G3N
GES · 44 topics

Computing

G3N tutors you through the full GES Computing syllabus offline — from Strand 1: Word Processing — Generation of Computers and Parts of a Computer and Other Gadgets, Strand 1: Word Processing — Introduction to Ms-windows Interface, Strand 1: Word Processing and more — with adaptive lessons, instant quizzes, flashcards and exam-ready summaries.

Study Computing now All GES subjects
Syllabus

What you’ll cover in Computing.

The complete topic outline G3N teaches, mapped to the GES curriculum.

Basic 4

7 topics
Strand 1: Word Processing — Generation of Computers and Parts of a Computer and Other Gadgets
  • Identify parts of a
    • Identify parts of a computer and technology tools (the mouse, keyboard, monitor, system unit and its components (memory, hard disk drive, CD-ROM etc.), speakers, and peripherals. Bring items such as memory(i.e. memory cards, memory sticks),hard disk drive, CD-ROM etc. or pictures of these items to class and ask the learners to label selected items or computer parts in their note books
    • Describe the types of input devices of a computer and their uses. E.g. joystick, light pen, mouse, pointing stick etc. Bring input devices to class. Guide learners to explore the types of input devices and their uses
    • Differentiate between RAM and ROM Bring a RAM or ROM to class or a picture of RAM and ROM to class. Guide learners to differentiate between ROM and RAM
    • Type short phrases Guide learners to type different phrases using any Word Processing Application
    • Summarise the first generation of computers which used vacuum tubes as a major piece of technology. Guide learners to discuss about the first generation of computers. e.g. ENIAC, EDVAC, UNIVAC, IBM-701 etc. 1
Strand 1: Word Processing — Introduction to Ms-windows Interface
  • Demonstrate the
    • Describe the desktop background and explain its features (e.g. image, icons and Taskbar of the background). NB. This is to help the learner with software knowledge such as in office applications. Guide learners to explore the desktop background and explain its features (i.e. wallpaper, icons of files and folders you have or may have saved to the desktop, taskbar etc.). Show different desktop background images to learners. Assist them to explain its features
    • Demonstrate how to Personalise the Desktop Background using required tools and settings; Show projected examples of personalised Desktop Background to learners with the aid of a projector or pictures. Guide learners to personalise the Desktop Background using the required tools and settings
    • Demonstrate the use of the Sections of the Taskbar; Start Menu (Location and Launching only), Pinned Applications (Launched / Minimised programmes) and Notification Area or system tray (Date & Time, and Volume). Guide learners to explore the use of the Taskbar, Start Menu, and Pinned Applications and Notification Area
    • Adding and removing icons from the desktop Guide learners to add and remove icons from the desktop 1
Strand 1: Word Processing
  • Demonstrate
    • Moving, selecting and hiding multiple icons on the desktop. Guide learners to move, select and hide icons on the desktop
    • Creating, naming and renaming a folder Guide learners to create, name and rename a folder. NB: 1. Learners can practice with the keyboard only in the absence of the applications. 2. Learners should be guided to play computer games to re- enforce keyboard and mouse skills. 1
Strand 1: Word Processing — Data, Sources and Usage
  • Identify Data and
    • Use strategies for identifying data in conversation and newspapers. Guide learners to discuss strategies, which can be used to identify data and information. Use different approaches to aid identify data in conversation and newspaper e.g. grouping students, role play etc
    • Use strategies for classifying data into information (i.e sorting and classifying) Guide learners to identify and record data in the different forms (e.g. age, shoe size, etc.) Assist learners to extract and classify the relevant data into information
    • Identify primary sources of information (photographs, audio published books, newspapers and magazines, government publications, oral histories, etc.) Guide learners in groups to discuss where one can get data and information and make a presentation on it to the class
    • Demonstrate Sending and sharing information and from other gadgets. e.g., radio, fax, telephones calls, SMS etc. Guide learners to mention or talk about where one can receive or share information in the community and the world as a whole. NB: recall content in B3 and add to this activity
    • Demonstrate basic calculations on sample data e.g. sum percentage, average etc. Guide learners to perform basic calculations on sample data they have been made to collect using sum, average, percentages etc. NB: This is to help the learner with fundamental principles of problem- solving in computing and Computer science. 1
  • Demonstrate data
    • Identify the steps and issues involved in data collection Guide learners to explore I. the steps and issues involved in collection of data: a) identify the reason(s) for collecting data. b) select from the list of reasons for collecting the data and set goals. c) plan an approach and methods to collecting data and d. collect the data and interpret the data II. the issues involved in collection of data: a) Unavailability of data b) Intentional manipulation of data c) Random errors etc
    • Describe various tools or techniques of data collection e.g interview, observation, checklist etc. Guide learners to explore the tools for collecting data and aid them to make practical examples of the various tools
    • Draw or sketch maps of the area to be surveyed Bring diagrams or pictures of area(s) surveyed. Guide learners to sketch maps of an area to be surveyed by them. 1
Strand 1: Word Processing — Technology in the Community (communication)
  • Demonstrate the
    • Describe how digital systems are used and could be used at home, in school and the local community. Guide learners to mention and describe how digital systems (computers, mobile phones, megaphones etc.) are used and could be used at home, in school and the local community
    • Identify and list common examples of energy-efficient gadgets and techniques used in homes, in schools and in the local communities e.g. using the appropriate energy-efficient gadgets - energy saving bulbs..., choosing the right appliances, cleaning your stove often (soot removal), reducing overall cooking time etc. Bring pictures of energy-efficient gadgets or devices to class e.g. energy saving light bulbs, energy-efficient cooking stoves, toilet water saver, solar chargers, energy saving shower heads etc. to class. Guide learners to discuss in groups of five or less and present to the whole class examples of energy-efficient devices and techniques
    • Describe how a range of digital systems (hardware and software) and their peripheral devices can be used for different purposes in the community. Guide learners to discuss in groups of three to five, the range of digital systems and their peripheral devices. How they can be used for different purposes in the community. Let learners present their findings to the class. NB: technological tools stated here should be different from those stated in B3. 1
Strand 2: Presentation — Introduction to Ms-powerpoint (tabs and Ribbons of Ms-powerpoint)
  • Demonstrate the
    • Demonstrate the use of clipboard, slides, fonts, paragraph and editing in the ribbons under the home ribbons section. Guide learners to explore the use of the clipboard, slides, fonts, paragraph, and editing features in MS- PowerPoint under the Home tab
    • Show a 3-slide presentation using clipboard, slides, fonts paragraph and editing of the ribbons studied. Guide learners to prepare and present a prepared project or exercise using clipboard, slides, fonts, paragraph and editing of the ribbons studied their work in MS-PowerPoint to the class. NB: This is to help the learners with software knowledge in Ms PowerPoint, office applications to grasp the concept well 1
Strand3: Word Processing — Introduction to Word Processing (tabs and Ribbons of Word Processing)
  • Demonstrate
    • Demonstrate how to use the clipboard, styles, fonts paragraph and editing. Guide learners to use clipboard, styles, fonts, paragraph and editing in the Home
    • Illustrate the use of the clip board, styles, fonts, paragraph and editing. Guide learners to use the clipboard, styles, fonts, paragraph and editing feature under the Home tab and let learners explore on a simple word document. NB. This is to help the learners with software knowledge in office applications (word processing) to grasp the concept better. 1

Basic 5

18 topics
Strand1: Introduction to Computing — Generation of Computers and Parts of a Computer and Other Gadgets
  • Identify parts of a
    • Recognise and use output devices Guide learners to recall what they learnt in the previous classes and ask them to mention computer devices that produce output Softcopy- computer monitor/projector, audio electrical signals etc. Hardcopy- printed images, pictures documents, NB: This is to help the learner with hardware knowledge
    • Describe the types of output device and identify their uses Guide learners to identify types of output devices and their uses. Assist them to list them on the board as well as their uses
    • Distinguish the difference and similarities between analogue and digital devices e.g. telephone, mobile phone, radio, tablets, satellite etc. Guide the learners to identify the similarities and differences between analogue and digital devices. Present examples of analogue and digital devices to learners. Aid them to mention other examples of analogue devices and digital devices as well as noticing the differences
    • Identify the left, right mouse button, holding of mouse performing single, double and triple clicking and dragging object. Guide learners to use the mouse to perform performing single, double and triple clicking and dragging object into a folder or bring picture(s) describing the processes; single, double and triple clicking and dragging objects into a folder and ask leaners to point out a mentioned process. 1
  • Identify parts of a
    • Identify home row keys, top row, bottom row keys, numerical pad and type (short sentences). Guide learners to type using top row keys (Q, W, E, R, and T keys for the left-hand and Y, U, I, O, and P keys for the right-hand), bottom row keys (Z, X, C, V, and B keys for the left-hand and N, M, comma, period, and forward slash keys for the right-hand), numerical pad (1, 2, 3,...9. etc.) and type an essay (50 words) using Word Processor or typing tutorial
    • Introduction to Windows Interface Guide learners to list the features (i.e. Start Menu Returns, Cortana on Desktop, Xbox App, Project Spartan Browser, etc.) and compatibility issues of Windows 10. Do this by using leading questions, or any other method
    • Summarise the generation of computers Guide learners to recall what has been learnt in previous classes and ask leading questions, use scenarios to help learners identify the difference between the types of computers, their advantages and disadvantages. NB: Learners can practice with the keyboard only in the absence of the applications. Learners should be guided to play computer games to re-enforce keyboard and mouse skills. 1
Strand1: Introduction to Computing
  • Demonstrate the
    • Personalise the Desktop Background and edit its images (e.g image, icons and Taskbar of the background). Guide learners to create their own background picture using any application (e.g. paints). Guide them to use it as background picture
    • Recognise how to customise the Desktop Background using Change Background, Start menu and Pin to taskbar or start menu. Guide learners to identify and use task bar, start menu, etc
    • Describe how to Personalise the Desktop Background using advance tools and settings. Guide learners to customize the Start Menu and the Notification Area
    • Creating a short cut, adding or removing common icons on the desktop. Guide learners to create shortcuts of icons on the computers' desktop
    • Moving, copying and pasting a file or icon into and from a folder on the desktop Guide learners to copy and paste a file or icon into and from a folder on the desktop
    • Demonstrate understanding of the File Explorer window and locations of the computer through the file explorer. Guide learners to use the file explorer to locate files. NB: This is to help the learner with the fundamental skills of creativity in computing and Computer Science. 1
Strand1: Introduction to Computing — Data, Sources and Usage
  • Illustrate the use of
    • Use Strategies for identifying data from results of an experiment. Guide learners to identify the types of data (qualitative and quantitative) by asking leading questions. Task them to convert data from one format to another without losing its value
    • Identify primary sources of information e.g. photographs audio, video recordings, letters etc. Guide learners to mention or talk about primary sources of information. Task learners to record data from the primary source and bring them to class for discussion. List items recorded and ask learners to group according to their similarities
    • Identify secondary sources of information e.g. radio, fax telephones calls, SMS etc. Guide learners to mention or talk about where one can receive or send information by asking leading questions. Task learners to record data from the news on the radio and bring to class for discussion. List items recorded and ask learners to group according to their similarities
    • Demonstrate sending and sharing information e.g. arranging data, sorting and calculations etc. Task learners to sort data in alphabetical order (increasing and decreasing order) and perform basic calculations such as multiplying, dividing and adding vales of sample data. Learners can also be guided to generate age data from their dates of birth. NB: recall content in B4 and add to it
    • Demonstrate basic calculations on sample data e.g. arranging and summing and averaging data. Guide learners to add and find the average data collected and present their findings to the class 1
  • Illustrate the use of
    • Recognise data types (integer, double, float) Divide learners into two groups and ask one group to mention a number and the other group to identify the type of data mentioned
    • Demonstrate sending and sharing information Guide learners to send messages to each other via SMS, email. etc. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and computer science
    • Select the samples and collect data (e.g. listening to radio newspaper, talking to people etc.) Put learners into groups, task them to interview teachers using simple questionnaire, and record the data in books
    • Make simple tables and diagrams from the collected data Bring tools or pictures of the tools in a box or container and ask learners to select tools for collecting data out of the box or container. Alternatively, ask learners to bring tools for collecting data for a class discussion
    • Analyse tables, maps, diagrams, photographs and charts, and generalize the results and make suggestions (e.g. Finding sum or grand total). Task learners to calculate the average, mean, sum and difference between data collected in an earlier class. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and computer science. 1
Strand1: Introduction to Computing — Technology in the Community (communication)
  • Demonstrate the
    • List the effects of technology on the community Guide learners to investigate the types and types importance of compression of document Positive effects health care, education, manufacturing, agriculture etc. Negative effects resource depletion,pollution, privacy and security etc
    • Explain the fundamentals of digital system components (hardware, software and networks). Guide learners to brainstorm the basics of digital system components such as hardware, software and networks)
    • Discuss how technology is used to save lives in community and how they are used Guide learners to explore how technology is used to save lives in communities. Group them into groups of a maximum of five and let them present their findings to the class
    • Discuss the effects of technology on the community Guide learners to brainstorm the effects of technology on the community. Show learners videos or pictures of effects of technology on the community. Let them discuss in groups, the effects of technology on their own community. Positive effects health care, education, manufacturing, agriculture etc. Negative effects resource depletion, pollution, privacy and security etc. NB: This is to help the learners to have fundamental knowledge of hardware such as robots and sensors). 1
Strand 2: Presentation — Introduction to Ms-powerpoint (tabs and Ribbons of Ms-powerpoint)
  • Demonstrate how
    • Show the use of Insert, design, animation and transition in the ribbons section. (New, Open, Save, Save As, Print and Close) and the Insert and design ribbon. Ask learners to use "File menu", "Insert" and "Design Ribbons" to create a new MS-PowerPoint slide and use shapes in the "Insert ribbon" to draw the Ghana flag"
    • Show a 5-slide presentation using of Insert, design, animation and transition of the ribbons studied. Ask learners to use "File menu", "Insert" and "Design Ribbons" to design a colourful 5-paged MS-PowerPoint on the topic "Myself" NB. This is to help learners with software knowledge). to understand the concept well in office applications (Microsoft PowerPoint) 1
Strand 3: Word Processing — Introduction to Word Processing (tabs and Ribbons of Word Processing)
  • Illustrate the use of
    • Demonstrate the use of Insert, Design, and Layout (New Open, Save, Save As, Print and Close) and Insert, Design, and Layout ribbons. (i.e. clipboard, slides, fonts and paragraph). Guide learners to use File menu, Insert, Design and Layout Ribbon
    • Illustrate the use Insert, Design and Layout Guide the learners to create and format a document. NB. This is to help learners with software knowledge such as office applications (word processing). 1
Strand 5: Programming and Databases — Introduction to Databases, Algorithm and Programming
  • Demonstrate how
    • Describe databases Guide learners to identify the features of a database and the types of databases that exist. Ask learners to select the databases form a list of items written on the board
    • Discuss the importance and uses of database Play a video of the importance and uses of databases and ask learners to mention other uses of database and their importance. Assist learners to realise that Database designers typically organise the data to model aspects of reality in a way that supports processes requiring information
    • Describe the types of database Guide learners to describe the types of database
    • Identify types of databases and data Guide learners to investigate on the types of databases and data. Let learners present their findings to the class
    • Explain fundamental database concepts Guide learners to explore the fundamental database concepts e.g. tables and data types, data selection and manipulation, security, and backup and restore
    • Discuss programming languages and their use (e.g. scratch, vb.net etc.) Guide learners to investigate in groups on the programming languages and their use (e.g. scratch, vb.net etc.) NB: This is to give a foundation to the learner in computing and Computer Science which is more concerned with uses about development of programming together with fundamental principles of problem-solving and creativity. 1
Strand 5: Programming and Databases — Introduction to Electronic Spreadsheet(tabs and Ribbons Manipulation)
  • Demonstrate how
    • Identify Electronic Spreadsheets and their uses Play video on Electronic Spreadsheets and their uses in society. Assist learners to list examples of Electronic Spreadsheets (MS Excel, Numbers, Google sheets, Lotus 1-2-3 etc.). Guide learners to explore the uses of electronic spreadsheets
    • Learners discuss the importance of Electronic Spreadsheets Guide learners to discuss the importance of Electronic Spreadsheets and what they are used for
    • Learners get familiar with the interface of MS-Excel Guide Learners to demonstrate how to access MS-Excel on any computer or gadget and display text in MS-Excel. NB. This is to help the learner with an understanding of application softwares (Electronic Spreadsheet application). 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview
  • Demonstrate how
    • Explain what a network is Guide the learners to discuss how devices communicate. Demonstrate simple connectivity between nodes
    • Describe how the internet works Guide learners to distinguish between PAN, LAN, MAN, WAN and Internet
    • Explain what the Internet is Guide learners to discuss the inter-connection of the internet computers (learners should be made to realise that the internet is a network of networks). Also, guide learners to come out with examples of Internet Communication. 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — WEB Browsers and WEB Pages
  • Demonstrate how
    • Explain what a web browser is and its use Guide learners to understand the concept and use of browsers through practical lessons. Show interfaces or images of browsers to learners
    • Identify web browsers Guide learners to list the various types of browsers e.g. Firefox, Internet Explorer, Chrome etc. through practical lessons or the use of pictures
    • Demonstrate the use of MS-Internet Explorer Guide learners to launch MS-Internet Explorer and use the components (navigation, browse, etc.)
    • Show how to create and remove a favorites link Guide learners to practice how to create or remove favorite links in practical session(s)
    • Create favorites folder Guide learners to practice how to create a favorites folder through practical session(s)
    • Use the links toolbar Guide learners to practice the use of link toolbar through practical session(s). NB: This is to help the learner with the fundamental skills of creativity in computing and Computer Science. 1
  • Demonstrate how
    • Explain what a Web Page is Guide learners to explore features of a Web Page (text, graphics, audio, video, animation etc. through practical lessons)
    • Explain what a home page is Guide learners to identify a home page from other web pages, through practical lessons
    • Movement within and between web pages using hyperlinks Guide learners to practice clicking hyperlinks, through practical lessons. NB: This is to help the learner with the fundamental skills of creativity in computing and Computer Science. 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Surfing the World Wide WEB
  • Demonstrate how
    • Show how to create a favorite link Guide learners to create a favorite link
    • Demonstrate deleting favorite links Guide learners to delete favorite links they have created in the previous lesson
    • Create favorite folder Guide learners to create a favorite folder
    • Use the links toolbar Guide learners to use the links toolbar. NB: This is to help the learner with the fundamental skills of surfing and navigating the internet. 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Favourite Places and Search Engine
  • Demonstrate how
    • Identify common search engines Guide learners to discuss search engines and the different types search engines (Google, DuckDuckGo, Yahoo etc.)
    • Explore how smart search engines work Guide learners to how smart search engines work (i.e. how professionals or people seek information for their work or interests and what information they draw from it)
    • Demonstrate how to handle search results Guide learners to explore how to handle search results from a search engine. NB: This is to help the learner with the fundamental skills of surfing and navigating the internet. 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Using Online Forms
  • Demonstrate the
    • Identify and describe forms in a web page Guide learners to fill out dropdown boxes, combo box, Text fields etc
    • Demonstrate working on or offline Guide learners to register or fill out online forms as well as offline through practical sessions. Learners can be guided to use created PDF or Word forms to practice filling out forms offline
    • Demonstrate downloading of files (e.g. pictures, audio, pdf etc.). Guide learners to download a file through practical session(s). 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Customizing Your Browser
  • Show how to
    • Demonstrate how to set default search engines Guide learners to set default search engines
    • Show how to set homepages Guide learners to set homepages
    • Show how to make Browser apps, add-ons, plug-ins, and extensions. Guide learners to make Browser apps, add-ons, plug-ins, and extensions
    • Illustrate how to customise the browser toolbar Facilitate learners to customise the browser toolbar
    • Identify cookies in web browsers Aid learners to recognize cookies in web browsers
    • Illustrate how to set disk space or cache usage Guide learners to set disk space or cache usage. 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Electronic Email
  • Demonstrate the use
    • Identify the various e-mail service providers Guide learners to explore on the various email service providers (email, outlook.com, icloud mail)
    • Demonstrate the use of internet e-mail addresses Guide learners to start an email address. Assist learners to use email address
    • Creating an email account e.g. Yahoo mail or Gmail account (Yahoo Mail or Gmail account.). Guide learners to create email account (i.e. the possible steps)
    • Illustrate viewing received messages and Create or Compose messages. Guide learners to write messages, format text, etc. 1
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Internet of Things (iot)
  • Demonstrate the use
    • Describe the purpose Internet of Things Guide learners to discuss the IoT in groups
    • Give examples of Internet of Things with a consumer part and an industrial/business segment. Guide learners to give, explore and present in class examples of Internet of Things with a consumer part and an industrial/business segment
    • Identify components of Internet of Things Guide learners to explore the components of the Internet of Things. e.g. Hardware, Data, Software and Connectivity. 1
  • Demonstrate the use
    • Identify the role of smart sensors in the Internet of Things Guide learners to the explore the role of smart sensors in the Internet of Things e.g. Sensing and data collection capability such as climatic change (e.g. Electronic Doors, RFID, CCTV camera, etc.), define at least five terms and acronyms of IoT. NB: This is to help the learner to fundamental knowledge of hardware such as robots and sensors). 1. Communication 2. Software Manipulation Skill development
Strand 6: Internet and Social Media Sub-strand 1: Network Overview — Digital Literacy
  • Demonstrate
    • Demonstrate proficiency in
  • Demonstrated the
    • Define digital footprint Guide learners to explain digital footprint
    • Illustrate how to keep some information from public when using the internet. Guide learner to avoid posting personal information 1
Strand 7: Health and Safety in Using ICT Tools — Health and Safety in Using ICT Tools
  • Demonstrate the
    • Identify some major health hazards associated with the use of ICT tools' use. Guide the learners to discuss wrist pain and sitting posture (neck, back and waist pain)
    • Describe proper sitting posture Guide learners in groups to discuss, identify and practise the proper sitting posture (i.e. siting at 90 degrees, wrist should be supported with a wrist pad, take short breaks etc.) when using the computer. 1

Basic 6

19 topics
Strand 1: Introduction to Computing — Generation of Computers and Parts of a Computer and Other Gadgets
  • Identify parts of a
    • Learn about the Generation of Computers Guide learners to discuss the Generation of Computers. Microprocessors - Super Computers, Mainframe, Minicomputers and the main computer mixed Microcomputers, Mobile Phones, etc
    • Identify components of a Computer System: Hardware Software and Liveware. Guide learners to identify Hardware (input, output, storage and communication), Software, Liveware and discuss the components and how they are used NB: the discussion should be limited to definition level
    • Identify the left, right mouse button, holding of mouse performing single, double and triple clicking, dragging object and using the scroll wheel Guide learners to master the use of mouse through practical sessions and games
    • Demonstrate proper use of keyboarding technique Guide learners to type stories using Word Processor or typing tutorial (e.g. Mavis Beacon) to improve typing speed
    • Summarise the generation of computers (second generation of computers.) Group learners into groups. Guide them to summarise the generation of computers. After, let them present their findings in groups to the class. eg. First generation, Second generation, Third generation etc. 1
Strand 1: Introduction to Computing — Introduction to Ms-windows Interface
  • Demonstrate the
    • Explore the use of the desktop Background, changing the themes colours and User account. (e.g. classic, icons and Taskbar of the background) Guide learners to the use of the desktop Background, change the themes colours and the User account
    • Demonstrate the use of the Recycle Bin or Trash Can Guide learners to use the recycle bin by deleting and viewing deleted files
    • Perform permanent delete or Empty Trash can and restoring files or icons in the recycle bin. Support learners to liken the Recycle bin and its use to the real-world office trash can
    • Explore the use of Copy, Paste, Delete tools, the moving of folders by using the Desktop Pop-Up menu. Guide learners to the use of the Copy, Paste, Delete tools, the moving of folders by using the Desktop Pop-Up menu
    • Illustrate the use of File Explorer window and locations of the computer through the file explorer. Guide learners to the use File Explorer window and locations of the computer through the file explorer
    • Locate the hard drives, and other removable storage icons in the File explorer. Guide learners to locate the hard drives and other removable storage icons in the File explorer. 1
  • Demonstrate the
    • Use the File Explorer Ribbon (Home Ribbon only), that is, the use of the Clipboard and Organise tools of the Home Ribbon of the File Explorer, as well as the Open New Window and Close tools of the File Menu of the File Explorer. Guide learners to use the File Explorer Ribbon (Home Ribbon only); the use of the Clipboard and Organise tools of the Home Ribbon of the File Explorer, and Open New Window and Close tools of the File Menu of the File Explorer
    • Demonstrate the use of the navigation Pane of the File Explorer to access different locations of the computer from the navigation pane. Guide learners to the use of the navigation Pane of the File Explorer to access different locations of the computer from the navigation pane
    • Demonstrate the use of Frequent Folders Section of the File Explorer to access frequently used locations of the computer. Guide learners to explore the use of Frequent Folders Section of the File Explorer to access frequently used locations of the computer
    • Demonstrate the use of Recent Files Section of the File Explorer to access frequently used files of the computer. Guide learners to explore the use of Recent Files Section of the File Explorer to access frequently used files of the computer. 1
Strand 1: Introduction to Computing — Data, Sources and Usage
  • Demonstrate the
    • Identify types of data. (Integers, double, characters, float etc.) Guide learners to identify and record data in the different forms
    • Identify more sources of data and information e.g. internet (emailing, Skype, SMS etc.) Guide learners to discuss where one can get data and information
    • Demonstrate sending and receiving information from other gadgets e.g. Bluetooth, Infrared, Radio, Fax, Telephones calls, SMS etc. Guide learners to mention or talk about where one can receive or send information
    • Demonstrate basic manipulations on sample data e.g arranging data in a matrix table, sorting and calculations etc. Guide learners to sort data in alphabetical order (increasing and decreasing order) and perform basic calculations such as multiplying, dividing and adding vales of sample data. Learners can also be guided to generate age data from dates of birth
    • Demonstrate how to manage users of the Desktop Guide learners to brainstorm how to manage users of the Desktop. Use videos or pictures that show how to manage users of the Desktop. Facilitate learners to do same. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and computer science. 1
  • Demonstrate the
    • Demonstrate how to collect data (e.g. listening to radio reading newspapers, interviews use of questionnaires etc.) Lead learners to collect data the community using simple questionnaire, surveys, documents, observations, and record their findings data
    • Demonstrate the use of the tools for collecting data Bring tools or pictures of the tools for collecting data e.g. case studies, interviews, checklists, etc
    • Demonstrate data interpretation by computing data to gain required information (e.g. Finding sum or grand total using Electronic Spreadsheet). Guide learners to make meanings out of data collected using tables, charts or Spreadsheet
    • Demonstrate data presentation in different forms Guide learners to write data in tables, pictures, charts, maps, words etc. as well as type them in a Spreadsheet
    • Demonstrate how to store data Guide learners to use the tools stated above to store data in different formats. eg. handwriting, phone recording, magnetic tapes, optical disc etc. 1
  • Demonstrate the
    • Manipulate data to gain required output (e.g. Finding sum mean, grand totals, maximum, minimum, mode, division, multiplication etc.) Guide learners to find the mode, product, minimum value, maximum value etc. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and Computer Science. 1
Strand 1: Introduction to Computing — Technology in the Community
  • Demonstrate the
    • Define communication Put learners into groups, to discuss communication and present findings to the class
    • Identify three more technological tools for communication in the community. Guide learners to mention and describe the importance of technology in communication
    • Demonstrate communication with others Guide learners to demonstrate communication (explain how communication is done via TV, radio, phone call, satellite etc.)
    • Identify three more importance of technology in communication. Guide learners to mention the importance of technology in communication NB: Technological tools stated here should be different from those stated in B5.This is to help the learner to fundamental knowledge of hardware such as robots and sensors). 1
Strand 2: Presentation — Introduction to Ms-powerpoint
  • Demonstrate how
    • Demonstrate how to use the File menu, the Insert and Design Ribbon from B5. Guide learners to use File menu, Insert and Design Ribbons
    • Demonstrate how to use icons in the Text group in the Insert Ribbon. Guide learners to properly use the icons in the Insert Ribbon
    • Be able to give a 5-side presentation in MS-PowerPoint using the tools of the ribbons studied. Guide learners to present their work to the class NB. This is to help the learner with software knowledge such as in office applications (Presentation software). 1
Strand 3: Word Processing — Introduction to Ms-powerpoint
  • Illustrate the use
    • Demonstrate how to use the File menu and Insert, Design, and Layout Ribbons from B5. Guide learners to use File menu, Insert, Design and Layout Ribbon
    • Demonstrate how to use icons in the Text group in the Insert Ribbon. Guide learners to properly use the icons in the Insert Ribbon
    • Be able to use the attributes of the ribbons studied in a paragraph. Guide the learners to create and format text in a document NB. This is to help the learner with software knowledge such as in office applications (word processing). 1
Strand 5: Programming and Databases — Introduction to Databases, Algorithm and Programming. Languages
  • Demonstrate how
    • Describe Databases Guide learners through discussion in groups, to list and describe databases
    • Identify databases and data structures Guide learners to identify databases structures. ie. database structure is the collection of record type and field type definitions that comprises of the database
    • Explain Fundamental Database concepts Guide learners apply the fundamental database concepts to a sample database in a class discussion
    • Describe the basics of Relational Data model Lead learners to describe the basics of Relational Data model. ie. rows and columns
    • Identify the basics of logical Database Design Guide learners to list the basics of logical database design and develop sample database design
    • Illustrate basics of relational algebra Guide learners apply the basics of relational algebra in a sample database. 1
  • Demonstrate how
    • Operate basics SQL: querying and manipulating data Guide learners to write simple queries to retrieve specific names of students from a database of the names of all students in class database design. eg. CREATE DATABASE, SELECT and UPDATE
    • Operate basics SQL: querying and manipulating data Guide learners to write simple queries to retrieve specific names of students from a database of the names of all students in class. e.g CREATE TABLE, DELETE and INSERT INTO, NB: This is to give a foundation to the learner in computing and Computer Science which is more concerned with uses about development of programming together with fundamental principles of 1
Strand 5: Programming and Databases — Introduction to Electronic Spreadsheet
  • Demonstrate how
    • Demonstrate how to use the ribbons under the home ribbons (i.e. clip board, styles, fonts, paragraph and editing) Guide learners to do a presentation on the use of the ribbons under the home button
    • Learners to create basic worksheets using Microsoft Excel 2016. Guide learners to develop worksheet consisting of list of names ie. teachers, students, friends, families, etc
    • Perform calculations in an MS-Excel worksheet Guide learners to develop worksheet that will help in calculating multiplication, addition and subtraction
    • Modify an MS-Excel worksheet Guide learners to modify worksheet by adding the age of learners in the class to the list of learners created in an earlier class
    • Modify the appearance of data within a worksheet Show examples of modified data in (a) worksheet(s), either on projected screens or pictures. Guide learners to modify the appearance of data within a worksheet. 1
  • Demonstrate how
    • Manage Excel workbooks Guide learners to properly name MS-Excel workbooks and store them in folders for retrieval later
    • Print the content of an MS-Excel worksheet Guide learners to adjust margins to suit the A4 paper size for printing in landscape and portrait. NB. This is to help the learner with software knowledge such as in office applications (Electronic spreadsheet application). 1
Strand 6: Internet and Social Media — Network Overview
  • Demonstrate how
    • Give examples of facilities the internet offers Guide learners to give examples of internet facilities ie. e-mail, FTP's, www, etc. for presentation
    • Describe the types of information available on the Internet Guide learners to identify and describe the types of Information available on the Internet. eg. Educational, Financial, entertainment, etc. Group learners into groups to do this task
    • Identify data duplication Display list of names of learners on the board and ask them to identify the duplicated data
    • Outline what one needs to connect to the Internet Encourage learners to bring any device or pictures of devices that are needed. eg. desktop computers, Laptop computers, Mobile phones, etc. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and computer science. 1
Strand 6: Internet and Social Media — WEB Browsers and WEB Pages
  • Demonstrate the
    • Identify the address or links window Guide learners to identify the address or links window on phones other electronic gadgets with browsers
    • Recognise the status bar and list its use Bring a picture of a window that has the status bar and ask the learners to point out the status and mention its functions
    • Illustrate using help button Guide learners to do an activity you have not tackle in class and ask them to use the help button to navigate and find the steps involved. Guide learners to carry out the stated steps
    • Recognise internet explorer speed keys Ask learners to use the speed keys to open a new browser, make font size bigger in a browser, etc. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and computer science. 1
  • Demonstrate the
    • Recognise Uniform Resource Locators (URLs) Guide learners to discuss the properties of URLs, their uses and where they are located. Learners can practise how to enter URLs in a browser
    • Demonstrate how to return to a URL Guide the learners to navigate using the back button to go to a previous page
    • Show how to find items on a page Guide learners to search for items using the search textbox NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and Computer Science. 1
Strand 6: Internet and Social Media — Surfing the World Wide WEB
  • Demonstrate
    • Recognize resource locators (URLs) Guide learners to identify what URLs is. Group learners into groups of five or less, to explore on how to recognise URLs so as to aid learners to locate a resource on the web
    • Illustrate how to jump directory to URLs Give learners a project on how to jump directory to URLs
    • Demonstrate how to return to a URL Guide learners to investigate how to return to a URL
    • Show how to find items on a page Guide learners to discuss on how to find items on a page. Guide learners present their ideas or findings to class
    • Illustrate how to print pages Guide learners on how to print pages e.g. selected pages, only selected pages etc. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and Computer Science. 1
Strand 6: Internet and Social Media — Favourite Places and Search Engine
  • Demonstrate
    • Show how to create a favourite link Guide learners to create an Internet favourite link
    • Demonstrate deleting favourite links Guide learners to delete a favourite link they have created
    • Create favourite folder Guide learners to create a favourite folder or subfolder. Help learners by aiding them through the necessary steps to create a favourite folder
    • Use the links toolbar and Favourite Places Guide learners to use the links toolbar. NB: This is to help the learner with fundamental principle of problem solving skills and creativity in computing and computer science. 1
Strand 6: Internet and Social Media — Using Online Forms
  • Demonstrate the
    • Demonstrate the types and uses of form elements Explore the uses of check boxes, radio buttons, textboxes etc
    • Demonstrate the filing of forms offline Guide learners to open and save a page. Lead them to fill the forms offline
    • Demonstrate uploading of files Lead learners to explore the upload button by adding pictures, audio, pdf etc
    • Illustrate retrieving text, pictures, sounds and programs Lead learners to explore the download button by downloading pictures, audio, pdf etc
    • Discuss more about security on the form submission Guide learners to Investigate and identify security issues when typing account details online (Antivirus, Credit card details, personal passwords etc.) NB: This is to give a foundation to the learner in computing and computer science which is more concerned with uses about development of programming together with fundamental principles of problem-solving and creativity. 1
Strand 6: Internet and Social Media — Customizing Your Browser
  • Show how to
    • Identify reasons for customising a web browser Discuss the reasons needed for customising an item (i). to gain access to quick commands or information (ii) for side by side browsing (iii) for beautifications
    • Illustrate how to set themes Explore on customisation, locate the more settings, Under appearance
    • Show how to customise the toolbar Lead learners to explore in customising a browser... e.g. themes, wallpaper, tools etc
    • Set bookmarks Demonstrate the meaning of bookmarks - Bookmarks, makes you save shortcuts to your favourite webpages and navigate to them in seconds from anywhere
    • Show how to set cookies demonstrate the steps in turning on cookies in a browser. Guide learners to turn on cookies in a browser : 1. From the Tools menu, select Internet Options and enable session cookies, click the Privacy tab. 2. From the Settings section of the tab, click Advanced. NB: Locate and click the checkbox next to Always allow session cookies. 1
Strand 6: Internet and Social Media — Electronic Email
  • Demonstrate the
    • Show how to create and access e-mail messages Guide learners to receive email
    • Illustrate how to reply and forward received messages Guide learners to use forward and reply buttons in email
    • Demonstrate how to delete messages Guide leaners to delete email messages
    • Illustrate filing of e-mail messages Guide learners to create folders in the Inbox and sorting emails into them
    • Create address list Guide learners to create an address list
    • Demonstrate attaching files to e-mail messages Guide learners to attach files to email
    • Demonstrate some e-mail tips Assist learners in writing email using techniques as NOT writing in caps. Check the extension of files before downloading and use the subject line for summary etc. NB: This is to help the learner with the fundamental skills of creativity in computing and computer science. 1
Strand 6: Internet and Social Media — Internet of Things (iot)
  • Demonstrate the
    • Describe other hardware used in IoT Internet of Things Guide learners to discuss the IoT hardware in groups
    • Give more examples of internet of things with a consumer part and an industrial/business segment. Guide learners to list at least five gadgets used for IoT (e.g. Nest Smart Thermostat, Samsung SmartThings Hub, August Smart Lock, etc.)
    • Mention at least five more terms and acronyms of IoT Guide learners to describe IoT use. NB: This is to help the learner to fundamental knowledge of hardware such as robots and sensors). 1
Strand 6: Internet and Social Media — Digital Literacy
  • Demonstrate
    • Demonstrate how to handle private and personal information Guide learners on how not post detailed personal information online
    • Devise various techniques on how to protect oneself from online identity theft. Guide learners to use strong passwords or passphrases in online sites, etc
    • Debate a spam and solicited messages Guide leaners to differentiate spam from solicited messages
    • Differentiate between virtual friends and real friends Guide leaners to characterise virtual and real friends 1
Strand 6: Internet and Social Media — Internet Etiquette
  • Demonstrate the
    • Explain Internet etiquette and how to deal with it Guide learners to explain Internet etiquette and elaborate on some rules associated with it
    • Investigate on the responsible use of computers Guide learners to investigate on the responsible use of computers. i. Information privacy ii. Copy right. Hardware, Software and information theft 1
Strand 7: Health and Safety in Using ICT Tools — Health and Safety in Using ICT Tools
  • Demonstrate how
    • Identify five (5) major health hazards associated with the use of ICT tools. Discuss Eye strain, Eye irritation and Eye fatigue. Guide learners to discuss some major health hazards associated with the use of ICT tools
    • Demonstrate solutions for the health related problems in ICT. Guide learners to brainstorm to find the solutions to the health hazards associated with the use of ICT tools. 1
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