ESSENTIAL + Computing Primary 6 a To Te Tec.)a rN ESSENTIAL Computing Primary 6~ [NE Bequice Limited DO. Box AN segs, Accra - North, Ghana, CAMBRIDGE UNIVERSITY PRESS Univesity Printing Hows. Cambridge crs ns, United Kingdom (One Liberty Pla, sth Hoo, New York, s0006, USA 477 Willamstown Road, Port Melbourne, vic 3207, Austin 314-32, 3ed Flor Plot 3, Splendor Forum, aoa Distt Cente, New Delhi - 120025, Inia 79 Anson Road, 406-046, Singapore 079906 “The Water Clb, Beach Road, Granger Bay, Cape Town, 8005, South Aca Cambridge Univesity Press ptt ofthe University of Cambridge. Ie furthers the University’s misson by distenating knowledge In the pars of ecuction, earning and research tthe highest international eves of excellence veecambdge org © Cambridge Universty Press and NNF Esuire Limited 2020 “his publication isin copyright, Subject to statutory exception and (0 the provisions of elevant collective licensing agreements, ‘no reproduction of any part may take place without the writen permission of Cambridge University Press and NNF Esquire Limited. Fist published 2020 20.19 187 16S 4 4G DAL OORT OS HZZE Printed in South Arica by Academic Press Ison 978-9988-8965-3-9 Paperback Authors: Silas Hibbert, Vietoria Weight Eaitor: Arlene Stephenson Designer Typeseter: Mzwakhe Sibeko asrator. Claudia Eckaré Cover artwork: pictafolio/Gettylmages Acknowledgements The publisher and authors would like to thank the following individuals and ‘organisations for permission to use thelr material neither the orginal or adapted form: Photographs Author supplied photographs. Every effort has boon made to trace copyright holes. Should infringements have occurred, please inform the publiaers who will correct thes in the event ofa reprint. (Cambridge University Press and NNF Esquire Limited have no responsiblity for the persistence or accuracy of URLS for external or third-party internet websites refered 10 in {his publication, and does not guarantee that any content on such webstes sor will remain, sccurate or appropriate Ifyou want to know more about this book or any other NEF Esquire Limited publication, phone us at +233 20.2132 17, #233 24 460 8305 or send an e-mail {onnfstareducation malcomCONTENTS Introduction to computing Check your progress 4 Presentation 41 Check your progress 4 Word processing 4 Check your progress 5 go Programming and databases 5 Check your progress 8: Ba Internet and social media 8. Check your progress 133 & Health and safety in using ICT tools 134 Check your progress 138How to use this Teacher’s Guide This Teacher's Guide sets out to provide basic and practical ways to teach key tasks required by the Computing Curriculum for Primary Schools, closely following the curriculum requirements and outcomes, tied to the strands and sub-strands as well as listing performance indicators. A free CD is provided with additional printable worksheets and PowerPoint presentations that can be used on a projector in your classroom or printed out. Additional content is provided specifically for you as an e-book providing guidance on how to integrate ICT in the classroom as well as a handy reference of key concepts in computing and the fourth Industrial Revolution. In this Teacher's Guide for Basic 6, you can expect to find teaching skills that focuses on high levels of engagement for learners through active learning styles, such as teach-backs; student group presentations; learner's self-assessment and peer-assessment activities, including many opportunities for small group or pair discussions and evaluations with constructive feedback to each other. Many of these pedagogical approaches require you to act as a facilitator who skilfully guides the learning process by employing targeted questions at appropriate times to encourage learners to think deeply on the more difficult or complex concepts and content. The scaffolding provided in the worksheets and activities is underpinned by Bloom’s taxonomy. Additional 21st century pedagogical approaches, such as the ‘Flipped Classroom’, ‘CLIL; ‘Lesson Study; etc. have not been explored as methodologies in this book, but are ideas that teachers might wish to explore to enhance learner engagement and understanding of the concepts and content provided in the Learner's Book. Inthe Learner's Book, the Contents page section indicates the number of strands and the main topics in each strand. The Revision section found at the end of each strand comprises a Check your progress section covering questions relating to the whole strand. At the beginning of each strand is an Introduction, providing information covered in that strand. These could be used in a variety of ways that might assist in lesson preparation. Tasks Tasks provide a quide to teachers on how a concept or activity required by the curriculum could be taught. These will prove invaluable for teachers new to the subject. Tasks are numbered for each strand starting from the number | to the last number in the strand. Teachers will need to adjust the amount of time they spend on each strand based on the number of lessons per academic year. Some content, concepts, or practical tasks may require slightly more time than might be available in a lesson and its left to your discretion and professionalism to allocate how much time you believe learners of different abilities may require in order to master the more difficult content and concepts. The Content standard states the specific skills that learners should master and are linked to the corresponding sub-strand. Each sub-strand and its related content standard will be accompanied by a set of indicators which are different for each task Each Indicator is linked to performance indicators for all the ability groups that teachers may have to cater forin each teaching group. Differentiation is considered at the level of the expected outcomes expressed in the performance indicators for each lesson as follows: ALL refers to the majority of learners and the expected skills will be commensurate with the lower levels in Bloom’s taxonomy, such as, recall and comprehension. ‘SOME refers to the more able learners or in some cases the less able learners depending on what the performance indicator stipulates. Learners in this group should be able to do slightly more or less than the majority of leamers and be able to analyse or interpret the more difficult concepts and content. FEW refers to the most able learners who could be expected to do the higher order thinking skills, such as evaluating and synthesis, according to Bloom’s taxonomy, The Core competencies indicate the broad areas of the curriculum that are considered in each task. They lend themselves to broad interpretation in the way teachers facilitate the learning and the way learners engage in their learning process. Tasks tend to incorporate high levels of creativity, innovativeness, communication, and collaboration from learners. It includes content that fosters a healthy cultural identity yet highlights the importance of subscribing to a global citizenship. The 2st century pedagogies prescribed encourage learners to be confident leaders and focuses on personal development within the context of digital literacy.The Key words are a very important component for learners who are not mother tongue speakers. The methodology uses a variety of creative ways to familiarise learners with the key words for each lesson, mostly in the Phase I: Start of task section, Resources Resources for use during a task can be found in the section, On CD. Resources may include worksheets, presentations to be used, self-assessment criteria or peer-assessment criteria, evaluation criteria, etc. Phases The Phase 1: Start of task section should not last longer than 5-8 minutes. There are many creative ways to start a lesson and this section is merely a guide for teachers to introduce their leamers to each new topic. The Phase 2: Main section is merely a guide for teachers to use in their lessons. Teachers might have to adjust some aspects because much will depend on the ability of the learners in each class as to the pace of learning for each class. This section of a task should last approximately 20 minutes in a 30 minute lesson. The Phase 3: End of task section can be used to reflect on the learning in each lesson or for consolidation of key concepts learnt. Teachers may wish to try some of their own creative plenary ideas and use the suggested ideas as a quide. This section should typically last approximately 5-8 minutes. Low resource schools This section caters for schools or lessons where electronic devices are not available. Teachers in such situations should prepare in an entirely different way from the ways suggested in most of the tasks in this book. However, there are numerous parts of the tasks that do not require learners to be working on a computer. Teachers might be able to use the following ideas: + Prepare flash cards with key words by placing a picture on one card and its definition on another card. Hand one card to each learner randomly and ask learnets to find their match. + Ask learners to explain or describe in their own words their understanding of their key word. + Create or provide classroom posters for your display boards. Use these for reference during explanations. + Create Find the matching words by using the key words lists. + Create Fill in the missing words worksheets. + Draw information-rich sketches on a writing board developing a discussion or explanation as the drawing is being developed and using the Learner's Book as a point of reference. + Ask learners to do the activities in the Learner's Book or the Teacher's Guide that do not require the use of a computer. + Arrange learners in groups to work through questions in the Learner's Book or Teacher's Guide. Extension ac! These serve as differentiation materials to challenge the more able learners in a class. Teachers might wish to use the extension activities as follows: + with the more able learners only + inpaits of a more able learner working together with a less able learner + in mixed ability groups that might present their answers as a group to the rest of the class for all al learners individually, at your discretion. Answers This section provides possible answers for the activities and questions in the Learner's Book as well as answers to the worksheets available on the CD. These are by no means exhaustive and you can consider any other reasonable answers. There are several links to websites and YouTube videos and learners are encouraged to create their own digital resources as a means to prepare our digital natives for their future world of work. It would be wise to adopt an open mind to the use of mobile phones and electronic devices to enhance the learning process. Thope you enjoy using this Teacher's Guide as much as we enjoyed producing it.SACU e Ts er ne eel le) Task | of 32 Sub-strand 1: Generations of computers and parts of a computer and other gadgets Content standard: 6.1.1.1 Identify parts of Indicator: B6.1.1.1.1 a. computer, technology tools, and history of Learn about the generations of computers. computers. Performance indicator: Core competencies: ALL learners will be able to learn about Creativity and innovation the generations of computers, including Communication and collaboration aaa a aa Sor Cultural identity and global citizens! SOME learners will be able to learn about Personal development and leadership the generations of computers, including Digital literacy minicomputers, microprocessors, and mobile phones. FEW learners will be able to learn about the generations of computers. Key words: supercomputers, mainframe computers, minicomputers, microprocessors, mobile phones, generations of computers Inthis task: The teacher should refer to the Learner's Book for information and pictures of the different generations of computers. Divide learners into groups of three to make posters of the different generations of computers for the classroom displays. Learners should refer to the Learner’s Book and use the internet to find more information to make colourful posters about the different generations of computers for the classroom displays.Sereu Ope eed ates et) Resources required Learner's Book pages I-& Phase 1: Start of task Explain the task for the day. Learners should be in groups of 3 to make colourful posters of the different generations of computers. Each group should be given one generation of computers as the subject of their poster. Phase 2: Main Refer to the Learner’s Book for more information about the different generations of computers. Posters should be placed on the classroom display board. Phase 3: End of task Learners should go around to all the displays and evaluate them by sticking a grade on each one using sticky notes with smiley faces. The posters with the most smiley faces should be discussed as to why they are so popular. Refer to Activity 1.1 on page 4 of the Leamer’s Book relating to the generations of computers. Ask the more able learners to do this task. Answers Activity 1.1 Learner's Book page 4 ‘Answers may vary. 1. The most useful would be the tablet because it is WIFI and can be carried easily as tis not very heavy. 2. _Itis easier to make notes when off-site or on a train. / Kplorm could write his report and upload it to the office ifhe is within a WiFi service. / Kplorm could connect to the internet via his smartphone to upload his reports if there is no WiFi connection. Task 2 of 32 ‘Sub-strand 1: Generations of computers and parts of a computer and other gadgets Content standard: 6.1.1.1 Identify parts of Indicator: B6. 1.1.1.2 ‘a computer, technology tools and history of Identify components of a computer system: computers. hardware, software and liveware, Performance indicator: Core competencies: ALL learners will be able to identify some 1. Creativity and innovation computer hardware, 2. Communication and collaboration SOME learners will be able to identify most parts 3 Culturalidentity and global citizenship ofa computer system, and software. 4, Personal development and leadership FEW [earners will be able to identify all the Sena computer hardware parts, software, and liveware.Seen Me) ogra he uly 181) Key words: mouse, keyboard, monitor, central processing unit and its components, memory, hard disk drive, CD-ROM, speakers and peripherals, applications software, bespoke software, utility software, liveware Inthis task: The teacher should give learners access to the Presentation Task 2_B6. I.|.1.2 Components of a Computer System.pptx to edit and improve on it. Learners should edit and improve the existing presentation on the CD. Resources required Learner’s Book pages 5-4 OncD + Presentation Task 2_B6.|.1.1.2 Components of a computer system.pptx Phase I: Start of task Show leamers the beginning of the Presentation Task 2_B6. 1.1.1.2 Components of a computer system. pptx, found on the CD. Point out how the main parts are hyperlinked to the relevant sections in the same PowerPoint file. Explain that they should add pictures of their own and short explanations of each item. Phase 2: Main Learners should improve and edit the current version of the Presentation Task 2_B6.1.1.1.2 Components of a computer system.pptx. Phase 3: End of task Select one or two of the best presentations to show the class and ask learners how they could improve their presentations next time. Ce atti] ‘Ask the more able learners to do Activity 1.2 on page 5 of the Learner's Book. Remind other learners of the acronyms for hardware and software covered in Basic 5. Answers Activity 1.2 Learner's Book page 5-6 1, RAM: random access memory CPU: central processing unit HDD: hard disk drive SSD: solid state drive OS: operating system 2. hardware components: motherboard, CPU, RAM, power supply, hard drive, solid state drive, ROM, video card, sound card hardware devices: printer, keyboard, mouse, scanner, monitor 3, Answers will vary.Sereu Ope eed ates et) Activity 1.3 ‘Answers will vary. Activity 1.4 Learner's Book page 7 Leamer's Book page 8 Solid state drive (SSD) Mouse Keyboard Hard disk drive (HDD) Screen/mot Central processing unit (CPU) Operating system Pen drive (flash drive) Bar code reader Motherboard Random access memory (RAM) ideo card Printer Word processor ‘Scanner Webcam Microphone Task 3 of 32 Hardware Hardware Hardware Hardware Hardware Hardware Software Hardware Hardware Hardware Hardware Hardware Hardware Software Hardware Hardware Hardware Storage Input Input Storage Output unless touch screen Both Input Storage Output Output Input Input Input ‘Sub-strand 1: Generations of computers and parts of « computer and other gadgetsContent standard: 6.1.1.1 Identify parts of ‘a computer, technology tools, and history of computers. Performance indicator: ALL learners will be able to identify the left and Seen Me) ogra he uly 181) Indicator: B6.1.1.1.3 Identify the left and right mouse buttons, holding the mouse, performing single, double and triple clicking, dragging object, and using scroll wheel. Core competencies: 1. Creativity and innovation Fight mouse buttons, holding the mouse. 2. Communication and collaboration ‘SOME learners will be able to identify performing —3--_ Cultural identity and global citizenship single, double, and triple clicking, dragging object, 4. Personal development and leadership ‘and using scroll wheel. 5. Digital literacy FEW learners will be able to identify the left and the right mouse buttons, holding the mouse, performing single, double, and triple clicking, dragging object, and using scroll wheel. Key words: mouse, left mouse button, right mouse button, single click, double click, triple click, scroll wheel, dragging object Inthis task: The teacher should refer to the Learner's Book for information and pictures to create either short guides cor short videos about how to use a mouse. Learners should create either a short information leaflet or a short video explaining how to use a mouse. Resources required Learner's Book pages 9-10 Phase 1: Start of task Ask three learners to share with the class how they usually use a mouse. Phase 2: Main Explain to learners all the ways that a mouse can be used. Divide the class into small groups and ask them to create a short guide with pictures or drawings of each of the ways a mouse could be used. They could produce a leaflet. Alternatively, suggest that some learners could record short videos demonstrating and explaining how to use the mouse in the various ways you have explained. They could workin pairs or small groups. Phase 3: End of task Learners should share their videos and give one another a score out of 3 where | = needs improvement; 2= satisfactory; and 3 = good. Ask the more able learners to do Activity I.5 on page 10 of the Learner's Book.Sereu Ope eed ates et) Answers Activity 1.5 Leamer's Book page 10 Learners’ posters showing beginners how to use a mouse will vary, They will get peer feedback and make changes if necessary before the posters are printed. Task 4 of 32 ‘Sub-strand 1: Generations of computers and parts of a computer and other gadgets Content standard: 86. 1.1.1 Identify parts of, Indicator: B6.1.1.1.2 a. computer, technology tools, and history of Demonstrate the proper use of keyboarding computers. techniques. Performance indicator: Core competencies: ALL learners will be able to demonstrate the 1. Creativity and innovation proper use of some keyboarding techniques. 2. Communication and collaboration: ‘SOME learners will be able to demonstrate the 3. Cultural identity and global citizenship proper use of most keyboarding techniques. 4, Personal development and leadership 5. FEW learners will be able to demonstrate the ac proper use of keyboarding techniques. Key words: QWERTY; numeric keys; word processor; slash keys; tab key, function keys; caps lock, esc, PrtScn, Home and End keys; PgDn and PgUp keys; Enter key; home row keys; Backspace and Delete keys; Shift, Ctrl and Altkeys Inthis tasi The teacher should refer to the Learner’s Book for pictures of keyboarding techniques and to the video tutorial for keyboarding techniques. Learners should refer to the Learner’s Book and use the video tutorial for keyboarding techniques. Resources required Learner's Book pages 10-12 OncD + Worksheet Task 4 BS. I..1.4 Keyboarding techniques pdf Phase |: Start of task Provide the worksheet for learners to access. Phase 2: Main Learners complete Worksheet Task 4. B6. |.1.1.4 Keyboarding techniques.paf. Phase 3: End of task Recap the meanings of the key words.Seen Me) ogra he uly 181) Task 5 of 32 ‘Sub-strand 1: Generations of computers and parts of « computer and other gadgets Content standard: 86.1.1 Identify parts of Indicator: B6.1.1.1.5 ‘computer, technology tools, and history of Summarise the generation of computers (second computers. generation of computers). Performance indicator: Core competencies: ALL learners will be able to summarise the |. Creativity and innovation generation of computers (second generation of 2. Communication and collaboration a 3. Cultural identity and global citizenship SOME [earners will be able to summarise the 44, Personal development and leadership generation of computers (second generation of 5, pigital literacy computers). FEW learners will be able to summarise the generation of computers (second generation of computers). Key words: first generation computers, second generation computers, third generation computers Inthis task: The teacher should refer to the Learner’s Book for the generations of computers and divide the learners into small groups. Each group should be assigned one of the generations of computers. Learners should refer to the Learner’s Book for the generations of computers. They should compile quiz questions on their topic. They should write the answers on the reverse of the page and hand itin to you for the quiz in the next task. Learners should prepare for the quiz, which will be held during the next task. Resources required Leamer's Book pages 10-14 Phase 1: Start of task ide learners into small groups and assign one of the generations of computers as a topic for each group. Many groups can have the same topic. Phase 2: Main Learners must write up 10 quiz questions on their topic and the answers to them and hand them to you for the quizin the next task. Phase 3: End of task Recap the meanings of the key words. ‘Ask the more able learners to attempt Activity 1.6 on page 14 of the Learner's Book.Sereu Ope eed ates et) Answers Activity 1.6 1, Transistors: Second VLSI: Fourth Vacuum tubes: First ULSI: Fifth Integrated circuits: Third 2. First 3. Ultra large scale integration P Task 6 of 32 Leamer's Book page 14 ‘Sub-strand 1: Generations of computers and parts of a computer and other gadgets Content standard: 6.1.1.1 Identify parts of ‘a computer, technology tools and history of computers. Performance indicator: ALL learners will be able to summarise the generation of computers (second generation of computers). SOME learners will be able to summarise the generation of computers (second generation of, computers). FEW learners will be able to summarise the generation of computers (second generation of computers). Indicator: B6.1.1.1.5 ‘Summarise the generation of computers (second generation of computers). Core competencies: 1. Creativity and innovation 2. Communication and collaboration 3. Cultural identity and global citizenship 4. Personal development and leadership 5. Digital literacy Key words: first generation computers, second generation computers, third generation computers Inthis task: The teacher should give each learner a quiz sheet to number and write their answers as she calls out the quiz questions they prepared in the previous task. She should aim to do as many questions as possible, allowing enough time to go over the correct answers after each question. Learners should answer and correct each incorrect answer as they proceed through the quiz task. Resources required Learner's Book pages 10-14 Phase I: Start of task Provide the quiz sheet for learners. Phase 2: Main You should give each learner a quiz sheet to number and write their answers as you call out the quiz questions they prepared in the previous task. Aim to do as many questions as possible allowing enough time to go over the correct answers after each question.Seen Me) ogra he uly 181) Learners should answer and correct each incorrect answer as they proceed throughout the quiz task. Phase 3: End of task Recap the meanings of the key words. Task 7 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86.1.2.| Demonstrate the use Indicator: B6. .2.1.1-10 Explore the use of the of the desktop background as well as working with desktop background, changing theme colours and folders. the user account. Performance indicator: Core competenci ALL leamers will be able to explore the use ofthe 1. Creativity and innovation desktop background, changing theme colours. 2. Communication and collaboration ‘SOME learners will be able to explore the use 3. Cultural identity and global citizenship of the desktop background, changing the user 4. Personal development and leadership ‘account. 5. Digital literacy FEW learners will be able to explore the use of the desktop background, changing theme colours, and the user account Key words: File Explorer, folder, fil, clipboard Inthis task: The teacher should divide the class into 10 different groups and allocate one topic to each group to prepare a presentation to share with everyone through Prezi or PowerPoint before carrying out the worksheet tasks for each of the next 10 tasks in Sub-strand 2. Learners should refer to the Learner’s Book and use the worksheet to create presentations for Prezi or PowerPoint to share with the whole class so that everyone can carry out the tasks on each worksheet for the next 10 tasks. Resources required Learner's Book pages 15-I7 OncD + Presentation self-assessment sheet.pdf Phase I: Start of task Explain the procedure for the next 10 tasks. Learners should be allocated topics and placed into 10 groups. They will prepare their presentation during this task and group | will start presenting in the next task, group 2in the following task, and so on until all 10 groups have completed their presentations. Learners must complete the worksheet for each task and the group that presented must also complete the Presentation self-assessment sheet.pdf. Phase 2: Main Learners work in their groups to prepare their PowerPoint presentations or Prezis. They must aim to complete their preparation before the next task so that everyone can listen and complete their worksheet tasks after each presentation, Assign a topic to each group as follows:Sereu Ope eed ates et) Explore the use of the desktop background, changing the theme colours and user account. 2 Demonstrate the use of the Recycle Bin or Trash Can. 2 3 Perform permanent delete or empty Trash Can and restoring files or icons in 3 the Recycle Bin. 4 Explore the use of copy, paste, delete tools, the moving of folders by using the 4 desktop pop-up menu. 5 _ilustrate the use of the File Explorer window and locations on the computer 5 through the File Explorer. 6 Locate the hard drives and other removable storage icons in the File Explorer. 6 1 Use the File Explorer Ribbon (Home tab only), thatis, the Clipboard and 7 ‘organise Tools of the Home tab of File Explorer, as well as the Open New Window and Close tools of the File menu of File Explorer. 8 Demonstrate the use of the navigation pane of File Explorer to access 8 different locations on the computer from the navigation pane. 9 Demonstrate the use of Frequent Folders section of File Explorer to access 9 frequently used locations on the computer. 10 Demonstrate the use of Recent File section of File Explorer to access recently 10 used files of the computer. Phase 3: End of task You should check that all groups are ready for the next presentation. Upload to a master PowerPoint and share with the class or ensure that everyone has access to the Prezi account to upload their presentations. Task 8 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86.1.2. Demonstrate the use of desktop background as well as working with folders. Performance indicator: ALL learners will be able to explore the use of the desktop background changing theme colours. ‘SOME learnets will be able to explore the use of the desktop background changing the user account. FEW learners will be able to explore the use of the desktop background changing theme colours and user account. Indicator: BG. .2.1.1 Explore the use of the desktop background changing theme colours and user account. Core competencies: 1. Creativity and Innovation 2. Communication and collaboration 3. Cultural identity and global citizenship 4. Personal development and leadership 5. Digital literacy Key words: classic, icons, taskbar, background, user account, themesSeen Me) ogra he uly 181) Inthis task: The teacher should set up the room so that Group | can do their presentation and the rest of the class ‘can watch and then everyone, including Group | members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group I. Group | must complete the Presentation self-assessment sheet.pdf. Resources required Learner's Book pages 15-17 OncD + Worksheet Task 8 B6.1.2.1.1 Desktop background tasks.pdf + Presentation self-assessment sheet.pdf Phase I: Start of task ‘Set up the class so that Group | can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 1’s presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 2 is ready for the next task’s presentation. Group | must complete the Presentation self-assessment sheet.pdf. Answers to Task 8 worksheet Task 8.1 personalise ‘Add something that you like, e.g. a background image of your favourite flower or car. customise Change from the original to something else according to a specific requirement. edit Make changes and corrections on your computer or in another way. icons Small pictures that represent actions, apps, logos, etc. taskbar A panel on the computer's interface that has lots of icons for accessing the various features of a software package. MS Windows It's similar to a cover page of a magazine that displays icons of the features you have interface in that software package. wallpaper The standard background images for interfaces. settings Abutton that gives you access to editing, personalising, and customising your computer, start menu It displays access to the icons to use for editing the various features on your computer.Sereu Ope eed ates et) Task 4 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86. .2.| Demonstrate the use of desktop background as well as working with folders. Performance indicator: ALL learners will be able to demonstrate the use of the Recycle Bin or Trash Can. ‘SOME learners will be able to demonstrate the use of the Recycle Bin or Trash Can. FEW learners will be able to demonstrate the use of the Recycle Bin or Trash Can. Key words: delete, recover, drag and drop Inthis task: Indicator: B6.1.2.1.2 Demonstrate the use of the Recycle Bin or Trash Can. Core competencies: 1. Creativity and innovation 2. Communication and collaboration 3. Cultural identity and global citizenship 4. Personal development and leadership 5. Digital literacy The teacher should set up the room so that Group2 can do their presentation and the rest of the class can watch and then everyone, including Group 2 members, should carry out the tasks on the worksheet. Learners should refer to the Leamner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 2. Group 2 must complete the Presentation self-assessment sheet.pdf Resources required Learner's Book page 17 OncD + Worksheet Task 4_B6.1.2.1.2 Recycle Bin.pdf + Presentation self-assessment sheet.pdf Phase I: Start of task Set up the class so that Group 2 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 2's presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 3 is ready for the next presentation, Group 2 must complete the Presentation self-assessment sheet. pdf Task 10 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86.1.2.| Demonstrate the use of desktop background as well as working with folders. Indicator: B6.1.2.1.3 Perform permanent delete or Empty Trash Can.Seen Me) ogra he uly 181) Performance indicator: Core competencies: ALL learners will be able to perform permanent 1. Creativity and innovation delete or Empty Trash Can. 2. Communication and collaboration SOME learners will be able to perform permanent 3+ Cultural identity and global citizenship delete or Empty Trash Can. %. Personal development and leadership FEW earners will beableto perform permanent ®*_-Digitallliteracy delete or Empty Trash Can. Key words: permanent delete, empty trash can, restore Inthis task: The teacher should set up the room so that Group 3 can do their presentation and the rest of the class can watch and then everyone, including Group 3 members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 3. Group 3 must complete the Presentation self-assessment sheet. pdf Resources required Learner's Book page 17 OncD + Worksheet Task 10_B6. 1.2.1.3 Empty Recycle Bin. pdf + Presentation self-assessment sheet-pdf Phase |: Start of task Set up the class so that Group 3 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 3's presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 4 is ready for next presentation. Group 3 must complete the Presentation self- assessment sheet. pdf. Answers to Task 10 worksheet Task 10.1 + Recycle Bin or Trash Can: A place where files or objects are temporarily moved to until you empty the recycle bin + Delete files: Remove files and place in the Recycle Bin or Trash Can + Restore files: Retrieve files that you have deleted and restore them to their original place + Empty Recycle Bin: Permanently delete files or items from your computer Task 10.3 When you empty the Recycle Bin or Trash Can, you permanently remove all the deleted files and objects from your computer. Task 10.4 1. False TrueSereu Ope eed ates et) Task 11 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standar 6. 1.2.1 Demonstrate the use Indicator: B6.|.2.1.4 of desktop background as well as working with Explore the use of copy, paste, delete tools, the folders. moving of folders by using the desktop pop-up menu. Performance ator: Core competencies: ALL learners will be able to explore the use of 1. Creativity and innovation copy, paste, delete tools. 2. Communication and collaboration ‘SOME learners will be able to explore the use of 3. Cultural identity and global citizenship copy, paste tools and the moving of folders by 4. Personal development and leadership using the desktop pop-up menu. 5. Digital literacy FEW learners will be able to explore the use of copy, paste, delete tools, the moving of folders by using the desktop pop-up menu. Key words: copy, paste, delete, cut, pop-up Inthis task: The teacher should set up the room so that Group 4 can do their presentation and the rest of the class ‘can watch and then everyone, including Group 4 members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 4. Group 4 must complete the Presentation self-assessment sheet.pdf. Resources required Learner's Book page 14 OncD + Worksheet Task 1 |_B6. 1.2.1.4 Desktop Pop-Up Menu Copy, Paste, Delete tools.pdf + Presentation self-assessment sheet. pdf Phase I: Start of task Set up the class so that Group 4 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 4’s presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 5 is ready for the next presentation. Group 4 must complete the Presentation self-assessment sheet.pdf. Answers to Task II worksheet Task 11.1 + Copy: file or object that you have highlighted and right clicked on, then selected the copy option « Paste: A file or object that you have copied. You can then place the cursor in the place where you wish to place the copied file and select the paste option.Seen Me) ogra he uly 181) + Delete: A file or object that you have highlighted and clicked on the delete button to remove it from its place + Cut: Afile that has been highlighted and removed to be placed in another place on the computer + Move: A file that has been removed from one place and placed in another place on the computer Task 11.4 If you cut a file or a folder, it does not disappear, but instead becomes transparent. When you paste that file/ folder, it is moved to the new location and disappears from the original location. Task 12 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86. .2.1 Demonstrate Indicator: B6.1.2.1.5 the use of desktop background as well as Illustrate the use of the File Explorer window and. working with folders. locations on the computer through the file explorer. Performance indicator: Core competencie: ALL learners will be able to illustrate the use 1. Creativity and innovation of the File Explorer window. 2. Communication and collaboration ‘SOME learners will be able to illustrate the 3. Cultural identity and global citizenship use of the File Explorer window and locations Personal development and leadership ‘of most of the computer through the File Destaienen Explorer, FEW learners will be able to illustrate the use of the File Explorer window and locations on the computer through the File Explorer. Key words: File Explorer, folder, file, clipboard Inthis task: The teacher should set up the room so that Group 5 can do their presentation and the rest of the class ‘can watch and then everyone, including Group 5 members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 5. Group 5 must complete the Presentation self-assessment sheet pdf. Resources required Learner's Book pages 18-19 OncD + Worksheet Task 12_B6.|.2.1.5 File Explorer locations on the computer.pdf + Presentation Self-Assessment Sheet.pdf Phase I: Start of task Set up the class so that Group 5 can do their presentation for the whole class. Everyone must watch and then complete their worksheet, Phase 2: Main Learners watch Group §°s presentation and complete their worksheet tasks.Sereu Ope eed ates et) Phase 3: End of task You should check that Group 6 is ready for the next presentation. Group 5 must complete the Presentation self-assessment sheet.pdf. Answers to Task 12 worksheet Task 12.2 Home ribbon fi toca Manaoe FETT eee ice one teen > how 9 ~ new tem Hoven Geseveet mt, ce me Mcomrvin Ow x hee {ir secen® Y be 22 Stet none Meat CF MH rane monaa eT Ser te Merame oe, SPS esate ‘ime steon Seteeel C:drive oon oo on sons + © 5 + hey Mere > Leese) — File path a Nae Date mosties we se Onicccee none, Anwottor rreampansp eter bea 7 psa ep vivant Faateldr © Somstents % 5H nnn! int ver W209 BIPM lee DB vvcumets =n i709 SOM Ff Erne 4 Oba Abcey vieameani Pl Flee sAiphe ei Pettoge i909 1022AM—Pfoe tateaceney — ¢ [DPogen tts VTewoRAPM——Faeflder a Progam Fes (88) nan eieeMk fer toon T7018 12104 ale nece ners 42079 30)AM Fetter Lercy Wdomsluparsse TITRE PM Flee | Semple B Orpbon © oni Bmar Bw00mea wi vwitep «—{ Desktop BB Decamants ¥ Downioes Disc enw Bi vise locaton) = Femovabie oreo) «—{ Removable storage disc 1D Newea File Explorer Pop-up menuSeen Me) ogra he uly 181) Task 12.4 The Downloads folder contains all the items that you have downloaded from websites or email attachments, whereas the Documents folder contains all the documents that you have worked on and not yet saved in ony particular folder using Save As. Your computer will probably have an auto-save option that will ‘automatically save the document that you are working on every three minutes or at whatever rate you have set the auto-save function. Task 13 of 32 ‘Sub-strand 2; Introduction to the MS Windows interface Content standard: 86.1.2.| Demonstrate the use Indicator: B6.1.2.1.6 ‘of desktop background as well as working with Locate the hard drives and other removable, folders. storage icons in the File Explorer. Performance indicator: Core competencies ALL leamers will be able to locate the removable 1. Creativity and innovation storage icons in the File Explorer. 2. Communication and collaboration ‘SOME learners will be able to locate the hard 3. Cultural identity and global citizenship drives in the File Explorer. 4. Personal development and leadership FEW learners will be able to locate the hard drives 5 Digital literacy ‘and other removable storage icons in the File Explorer. Key words: removable storage devices, hard drive, icons, File Explorer Inthis task: The teacher should set up the room so that Group 6 can do their presentation and the rest of the class can watch and then everyone, including Group 6 members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 6. Group 6 must complete the Presentation self-assessment sheet.pdf. Resources required Learner's Book page 20 OncD + Worksheet Task 13_B6. 1.2.1.6 File Explorer hard drives and other drives.pdf + Presentation self-assessment sheet.pdf Phase I: Start of task Set up the class so that Group 6 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 6’s presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 7 is ready for next presentation. Group 6 must complete the Presentation self- assessment sheet.pdf.Sereu Ope eed ates et) Task 14 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standar 6. 1.2.1 Demonstrate Indicator: B6. 1.2.1.7 the use of desktop background as well as Use the File Explorer ribbon. working with folders. Performance indicator: Core competencies: ALL learners will be able to use the |. Creativity and innovation Explorer Ribbon, i.e. the clipboard. 2. Communication and collaboration ‘SOME learners will be able to use the File 3. Cultural identity and global citizenship Explorer Ribbon, including the clipboard, 4. Personal development and leadership ‘and organise tools of the Home tab of the 5. Digital literacy File menu. FEW learners will be able to use the File Explorer Ribbon, including the Open New Window and Close tools of the File menu. Key words: File Explorer ribbon, Clipboard, open new window, File menu Inthis task: The teacher should set up the room so that Group 7 can do their presentation and the rest of the class can watch and then everyone, including Group 7 members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 7. Group 7 must complete the Presentation self-assessment sheet. pdf Resources required Learner's Book pages 20-22 OncD + Worksheet Task 14 B6. 1.2.1.7 Use the File Explorer Ribbon. pdf + Presentation self-assessment sheet.pdf Phase I: Start of task Set up the class so that Group 7 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 7’s presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 8 is ready for next presentation. Group 7 must complete the Presentation self- assessment sheet.pdf Task 15 of 32 ‘Sub-strand 2: Introduction to the MS Windows ©Content standard: 86. |.2.! Demonstrate the use of desktop background as well as working with folders. Performance indicator: ALL learners will be able to demonstrate the use of the Navigation pane of the File Explorer. SOME learners will be able to demonstrate the use of the Navigation pane of the File Explorer to access different locations on the computer. FEW learners will be able to demonstrate the Use of the Navigation pane of the File Explorer to ‘access many different locations on the computer. Seen Me) ogra he uly 181) Indicator: B6.1.2.1.8 Demonstrate the use of the Navigation pane of the File Explorer to access different locations on the computer. Core competencies: 1. Creativity and Innovation 2. Communication and collaboration 3. Cultural identity and global citizenship 4. Personal development and leadership 5. Digital literacy Key words: Navigation pane, locations on the computer, folders, files Inthis task: The teacher should set up the room so that Group 8 can do their presentation and the rest of the class ‘can watch and then everyone, including Group 8 members, should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 8. Group 8 must complete the Presentation self-assessment sheet. pdf Resources required Learner's Book page 2! OncD + Worksheet Task 15 B86. .2.1.8 File Explorer navigation pane.pdf + Presentation self-assessment sheet.pdf Phase I: Start of task Set up the class so that Group 8 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 8's presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 9s ready for next presentation, Group 8 must complete the Presentation self- assessment sheet-pdf Task 16 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86. 1.2.1 Demonstrate the use of desktop background as well as working with folders. Indicator: B6. 1.2.1.4 Demonstrate the use of Frequent Folders section of the File Explorer to access frequently used locations on the computer.icator: Core competencies: ALL leamers will be able to demonstrate the use I. Creativity and innovation of Frequent Folders section of the File Explorerto 2. Communication and collaboration cccess some of the frequently used locationson 3. cyturalidentity and global citizenship the computer. 4. Personal development and leadership ‘SOME learnerswill be able to demonstrate theuse 5, Digital literacy of Frequent Folders section of the File Explorer to ‘access most of the frequently used locations on the computer. FEW learners will be able to demonstrate the use of Frequent Folders section of the File Explorer to access frequently used locations on the computer. Key words: frequently used files Inthis task: The teacher should set up the room so that Group 4 can do their presentation and the rest of the class can watch and then everyone, including Group 4 members should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 4. Group 9 must complete the Presentation self-assessment sheet.pdf. Resources required Learner's Book pages 21-22 OncD + Worksheet Task 16_B6. .2.1.4 File Explorer’s Frequent folders.pdf + Presentation self-assessment sheet.pdf Phase I: Start of task Set up the class so that Group 9can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 4s presentation and complete their worksheet tasks. Phase 3: End of task You should check that Group 10 is ready for next presentation. Group 4 must complete the Presentation self- assessment sheet.pdf Task 17 of 32 ‘Sub-strand 2: Introduction to the MS Windows interface Content standard: 86.1.2.| Demonstrate the use Indicator: B6.1.2.1.10 of desktop background as well as working with Demonstrate the use of Recent files section of the folders. File Explorer to access frequently used files of the computer. @Seen Me) ogra he uly 181) icator: Core competencies: Performancs ALL learners will be able to demonstrate the use of 1. Creativity and innovation some of the Recent files section ofthe File Explorer 2. Communication and collaboration to access frequently used files on the computer. 3. Cuttural identity and global citizenship SOME learners will be able to demonstrate the 4. Personal development and leadership Use of mostof the Recent files sectionoftheFile 5. Digital literacy Explorer to access frequently used files on the computer. FEW learners will be able to demonstrate the use of Recent files section of the File Explorer to access frequently used files on the computer. Key words: recent files Inthis task: The teacher should set up the room so that Group 10 can do their presentation and the rest of the class can watch and then everyone, including Group 10 members should carry out the tasks on the worksheet. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks after watching the presentation by Group 10. Group 10 must complete the Presentation self-assessment sheet.pdf Resources required Learner's Book pages 21-22 OncD + Worksheet Task 17_B6. .2.1.10 File Explorer's Recent files.pdf + Presentation self-assessment sheet.pdf Phase I: Start of task Set up the class so that Group 10 can do their presentation for the whole class. Everyone must watch and then complete their worksheet. Phase 2: Main Learners watch Group 10’s presentation and complete their worksheet tasks. Phase 3: End of task Thank all the groups for their presentations and praise where itis due. Group 10 must complete the Presentation self-assessment sheet. Lead a discussion about what the most difficult aspects of the last 10 tasks were and ask learners to make suggestions as to how they might improve next time. Task 18 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3. Demonstrate the use Indicator: B6.1.3.1.1 of data and identify sources of data. idea oracle Caitssem cbt characters, float, etc.).Sereu Ope eed ates et) Performance indicator: Core competencies: ALL learners will be able to identify types ofdata 1. Creativity and innovation (characters, loat, etc.). 2. Communication and collaboration ‘SOME learners will be able to identify types of 3. Cultural identity and global citizenship data (integers, double, etc.). . Personal development and leadership FEW learners will be ableto identify typesof data Digital literacy (integers, double, characters, float, etc. Key words: integers, double, character, float, data types Inthis task: The teacher should explain that when programming in any language, you have to know what data types you are working with and how they are represented. Learners should refer to the Learner’s Book and use the worksheet to carry out the tasks. Learners should log in to an online tutorial website to practise using the different data types. Resources required Learner's Book pages 22-24 OncD + Worksheet Task 18_B6. 1.3.1.1 Identify types of dato.pdf Phase I: Start of task Start by explaining that when programming in C++, you have to use variables and you must specify the data type before assigning a value to the variable. Click on the link below that demonstrates why recognising the data type is necessary before you can do any programming: https://www.w3schools.com/cpp/cpp_ variables.asp Phase 2: Main Use the Worksheet Task 18_B6.1.: | Identify types of data.paf to guide the main part of the task, Phase 3: End of task Ask learners to share one thing they found too difficult to understand and one thing they did not know before. Answers to Task 18 worksheet Task 18.1 Ee ee int Stores floating point numbers, with decimals, such as 14.94 or 19.99. double Stores values with two states: True or False. char Stores single characters, such as ‘o’ or ‘B”. Char values are surrounded by single quotes. string Stores integers (whole numbers), without decimals, such as 123 or -123. bool Stores text, such as “Hello World”: String values are surrounded by double quotes.Seen Me) ogra he uly 181) Task 18.3 1. 123,5897543 2. Congratulations, you have just started learning about programming, 3. 736 4. YesorNo 5. 0.5 Which data is better to use? Float or double? Give reasons for your choice. Task 14 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.! Demonstrate the Indicator: B6.1.3.1.2 Use of data and identify sources of data, Identify more sources of information (internet, emailing, Skype, SMS). Performance indicator: Core competencies: ALL leamers will be able to identify more 1. Creativity and innovation sources of information (internet, emailing). >, Communication and collaboration SOME learners will be able to identify more 3+ Cultural identity and global citizenship sources of information (Skype, SMS). 4, Personal development and leadership FEW learners will be able to identify more & We telly sources of information (internet, emailing, skype, SMS). Key words: internet, emailing, VoIP, SMS Inthis task: The teacher should explain that learners will carry out their tasks by editing the existing PowerPoint presentation. Learners should refer to the Learner’s Book and use the presentation to carry out the tasks. Learners should screenshot evidence of having carried out their tasks in the presentation itself. Resources required Learner's Book pages 24-25 OncD + Presentation Task 14_B6. 1.3.1.2 Identifying more sources of dato.pdf Phase I: Start of task Begin by explaining that learners should edit the presentation found on the CD. They will have to screenshot evidence that they have carried out the tasks requested,Sereu Ope eed ates et) Phase 2: Main Learners edit the PowerPoint Presentation Task 19_B6. .3. 1.2 Identifying more sources of data.pdf. It includes using the internet to find information, save it, and use it to make a presentation slide about VoIP. They have to SMS a friend to inform them that they are sending them an email attachment with information on VoIP, They should screenshot their evidence of having carried out all these tasks in the presentation itself. Phase 3: End of task Learners must list one new skill they leamt in the lesson and one thing they would still ike to learn more about in the future. Task 20 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.1 Demonstrate theuse Indicator: B6.1.3.1.3 of data and identify sources of data. Demonstrate sending and receiving information from other gadgets e.g. Bluetooth, infrared, radio, fax, telephone calls, SMS, etc. Performance indicator: Core competenci ALL learners will be able to demonstrate sending 1. Creativity and innovation ‘and receiving information from other gadgets e.. 2. Communication and collaboration eae 3. Cultural identity and global citizenship SOME lecrners will be able to demonstrate 4, Personal development and leadership sending and receiving information from other 5. Digital literacy gadgets e.g. Bluetooth, infrared, radio, fax, etc FEW learners will be able to demonstrate sending ‘and receiving information from other gadgets e.g. Bluetooth, infrared, radio, fax, telephone calls, SMS, ete. Key words: Bluetooth, infrared, radio, fax, telephone calls, SMS Inthis task: The teacher should explain that learners will carry out their tasks by editing the existing PowerPoint presentation, Learners should refer to the Learner’s Book and use the presentation to carry out the tasks. Learners should screenshot evidence of having carried out thei tasks in the presentation itself. Resources required Learner's Book pages 25-27 OncD + Presentation Task 20_B6. I.3.1.3 Demonstrate sending and receiving information from other gadgets.pdf Phase |: Start of task Begin by explaining that learners should edit the presentation found on the CD. They will have to screenshot evidence that they have carried out the tasks requested. ©Seen Me) ogra he uly 181) Phase 2: Main Learners edit the PowerPoint Presentation Task 20_B6. 1.3.1.3 Demonstrate sending and receiving information from other gadgets. pdf. It includes using Bluetooth to share a favourite song with a friend and sending an SMS, etc. They should screenshot their evidence of having carried out all these tasks in the presentation itself. Phase 3: End of task Recap the meanings of the key words. Task 21 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.| Demonstrate the use Indicator: B6.1.3.1.4 of data and identify sources of data. Demonstrate basic manipulations on sample data, e.g. arranging data in a matrix table, sorting, and calculations. Performance indicator: Core competencies: ALL learners will be able to demonstrate basic |. Creativity and innovation manipulations on sample data, e.g. sorting. 2. Communication and collaboration SOME lecrnerswill be able to demonstratebasic + Culturalidentity and global citizenship manipulations on sample data, e.g. sorting, and 4. Personal development and leadership calculations. 5. Digital literacy FEW learners will be able to demonstrate basi manipulations on sample data, e.g. arranging data in a matrix table, sorting, and calculations. Key words: arrange data in a matrix, sorting data, calculations on data Inthis task: The teacher should explain that learners will log in to Khan Academy to carry out basic manipulations on data, such as arranging data in a matrix table, sorting data, and carrying out calculations on data. Learners should refer to the Learner’s Book and log in to Khan Academy to carry out basic manipulations on data, such as arranging data in a matrix table, sorting data, and carrying out calculations on data. Resources required Learner's Book pages 28-32 Phase |: Start of task Begin by explaining that learners should log in to Khan Academy at this link: https://wvaw.khanacademy. org/math/precalculus/x4e8 |a4f9838Iefdf:matrices/x4e8 |a4f9838Iefdf:mat-intro/v/introduction-to-the- matrix Phase 2: Main Learners should screenshot evidence of their working or results to show their teacher throughout this online tutorial. Itis better that learners sign up for their own accounts so the account can keep track of the work they have already done. @Sereu Ope eed ates et) Phase 3: End of task Recap the meanings of the key words. 1. Learners can use this link to explore ways of sorting data: https://www.youtube.com/ watch?v=EpSq IcUn@as 2. Learners can use this link on how to carry out calculations on data https://www.youtube.com/watch?v= InaiWCWrSts 3. Ask the more able learners to attempt Activity 1.7 on page 24 of the Learner's Book. Answers Activity 1.7 Learner's Book page 24 alphabetically, by price, by AutoNumber, by yes/no answers (Any reasonable response) Task 22 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.1 Demonstrate the Indicator: B6.1.3.1.5 use of data and identify sources of data. Demonstrate how to manage users of the desktop. Performance indicator: Core competencies: ALL learners will be able to demonstrate how |. Creativity and innovation tomanage users of the desktop. 2. Communication and collaboration SOME learners will be ableto demonstrate 3+ Cultural identity and global citizenship how to manage users of the desktop. 4. Personal development and leadership FEW learners will be able to demonstrate 5. Digital literacy how to manage users of the desktop. Key words: user accounts on Desktop, administrator account, standard user account, family member user account, In this task: The teacher should explain the reasons children should be supervised online, hence the need for managing user accounts on the desktop. Refer learners to the Learner's Book on the section on managing user accounts for more information on this topic. Learners should complete the worksheet tasks. Resources required Leamer's Book pages 16-17 OncD + Worksheet Task 22_B6. 1.3.1.5 Managing user accounts on the desktop. pdf @Seen Me) ogra he uly 181) Phase |: Start of task Begin by explaining that learners can learn how to manage users on the desktop by watching the short video at this link: https://www.youtube.com/watch?v=g6DWReo465E Phase 2: Main Learners should answer the questions on Worksheet Task 22_B6.1.3.1.5 Managing user accounts on the desktop. pdf. Phase 3: End of task Recap the meanings of the key words. Answers to Task 22 worksheet Task 22.2 |. Children need supervised access. Children need supervision in case they inadvertently access harmful materials, online criminals or adult- only materials. Children should also not be allowed to spend too much time on their electronic gadgets because it could be harmful to their health. They could suffer eye strain, and neck and back aches. 2. Parents should supervise their children’s online activity to ensure they do not come to any harm from the materials they are able access on their computers. Parents should also limit the amount of time that their children spend on their computers to ensure they keep a healthy balance between their online and offline activities. Task 23 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.| Demonstrate the use Indicator: B6.1.3.1.6 of data and identify sources of data. Demonstrate how to collect data, Performance indicator: Core competencies: ALL learners will be able to demonstrate how to |. Creativity and innovation ey 2. Communication and collaboration ‘SOME learners will be ableto demonstratehowto 3+ _Cultural identity and global citizenship collect data 4. Personal development and leadership FEW learners will be able to demonstrate howto Digital literacy collect data Key words: questionnaire, survey, interview Inthis task: The teacher should read aloud to learners the section in the Learner's Book on collecting data and then allow learners to work through the worksheet. Learners should complete the worksheet tasks and refer to the Learner’s Book on the section on collecting data.Sereu Ope eed ates et) Resources required Learner's Book page 27 OncD + Presentation Task 23_B6.|.3.1.6 Collecting data.pptx Phase 1: Start of task Use the presentation from slide 2 to slide 4, Phase 2: Main Continue using the presentation to guide you through the whole task. Phase 3: End of task Ask learners to complete their questionnaires, surveys, and interviews before their next task and to bring the data that they collect with them to the next lesson. Task 24 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.| Demonstrate the use Indicator: B6.1.3.1.7 of data and identify sources of data. Demonstrate the use of tools for collecting data. Performance indicator: Core competencies: ALL learners will be able to demonstrate the use of I. Creativity and innovation some tools for collecting data. 2. Communication and collaboration ‘SOME learners will be able to demonstrate the use 3+ Cultural identity and global citizenship of more tools for collecting data. 4. Personal development and leadership FEW learners will be ableto demonstrate the use 5 Digital literacy of tools for collecting data. Key words: case studies, interviews, checklists Inthis task: The teacher should show the video to learners on using tools for collecting data and then allow learners to work through the worksheet. Learners should complete the worksheet tasks and refer to the video on ways to collect data. Resources required Learner's Book page 24 Phase I: Start of task To get an idea of the tools that can be used to collect data, use this video link: https://www.youtube.com/ watch?v=abxXMhYWo40 Phase 2: Main Learners make summary notes from the Learner's Book on the section about using tools for collecting data. They compile a set of three questions from their notes and supply the answers for their questions as well. @Seen Me) ogra he uly 181) Phase 3: End of task Ask volunteers to share one of their most difficult questions with the class. See if anyone else can answer their question and check if they got it right. Do as many questions and answers as possible. ‘sk the more able learners to attempt Activity I. on page 28 of the Learner's Book. Answers Activity 1.4 Leamer's Book page 28 1. Discussion should include methods of communication such as: infrared, Bluetooth, radio, fax, telephone, SMS. Task 25 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: B6. |.3.| Demonstrate the use Indicator: B6. |.3.1.8 of data and identify sources of data. Demonstrate data interpretation by computing data to gain required information (finding grand sum or grand total using electronic spreadsheet). Performance indicator: Core competencies: ALL learners will be able to demonstrate data 1. Creativity and innovation interpretation by computing some deta to gain 2. Communication and collaboration: (eq OTE 3. Cultural identity and global citizenship SOME learnerswillbe able todemonstratedata__&. Personal development and leadership interpretation by computing data to gainmost of —_5,_pigital literacy the required information. FEW learners will be able to demonstrate data interpretation by computing data to gain required information. Key words: electroni spreadsheet, grand sum, grand total, data interpretation Inthis task: The teacher should watch the short video about interpreting dota. Allow learners to work through the activities in the Learner's Book. Learners should refer to the Learner’s Book on the section on interpreting data,Sereu Ope eed ates et) Resources required Phase I: Start of task To get an idea of how to interpret data, use this video link: https://www.youtube.com/watch?v=abxXMhYWO%o Phase 2: Main Learners make summary notes from the Learner's Book on the section about interpreting data to gain the required information. They work through the examples in the Learner’s Book. They compile a set of three questions from their notes and supply the answers for their questions as well. Phase 3: End of task Ask volunteers to share one of their most difficult questions with the class. See if anyone else can answer their question and check if they go Learner's Book pages 32-33 ht. Do as many questions and answers as possible. Ask the more able learners to attempt Activity 1.8 on page 27 of the Learner's Book. Answers Activity 1.8 A B © 2 | Khrobo 06-Jun-96 2B 3 | Adofo 30-Apr-86 34 4% | Ami 30-Nov-55 66 5 | Oko 30-Mar-10 10 6 | Leamer’s name Learer's birth date | Learner's age Task 26 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86. 1.3.1 Demonstrate the use of data and identify sources of data. Indicator: B6.1.3.1.9 Learner's Book page 27 Demonstrate data presentation in different forms.Seen Me) ogra he uly 181) Performance indicator: Core competencies: ALL learners will be able to demonstrate data |. Creativity and innovation Presentation in different forms. 2. Communication and collaboration: ‘SOME learners will be able to demonstrate data 3. Cultural identity and global citizenship presentation in different forms. 4. Personal development and leadership 5. Digital literacy FEW learners will be able to demonstrate data presentation in different forms. Key words: tables, charts, spreadsheet, pictures, maps, infographics Inthis task: The teacher should allow learners to be guided by the tasks in the worksheet and the spreadsheet, both found on the CD. Learners should use the worksheet and spreadsheet, both found on the CD, to guide them through this task. Resources required Learner's Book pages 33-34 OncD + Task 26 B6.1.3.1.4 Sample data.pdf + Worksheet Task 26_B6. .3.1.4 Demonstrate data presentation in different forms pdf Phase I: Start of task Open the spreadsheet Task 26_B6. 1.3.1.4 Sample data and Worksheet Task 26_B6. 1.3.1.4 Demonstrate data presentation in different forms.pdf to begin your task. Phase 2: Main Allow learners to work through the tasks in the worksheet and the spreadsheet. Phase 3: End of task Recap the meanings of the key words. Ask learners which data form they prefer and to give their reasons. Ask the more able learners to attempt activity 1. 10 on page 24 of the Learner's Book. Answers Activity 1.10 Leamer's Book page 24 ‘Adatabase has been planned with headings and data types from data collected during the discussion in Activity 1.4.Strand ela u be eset) Task 26.1 Eye colour could be blue, brown, or a combination of blue and brown. Task 26.2 1. Chart showing expenses only fxpenses Hc 5.00000 GHC 5,000.00 ic 4,000.00 C3000 6H 2,000.00 Hc 1,000.00 one: = a _ x e & € < 4 SF SF SS ee PPP PEPE CH o oe “ we S 4 2. Example pie chart Expenses compared oncom [toatespenses I Totaincome Task 27 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3.1 Demonstrate the use Indicator: B6.1.3.1.10 of data and identify sources of data. Demonstrate how to store data. Core competenci ALL learners will be able to demonstrate how to 1. Creativity and innovation store data. 2. Communication and collaboration SOME learners will be able to demonstratehow to 3+ _Culturalidentity and global citizenship store data. 4. Personal development and leadership FEW learners willbe able to demonstrate howto > _Digitalliteracy storedata, Key words: handwriting, phone recording, magnetic tapes, optical disk, etc.Seen Me) ogra he uly 181) Inthis task: The teacher should allow learners to create posters for the classroom display boards on the different data storage formats available. Learners should create posters for the classroom displays about storing data in different formats. Resources required Leamer's Book pages 35-36 Phase 1: Start of task Brainstorm ways that data can be stored in different formats. Possible answers: handwriting, phone recording, magnetic tapes, optical disk. Phase 2: Main Allow learners to research more information on data storage formats and to add to the list of key words. They should also use the Learner's Book on the section on how to store data. Phase 3: End of task Learners should place their posters on the classroom display boards and their classmates should go around and give them a smiley face if they liked them. Task 28 of 32 ‘Sub-strand 3: Data, sources and usage Content standard: 86.1.3. Demonstrate theuse Indicator: B6.1.3.1.11 of data and identify sources of data. Manipulate data to gain required output, e.g. finding sum, mean, grand totals, maximum, minimum, mode, division, multiplication, etc. Performance indicator: Core competencies: ALL learners will be able to manipulate data to 1. Creativity and innovation gain required output. 2. Communication and collaboration SOME learners will be able to manipulate datato _—-3-_ Cultural identity and global citizenship gain required output. 4. Personal development and leadership FEW learners will be able to manipulate data to eevee oy gain required output. Key words: sum, mean, grand totals, maximum, minimum, mode, division, multiplication Inthis task: The teacher should recap the ways to do statistical calculations using a calculator and then allow learners to carry out the same calculations in a spreadsheet. Learners should complete the worksheet tasks using the spreadsheet.Sereu Ope eed ates et) Resources required Learner's Book pages 36-38 OncD + Max Min Mean Mode worksheet and answer sheet.pdf + Worksheet Task 28_B6. .3.1.1 1 Manipulate data to gain the required output. pdf Phase I: Start of task Let the learners complete the worksheet tasks. Phase 2: Main Learners should use the worksheet to answer the questions. Phase 3: End of task Recap the meanings of the key words. Answers to Task 28 worksheet Task 28.2 24 33,Seen Me) ogra he uly 181) 2 SUM =SUM(B2:B16) 278 MEAN =BIT/IS 18.53 GRAND TOTAL =BIT 218 MODE =MODE.MULT(62:B16) 13 MAXIMUM =MAX(B2:B16) 48 MINIMUM =MIN(B2:B16) 5 Divide grand total by 7 =B1q7 40 Multiply first two numbers =B2+B3 9 Task 24 of 32 ‘Sub-strand 4: Technology in the community Content standard: Bs. 4.1 Demonstrate the use of technology in the community. Performanc ALL learners will be able to provide a limited ator: Indicator: B6. 1.4 Creativity and innovation definition of communication. 2. Communication and collaboration ‘SOME learners will be able to provide a reasonable 3+ Cultural identity and global citizenship definition of communication. 4. Personal development and leadership 5. Digital literacy FEW learners will be able to provide a definitive definition of communication. Key words: human-to-human communication, human-to-device communication, device-to-device ‘communication Inthis tas} The teacher should explain the key words briefly and pose the debate topic: Real communication can only occur between humans. Divide the class into two groups: one group must AGREE and the other must NOT AGREE with the statement. Learners should do some research about the various types of communication relating to the key words. Resources required Learner's Book page 34 Phase I: Start of task Begin by explaining thot learners should watch this short video at this link: https://wwww.youtube.comn/ watch?v=wroLk|ETVeM ts)Sereu Ope eed ates et) Phase 2: Main Learners should write out a justification of their point of view by giving several examples of how communications between humans is more real or less real than communications between devices. Phase 3: End of task In pairs of opposing views , learners should swap their written points of view and they should discuss and feedback whose argument is more convincing. Task 30 of 32 ‘Sub-strand 4; Technology in the community Content standard: 86. !.4.| Demonstrate the use Indicator: B6.1.4.1.2 of technology in the community, Identify three more technological tools for communication in the community, Performance indicator: Core competencie: ALL learners will be able to identify one more |. Creativity and innovation technological tool for communication in the Beco inrcntenandies laboraton one 3, Cultural identity and global citizenship SOME learners will be able to identify two more 4. Personal development and leadership technological tools for communication in the 5. Digital literacy community. FEW learners will be able to identify three more technological tools for communication in the community. Key words: Artificial Intelligence (Al), holograms, robotics, virtual reality, augmented reality, Intemet of Things (IoT) Inthis task: The teacher should discuss the key words and do research on the topic of the various technological tools for communications in the community Learners should do research on the topic of the various technological tools for communication in the ‘community and complete the worksheet. Resources required Learner's Book pages 40-41 OncD + Worksheet Task 30_B6. 4.1.2 Identify more technological tools for communications pdf Phase |: Start of task Learners should research various types of technological tools for communications in the community and the internet to complete the tasks on the worksheet. Phase 2: Main Complete the worksheet. ©Seen Me) ogra he uly 181) Phase 3: End of task In pairs, learners should discuss and give each other constructive feedback focusing on discussions around the importance of technology in communication. Task 31 of 32 ‘Sub-strand 4: Technology in the community Content standard: 86.1.4.| Demonstrate the use Indicator: B6.1.4.1.3 of technology in the community. Demonstrate communication with others. Performance indicator: Core competencies ALL leamers will be able to demonstrate alimited 1. Creativity and innovation level of communication with others. Pa corer entertain ibercricnd ‘SOME learners will be able to demonstrate a 3. Cultural identity and global citizenship reasonable level of communication with others. 4. Personal development and leadership FEW learners will be able to demonstrate Smet ‘communication with others. Key words: TV, radio, phone call, satellite, Lego games, wearable tech, Fitbit watches, robots doing ‘amazing things, driverless cars, robotic vacuum cleaners, drones delivering shopping and fast food, ‘smart watches, smart phones, Xbox Inthis task: The teacher should explain that learners should develop and carry outa short role play showing how they can use technology to communicate with one another. Learners should work in small groups to develop a short role play showing how they could use technology to communicate, Resources required Learner's Book page 34 OncD + Worksheet Task 31_B6. 4.1.3 Demonstrate communicating with others.pdf Phase 1: Start of task Provide learners with the different starter ideas to prepare short one-liners to string together to make up quick role plays for each group. Divide the learners into small groups of about 5 to 6 ina group. Phase 2: Main Use the ideas in the worksheet to suggest opening lines for each learner to contribute to their group's role play, which should last about two minutes. The worksheet also has ideas for the types of tools that learners can use in the role plays. Phase 3: End of task Decide on which role play was the best in terms ofits futuristic content.Sereu Ope eed ates et) Task 32 of 32 ‘Sub-strand 4: Technology in the community Content standard: 86.1.4. Demonstrate the use Indicator: B6.1.4.1.4 of technology in the community. Identify three more important aspects of technology in communication, Performance indicator: Core competencies: ALL learners will be able to identify one |. Creativity and innovation more important aspect of technology in 2. Communication and collaboration Consett 3. Cultural identity and global citizenship SOME learners will be able to identify two 44, Personal development and leadership more important aspects of technology in 5. Digital literacy ‘communication. FEW learners will be able to identify three more important aspects of technology in ‘communication. Key words: TV, radio, phone call, satellite, Lego games, wearable tech, Fitbit watches, robots doing ‘amazing things, driverless cars, robotic vacuum cleaners, drones delivering shopping and fast food, smart watches, smart phones, Xbox, sensors In this task: The teacher should explain that learners should create a three slide presentation showcasing three important aspects of using technology in communications. The worksheet has more guidance as to what each slide should contain. Learners should create three slides in a presentation showcasing three important aspects of using technology in communications based on the requirements in the worksheet. Resources required Learner's Book pages 40-41 OncD + Worksheet Task 32_B6. 4.1.4 Importance of technology in communications.pdf Phase I: Start of task Use the worksheet for guidance in this task, Learners may use the internet to research more information on the importance of using technology in communications. Phase 2: Main Learners should create three slides selecting from the suggestions in the worksheet Phase 3: End of task Ask learners which technology they believe is the most important in communications and to give their reasons, ©Seen Me) ogra he uly 181) Answers to Task 32 worksheet These answers aren't exhaustive. In agriculture: ensuring food security, saving the environment, managing very large crops In industry: handling very large projects, too big for humans, too dangerous for humans, requiring long working hours In medicine: scanning and precision quiding surgeons in complex operations, at the forefront of data analysis In flight training: using simulators to train pilots, etc.Sereu Ope eed ates et) Check your progress Tick one of the columns below to show how well you think you can carry out each task SS Tuse the keyboard correctly. Tknow what an integer is. Tcan create a new user account. Tunderstand different ways to transmit data. Ican collect data from a conversation, Iknow the difference between data and information.eS ceili Te ST] eh) Task | of 4 Sub-strand I: Introduction to MS PowerPoint (tabs and ribbons of MS PowerPoint) Content standard: 86.2.1.| Demonstratehowto Indicator: B6.2.|.|.I Demonstrate how to use the use MS PowerPoint. File Menu, the Insert and Design ribbon from BS. Performance indicator: Core competencies: ALL learners will be able to show the use of Creativity and innovation Cipboard, Slides, Fonts and Paragraph in the Communication and collaboration groups on the Home tab. Cultural identity and global citizenship ‘SOME learners will be able to show the use of Personal development and leadership editing in the group on the the Home tab. Digital literacy FEW learners will be able to show the use of Clipboard, Slides, Fonts, Paragraph and Editing in the groups on te Home tab. Key words: Ribbon, clipboard, font, paragraph, editing, Home tab, formatting, icon, save, repeat, open files, undo, quick access bar, menu bar Inthis tas! The teacher should refer to the Learner's Book to revise the use of the commands in each group in the File menu, and the Insert and Design tabs. Learners should use the worksheet to guide them in creating a five-slide presentation. Refer to the Learner's Book section on presentations.Serle eee) Resources required Learner's Course Book pages 46-44 OncD + Presentation Task I_B6.2.1.1.1 File Menu, Insert and Design tabs.pptx Phase 1: Start of task Play the game HOT SEAT with the key words. Ask for a volunteer to sit in the HOT SEAT at the front of the class facing the learners but with back to the board. The teacher writes the key word an the board so the hot seat, learner cannot see the word. Learners must explain what the word means but cannot mention the word or spell it. Once the correct word is guessed a new volunteer should have a turn to sit in the HOT SEAT and a new word goes on the board, Phase 2: Main the criteria in the presentation. Phase 3: End of task .emonstrate by revising how to create a multi-stide presentation. Use the Presentation Task 1_B6.2.1.1.1 le Menu, Insert and Design tabs.pptx. Allow learners to create their five-slide presentations according to Ask learners to write down two difficulties they experienced in creating their slide shows. Let them swap their experiences with a classmate. Allow discussion to help them solve any problems relating to their slide show creation, Task 2 of 4 Sub-Strand I: Introduction to MS PowerPoint (Tabs and ribbons of MS PowerPoint) Content standard: 86. use MS PowerPoint. 1.1 Demonstrate how to Performance indicator: ALL learners will be able to show the use of the icons in the Text group on the Insert tab. ‘SOME learners will be able to show the use of the sin the Text group on the Insert tab, inclu inserting currency symbols. FEW learners will be able to show the use of the icons in the Text group on the Insert tab, including inserting currency symbols and changing the colours in WordArt. Key words: Wordart, currency symbol Inthis task: Indicator: B6.2.1. 1.2 Demonstrate how to use the icons in the Text group on the Insert tab. Core competenc! 1. Creativity and innovation 2. Communication and collaboration 3. Cultural identity and global citizenship 4. Personal development and leadership 5. Digital literacy The teacher should use the Presentation Task 2_B6.2.1.1.2 Using icons in the Insert tab.pptx in this task. Learners should use the presentation and the Learner's Book to demonstrate how they use the icons in the Text group on the Insert tab, including inserting currency symbols and changing the colours in WordArt. ©elt ia ec lela) Resources required Learner's Book page 48 OncD + Presentation Task 2_B6.2.1.1.2 Using Icons in the Text group Text group on the Insert tab.pptx Phase I: Start of task Ask learners to brainstorm words relating to presentations that could be used to create a Wordle for a classroom decoration, Use an online Wordle creator for the words and create one that can be printed and displayed in the classroom. Phase 2: Main Use the Presentation Task 2_B6.2.1.1.2 Using Icons in the Text group on the Insert tob.pptx and allow learners to demonstrate how they use the icons in the Text group on the Insert tab, including inserting currency symbols and changing the colours in WordArt titles. Phase 3: End of Task Check learners’ answers to the questions posed on the last few slides of the presentation. Ce Ti] Ask the more able learners to attempt Activity 2.2 in the Learner's Book. Answers Activity 2.2 Learner's Book page 47 Presentations will vary because learners have choices. They should have: created a presentation with four slides le is PowerPoint instructions using WordArt ide 2 = how to use a template + slide 3=how to insert headers & footers je 4 = how to use file menu to pi saved the presentation as ‘Instructions version | emailed the presentation to a friend. Task 3 of 4 ‘Sub-strand 1: Introduction to MS PowerPoint (tabs and ribbons of MS PowerPoint) Content standard: 6.2.1.1 Demonstratehowto “Indicator: B6.2.1. 1.2 Be able to give a five-slide use MS PowerPoint. presentation in MS PowerPoint using the tools of the tabs studied.Serle eee) Performance indicator: Core competencies: ALL learners will be able to give a three-slide 1. Creativity and innovation presentation in MS PowerPoint using the tools of 2. Communication and collaboration the tabs studied. 3. Cultural identity and global citizenship ‘SOME learners will Be able to give a four-slide 4. Personal development and leadership presentation in MS PowerPoint using the toolsof 5, Digital literacy the tabs studied. FEW learners will Be able to give a five-slide presentation in MS PowerPoint using the tools of the tabs studied. Key words: speaker's notes, kiosk mode Inthis task: The teacher should use the Presentation Task 3_B6.2.1.1.3 Presenting your presentation.pptx so they can give a five-slide presentation in MS PowerPoint using the commands in the tabs studied. Learners should finalise their presentations within the first part of the task before they present and give feedback to other presenters during the rest of the task. Resources required Learner's Book page 50-52 OncD + Presentation Task 3_B6.2.1..3 Presenting your presentation. pptx Phase I: Start of task You should write this question on the board and divide learners into small groups: How can you give your presentation in the best possible way? Discuss in small groups. Phase 2: Main Refer learners to the Presentation methods on pages 51-55 of the Learner's Book. They can go through the various possibilities when doing their presentation to an audience. Learners should be given an opportunity to present to the whole class and be given a time limit. Phase 3: End of task Learners should listen attentively whilst other learners are doing their presentations. They should give constructive and positive feedback to encourage learners to feel confident in presenting their work to the whole class. Ask the less able learners to attempt Activity 2.3 and the more able learners to do Activity 2.4 in the Learner's Book.Becta tela) Answers Activity 2.3 Leamer's Book page 44 + Afifth slide has been added headed: Examples of Icons. It will contain a bulleted list of 10 icons and show which icon group each is from. + Presentation file saved as Instructions version 2. Activity 2.4 Learner's Book page 51 * Animations and transitions have been added to slides. + Presentation file saved as Instructions version 3. Task 4 of 4 ‘Sub-strand 1: Introduction to MS PowerPoint (Tabs and ribbons of MS PowerPoint) Content standard: 86.2.1.1 Demonstrate howto Indicator: B6.2.1.1.2 Be able to give a five- use MS PowerPoint. slide presentation in MS PowerPoint using the commands in the tabs studied. Performance indicator: Core competencies: ALL learners will be able to give a three-slide Creativity and innovation presentation in MS PowerPoint using the 1. Creativity and innovation comme ce he tae Sdiac 2. Communication and collaboration ‘SOME learners will be able to give a four 3. Cultural identity and global citizenship slide presentation in MS PowerPoint using the 44. Personal development and leadership ‘command in the tabs studied. 5. Digital literacy FEW learners will be able to give a five-slide presentation in MS PowerPoint using the ‘commands in the tabs studied. Key words: speaker's notes, kiosk mode, slides Inthis task: The teacher should allow learners to complete their presentations to the whole class and to improve on ‘any aspect they were given feedback on. Learners should finalise their presentations within the first part of the task before they present and give feedback to other presenters during the rest of the task, Resources required Learner’s Book page 50-53 Phase |: Start of task You should lead a discussion on what the main points in the feedback were from the previous task. Phase 2: Main Continue allowing learners to present to the whole class and be given a time limit. s)Serle eee) Phase 3: End of task Learners should listen attentively whilst other learners are doing the presentations for the whole class. They should give constructive and positive feedback to encourage learners to feel confident in presenting their work to the whole class. Ask the more able learners to attempt Activity 2.5 in the Learner's Book. Answers Activity 2.5 Learner's Book page 54 + Timings have been rehearsed and set at a reasonable reading rate. + Presentation has been set up to show as Browsed at a kiosk. + Presentation file saved as Instructions version 4.Becta tela) Check your progress Plan. Design » Create > Rehearse > Present Iknow what it says, so I read it quite quickly, but others seeing it for the first time would read it more slowly than I do. Itwould print one copy of all the slides as they are, and waste a lot of coloured ink. The presentation will carry on running until someone presses the Esc. button. Itis an image made up of basic geometric shapes, like curves, lines, etc. / Avector graphic is an image that can be made larger without affecting the quality of the image. It could be shown continuously in the shop window so passers-by can watch it when the shop is shut.Sieh me Cle Were sass) POC CIC) This strand is a continuation of the word processing from previous learning and it is assumed that learners will be familiar with the use ofits Home tab and groups. In this Teacher's Guide, learners will explore how to use the additional tabs and groups of a word processor, such as the Insert, Design and fees Task | of & Sub-strand I: Introduction to word processing (tabs and ribbons of word processing) Content standard: 86.3.1. Illustrate the use Indicator: B6.3.1.1.1 Demonstrate how to use the File ‘of word processing application. menu, Insert, Design and Layout tabs from B5. Performance indicator: Core competencies: ALL learners will be able to use the File 1. Creativity and innovation ee 2. Communication and collaboration SOME learners will be able to use the Design 3+ Cultural identity and global citizenship ‘and Layout tabs. 4. Personal development and leadership FEW learners will be able to use the File Data menu, Insert, Design and Layout tabs. Key words: File menu, layout tab, page orientation, landscape, portrait, text alignment, justified, font type, font size, page margin, line spacing, insert table, columns Inthis task: The teacher should demonstrate using the Learner's Book so that learners use the File menu, Insert, Design and Layout tabs to complete the Worksheet Task |_B6.3..1.1 Word processing document production.pdf. Learners should complete the Worksheet Task |_Word processing document production.pdf. Resources required Learner's Book pages 54-67 OncD + Worksheet Task |_B6.3.1.1.1 Starter activity.pdf = Worksheet Task |_B6.3.1.1.1 Word processing document production.pdf Phase |: Start of task Use key words to describe the images in Worksheet Task I_ B6.3.1.1.1 Starter act ty.pdf. Phase 2: Main Demonstrate how to use the word processing document production by referring to the Learner's Book to guide learners through carrying out the instructions in Worksheet Task |_Word processing document production.pdf. InTask |, you will only have time for instruction points 1-10, Leave instruction points 10-20 for Task 2. ©Sea od rer) Phase 3: End of task Ask learners to screenshot their evidence of having carried out all the instructions on the worksheet and to review and feedback to each other in pairs. ‘Ask the more able learners to attempt Activity 3.1 in the Learner's Book. Answers to Task | worksheet: Starter activity I. Layout tab 2. Font size 3. File menu Columns Design tab 1e spacing 7. Portrait orientation 8. Page margin 9. Landscape orientation 10. Justified alignment 11. Font types Activity 3.1 Leamer's Book page 62 + Learners should have created a presentation that demonstrates five or more commands from the File menu. + Learners will open the File menu and then find the shortcut keys for some of the items in the menu. This. revision from Basic 5. They may remember the shortcut keys. Otherwise they can search on the internet for shortcut keys for items in the File menu + They can use a word processor to create the handout, or do this on paper if a word processor is unavailable. The handout should contain several of the File menu shortcuts. Task 2 of 4 ‘Sub-strand 1: Introdu n to word processing (tabs and ribbons of word processing) Content standard: 86.3.1.| Illustrate the use Indicator: 86.3.1. 1.1 Demonstrate the use of the File ‘of word processing application. menu, Insert, Design and Layout tabs from B5. Performance indicator: Core competencie: ALL learners will be able to use the File 1. Creativity and innovation menu, Insert tab. 2, Communication and collaboration ‘SOME learners will be able to use the Design 3 Cultural identity and global citizenship ‘and Layout tabs. 4. Personal development and leadership FEW learners will be able to use the File mb ceL era menu, Insert, Design and Layout tabs.Sepbl eaNe hess) Key words: File menu, Layout tab, page orientation, landscape, portrait, text alignment, justified, font type, font size, page margin, line spacing, insert table, columns. Inthis task: The teacher should allow learners to continue where they left off in the previous task. Learners should complete the Worksheet Task 1_B6.3.1.1.1 Word processing document production. pdf, where they left off in the previous task. Resources required Learner's Book pages 51-67 OncD + Worksheet Task |_B6.3.1.1.1 Word processing document production. pdf Phase I: Start of task Use the key words in the table below to play the game, HOT SEAT. Rules: Ask for a volunteer learner to sit on a chair at the front of the classroom, facing the learners. Behind the volunteer learner, write the keywords on the board so that the volunteer learner cannot see them. Ask the rest of the learners to explain the word to her/him without spelling it or mentioning the actual word. Once the volunteer guesses the correct keyword, select another learner to sit in the HOT SEAT and repeat until all the keywords have been explained and. guessed. Spellcheck Automatically checks the words against those in the computer’s dictionary and displays as a red squiggly line under the misspelt words. Header Faded out section at the top of a page where you can write your name, date, and page numbers in a document. Footer Faded out section at the bottom of a page where you can write your name, date, and page numbers in a document. Indent Push the beginning of your text inwards from the margin by a few centimetres. Wordcount _Gives the number of words you have used in a page or file. Save Saves your document or file in the last place you saved it or opened it from. Save As Saves your document or file in a different place from Save. This allows you to choose the exact folder you want to save your file in. Columns Newspapers usually display their text in columns to make it easier on the eye for reading purposes. Phase 2: Main Continue where you left offin the previous task. Try to cover points 10-20 for Task 2. Demonstrate how to use the word processing features by referring to the Learner's Book to guide learners through carrying out the instructions in Worksheet Task 1_B6.3.1.1.1 Word processing document production. pdf.Sea od rer) Phase 3: End of task ‘Ask learners to self-assess their evidence of carrying out all the instructions on the worksheet and answer the following questions: + How much do you feel you have learnt in this task? + Did you complete all the tasks in the worksheet? + How would you do anything different next time? ‘Ask the more able learners to attempt Activity 3.2 in the Learner’s Book. You may wish to group a few less able learners with more able learners in each group to attempt Activity 3.2 Answers Activity 3.2 Learner's Book page 63-64 Leamers should have all 12 months with the correct month names and dates saved. Task3 of 4 ‘Sub-strand I: Introduction to word processing (tabs and ribbons of word processing) Content standard: 86.3.|.1 Illustrate theuseof Indicator: B6.3.1.1.2 Demonstrate how to use the word processing application. icons in the Text group of the Insert tab. Performance indicator: Core competencies: ALL leamers will be able to use some of the 1. Creativity and innovation ‘commands in the Text group on the Insert tab. 2. Communication and collaboration ‘SOME learners will be able to use a few of the 3. Cultural identity and global citizenship ‘commands in the Text group on the Insert tab. 4. Personal development and leadership FEW learners will be able to use all of the emote te ocy commandsin the Text group on the Insert tab.. Key words: WordArt, signature line, text from file, object, quick parts Inthis task: The teacher should demonstrate using the Learner's Book information so that learners use the Insert, Design, and Layout tabs to complete the task on the last slide of the Presentation Task 3_B6.3.1.1.2 Text icons in Insert tab.pptx. Learners should complete the task on the last slide of the Presentation Task 3_B6.3. 1.1.2 Text icons in Insert tab.pptx.See Ere MMC Ele nr} Resources required Learner’s Book pages 63 OncD + Presentation Task 3_B6.3.1.1.2 Text icons in Insert tab .pptx Phase 1: Start of task Ask learners to discuss the differences between the Text group in the Insert tab of a PowerPoint presentation and that of a word processor. Use slide 2 of the Presentation Task 3_B6.3. 1.1.2 Text icons in Insert tab. pptx to show them possible answers. Phase 2: Main Demonstrate the features in the Text group of the Insert tab by using the Presentation Task 3_B6.3.1.1.2 Text icons in Insert tab.pptx and referring learners to the Learner’s Book pages 67-68. Phase 3: End of task Ask learners to share their document with a classmate for peer review and feedback. Arrange learners in groups of mixed ability so that learners collaborate to produce the best possible answers for Activity 3.3 in the Learner's Book Activity 3.3 Learner's Book page 65 + Learners will have inserted a front cover to their own design using illustrations, one of which must be an online picture. + They will have a second page with four pictures, depicting spring, summer, autumn and winter, and will have drawn a squiggly line around each of the images. Task 4 of 4 Sub-strand I: Introduction to word processing (tabs and ribbons of word processing) Content standard: 86.3.1.| Illustrate theuse of Indicator: B6.3.1.1.3 word processing application. Use the attributes of the tabs studied in a paragraph. Performance indicator: Core competencies: ALL leamers will be able to create a document 1. Creativity and innovation Using @ word processing application. 2. Communication and collaboration ‘SOME learners will be able to format the text ina 3+ Culturalidentity and global citizenship word processing application. 4. Personal development and leadership FEW learners willbe abletocreateadocument 5 Digital literacy ‘and format textin a document using a word processing application. =)Sea od rer) Key words: digital signature, format, align Inthis task: The teacher should explain how to evidence the creation of a word processed document and all the requested formatting of its text and images. Learners should open the source files, select the most suitable software to produce the document, and follow the instructions in the Worksheet Task 4_B6.3.1.1.3 Create a document and format text.pdf. Resources required Leamer's Book pages 65-68 OncD + Worksheet Task 4_B6.3.1.1.3 Create a document and format text.pdf + Hospital letter and form.pdf Phase 1; Start of task Demonstrate which files learners should access and how they should screenshot their evidence when creating their document and formatting the text according to the instructions on the worksheet. Phase 2: Main Learners should work in pairs and discuss how they can answer and work through the instructions in the, Worksheet Task 4_B6.3.1.1.3 Create a document and format text.pdf. Phase 3: End of task Ask learners to write down a list of three things that went well and three things they still need to improve on. Lead a brief discussion on possible solutions. Ask the more able learners to explain to the less able learners how they arrived at their answers for Activity 3.4 in the Learner’s Book. Answers Activity 3.4 Learner's Book page 66 Students will have added a watermark, inserted a border around the whole page, and deleted the squiggly lines from around each picture.See Ere MMC Ele nr} Check your progress ‘A page break marks the end of one page and the start of the next. Its used when you want to start a new page with the text that follows. ‘Column breaks / Section breaks Save: Ctrl+S Portrait has the short side of the paper at the top, Landscape has the long side of the paper at the top. Aplain text file contains text that has been formatted, such as bold, underlined or italic. Click on the Insert tab, select and highlight the icon from the folders where you have saved your icon on your computer and then select insert or double-click on the icon.Strand 5: Programming and\databases POC CIC) Inthis strand, you can expect to introduce MS Access as a database software package and explore the Crreceeete ere cue Task | of 20 ‘Sub-strand I: Introduction to databases, algorithms, and programming languages (e.g. MS Excel, Scratch, VB.Net, etc.) Content standard: 86.5.1. Demonstrate how to Indicator: B6.5.1.1.1 Describe databases. manipulate databases. Performance indicator: Core competencies: ALL teamers will be able to identify the features of 1. Creativity and innovation ‘database. 2. Communication and collaboration ‘SOME learners will be able to identify the types of 3+ Cultural identity and global citizenship databases that exist. 4. Personal development and leadership 5. Di FEW learners will be able to identify the features of literacy ‘database and the types of databases that exist. Key words: database, table, field, record, design view, datasheet view, data type, text, currency, date and time, AutoNumber, yes/no. In this task: The teacher should describe what « database is, the importance of databases and examples of, databases in daily use. Learners should complete the questions on the Worksheet Task I_B6.5.1.1.1 Describing databases_I .pdf. Resources required Learner's Book pages 72 OncD + Worksheet Task |_B6.5.1.1.1 Describing databases_l.pdf Phase I: Start of task Write this statement on the board. Ask learners to discuss the statement in depth and in a structured way: The idea of a database is new and itis only used by database experts in the computer field. Phase 2: Main Allow learners to complete as many of the questions as they can on the worksheet after watching the short video from YouTube at: https://www.youtube.com/watch?time_continue=25&v=BUE-XJEHp7g Learners could also refer to the Learner’s Book on databases for more information on how to set up a database. ©Seen eae nue ea itis Phase 3: End of task Word Boggle Game Learners write down as many words about databases as possible in three minutes. Ask one learner to call out his words and all learners with the same words should cross those words off their lists. Ask another learner who still has words left on her list to call out all her words. Again, learners must cross those words off their list. Repeat this until everyone's list is crossed off. The learner with most correct words is the winner. rE ati] ‘Ask the more able learners to work alongside a less able learner when attempting to do Activity 5.1 in the Learner's Book. Answers to Task | worksheet Task 1.1 |. Adatabase can be defined as a collection of structured or organised data 2. Any three of the following: distributed database, centralised database, end-user database, commercial database, operational database, relational database. 3. Databases are important in everyday life, and can be used to sort and classify information in useful ways. Used by organisations such as government departments, academic institutions and commercial entities, databases allow users to discover information that can improve people's lives or lead to competitive advantage in business. FALSE Task 1.2 + drawerin filing cabinet «bigger filing cabinet + filing cabinet old style + database records + records and fields in database Task 1.3 vide the items in your wardrobe into fields. These could be types of clothing, material they are made from, usage (e.g. sportswear, formalwear, traditional wear), colour. Each item then becomes a record and you can filter these records by field, e.g. view all yellow items. Activity 5.1 Learner's Book page 72 1. Any three from: short text / number / AutoNumber / long text / date & time / currency / Boolean (Yes/ No) 2. a) b) Qi d)v e) iv f) vCea eu eue his Task 2 of 20 ‘Sub-strand 1: Introduction to databases, algorithms, and programming languages (e.g. MS Excel, Scratch, VB.Net, etc.) Content standard: 86. 1.1.1 Demonstrate howto Indicator: B6.5.1.1.2 Identify databases and data manipulate databases. structures. Performance indicator: Core competencies: ALL learners will be able to identify databases and 1. Creativity and innovation data structures. 2. Communication and collaboration ‘SOME learners will be able to identify data 3. Cultural identity and global citizenship structures. 4. Personal development and leadership FEW learners will be able to identify databases, am Douca roe and data structures. Key words: database, table, field, record, design view, datasheet view, data type, text, currency, date and time, AutoNumber, yes/no. In this task: The teacher should use the Learner's Book to explain the importance and uses of a database, using the excerpt in the worksheet. Learners should complete the last questions on the Worksheet Task 2_B6.5.1.1.2 Describing databases_2.pdf. Resources required Learner's Book pages 73-74 OncD + Worksheet Task 2_B6.5.1.1.2 Describing databases_2.pdf Phase I: Start of task Play the HOT SEAT game with the key words. Ask a volunteer learner to sit at the front of the class with their back to the board and facing the rest of the class. Behind them on the board, you should write one key word ata time and the learner in the HOT SEAT has to guess what that word is by listening to the descriptions that the other learners give. They should not spell the word nor should they mention the word. When the correct word is quessed, select another learner to sit in the HOT SEAT for the next key word. Repeat until all key words have been guessed. Phase 2: Main Use the excerpt taken from htt) ;www.bbc.co.uk/bitesize/quides/zswnbag/revision/| on 27/10/2014. Database uses + Microsoft Office Access is a popular database package but there are alternatives such as OpenOffice Base. + Databases are widely used. Schools, hospitals, supermarkets, Facebook, Google and YouTube all make use of databases. Any company or organisation that stores large amounts of data almost certainly stores tin a database. + The services and companies mentioned above use their databases to: + send letters or emails to employees, clients or customers + manage appointments + track the products customers buyPence Sed + serve adverts based on what a user searches for ‘+ suggest related videos, depending on videos a user has already watched + know which friends two individuals have in common + keeps track of the most popular dishes on the canteen menu so that it always has enough to serve to students. Databases vs. paper « Databases can store huge amounts of data without taking up any space in the real world. + tis much quicker to query or search a database than itis to riffle through hundreds or even thousands of paper records. Cord akc ee Database password accepted. Press OK to proceed. ‘Advantages of using a database + Itis easy to add to or amend existing records. + Data can be sorted easily, ¢.g. date first registered. + Other applications can import data, for example mail-merge templates make use of databases to send personalised letters to customers. + Multiple people can access a database at the same time. + Security can be better than paper files, e.g. using a password to view or edit a file. Allow learners to complete as many of the questions as they can on the worksheet after watching the short video from YouTube at: https://www.youtube.com/watch?time_continue=25&w=BUE-XJEHp7g Phase 3: End of task ‘Ask learners to setf-assess their work by going over the answers with them, ‘Ask the more able learners to attempt Activity 5.2 in the Learner’s Book. Discuss the answers to Activity 5.2 and how they are reached with the class.Cea eu eue his Answers to Task 2 worksheet Task 2.1 od 2 3. en ose Task 2.2 |. Flatfile: A ingle table or list of items about one business, e.g. alist ofall the items in a storeroom. 2. Relational: A database with two or more tables that are linked, such as products table and customers details table linked by common primary keys. 3. Online: A search is a collection of links holding online information stored on web servers all over the internet. 4. Back-end: A large business that stores the list of stock and lists of customers’ details on their servers, such as supermarket or airline websites. 5. Mobile: Lists of contact details on a mobile phone. 6. Centralised: All the database details are stored in the main branch’s databases and authorised staff have to go through the centralised database to operate their business transactions, for example for large banks. Task2.3 Learners’ answers will vary. Activity 5.2 Learner's Book page 74 1, Item orIn stock 2. Make 3. Number=Auto number Electric = Boolean or Yes/No Instock = Boolean or Yes/No Gears= Number Make = Short text Item = Short text m8 5. 3 Task 3 of 20 ‘Sub-strand 1: Introduction to databases, algorithms, and programming languages (e.g. MS Excel, Scratch, VB.Net, etc.) Content standard: 86.5.1.1.2Demonstrate how to Indicator: B6.5. 1.1.2 Identify databases and data manipulate databases. structures. @Seen eae nue ea itis Performance indicator: Core competencies: ALL learners will be able to identify databases. 1. Creativity and innovation 2. Communication and collaboration: ‘SOME learners will be able to identify data structures. 3. Cultural identity and global citizenship 4. Personal development and leadership FEW learners will be able to identify databases 5. Digital literacy and data structures. Key words: flat file database, relational database, field, row, currency data type, yes/no data type, text data type, number data type Inthis task: The teacher should use the Learner's Book to explain and describe the different types of databases and data types. Learners should complete the Worksheet Task 3_B6.5.1.1.2 Identify databases features.paf. Resources required Learner's Book pages 72-74 OncD + Worksheet Task 3_B6.5.1.1.2 Identify databases features.pdf Phase I: Start of task List examples of databases found everywhere in life, such as a wardrobe, a refrigerator, etc. Phase 2: Main Refer to the Learner's Book to for more information to complete the worksheet. Phase 3: End of task Word Boggle Game Learners write down as many words about databases as possible in three minutes. Ask the one learner to call out her words and all learners with the same words should cross those words off their lists. The next learner who still has words left on his list must call out all his words, and again learners must cross those words off their list. Repeat until everyone's listis crossed off. The learner with most correct words is the winner. Task 4 of 20 ‘Sub-strand 1: Introduction to databases, algorithms, and programming languages (e.g. MS Excel, Scratch, VB.Net, etc.) Content standard: 86.5.!.! Demonstrate how to Indicator: B6.5.1.1.3 Explain fundamental manipulate databases. database concepts.Cea eu eue his Performance indicator: Core competencies: ALL learners will be able to explain some 1. Creativity and innovation fundamental database concepts. 2. Communication and collaboration ‘SOME learners will be able to explain most 3. Cultural identity and global citizenship fundamental database concepts. 4. Personal development and leadership FEW [earners will be able to explain all the eae aay fundamental database concepts. Key words: flat-file database, relational database, currency, test, number, date and time, yes/no Inthis task: The teacher should use the Learner's Book to explain the different types of data, such as currency, text, number, date and time, yes/no, etc. Learners should create group presentations about the different types of dato. Resources required Leamer's Book pages 74-76 OncD + Worksheet Task 4 B6.5.1.1.3 Explain fundamental database concepts.pdf Phase |: Start of task Refer to the Learner's Book to explain the different types of data, such as, currency, text, number, date and time, yes/no, etc. Phase 2: Main Divide learners into groups. Each group must prepare a short presentation on the fundamental key words in databases for the next task. Give learners the evaluation criteria for their presentations ahead of time. The content for each fundamental database concept must be correct. ‘There should be at least five fundamental database words. There should be pictures on each slide. The presentation must not be longer than three minutes. Each group member must explain one database concept. Allow learners to prepare their presentations during this task and to be ready for presenting and evaluating other groups’ presentations during the next task. Phase 3: End of task Check that each group is ready for the next task’s presenting and evaluating.Pode ical breast ‘Ask the more able learners to work together with a few less able learners to attempt Activity 5.3 in the Learner's Book. Task 4.1 Answers to Task 4 worksheet table field name column field record Bory Fromeastenders 2002/00/08 16 | Bor Stall 40 GHC6.00 GHC240.00 GHC42.00 GHC 198.00 steve Reich 2008/02/02 16 | Bor staff {f_SHC800 GHC AOA GHC H00 GHC 18500 toxman —sheromafson 2002/10/12 17 |octO A mberdata fiY SHCze00 cHc¥200 | GHC 98.00 suzanne textfield | 2020224 17 |Borstatt] type field currency dota [°*{ data item Cosper —_MilRfoast 2001/12/12 18. | Bockstoge 4 cuca} type field ina record Angina elle. <4, see/oeios 20 Joficemanager | so GHC8.o0 GHC32000 GHCSEG0 | GHC254.00 Terrie ___Toolrotcht ‘a9a/o5j02 21 | Cleoners 49 _GHC8.00 GHC320.00 GHCSE.00 _GHC264.00 Kevin Greystoke tas6jo1/o7 23 | Cleaners 40 GHC3.00 GHC360.00 GHC62.00 GHC297.00 Activity 5.3 Learner's Book page 77 ‘Answers may vary. 1, Firstname; Last name; Street address; Town; Postcode; Age; Sport type; Goals scored/Games won; Coach; Number of games played; Kit 2-t#, Answers may vary. This is an example table. Member number * Firstname Last name Street address Town Postcode Phone number Sport number” Member number ** Coach number * Member number ** Sport number** Last name First name Phone numberSport Won Coach number ** Sport number ** The key to the table: * Means the field is a primary key (e. Cea eu eue his in the Member table, the primary key is Member number) ** Means the field is a foreign key in another table (e.g. Member numbers a foreign key in both the Sport table and the Coach table) 5. The key field in each table should be marked in some way. 6. Foreign fields: The more able students may also have highlighted the foreign fields (the key fields from other tables) in some way, This is not essential for this level. Task 5 of 20 Sub-strand I: Introduction to databases, algorithms, and programming languages (e.g. MS Excel, Scratch, VB.Net, etc.) Content standard: 86.5.1. Demonstrate how to manipulate databases. Performance indicator: ALL learners will be able to describe some types of database and data types. ‘SOME learners will be able to describe most types of database and data types. FEW learners will be able to describe all types of database and data types. Indicator: B6.5.1 database concepts. 3 Explain fundamental Core competencies: 1. Creativity and innovation 2. Communication and collaboration 3. Cultural identity and global citizenship 4. Personal development and leadership 5. Digital literacy Key words: flat-file database, relational database, currency, test, number, date and time, yes/no Inthis tas} The teacher should ensure that groups do their presentations during this task. Learners should present their group presentations about the different fundamental database concepts. Resources required Leamer's Book pages 76-74 Phase |: Start of task Allow learners to do their presentations in this task. Phase 2: Main Groups should be presenting in this task. Each group has only three minutes to present and two minutes for evaluations. Learners use the same evaluation criteria as in Task 4. i]