6. Use strong passwords by following a set of criteria to keep personal data safe and
secure.

7. Solve problems by using block programming language to enhance coding skills and
build a positive attitude towards coding.

Students will be able to:

1. Identify key components of the internal hardware based on their functions to
understand and appreciate the working of a computer.

2. Produce a well-formatted document as a project work by using a word processor to

improve design and layout skills.
IV
3. Gather information by using the Internet on how the Internet services have positively
changed the way people live and work in the digital age.

4. Demonstrate correct behaviours while using different computer devices by following

proper body posture and reducing screen time for safety, health and productivity.

5. Solve problems by using block and script programming language to enhance coding
skills and build a positive attitude towards coding.

Students will be able to:

1. Distinguish between hardware and software by identifying its features and utility to
understand that a computer system requires both hardware and software to function
efficiently.

2. Produce a Word document report by adding images, tables, shapes, and graphs to
enhance the design and communicate the information clearly.
V
3. Use features such as bookmark and history in a browser for quick access of
information and trace the digital footprint of a user.

4. Practice data backup and malware prevention strategies for data security in times of
unplanned data loss and disruptions.

5. Solve problems by using block and script programming language to enhance coding
skills and build a positive attitude towards coding.

Students will be able to:

1. Produce formatted documents such as reports, assignments, posters, and flowcharts
using word processors to demonstrate efficient use of ICT tools.
VI
2. Create a theme-based digital poster using an image editing tool to communicate
messages effectively.

3. Use emails to communicate and share resources with others for collaboration and
timely dissemination of information.

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 4. Participate in online coding communities to exchange ideas, showcase projects and
enhance coding skills.

5. Exhibit good practices of validating online resources by following evaluation criteria

to avoid false information and irrelevant materials.

6. Solve problems by using block and script programming language to enhance coding
skills and build a positive attitude towards coding.

Students will be able to:

1. Create a presentation on a relevant topic by using presentation tools to share ideas
and communicate information effectively.

2. Use an audio editing tool to record, edit and create audio materials that can be
shared to effectively communicate information and ideas.

3. Gather relevant information from the Internet by using different search techniques
VII and keywords.

4. Demonstrate good use of social media by ensuring safe, ethical and positive online
behaviours to foster effective communication and collaboration.

5. Demonstrate acceptable online behaviours including the good practices of protecting

personal data for safe and enriching online experience.

6. Solve problems by using both algorithms and programming language to enhance

coding skills and build a positive attitude towards coding.

Students will be able to:

1. Create engaging presentations by adding multimedia and animations to
communicate ideas effectively.

2. Create theme-based videos using video editing software to communicate messages

creatively and experience the process of filmmaking.

3. Use online Government to Citizen (G2C) services by accessing the G2C portal to avail
the services and appreciate the government's initiative to foster effective public
VIII service delivery.

4. Maintain a personal blog using an online blogging platform to reach messages and
ideas to a wider audience.

5. Maintain a positive digital identity and digital footprint while using social media to
exhibit responsible and ethical use of online communication platforms.

6. Solve multiple problems by using algorithms and programming language to enhance

computational thinking and build a positive attitude towards coding.

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 Students will be able to:
1. Perform fundamental data analysis by applying functions and formulas in
spreadsheets to generate insights from a dataset.

2. Troubleshoot common networking problems by following appropriate strategies

explored on the Internet to develop the habit of fixing problems independently.

3. Upgrade knowledge and skill by enrolling in relevant online courses to foster

independent learning.

4. Become a responsible online user by advocating on cyberbullying, fake news, online

IX crimes and other negative online behaviours to create a harmonious online
experience.

5. evaluate different types of media messages by using the media deconstruction tools
to make an informed judgement.

6. Analyse problems by using algorithms and flowcharts to enhance the flow, clarity and
correctness of solutions to problems.

7. Create images and patterns using GUI modules to enhance coding knowledge and
skills.

8. Develop a text-based application using different coding concepts in a programming

language to get hands-on experience of planning, creating and testing an application.

Students will be able to:

1. Use spreadsheets to analyse and visualise datasets through creating charts for easier
identification of patterns, trends and outliers in datasets.

2. Perform tasks collaboratively by using cloud services such as Google Workspace to

increase flexibility and efficiency.
X
3. Cite sources of online materials by using standard citation rules to acknowledge the
ownership and avoid plagiarism, piracy and copyright infringement.

4. Develop applications using different coding concepts in a programming language to

get hands-on experience of planning, creating and testing an application.

5. Carry out a coding project by documenting all the processes involved in application
development to demonstrate the acquisition of good programming practices.

Students will be able to:

1. Create a well-designed publication using desktop publishing software to exhibit
XI creative works.

2. Evaluate the impact of technology based on its benefits and limitations to appreciate
positive development that technology brings to individuals and society at large.

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 3. Develop applications using object-oriented concepts in a programming language to
break the program into bit-sized problems for code efficiency and easy maintenance.

4. Develop applications with both frontend (GUI) and backend by using relevant
modules of a programming language to recognise the role of coding in solving real-
life problems.

Students will be able to:

1. Develop applications including games by using relevant modules and coding concepts
to simulate a real-world application.

2. Use a database management system in an application for easy access, and secure
XII data storage and management.

3. Present a visual representation of a dataset by applying data analysis modules in a

programming language to communicate a message.

4. Maintain documentation for an application development project to provide

information about its creation, deployment and use for everyone involved.

5.5 LEARNING OBJECTIVES

CLASS PP
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Explain computers in their own Introduction to Computers Observing, identifying,
words. • Definition of computer and comprehending
• Computer components
• Identify basic computer o Mouse, Monitor,
components. o Keyboard, CPU
• Examples of computer
• List different types of computers
such as laptop, mobile, desktop
and tablet.

• Follow the correct steps to start Operating a computer Operating and

and shut down computers. ● Turning on a computer analysing
● Shutting down a computer
• Explain the benefits of proper shut ● Advantage of following proper
down and start up to save energy procedure
and care for the system.

• Use different mouse actions to Computer Mouse Operating, analysing

play mouse balancing games. • Definition of mouse and identifying
• Different parts of the mouse
• State the purpose of left click, • Mouse actions - Right and left
right click, double click, and drag click, Scroll, double click, drag and
and drop. drop

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• Follow instructions to use the Introduction to MS Paint Exploring, designing,
mouse properly on a drawing • Steps to open MS Paint and creating
tool. • MS Paint window
• Basic drawing tools
• Draw shapes and objects in o Paint bucket, brush, eraser,
drawing software such as MS pencil
Paint. o Drawing shapes and adding
colours.
• Explain the drawings or arts
created using a drawing software
in their own words.

• Identify different alphabets, Computer Keyboard Operating,

numbers and special characters on ● Definition of keyboard comprehending, and
the keyboard. ● Keyboard layout practising
o Alphabets, Numbers
• Type alphabets and numbers to o Shift, Spacebar
form words and numbers. o Enter, Delete
● Typing tutor for kids
• Use a typing tutor to start typing
● Typing numbers
with the keyboard.
● Typing alphabets
• Open and close an Internet Internet Search Accessing, searching
browser to begin searching on the • Open and close browser and exploring
Internet. • Use address bar
• Use search bar
• Search images on the Internet • Type words
using basic words as keywords. • Searching images
• Searching words
• Navigate the web browser to
search for images with the
support from teachers.

• Identify relevant online Online Educational Games Accessing, exploring,

educational games for learning. ● Games on alphabets, words, problem solving and
numbers. Shapes, etc. (Teacher comprehending
• Play online educational games to guided)
enhance learning. ● Sharing the experience of playing
online games.
• Explain some of the learnings and
● Improving keyboard and
skills acquired from playing the
games. navigation skills.

• Follow the basic laboratory rules Computer Laboratory Rules Creating, framing,
to care for the computer. ● Framing rules comprehending and
o Maintain cleanliness evaluating
• Contribute in framing the o Do not fiddle cables
computer laboratory rules. o Keep away from power
sockets
• Explain the importance of
o Avoid food and drink, etc.
computer laboratory rules.
● Benefits of following rules.

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• Complete challenges or activities Unplugged Activities Logical thinking,
to enhance logical thinking ● Use grids, cards, worksheets, pattern recognition,
without using a computer. cups, etc for activities debugging, and
● Focus on activities related to Problem-solving
• Identify patterns and sequence in pattern recognition, sequencing
problems to get solutions. and logical thinking without the
use of computers.
• Explain the functions of different
block codes used in a coding
CodeMonkey Courses
challenge.
• Introduce CodeMonkey platform
• Complete challenges related to • CodeMonkey Jr Course - Sequencing
sequences, loops and conditions and Loops
in a block coding platform. • CodeMonkey Jr Course - Advanced
Sequencing and Loops
• Recognise the importance of block • CodeMonkey Jr Course - Conditional
coding to become better at coding Loops
and confident in the use of
computers.

CLASS I
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Explain functions of basic Common Computer Peripherals Observing, identifying,
computer peripheral devices. ● Basic computer peripherals - and comprehending
Mouse, monitor, keyboard,
• Identify the different computer printer, projector.
peripheral devices available in the ● Functions of computer
computer laboratory. peripherals.
• Perform basic operations on a Basic Window Operation Operating, exploring,
Window such as closing, ● Close, minimise, maximise, resize, and identifying
minimising, resizing, etc. forward, backward
● File explorer
• Navigate from one window to o Navigate to Desktop
another to access files, folders and o Navigate to Downloads
applications. o Navigate to Documents
o Open an application
• Open files and applications
available in different locations of
the computer.

• Open a drawing software available Drawing in MS Paint Exploring, designing,

in the computer system. ● Drawing arts identifying and
o 2D shapes, sceneries creating
• Draw basic shapes using a drawing o Cartoon characters,
software. animals
o Buildings, toys.

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• Create an art that has shapes, ● Adding colours, shapes and
colours and objects using a characters.
drawing software. ● Writing names and symbols in
artworks
• Modify individual artworks by
adding appropriate colours,
shapes and characters.

• Open a MS Word document in a Microsoft Word Operating, exploring,

computer system. • Opening MS Word designing and creating
• Microsoft Word window
• Use features of MS Word to add • Saving MS Word document.
text and apply basic formatting. • Typing alphabets (A to Z) and
numbers (0 to 30)
• Type words to create short
• Typing special character
sentences in MS Word.
o Full stop, Comma, Quotation
• Save the word documents created marks
to improve typing and formatting • Typing short sentences given in
skills. the workbooks.

• Create files and folders on the File and Folder Management Creating, organising,
desktop. • File operation. and operating
o Create, Open, Rename, Save,
• Rename the files and folders with Delete, etc.
appropriate names. • Folder Management.
o Create, Open, Rename
• Store files such as Word
documents and images in the
folder they created.

• Open a web browser to begin Internet Search Accessing, searching,

searching for information from • Internet Browser comprehending and
the Internet. o Open and close exploring
o Address bar
• Search videos including rhymes • Searching videos
and animated stories that are o Nursery rhymes, Phonics,
related to contents learned in Stories, Cartoons, tutorials
other subjects. (teacher guided)
• Watch online videos to get a
deeper understanding of the
concepts learned in other
subjects.

Page 23
• Complete online educational Online Educational Games Accessing, exploring,
games identified by teachers to ● Mathematical games analysing, problem
enhance learning. ● Logical games solving and
● Quiz games comprehending
• Explain some of the learnings and ● Memory games
skills acquired from playing ● Matching games, etc.
educational games.

• Identify the sources of materials Ownership of Creative Works Analysing, identifying,

such as videos referred from the • Types of creative work designing and creating
Internet. o Art, photo, video, story,
rhyme, etc.
• Write names or symbols in the • Identifying owners of creative
artworks they created using works
drawing software. o Name, symbol and date
• Reflecting owner’s identity
• Recognise the benefit of writing
• Benefits of acknowledging
names or symbols on artworks
they created. ownership

• Write simple algorithms of Unplugged Activities Logical thinking,

problems related to unplugged ● Use grids, cards, worksheets, pattern recognition,
coding activities. cups, etc. analysing, debugging,
● Recognizing patterns to solve a and Problem-solving
• Convert the algorithm of a problem.
problem or challenge into block
codes to solve the problem. CodeMonkey Courses
● Complete Beaver Achiever
• Use different block codes to Courses for Sequencing and
complete coding challenges and Loops
problems.

CLASS II
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Customise the desktop interface Files and Folder Management Operating and
by changing background and • Computer Desktop comprehending
icons. o Icons, taskbar, background,
date and time.
• Manage files and folders on the • Managing folders
desktop by creating folders and o Create, rename, delete, sub-
arranging files in them. folders, move files and
folders.
• Draw different shapes and objects Drawing in Microsoft Paint Exploring, designing,
using drawing software such as • Drawing arts exporting and creating
MS Paint. o 3D shapes, scenery, cartoon
characters, etc.
• File extension

Page 24
• Create simple artwork using MS o export to jpg, png, etc
Paint.
Drawing in Paint 3D
• Save artworks as images by using • User Interface
appropriate file extension. o 3D Shapes
o 3D Text
• Create 3D arts using a 3D drawing
tool such as Paint 3D.

• Type sentences and paragraphs in Document in MS Word Exploring, typing,

a word processor. • Typing sentences formatting, designing
• Typing paragraphs and creating
• Format the word document to o Keyboard keys (enter,
improve the layout and design. spacebar, shift, caps lock)
• Character formatting
• Create a Word document on
o Font
topics or concepts learned in
o Bold,
other subjects.
o Italic,
o Underline, etc.

• Identify commonly used web Internet Search Accessing, searching,

browsers such as Chrome, Safari, ● Web browser - Examples and exploring
and Internet Explorer. ● Basic features
o open, close, minimize,
• Use basic features of a browser to maximize, tabs, forward,
navigate the Internet. backward, etc.
● Searching information
• Search information related to
o Examples: countries, famous
contents learned in other subjects
from the Internet. people, places, animals,
vegetations, wonders of the
world, flags, music, etc.
• Play online educational games Online Educational Games Accessing, exploring,
identified for enhancing learning ● Mathematical games logical thinking and
of concepts learned in other ● Logical games comprehending
subjects. ● Quiz games
● Memory games
• List the educational games that ● Matching games, etc.
are relevant to improve learning.

• Explain the additional learning

derived from playing the online
educational games.

• Explain the benefits of Balanced Screen Time Evaluating, reflecting,

maintaining a balanced screen ● Definition of screen time analysing and applying
time. ● Benefits of balanced screen time
● Ways to manage balanced screen
time

Page 25
• Share some of the ways they will
adopt to maintain a balanced
screen time.

• List some of the correct body Correct Body Posture Observing,

postures while using computers. ● Definition of body posture comprehending and
● Examples of correct body posture adopting
• Adopt correct body postures while ● Benefits of following correct body
using computers for safety and posture
health. ● Arrangement of furniture and
devices to support correct body
posture
• List different ways to handle the Computer Care Observing, identifying,
computers and digital devices ● Ways to take care of computers comprehending, and
properly. at school and home practising
● Benefits of computer care
• Follow ways to take care of o Data protection, life span,
personal computers. hygiene, repair expenses, etc.
• Explain the benefits of taking care
of computers both at home and
school.

• Recognise patterns and sequences Unplugged Activities Logical thinking,

in a problem to solve it. ● Activities that involve problem-solving and
sequence, pattern recognition, analysing
• Participate in unplugged activities algorithm, loops, decision
to understand coding concepts. making, debugging,
decomposition.
• Work in pairs or groups to solve
● Individual, pair or group
logical and sequential problems
without the use of computers. participation in solving
unplugged activities.
• Write simple algorithms for the CodeMonkey Courses Logical thinking,
problems and challenges given on ● Complete Beaver Achiever debugging and
a coding platform. Course for Conditional Loops creating
o Purpose of loops
• Convert the algorithms of o Variables
problems or challenges into block o While loop structure
codes. o Repeat loops
● Complete Beaver Achiever
• Use different block codes to
Course for if/else conditions
complete the problem or
o If statement
challenges given on a coding
o If-else statement
platform.
o Usage of “or” operator
• Explain different coding concepts
learned through completing the
challenges on a coding platform.

Page 26
 CLASS III
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Explain the functions of the input, Input, Output and Storage Devices Observing, identifying,
output and storage devices. ● Definition of input, output and and comprehending
storage devices
• Distinguish between input, output ● Functions of input, output and
and storage devices with storage devices
examples. ● Grouping devices into input,
output and storage
• Categorise computer peripheral
devices available in the school or
home based on functions.

• Create drawings or arts by Drawing in MS Paint Exploring, designing

combining multiple shapes and ● Drawing creative arts and creating
objects. ● Drawing arts related to concepts
and topics learned in other
• Apply creative design and colours subjects
to express an idea or improve the
look of the drawings.

• Draw arts related to concepts

learned in other subjects.

• Type in Dzongkha using a word Typing in Dzongkha Operating, typing,

processor. ● Dzongkha fonts, keyboard layout designing and
& language setting practising
• Recognize the importance of ● Practice in Dzongkha typing tutor
typing in Dzongkha in relation to ● Typing Dzongkha words and
promoting the Dzongkha sentences
language.

• Produce a document in Dzongkha

on a relevant topic.

• Identify the keywords to search Internet Search Accessing, searching,

information on a topic or concepts ● Basic search techniques analysing and
learned in other subjects. (keywords) exploring
● Search information from the
• Use keywords to search relevant Internet on relevant topics.
information from the Internet. ● Saving webpages and images to
the system.
• Save relevant information taken
from the internet in their system.

• Share links to useful online Online Educational Games Accessing, exploring,

educational games with friends. ● Searching online educational comprehending and
games problem solving

Page 27
• Demonstrate how to go about ● Playing interactive educational
with the useful online educational games
games. ● Sharing links of educational
games with friends
• Help peers who find difficulties
playing online educational games.

• List knowledge and skills learned

from playing online educational
games.

• Distinguish between a strong and Strong Password Comprehending,

a weak password. ● Definition of password analysing and applying
● Function of password
• Explain the passwords they have ● Features of a strong password
are strong or weak with reasons. ● Setting passwords for personal
account
• Create strong passwords by
applying the features of a strong
password for their email and
other accounts.

• Explain the importance of having a

strong password for safety and
security.

• Explain the purpose of functions, CodeMonkey Courses Logical and sequential

loops, operators and methods ● Dodo Does Maths course for thinking, debugging,
through unplugged activities. Distance problem-solving and
o Purpose of function creating
• Use methods, functions, and loops o Purpose of scale
to complete logical challenges on o Functions (step, turn, left,
a coding platform. right, turnTo, pickUp()
● Dodo Does Maths course for
• Solve problems on distance,
Angle
angles, and multiplications using
o Purpose of protector
loops, functions and operators.
o Angle in degree
• Recognize the importance of loops o Function (step, turn, pickUp)
and function in solving problems. ● Dodo Does Maths course for
Multiplication
o Loop (times)
● Dodo Does Maths Mini Course

Page 28
 CLASS IV
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Explain the difference between Internal Hardware Observing, identifying
internal and external hardware. ● Definition of hardware. and comprehending
● Internal Hardware and its
• Describe the functions of functions
hardware components. o Motherboard, RAM
o Processor, Hard drive
o Network Interface Card
o Power supply unit
● Differentiate between internal
and external hardware.
• Demonstrate the working process Working of a Computer Observing, identifying
(IPO) of a computer system with ● Introduction to IPO cycle and comprehending
examples and diagrams. o Input devices
o Output devices
• Recognise the importance of o CPU
different hardware for the ● Examples of IPO process
working of a computer system.

• Apply different character and Formatting a Document Exploring, formatting,

paragraph formatting features to ● Character formatting designing and creating
improve the looks of texts. o font size, font colour, font
type, font effects
• Create a word document on a ● Paragraph formatting
relevant topic learned in other o paragraph alignment
subjects including Dzongkha. o line and paragraph spacing
o indentation
● Typing in Dzongkha
• Explain the benefits of using the Benefits of Internet Accessing, exploring,
Internet to search for ● Definition of Internet analysing and
information. ● Examples of ISP evaluating
● Benefits of Internet
• Identify how the Internet has been o Business, banking,
used by different agencies to entertainment
enhance their productivity and o education, medicine, etc.
communication. ● Search information on the
Internet
• Search for relevant information
from the Internet to get a deeper
understanding of the concepts
learned in other subjects.

Page 29
• Explain computer ergonomics with Computer Ergonomics Evaluating, identifying,
examples. ● Definition of computer demonstrating and
ergonomics exhibiting
• Recognise the benefits of ● Benefits of ergonomics
practising computer ergonomics. ● Correct body postures for
different devices
• Follow correct body postures
● Ways to prevent health issues
when using different computer
o brightness settings, screen
devices.
time, break, short exercises,
• Make a presentation on how to etc.
prevent health issues related to ● Examples of proper workplace
the use of computer devices. setting

Safety measures in using different

devices
• Correct body postures for different
devices (mobile, laptop, tablets,
computers, etc.)
• Ways to prevent health issues:
o brightness settings, screen time,
break, short exercises, etc.
• Examples of proper workplace
setting.
• Use algorithms and flowcharts to CodeMonkey Courses Logical, sequential,
solve coding challenges or ● Complete Coding Adventure Part creative thinking,
problems. I course in Story Mode problem-solving, and
o Meaning of Indentation creating
• Apply coding concepts such as o Variable
functions, conditional statements, o Assignment operator (=)
and loops to complete logical o Arithmetic operator (+,-)
challenges on a coding platform. o Arrays, Index
o Membership operator “in”,
• Recognize the importance of
For loop
coding to enhance computational
o Dot operator, Object
thinking and problem-solving
● Explore Coding Adventure Part I
skills.
in Skill Mode

CLASS V
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Differentiate between hardware Computer Hardware and Software Identifying, analysing
and software with examples. ● Definition of hardware and and comprehending
software
• List some of the common ● Difference between hardware
hardware and software used by and software
the students for education and ● Examples of hardware and
entertainment. software

Page 30
• Recognise the importance of both
hardware and software for the
functioning of a computer system.

• Add relevant images, tables, and Adding Images & Objects in MS Word Exploring, designing,
objects to enhance a word ● Adding images and objects in and creating
document. word document
● Formatting images and objects in
• Edit images, tables, and objects a word document
inserted in word documents. o Edit, crop, picture effects
and styles
• Produce word documents such as
report, essay, journals, etc. on Designing a report
topics learned in other subjects ● Insert table and images
including Dzongkha. ● Insert graph/chart
● Formatting a report.
● Report in Dzongkha

• Explain the function of URL and Internet Search Accessing, analysing

search engine to search for online • Definition of Uniform Resource and exploring
information. Locator
• Features of the browser
• Search information on topics o address bar, history
discussed in other subjects by • Creating bookmarks
using popular search engines such • Definition and examples of
as Google. search engines
• Search information using
• Create bookmarks on different
topics to store relevant web different search engines
• Creating bookmarks and checking
pages.
history on a browser.
• Recognise the importance of using
bookmarks and history.

• Explain different types of Malicious Software Identifying, evaluating,

malwares with examples. • Definition of malware comprehending and
• Different types of malwares problem solving
• List different measures to prevent o Virus, worms, trojan horse,
computers and mobile devices ransomware
from malware infection • Signs of malware infected system
o slow computer
• Back up personal data in different
o blue screen of death
locations such as thumb drive,
o lack of storage space, Pop-
cloud, CD and hard disk for safety.
ups, websites, toolbars, and
• Make a present on the risk of other unwanted programs
malicious software and the Data Backup
benefit of data back. • Definition of data backup
• Advantages of data backup
• Best practices for data backup

Page 31
• Use algorithms and flowcharts to CodeMonkey Courses Logical, sequential,
solve coding challenges or ● Complete Coding Adventure Part and creative thinking,
problems. II course in Story Mode problem-solving and
o For loop creating
• Apply coding concepts such o If condition
as functions, conditional o If-else condition
statements, and loops to o Membership operator “in”
complete logical challenges on a o Logical operator “and” and
coding platform. “or”
● Explore Coding Adventure Part II
• Recognize the importance of using
in Skill Mode.
coding concepts to solve problems
and enhance computational
thinking.

CLASS VI
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Add tables and objects in a word Page and Table Formatting Exploring, designing
document to make data and ● Adding a table and creating
information presentable. ● Table formatting
o Adding, deleting row or
• Apply text, paragraph and page column
formatting in a word document to o text alignment, wrapping
improve the document's looks and o row height and width
flow. o cell and table border,
design
• Create word documents such as
● Page formatting
reports, posters, flowcharts, etc.
o setting header and footer
on topics learned in other subjects
o setting page margins
including Dzongkha.
o page size, numbers,
orientation
• Identify different image editing Image Editing in Paint.NET Exploring, identifying,
tools (free & paid) on computer ● Definition of multimedia designing and creating
and mobile devices. ● Types of multimedia
o Text, graphics, audio,
• Use free image editing tools such video, etc.
as Paint.Net to enhance images. ● Taking pictures and transferring
them to computer
• Use different features in an image
● Paint.NET window
editing tool to modify images.
o features, advanced tools
• Create theme based digital o applying adjustments and
posters using an image editing effects
tool to communicate a message. ● Project on image editing

Page 32
• Explain the benefits of using email Email Accessing, evaluating,
with examples. ● Definition of e-mail identifying and
● Overview of working of email communicating
• List different email services ● Types of email
provided online to understand o Client base email
their similarities and differences. o webmail
● Advantages of email
• Create a personal email account
with a strong password for ● Different email service
communicating with others. providers (Gmail, Yahoo, etc.)
● Creating and managing email
• Send email to friends and teachers ● Creating email account
to communicate and collaborate ● Compose, send, forward, reply,
on learning activities. subject, cc, signature
● Email attachment, etiquettes
• Share files and materials as an ● Project - email attachment.
email attachment with peers,
teachers and others.

• Share personal coding projects CodeMonkey and Scratch Online Accessing,

in online coding communities such Community communicating,
as CodeMonkey or Scratch. ● Definition of online community problem solving and
● Creating an account for the collaborating
• Participate in online discussion on
Scratch/CodeMonkey community
coding concepts and projects to
● Uploading personal projects in
foster deeper learning in coding.
Discovery
• Recognise the importance of ● Participate in online discussion
online coding communities to o Comments, questions,
enhance coding projects and skills. suggestions, seek advice

• Define information literacy with Information Literacy Identifying, analysing,

examples. • Definition of information literacy evaluating and
• Checking the sources of various news comprehending
• Identify online news sources such
as BBC, CNN, Kuenselonline, etc. channels/websites.
• Evaluation criteria for online
that share reliable information on
a daily basis. information
o Author, date, accuracy,
• Use relevant criteria such as objectivity, fairness
source, accuracy, currency, etc. to • Identifying and tackling fake news
evaluate online information.

• Recognise the benefits of

information literacy skills in the
digital world.

Page 33
• Use algorithms and flowcharts to CodeMonkey Courses Logical, sequential,
solve coding challenges or • Complete Coding Adventure Part III and creative thinking,
problems. course in Story Mode problem-solving, and
o If condition creating
• Apply coding concepts such o Bitwise operator “not”
as functions, conditional o Control Statement (until etc.)
statements, and loops to o Return statement
complete logical challenges on a o For loop
coding platform. o Array, Index
o Object, Dot operator
• Recognize the importance of using
• Explore Coding Adventure Part III in
coding concepts to solve problems
Skill Mode
and enhance computational
• Explore Block Jumper Mini Course
thinking.
• Explore Space Adventure Mini
Course
o While loop

CLASS VII
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Design effective presentations by PowerPoint Presentation Exploring, analysing,
using relevant features. ● Creating a PowerPoint designing, and
presentation creating
• Apply design principles such as 10- ● Slides, templates, texts, objects,
20-30 rules in the presentation images, tables, etc.
slides for effective ● Design Principles
communication. o PechaKucha 20X20
o 10-20-30 rules
• Deliver a presentation using a
● Animation, transition, hyperlinks,
PowerPoint/ Google slide to share
information or ideas learned in etc
● Presentation in Google Slide
other subjects including
Dzongkha.

• Select effective audio tools to Audio Editing Exploring, designing,

record audio for editing purposes. • Definition of audio analysing, organising
• Different audio editing tools and creating
• Record/import the sound for (Audacity, Adobe Audition,
expressing their ideas. Garageband, etc.)
• Recording audio.
• Edit recorded sounds to create o recording devices and steps.
audio materials on topics learned o Audio recording and editing
in other subjects including o Recording or importing audio.
Dzongkha. o Editing Audio and mixing
o Applying Audio Effects.
• Express the ideas through audio o Saving
format files by sharing on relevant • Audio sharing
platforms. • Project on audio editing.

Page 34
• List different Boolean search Online Search Techniques Accessing, analysing,
operators with examples. ● Keywords searching, and
● Boolean operators exploring
• Search information using o AND, OR, NOT
keywords and Boolean operators. ● Wildcard searches ( *,?,$)
● Exact phrase search (using
• Recognise the value of using quoted phrase)
search techniques for efficient ● Searching information from the
online search. Internet.

• Define social media and its Collaborating in Social Media Analysing,

features with examples. ● Definition of social media comprehending,
and its features. communicating and
• List different social media ● Examples of social media collaborating
platforms used by people at o Facebook, Twitter,
different age levels. YouTube, SoundCloud,
Wechat, Messenger, etc.
• Identify the appropriate social ● Pros and cons of social
media platform for effective media
communication. ● Using social media for
communication, collaboration and
• Use social media for learning after learning (groups, pages, etc.)
understanding the pros and cons ● Safety tips for students on the use of
of social media. social media
• Follow the safety tips and
measures while engaging in social
media.

• Explain the consequences of Online Data Protection Identifying,

unprotected online data. ● Definition of personal data comprehending and
● Ways to protect online personal exhibiting
• Protect personal data on social data
media and online messaging apps ● Risks of unprotected data
by following online data o identity theft, cyberbullying,
protection measures. defamation, etc.
● Social Media Policy of Bhutan
• Follow acceptable behaviour while ● Acceptable Use Policy (AUP) of
using the Internet in reference to online services
the social media policy of the ● Following acceptable behaviour
country. on the Internet
● Avoiding aggressive and
• Recognise the importance of unpleasant sites, respecting
protecting personal online data bandwidth consumption,
for safety and security. refraining from sharing
copyrighted materials, etc.

Page 35
• Use for loops to iterate through CodeMonkey Courses: Logical, sequential,
lists with the help of range() Banana tales and Game Builders: and creative thinking,
function. Completing the challenges on the problem-solving and
following coding concepts: creating
• Assign to a variable using an ● Sequencing
assignment operator. ● index
● Lists
• Use if statements to choose which ● Range
objects to perform an action with ● Variable
during iteration. ● If statement
● If-else statement
• Use if-else statements to choose ● While loops
what action to perform with an ● For Loops
object during iteration. ● Boolean operators
● Object
• Write functions to solve multiple ● Functions
similar problems without
duplicating code.

CLASS VIII
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Prepare engaging presentations PowerPoint Presentation Exploring, designing,
by adding relevant images, videos ● Adding multimedia collaborating, and
and audio on topics learned in o Image, video, audio creating
other subjects including ● Adding visual effects
Dzongkha. o transition, animation
effects
• Communicate ideas effectively by ● Adding hyperlinks
creating interactive PowerPoint ● Creating a Google Slides
presentations. presentation.
● Project - Creating an interactive
• Recognise the importance of using
presentation on topics learned in
PowerPoint or Google Slide to
share ideas or messages. other subjects including
Dzongkha.
• Use appropriate video recording Video Making Recording, uploading,
tools to record varieties of ● Recording videos using different modifying exploring,
materials of learning. equipment -Digital camera, designing and creating
webcam, mobile, etc.
• Edit the recorded videos to tell a ● Transferring of recordings to
story on themes or concepts computer - Cable, wireless,
learned in other subjects. memory card, etc.
● Video editing - Import, effects,
• Share the final video materials on
trim, captions, audio, publish, file
an appropriate learning platform
such as YouTube. formats, etc.
● Sharing videos online

Page 36
• Create videos in pairs or groups on ● Project on video editing (Music
themes or concepts learned in video, social issues, study tips,
other subjects including etc.)
Dzongkha.

• Use the G2C services for availing Online Government Services Accessing, evaluating,
online services. ● Definition of Government to analysing and
Citizen services advocating
• List the different services available ● G2C services in Bhutan
on the G2C platform. o Security clearance, RSTA, Druk
Trace
• Identify the benefits of using the
o Citizenship, Doctor
G2C services for efficiency and
productivity. appointment
o Security clearance, Land tax,
• Create an awareness program to Passport
their parents and community to ● Benefits of G2C services to
share the benefits of G2C services. society
● Project - using G2C service
o Supporting parents to use
online services
o awareness on online services
• Explore popular blogs maintained Blogs Accessing,
by both Bhutanese and foreigners. • Definition of a blog and blogger communicating and
• Examples of popular local and collaborating
• List some of the favourite blogs foreign blogs.
and bloggers with reasons on why • Features of a blog (post, multimedia,
they were chosen. share, comments)
• Create personal blogs to share Creating a Blog
thoughts and ideas using relevant
• Creating and maintaining a personal
blog features.
blog (Blogger, WordPress, etc.)
• Recognise the benefits of using • Video blog (vlog) - examples
blogs to express oneself and • Practices of a good blogger
create a digital identity. • Project - Maintaining a personal blog

• Define positive online identity Positive Online Identity Evaluating, analysing

with examples. ● Definition of positive online and exhibiting
identity
• State the benefits of maintaining a ● Benefits of maintaining a positive
positive online identity. online identity
● Ways to maintain positive online
• Take a stock of online activities identity.
and personal digital accounts to o posts, share links,
find out their digital identity. comments, language, online
friends, avoid sharing fake
• Adopt ways to maintain a positive news or rumours, etc.
online identity. ● Project - Evaluating your online
identity

Page 37
• Explain the benefits of regularly Managing Digital Footprint Evaluating, analysing
checking on individual digital ● Definition of digital footprint and exhibiting
footprint. ● Impacts of digital footprint
o relationships and career
• Identify the impact of digital prospects
footprint on online digital identity ● Ways to reduce negative digital
of individuals or organisation. footprints
● Project - Checking your digital
footprint
• Define Python classes to create on CodeMonkey Courses Logical, sequential,
screen objects with specific Banana Tales II and Coding Chatbot - and creative thinking,
behaviour. Complete the challenges on the following debugging, problem-
coding concepts: solving and creating
• Write programs that take different • Classes (Definition, Method,
code paths based on user input. Attribute)
• Instantiate - Object
• Compare and contrast tuples and
• Variable scope
lists.
• Input - input() function
• Solve complex challenges o Data types (strings, Integers,
involving making sets contain Dictionary, Set, Tuple)
specific numbers of items. • Type cast
• Operator Overloading
• Refer to and modify specific o Meaning of operator
elements in a 2D list by using their overloading
coordinates. o + operator with string and
integer
• Assign the same value to multiple • Algorithm
variables in a single statement. o Iteration over string
o Iterate over list
• involving multiple rows and
• Dictionary
columns.
o Key: value pair, Add key/value
• Swap the value of two variables. o Find the value for given key
o Methods, Iterate
• Apply the swap procedure • List - Iterate over single row or
multiple times to put a list in column, Tuples & Set
order. • Bubble sort - algorithm to order
elements of a list from least to
• Write a function to put two list greatest or greatest to least
elements in order by swapping
them if necessary.

Page 38
 CLASS IX
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Arrange different types of data as Introduction to MS Excel Exploring, organising,
per certain conditions. • Excel Overview analysing, problem
o Workbook, Sheet, Cell name, solving, decision
• Apply cell referencing conditions Formula bar making and creating
to reflect accurate data entry. • Basic cell and data formatting
o Data types in Excel
• Perform basic data analysis using
o Changing cell colour
mathematical functions.
o Text alignment
• Use Google Sheets to collaborate o Inserting and deleting rows and
online on data analysis projects. columns
o Merging and splitting cells
• Recognise the importance of Excel o Applying borders
or Google Sheet to analyse data • Cell referencing within a sheet and
sets to make informed decisions. between sheets -
absolute, relative, mixed referencing
• Paste Special – Transpose, Values

Data Analysis in MS Excel & Sheet

• Data analysis - Data collection,
cleaning, analysing
• Syntax to Enter formulas and
functions
• Basic mathematical functions - Sum(
), Average( ), Count( ), Counta( ) ,
Max( ), Min( )
• Basic logical functions - if(), and(),
or(), countifs()

• Explain the working of computer Computer networks Identifying, analysing,

networks and devices. • Definition of computer network and applying and problem
its classification. solving
• Search online for solutions to • Networking devices and its purpose.
computer network issues they • Setting up network connection in
encountered. computer – Wireless, Ethernet
• Packets, Protocols - Function of TCP,
• Apply different strategies to
Function of IP
resolve computer network
• Basics DOS commands for networking
problems.
o Ping, IPconfig(release and renew)
• Recognise the importance of o NSLoopUp, tracert
solving common network issues Solving Network Issues
for efficiency and developing • Searching online solutions to network
problem solving skills. problems.
• Strategies to Resolve Network
Problems

Page 39
 o Checking physical cable
connection
o Checking the connectivity of the
router using DOS command
o Verifying IP address
o Checking the connection using
the ping command
o Checking the device drivers for
the network adapter using DOS
command
o Checking virus infections
• Explain the benefits of online Online Courses Accessing, recording,
courses to students. • Definition of online courses identifying and
• Massive Open Online Courses exploring
• Explore different courses related
(MOOC)
to concepts learned in other
• Examples of different online courses
subjects on various MOOC
platforms - Khan academy, Coursera,
platforms.
Udemy, edX. Etc.
• Identify a relevant online course • Benefits and limitations of online
and complete the course to courses
enhance their skill and knowledge.
Taking an online course
• Recognise the advantages of • Enrol in a free course
taking online courses for deeper • Selecting an online course and
and independent learning. completing it.
• Explain the characteristics of Cyberbullying: Comprehending,
cyberbullying with examples of ● Definition of cyberbullying evaluating, identifying
real-life situations. o Examples of cyberbullying and exhibiting
● Measures to cope with
• Explain the negative effects of cyberbullying.
cyberbullying on both the victim ● Roles of bystanders and upstanders
and bully. in cyberbullying
● Effects of cyberbullying
• Identify the list of measures to
● Providing support to victims of
cope with cyberbullying.
cyberbullying
• Recognise the role of upstander ● Project - Awareness of
rather than bystander in a cyberbullying.
cyberbullying situation.

• Create awareness on
cyberbullying through posters,
videos and blogs.

• Identify different negative online Dealing with Negative Online Comprehending,

experiences such as fake news, Experiences exhibiting, designing
scams, impersonation, defamation ● Definition of fake news and creating
and online crimes with examples. ● Verifying fake news

Page 40
• Explain ways to deal with negative ● Online scams, defamation, and
online experiences with examples crimes.
to create awareness. ● Ways to fight against fake or
negative online information
● Project on dealing with negative
online experiences.

• Explain the importance of media Media Literacy Accessing, identifying

literacy in the era of media ● Definition of media literacy and evaluating
overload. ● Importance of media literacy
● Types of media (print, broadcast,
• Identify different types of media online, etc.)
for construction or deconstruction ● Deconstruction of media
of its content. ● Five key questions (authorship,
• Evaluate different media content format, audience, content,
using the five key questions for purpose).
making informed decisions about ● Project on construction or
the media content. deconstruction of a media text.

• Recognise the importance of Algorithm and Flowchart Logical and sequential

creating algorithms and flowcharts ● Purpose of algorithm and thinking, designing
to execute a program. flowchart and problem solving
● Sample algorithm and flowchart.
• Differentiate between algorithm
Algorithm
and flowchart in terms of their
role in executing a program. ● Definition of algorithm
● Characteristics of an algorithm
• Design an algorithm and flowchart ● Examples of algorithm
for a given program/situation. ● Design algorithm of simple
problems

Flowchart
● Definition of flowchart
● Symbols used and its purpose
● Examples of flowcharts
● convert algorithm to flowchart
● Design flowchart of simple
problems
• Import turtle module in a python Introduction to Turtle Graphics Logical, sequential,
program. ● Turtle module and creative thinking,
● Importing the Turtle module and creating
• Draw different shapes and ● Drawing with Turtle
patterns using Turtle. ● Turtle motion
● Move and draw - Pen control
• Apply different Turtle functions
● Drawing state, Color control
and methods to create a project.
● Filling
● Drawing control - Text, window
control, variable, input, loops

Page 41
• Explain why Python is preferred to Introduction to Python Logical, sequential,
other programming languages to • Features of python and creative thinking,
learn coding. • Examples of python applications creating, debugging,
in real-life situations. identifying problems
• Explain the purpose of basic • I/O functions in python and formulating
elements and functions used in o Input, Print - output
python such as print, comment, solutions.
• Keywords in python
and data type. • Variables
o Concepts of variables
• Design algorithms and flowchart
o Naming conventions
for given problem statements.
• Comments
• List the functions of different Data Types in Python
operators in python programming. o String (str), Integer (int), float,
Boolean (bool)
• Apply for and while loops in
• Type casting
python to solve a programming
problem. Operators in Python
o Arithmetic, Assignment,
• Combine loops and conditionals Comparison, Logical
statements to solve problems. o Membership, identity
Good programming practices
• Apply good programming
practices such as debugging, o Debugging
commenting, and code o Commenting
optimization in executing a o Code optimization
program. • Purpose of indentation
Conditional statements in Python
• if statement
• if……else statement
• if……elif……else statement
• Nested Statement
• Project on using conditional
statements with algorithms and
flowcharts.
Loops in Python
o Importance of loops
o For and while loops
o Range() function in loops
Control Statement
o Purpose, break, pass, Continue
o Use of control statements in
loops and conditions

• Project on text-based application

development.
o Problem statement
o Algorithm, Flowchart,
Comments
o Codes

Page 42
 CLASS X
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Apply data formatting and sorting Data Analysis Exploring, organising,
to represent a set of data in MS • Data analysis process analysing,
Excel/Google Sheet o Data collection, data cleaning collaborating,
o Analysing using Charts and designing and creating
• Apply data cleaning features such
statistical tools
as conditional formatting and
o Interpret the charts and
filter to identify unwanted data.
Statistics.
• Represent data in graphical Data Cleaning
format using charts in MS Excel or • Conditional formatting
Google Sheet. • Sort and filter, validation
• Logical functions
• Collaborate with peers on Google Analysing using Functions
Sheet to work on data analysis
• Statistical functions [Measures of
and representation activities.
central tendency]
o Mean, Median, Mode
Data visualisation using Charts
• Visualisation
o Purpose of visualisation
o Types and elements of charts
o Types of Data Visualisation in MS
Excel.
o MS Excel as a tool for data
visualisation
• Data representation in charts
• Project on data analysis in Excel or
Google Sheets
• Explain cloud services with Cloud Services Accessing, analysing,
examples of services they use • Definition and examples of cloud collaborating, and
regularly. services exploring
• Features of cloud services
• Identify the advantages and • Advantages and disadvantages of
challenges of using cloud cloud services
services.
Collaboration on Google Workplace
• List the different collaborative • Google Workspace for education
tools on Google Workspace and it benefit
where students can work • Google Docs, Sheet, Forms, etc. for
together. collaboration
• Project on Google Docs, sheet,
• Use one of the Google
slide, etc.
Workspace tools (Doc, Sheet,
slide, etc.) to collaborate and
complete a group project.

Page 43
 • Identify the sources of online Acknowledging Ownership Evaluating, analysing
resources such as author, • Identifying the source or owners of and exhibiting
organisation, date, etc. online resources
• Importance of fair and responsible
• Recognise the importance of use of online resources.
acknowledging online resources • citation rule of online materials (text,
that they have used. video, image, website)
• Types of citation style – APA, MLA,
• Distinguish between copyrights
and creative commons of online IEEE
• Types of APA citation
resources.
o in text citation
• Cite the sources of online o end text citation
resources using proper format to o Referencing Style
ensure fair and responsible use Copyright and Creative Commons
of the resources. • Understanding copyright and creative
commons
• Ways of ensuring fair use based on
copyright and creative commons.

• Explain the purpose and benefits Loops in Python Logical, sequential,

of using loops, functions, and • Loops in Turtle and creative thinking,
collections. • For and while loops- break and creating, identifying
continue, pass problems and
• Create algorithms and flow charts
• Project on loops with algorithm and formulating solutions.
on loops, functions and collections
flowcharts
in a program.
Functions in Python
• Differentiate between different
types of collections (list, tuple, set, • Purpose of functions
dictionary) to use them • Types of functions
appropriately in a program. o Built in
o User defined
• Recognise the importance of using • Defining a function
list, tuple, set, and dictionary in a • Calling a function
python program. • Scope in Python
• parameters of a function
• Create functions and collections in o Positional, Keyword, Default
Python programs to solve • return statement in a function
problems. • Functions in Turtle
• Recursive function
• Project on function with algorithm
and flowcharts

Data Structures in Python

• List, Tuple, Set, Dictionary
o Basic methods and functions
• Projects on data structure with
algorithm and flowcharts

Page 44
 • Identify a problem to be solved Developing a Python project Logical, sequential,
using python programming. • Identifying a problem statement. and creative thinking,
• Writing algorithm and creating creating, debugging,
• Create algorithms and flowchart
flowchart. documenting,
to solve the problem.
• Applying loops, functions and data identifying problems
• Solve the identified structure in a program. and formulating
problem/project by using python. • Debugging and code optimising. solutions.
• Documenting and presenting the
• Recognise the benefits of using project.
python programming to solve o Problem definition
problems. o Comments
o Algorithm and flowchart
o Source code and output
o References

Class XI
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills
• Create publication documents Introduction to MS Publisher Exploring, analysing,
using MS Publisher. • Definition of DTP designing and creating
• Types of publication
• Apply design principles in o Newspaper, magazines,
publication documents to o brochures, cards, certificates, etc
enhance the design and looks. • Features of MS Publisher (Master
page, Header and footer, styles, Page
• Recognise the benefit of using
size, margins, insert section and
MS Publisher compared to MS
layout)
Word for design and layout
• Designing and publishing.
works.
• Project - creating a DTP document.
• Publish Class newspaper or Design principles in DTP
brochure to exhibit creative • Fonts and colours contrast
ideas. • Objects, image, text and diagram
alignments
• Layout and white space
• Balance and consistency
• Identify the impacts of ICT on Impact of ICT on Society Evaluating, analysing
society with examples. ● Positive Impacts and comprehending
o Entertainment, Media
• List the negative impacts of ICT on sharing, communication,
individuals to discuss solutions. community support
o Innovation, Job market
o Crowdfunding, Online
learning, E-commerce
● Negative impacts
o E-waste, Digital divide, Health
issues
o Addiction, Business fraud

Page 45
• List different emerging Emerging Technologies Evaluating, analysing
technologies with examples. ● Examples of emerging and comprehending
technologies (IoT, AI, 5G,
• Evaluate the impacts of emerging blockchain, robotics, biometrics,
technologies on society with 3D printing, virtual reality,
examples. drones, etc.)
● Impacts of emerging
technologies - Job opportunities,
education, medicine, business,
environment, etc.
• Adopt measures to reduce the Reducing Negative ICT Impacts Evaluating, analysing,
negative impacts of ICT on ● Benefits of reducing negative designing and creating
individuals and society. impacts
● Ways to reduce negative
• Design posters or videos on the impacts.
impact of ICT and emerging o reduce e-waste, recycle,
technologies to create awareness. online support communities,
etc.
o Project - Awareness poster or
video on the impact of ICT on
society
• Handle text files to manage data in Python Data Structure Logical, sequential,
Python programming. ● List, Tuple, Dictionary and creative thinking,
● File handling in Python analysing, debugging,
• Use built-in or user-defined o Open, Read, Write and creating.
modules to break down large Module
programs into small manageable, ● Purpose of module
reusable and organised files. ● User defined module - create and
use modules
• Explain the features of object-
● Built-in module - Maths module
Oriented Programming.
o Random module
• Explain the components of a class Object Oriented Programming
with examples. ● Encapsulation
● Classes and objects
• Apply object-oriented principles to o Attribute, Behaviour
create dynamic applications. (Methods)
o Identity (unique name)
o Constructor
● Inheritance
o Single level, Multilevel,
Hierarchical
● Polymorphism
o Function overloading
o Operator overloading
● Abstraction
o Creating abstract class form
ABC, abstract method,
concrete method

Page 46
• Explain the importance of the GUI Programming with Tkinter Logical, sequential,
Tkinter module. ● Import Tkinter module and creative thinking,
● Window designing, debugging,
• Create a Tkinter window and ● Widget and standard attributes and creating
widgets. o Label, entry, button,
checkbutton, frame, etc.
• Insert images in a window using ● Using geometry managers to
Pillow in Tkinter. arrange the widgets
● Adding images in Tkinter
• Develop GUI application/game o Pillow module
using object-oriented principles in ● Events and event handlers
Tkinter. ● Project on Tkinter

CLASS XII
Core Concepts Process/ Essential
Learning Objectives (KSVA)
(Chapters/Topics/ Themes) Skills

• Identify different Python Creating applications Logical, sequential,

modules for game and simulation • random, string, time and creative thinking,
development. o One Time Password (OTP) and creating
generation
• Simulate a real-world application o Teacher’s timetable
such as timetable and password
generation using Python Developing games
programming. ● Quiz gaming with a score
● Text-based adventure game
• Create games using Python and ● Games in Tkinter
Tkinter modules for fun and
creativity.

• Appreciate the logic and process

of game and application
development through coding.

Page 47
• Explain the functions of the Database Management Logical, sequential,
database system. • Definition of database and creative thinking,
• Importance of database debugging, organising,
• Create SQLite database using • Terminology in database and creating
SQLite browser. o Database, Tuples, Attributes,
Tables
• Insert, delete, update, and Select • CRUD operations
data from the SqLite database o create, read, update, delete
using SQL. • SQLite database
• SQL using SQLite to
• Develop a database application
o Create table, drop table
using SQLite module.
o read records, update record
o delete records, select record
• Develop a CRUD application using
o Insert record.
TKinter as frontend, Python as
• Connect to Database
backend and SQLite for the
o Importing sqlite3 library
database.
o Connecting, execute SQL code
o Commit, Close
Database Application
• SQLite database with Tkinter

• Explain the advantages of using Data Analysis with NumPy Logical, sequential,
Numpy for data analysis. • Introduction to Numpy and creative thinking,
• Zero-dimensional array researching,
• Access the element, row or • One-dimensional array organising and
column of an array using NumPy. • Two-dimensional array analysing.
• Array indexing and slicing
• Perform arithmetic operations of • Addition of array
the arrays using NumPy. • Subtraction of array
• Multiplication of array
• Generate insights using statistical • Size, shape attributes
analysis of a given dataset using • Statistical methods and functions
NumPy. o mean(), median(), max(), min()
o ptp(), std(), var()
o quantile(data, 0)
o quantile(data, 0.5)
o quantile(data, 1)
• Import Pandas module in python Data Analysis with Pandas Logical, sequential,
programming for data analysis. • Introduction to Pandas and creative thinking,
• Import Pandas module researching,
• Explain the structure of a • Load CSV dataset organising and
dataframe in Pandas. • Dataframe, Series analysing.
• Methods to be covered
• Clean the dataset using the
o info(), max(), min()
relevant methods in Pandas.
o describe()
o head(), head(N)
o tail(), tail(N)
• Data cleaning methods

Page 48
• Filter the dataset based on given o Shape, dropna()
conditions by using functions in o isin(), notna()
Pandas. o loc(), fillna(), iloc()
• Statistical Methods to be covered
• Generate insights using statistical o sum(), mean()
analysis of a given dataset using o median(), mode(), std()
Pandas.

• Explain the different types of plots Data Visualisation with Matplotlib Logical, sequential,
available in Matplotlib. • Introduction to Matplotlib and creative thinking,
• PyPlot researching,
• Use relevant plot using • Plot types organising, analysing
Mathplotlib for a given dataset. o plot() and plotting.
o scatter()
• Plot graphs for a set of data using
o bar()
PyPlot sub library.
o stem()
• Interpret the chart for a given o step()
dataset using Mathplotlib. o fill_between()
o pie()
o hist()
• Markers, line, labels, grid, subplot
and annotations
• Project on data analysis

• Maintain documentation of a Maintaining Documentation Creative thinking,

coding project. • Problem definition researching,
• Plans, Flowchart, Algorithm organising, analysing,
• Develop a relevant project using • Process, plotting and
all python knowledge and skills • source codes, documenting.
learned so far. • output

• Recognise the importance of Major Project in Python

documenting the coding project • Demonstration of coding skill in
for future reference and Python
modification. • Relevant topic
• Documentation (process) and
application (product)

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6 TEACHING AND LEARNING APPROACHES
Although a range of teaching and learning approaches can be employed in delivering the ICT curriculum,
the following approaches are suggested because of the marked emphasis on competency-based
learning in this curriculum. The use of these approaches promotes independent learning, facilitates the
development of 21st century skills and enables mastery of learning competencies in students through
creative and authentic problem-solving activities.

However, teachers have the flexibility to choose alternative approaches that are appropriate to the
situation, the needs of the learner, and the context of learning. Teachers need to provide students
opportunities to develop an inquisitive attitude, critical thinking and creative skills using ICT towards
making them problem solvers and independent life-long learners.

One or more of the following teaching and learning approaches may be considered in the delivery of
ICT curriculum in the classroom to make learning engaging and meaningful to students:

a) Project-based learning
Teachers identify a project that requires ICT knowledge and skills for the students to complete. The
project can be done individually or in groups depending on the scale of the task. For example,
students create a poster on cyberbullying using an image editing tool to create awareness of the
negative impact of cyberbullying.

b) Guided discovery learning

Teachers facilitate the learners by providing multiple resources and giving different activities to help
students discover and acquire ICT knowledge and skills. For example, class 7 students can be asked
to maintain a journal which can later be transferred into a blog with multimedia features. This
allows students to discover elements of a good blog and they will begin to enhance their blogs for
a wider audience.

c) Problem-based learning
Teachers identify a problem that is relevant to the students or their family and community and ask
them to use ICT to solve the problem. This can be given either in pairs or groups and they are also
given the flexibility to come up with their own problem. For example, students identify the stray

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dog problem in their school, and they come up with different solutions such as creating awareness
videos, sending emails to veterinary doctors for support, etc.

d) Inquiry-based learning
Teachers pose a thought-provoking question related to ICT concepts or skills and encourage
students to have independent thinking. Students can be further stimulated to ask their questions
and investigate ideas using the Internet to enhance their problem-solving skills and have a deeper
understanding of the concept. For example, children can be asked why they should learn coding in
school.

e) Interdisciplinary approach
ICT is an effective tool to enhance students' knowledge and teachers must take the opportunity to
integrate the teaching of ICT tools into learning of concepts in other subjects. For example, students
can be introduced to the features of the Internet by making them search content on English
grammar and show them how to download or bookmark for future use. In Science, students can
create an animated presentation on the life cycle of butterflies to learn the features of Microsoft
PowerPoint.

f) Online and blended learning

Teachers use multiple online platforms to engage students after school hours to continue learning
ICT skills and concepts. Students perform independent learning using technology and report on
their understanding in the class or through comments and discussions in the online forums. For
example, students explore functions in Python coding and share their understanding in the class
the next day or through the online class forums.

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7 ASSESSMENT AND REPORTING
Assessment is an integral part of learning for it provides the ongoing feedback necessary for effective
teaching and learning. It is the process of gathering evidence of learning, usually in measurable terms,
concerning knowledge, skills and attitudes. Gathering evidence of learning requires the use of a variety
of assessment methods to assess students' products and performances during and after the learning.
The evidence of learning informs instruction by providing information about the learning to the learner,
the teacher, and the parent. The goal of assessment ultimately is to develop self-directed learners who
regularly monitor and assess their progress.

Assessment is divided broadly into two categories: formative and summative. Summative assessment
takes place at the end of the assessment of the learning and summarizes the development of learners
at a particular time. Formative assessment on the other hand is a range of formal and informal
assessment methods used during the learning process, usually by teachers. It helps to influence
teaching methods and priorities, and modify teaching and learning activities to monitor what students
know and improve their achievements.

One of the important objectives of this ICT curriculum is to equip our learners with 21st century skills,
and the formative assessment is understood to be a central feature of the learning environment of the
21st century (Harrison, 2014). 21st century learners need substantial and meaningful feedback regularly
to assess their progress and influence future lessons and teaching strategies. Thus, the assessment of
student learning in this curriculum lays more emphasis on formative assessment than summative
assessment. The assessment in Key Stage I will focus on Continuous Formative Assessment (CFA) where
there will be no term examinations and formative assessment will be undertaken throughout the year.

The assessment of student learning in the ICT curriculum is based on the evidence of learning, which is
examined through the following four ways:

1. Observation
Focused observation of learning identified in the objectives is critical to accurately describe the
learning of a particular student. As in other subjects, focused observation of students engaged in
learning needs to be anecdotal and done often and over time. Teachers need to regularly observe
the student learning outcomes in lessons to determine the growth in student learning. Taking

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descriptive notes on the student’s achievement of an outcome is useful in providing the context
of each learning situation such as specific successes, difficulties encountered or behaviours
observed.

Achievement of a learning objective based on the assessment criteria must be seen in the context
of whether the behaviour or skill observed is consistent and whether there is progress.

2. Conversation
Conversations with teachers or between students during or after the learning process allow the
students to reflect and evaluate their learning. Teachers also get to identify students' strengths
and weaknesses for appropriate intervention or for reporting to their parents. Conversation as an
assessment strategy provides students with an opportunity to "experience their successes and
failures not as reward and punishment, but as information" for reflection (Jerome Bruner).

Observations and conversations for learning in ICT are often used together to set learning goals,
provide descriptive feedback and put appropriate intervention to complete a learning activity.
Descriptive but specific feedback provides intrinsic motivation for students to improve their
learning and enjoy their learning.

3. Digital artefacts
Digital artefacts are documents or multimedia files that are electronic evidence of students
learning. They are critical to demonstrate evidence of student learning, especially in the context
of performing authentic tasks. An authentic task refers to an assignment that requires applying
knowledge and skills to real-world challenges such as designing a poster, creating a game,
analysing data or designing a presentation.

At the core of performing authentic ICT tasks are making knowledge visible, the concept which is
central in constructivist learning theory. Constructionism states that learning occurs felicitously
when constructing or creating a public artefact. Teachers can observe and provide descriptive
feedback on artefacts which will further necessitate students to try to solve a problem and learn
because they are motivated by their construction.

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 4. Testing
Testing at a regular interval such as at the end of a chapter, term or year provides feedback to
teachers on the progress of students’ learning. Both practical and theory tests are recommended
to holistically check how students are performing in terms of their understanding and application
of knowledge, values and skills.

Practical testing will require computers, relevant software applications and Internet connectivity
for students to explore and create digital content. Theory testing can be conducted in the form of
paper-pencil tests or by ICT-enabled tests for faster, easy and reliable assessment. These tests
may usually be carried out at regular intervals over the academic year.

Teachers can refer to the Key Stage-wise Assessment Matrix given in Appendix I for detailed assessment
area, assessment mode and weighting for each key stage

8 ENABLING CONDITIONS
ICT plays a key role in preparing students to live and work successfully in a knowledge-based society.
With the world moving rapidly into digital media and information, schools have realised the importance
of digital competence for students. The effectiveness and success of this curriculum hinge on critical
enabling conditions that must be in place or ensured as the implementation begins. The following five
enabling conditions are identified as critical in the successful implementation of the ICT curriculum.

a) Adequate infrastructure
The ICT curriculum focuses on what students can do which necessitates providing hands-on
learning. With the use of authentic tasks in the form of mini-projects, students require enough
computer time to practise skills and complete projects. Computer laboratories equipped with
adequate computers form a prerequisite for the successful implementation of the curriculum.

b) Competent teachers
Delivery of ICT curriculum intentions in schools largely depend on the competency of ICT teachers.
Especially with the emphasis on coding in the curriculum, ICT teachers should be able to teach
coding as well as make learning exciting. Besides, the teachers should be able to provide authentic
tasks that require students to apply ICT skills and values in completing the tasks.

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ICT teachers must be supported through regular professional development programmes to
achieve the curriculum intentions and outcomes. The professional development programmes to
enhance the competency of ICT teachers may be carried out either at Dzongkhag or national levels
depending upon the degree and nature of training required.

c) Reliable Internet connectivity

Given the enormous learning opportunity the Internet provides through access to unlimited
resources and information, students must have the opportunity to use the Internet for learning
concepts and topics on ICT as well as other subjects. The Internet also provides a platform for
students to communicate and collaborate on projects with the use of ICT tools.

For this, schools must have fast and high bandwidth Internet connectivity. It has been often
mentioned that unreliable Internet connectivity can negatively affect students' experience with
technology and consequently their learning.

d) Enrichment activities
ICT events such as hackathons, bootcamp, Olympiads, exhibitions and competitions provide
enriching avenues for students to apply their ICT knowledge and skills learned in schools.
Participating in ICT events will enrich students' experience and learning in creating innovative ICT
solutions such as designing a website, developing an app or creating a game.

There is a need to initiate regular ICT events at the school and national levels to motivate students
to create innovative ICT solutions and even participate in international events. Without
opportunities for enrichment events, student learning will remain within the confines of
classrooms, not being able to apply their ICT skills in real-world contexts.

e) Enhanced learning support

Regular maintenance of computers and networks is essential for a smooth ICT learning experience
for students. ICT laboratory assistants in the schools are the key people to ensure the computers
and networks are functional. Without functioning computers and networks, much of the
curriculum outcomes will remain unachieved. Therefore, schools must have competent ICT
laboratory assistants and some budgetary provisions to maintain the computers and networks.

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9 CROSS-CURRICULAR LINKAGES
Technologies can transform the way students think and learn as they support self-exploration, group
collaboration, content creation and knowledge sharing. Since technologies are fast, automated,
interactive, and allow students to control how and when they learn, ICT can be used by teachers to
enhance students’ learning experience and improve their success in all subjects.

The ICT curriculum can be integrated smoothly into other subjects to stimulate and extend students'
learning. For this, teachers need not have to teach ICT curriculum but can provide opportunities for
learners to apply the ICT skills that they have already learned in the ICT subject. Accordingly, the focus
of the lesson must remain firmly rooted in learning the subject's content, and teachers should not be
burdened with the need to teach ICT skills separately. Subject teachers should also have a good
understanding of the breadth of ICT skills and concepts that learners have been taught and know which
ICT tools offer significant opportunities to enhance teaching and learning and how they can be
incorporated into their subjects effectively.

For the delivery of the ICT curriculum, ICT teachers can begin by linking the ICT tools or concepts to
other subjects wherever relevant and possible. This can add value, excitement and fun to the learning
of ICT subjects. For example, primary students can transform a story learned in English into digital
format with animations and music using Scratch coding or a digital storytelling application. In creating
the digital story, students will get the opportunity to apply ICT skills. Similarly, there are many
opportunities for both ICT teachers and other subject teachers to integrate ICT skills and concepts that
students learn through this curriculum. Given below are some examples of how students can use skills
learned in the ICT curriculum to learn other subjects.

English:
● Writing letters, journals and reports in MS Word for field trip projects.
● Creating blogs to express opinions or record daily personal experiences.
● Enrolling in online courses to learn grammar and creative writing.
● Recording audio in the recorder and playing it to improve speaking.
● Sending emails to education officials to enquire about winter programmes.
● Making a presentation using PowerPoint on a reading or writing project.
● Researching popular poets and writers using Internet search techniques.

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Dzongkha:
● Typing in Dzongkha to compose an essay for competition.
● Presenting using MS PowerPoint on Driglam Namzha (etiquette) in school.
● Recording Tsangmo and Lozay in an audio recorder for remixing and adding music.
● Creating video on short Dzongkha drama and sharing with friends for feedback.
● Searching the Internet for images required for Dzongkha projects.

Mathematics:
● Data analysing and graph drawing in MS Excel.
● Watching videos on the Internet to learn algebra.
● Creating a calculator program using Scratch block coding.
● Playing Mathematics simulations on the Internet.
● Drawing Mathematical shapes and patterns in MS Paint.

Geography:
● Using Google Map to locate countries and places.
● Searching the Internet for geography projects.
● Creating simulation on solar system in Scratch block coding.
● Creating a poster in MS Paint on climate change.

History:
● Using the Internet to research historical figures.
● Creating video presentations on a historical site in Bhutan.
● Writing a report using MS Word on a field trip to a Dzong.
● Recording audio of an interview of a politician or local leader.

Science:
● Watching online videos on science experiments and exhibitions.
● Creating animation on water cycle using Scratch block coding.
● Exploring PhET interactive simulations on advanced science concepts.
● Designing posters on great scientists and their inventions.

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10 BIBLIOGRAPHY
Australian Curriculum, Assessment and Reporting Authority.(2012). Information and Communication
Technology Capability: Learning continuum. Retrieved from
https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-
communication-ict-capability-learning-continuum.pdf

Barr.V. & Stephenson.C.(2011). Bringing Computational Thinking to K-12: What is Involved and
What is the Role of Computer Science Education Community? Retrieved from
https://dl.acm.org/doi/pdf/10.1145/1929887.1929905

Code.org.(2015).CS Fundamentals Unplugged. Retrieved from https://code.org/ curriculum/unplugged

Common Sense Education.(2015).Our K-12 Digital Citizenship Curriculum [PDF file].Retrieved from
https://www.edweek.org/media/k-12-digital-citizenship-curriculum.pdf

Computer Science Teachers Association.(2017).K-12 Computer Science Standards (revised

2017).Retrieved from https://www.doe.k12.de.us/cms/lib/
DE01922744/Centricity/Domain/176/CSTA%20Computer%20Science%20
Standards%20Revised%202017.pdf

Herdon, E.(2018).What Are Multiple Intelligences and How Do They Affect Learning? Retrieved from
https://www.cornerstone.edu/blogs/lifelong-learning-matters/post/what-are-multiple-intelligences-
and-how-do-they-affect-learning

International Bureau of Education. (2016).Curriculum Strands. Retrieved from

http://www.ibe.unesco.org/en/glossary-curriculum-terminology/c/ curriculum-strands

International Society for Technology in Education (2016). ISTE Standards for Students. Retrieved
from https://www.iste.org/standards/for-students

Organisation for Economic Co-operation and Development. (2019). PISA 2021 ICT Framework [PDF
file]. Retrieved from https://www.oecd.org/pisa/sitedocument/PISA-2021-ICT-framework.pdf

Manitoba Education, Citizenship and Youth. (2007).Senior Years Information and Communication
Technology: Manitoba Curriculum Framework of Outcomes [PDF file].Retrieved from
https://www.edu.gov.mb.ca/k12/cur/ict/framework.pdf

Manitoba Education, Culture and Employment (2012).Literacy with ICT Across the Curriculum: Guide
to infusion [PDF file].Retrieved from
https://www.ece.gov.nt.ca/sites/ece/files/resources/lwict_infusion_guide_-_2012.pdf

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Papert.S.& Harel.H.(1991). Situating Constructionism. Retrieved 2 June 2020, from
http://www.papert.org/articles/SituatingConstructionism.html

UK Essays.(2017). Integrating ICT in Teaching and Learning. Retrieved from https://

www.ukessays.com/essays/education/integrating-ict-in-the-teaching-and-learning-process-
education-essay.php?vref=1

UNESCO Institute of Information Technologies in Education. (2012). ICTs for Curriculum Change
[PDF file]. Retrieved from http://iite.unesco.org//pics/ publications/en/files/3214717.pdf

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 11 APPENDIX

APPENDIX I - KEY STAGE-WISE ASSESSMENT MATRIX

Classes Classes Classes Classes Classes
PP-III IV-VI VII-VIII IX-X XI-XII
Sl# Assessment Area Mode
Weighting % Weighting % Weighting % Weighting % Weighting %

Participation and
completion of classwork.
1 Observation, 10 10 10 10 10
(face-to-face or online) Conversation
(Formative assessment)

Participation and
completion of
homework. Observation,
2 10 10 10 10 10
Conversation
(face-to-face or online)

(Formative assessment)

Planning, research,
documentation, creation
and presentation of Assessment
3 digital artefacts including of Digital 80 60 50 40 30
coding projects. Artefacts
(Formative assessment)

Theory and/or Practical

Test (unit, mid-term and
4 annual exams) Testing 0 20 30 40 50

(Summative assessment)

Total 100 100 100 100 100

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