NATIONAL COUNCIL FOR

CURRICULUM & ASSESSMENT

(MINISTRY OF EDUCATION)

COMPUTING
COMMON CORE PROGRAMME (CCP)
CURRICULUM FOR JHS1 (B7) - JHS3 (B9)

SEPTEMBER, 2020

MINISTRY OF EDUCATION
REPUBLIC OF GHANA

© NaCCA, Ministry of Education 2021

i
 Computing Curriculum for B7- B9

Enquiries and comments on this Curriculum should be addressed to:

The Director-General
National Council for Curriculum and Assessment (NaCCA) Ministry of Education
P. O. Box CT PMB 77 Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh

©2020 National Council for Curriculum and Assessment (NaCCA)

This publication is not for sale. All rights reserved. No
part of this publication may be reproduced without
prior written permission from the Ministry of
Education, Ghana.
Ministry of Education
Ghana

© NaCCA, Ministry of Education 2021 ii

FOREWORD

The Ministry of Education, acting through the National Council for Curriculum and Assessment (NaCCA) has, in recent times, been working on curriculum and
assessment reforms to improve the quality and relevance of learning experiences in pre-tertiary schools in Ghana. This curriculum, known as the Common Core
Programme (CCP), is a sequel to the Kindergarten-Primary standards-based school curriculum, the implementation of which commenced with the 2019/2020 academic
year. The CCP is carefully designed for learners in Basic 7 to Basic 9 (JHS 1 – JHS 3) as part of a holistic learning experience that prepares them for post-secondary
education, the world of work or both. The curriculum focuses on building character and nurturing values, in addition to ensuring a seamless progression for all
learners in JHS

In the twenty-first century, memorisation of facts and figures is no longer a sufficient learner attribute. Therefore, the CCP focuses on the acquisition of the 4Rs
(Reading, wRiting, aRithmetic and cReativity) and core competencies to afford learners the ability to apply knowledge innovatively to solve everyday problems. Personal
projects, community projects and community service have been integrated into the CCP as part of a comprehensive assessment programme, including assessment
of knowledge, skills, attitudes and values that mainly emphasise what learners can do. It is hoped that the content of this curriculum will promote better high
school education that meets the varied learning needs of the young people in the country and addresses the shortfalls in the current school curriculum in
relation to learning andassessment.

The Ministry of Education is committed to ensuring that our schools develop globally competitive high school graduates who have the requisite employable
skills and workplace ethos. The CCP curriculum will, therefore, play an important role in this regard. The Ministry will support the effective implementation of the
CCP to include capacity development of all teachers to ensure improved learning experiences and outcomes for our young people.

Dr Matthew Opoku Prempeh (MP)

The Honourable Minister of Education

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ACKNOWLEDGEMENTS

This Common Core Programme (CCP) curriculum was developed together with the National Pre-tertiary Learning Assessment Framework (NPLAF) and
Teacher’s and Learner’s Resource Packs. All these documents were developed by the National Council for Curriculum and Assessment (NaCCA), under the
oversight and strategic direction of the Ministry of Education (MoE) with support from some agencies of the MoE and other relevant stakeholders.

NaCCA, acting on behalf of the Ministry of Education (MoE), would liketo express its sincere gratitude to all its partners who participated in the
professional conversations and discussions during the course of the development of the CCP curriculum.

NaCCA also extends special commendations to the leadership of the Ghana Education Service (GES), National School Inspectorate Authority (NaSIA), National
Teaching Council (NTC), Commission for Technical and Vocational Education and Training (Commission for TVET) and other agencies of the MoE.

Additionally, NaCCA acknowledges the contributions of staff from various Universities and Colleges of Education as well as teachers and learners within the
Ghana Education Service.

Special thanks go to those who also contributed to shaping this curriculum content through the consultation process, including the national stakeholder
engagement conducted in Accra in February, 2020.

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CONTENTS
FOREWORD ..................................................................................................................................................................................................................................................................................iii

ACKNOWLEDGEMENTS...........................................................................................................................................................................................................................................................iv

INTRODUCTION .................................................................................................................................................................................................................................................................. ix

RATIONALE ................................................................................................................................................................................................................................................................................. x

PHILOSOPHY ................................................................................................................................................................................................................................................................................ xi

AIMSxii

PROFILE OF EXPECTED LEARNING BEHAVIOURS ....................................................................................................................................................................................................... xiii

ASSESSMENT .............................................................................................................................................................................................................................................................................. xvii

CORE COMPETENCIES .......................................................................................................................................................................................................................................................... xxv

INSTRUCTIONAL EXPECTATIONS ............................................................................................................................................................................................................................ xxvi

ORGANISATION AND STRUCTURE OF THE CURRICULUM (Basic 7-9) .......................................................................................................................................................... xxvii

SCOPE AND SEQUENCE ...................................................................................................................................................................................................................................................... xxviii

BASIC 7 .......................................................................................................................................................................................................................................................................................... 1

STRAND 1: INTRODUCTION TO COMPUTING ....................................................................................................................................................... 2

SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS ........................................................................................................................................ 2

SUB-STRAND 2: TECHNOLOGY INTHE COMMUNITY ................................................................................................................................................................................... 5

SUB-STRAND 3: HEALTH AND SAFETY INTHE USE OF ICT TOOLS.............................................................................................................................................................. 7

STRAND 2: PRODUCTIVITY SOFTWARE................................................................................................................................................................... 8

SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING .......................................................................................................................................................................... 8

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 SUB-STRAND 2: INTRODUCTION TO PRESENTATION SOFTWARE ......................................................................................................................................................... 11

SUB-STRAND 3: INTRODUCTION TO ELECTRONIC SPREADSHEET ......................................................................................................................................................... 13

STRAND 3: COMMUNICATION NETWORKS.......................................................................................................................................................... 16

SUB-STRAND 1: COMPUTER NETWORKS ............................................................................................................................................................................................................ 16

SUB-STRAND 2: INTERNET AND SOCIAL MEDIA .............................................................................................................................................................................................. 17

SUB-STRAND 3: INFORMATION SECURITY.......................................................................................................................................................................................................... 18

SUB-STRAND 4: WEB TECHNOLOGIES ................................................................................................................................................................................................................. 19

STRAND 4: COMPUTATIONAL THINKING ............................................................................................................................................................. 20

SUB-STRAND 1: INTRODUCTION TO PROGRAMMING................................................................................................................................................................................. 20

SUB-STRAND 2:ALGORITHM ..................................................................................................................................................................................................................................... 21

SUB-STRAND 3: ROBOTICS........................................................................................................................................................................................................................................ 22

SUB-STRAND 4: ARTIFICIAL INTELLIGENCE......................................................................................................................................................................................................... 22

BASIC 8 .......................................................................................................................................................................................................................................................................................... 23

STRAND 1: INTRODUCTION TO COMPUTING ..................................................................................................................................................... 24

SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS ...................................................................................................................................... 24

SUB-STRAND 2: TECHNOLOGY INTHE COMMUNITY ................................................................................................................................................................................. 26

SUB-STRAND 3: HEALTH AND SAFETY INTHE USE OF ICT TOOLS............................................................................................................................................................ 27

STRAND 2: PRODUCTIVITY SOFTWARE................................................................................................................................................................. 28

SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING ........................................................................................................................................................................ 28

SUB-STRAND 2: INTRODUCTION TO PRESENTATION .................................................................................................................................................................................. 29

SUB-STRAND 3: INTRODUCTION TO DESKTOP PUBLISHING .................................................................................................................................................................... 30

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 SUB-STRAND 4: INTRODUCTION TO ELECTRONIC SPREADSHEET ......................................................................................................................................................... 32

STRAND 3: COMMUNICATION NETWORKS.......................................................................................................................................................... 33

SUB-STRAND 1: COMPUTER NETWORKS ............................................................................................................................................................................................................ 33

SUB-STRAND 2: INTERNET AND SOCIAL MEDIA.............................................................................................................................................................................................. 34

SUB-STRAND 3: INFORMATION SECURITY.......................................................................................................................................................................................................... 35

SUB-STRAND 4: WEB TECHNOLOGIES ................................................................................................................................................................................................................. 36

STRAND 4: COMPUTATIONAL THINKING ............................................................................................................................................................. 36

SUB-STRAND 1: INTRODUCTION TO PROGRAMMING................................................................................................................................................................................. 36

SUB-STRAND 2:ALGORITHM ..................................................................................................................................................................................................................................... 37

SUB-STRAND 3: ROBOTICS........................................................................................................................................................................................................................................ 38

SUB-STRAND 4: ARTIFICIAL INTELLIGENCE......................................................................................................................................................................................................... 39

BASIC 9 .......................................................................................................................................................................................................................................................................................... 40

STRAND 1: INTRODUCTION TO COMPUTING ..................................................................................................................................................... 41

SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS ...................................................................................................................................... 41

SUB-STRAND 2: TECHNOLOGY INTHE COMMUNITY (COMMUNICATION) .................................................................................................................................... 43

SUB-STRAND 3: HEALTH AND SAFETY INTHE USE OF ICT TOOLS............................................................................................................................................................ 44

STRAND 2: PRODUCTIVITY SOFTWARE................................................................................................................................................................. 45

SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING ........................................................................................................................................................................ 45

SUB-STRAND 2: INTRODUCTION TO PRESENTATION .................................................................................................................................................................................. 46

SUB-STRAND 3: INTRODUCTION TO DESKTOP PUBLISHING .................................................................................................................................................................... 47

SUB-STRAND 4: INTRODUCTION TO ELECTRONIC SPREADSHEET ......................................................................................................................................................... 48

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 STRAND 3: COMMUNICATION NETWORKS.......................................................................................................................................................... 50

SUB-STRAND 1: COMPUTER NETWORKS ............................................................................................................................................................................................................ 50

SUB-STRAND 2: INTERNET AND SOCIAL MEDIA .............................................................................................................................................................................................. 50

SUB-STRAND 3: INFORMATION SECURITY.......................................................................................................................................................................................................... 51

SUB-STRAND 4: WEB TECHNOLOGIES ................................................................................................................................................................................................................. 52

STRAND 4: COMPUTATIONAL THINKING ............................................................................................................................................................. 53

SUB-STRAND 1: INTRODUCTION TO PROGRAMMING................................................................................................................................................................................. 53

SUB-STRAND 2:ALGORITHM ..................................................................................................................................................................................................................................... 54

SUB-STRAND 3: ROBOTICS........................................................................................................................................................................................................................................ 55

SUB-STRAND 4: ARTIFICIAL INTELLIGENCE......................................................................................................................................................................................................... 56

GLOSSARY .................................................................................................................................................................................................................................................................................... 57

APPENDICES ................................................................................................................................................................................................................................................................................ 58

REFERENCES ................................................................................................................................................................................................................................................................................ 64

COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS ................................................................................................................................................................................... 66

SUPERVISORS AND COORDINATING TEAM ................................................................................................................................................................................................................... 66

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INTRODUCTION
In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasises a set of high,
internationally- benchmarked career and tertiary education readiness standards. Learners need to acquire these for post-secondary education, the workplace or
both. The standards articulate what learners are expected to know, understand and be able to do by focusing on their social, emotional, cognitive and physical
development. The CCP runs from Basic 7 through Basic 9.

The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and
affective), are at the centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society, the CCP provides an
education of the heart, mind and hands in relation to the learner’s lifetime values, wellbeing, physical development, metacognition and problem-solving
abilities. Ultimately, this will produce character-minded learners who can play active roles in dealing with the increasing challenges facing Ghana and the
global society.

The features that shape the common core programme are shown in Figure 1. These are
• learning and teaching approaches – the core competencies, pedagogical approaches and
the 4Rs;
• learning context – engagements, service and projects;
• learning areas – mathematics, science, computing, languages (English, Ghanaian
Language, French and Arabic), career technology, socials studies, physical and health
education, creative arts and design, and religious and moral education.

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RATIONALE

To facilitate the implementation of a flexible, coherent and diversified curriculum for Basic Schools, the Ministry of Education is continuing with the
implementation of the standard based curriculum for Basic 7 to 9 in the common core programme.

This Curriculum is designed to provide the rationale, philosophy and aims of the curriculum, followed by core competencies, profile of the expected learning
behaviours, attitudes, values and process skills.

The Curriculum encourages creative and inclusive pedagogies that focuses on the building the interest of disadvantaged groups like females to overcome the
assumption that computing is preserve of males. The curriculum further seeks to develop extensive assessments and learner-centred experiences to achieve
the instructional expectations.

Computing is one of the essential school subjects that permeates and can be applied to all areas of learning. This is because it provides learners with access to
important computing ideas, knowledge and skills that they can draw on in their personal and work lives, as well as their learning of other school subjects.

Learning computing provides the opportunity for learners to develop essential skills and competencies, and motivates them to become flexible problem solvers
and life-long learners. In an increasingly technological age, the possession of problem-solving and decision- making skills is an essential pre-requisite and these
are acquired in the learning of computing.

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PHILOSOPHY
Teaching Philosophy

The teaching is focused around a supportive, gender responsive and inclusive learning environment by positively engaging teacher-learner relationships.
Teachers/facilitators have the responsibility to create a cooperative learning environment where learners feel safe and secure. In addition, appropriate
improvisation techniques would be used to represent the actual devices when they are not available.

Relevance, engagement and problem-solving best describe the computing teaching philosophy. In other words, teaching of computing adopts the hands
on approach that is, the tactile/kinesthetic approach. Students learn computing subject best when they are actively involved in the learning process, and
that an engaging classroom best facilitates this process. Learners should be engaged in computing by using diverse teaching methods, encouraging the use
of a variety of their cognitive skills. The more learners process data, the more likely they would be able to apply, analyse, synthesise, and evaluate the
information.

Teaching of computing should enable learners know how data can be used to understand themselves, explain situations they find themselves in, describe
the reason why some things happened or predict what might happen in the future.

Learning Philosophy
Computing education develops a wide range of skills including problem solving, design construction, communication, critical thinking, analysis, synthesis
and evaluation. The skills learnt can then be applied to other fields of endeavour. Learners should have freedom of expression and creativity. Learners
should be able to experiment and realise their strengths and weaknesses in the computing subject. Each learner’s learning style should be tied to the
learning of computing to enable learners grow and learn on their own. Learners should be given the chance to pose their own questions and try to
answer them independently. Learners should be encouraged to find information in a variety of ways. Learners should also be encouraged to work on
projects in groups to foster collaborative learning.

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AIMS

General Aim
The Computing Curriculum is aimed at developing individuals to become computer literate, good problem solvers, have the ability to think
creatively and have both the confidence and competence to participate fully in the Ghanaian society as responsible local and global citizens.

Specific Aims
The computing curriculum is designed to help learners to:
1. acquire basic ICT literacy;
2. communicate effectively using ICT tools;
3. develop interest and acquire skills in the use of the internet;
4. develop basic ethics in using ICT tools;
5. acquire basic programming and database skills.

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PROFILE OF EXPECTED LEARNING BEHAVIOURS

A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment.
These are:
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values

Knowledge, Understanding and Application

Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by comparing,
summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in
some new contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a problem. At higher levels, the learner
may be required to synthesise knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story or a piece of music.
Further, the learners may be required to evaluate, estimate and interpret a concept. At the last level, which is the highest, learners may be required to
create, invent, compose, design and construct.

These learning behaviours, “knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain
“Knowledge, Understanding and Application”.

In this curriculum, learning indicators are stated with action words to show what the learner should know and be able to do. For example, the learner
will be able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has
acquired “knowledge” to be able to explain, summarise, and give examples, means that the learner has understood the concept taught.

Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each
of the Indicators in the curriculum contains an “action word” that describes the behaviour the learner will be able to demonstrate after teaching and
learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools.
Teaching in most cases has tended to stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge.

Each action word in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain
towards which you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact
memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to real world – surface learning – to a new
position called – deep learning. Learners are expected to deepen their learning by knowledge application to develop critical thinking skills, explain
reasoning and generate creative ideas to solve real life problems in their school lives and later in their adult lives. This is the position where learning
becomes beneficial to the learner.
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The keywords and explanation involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the
ability to remember or recall material already learnt and this constitutes the lowest level of learning.
Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences
based on a trend. Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic.

Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles,
theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.

Analysing: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify
significant points etc., ability to recognise unstated assumptions and logical fallacies; ability to draw inferences from facts etc.

Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan,
revise, organise, create, generate new ideas and solutions.
Evaluating: The ability to appraise, compare features of different things and make comments or judgement, criticise, justify, support, discuss,
conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.

Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creating is the highest form of thinking and learning and is therefore the most important behaviour. This, unfortunately, is the area
where most learners perform poorly. In order to get learners to develop critical thinking, it is advised that you do your best to help your learners to
develop analytical skills and processes as stated previously.

Attitudes, Values and Process Skills

To be effective, competent and reflective citizens who will be willing and capable of solving personal and societal problems, learners should be
exposed to situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive
attitudes, values and psychosocial skills that will enable them participate in debates and take a stand on issues affecting them and others. The
computing curriculum thus focuses on the development of attitudes and values.
The computing curriculum aims at helping learners to acquire the following:
1. Commitment: determination to contribute to national development.
2. Tolerance: willingness to respect the views of others
3. Patriotism: readiness to defend the nation.
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 4. Flexibility in ideas: willingness to change opinion in the face of more plausible evidence.
5. Respect for evidence: willingness to collect and use data on one’s investigation and also have respect for data collected by others.
6. Reflection: the habit of critically reviewing ways in which an investigation or observation has been carried out to see possible
faults and other ways in which the investigation or observation can be improved upon.

7. Comportment conforming to acceptable societal norms.

8. Co-operation the ability to work effectively with others.
9. Responsibility: the ability to act independently and make decisions; morally accountable for one’s action; capable of rational
conduct.
10. Environmental Awareness: being conscious of one’s physical and socio-economic surroundings.
11. Respect for the Rule of Law: obeying the rules and regulations of the land.
12. The teacher should ensure that learners cultivate the above attitudes and skills as basis for living in the nation as effective citizens.

Values
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including
the related pedagogy, should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions andlaws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views
of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-cultural and economic environment is uneven across the country. The socio-economic development. Consequently, it is necessary to be
deliberate in addressing the specific needs of learners and to ensure an equitable distribution of resources. Ghana’s learners have varied needs influenced by
their gender, disability and economic circumstances that require the provision of equal opportunities to all.

Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in
doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of
contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also means that learners
should have an attitude of tolerance to be able to live peacefully with all persons.

Truth and Integrity: The curriculum aims to develop learners intoindividuals who will consistently tell the truth irrespective of the consequences
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and be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of
honesty and compassion. Equally important is the practice of positive values as part of the ethos or culture of the workplace, which includes integrity and
perseverance. These values must underpin the learning processes to allow learners to apply skillsand competencies in the world of work.
The action words provided in the learning indicators in each content standard, should help you to structure your teaching and learning to achieve the desired
learning outcomes. Check the learning indicators to ensure that you have given the required emphasis to each learning domain in your instruction and
assessment.

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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their
learning. Assessment may be formative, summative, diagnostic or evaluative depending on its purpose. It is integral to the teaching-learning process,
promotes leaner learning and improves instruction. In CCP, it is suggested that assessment involves assessment for learning, assessment of learning
and assessment as learning, which are described in the subsequent paragraphs.

Assessment for Learning (AfL)

Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learner
is in their learning, where they need to be (the desired goal) and how best to get them there. Assessment for Learning also refers to all the activities
undertaken by teachers and/or learners, which provide information to be used as feedback to modify the teaching and learning activities. AfL can be
achieved through processes such as sharing criteria with learners, effective questioning and feedback.
It is a continuous process that happens at all stages of the instructional process to monitor the progress of a learner and to offer feedback or
change teaching strategies to achieve the goal of a lesson.

Assessment as Learning (AaL)

Assessment as Learning develops and supports learners’ sense of owner- ship and efficacy about their learning through reflective practices. This
form of self- assessment helps in building the competencies of learners to achieve deeper understanding of their own learning and what they are
taught.

Assessment of Learning (AoL)

Assessment of Learning provides a picture of the achieved standards of the teacher and performance of learners at the terminal stage of the
learning process. This information provides data for accountability and educational decisions such as grading, selection and placement and
promotion and certification. Through AoL, stakeholders such as parents and guardians are informed about the extent learners have attained
expected learning outcomes at the end of their grade or programme

What do we assess?
Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are essential outcomes in the three domains of learning
(i.e. cognitive, psychomotor and affective).
Knowledge and skills with emphasis on the 4Rs in the learning areas
Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagogical
approaches. The Process is illustrated diagrammatically in Figure 2.
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 Figure 2: Essential Assessment Features

How do we monitor progress?

School Based Assessments (SBA) cover all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by any school-
level actor (learner, teacher, head teacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the
data are central to the conduct of SBA.

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Table 1 Modes of Assessment
ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING ASSESSMENT AS LEARNING

Class exercises Class Assessment Task (CAT) Portfolio

Quizzes End of term Journal entries

Class tests (written, oral, aural and/or practical) End of year Project work

Class Assessment Task (CAT) Checklist

Questionnaire

How do we monitor progress?

School Based Assessments (SBA) cover all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by any
school-level actor (learner, teacher, head teacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records
of the data are central to the conduct of SBA.

The following are samples of relevant records that can be kept on the learner’s learning.
• Learner’s Progress Record (Cumulative Record)
• Learner’s Report Card
• School-Based Assessment Termly Recording Register

Details of guidelines on SBA can be found in the National Pre-tertiary Learning. Assessment Framework (NPLAF) document (Ministry of
Education, 2020a) and the School-Based Assessment Guidelines (Ministry of Education, 2020b).

Reporting School-Based Assessment (SBA) in the CCP

The CCP uses a criterion-referenced model of presenting and reporting school- based assessment data. Assessment throughout the three-year
duration of CCP, is done against criteria linked to performance standards and not against the work of other learners. The CCP provides levels of
proficiency to be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors cannot be changed by
individual schools and are, therefore common to all learners as well as learning areas nationwide. For each assessment criterion or (benchmark for
the level of proficiency), a number of descriptors are defined as shown in Table 2.

Table 2 Benchmarks, levels of proficiency and the grade level descriptors

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 LEVEL OF PROFICIENCY BENCHMARK GRADE LEVEL DESCRIPTOR

1: Highly proficient (HP) 80% + Learner shows high level of proficiency in knowledge, skills and values and can transfer
them automatically
and flexibly through authentic performance tasks.

2: Proficient (P) 68-79% Learner demonstrates sufficient level of proficient knowledge, skills and core
understanding; can transfer them independently through authentic performance tasks

3: Approaching 54-67% Learner is approaching proficiency in terms of knowledge, skills and values with little
Proficiency (AP) guidance and
can transfer understanding through authentic performance tasks

4: Developing (D) 40-53% Learner demonstrates developing level of knowledge, skills and values but needs help
throughout the performance of authentic tasks

5: Emerging (E) 39% and below Learner is emerging with minimal understanding in terms of knowledge, skills, and values
but needs a lot of help.

The grading system presented, shows the letter grade system and equivalentgrade boundaries. In assigning grades to learners’ test results, or any form
of evaluation, the above grade boundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP], Proficient [P], Approaching
Proficiency [AP], Developing [D], Emerging [E] indicate the meaning of each grade. In addition to the school-based assessment (SBA), a national
standards assessment test is conducted in Basic 8 to provide national level indicators onlearners’ achievement

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CREATIVE PEDAGOGICAL APPROACHES
These are the methods, strategies and relevant teaching and learning resources for ensuring that every learner benefits from the teaching and
learning process. The curriculum emphasises the:

1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning;
2. positioning of inclusion and equity at the centre of quality teaching and learning;
3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind;
4. use of Information Communication Technology (ICT) as a pedagogical tool;
5. identification of subject specific instructional expectations needed for making learning in the subject relevant to learners;
6. integration of assessment as learning, for learning and of learning into the teaching and learning process and as an accountability strategy;
and
7. questioning techniques that promote deep learning.

Learning-Centred Pedagogies
The learner is at the centre of learning. At the heart of the CCP curriculum is the learning progression and improvement of learning outcomes
for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase,
learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner
is not sufficiently ready for the next phase a compensatory provision through differentiation should be provided to ensure that such a learner is
ready to progress with their cohort.
The Curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on”
activities that bring home to the learner what they are learning in school and what they know from outside of school. The learning-centred
classroom is a place for the learners to discuss ideas through the inspiration of the teacher. The learners then become actively engaged in
looking for answers and working in groups to solve problems. They also research information, analyse and evaluate information. The aim of the
learning-centred classroom is to enable learners to take ownership of their learning. It provides the opportunity for deep and profound learning
to take place.
The teacher as a facilitator needs to create a learning environment that:
1. make all learners feel safe and accepted and encouraged to actively participate in the learning process.
2. helps learners to interact with varied sources of information in a variety of ways,
3. helps learners to identify a problem suitable for investigation through project work,
4. connects the problem with the context of the learners’ world so that it presents realistic opportunities for learning,

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5. organises the subject matter around the problem, not the subject,
6. gives learners responsibility for defining their learning experience and planning to solve the problem,
7. encourages learners to collaborate in learning,
8. expects all learners to demonstrate the results of their learning through a product or performance.

It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their opinions in a learning-
centred classroom.

Inclusion
Inclusion is recognising that learners come from diverse background with varied needs and must be uniquely supported through the learning process.
Learners can be disadvantaged based on their gender, ability, ethnic background, economic status, religious affiliation etc. Inclusion is therefore ensuring
access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in
Ghana. The daily learning activities to which learners are exposed should ensure that learners’ right to equal access and accessibility to quality education
is met. The Curriculum suggests a variety of approaches that addresses learners’ diversity and their special needs in the learning process. When these
approaches are effectively used in lessons, they will contribute to the full development of the learning potential of every learner. Learners have individual
needs and learning experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning experiences should
take these differences into consideration.

The curriculum therefore promotes:

1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities;
2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities
and solving the practical problems of everyday life); and
3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance
and also enabling them to assess their own learning outcomes.

Differentiation and Scaffolding

Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that
all learners in a group have the best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and support.
Differentiation as a way of ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through
(i) Task (ii) Support from the Guidance and Counselling Unit and (iii) Learning outcomes.

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Differentiation by task involves teachers setting different tasks for learners of different abilities. Example: in sketching the plan and shape of
their classroom some learners could be made to sketch with free hand while others would be made to trace the outline of the plan.

Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and Counselling Unit for
academic support.

Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for
complicated tasks.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger
understanding and ultimately greater independence in the learning process.
It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need to learn
each part. The process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them to discuss the excerpt to
improve comprehension. The teacher goes ahead to guide them through the keywords/ vocabulary to ensure learners have developed a thorough
understanding of the text before engaging them to read the full text.
Common scaffolding strategies available to the teacher are:
1. give learners a simplified version of a lesson, assignment, or reading, and gradually increase the complexity, difficulty or sophistication
over time.
2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding;
3. give learners an exemplar(s): or model of an assignment they will be asked to complete;
4. give learners a vocabulary lesson before they read a difficult text;
5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve; and
6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson

Information Communication Technology

Information Communication Technology (ICT) has been integrated into the computing curriculum as part of the core of education, alongside reading,
writing and numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent learning. For
instance, the teacher in certain instances is directed to use multimedia to support the teaching and learning process.

ICT has the potential to innovate, accelerate, enrich, and deepen skills. It also motivates and engages learners to relate school experiences to work
practices. It provides opportunities for learners to fit into the world of work.

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Some of the expected outcomes that this curriculum aims to achieve are:
1. improved teaching and learning processes;
2. improved consistency and quality of teaching and learning;
3. increased opportunities for more learner-centred pedagogical approaches;
4. improved inclusive education practices;
5. improved collaboration, creativity, higher order thinking skills; and
6. enhanced flexibility and differentiated approach of delivery.
The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides
the frame- work for analysing data to investigate patterns and relationships in the computing context. Once learners have made their findings,
ICT can help them organise, edit and print the information in many different ways.
Learners need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets, computers and
related software like Microsoft Office packages - Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are
given from Basic 7 – 9 to use ICT in exploiting learning will build their confidence and will increase their level of motivation to apply ICT use
in later years, both within and outside of education. ICT use for teaching and learning is expected to enhance the quality and competence level
of learners.

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CORE COMPETENCIES
In using this curriculum, we hope that certain core competencies will be developed in learners to help them develop our country, Ghana.
These competencies include:
Critical Thinking and Problem Solving (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem-solving skill enable
learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires
that learners embrace the problem at hand, persevere and take responsibility for their own learning.
Creativity and Innovation (CI)
Creativity and Innovation promote the development of entrepreneurial skills in learners through their ability to think of new ways of solving
problems and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having
this skill are also ableto think independently and creatively.
Communication and Collaboration (CC)
This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences.
Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the
views of others including people they perceive to be different from them.

Cultural Identity and Global Citizenship (CG)

This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done
by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes acquired
to contribute effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and analyse
cultural and global trends that enable them to contribute to the global community.

Personal Development and Leadership (PL)

This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations. Learners
are able to learn from mistakes and failures of the past. They acquireskills to develop other people’s needs. It involves recognising the importance of values such as
honesty and empathy and seeking the well-being of others. Personal development and leadership enable learners to distinguish between right and wrong. The skill
helps them to foster per- severance, resilience and self- confidence. It helps them acquire the skill of leadership, self-regulation and responsibility necessary for
lifelong learning.

Digital Literacy (DL)

Digital Literacy involves developing learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media
responsibly
NB: Refer to Appendix 1 for details of the core competencies.

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INSTRUCTIONAL EXPECTATIONS

The teacher is expected to:

• guide and facilitate learning by generating discourse among learners and challenging them to accept and share responsibility for their own learning,
based on their unique individual differences.
• select computing content, adapt and plan lessons to meet the interests, knowledge, understanding, abilities and experiences of learners.
• work together as colleagues within and across disciplines and grade levels to develop communities of computing learners who exhibit the skills of
computing inquiry and the attitudes and social values conducive to computing learning.
• use multiple methods and systematically gather data about learners’ understanding and ability to guide computing teaching and learning,with
arrangements to provide feedback to both learners and parents.
• design and manage learning environments that provide learners with the time, space and resources needed for learning computing.

Suggested Time Allocation

A total of three periods a week, each period consisting of 50 minutes, is allocated to the teaching of computing from B7 – B9. One period per day (50-minutes
per period) is recommended.

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ORGANISATION AND STRUCTURE OF THE CURRICULUM (Basic 7-9)
The Computing Curriculum is organised into strands, sub-strands, content standards, indicators and exemplars. Strands are the broad

learning areas or domains of the computing content to be studied.

Sub-strands are the sub-divisions of the broad learning areas or strands.

Content standard refers to the pre-determined level of knowledge, skill and/or attitude that a learner attains by a set stage of education.

Indicators are clear outcomes or milestones that learners have to exhibit in each year to meet the content standard expectation. The indicatorsrepresent the
minimum expected standard in a year.
Exemplars clearly explain the expected outcomes of indicators and serve as support and guidance to the facilitator/teacher in the delivery of thecurriculum.

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SCOPE AND SEQUENCE
Strand Sub-strand B7 B8 B9
  
Introduction to Computing Components of Computers and Computer
Systems

Technology in The Community   

Health and Safety in the use of ICT Tools   
Productivity Software Introduction to Word Processing   
Introduction to Presentation   
Introduction to Desktop Publishing  
Introduction to Electronic Spreadsheet   
Communication Networks Computer Networks   
Internet and Social Media   
Information Security   
Web Technologies   
Computational Thinking Introduction to Programming   
Algorithm   
Robotics   
Artificial Intelligence   

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 Curriculum Reference Numbers

A unique annotation used for numbering the strands, sub-strands, content standards and indicators in the curriculum for the purpose of easyreferencing is
shown below:

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 BASIC 7

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.1.1.1. Examine the B7.1.1.1.1 Discuss the fourth-generation computersExemplar(s): Creativity and Innovation (CI),
parts of a computer 1. Discuss features of fourth generation computers Communication and Collaboration
(CC), Digital Literacy (DL),Critical
2. Identify a microchip thinking and Problem solving (CP).
3. Explore the architecture of a processor Cultural Identity and Global
Citizenship, Personal Development
and Leadership (PL))

B7.1.1.1.2 Demonstrate understanding in the use of input devices(barcode, . CI6.1: Exhibit strong memory,
scanner, etc.) intuitive thinking, and respond
Exemplar(s): appropriately
1. Watch video or picture of input devices e.g. wireless keyboard, mouse and CC7.4: Identify underlying themes,
touchscreen in class implications and issues when listening.

2. Demonstrate the use of input devices in a computer laboratory/classroom.

3. Distinguish manual (e.g. keyboard, etc.) and automatic (e.g. barcode readeretc.)
input devices.

4 Explore the advantages and disadvantages of input devices

5. Explore areas where different types of input devices are used..

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CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.1.1.1.3. Examine the uses of the output devices: graphing plotter,data CC8.1: Speak clearly and explain ideas.
and multimedia projectors as well as pico projector Share a narrative or extended answer while
Exemplar(s): speaking to a group.
1. Watch video or pictures of output devices in use. DL5.3: Ability to find and utilise
digital content
2. Demonstrate the use of output devices in a computer laboratory/classroom.
3. Explore the advantages and disadvantages of output devices.

B7.1.1.1.4 Examine full-sized external hard drives, hard drive CC8.1: Speak clearly and explain ideas.
speed, disk caching, Storage portable hard drives, Optical Discs Share a narrative or extended answer
and while speaking to a group.
Drives. DL5.3: Ability to find and utilise digital
content.
Exemplar(s):
E. g. Read-Only Optical Discs: CD-ROM, DVD-ROM, and BD-ROM Discs
Recordable Optical Discs: CD-R, DVD-R, DVD+R and BD-R Discs Rewritable
Optical Discs: CD-RW, DVD-RW, DVD+RW and BD-RE DiscsExemplar(s):
1. Identify magnetic storage devices, portable hard drives/Optical Discs andDrives
or pictures of these items to class.
2. Discuss the features of hard drives/Optical Disc storage media.
3. Explore the maximum capacities of these storage devices.
4. Explore the different write speeds of these storage devices.
5. Explore the differences in the various Hard Disk Drives (HDD).

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 CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.1.1.2. Demonstrate B7.1.1.2.1 Discover the latest Windows Operating System (Start CC8.1: Speak clearly and explain ideas.
theuse of the features of screen, Use of tiles, Taskbar buttons, Preview thumbnails), Share a narrative or extended answer while
the Windows Desktop temporal peeking into a window on a taskbar speaking to a group.
Exemplar(s):
1. Show the desktop, tiles, taskbar.
2. Demonstrate how to preview thumbnails
3. Explore the features of the taskbar.
4. Demonstrate how to preview windows on the taskbar.

B7.1.1.2.2 Practise file management techniques (file & folder CC8.1: Speak clearly and explain ideas.
management, Users & Accounts) Share a narrative or extended answer while
1. Explore different account levels for users of computer systems. speaking to a group.
2. Explore different permission levels that are applied to files and CI6.9: Interpret and apply learning in
folders. new contexts.
Exemplar(s):
1. Demonstrate file management techniques by following the naming
conventions and organising files in folders and subfolders
2. Explore the types and importance of file extensions.
3. Explore different account levels for users of computer systems
4. Explore different permission levels that are applied to files and folders.

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 2: TECHNOLOGY INTHE COMMUNITY
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.1.2.1. Demonstrate B7.1.2.1.1. Describe and give examples of at least five technology DL5.3: Ability to find and utilise digital
the use of Technology in tools for learning in each subject (e.g. Spreadsheets, Virtual content.
the community. Museum, Scrabble, Presentation, Scratch, etc.) CC8.1: Speak clearly and explain ideas.
Exemplar(s): Share a narrative or extended answer while
1. Explore the various technology tools that can be used for learning. speaking to a group.
NB: Exploration can be done through learners surfing the internet or the
teacher guiding them to brainstorm the ICT tools.

B7.1.2.1.2. Demonstrate the use of at least three technology tools CC8.1: Speak clearly and explain ideas.Share
identified in B7.1.2.1.1. a narrative or extended answer while
Exemplar(s): speaking to a group.

1. Demonstrate the use of a technology tool in groups and present to thewhole DL5.3: Ability to find and utilise digital
class how that tool works. content

B7.1.2.1.3. Discuss the benefits of using technology tools in learning. CC8.1: Speak clearly and explain ideas.Share
Exemplar(s): a narrative or extended answer while
speaking to a group.
1. Discuss in pairs the benefits of using technology tools in learning (e.g. using
DL5.3: Ability to find and utilise digital
spreadsheet to draw graphs)
content.

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CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.1.2.1.4. Examine the negative impact of computers and
computeruse on the environment
Exemplar(s):
Observe people who use and work with computers in the community.

2. Visit websites or watch videos/pictures of how computers, including other

electronic components, are disposed of.

Discuss the impact of computers and computer use on the environment.

B7.1.2.1.5. Propose environmentally responsible practices that can be
used to reduce the negative impact of computers and computer use on
the environment
Exemplar(s):
Discuss how the negative effects identified can be reduced.

Evaluate environmentally responsible practices.

3. Propose measures to effectively manage e-waste in a particular environment

(e.g. Agbogbloshie).
B7.1.2.1.6. Create a component from disposed computer parts.
Exemplar(s):
Collect disposed computer/electronic parts from the community.

Watch a video/picture depicting the recycling of computer parts.

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 3: HEALTH AND SAFETY INTHE USE OF ICT TOOLS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.1.3.1. Demonstrate B7.1.3.1.1 Describe health measures and current regulatory CC8.1: Speak clearly and explain ideas.
how to apply Health and requirements and potential computing-related disorders Share a narrative or extended answer while
Safety measures in using Exemplar(s): speaking to a group.
ICT Tools DL5.1: Ability to ascertain when
1. Watch videos on the health hazards of prolonged use of computing devicesor
show pictures of bad body postures and other hazards in using computing information is needed and be able to
devices e.g. hearing impairment from loud Public Address (PA) Systems, vision identify, locate, evaluate and effectivelyuse
impairment from the monitor, repetitive strain injury, Carpaltunnel syndrome, it to solve a problem.
computer vision syndrome, etc.
2. Identify the health hazards associated with each device. DL5.1: Ability to ascertain when
information is needed and be able to
3. Provide preventive measures regarding the stated health and safety risks. identify, locate, evaluate and effectivelyuse
B7.1.3.1.2 Describe Safety measures in using ICT tools it to solve a problem
Exemplar(s):
1. Discuss the danger of spilling liquids on a computer device or on the
electronic circuit.
2. Discuss tripping over power cables and touching the negative and positive
terminals of electrical wires.
B7.1.3.1.3 Demonstrate how to apply Health and Safety measures in
Using ICT Tools PL5.3: Recognise one’s emotional state
and their preparedness to apply
B8.1.3.1.1 Examine workstation health risk assessment methodsExemplar(s): emotional intelligence.
1. Explore the risks associated with workstations and how to overcome them (e.g. CP 5.7: Provide new insight intocontroversial
wrist pains, eye problems, back and neck pains, faulty electrical connections,etc.) situation or task

B7.1.3.1.4 Explore safety measures at workstations PL5.3: Recognise one’s emotional

Exemplar(s): state and their preparedness to apply
1. Identify measures that will help to eliminate workstation hazards and where they emotional intelligence
cannot be eliminated, discuss how to minimise the risk. (e.g. evaluating display screen, CP 5.7: Provide new insight intocontroversial
adjusting the chair for comfort, avoiding potential slips and falls, re-positioning of situation or task
devices, etc.)

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.2.1.1 B7.2.1.1.1. Explain the importance of word processing software CC8.2: Explain ideas in a clear order
Demonstratehow to Exemplar(s): with relevant detail, using correct
use MicrosoftWord construction and structure of speech.
1. Discuss the meaning of word processors.
(Editing) DL5.1: Ability to ascertain when
2. Brainstorm to elicit the importance of word processors information is needed and be able to
3. Brainstorm to elicit examples of some common word processing software identify, locate, evaluate and effectivelyuse
packages (e.g. MS-Word, Corel WordPerfect, AbiWord, Google Docs, it to solve a problem.
LibreOffice Writer, Notepad, WordPad, etc.)

B7.2.1.1.2. Demonstrate how to insert, select, delete and move text DL5.1: Ability to ascertain when
Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectivelyuse
1. Show projected examples of MS-Word interface with the aid of a computer,
it to solve a problem.
projector or pictures.
2. Explore tools for editing in MS Word
3. Explore the use of the overtype or insert option by right-clicking the statusbar.

B7.2.1.1.3. Demonstrate how to find and replace content and undo DL5.1: Ability to ascertain when
edited changes information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Make use of the Find and Replace tool in MS-Word under the Home tab
2. Explore the use of the Editing group under the Home tab

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 CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.2.1.1 B7.2.1.1.4. Demonstrate how to spell check, carry out content DL5.1: Ability to ascertain when
Demonstratehow to translation, language setting information is needed and be able to
use MicrosoftWord Exemplar(s): identify, locate, evaluate and effectivelyuse
(Editing) it to solve a problem.
1. Demonstrate the use of the Proofing and Language group under the Reviewtab
2. Show how to use the Language, Spelling & Grammar, Thesaurus andother
tools in MS-Word under the Home tab.
NB: This is to help learners gain software knowledge in office applications(word
processing) to grasp the concept better.

B7.2.1.1.4.5 Demonstrate how to use text-decoration, change DL5.1: Ability to ascertain when
text case, text size and colour information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Explore the use of the Font group under the Home tab
2. Demonstrate the use of sentence case, font size, colour and font decoration CI5.4: Ability to visualise alternatives,
features in MS-Word seepossibilities and identify problems and
3. Project examples of MS-Word interface to learners with the aid of a projectoror challenges
pictures.

B7.2.1.1.4.6 Demonstrate how to align text, indent paragraphs, DL5.1: Ability to ascertain when
bullet, line space and shade information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Explore the use of the Paragraph group, using the align left, centre, align rightand
justified in MS-Word under the Home tab.
CI5.4: Ability to visualise alternatives,
2. Explore the use of Bullets, Decrease and Increase Indentation under theHome seepossibilities and identify problems and
tab. challenges
3. Identify the use of the Border Button and set line spacing using the dialogueBox
Launcher button under the Home tab.

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 B7.2.1.1 Demonstrate B7.2.1.1.3. Demonstrate how to set tabs and apply formatting DL5.1: Ability to ascertain when
how to use Microsoft information is needed and be able to
Word(Formatting Text) Exemplar(s):
identify, locate, evaluate and effectivelyuse
1. Explore the Tab button to set the centre and right tabs
it to solve a problem
NB: This is to help learners with software knowledge in office applications CI5.4: Ability to visualise alternatives, see
(word processing) to grasp the concept better. possibilities and identify problems and
challenges

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 2: INTRODUCTION TO PRESENTATION SOFTWARE

CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES

STANDARD

B7.2.2.1 Demonstrate B7.2.2.1.1. Explain the importance of presentation software DL5.1: Ability to ascertain when
how to use Microsoft Exemplar(s): information is needed and be able to
PowerPoint (Editing): identify, locate, evaluate and effectivelyuse
1. Discuss the meaning of presentation software.
Introduction to it to solve a problem
PowerPoint. 2. Discuss the benefits of using presentation software.
3. Brainstorm to elicit the names of some common presentation software
packages (e.g. MS-PowerPoint, Corel Presentation, Adobe persuasion, Google
Slides, Keynotes etc.)

B7.2.2.1.2. Explore features of MS-PowerPoint interface. DL5.1: Ability to ascertain when

Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectivelyuse
1. Show examples of MS-PowerPoint interface with the aid of a projector or
it to solve a problem.
pictures.
2. Explore MS-PowerPoint themes and templates
3. Explore the use of the Proofing and Language group under the Review tab
4. Demonstrate the use of the Language, Spelling & Grammar, Thesaurusand
other buttons in MS-PowerPoint under the Review tab
B7.2.2.1.3. Demonstrate how to use Special Characters.
CI5.4: Ability to visualise alternatives,
Design a 7-slide presentation in MS-PowerPoint using the tools under see possibilities and identify problems and
the Insert ribbon. challenges.
Exemplar(s):
CC9.6: Ability to work with all group
1. Explore the use of special characters section under the Insert tab underthe members to complete a task successfully
symbol group
2. Present a prepared project or exercise using the editing group of the
ribbons studied.
3. Use projected examples of a PowerPoint interface with the aid of a
projector or pictures
4. Use projected examples of a PowerPoint interface with the aid ofa
projector or pictures.

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CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.2.2.2.1. Demonstrate how to change text case, text size, text
B7.2.2.2 Demonstrate colour and decorate text DL5.1: Ability to ascertain when
how to use Microsoft information is needed and be able to
Exemplar(s):
PowerPoint identify, locate, evaluate and effectivelyuse
(Formatting) 1. Explore the use of the Font group under the Home ribbon. it to solve a problem.
2. Make use of the sentence case, font size, colour and font decoration CI5.4: Ability to visualise alternatives,
features in MS-PowerPoint see possibilities, and identify problems and
3. Project examples of PowerPoint interface to learners with the aid of a challenges.
projector or pictures.

B7.2.2.1.2. Demonstrate how to align text, indent paragraphs, borders DL5.1: Ability to ascertain when
and shades. information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Explore the use of the Proofing and Language Sections under the Review
ribbon. CI5.4: Ability to visualise alternatives,
seepossibilities, and identify problems and
2. Use the Language, Spelling & Grammar, Thesaurus and other buttons inMS-
PowerPoint under the Review ribbon. challenges.

B7.2.2.1.3. Demonstrate the use of the Slide Master, design template, and DL5.1: Ability to ascertain when
be able to give a 5-slide presentation in MS-PowerPoint using thetools information is needed and be able to
of the ribbons studied. identify, locate, evaluate and effectivelyuse
Exemplar(s): it to solve a problem
1. Explore the use of Master Views group under the View ribbon CI5.4: Ability to visualise alternatives,
seepossibilities, and identify problems and
2. Prepare and present a prepared project or exercise using what has been
challenges.
studied in Indicator 1 and 2.
NB: This is to help the learners with software knowledge in MS-PowerPoint,
Office Applications to grasp the concept well.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 3: INTRODUCTION TO ELECTRONIC SPREADSHEET
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.2.3.1. B7.2.3.1.1. Explain the importance of electronic spreadsheet DL5.1: Ability to ascertain when
Demonstratehow to Exemplar(s): information is needed and be able to
use the Spreadsheet identify, locate, evaluate and effectivelyuse
1. Discuss the meaning of electronic spreadsheet.
(Editing Worksheets) it to solve a problem.
2. Discuss the benefits of using electronic spreadsheet software.
3. Brainstorm to elicit response some common electronic spreadsheet
software packages (e.g. MS Excel, Lotus 1-2-3, LibreOffice Calc, GoogleSheets
etc.)

B7.2.3.1.2. Explore features of MS-Excel interface DL5.1: Ability to ascertain when

Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectivelyuse
1. Show projected examples of MS-Excel interface with the aid of a projectoror
it to solve a problem.
pictures.
2. Explore operations of inserting, selecting, deleting and moving data.
3. Demonstrate how to insert, select, delete and move data using a sampledata
set.

B7.2.3.1.3. Demonstrate how to set the cell datatype DL5.1: Ability to ascertain when
(General, Number, Currency, etc.). information is needed and be able to
identify, locate, evaluate and effectivelyuse
Exemplar(s):
it to solve a problem.
1. Investigate how to set and modify the cell type of values and text.
2. Enter values, text, dates and time in worksheet cells and change the formats for
presentation. E.g. General, Number, Currency, Accounting, Dates, Time, etc.

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 B7.2.3.1.4. Demonstrate how to use Align Text, Merge & Wrap, DL5.1: Ability to ascertain when
Borders and Shades information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Demonstrate how to change text alignment (Horizontal & Vertical), mergecells
and wrap text.
2. Investigate how to access border & shade features and format the
appearance of a worksheet as group work.

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 CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.2.3.2. B7.2.3.2.1 Demonstrate how to adjust margins and set page DL5.1: Ability to ascertain when
Demonstratehow to orientation information is needed and be able to
format a worksheet Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Demonstrate how to adjust margins and set page orientation for printing.
CI5.4: Ability to visualise alternatives,
2. Perform margin adjustment on different page sizes
seepossibilities and identify problems and
3. Explore the display of worksheets in different views as listed on the View tab. challenges.

B7.2.3.2.2. Demonstrate how to set up a header and a footer. DL5.1: Ability to ascertain when
Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectively use
1. Demonstrate how to set up header and footer elements.
itto solve a problem
2. Explore the use of page numbers, current date, time and file name in setting up
headers and footers.

B7.2.3.2.3. Demonstrate the use of the Autofill function in MS-Excel DL5.1: Ability to ascertain when
worksheet information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectively use
1. Demonstrate the use of the Autofill function e.g. to generate the days of the week, itto solve a problem
months of the year, set of numbers (e.g. counting numbers, odd numbers,
multiplication tables etc.).

B7 2.3.3 B7.2.3.3.1. Demonstrate how to create formulas DL5.1: Ability to ascertain when
Demonstrate howto Exemplar(s): information is needed and be able to
use spreadsheet 1. Create simple formulas starting with the equal sign (=) identify, locate, evaluate and effectivelyuse
formula it to solve a problem.
CP5.1: Ability to combine information
andideas from several sources to reach
a conclusion

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 1: COMPUTER NETWORKS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.3.1.1 Identify the B7.3.1.1.1 Draw diagrams to illustrate features of the network CI6.1: Exhibit strong memory, intuitive
concept of computer topologies (Bus, Star, Ring, Mesh) thinking and respond appropriately.
networking for global Exemplar(s): DL5.1: Ability to ascertain when
communications information is needed and be able to
1. Explore key hardware for setting up network systems (such as server, client,hub,
switch, cable, etc.). identify, locate, evaluate and effectivelyuse
it to solve a problem
2. Explain network topologies.
3. Discuss the features of each network topology.
4. Present in groups diagrams of well-elaborated network topologies.NB:
Watch any appropriate video on the above

B7.3.1.1.2 Describe types of networks [Personal Area Network CI6.6: Being open-minded, adapting and
(PAN),Local Area Network (LAN), Metropolitan Area Network modifying ideas to achieve creativeresults.
(MAN), Wide Area Network (WAN)] DL5.4: Ability to construct knowledge
Exemplar(s): from a non-linear hyper textual navigation
1. Explain the various types of networks available (e.g. PAN, LAN, MAN,WAN,
WLAN, INTERNET, etc.).
- A Metropolitan Area Network (MAN) connects local networks across a
larger geographical region.

B7.3.1.1.3 Discuss the entrepreneurial opportunities in networking DL5.4: Ability to construct knowledge
computing devices from a non-linear hyper textual navigation
Exemplar(s):
1. Discuss the benefits and challenges of networking in different environments
(school, business, health, etc.).
2. Identify different environments where the various types of networks can be
applied
Identify the business aspect of networking and how they can be turned intoa lucrative
business.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 2: INTERNET AND SOCIAL MEDIA
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.3.2.1 B7.3.2.1.1 Identify the various types and uses of Social Media sites CI 6.3: Ability to select the most effective
Demonstratethe use such as those for Social Networking (Facebook, LinkedIn, creative tools for work, and givereasons
of Social Networking WhatsApp) and Microblogging (Twitter, Tumblr) for the choice
and Electronic Mail Exemplar(s): DL6.3: Use digital tools to create novel
1. Illustrate the use of social networking sites such as Facebook, LinkedIn, things
WhatsApp, etc.
2. Demonstrate the use of microblogging platforms such as Twitter, Tumblr, etc.

B7.3.2.1.2 Demonstrate the use of the following features of Electronic CI 6.3: Ability to select the most effective
mail: Attachment and Address book creative tools for work, and givereasons
Exemplar(s): for the choice
1. Demonstrate the steps in creating, sending and receiving email DL: Create and use digital content
2. Demonstrate replying to and forwarding email
3. Demonstrate, giving reasons for using From:, To: cc:, bcc: and subject
features when sending an email.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 3: INFORMATION SECURITY

CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES

STANDARD
B7.3.3.1. Recognise B7.3.3.1.1 Discuss the key principles of information security DL6.5: Recognition of societal issues
data threats and means (confidentiality, integrity and availability) emanating from the use of digital
of protection Exemplar(s): technologies
B7.3.3.1. Recognise data 1. Research in pairs the key principles of information security. CC8.1: Speak clearly and explain ideas.
threats and means of Share a narrative or extended answer
2. Discuss the three key principles of information security. while speaking to a group.
protection
3. Research scenarios involving information security

B7.3.3.1.2 Explore the legal issues regarding intellectual property DL5.1: Ability to ascertain when
rights (e.g. Copyright, Patent, Trademark, Piracy, Copyright information is needed and be able to
Infringement) identify, locate, evaluate and effectivelyuse
Exemplar(s): it to solve a problem.
1. Discuss issues pertaining to copyright (e.g. freeware, shareware, CC8.4: Anticipate different responses
crippleware). from the participants and plan for them.
2. Differentiate between the various legal issues mentioned.
Discuss the consequences associated with breaking these laws.
B7.3.3.1.3 Evaluate information security forensic auditing and DL6.6: Knowledge and recognition ofethical
criminal laws against offenders use of information
Exemplar(s): CC9.5: Appreciate importance of
1. Watch a video of how offenders of data security breach are identified. including all team members in discussions
2. Discuss the laws protecting data and the applicable sanctions for their and actively encourage contributions
breach. from them

Identify some common occurrences of data security breaches that people inthe
community overlook and their corresponding sanctions.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 4: WEB TECHNOLOGIES
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.3.4.1. Demonstrate B7.3.4.1.1 Identify the importance of the web in learning [Virtual CC6.1: Exhibit strong memory, intuitive
the use of a Web Learning Environments (VLEs)] thinking; and respond appropriately
Browser (Search engine) Exemplar(s): DL5.1: Ability to ascertain when
1. Explore the importance of VLEs for learning. information is needed and be able to
identify, locate, evaluate and effectivelyuse
• Allow self-paced learning (E-learning). it to solve a problem
• Create opportunity to learn new skills without having to use a regular
classroom.

B7.3.4.1.2 Explore the use of open learning websites in the classroom CI5.4: Ability to visualise alternatives, see
Exemplar(s): possibilities, and identify problems and
challenges.
1. Explore the uses of open learning websites in the classroom e.g. KhanAcademy,
Coursera, Edx, Saylor, etc. DL6.3: Use digital tools to create novel
things.

B7.3.4.1.3 Demonstrate the techniques for evaluating web pages DL5.1: Ability to ascertain when information
(Accuracy, Credibility, Content, Current, Functionality) is needed and be able to identify, locate,
Exemplar(s): evaluate and effectivelyuse it to solve a
problem
1. Demonstrate the techniques for evaluating web pages.
• Accuracy: How true is the information?
• Credibility: Who wrote the page? Is the person an expert in the subject
matter?
• Content: Is it on the correct subject matter?
• Current: Is the content up-to-date? When was the last time it was updated?
Functionality: Does the site work well?

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 1: INTRODUCTION TO PROGRAMMING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.4.1.1. Show an B7.4.1.1.1 Demonstrate the correct use of programming CC8.1: Speak clearly and explain ideas.
understanding of the terminologies Share a narrative or extended answer while
concept of programming Exemplar(s): speaking to a group
1. List the terminologies in alphabetical order or grouping to aid recall
DL5.5: Evaluate the quality and validity of
2. Explain each of the terminologies information

B7.4.1.1.2 Demonstrate understanding in the use of data types (e.g. CP5.1: Ability to combine information and
float, integer, string, char, etc.) ideas from several sources to reach a
Exemplar(s): conclusion
1. Develop key questions around daily activities to identify the data type. Example: DL6.5: Recognition of societal issues
The first name of your best friend is written as a string data type. emanating from the use of digital
technologies

B7.4.1.1.3 Demonstrate the use of constants and variables used in CC8.2: Explain ideas in a clear order with
programming relevant detail, using correct construction
Exemplar(s): and structure of speech.
1. Show how constants and variables are used in programming.
2. Discuss the benefits of using variables instead of constants.

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 2:ALGORITHM
CONTENT STANDARD INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES

B7.4.2.1.Analyse the correct B7.4.2.1.1 Understand the use of sequence, selection and iteration CP6.1: Ability to effectively define goals
step-by-step procedure in in writing a programme. Describe the meanings of theterm’s towards solving a problem
solving any real-world problem algorithm, decomposition and abstraction CC8.2: Explain ideas in a clear order with
Exemplar(s): relevant detail, using correct construction
1. Write numbers (1-10) in an orderly arrangement to represent and structure of speech.
sequence. Write your itinerary for a day in a logical order
(Sequence).
NB: The above should be linear with no branching statements.
2. Present a case study that has more than one option to choose from and
still achieve the same outcome with any option chosen. For example, tea
with or without sugar options can still meet a beverageoutcome
(selection).
2. Develop a solution to a problem which uses iteration to control theflow
of the programme (iteration).
NB: Programs such as lightbot could be used for practical lessons.

B7.4.2.1.2 Perform a linear search CP6.1: Ability to effectively define goals

Exemplar(s): towards solving a problem.
1. Locate a given value position out of listed values.
2. Arrange some given values or data in increasing and decreasing order.

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 3: ROBOTICS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.4.3.1 Discuss Robot B7.4.3.1.1 Review the various applications of robotic machines insociety DL6.5: Recognition of societal issues
Intelligence Concepts Exemplar(s): emanating from the use of digital
technologies
1. State the applications and uses of robots in society (e.g. manufacturing, health,
education, assembling and packing, transport, surgery, laboratory research, mass CC8.2: Explain ideas in a clear order with
production of consumer and industrial goods, taking pictures,etc.) relevant detail, using correct construction
and structure of speech.
2. Explore prospects and challenges of using robots in various operations

STRAND 4: COMPUTATIONAL THINKING

SUB-STRAND 4: ARTIFICIAL INTELLIGENCE
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B7.4.4.1. Discuss B7.4.4.1.1 Discuss the application of various areas of artificial DL6.5: Recognition of societal issues
Artificial intelligence intelligence (Machine learning, Artificial Neural Networks, emanating from the use of digital
concepts Virtual Reality, Augmented Reality, Mixed Reality, Gamification technologies
Exemplar(s): CC8.1: Speak clearly and explain ideas.
1. Compare the key technologies: machine learning, Artificial Neural Networks Share a narrative or extended answer while
(ANN), Reality, Augmented reality, Gamification, Deep Learning,Artificial Data speaking to a group
Mining and Analytics. (NB: general definitions only)
2. Discuss the uses and importance of Artificial Intelligence (AI) to society.
3. Watch video/picture of the use of AI in society (intelligent robots).

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 BASIC 8

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.1.1.1. Identify parts B8.1.1.1.1. Discuss the fifth generation of computers with emphasisof on Communication and
a computer and quantum computing Collaboration(CC), Digital
technology tools Literacy (DL)
Exemplar(s):
1. Discuss the features of the fifth-generation computers. CC8.1: Speak clearly and explain ideas.
2. Describe quantum computing using the Google operational quantum Share a narrative or extended answer
computing called “Sycamore”. while speaking to a group

Discuss parallel processing hardware and Artificial Intelligence (AI) software.

B8.1.1.1.2. Demonstrate understanding of direct data entry devices DL5.3: Ability to find and utilise digital
(Graphic Tablet, Magnetic Card Reader, Optical Card Reader, QR code content.
reader, Radio Frequency Identification (RFID) Readers)
Exemplar(s):
1. Identify Graphic tablet, Magnetic card reader, optical card reader, QR code
reader, Radio Frequency Identification (RFID) Readers from video or pictures.
2. Explore features of these input devices.
3. Explore how these input devices work in real life situations.
4. Generate QR codes and link them to specific websites.

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CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.1.1.1. Identify parts B8.1.1.1.3. Examine the uses of the output devices: Braille printers, DL5.3: Ability to find and utilise digital
of a computer and Impact, Inkjet, Thermal, Wax, 3D printers content
technology tools Exemplar(s):
1. Identify Braille printers, Impact, Inkjet, Thermal, Wax, 3D printersfrom
pictures or videos.
2. Explore the features of these output devices.
3. Explore how these output devices work in real life situations.

B8.1.1.1.4 Describe storage devices: Flash Memory Storage Systems, CC8.1: Speak clearly and explain ideas.
Embedded Flash Memory Cards and Readers, USB Flash Drives, Solid Share a narrative or extended answer while
State Drives and Hybrid hard drives speaking to a group.
Exemplar(s): DL5.3: Ability to find and utilise digital
1. Illustrate the use of Flash Memory Storage Systems, Embedded Flash Memory, Flash content
Memory Cards and Readers, USB Flash Drives, Solid StateDrives and Hybrid
hard drives.
2. Discuss the features of Flash Memory Storage Systems, Embedded Flash
Memory Flash Memory Cards and Readers.

B8.1.1.2. Demonstrate B8.1.1.2.1 Explore the use of the Charms bar DL5.3: Ability to find and utilise digital
the use of the Desktop Exemplar(s): content
features.
1. Identify the icons in the Charms bar
2. Describe features of the Charms bar icons

B8.1.1.2.2. Practise file management techniques (Drive Management) DL5.3: Ability to find and utilise digital
Exemplar(s): content
1. Demonstrate the file management techniques such as defragmentation,
compression of files, etc.
2. Explore ways of partitioning a hard disk.

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 2: TECHNOLOGY INTHE COMMUNITY
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.1.2.1. Demonstrate B8.1.2.1.1. Discuss technologies that help to improve computer DL5.3: Ability to find and utilise digital
the use of Technology in accessibility (adaptive and assistive technologies) content
the Community Exemplar(s): CC8.1: Speak clearly and explain ideas.
1. Identify the categories of people with special needs. Share a narrative or extended answer while
speaking to a group.
2. Discuss technologies that can be used to help people with special needs (e.g.
Computer software and hardware such as voice recognition programs,screen
readers, and screen enlargement applications, to help people with mobility and
sensory impairments use computers and mobile devices, etc.)

B8.1.2.1.2. Describe how portable computing devices affect oureveryday DL5.3: Ability to find and utilise digital
lives content
Exemplar(s): CC8.1: Speak clearly and explain ideas.
1. Discuss portable computing devices that we use daily e.g. mobile phones,smart Share a narrative or extended answer while
watches, etc. speaking to a group.
2. Describe how these devices affect our daily lives.

B8.1.2.1.3. Explain the issues associated with online services (e.g. DL5.3: Ability to find and utilise digital
social media, wikis, blogs, etc.) content
Exemplar(s):
1. Identify the online services that learners normally use or have access to.
2. Evaluate issues that are associated with online service delivery.

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 3: HEALTH AND SAFETY INTHE USE OF ICT TOOLS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.1.3.1. Demonstrate B8.1.3.1.1 Discuss health issues at workstations PL5.6: Ability to set and maintainpersonal
How to Apply Health Exemplar (s): standards and values.
and Safety measures in DL5.3: Ability to find and utilise digital
1. Discuss the importance of taking regular breaks from bulk work (possiblyafter
Using ICT Tools content.
every hour).
2. Discuss the adoption of good posture while at the computer
3. Discuss the use of document holders to avoid having to lean over and bendyour
neck while looking at paperwork.

B8.1.3.1.2 Discuss safety measures in risk reduction at workstations PL5.6: Ability to set and maintainpersonal
Exemplar (s): standards and values.
1. Demonstrate the use of appropriate volumes when using speakers and
earpieces.
2. Demonstrate the use of screen protectors/spectacles to control the
amount of light received by our eyes.
3. Illustrate how not to overload electric sockets but use trailing multi-socket
units rather than plug adapters.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING
CONTENT INDICATORS AND EXEMPLAR(S): CORE COMPETENCIES
STANDARD
B8.2.1.1 B982.1.1.1. Demonstrate how to create a table and hyperlinks CI5.4: Ability to visualise alternatives, see
DemonstrateHow to Exemplar(s): possibilities and identify problems and
Use MicrosoftWord challenges.
1. Explore the use of the Tables group under the Insert tab
(tables and hyperlink DL5.1: Ability to ascertain when
pages) 2. Create tables, columns and resize them in MS-Word information is needed and be able to
3. Explore the use of hyperlinks to create non-linear presentations. identify, locate, evaluate and effectivelyuse
it to solve a problem.

B8.2.1.1.2. Demonstrate how to merge, split, add formula, borders DL5.1: Ability to ascertain when
and shades information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Explore merging, splitting, adding formulas, borders and shades in MS-Wordunder
the Insert tab.
2. Explore the use of the bullets; decrease and increase indentation under theHome
tab.
3. Explore the use of the Border Button and set line spacing (e.g. explore theuse of
the dialogue Box Launcher button under the Home tab)

B8.2.1.1.3. Demonstrate how to format a page (e.g. page adjustment, DL5.1: Ability to ascertain when
inserting header and footer, page numbers, breaks and orientations) information is needed and be able to
Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem.
1. Demonstrate how to format pages by adjusting the header, footer, pagenumbers, and
page orientation
NB. This is to help the learners with software knowledge in office applications(word
processing) to grasp the concept better.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 2: INTRODUCTION TO PRESENTATION

CONTENT STANDARD INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES

B82.2.1 Demonstrate how B8.2.2.1.1. Demonstrate how to add pictures, screenshot and edit and DL5.1: Ability to ascertain when
to use Microsoft PowerPoint format pictures information is needed and be able
(Multimedia) Exemplar(s): to identify, locate, evaluate and
effectively use it to solve a
1. Explore the use of the Images Group under the Insert tab
problem.
2. Demonstrate the use of ClipArt, Photo Album and Screenshot CC9.6: Ability to work with all
3. Project examples of the PowerPoint interface to learners with the aid of a group members to complete a task
projector or pictures. successfully.

B8.2.2.1.2. Demonstrate how to add a drawing canvas, shapes, andalso CI5.4: Ability to visualise
edit, format and add text to shapes alternatives, see possibilities, and
Exemplar(s): identify problems and challenges.
1. Explore the use of the Illustrations group under the Insert tab DL5.1: Ability to ascertain when
information is needed and be able
2. Illustrate the use of Shapes and SmartArt to identify, locate, evaluate and
3. Explore the use of the drawing canvas to group shapes. effectively use it to solve a
problem.

B8.2.2.1 Demonstrate how B8.2.2.1.3. Demonstrate how to add text to shapes and arrangeshapes. CC9.6: Ability to work with all
to use Microsoft PowerPoint Exemplar(s): group members to complete a task
(Multimedia) successfully
1. Explore the use of the Format Ribbon once a shape is selected
DL5.1: Ability to ascertain when
2. Explore the editing features of the Insert Shapes and Shape Styles. information is needed and be able
3. Present a prepared project or exercise using what has been studied in to identify, locate, evaluate and
Indicator 1 and 2. effectively use it to solve a
problem.
NB: This is to help the learners with software knowledge in MS PowerPoint,Office
Applications to grasp the concept well.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 3: INTRODUCTION TO DESKTOP PUBLISHING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.2.3.1. Demonstrate B8.2.3.1.1. Explain the importance of desktop publishing software CI5.4: Ability to visualise alternatives, see
how to use MS-Publisher (DTP) possibilities and identify problems and
Exemplar(s): challenges.
1. Discuss the meaning of desktop publishing software. DL5.1: Ability to ascertain when
information is needed and be able to
2. Brainstorm to elicit the importance of DTP. identify, locate, evaluate and effectivelyuse
3. Brainstorm to elicit responses of some DTP packages. (e.g. MS-Publisher,Adobe it to solve a problem.
InDesign, LibreOffice Draw, QuarkXpress etc.)

B8.2.3.1.2 Create and save a new document from a blank or pre- CI5.4: Ability to visualise alternatives, see
designed template possibilities and identify problems and
Exemplar(s): challenges
1. Open a desktop publishing software (e.g. MS-Publisher). DL5.1: Ability to ascertain when
information is needed and be able to
2. Create a new document from a blank publication identify, locate, evaluate and effectivelyuse
3. Create a new document from a pre-designed template. it to solve a problem
4. Save the document with the appropriate name.

B8.2.3.1. Demonstrate B8.2.3.1.3 Demonstrate the use of the commands in MS-Publisher CC9.6: Ability to work with all group
how to use MS-Publisher ribbons under each tab (Home, Page Design, Mailings, Review, View) members to complete a task successfully.
Exemplar(s): DL5.1: Ability to ascertain when
1. Working in pairs, explore the use of the commands in a desktop publishingsoftware information is needed and be able to
(e.g. MS-Publisher ribbons: Home, Page Design, Mailings, Review, identify, locate, evaluate and effectivelyuse
it to solve a problem.

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 CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.2.3.1.4 Change the orientation and margins of a document CC9.6: Ability to work with all group
Exemplar(s): members to complete a task successfully.
1. Explore and change the orientation and margins of your document by DL5.1: Ability to ascertain when
working pairs. information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem.

B8.2.3.1.5 Add and modify pictures from different sources CI5.4: Ability to visualise alternatives, see
Exemplar(s): possibilities and identify problems and
challenges
1. Explore addition and modification of pictures from different sources to your
document by working in pairs. DL5.1: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem.

B8.2.3.1. Demonstrate B8.2.3.1.6 Add and modify text DL5.1: Ability to ascertain when
how to use MS-Publisher Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectivelyuse
1. Explore addition and modification of text using different font types in your
it to solve a problem.
document.

B9.2.3.1.7 Create and present a Publisher document (flyer, CC9.6: Ability to work with all group
advertisement, invitation cards, business cards) members to complete a task successfully
Exemplar(s): CI5.4: Ability to visualise alternatives, see
1. Create a one-page Publisher document e.g. flyer, advertisement, invitationcards, possibilities and identify problems and
business cards, etc. challenges.
DL5.1: Ability to ascertain when
2. Present documents to demonstrate creative abilities.
information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 4: INTRODUCTION TO ELECTRONIC SPREADSHEET
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.2.4.1. B8.2.4.1.1. Perform operations using functions and Built-in functions DL5.1: Ability to ascertain when
DemonstrateHow to Exemplar(s): information is needed and be able to
Use the Spreadsheet identify, locate, evaluate and effectivelyuse
1. Enumerate the difference between formulas and functions.
(using functions and it to solve a problem.
complexformulas) 2. Access built-in functions to perform operations on sample data.
3. Demonstrate the use of common spreadsheet functions such as SUM,
AVERAGE, COUNT, COUNTA, COUNTIF, MAX and MIN.

B8.2.4.1.2 Demonstrate how to create complex formulas DL5.1: Ability to ascertain when
Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectivelyuse
1. Create complex formulas (e.g. finding percentages, commissions, interestrates,
it to solve a problem.
etc.).
CP5.1: Ability to combine information and
ideas from several sources to reach a
conclusion

B8.2.4.1. Demonstrate B8.2.4.1.3. Demonstrate how to copy formulas and references DL5.1: Ability to ascertain when
how to use the Exemplar(s): information is needed and be able to
Spreadsheet. (using identify, locate, evaluate and effectivelyuse
1. Demonstrate the procedure for copying and pasting formulas in a
functions and complex it to solve a problem
worksheet.
formulas) CP5.1: Ability to combine information and
2. Explore how to reference cells and ranges in a worksheet. ideas from several sources to reach a
3. Demonstrate the use of relative and absolute cell referencing in creating conclusion
formulas.
4. Explore how to correct common formula errors.
5. Complete a project that involves creating a set of formulas with common
functions (e.g. simple interest formula)

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 1: COMPUTER NETWORKS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.3.1.1. Identify the B8.3.1.1.1 Describe the data communication models for networks. CC9.1: Demonstrate behaviour and skillsof
concept of computer Exemplar(s): working towards group goals
networking for global
1. Explain the Open System Interconnection (OSI) model
communication
2. Identify the different layers in the OSI model.
3. Discuss the purpose or benefits of the layers in ensuring interoperability of
different hardware devices.

B8.3.1.1.2 Describe the Internet, world wide web (www) and Internet CC7.5: Identify and analyse differentpoints
Protocol (IP) addresses of views of speaker
Exemplar(s):
1. Describe the Internet and the classes of internet addresses.
2. Explain the internet Domain Name Server (DNS), which is equivalent to the
function of a phonebook.
3. Distinguish between IPv4 and IPv6 addresses.
4. Explore the difference between internet and world wide web (www).

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 2: INTERNET AND SOCIAL MEDIA
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.3.2.1 Demonstrate B8.3.2.1.1 Identify the various types of Social Media sites such as Communication and collaboration.
the use of Social Photo sharing (Instagram, Snapchat, Pinterest) and Video Explain ideas in a clear order with
Networking and sharing (YouTube, Facebook Live, Periscope, Vimeo) relevant detail, using conjunctions to
Electronic Mail Exemplars structure and speech.
1. Discuss the use of Photo sharing sites such as Instagram, Snapchat, Pinterest etc.
2. Demonstrate the use of video sharing platforms such as YouTube, Facebook Digital literacy.
Live, Periscope, Vimeo etc. Recognition of societal issues raised by
3. Illustrate the steps involved in attaching a document to an email. digital technologies
4. Explore the use of the address book as a feature of email.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 3: INFORMATION SECURITY
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.3.3.1. Recognise data B8.3.3.1.1 Describe the nature of four major data threats CC8.2: Explain ideas in a clear order with
threats and security (Interruption, Interception, Modification, Fabrication) relevant detail, using correct construction
protections Exemplar(s): and structure of speech.
1. Watch a video on threats to data security. DL6.5: Recognition of societal issues
emanating from the use of digital
2. Discuss the threats that can prevent information from reaching its technologies
destination.
3. Discuss the threats that can cause data corruption.
4. Describe the nature of the four major data threats.

B8.3.3.1. Recognise data B8.3.3.1.2 Map the protection methods to each of the four identified CC9.1: Demonstrate behaviour and skillsof
threats and security data threats (Authorisation, Authentications, Encryption and working towards group goals
protections Decryption) CP 5.5: Effectively evaluate the success of
Exemplar(s): solutions used in an attempt to solve a
1. Brainstorm the methods of protecting data against the four main threats. complex problem.
2. Describe the threats to data security and the methods of preventing each
threat.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 4: WEB TECHNOLOGIES
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.3.4.1. Demonstrate B8.3.4.1.1 Demonstrate how to effectively search from a web browser. CP 5.5: Effectively evaluate the success of
the use of a web browser Exemplar(s): solutions used in an attempt to solve a
(Search engine) complex problem
1. Identify effective search techniques (e.g. using search phrases with exactspelling,
use of AND, OR, NOT, etc. CP6.5: Ability to select alternative(s)that
adequately meet selected criteria
2. Demonstrate how to search with any of the techniques or a combination of
techniques.

B8.3.4.1.2 Explore the use of more than one search engineExemplar(s): DL5.1: Ability to ascertain when
1. Investigate the use of more than one search engine e.g. Ask, Google, yahoo! information is needed and be able to
identify, locate, evaluate and effectivelyuse
2. Explore different search engines with the same search string/terms and it to solve a problem
observe the outcome
CP5.1: Ability to combine information and
3. Discuss the results of your findings in Exemplar(s): 2 above. ideas from several sources to reach a
conclusion

STRAND 4: COMPUTATIONAL THINKING

SUB-STRAND 1: INTRODUCTION TO PROGRAMMING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.4.1.1. Show an B8.4.1.1.1 Describe the basic concepts in programming (Constants, CP5.1: Ability to combine information and
understanding of the Variables, Expressions, Statements /Instructions, logical and arithmetic ideas from several sources to reach a
concept of programming operators, Operator precedence, etc.) conclusion.
Exemplar(s):
1. Create a table to compare how the same arithmetic notations arerepresented in
coding and in classroom mathematics.

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 2:ALGORITHM
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.4.2.1.Analyse the B8.4.2.1.1 Apply variables, expressions, assignment statements and CP 5.5: Effectively evaluate the success of
correct step-by-step operator precedence order (BODMAS rule) to process and store solutions used in an attempt to solve a
procedure in solving any numbers and text in a programme complex problem
real-world problem Exemplar(s):
1. Compute an expression following the operator precedence order (BODMAS)
to exemplify how computers process input data to print out ananswer.

B8.4.2.1.Analyse the
correct step-by-step B8.4.2.1.2 Describe and use sequence, selection and iteration statements CP6.5: Ability to select alternative(s)that
procedure in solving any in a programme. Understand the difference between variables and adequately meet selected criteria
real-world problem constants and be able to choose appropriate namingconventions when
CP 5.5: Effectively evaluate the success of
writing statements.
solutions used in an attempt to solve a
Exemplar(s): complex problem
1. Draw the four basic symbols representing programme start-stop, input-
output, process and decision.
2. Identify a real case problem in the environment and arrange the symbols to
represent a logical step-by-step sequence in solving that problem. (Example,
illustrate the logical steps to prepare the land for a maize farm).

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 3: ROBOTICS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.4.3.1. Discuss Robot B8.4.3.1.1 Describe the principles underlying the operation of the CC8.2: Explain ideas in a clear order
Intelligence Concepts components of a robot (Controller Mechanical, Sensors) with relevant detail, using correct
Exemplar(s): construction and structure of speech
1. Explain the controller as the “brain” of the robot. CP 5.2: Analyse and make distinct judgement
about viewpoints expressed inan argument
2. Demonstrate understanding of mechanical parts such as motors, pistons, grippers,
wheels and gears that make the robot move, grab, turn around orlift
(Actuators).
3. Watch video/pictures of the various parts of the robot.
4. Describe how a range of sensors can be used to input data into a computer
system, including light, temperature, magnetic field, gas, pressure, moisture,
humidity, pH and motion
5. Describe how these sensors are used in real-life scenarios, for example: street
lights, security devices, pollution control, games, and household andindustrial
applications
NB: Sensors are used to estimate a robot’s condition and environment.The
controller is run by a computer programme

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 4: ARTIFICIAL INTELLIGENCE
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B8.4.4.1 Discuss B8.4.4.1.1 Discuss Artificial Neural Networks (ANN) and CC9.3: Understand roles during group
Artificial Intelligence compareintelligence in humans, animals and machines activities
Concepts Exemplar(s):
1. Compare intelligence in humans, animals and machines.
2. Compare the limitations and capabilities of the three intelligences in
processing information
3. Discuss the difference between strong and weak artificial intelligence.
4. Discuss hologram science basics and link the application in creating a3-
Dimension mixed reality (MR) intelligence.

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 BASIC 9

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.1.1.1 Identify parts B91.1.1.1. Discuss the trends in the next generation of computers Communication and Collaboration
of a Computer and Exemplar(s): (CC)
Technology Tools CC7.5: Identify and analyse differentpoints
1. Identify features expected to be seen in the next generation of computers.
of views of speaker.
2. Describe Google quantum computer (sycamore) and compare its
CC7.3: Provide feedback in areas of ideas,
processing power with other supercomputers (focus on processor).
organisation, voice, word choice and
sentence fluency in communication.

B9.1.1.1.2. Examine the concept of Perceptual Computing CC7.5: Identify and analyse differentpoints
Exemplar(s): of views of speaker.
1. Discuss the features of Perceptual Computing. CC7.3: Provide feedback in areas of ideas,
organisation, voice, word choice and
sentence fluency in communication.

B9.1.1.1.3 Discuss the uses of Output devices such as WearableDisplays, Communication and Collaboration
E-Paper, E-Books, Kindle (CC), Digital Literacy (DL)
Exemplar(s): CC7.5: Identify and analyse differentpoints
1. Describe Wearable Displays (e.g. Google Glass), E-Paper, E-Books (e.g.Kindle) of views of speaker.

B9.1.1.1.4 Describe Storage Systems: Network and Cloud Storage DL5.3: Ability to find and utilise digital
Systems, Smart Cards, Holographic Storage, Storage Systems for content.
Large Computer Systems (home servers or media servers) CC7.5: Identify and analyse differentpoints
Exemplar(s): of views of speaker.
1. Discuss Network and Cloud Storage Systems, Smart Cards, Holographic Storage,
Storage Systems for Large Computer Systems (home servers or media servers).
2. Explore common cloud storage examples such as Google Drive, One Drive, etc.
3. Discuss the pros and cons of using cloud storage.

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CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.1.1.2. Demonstrate B91.1.2.1 Explore personalisation of the computer Communication and Collaboration
the Use of the Desktop Exemplar(s): (CC), Digital Literacy (DL)
1. Change desktop icons. DL5.1: Ability to ascertain when
information is needed and be able to
2. Change mouse pointers. identify, locate, evaluate and effectivelyuse
it to solve a problem.

B9.1.1.2.2 Identify and use file management techniques (drivers and CC7.5: Identify and analyse differentpoints
hardware) of views of speaker.
Exemplar(s): DL5.3: Ability to find and utilise digital
1. Identify and explore the use of device drivers e. g. sound drivers and video content.
graphic drivers
2. Explain plug-and-play devices.
3. Demonstrate how to install, update or delete drivers.

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 2: TECHNOLOGY INTHE COMMUNITY (COMMUNICATION)
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.1.2.1. Demonstrate B9.1.2.1.1. Evaluate problems in the community that can be solvedwith Creativity and Innovation (CI),
the Use of Technology in technology Communication and Collaboration
the Community Exemplar(s): (CC), Critical Thinking and
ProblemSolving (CP).
1. Discuss problems in the community that can be solved using technology.Work
in pairs. CC8.1: Speak clearly and explain ideas.
Share a narrative or extended answer while
speaking to a group.
CC9.2: Understand and useinterpersonal
skills.
CP5.1: Ability to combine information and
ideas from several sources to reach a
conclusion.

B9.1.2.1.2. Propose solutions to the problems identified CC8.1: Speak clearly and explain ideas.
Exemplar(s): Share a narrative or extended answer while
speaking to a group.
1. Present technological solutions to the problems identified in B9.1.2.1.1.
CP5.1: Ability to combine information and
ideas from several sources to reach a
conclusion.

B9.1.2.1.3. Design the solution selected CI 5.7: Putting forward constructive

Exemplar(s): comments, ideas, explanations and newways of
doing things.
1. Design the solution selected.
2. Present the solution designed. CC8.1: Speak clearly and explain ideas.Share
a narrative or extended answer while
NB: Tasks in B9.1.2.1 is to be done as a project work speaking to a group.

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 STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 3: HEALTH AND SAFETY INTHE USE OF ICT TOOLS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.1.3.1. Demonstrate B9.1.3.1.1 Evaluate health issues at workstationsExemplar(s): CC8.1: Speak clearly and explain ideas.
How to Apply Health 1. Discuss the use of ergonomic tools such as ergonomic keyboard and paperstand. Share a narrative or extended answer while
and Safety Measures in speaking to a group.
the Use ICT Tools 2. Demonstrate the appropriateness of the lighting system while working withthe
computer.

B9.1.3.1.2 Evaluate Safety Risk Reduction at issues at workstations CC8.1: Speak clearly and explain ideas.
Exemplar(s): Share a narrative or extended answer while
speaking to a group.
1. Discuss the heat generated by machines (e.g. computers, printers etc.) andhow to
reduce excess heat.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.2.1.1 Demonstrate B9.2.1.1.1. Demonstrate how to add pictures, insert a screenshot Creativity and Innovation
How to Use Microsoft and screen clipping and print screen (CI),Digital Literacy (DL)
Word (Multimedia) Exemplar(s): CI5.4: Ability to visualise alternatives, see
1. Explore the use of the clip art, screenshot and screen clipping in the Insert possibilities and identify problems and
Ribbon. challenges.
DL5.1: Ability to ascertain when
2. Demonstrate the use of the print screen key in capturing and inserting
information is needed and be able to
pictures.
identify, locate, evaluate and effectivelyuse
it to solve a problem.

B9.2.1.1.2. Demonstrate the use of SmartArt CI5.4: Ability to visualise alternatives, see
Exemplar(s): possibilities and identify problems and
challenges.
1. Illustrate the use of SmartArt in the Illustrations group of the Insert Ribbon.
DL5.1: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem.

B9.2.1.1.3. Demonstrate how to add Multimedia (audios, videos, CI5.4: Ability to visualise alternatives, see
animations), Charts and Hyperlinks possibilities and identify problems and
Exemplar(s): challenges.
1. Explore the use of the clip art and screenshot in the Insert Ribbon. DL5.1: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem.

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 2: INTRODUCTION TO PRESENTATION
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.2.2.1 B9.2.2.1.1. Demonstrate how to add pictures and insert screenshots Creativity and Innovation
DemonstrateHow to Exemplar(s): (CI),Digital Literacy (DL)
use Microsoft CI5.4: Ability to visualise alternatives, see
1. Explore the use of the clip art and screenshot in the Insert Ribbon.
PowerPoint possibilities and identify problems and
(Multimedia) challenges
DL5.1: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem

B9.2.2.1.2. Demonstrate how to animate slides in a presentation CI5.4: Ability to visualise alternatives, see
Exemplar(s): possibilities and identify problems and
challenges
1. Demonstrate the use of transitions and animations.
DL5.1: Ability to ascertain when
2. Create a seven-slide presentation with animations and transitions. information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem

B9.2.2.1.3. Demonstrate how to add Multimedia (audios, videos etc.), CI5.4: Ability to visualise alternatives, see
tables and charts possibilities and identify problems and
Exemplar(s): challenges
1. Explore the use of the Insert Ribbon tab to add multimedia (e.g. audios, DL5.1: Ability to ascertain when
videos, etc.). information is needed and be able to
identify, locate, evaluate and effectivelyuse
2. Demonstrate the use of tables and charts in slides. it to solve a problem

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 STRAND 2: PRODUCTIVITY SOFTWARE
SUB-STRAND 3: INTRODUCTION TO DESKTOP PUBLISHING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.2.3.1. Critique a B9.2.3.1.1 Create and present a desktop published document (flyer, Creativity and Innovation (CI),
Desktop Published advertisement, invitation cards, business cards) Communication and Collaboration
Document Exemplar(s): (CC), Digital Literacy (DL), Critical
Thinking and Problem Solving (CP).
1. Create and present a four-page document with images and overflow e.g.flyer,
advertisement, storybook. CI5.4: Ability to visualise alternatives, see
possibilities and identify problems and
challenges
DL5.1: Ability to ascertain when
information is needed and be able to
identify, locate, evaluate and effectivelyuse
it to solve a problem.
CC9.6: Ability to work with all group
members to complete a task successfully.

B9.2.3.1.2 Describe a desktop published document DL5.1: Ability to ascertain when

Exemplar(s): information is needed and be able to
identify, locate, evaluate and effectivelyuse
1. Give out your document to another learner assigned to you and collect the
it to solve a problem.
learner’s document.
CP5.1: Ability to combine information and
2. Examine the document received in terms of the position of text and images,use of ideas from several sources to reach a
colour, mechanics, content accuracy, etc. conclusion
CC9.6: Ability to work with all group
members to complete a task successfully

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CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.2.3.1. Critique a B9.2.3.1.3 Evaluate a desktop published documentExemplar(s): CC9.6: Ability to work with all group
Desktop Published 1. Evaluate the assigned document using, but not limited to the following criteria: members to complete a task successfully.
Document position of text and images, general layout of the document, use of colour, CP5.1: Ability to combine information and
mechanics (punctuation, spelling, italics, capitalisation, etc.), andappropriateness ideas from several sources to reach a
of the design for the intended purpose. conclusion.

STRAND 2: PRODUCTIVITY SOFTWARE

SUB-STRAND 4: INTRODUCTION TO ELECTRONIC SPREADSHEET
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.2.4.1. Demonstrate B9.2.4.1.1 Perform data filtering, sorting and validation Communication and Collaboration
How to Use Spreadsheet Exemplar(s): (CC), Digital Literacy (DL), Critical
(Advanced Operations) Thinking and Problem Solving (CP).
1. Describe Fields (columns), Records (rows) and Tables (structured/
unstructured). DL5.1: Ability to ascertain when
information is needed and be able to
2. Illustrate examples of structured and unstructured tables. identify, locate, evaluate and effectivelyuse
3. Construct a structured data table of class members (e.g. data table may havethe it to solve a problem
following fields: Surname, First name, Date of Birth, Sex, Home Town, Region, etc). CP5.1: Ability to combine information and
4. Apply validation rules to check for errors. ideas from several sources to reach a
conclusion
5. Convert data tables to a list in MS Excel.
CC9.6: Ability to work with all group
6. Demonstrate the process of entering data to a list. members to complete a task successfully
7. Demonstrate the use of validation list in the Sex column (in Exemplar(s): 3)to
provide options in a drop-down for data entry.
8. Demonstrate how to sort data in alphabetical order (ascending/descending)and
filter data to display only selected data.

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 CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.2.4.1. Demonstrate B9.2.4.1.2. Demonstrate how to use styles, themes, templates and Creativity and Innovation (CI),
how to use spreadsheet macros Communication and Collaboration
(Advanced Operations) Exemplar(s): (CC), Digital Literacy (DL), Critical
Thinking and Problem Solving (CP).
1. Describe the difference between templates and macros.
CI5.4: Ability to visualise alternatives, see
2. Create new spreadsheet documents from predefined templates in MS Excel. possibilities and identify problems and
3. Demonstrate the use of styles and themes on sample worksheets. challenges.
4. Do a project on formatting a dataset by applying styles and themes. DL5.1: Ability to ascertain when
information is needed and be able to
5. Explore the use of macros. identify, locate, evaluate and effectivelyuse
it to solve a problem.
CC9.6: Ability to work with all group
members to complete a task successfully.

B9.2.4.1.3. Demonstrate the use of data tables, pivot tables, charts CC9.6: Ability to work with all group
and pivot charts members to complete a task successfully.
Exemplar(s): CP5.1: Ability to combine information and
1. Explore pivot tables and charts. ideas from several sources to reach a
conclusion.
2. Explore the use of a pivot table to display a summary of the dataset (referto
indicator B9.2.4.1.1).
3. Insert a pivot chart to display the number of males and females in the class.
4. Demonstrate the use of the sort and filter features of the pivot table.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 1: COMPUTER NETWORKS
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.3.1.1. Know the B9.3.1.1.1 Discuss types of e-commerce and the cashless society Digital Literacy (DL),
Concept of Computer (Bitcoin, Transaction cards, Quick Response code (QR) payment Communication and Collaboration
Networking for system) (CC)
Global Exemplar(s): DL5.3: Ability to find and utilise digital
Communications content
1. Explore the use of the Internet to engage in online business: selling, buyingand
paying for products online. CC8.5:Vary the level of detail and the
2. Discuss the use of online banking systems (e.g. using mobile money, bitcoin,the use language used when presenting to make it
appropriate to the audience
of MasterCard, Visa card, QR code payment system, etc.).

B9.3.1.1.2 Justify eLearning potentials CC8.1: Speak clearly and explain ideas.
Exemplar(s): Share a narrative or extended answer while
speaking to a group
1. Explain the concept of eLearning, its benefits and disadvantages.
DL5.1: Ability to ascertain when
2. Discuss projects on a collaborative platform (e.g. iBox network, the use ofad information is needed and be able to
hoc network to share resources, Wikis, Google Docs] etc.) identify, locate, evaluate and effectivelyuse
it to solve a problem

STRAND 3: COMMUNICATION NETWORKS

SUB-STRAND 2: INTERNET AND SOCIAL MEDIA
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.3.2.1 Demonstrate B9.3.2.1.1 Identify the advantages and risks in the use of social media DL5.1: Ability to ascertain when
the Use of Social platforms information is needed and be able to
Networking and Exemplar(s): identify, locate, evaluate and effectivelyuse
Electronic Mail it to solve a problem.
1. Illustrate the benefits of using social media sites
2. Discuss the issues and risks surrounding the usage of social media platformsand
how to avoid them.
3. Explore reply, reply all, forward and forward all features in the use of emails

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 3: INFORMATION SECURITY
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.3.3.1. Recognise data B9.3.3.1.1 Discuss cyberbullying, cyberstalking, digital footprint anddigital Creativity and Innovation (CI),
threats and the means shadow on the Internet Digital Literacy (Dl), Critical
of protection Exemplar(s): Thinking and Problem Solving (CP),
Communication and Collaboration
1. Watch a film or do a reading on cyberbullying, cyberstalking, digital footprint,digital
(CC)
shadows.
DL 6.1: Understand the sociological and
2. Discuss the nature of cyberbullying, cyberstalking, digital footprint and digital emotional aspects of cyberspace
shadows.
CP 6.4: Ability to identify important and
3. Identify examples of cyberbullying, cyberstalking, digital footprint and digital appropriate criteria and use them to
shadows. evaluate available alternatives
4. Discuss the effects on cyberbullying on individuals CC8.5: Vary the level of detail and the
language used when presenting to make it
appropriate for the audience

B9.3.3.1. Recognise data B9.3.3.1.2 Explain ten (10) information hacking techniques on the DL5.1: Ability to ascertain when
threats and the means Internet environment. information is needed and be able to
of protection Exemplar(s): identify, locate, evaluate and effectivelyuse
it to solve a problem
1. Brainstorm information hacking techniques on the internet environment.
.
2. Explain ten (10) information hacking techniques e.g. phishing, keyloggers,Denial
of Service attack, eavesdropping, etc.

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 STRAND 3: COMMUNICATION NETWORKS
SUB-STRAND 4: WEB TECHNOLOGIES
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.3.4.1 B9.3.4.1.1 Examine the importance of creating blogs Creativity and Innovation
Demonstratethe Use Exemplar(s): (CI),Digital Literacy (DL).
of a Web Browser CI 6.6: Being open-minded, adapting and
1. Discuss the importance of creating blogs.
(Blogging) modifying ideas to achieve creativeresults.
DL5.3: Ability to find and utilise digital
content

B9.3.4.1.2 Develop a blog for the school or a social club DL6.3: Use digital tools to create novel
Exemplar(s): things
1. Investigate the items to include in a school or social club blog.
2. Develop a blog for the school or a social club.

B9.3.4.1.3 Explore the steps in publishing a blogExemplar(s): DL6.3: Use digital tools to create novel
1. Identify steps in publishing a blog. things
2. Demonstrate the procedure for publishing a blog and invite others to
comment.

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 1: INTRODUCTION TO PROGRAMMING
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.4.1.1. Show an B9.4.1.1.1 Describe the conversion of decimal into binary data typefor Creativity and Innovation
Understanding of computer to recognise the meaning, process and store (CI),Critical Thinking and
the Concept of Exemplar(s): ProblemSolving (CP).
Programming CP 5.5: Effectively evaluate the success of
1. Convert decimal, binary and hexadecimal data from one format to another.
solutions used in an attempt to solve a
2. Show the results of calculating two or more binary numbers using the complex problem
mathematical notation or operators in the number base two rule.

B9.4.1.1.2 Identify the different tools which are accessible in CI 5.5: Ability to try new alternatives and
Integrated Development Environment (IDE) to aid the development different approaches.
of codes
CP 6.6: Preparedness to recognise
Exemplar(s): andexplain results after
1. Explore programming languages such as Snap, Scratch and Python to explainthe key implementation ofplans.
terminologies (variables, operators, controls, events, etc.) around the coding
environment.
Explore a web development programme to create a simple website.

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 2:ALGORITHM
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.4.2.1.Analyse the B9.4.2.1.1 Write a programme using flowchart and Pseudocode Creativity and Innovation
Correct Step-by-step algorithm that includes sequence, selection and iteration choices in (CI),Critical Thinking and
Procedure in Solving any problem-solving ProblemSolving (CP).
Real-world Problem Exemplar(s): CI6.1: Exhibit strong memory, intuitive
1. Discuss at least three ways to do proper hand-washing and prepare thinking; and respond appropriately.
beverages with or without sugar and/or milk. CP 6.4: Ability to identify important and
2. Write an algorithm for Exemplar(s): 1 that focuses on procedure appropriate criteria and use them to
correctness and shortest time to execute. evaluate available alternatives.

B9.4.2.1.2 Translate a Flowchart algorithm to Pseudocode format andvice CI5.4: Ability to visualise alternatives, see
versa possibilities and identify problems and
Exemplar(s): challenges.
1. Write an algorithm using flowchart format. Convert or translate the same flowchart
algorithm into a Pseudocode format. (do a vice versa translation example to
reinforce critical thinking)

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 3: ROBOTICS

CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES

STANDARD
B9.4.3.1. Discuss Robot B9.4.3.1.1 Construct a robot artefact using available lab componentsand Creativity and Innovation
Intelligence Concepts tools or emulator/simulator software pack. (CI),Critical Thinking and
Exemplar(s): ProblemSolving (CP).
1. Explain the three basic laws of robotics by Isaac Asimov i.e. Asimov’s CI 6.3: Ability to select the most effective
science fiction laws of robotics. creative tools for work and givereasons
for the choice
2. Demonstrate how a robot is assembled using real robots’ toolkit/video/
CP 5.4: Generate hypothesis to help
pictures.
answer complex problems
3. Explore a robotic software pack, e.g. Scratch, Webot, Snap, Mbot
software, EV3 and Mobile Applications such as lightbot

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 STRAND 4: COMPUTATIONAL THINKING
SUB-STRAND 4: ARTIFICIAL INTELLIGENCE
CONTENT INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES
STANDARD
B9.4.4.1 Discuss B9.4.4.1.1. Describe the knowledge-based systems (Expert systems)as Communication and Collaboration
Artificial intelligence the classical Artificial intelligence (CC), Critical Thinking and
Concepts Exemplar(s): ProblemSolving (CP)
1. Illustrate the use of IF-THEN control structure for querying an expert CC8.2: Explain ideas in a clear order with
system relevant detail, using correct construction
and structure of speech.
2. Demonstrate how to input a request in any knowledge-based system to
generate an output or result (e.g. Telemedicine system) CP 6.6: Preparedness to recognise and
explain results after implementation of
3. Demonstrate how to go onto the web and use Google’s Teachable Machine demo plans.
to get a basic understanding of how machine learning works (e.g. Whatisit as an
open-source cloud-based app which can identify the object inan image/photo)
NB: Demonstrate how data is collected and the extent to which information
can be used. Also discuss thoughts on machine learning. https://
teachablemachine.withgoogle.com

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GLOSSARY

1. Holographic storage It is a computer storage device that uses beams of light to store three-dimensional digitally created data.
2. Cloud Storage Includes saving data in a remote physical location that can be accessed through the Internet from any device.
3. Wearable computer It is a technology tool that a customer can wear usually to monitor health and fitness-related information.
4. E-Paper It is a technology that makes this easy to read text on an electronic gadget.
5. E-Books An electronic version of a physical book that can be read on a screen or a handheld device specifically designed forreading.
6. Kindle This is the first portable hardware computer released in the U.S. Kindle shows images and text using E ink, and can useSprint’s
Evolution-Data Optimised (EVDO) to get e-books over the Amazon Whispernet.
7. Smart Cards A plastic card with a built-in microprocessor, used typically to perform financial transactions.
8. Sensors A device which detects or measures a physical property and records, indicates, or otherwise responds to it.
9. BODMAS This is an acronym and it stands for Bracket, Of, Division, Multiplication, Addition and Subtraction. It is an order of
operations which includes a collection of rules that reflect conventions about which procedures to perform first inorder
to evaluate a given mathematical expression.
10. Quantum Quantum computing is the use of quantum-mechanical phenomena such as superposition and entanglement to perform
computation. A quantum computer is used to perform such computation, which can be implemented theoretically or physically.
11. Sycamore Sycamore is the name of Google’s quantum processor comprising 54 qubits (quantum bits). Sycamore achieved itsresults
using exactly 53 qubits. A 54th one on the chip failed.

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APPENDICES

APPENDIX 1: CORE COMPETENCIES AND SUBSKILLS OF THE COMMON CORE PROGRAMME (CCP)

1. COMMUNICATION AN COLLABORATION (CC)

B7-B9
CC7: LISTENING CC8: PRESENTING CC9:TEAMWORK
CC7.1: Identify words or sentences in context CC8.1: Speak clearly and explain ideas. Share a narrative CC9.1: Demonstrate behaviour and skills ofworking
appropriately or extended answer while speaking to agroup towards group goals

CC7.2: Interpret correctly and respond to non- CC8.2: Explain ideas in a clear order with relevant CC9.2: Understand and use interpersonal skills
verbal communication such as facial expressions,cues detail, using correct construction and structure of
and gestures speech
CC7.3: Provide feedback in areas of ideas, CC8.3: Apply appropriate diction, and structure CC9.3: Understand roles during group activities
organisation, voice, word choice and sentence sentences correctly for narrative, persuasive, imaginative
fluency in communication and expository purposes

CC7.4: Identify underlying themes, implicationsand CC8.4: Anticipate different responses from the CC9.4: Help group work on relevant activities
issues when listening audience and plan for them
CC7.5: Identify and analyse different points ofviews of CC8.5:Vary the level of detail and the languageused CC9.5: Appreciate the importance of includingall
speaker when presenting to make it appropriate to the team members in discussions and actively
audience encourage contributions from them
CC9.6: Ability to work with all group members to
complete a task successfully
CC9.7: Effectively perform multiple roles within
the group
CC9.8: Demonstrate an awareness of the wider team
dynamics and work to minimise conflicts inthe team

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2. CRITICAL THINKING AND PROBLEM SOLVING (CP)

B7-B9
CP5: CRITICAL THINKING CP6: PROBLEM SOLVING
CP 5.1: Ability to combine information and ideas from several sources toreach a CP 6.1: Ability to effectively define goals towards solving a problem
conclusion
CP 5.2: Analyse and make distinct judgement about viewpoints expressed inan CP 6.2: Ability to explain plans for attaining goals
argument
CP 5.3: Create simple logic trees to think through problems CP 6.3: Identify important and appropriate alternatives
CP 5.4: Generate hypothesis to help answer complex problems CP 6.4: Ability to identify important and appropriate criteria and use themto
evaluate available alternatives
CP 5.5: Effectively evaluate the success of solutions used in an attempt tosolve a CP 6.5: Ability to select alternative(s) that adequately meet selected criteria
complex problem
CP 5.6: Demonstrate a thorough understanding of a generalised conceptand facts CP 6.6: Preparedness to recognise and explain results after implementationof
specific to task or situation plans
CP 5.7: Provide new insight into controversial situation or task CP 6.7: Implement strategies with accuracy
CP 5.8: Identify and prove misconceptions about a generalised concept orfact
specific to a task or situation
CP 5.9: Identify and explain a confusion, uncertainty or a contradiction
surrounding an event
CP 5.10: Develop and defend a logical plausible resolution to a confusion,
uncertainty or contradiction surrounding an event

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 3. PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

B7-B9
PL5: PERSONAL DEVELOPMENT PL6: LEADERSHIP
PL5.1: Understanding oneself (strengths, weaknesses, goals and aspirations)in PL6.1: Ability to serve group members effectively
reacting and adjusting to novel situations
PL5.2: Demonstrate a sense of belonging in a group PL6.2: Division of tasks into solvable units and assigning group members totask
units
PL5.3: Recognise one’s emotional state and their preparedness to applyemotional PL6.3: Ability to manage time effectively
intelligence
PL5.4: Ability to understand one’s personality traits PL6.4: Ability to manage and resolve conflicts
PL5.5: Desire to accept one’s true self and overcome weaknesses PL6.5: Ability to monitor team members to ascertain progress
PL5.6: Ability to set and maintain personal standards and values PL6.6: Ability to mentor peers
PL6.7: Actively promote effective group interaction and the expression ofideas and
opinions in a way that is sensitive to the feelings and background ofothers

PL6.8: Actively assist group identify changes or modifications necessary inthe

group activities and work towards carrying out those changes

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4. CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

B7-B9
CG5: CULTURAL IDENTITY CG6: GLOBAL CITIZENSHIP
CG5.1: Show a strong sense of belonging to one’s culture CG6.1: Understanding of influences of globalisation on traditions, languagesand
cultures
CG5.2: Develop and exhibit ability to defend one’s cultural beliefs, practicesand CG6.2: Recognise resistance to global practices that are inimical to ourculture
norms
CG5.3: Develop and express respect, recognition and appreciation ofothers’ CG6.3: Know the global discourse about the roles of males and females
cultures
CG5.4: Develop and exhibit a sense of cultural identity CG6.4: Exhibit a sense of nationality and global identity
CG5.5: Adjust to the demands of customs, traditions, values and attitudes of
society

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 5. CREATIVITY AND INNOVATION (CI)

B7-B9
CI5: KNOWLEDGE, UNDERSTANDING, SKILLS AND
CI6: REFLECTION AND EVALUATION
STRATEGIES
CI 5.1: Examine alternatives in creating new things CI 6.1: Exhibit strong memory, intuitive thinking and respond appropriately
CI 5.2: Ability to merge simple/complex ideas to create novel situations orthings CI 6.2: Ability to reflect on approaches to creative tasks and evaluate the
effectiveness of tools used
CI 5.3: Identification of requirements of a given situation and justification ofmore CI 6.3: Ability to select the most effective creative tools for work, and give
than one creative tool that will be suitable reasons for the choice
CI 5.4: Ability to visualise alternatives, see possibilities and identify problemsand CI 6.4: Imagining and seeing things in a different way
challenges
CI 5.5: Ability to try new alternatives and different approaches CI 6.5: Anticipate and overcome difficulties relating to taking initiatives
CI 5.6: Understand and use analogies and metaphors CI 6.6: Being open-minded, adapting and modifying ideas to achieve creativeresults

CI 5.7: Putting forward constructive comments, ideas, explanations and newways CI 6.7: Look and think about things differently and from different
of doing things perspectives
CI 6.8: Recognise and generalise information and experience; search fortrends and
patterns
CI 6.9: Interpret and apply learning in new contexts
CI 6.10: Reflect on work and explore the thinking behind thoughts and
processes

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6. DIGITAL LITERACY (DL)

B7-B9
DL5: PHOTO-VISUAL AND INFORMATION LITERACY DL6: SOCIO-EMOTIONAL AND REPRODUCTION
LITERACY
DL5.1: Ability to ascertain when information is needed and be able toidentify, DL 6.1: Understand the sociological and emotional aspects of cyberspace
locate, evaluate and effectively use it to solve a problem
DL5.2: Ability to recognise and avoid traps in cyberspace DL 6.2: Create a meaningful and original piece of work, or its interpretationby
integrating existing information
DL5.3: Ability to find and utilise digital content DL6.3: Use digital tools to create novel things
DL5.4: Ability to construct knowledge from a non-linear hyper-textualnavigation DL6.4: Adhere to behavioural protocols that prevail in cyberspace

DL5.5: Evaluate the quality and validity of information DL6.5: Recognition of societal issues emanating from the use of digitaltechnologies

DL5.6: Preparedness to make better decisions using available information DL6.6: Knowledge and recognition of ethical use of information

Please note these inclusivity issues

The core competencies outlined in this document must be assessed taking into consideration
learners with special needs (physical disabilities, learning disabilities, etc.).
Consider the use of realia for visual and visually challenged

learners. A system of creating alternatives for tasks must also be

adopted.

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REFERENCES

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 19. Ministry of Education, Science and Sports (2007). Teaching syllabusfor ICT (JHS) Accra: Curriculum Research and Development Division (CRDD).
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COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS
NAME INSTITUTION
Dr Kofi Ayebi-Arthur (Leader) College of Education Studies, University of Cape Coast
Dr Eric Opoku Osei NaCCA
Mr. Frank Appoh Ghana Education Service
Mr. Kwasi Abankwa Anokye Science & ICT Education Unit, Ghana Education Service
WRITING PANEL
Mr. Mark Anibrika Tema Meth. Day Sen. High School
Mr. Desire M. K. Ayite University Basic School-NC, University of Cape Coast
Mr. Isaac Yeboah Basic Education Division, Ghana Education Service
Mr. Emmanuel Duncan Sch. of Education, Valley View University

Cambridge International
Dr Ephrem Kwaku Kwaa-Aido University of Education, Winneba
REVIEWERS
John K. E. Edumadze University of Cape Coast
Mr. Maxwell Aidoo Al-Rayan International School

SUPERVISORS AND COORDINATING TEAM

NAME INSTITUTION
Dr Prince H. Armah Director-General (Ag.), NaCCA
SUPERVISORS
Prof. Kwame Osei Kwarteng Council Chairman, NaCCA

Mr. Johnson Boakye Yiadom NaCCA/EDT

COORDINATIN Mr. John Mensah Anang NaCCA

GTEAM Mr. Cosmos Eminah NaCCA
Mrs. Wilma S. Titus-Glover NaCCA

GRAPHIC DESIGNER Eugene Offei Tettey NaCCA

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