ICT CURRICULUM GUIDE

For Lower Secondary School

Developed By: Mrs. Danielle Palmer

(Curriculum Development Officer for ICT)

September, 2022
CONTENTS
RATIONALE FOR SYLLABUS …………………………………………………………………………….3

CONTRIBUTORS ……………………………………………………………………………………………3

GENERAL AIMS …………………………………………………………………………………………….4

SCOPE OF CONTENT ………………………………………………………………………………………4

COURSE DELIVERY ………………………………………………………………………………………..5

PREREQUISITE SKILLS ……………………………………………………………………………………5

SUBJECT OUTLINE …………………………………………………………………………………………5

UNITS …………………………………………………………………………………………………………7

LESSON PLANS ……………………………………………………………………………………………..62

REFRENCES ………………………………………………………………………………………………....68

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Course Title: Information and Communications Technology (ICT)

Target Group: Form 1 and Form 2

Course Hours: 76 hours

RATIONALE FOR SYLLABUS

In Grenada, Carriacou and Petite Martinique, the lower Secondary School, namely forms’ one and two, have gone without a forma l
syllabus for Information Technology. The Information Technology syllabus official starts from form three to form five. As a result of
no lower secondary syllabus, teachers at this level have been forced to teach topics to students that they presume to be nece ssary for
learning, without any guidance or information as to what should actually be taught. In light of this challenge, the ICT syllabus has been
designed to equip students with the ICT knowledge and skills needed to function in this technological world and obtain a smooth
transition into CSEC Information Technology at the upper Secondary School level.

CONTRIBUTORS
ICT Officers:
Mr. Jervis Dabreo
Mr. Kade DeCoteau

District Information Technology Officers:

Ms. Jessel Walcott
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Ms. Anika Edwards
Mr. Delon Moses
Mr. Keshawn Paul
Mr. Dennie Walker
Mr. Kester Williams

Curriculum Development Officers:

Mrs. Dora Cambridge
Mrs. Marisha Charles-Alexis

GENERAL AIMS

This syllabus is designed to help students:

▪ Prepare for Information Technology CSEC, at the Form 3 level.

▪ Care for and maintain e-Learning devices

▪ Obtain general ICT skills.

▪ Beware of the computer system and its components.

▪ Navigate the World Wide Web.

▪ Become effective digital citizens

▪ Develop awareness in cyber security and digital laws.

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 ▪ Develop problem-solving skills.

▪ Master mouse and keyboarding skills.

SCOPE OF CONTENT
The syllabus comprises both theory and practical content, which is designed to provide students with knowledge and skills in computer
hardware, application software, computer care, internet usage, ICT tools, coding and keyboard mastery.

COURSE DELIVERY
Teachers of Information Technology and EDPM are preferred for the delivery of this course. Additional content, activities and
assessments can be used by the teachers, as well as, use of additional textbooks and websites to the CSEC Information Technology,
EDPM for CSEC and CCSLC Digital Literacy textbooks. Websites recommended are Mrs Palmers EDPM site and Scratch website.

PREREQUISITE SKILLS
Students should have acquired the basic skill of following instructions.

SUBJECT OUTLINE

Units Topics

Form 1

1 Fundamentals of Computer Hardware

2 Computer Care and Usage

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3 Internet Safety and Digital Citizenship

4 Introduction to Mouse and Keyboarding Skills

Form 2

5 Digital Communication Technologies

6 Introduction to Application Software

7 Introduction to Coding

8 Keyboard Mastery

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 UNIT 1
Fundamentals of Computer Hardware
Specific Objectives Content Suggested Teaching and Assessment
Learning Activities
Students should be able to:
1. Define the Computer ● An electronic machine or device that ● Have students bring their ● As a homework assignment,
accepts and processes data to produce eLearning devices to class students will make a list of
information. to further define a the computers (desktops,
computer. laptops, tablets,
smartphones, smart watches,
● Describe for students how etc.) owned by themselves,
their eLearning devices parents/guardians and
accept and process data to siblings, if any, and present
produce information. their lists in the following
lesson.

2. Identify the basic types of ● Supercomputers, mainframe, ● List and define the types of ● Use Kahoot.com to create a
computer minicomputers and microcomputers, computers. quiz where students have to
such as: desktops, laptops, notebooks, identify the types of
tablets, mobile devices. ● Show students pictures computers, based on their
and/or videos of the definitions.

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 different types of
computers.

3. Discuss the difference between ● Data is raw facts and figures. ● Provide students with ● In groups, have students
Data and Information various grouped examples brainstorm other examples
● Information is processed data. of data and information: of Data and Information.
1) Data – 123
Information – add the
numbers 1, 2 and 3,
which equals 6.

2) Data – sugar, flour,

butter, etc.
Information – mix the
ingredients and bake a
cake.

4. Identify the basic components ● Control Unit(CU) ● Have students research the
of a computer system. definitions of each
● Central Processing Unit (CPU) component and term.
● Arithmetic Logic Unit (ALU) Teacher will provide
clarification wherever
necessary.

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 ● Do an unscramble game
with the students, using the
different components:

1) Mraiittech
2) Ingrsocpse
3) Lootcrn
4) Glico

5. List various input & output ● Input devices: Mouse, keyboard, ● Prepare a PowerPoint ● Have students match
devices. scanner, touchscreen, barcode reader, presentation for this lesson pictures of various devices
sensors, biometric technology with definitions for input to either input or output
and output device, along devices.
● Output: printer, monitor, speaker, with lots of pictures of
projector input and output devices

6. List the internal parts of a ● Core Hardware Parts: ● Define the internal parts
System Unit Memory, hard drive, processor, and their functions to
Motherboard students.
● Show to students a real life
RAM stick, hard drive and
processor.

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7. Identify types of Storage ● Basics of Storage ● Explain Storage, its Units ● Students will be given an
Definitions: Bit, Byte, Character, Word, and representation of the assignment to find the
Word size Units. number of bytes in the
following:
Units of Storages: Kilobyte, Megabyte, ● Define the types of storage a) 4 Kilobytes =
Gigabyte, Terabyte, Petabyte and discuss their b) 512 Kilobytes =
differences. c) 2 Megabytes =
Representation of the Units: d) 8 Megabytes =
1 byte = 8 bits e) 16 Gigabytes =
1 Kilobyte = 1024 bytes, etc. f) 32 Gigabytes =

● Primary: ROM & RAM

● Secondary: Hard drive, USB, Flash

drive, memory card, network/cloud
storage, and optical disks
8. Troubleshoot basic hardware ● Check that there is power before ● Provide students with the ● Select a computer system in
issues plugging in device troubleshooting checklist. the IT Lab, with some basic
hardware issues and have
● Check that plugs and cables are securely students troubleshoot to
inserted/fitted identify the issues.

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 ● Check that device is turned on, well ● If all computer systems work
positioned and menu settings are correct fine, detach cables and plug
to create a hardware issue
for students to troubleshoot.

UNIT PLAN

Form Level: 1

Unit Length: 3 weeks

Unit Title: Fundamentals of Computer Hardware

SUB-TOPICS

The Computer: Definition, Identification, Discussion, Practice

Basic Components of the Computer System: Listing, Discussion

Input & Output Devices: Definitions, Identification, Discussion

The System Unit: Definitions, Identification, Listing, Discussion

Types of Storage: Identification, Listing, Discussion

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Troubleshooting Basic Hardware Issues: Identification, Checklist, Selection, Practice

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on the computer system and its functions. This entails the different types of computers that were used in the
past as well as what are used today. Students will be taught internal functions of the computer, with focus on the Systems Unit, Input
and Output devices, computer storage and learn how to identify computer issues and know the solutions to fixing them.

FOCUS QUESTIONS

1. What is a Computer?
2. What are the basic types of Computers?
3. What is the difference between Data and Information?
4. What is the Control Unit?
5. What is the Arithmetic Logic Unit?
6. What are examples of input devices?
7. What are examples of output devices?
8. What is Storage?
9. What is one reason why a computer system will not come on when the power button is pressed?

GENERAL OBJECTIVES

By the end of the unit, students will be able to:

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  Define a computer, list different types of computers and identify the basic components of a computer.
 State the difference between Input and Output devices as well as provide examples of these devices.
 Describe the System Unit and discuss computer storage.
 Troubleshoot computer hardware issues that may arise.

KEY SUGGESTED ACTIVITIES

1. Navigation of computer devices.

2. Student discovery, pictures and videos of content.
3. Online in-class quizzes
4. Word match activity
5. Group-work and peer-teaching.
6. Individual homework assignments.

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s Laptop
 Projected screen on blackboard/whiteboard.

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 UNIT 2
Computer Care and Usage
Specific Objectives Content Suggested Teaching and Assessment
Learning Activities
Students should be able to:
 Describe ways of caring for ● Caring for Computer Hardware: ● Lesson should be both ● Scenario:
computers and peripherals in theory and practical to We Are Cars Company
Computer systems, like any other
the working environment; ensure students can do with currently has five (5)
electronic equipment, need special
the computers what they desktop computers in
care and attention in order to
learn on paper. storage. Ten (10) computers
perform properly and safely.
were purchased for the staff
Keeping your computer clean can do
only one (1) year ago;
a lot for your system.
however, one day, five (5)
of the computers just
● Some ways of caring for computer
stopped working.
peripherals are:
It is important to note that
1. Cover hardware devices (scanner,
five (5) of the staff are
printer and monitor) when not in use.
Managers and Supervisors,
who work in air conditioned
2. Use a soft, damp cloth to clean the
Office spaces. The other
screen of the monitor on a regular
five are Sales Officers, who
basis.
are located in the open area

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3. Eat or drink only in areas away from of the company, positioned
where the equipment is located. very close to the vehicles on
sale. There is one ceiling
4. Use compressed air, not suction, to fan in this area and it is
remove dust and small fragments from cleaned every two days.
keyboards and printers. Questions for Discussion:
1. Why do you think the
5. Use a silicone keyboard overlay – this five (5) computers
keeps crumbs and liquids out (but you stopped working?
shouldn’t really eat or drink at the
computer desk). 2. What could have been
done differently to keep
6. Keep the sensing mechanism of your the computers working?
mouse clean – the ball in a mechanical
mouse, the ‘eye’ of an optical mouse.

7. Use power protection devices such as

surge protectors and uninterruptible
power supplies to protect computer
systems from the damaging effects of
power surges and blackouts.

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 8. Ensure that the air vents are never
blocked and perhaps use a cooling pad
underneath your laptop.

 Discuss Health and Safety ● Health ● Select two students: one

Factors associated with Ergonomics: student will display the
computer use. 1. Effects of extended use. wrong posture when using
2. Inadequate lighting. the computer system, the
3. Inappropriate furniture. other student will display
4. Bad posture. the correct posture.
● Discuss with students why
Safety:
one posture is correct and
1. Overloading electric sockets
the other is wrong.
2. Position of work stations
3. Location of extension cords

● Practice correct posture, arm reach,

seat-height, and Screen-to-eye-level
contact.

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 Start a computer and access ● Computer is started or user logged on ● Lesson should be both
basic system information and according to user procedures and/or theory and practical to
features institution requirements. ensure students can do with
the computers what they
● Desktop configuration is customized in learn on paper.
a manner suitable to meet individual
requirements and/or special needs
according to company/organizational
guidelines.

● External media storage devices are

inserted and ejected correctly

● Information is retrieved from and saved

to external storage devices correctly

● Keyboard shortcuts are used to access

functions on the computer

● Available help functions are used as

required.

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 Describe computer security ● Passwords  Provide students with the  Fill in the blanks
features definitions for each security assignment, with a
● Locking workstation feature. minimum of five (5)
sentences.
● Anti-virus, malware software
 Explain how the different
features are used. YouTube *Students are to fill in the
● Scanning drives and files
videos can be shown of the computer security features in
features in use, for the appropriate sentence.
additional clarity to
students.

5. Shutdown a computer ● All open applications are closed using ● Lesson should be both ● Teacher can use Factile
correctly correct procedures theory and practical to Jeopardy to create questions
● Computer is shut down in accordance ensure students can do with and answers from the
with user procedures. the computers what they content and place students
learn on paper. in groups to play on the
jeopardy board.
6. Navigate and manipulate ● Desktop icons are correctly selected, ● Lesson should be both ● Teacher can use Factile
desktop environment opened and closed to access features theory and practical to Jeopardy to create questions
(directories/folders, files, network ensure students can do with and answers from the
devices, recycle bin and waste basket). the computers what they content and place students
learn on paper.

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 ● Different roles and parts of the desktop in groups to play on the
window are identified for particular jeopardy board.
functions.

● The opening, resizing and closing of

desktop windows for navigation purposes
follow correct procedures.

● Shortcuts from the desktop are created

if necessary with assistance from
appropriate persons.

UNIT PLAN

Form Level: 1

Unit Length: 1 week

Unit Title: Computer Care and Usage

SUB-TOPICS

Caring for computers and peripherals: Identification, Listing, Discussion

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Computer Health and Safety Factors: Identification, Listing, Discussion, Practice

System information and features: Identification, Listing, Navigation, Practice

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on how to properly care for computer systems as well as following health a safety procedures for computer
usage. IT further discusses the varying features that are used on computers for information, security, desktop navigation and basic
computer manipulation when starting up and shutting down the computer system.

FOCUS QUESTIONS

1. What are two ways to care for the computer?

2. Can you describe how you should seat in front of the computer? If yes, please describe.
3. What are two keyboard shortcuts you can use on the computer?
4. What is an anti-virus?
5. How do you start-up the computer?
6. How do you shut-down the computer?

GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 Describe ways of caring for computers in working environments.

 Discuss Health and Safety Factors associated with computer use.
 Start a computer and access basic system information and features.

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  Describe computer security features.
 Shut-down a computer correctly.
 Navigate and manipulate desktop environment.

KEY SUGGESTED ACTIVITIES

1. Student-discovery, pictures and videos of content

2. Group-work, Scenarios with question and answer segment
3. Fill in the blanks activity

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard.

UNIT 3
Internet Safety and Digital Citizenship
Specific Objectives Content Suggested Teaching and Assessment
Learning Activities
Students should be able to:

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1. Identify potential risks of ● Loss of privacy - extortion, exploitation, ● EdPuzzle can be used to create ● Provide students with
using the Internet cameras, video or select a YouTube video that various scenarios using
include the content. The video the internet (at least five)
● Compromise of Data Security - data theft can then be edited and pop and have them identify
questions including to ensure which potential risk
● Wrong/False Information - propaganda, student understanding and could occur for each one.
fake news promote student interaction.

● Lesson can take the form of a

● Piracy - copyright infringement
discussion of the potential
risks and question and answer
● Identity Theft - financial loss
session for any other risk the
students can think of, when
● Fraud – soliciting
using the internet.

● Spamming – nuisance

● Pornography - sexting, inappropriate

content

● Child Abuse - sex recruitment, online

predators, human trafficking

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 ● Electronic (Virtual) Addiction - video
games, social media

● Cyber-Bullying - abuse, harassment,

threats, suicide
2. Explain the harm that can be ● Depression and suicidal thoughts ● Show students a video of a Students can create a poster,
caused to individuals by cyber-bullying incident or jingle, poem or short video,
negative practices on the ● Damage to reputation, way of life, means identity theft incident that educating the student body
Internet of income, family relations occurred in real-life and the about the impacts of negative
effects this had on the practices on the Internet.
individuals involved.

3. Discuss the legal and moral ● Private, Inappropriate or False ● Lesson can take the form of a
implications of various types information that is shared on someone can discussion with students and
of abuse on the Internet be used as evidence in legal proceedings content can be provided.
against the person sharing
● EdPuzzle can be used to create
or select a YouTube video that
● Content placed on the Internet becomes
include the content. The video
permanent. A lot of harm can be done by
can then be edited and pop
such content
questions including to ensure
student understanding and
promote student interaction.

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4. Apply safe practices when ● Time limits for Internet use ● Place students in groups of ● Scenario:
using the Internet three or four and provide each Mario recently started
● Designated safe areas for Internet use group with a password gaming online; he
(not in the bedroom) strength criteria. decided to create a new
email address for his
● Have a clear purpose for going online ● Have the groups come up gaming account, hoping
with different passwords to it would be easier to
● Avoid gimmicks or too good to be true meet the criteria. purchase, using PayPal,
schemes various items for his
● In the next class session, the Avatar. His email address
● Use very secure passwords groups will display their is as follows:
passwords for the entire class, mariojoseph16.
● Do not save passwords on a public who will determine if the Two weeks after creating
computer passwords are weak, medium the email address,
or strong, based on the criteria. Mario’s PayPal account
● Keep Wi-Fi network secured with a was hacked.
● The groups will also have the
strong password
opportunity to add or take
Questions for Discussion:
● Do not share personal information away from their passwords to
1. Why do you think
(DOB, Address, Account numbers) make them more secure.
Mario’s PayPal
account got hacked?

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● Keep a lock pattern or code on mobile 2. What are some tips
devices you can give to Mario
to protect his account
● Keep your antivirus software updated and email address?

● Avoid downloading suspicious files 3. Recreate a new

password for Mario.
● Scan downloaded files for viruses before
opening them

● Be careful when visiting peer-to-peer

sites, the content can contain malicious
software

● Do not keep nude photos or video of

yourself on your computer or mobile
device

● Do not share or post nude photos or

video of yourself or others This can be
duplicated many times over and you will

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 never be able to delete all the available
copies,

● Fake social media profiles exist. Be sure

you know who individuals are before
accepting their ‘friend’ requests

● If you are being bullied, tell your teacher

and your parents immediately

● Be smart, know when to identify the

trend of an online conversion to reject
sexual advancements or other negative
activity with unknown persons
5. Define key terms related to ● Definition of ethical and moral ● Have students discuss given ● Students can create a
digital citizenship practices (digital citizenship, ethics, scenarios in groups or pairs to short documentary
moral, digital footprints, computer determine the concept that is movie), flyers, brochures,
ethics, intellectual property rights, being demonstrated. They will to promote awareness of
plagiarism, cyberbullying, copyright, provide justification for the digital citizenship
and netiquette. response given. concepts, for example
‘cyber-bullying.”

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6. Discuss moral and ethical ● Behaviors associated with ethical and ● Students will be placed in ● Have students work in
practices in accessing and moral practices (intellectual property, groups and be given various small groups to use an
using digital content copyright, plagiarism, software piracy, settings for example: appropriate presentation
Cyberbullying, illicit cyber activities, or productivity tool to
- posting negative information
for example, phishing, identity theft). create a product for
about persons on social media;
example, a poster,
- sending hate emails;
promoting the
● Responsible use of digital content. - participating in illegal activities
importance of practicing
Crediting sources, respecting the to
responsible use of digital
licensing requirements for digital gain monies; and,
tools in an online space.
content, avoiding unethical cyber - using software to cause harm for
practices example splicing photos and
● Have students create a
videos to demand monies.
flyer or advertisement to
promote ethical
They should brainstorm and
behaviour in an online
generate a list of Do’s and Don’ts
environment.
when involved in the settings
above and present the lists for
discussion. Students will evaluate
the scenarios to determine whether
or not responsible/ethical practices
ensued.

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● Have students read the
following scenarios and then
discuss and provide
justification for whether they
think ethical or unethical
behaviours ensued and provide
justification for the stance
taken.

- A Grade 8 student types in their

age as 18 years old so as to gain
access to a certain website.

- A student discovered a way to

access the principal’s password on
the computer. This flaw in the
system security was reported to
the Principal by the student’s best
friend.

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- The body of a teenager who
drowned was in full view of the
residents of a certain community.
Many people used their digital
tools to capture pictures of the
body. One person who had the
picture on his mobile phone
started circulating it on social
media.

● Engage students in a debate

with the moot: “digital
technology is a necessary
evil.”

● Provide students with several

online sources of information
(blogs, e-books, e-journal and
e-magazine, webzines and web
pages) and have them work in
groups to create a checklist to
evaluate the information.

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 ● (Checklist should focus on
criteria to evaluate information
such as accuracy, currency,
relevance and
authorship/publishing body).

● Have students engage in a

discussion forum on ‘how to
prevent unethical practices in
accessing and using digital
content’.

7. Discuss the characteristics of ● Characteristics of good digital citizens ● Have students view a short ● Allow students to role
good digital citizens (for example, is digitally literate, video on how to display good play or dramatize the
practice digital etiquette/netiquette, citizenship. characteristics displayed
practice online safety, treat others with as a result of good digital
respect in online spaces, respect the citizenship.
privacy of others).

8. Evaluate the rights, ● Rights and responsibilities of good ● Have students create an audio ● Have students create and
digital citizenship. or a visual representation share a presentation on
the various safety and

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responsibilities and benefits of ● Benefits of good digital citizenship about the benefits of being a security practices used on
good digital citizenship (Maintaining integrity and respect, good digital citizen. digital devices and tools
protection of rights, avoiding negative (showcase password,
behaviors, Safety and Security, multi-factor
disclosure of personal information/data authentication, and turn
privacy, location tools, on location on devices)
password/device protection). that can be used to
protect users of digital
devices and online
spaces.

9. Discuss the importance of ● digital footprints: ● Invite a resource person to ● Have students work
leaving a good digital (i) Importance; speak to students about safety collaboratively to create
footprint (ii) Ways to leave a digital footprint; and security in an online a 5 minute podcast/ video
and; environment. using a digital tool
(iii) Ways to protect our digital explaining the concept of
footprint for example, think and check Digital Footprint.
● Have students discuss the
before posting on social media).
importance of protecting their
● Have students work in
digital footprint.
groups to conduct a
research to identify or list
● Have students read relevant the online digital identity
articles on Internet Safety and

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 Protecting Your Digital and digital footprint of a
Footprint. For example using personality.
the
● They will critique the
link:
information and write a
http://www.digitalfamilysummit.c
report to share whether
om/
the findings indicated
2012/safetyprotecting-your-
maintenance of integrity
digitalfootprint/.
and respect as well as
identify evidence of good
Write some characteristics of the
or poor digital
digital footprint which should be
citizenship.
shared with the class.

● Have students watch an

appropriate video on Digital
Footprint at:

https://www.youtube.com/watch?
v=6
TUMHplBveo and in groups
discuss how we can protect our
digital footprint.

32
10. Analyze the negative impact ● Negative effects of the use of digital ● Have students work with a ● Have students write a
of the use of digital tools on tools on health and wellness (or partner or in small groups to reflective piece about
health and wellness example, digital eye strain, carpal engage in online search about their response to the
tunnel syndrome, behavioral problems, the negative impact of the use information on the
sedentary lifestyle, addiction to various of digital tools on health and impact of the use of
online activities). wellness. digital tools on health
and wellness. This should
also include actions they
● They will also share
plan to take to reduce the
recommendations for reducing
impact on their health
or eliminating the negative
and wellness.
impacts identified.

● Invite a resource person for

example, a doctor to speak to
students about the health risks
associated with improper use
of digital devices.

11. Discuss the importance of the ● Sustainable use of digital tools ● Have students engage in a ● Place students in groups
sustainable use of digital tools (environmental, social, legal, discussion forum/round table to create PowerPoint
economic). talk on the topic “sustainable presentations on the topic
use of digital resources - a

33
 on different aspects of consideration for the existence of Sustainable use of
society. of future generations.” digital tools.

12. Explain the role of ● Organizations responsible for ● Have students describe the
protecting content creators role/function of at least three
organizations in protecting
organizations in their country
the rights of online content
that are responsible for
Creators and users.
protecting the rights of content
creators and users.

● Invite representatives from the

relevant organizations to speak
to students about their role in
protecting the rights of content
creators and users.

UNIT PLAN

Form Level: 1

Unit Length: 3 weeks

Unit Title: Internet Safety and Digital Citizenship

SUB-TOPICS

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Potential risks of using the Internet: Identification, Listing, Discussion

Negative practices on the Internet: Identification, Listing, Discussion

Internet Safety practices: Identification, Listing, and Discussion

Digital Citizenship: Listing, Definitions, Discussion

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on the risks involved with using the Internet, the harm caused to individuals from negative usage of the Interne t
and the legal and moral implications involved in abusing others online. The Unit will also provide a list of safety practices when
online and define key terms under Digital Citizenship and use of digital content.

FOCUS QUESTIONS

1. What are three risks you can face when using the Internet?
2. Can you state two negative practices online?
3. Can you list three safety practices when using the Internet? If yes, please list.
4. What is Cyberbully?
5. What is Netiquette?
6. What is a Copyright?
7. Can you list two characteristics of a good digital citizen? If yes, please list.
8. What is one benefit of being a good digital citizen?

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GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 Identify potential risks of using the Internet

 Apply safe practices when using the Internet
 Define key terms related to digital citizenship
 Explain the digital footprint
 Describe digital tools

KEY SUGGESTED ACTIVITIES

1. Scenarios with question and answer segment

2. Group-work, creating documentaries, short videos and presentations
3. Roll-playing
4. Reflective writing

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard.

36
 UNIT 4
Introduction to Mouse and Keyboarding Skills
Specific Objectives Content Suggested Teaching and Assessment
Learning Activities
Students should be able to:
● Learn the basic parts of a computer ● Lesson is practical, to be done ● Drag and drop
1. Develop basic computer mouse. on a desktop computer or apps/objects at a particular
mouse skills ● Using the computer mouse to select laptop. location on screen, using
and move around items on the the computer mouse.
computers

2. Demonstrate competence in ● Practice and develop speed and ● Have students identify the ● Practical Assignment on
keyboarding techniques accuracy at the keyboard using proper home row keys; the top and typing a list of 15
touch keyboarding techniques on bottom QWERTY keys and characters, using all the
alphanumeric keys. the number keys keys taught.

For example:
● Use typing software, e.g.
1. Xylophone123
Mavis Beacon or Typing
2. Registration69
Instructor to have students
3. Photosynthesis*@

37
 become familiar with the 4. Finance &
keyboard. Accounting$
5. Numerals #

UNIT PLAN

Form Level: 1

Unit Length: 2 weeks

Unit Title: Introduction to Mouse and Keyboarding skills

SUB-TOPICS

Basic Computer Mouse Skills: Identification, Demonstration, Practice

Keyboarding Techniques: Identification, Demonstration, Practice

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on teaching students to use the computer mouse for selection and drag and drop functions, and the keyboard for
basic typing speed and accuracy.

FOCUS QUESTIONS

1. Which button on the mouse do you click to select a folder?

2. Which finger do you use to select ‘Q’ on the keyboard?

38
GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 Develop basic computer mouse skills.

 Demonstrate competence in keyboarding techniques.

KEY SUGGESTED ACTIVITIES

1. Student-discovery
2. Practical activities using the mouse and the keyboard
3. Practice typing activity

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard.
 Desktops or laptops for students.

39
 UNIT 5
Digital Communications Technologies

Specific Objectives Content Suggested Teaching and Assessment

Learning Activities
Students should be able to:
1. Discuss the criteria for ● Criteria for selecting and evaluating ● Have students create a ● Collate examples of
selecting and evaluating digital technologies: appropriateness, checklist reflecting the criteria (digital resources), online
digital technology currency, credibility; speed, storage, for evaluating resources and articles that present real or
capacity, convenience, purpose, and use it to evaluate a digital fake news in a portfolio.
cost effectiveness. technology. Students will
share their findings with the
class.
● Criteria that make an online or offline
source credible, for example, author’s
● Have students review a
name, publication date, last update,
scenario and apply the criteria
credentials/qualifications.
to guide their selection and
justification of a selected
digital tool.

2. Describe how digital ● Categories of Digital Tools ● Have students work in teams ● Research presentation
technology can be used to (Communication, Collaboration; to engage in a scavenger hunt using a digital tool for
enhance digital literacy Research; Design; Productivity activity. The teams will find

40
 including multi-media production; and place the appropriate e.g.: Prezi, PowToon and
Assistive Technologies; Web 2.0 and digital tools under the Haiku
Computer-based Tools. assigned category.
https://prezi.com/p/create-
● Use of digital technology (tools and ● Have students create a prezi/
media) to enhance digital literacy. presentation or video on the https://www.powtoon.com
impact of digital technology /
on digital literacy. https://www.haikudeck.co
● Productivity tools (word processing,
m/
desktop publishing, spreadsheet, and
● Have students engage in
database).
online search to explore ● Tests,
information on each category
● Multimedia (video and audio).
of tools and creatively present ● Create Posters,
their findings to the class.
● Graphic design tools.
● Create a Collage.
● Have students engage in an
● Existing, new and emerging
online game or activity and a
technologies (for example, cloud
traditional form of the game,
computing, Internet of Things, big data,
then discuss how the game
Web 3.0).
has evolved as a result of
digital technology. Some

41
 examples of games are chess,
scrabble.

UNIT PLAN

Form Level: 2

Unit Length: 1 week

Unit Title: Digital Communications Technologies

SUB-TOPICS

Digital Technologies/Tools: Listing, Selection, Checklist, Evaluation, Discussion

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on teaching students how to review and discuss the criteria for choosing digital tools and list ways these tools
can enhance digital literacy.

FOCUS QUESTIONS

1. What are three digital tools that can be used online?

2. What are two criterion for selecting a digital tool?

42
GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 List the criteria for digital tool selection and evaluation.

 State which digital tools can be used to enhance digital literacy.

KEY SUGGESTED ACTIVITIES

1. Student-discovery
2. Collation
3. Research
4. Application
5. Presentation

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard.
 Students notebooks
 Desktops or laptops for students.

43
 UNIT 6
Introduction to Application Software

Specific Objectives Content Suggested Teaching and Assessment

Learning Activities
Students should be able to:
1. Identify various types of ● Word processing, Spreadsheet, ● Provide students with basic ● Students will be given
application software Database Management, Presentation, information on the different pictures of icons
Desktop Publishing, CAD, Video and application software. (projected screen or
Image Editing Software. printed) and asked to state
the name of the correct
application software.

2. Explain the purpose of a ● Word processing is the phrase used to ● Have students create a simple ● Firstly, provide students
word processor describe using a computer to create, document, typing their full with one paragraph to
edit, and print documents. Of all names, address and school type, using a word
computer applications, word processing name. processor.
is the most common. ● Students will edit the
information typed (change ● Secondly, have students
● There are several advantages for using font size, style, colour, etc.) format the paragraph.
word processor, these include; (Font size, colour, style,
etc.)

44
 - seeing your work on the screen, read
it and make adjustments before it is
printed
- saving and reusing your work as
needed.
- applying formatting features to your
documents.

● Instances in which word-processing

should be used. Manipulation of text
data. Illustration of the features of a
word processing application.

3. Explain the purpose of a ● In its simplest form, a spreadsheet is a ● Have students open a ● Homework Assignment (if
spreadsheet table of rows and columns that contains spreadsheet and provide students have access to
data, both text and numbers, on which simple data; for e.g. Grocery pcs):
you perform actions, such as sorting list with associated cost of Students will be given a
and calculations, both simple and items to calculate the total list of items, accompanied
complex. cost of all the items. by numbers.
1. Find the total sum.
● Spreadsheet consists of: worksheet,
rows, cells and columns.

45
 ● Instances in which spreadsheets should ● Teach students the sum 2. Subtraction two or
be used. Manipulation of numeric data; formula and the add and more items from the
Illustrate the features of a spreadsheet subtract formulas. list.
application.

3. Explain the purpose of a ● Instances in which databases should be ● Have students open a database ● Students are to work in
database management used. Electronic storage and in Microsoft Access and groups of 4 or 5 to create
system manipulation of data in tables for easy navigate the basic features. a simple database.
retrieval. Illustration of the features of a
database application. ● Guide students to create a
simple database.

4. Explain the uses of a ● A presentation program is a software ● Have students create a simple ● Students will create a 1 or
presentation software package used to display information in PowerPoint presentation, 2 minutes presentation,
the form of a slide show. It has three which includes creating new from a provided list of
major functions: an editor that allows slides, altering designs, three or more topics and
text to be inserted and formatted, a transitions and animations. do their presentations to
method for inserting and manipulating the class, in the following
graphic images, and a slide-show session.
system to display the content.

● Features of presentation software,

includes;

46
1. Slides that can contain any mixture
of text, images, video, animations,
links and sound.
2. Animation effects that allow the
various elements on each slide to
appear after a certain amount of
time or when a presenter presses a
button.
3. Slide master – this allows the style
(font, font size, background etc.) to
be set once and then used
throughout the presentation.
4. Transitions – this is how the
presentation software “moves” the
display of one slide to another.
Transitions usually include
dissolving from one slide to the
next or the current slide being
moved in some way to show the
next slide as though it was
underneath.

47
 5. Slide notes – when these are used
the presenter will see the current
slide and any notes associated with
it on his/her display and the
audience will see just the slide on
another screen or from a projector.

● Instances in which presentation

software should be used. Presentations
including delivery of lectures, speeches
and reports. Illustration of the features
of a presentation application.

6. Explain the uses of a web ● Instances in which web browser ● Have students open a web ● In groups of 4 or 5, guide
browser software software should be used. (Research, browser and provide them students to recreate their
Social Media platforms, online games, with various search topics. own web browsers and
etc.) present the names to the
● Provide information on the various web entire class.
browsers (Microsoft Edge, Google
Chrome, and Mozilla Firefox).

48
7. Identify and explain the ● Google, - Gmail, Google docs, Google ● Select half of the class to open ● Re-group students who
use of online tools Sheets, Google Meet, Google Google Chrome and the other recreated their own web
Classroom half to open Microsoft Edge browsers and have them
● Microsoft – Outlook, Office 365, on their computer systems. add online tools, as they
Microsoft Teams, One Drive Students will search for the see fit.
various tools found in both
web browsers.

8. Determine the appropriate ● Selection of appropriate word- ● Class Discussion and short ● Provide students with a
software to be used to processing, spreadsheet, database video showing uses of the matching assignment,
perform specific tasks management, presentation and other various software to perform where the appropriate
specialized software. specific tasks, within an software must be correctly
Airport setting, Business matched to the scenario or
Office setting or School usage.
setting, etc.

UNIT PLAN

Form Level: 2

Unit Length: 3 weeks

Unit Title: Introduction to Application Software

49
SUB-TOPICS

Application Software: Identification, Definition, Explanation

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on teaching students the various types of application software and explains each one in detail. Students will
also be given to opportunity to put theory learnt into practice and use the applications themselves.

FOCUS QUESTIONS

1. What are three types of application software?

2. What is a word processor?
3. What is a spreadsheet?
4. What is presentation software used for?
5. Can you list two web browsers? If yes, please list.

GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 List and define the types of application software.

 Explain and navigate a word processor.
 State the purpose of excel spreadsheets and use to create workbooks.
 Describe and develop a database.
 Describe and create PowerPoint presentations

50
  Explain and use a Web browser

KEY SUGGESTED ACTIVITIES

1. Individual practice
2. Group-work
3. Application
4. Presentation

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard
 Desktops or laptops for students.

51
 UNIT 7
Introduction to Coding

Specific Objectives Content Suggested Teaching and Assessment

Learning Activities
Students should be able to:
● Problem-solving – the processing of ● Students will be given the ● Using the five steps to
1. Define Problem-solving finding a solution to an issue. definition for Problem- Problem-solving, consider
NB: The issue may range from basic to solving. the following Scenarios:
difficult and complex. ● Students will be guided 1. You are taking a test
through the steps involved in and there is no talking
The five steps of problem-solving: solving a problem. allowed. You are
1. Define the problem writing your answers
on the paper and your
2. Come up with solutions pencil breaks. What
could you do?
3. Choose the best solution
2. You are giving a
4. Develop ways of carrying out the group presentation in
solution front of class and it's
your turn to talk. All
5. Test the solution to see if it works of the sudden you
sneeze. You cover it

52
 with your hand, but
now your hand is full
of stuff you sneezed
out. What could you
do?

3. You have been

waiting all day for
lunch to come because
you are starving.
Finally class gets over
and you get to go to
lunch. Except when
you go to get to your
lunch, it's not there.
You probably left it at
home. What could you
do?

2. Define Coding and ● Coding -The process of instructing a ● Firstly, students will be ● Students are to research
Identify the benefits machine to do what you want it to do questioned on how they think and record two additional
using a programming language. it would be beneficial to benefits of coding.
learn coding.

53
● Coding assists students with their
computational skills. ● Secondly, students will be
given a list of coding
● Coding encourages literacy. benefits, which will be
discussed with the entire
● Coding helps students to learn problem- class.
solving skills.

● Coding comes with career opportunities.

● Coding equips students with skills that

are significant for all their future
endeavours.

● Coding facilitates creativity.

● Coding can help students to work

through problems and learn
perseverance.

54
3. List and define the ● Scratch – a block-based visual ● Students will be asked to use ● Use Formative.com to
different types of programming language and online their eLearning devices to create a quiz where
programming languages community targeted primarily at research the different types students can match the
children. of programming languages. programming language
terms to their definitions,
● HTML – Hyper Text Markup Language ● Students will be provided fill in the blanks,
is the standard markup language for with definitions and true/false and multiple
creating web pages and web explanations for the choice.
applications. With Cascading Style programming languages they
Sheets (CSS) and JavaScript, it forms a found.
triad of cornerstone technologies for the
World Wide Web.

● Java Script – is a text-based

programming language that allows you
to construct dynamic web pages on both
the client and server sides.

● Python – is an interpreted, high-level,

general-purpose programming language.
It provides constructs that enable clear

55
 programming on both small and large
scales.

● Pascal – is a small, efficient, imperative

and procedural programming language,
intended to encourage good
programming practices using structured
programming and data structuring.

4. Create basic codes using ● Use the Scratch website at ● Introduce students to Scratch ● Students will create an
Scratch programming https://scratch.mit.edu/ and refer to online; offline version can be animation for the initials
language the ‘For Educators’ tab, then review downloaded for continued of their first, middle and
Scratch for Teachers and for use and practice by students. last names.
Students to provide an introduction ● Visit: https://scratch.mit.edu/ For example: Donna Joan
on Scratch and examples of the for the free download and Hue – DJH
codes used. resources. ⮚ Add a Backdrop
⮚ Colour the initials
● Scratch Events, Blocks, Variables, ● Students will explore the ⮚ Add a sound to the
Events, Operators, etc. Scratch website and view initials
programs created, such as;
animations and games.

56
 ● Students will learn to create
simple basic items using
simple codes.

UNIT PLAN

Form Level: 2

Unit Length: 2 weeks

Unit Title: Introduction to Coding

SUB-TOPICS

Coding: Identification, Listing, Definition

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on teaching students how to solve problems and introduces them to programming languages.

FOCUS QUESTIONS

1. What is a problem?
2. What are two ways to solve a problem?
3. What is coding?
4. What are two benefits of coding?

57
 5. State two types of programming languages.

GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 Define problem-solving.
 Define coding.
 List the types of programming languages.
 Create basic codes using the Scratch programming language.

KEY SUGGESTED ACTIVITIES

1. Scenarios
2. Student-discovery
3. Group-work
4. Research
5. Individual practice

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard.
 Desktops or laptops for students.

58
 UNIT 8
Keyboard Mastery

Specific Objectives Content Suggested Teaching and Assessment

Learning Activities
Students should be able to:
Demonstrate competence in the ● Apply special keys, for example, Tab, ● Lesson is practical, to be done ● Students will be given a
use of special keys Escape, and Insert. Shortcut keys, for on a desktop computer or short paragraph to type
example, ctrl and alt; and Function keys, laptop. and format using special
for example, F1. keys.
For example:
A. Bold and underline a
word in the paragraph
using ctrl + B.

B. Copy, Cut and Paste

words in the
paragraph using ctrl +
C, ctrl + V, ctrl + X.

Use correct spacing after ● After full stop, comma, semicolon, ● Lesson is practical, to be done ● Students will be given a
punctuation marks colon, question mark, exclamation on a desktop computer or paragraph with spacing
laptop. and punctuation errors,

59
 mark, apostrophe, parenthesis, quotation which they have to
marks. correct.

Use different types of headings ● Main head, sub-head, shoulder, ● Lesson is practical, to be done ● Students will be given a
paragraph, marginal, and others; on a desktop computer or document to format them
appropriate use of these headings. laptop. to use the different types
of headings.

Type at a minimum speed of 20 ● Incorporation of all the skills in specific ● Lesson is practical, to be done ● Students are to type a
words per minute. objectives 1 – 6 above. on a desktop computer or paragraph containing 20
laptop. words, within 1 minute.

UNIT PLAN

Form Level: 2

Unit Length: 2 weeks

Unit Title: Keyboard Mastery

SUB-TOPICS

Keyboard Mastery: Identification, Demonstration, Practice

UNIT DESCRIPTION/SUMMARY

This Unit Plan focuses on teaching students how to master their keyboarding skills.

60
FOCUS QUESTIONS

1. What are two special keys found on the keyboard?

2. What are two types of headings in Word?

GENERAL OBJECTIVES

By the end of the unit, students will be able to:

 Demonstrate the use of special keys.

 Utilize punctuations and headings in Word.
 Type at a minimum speed of 20 words per minute.

KEY SUGGESTED ACTIVITIES

1. Student-discovery
2. Individual practice

RESOURCES/MATERIAL REQUIRED

 Teacher’s textbook and lesson plan

 Teacher’s laptop
 Projected screen on blackboard/whiteboard
 Desktops or laptops for students.

61
SAMPLE LESSON PLANS

Unit 2: Computer Care and Usage

Form: One (1)
Duration: 40 mins
Topic: Caring for a Computer

Objectives
Using real-life scenarios, direct instruction and grand discussion, students will be able to:
1. List and describe how to care for computer hardware.
2. List and describe how to care for peripheral devices

Content
● Caring for Computer Hardware:

Computer systems, like any other electronic equipment, need special care and attention in order to perform properly and safely.
Keeping your computer clean can do a lot for your system.

● Some ways of caring for computer peripherals are:

1. Cover hardware devices (scanner, printer and monitor) when not in use.

2. Use a soft, damp cloth to clean the screen of the monitor on a regular basis.

3. Eat or drink only in areas away from where the equipment is located.
62
 4. Use compressed air, not suction, to remove dust and small fragments from keyboards and printers.

5. Use a silicone keyboard overlay – this keeps crumbs and liquids out (but you shouldn’t really eat or drink at the computer
desk).

6. Keep the sensing mechanism of your mouse clean – the ball in a mechanical mouse, the ‘eye’ of an optical mouse.

7. Use power protection devices such as surge protectors and uninterruptible power supplies to protect computer systems from
the damaging effects of power surges and blackouts.

8. Ensure that the air vents are never blocked and perhaps use a cooling pad underneath your laptop.

Materials/Resources
-Teacher’s text and lesson plan
-Teacher’s laptop
-Projector and Screen
-Whiteboard and Whiteboard Markers

Methods/Strategies
-Oral Questioning
-Direct Instruction
-Grand Conversation
-Explanation

63
Learning Activities
Introductory (10 minutes)
-Show students a short video on computer care.
https://www.youtube.com/watch?v=0qIKPfbo300
or
https://www.youtube.com/watch?v=iZbvKhEhmkg
-Question students on what stood out to them in the video.
-Share objectives of the lesson with to the students.

Developmental
Computer hardware and peripheral care (25 minutes)
-Students will be provided with the lesson’s content through a PowerPoint presentation prepared by the teacher.
-Students will be selected randomly to check to computers in the lab and point out what care they need.
-Students will listen to the scenario presented by the teacher and participate in whole class discussion.
● Scenario:

We Are Cars Company currently has five (5) desktop computers in storage. Ten (10) computers were purchased for the staff only
one (1) year ago; however, one day, five (5) of the computers just stopped working.

It is important to note that five (5) of the staff are Managers and Supervisors, who work in air conditioned Office spaces. The other
five are Sales Officers, who are located in the open area of the company, positioned very close to the vehicles on sale. There is one
ceiling fan in this area and it is cleaned every two days.

64
 Questions for Discussion:

1. Why do you think the five (5) computers stopped working?

2. What could have been done differently to keep the computers working?

Culminating (5 mins)
-Lesson is summarized; teacher and students list the different ways to care for a computer and peripheral devices.

Assessment
Oral questioning to assess students' understanding of the video and lesson content shared
Class discussion on Scenario given.

Teacher Reflection

Unit 7: Introduction to Coding

Form: Two (2)
Duration: 80 mins
Topic: Using Scratch Programming

65
Objectives
Through use of the Scratch programming website, students will be able to:
1. Navigate the Scratch website
2. Create basic codes

Content
● Open the Scratch website at https://scratch.mit.edu/ to provide an introduction on Scratch and examples of the codes used.

 Creation of Scratch Events, Blocks, Variables, Events, Operators, etc.

Materials/Resources
-Teacher’s text and lesson plan
-Teacher’s laptop
-Projector and Screen
-Desktops/Laptops

Methods/Strategies
-Oral Questioning
-Direct Instruction
-Practical Application

66
Learning Activities
Introductory (10 minutes)
-Recap highlights from the previous lesson on Coding.
-Question students on what they recall about Coding
-Share objectives of the lesson with to the students.

Developmental
Computer hardware and peripheral care (60 minutes)
-Students will be asked to switch on their computers, open the web browser and enter the Scratch website in the URL.
-Students will be directed to the start creating link, where they will view sample programs and what was used to create them.
-Students will he shown the functions, along with their codes, of the various tabs and definitions will be given by the teacher.
-Teacher will assist the students in creating a simple program, using the codes under each function.

Culminating (10 mins)

-Lesson is summarized; teacher and students discuss the varying functions and their codes, used in Scratch coding.

Assessment
Oral questioning to assess students' retention and understanding of Coding in the last class lesson.
Student navigation to Scratch coding and creation of their own programs, using basic codes.
Teacher Reflection

67
REFERENCES

CCSLC Digital Literacy. (2021). MacMillan Education Limited. Retrieved from: Caribbean Examinations Council (CXC).

Digital Literacy for Lower Secondary Schools. (2017). Department of Education, Innovation and Gender Relations Retrieved from:

Ministry of Education, St. Lucia

Electronic Document and Preparation Management Syllabus. (2012). Caribbean Examinations Council – CSEC. Retrieved from:

Caribbean Examinations Council (CXC).

Syllabus Information Technology. (2017). Caribbean Examinations Council – CSEC. Retrieved from: Caribbean Examinations

Council (CXC).

Information Technology for CSEC Exams. 2nd Edition. (2014). MacMillan Education Limited. Retrieved from: Caribbean

Examinations Council (CXC).

Mrs. Palmer’s EDPM Site. (n.d.) Weebly. Retrieved from: http://mrsp876.weebly.com/

68
Coding for Primary and Secondary Schools,(n.d.). Akanne Blog Teaching Laboratory. Retrieved from:

https://akanne.org/blog/coding-for-primary-and-secondary/#google_vignette

Scratch. (n.d.). Scratch for Programming. https://scratch.mit.edu/

69