Republic of Zambia

Ministry of Education
DIRECTORATE OF CURRICULUM DEVELOPMENT

INFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1

Developed by the Curriculum Development Centre

LUSAKA
202 5

i
COPYRIGHT
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval
system or transmitted by electronic, mechanical, photocopying, recording or other
means, without the prior permission of the Curriculum Development Centre

© Curriculum Development Centre 2025.

List of Authors

Mr. Raphael Banda: Principal Curriculum Specialist – Technology and Entrepreneurship (CDC),
Lusaka, who coordinated the team of authors with tireless dedication and also served as the
Lead Author of this module.

Special recognition is also extended to the following authors for their expertise and contributions:

1. Mwansa Dorcas: Mulanga Day Secondary School, Shiwang'andu

2. Malambo Mweene Zenia: Kafumbwe Sec. School, Katete
3. Michelo Fallon: Canisius Secondary School, Monze
4. Kapila Reuben: Chimwemwe secondary school, Kitwe
5. Mulenga Peter: Mungwi Boys STEM Secondary School, Mungwi
6. Nyirongo Lameck: Directorate of National Science Centre, Lusaka
7. Sakala Moses: District Education Board Office, Lusaka
8. Katongo Lawrence: New Matero Secondary School, Lusaka
9. Siatwaambo Gift: City of Hope Secondary School, Chilanga
10. Silomba Ernest: Lukanda Primary, Kapiri
11. Mulenga Brian: Muchuto Primary, Kafue
12. Mumba Sarah: Roma Girls Secondary School
13. Muchona Doreen: Mwinilunga Boarding District STEM School
14. Mutuzana Misheck: Butondo Secondary School
15. Mwasha Augustine – Murundu Secondary School, Mufulira.
VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual,
national and global needs and value systems.
TABLE OF CONTENT
COPYRIGHT ....................................................................................................................................2
List of Authors ................................................................................................................................3
VISION ...........................................................................................................................................4
TABLE OF CONTENT ........................................................................................................................5
Preface ..........................................................................................................................................7
Introduction ...................................................................................................................................8
Guidelines for Teachers on Using ICT Modules ................................................................................8
Topic 1.1 Introduction to ICT ................................................................................................ 12
1. Introduction ............................................................................................................................. 12
Learning Environment .................................................................................................................. 12
Hook ...................................................................................................................................................................13
Key Term ...........................................................................................................................................................13

Sub-Topic 1.1.1: History of Computers .................................................................................. 13

Overview ..................................................................................................................................... 13
Sub-Topic 1.1.2 The Basic Concepts of ICT ..................................................................................... 14
Topic 1. 2: Components of Computer Systems ...................................................................... 18
Introduction ................................................................................................................................. 18
Learning Environment .................................................................................................................. 18
Key Terms .....................................................................................................................................................19

Sub-Topic 1. 2. 1: Hardware .......................................................................................................... 19

Sub-Topic 1.2.2: Software ............................................................................................................. 22
Topic 1.3 File Management .................................................................................................. 27
Introduction ................................................................................................................................. 27
Learning Environment .................................................................................................................. 27
Hook ............................................................................................................................................ 28
Key Terms .................................................................................................................................... 28
Specific Competence(s)................................................................................................................. 28
Learning Activities ........................................................................................................................ 29
How will the Activities Be Conducted ............................................................................................ 30
- Blended Learning .................................................................................................................. 30
Content Tips................................................................................................................................. 30
 Why File Management Is Important: ............................................................................................................30
Examples of Good File Management: ...........................................................................................................30

Suggested Teaching and Learning Materials .................................................................................. 30

- Simulation software .............................................................................................................. 31
Expected Standard ....................................................................................................................... 31
Assessment Activities ................................................................................................................... 31
Overview ............................................................................................................................................................38
General Competences ........................................................................................................................................38
Learning Environments ......................................................................................................................................38
Overview ............................................................................................................................................................39
Learning Activities ..............................................................................................................................................40
Content Tips .......................................................................................................................................................42
Ethical Use of Technology...............................................................................................................................42
Suggested Teaching/Learning Materials ...........................................................................................................42
Assessment .........................................................................................................................................................43
• Understanding Digital Literacy...............................................................................................................43
• Use of Different Digital Devices .............................................................................................................43
• Digital Communication and Collaboration .............................................................................................43
• Real-Life Applications ............................................................................................................................43
• Ethical Use of Technology ......................................................................................................................43

ICT SAMPLE OF LESSON PLAN ....................................................................................................... 50

Preface
In today's rapidly evolving world, Information and Communication Technology (ICT) plays a pivotal role
in shaping how individuals interact, learn, and work. As technology becomes increasingly integrated
into every aspect of modern life, it is essential to equip learners with the knowledge and skills necessary
to navigate and thrive in this digital age. This ICT module has been meticulously developed to address
this need, providing learners with foundational and practical skills to harness the power of technology
responsibly and effectively.

The module is designed to be comprehensive yet accessible, covering key topics such as input and

output devices, digital financial tools, and basic software applications. It aligns with the curriculum's
objectives, emphasizing interactive learning through practical activities, real-world scenarios, and
assessments that foster critical thinking and problem-solving skills.

As a director, I am proud to present this module as a resource that supports educators in delivering
engaging and impactful ICT lessons. It is our hope that this module will inspire learners to explore,
innovate, and contribute to the digital landscape, preparing them for opportunities in their academic,
professional, and personal lives.

I extend my gratitude to all contributors who have dedicated their expertise and effort to produce this
module. Let us continue to champion ICT education as a cornerstone of future-ready learning.

Kelvin Mambwe (PhD)

Permanent Secretary – Educational Services
Ministry of Education
Introduction
The advent of the competence-based curriculum (CBC) heralds a new era of dynamic and practical
learning experiences designed to equip learners with skills for the 21st century. This Form 1 Information
and Communication Technology (ICT) Teaching Module has been developed to provide teachers with
essential tools and guidance for effectively delivering ICT lessons to Form 1 learners under the CBC
framework.

The module serves as a crucial resource in addressing the current gap created by the absence of
approved textbooks tailored to the new curriculum. It aims to support teachers in aligning their
teaching practices with the curriculum’s objectives, while also fostering innovation and creativity in the
classroom.

Objectives of the Module:

1. To empower teachers with structured guidance on the delivery of ICT lessons based on the CBC.
2. To provide suggested activities and assessments that are suitable for Form 1 learners, ensuring
a balance between theoretical and practical learning.
3. To encourage teachers to critically evaluate the module and identify gaps that may arise,
supplementing it with their own research and context-specific resources.

Flexibility and Adaptation: While the module offers a comprehensive set of activities and
assessments, teachers are encouraged to adapt its content to suit the unique needs of their learners
and the circumstances of their schools. This flexibility ensures that all learners, regardless of their
context, can benefit from meaningful ICT education.

As a Ministry, we have made every effort to simplify and support teachers’ transition to the
competence-based curriculum. This module is designed to not only ease the burden of navigating a new
curriculum but also to inspire confidence and creativity in the teaching process.

It is hoped that this module will be a valuable companion in your teaching journey, fostering a
generation of learners equipped with critical ICT skills and knowledge. Together, let us work towards
building a robust, technology-enabled education system that meets the demands of our rapidly
changing world.

Guidelines for Teachers on Using ICT Modules

The ICT modules for Forms 1 to 4 are carefully designed to provide practical skills in using technology
effectively in everyday life, education, and professional environments. Teachers can use these modules
as a comprehensive guide in the absence of approved textbooks to deliver engaging and impactful
lessons.

1. Understand the Nature of ICT as a Subject

ICT (Information and Communication Technology) emphasizes the practical application of digital tools
and technologies, such as:

• Learning how to use software applications like Microsoft Word, Excel, and PowerPoint for
productivity.
• Developing the ability to use the internet for research, communication, and collaboration.
• Understanding digital ethics, cyber safety, and the responsible use of technology.

As ICT focuses on practical skills, teaching should prioritize showing learners how to use digital tools
effectively in real-life scenarios, such as preparing documents, creating presentations, or performing
data analysis.

2. Plan Lessons Based on Practical Application

• Go through each module in advance to identify the main objectives, key concepts, and
suggested activities.
• Plan lessons to include a balance of theory and practice, ensuring learners understand the
purpose of each tool before using it.
• Ensure lessons are aligned with learners’ daily experiences, such as typing assignments or
designing simple projects, to make the content relatable.

3. Facilitate Hands-On Learning

Practical learning is at the heart of ICT. To achieve this:

• Use computer labs (if available) to conduct live demonstrations of software applications and
tools.
• Give learners tasks such as typing a letter, preparing a budget using Excel, or designing a simple
presentation using PowerPoint.
• Let learners experiment with the tools, offering guidance and support as needed. For instance,
demonstrate how to format a document in Word and then assign learners to replicate it.

4. Encourage Collaborative Learning

ICT lends itself well to teamwork and collaboration. Teachers can:

• Organize group tasks where learners work together to complete projects, such as designing a
brochure or preparing a group presentation.
• Encourage peer-to-peer learning by assigning students to mentor others during practical
activities.
• Foster discussions about real-world applications of ICT, such as how businesses use
spreadsheets or databases.
5. Focus on Assessment and Feedback

Assessment in ICT should be ongoing and practical. Use the following approaches:

• Assign practical tasks, such as creating a presentation or formatting a Word document, and
grade learners based on accuracy and creativity.
• Design quizzes to test theoretical knowledge, such as identifying the features of different
software.
• Provide feedback promptly, highlighting areas for improvement and offering tips to enhance
learners’ skills.

6. Integrate Digital Tools into the Classroom

If access to computers is limited, teachers can still use available resources:

• Use projectors to demonstrate software features to the entire class.

• Leverage mobile devices or tablets for activities like typing or online research.
• Show videos or tutorials on basic ICT skills if equipment is not readily available.

7. Promote Digital Literacy and Safety

Digital literacy and safety are integral to ICT education. Teachers should:

• Use the modules to teach learners about online risks such as phishing, malware, and
cyberbullying.
• Demonstrate safe practices, such as using strong passwords, recognizing suspicious emails, and
protecting personal information.
• Discuss ethical use of technology, such as respecting intellectual property rights and avoiding
plagiarism.

Republic of Zambia

Ministry of Education
Directorate of Curriculum Development
 The Curriculum Development
Centre

FORM 1 - SECONDARY

IINFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1 - TERM ONE
Topic 1.1 Introduction to ICT
1. Introduction
Overview
This topic provides an introduction to Information and Communication Technology (ICT),
focusing on the history and evolution of computers. It covers the earliest computational tools, the
development of modern computers, and the impact of microprocessors on technology. The topic
is essential for understanding how ICT has transformed various aspects of daily life, including
communication, education, and business.

General Competence(s)

 Demonstrate understanding of the evolution of computers by identifying key milestones

and explaining their significance.
 Analyse the impact of technological advancements on society by evaluating how
microprocessors have transformed industries.
 Apply knowledge of ICT tools in real-life scenarios by using computational concepts to
solve problems.

Learning Environment

Physical

- Access to computer labs with desktops, laptops, Smartphones, tablets, projectors, and
reliable power supply
or
- Shared computer facilities mobile labs, laptops, Smartphones, where available, with
printed guides for reference during limited computer access.

Virtual

 Internet access, Google Classroom, YouTube, video conferencing

or

Pre-loaded digital content, mobile offline tools

Technological

- Laptops, smartphones, projector

or

- Feature phones, radios, printed media

Hook

Provoking Question: "Imagine a world without computers no smartphones, no internet, and no

instant communication. How would daily life be different? Let’s explore how computers evolved
from simple tools to the complex machines we rely on today."

Key Term

 Information and Communication Technology

 Computational Tools
 Microprocessor
 Evolution of Computers
 Digital Revolution
 ICT (Information and Communication Technology)
 Hardware
 Software
 Computer System
 Operating System
 Application Software

Sub-Topic 1.1.1: History of Computers

Overview
This subtopic explores the history of computers, starting from the earliest computational tools to
the development of modern computers. It highlights key milestones in the evolution of
computing technology and the role of microprocessors in shaping the digital age.

Specific Competence(s)

1.1.1.1 Demonstrate understanding of evolution of Computers.

Learner Activities
1. Demonstrating knowledge of the earliest computational tools and their functionality.
Activity: Learners demonstrating knowledge of the earliest computational tools (abacus,
Napier’s bones, slide rule …) and their functionality (Performed basic arithmetic operations:
addition, subtraction, multiplication …).

2. Analysing the development of computers and the impact of microprocessors.

Activity: Learners analysing the development of computers and the impact of
microprocessors (made computers smaller in size, increased speed, affordability …)
How to conduct the activities:

 In groups, pairs and individually

 Presentations
 Hands on experience
 Research and surveys
 Learners creating posters
 Activities will be interactive, with minimal teacher interference.

Content Tips

Earliest computational tools

 Abacus – Uses beads to perform basic arithmetic (addition, subtraction …).

 Napier’s bones – Uses rods to simplify multiplication and division.
 Slide Rule – Handles complex calculations using logarithmic scales.
 Pascaline – Mechanically adds and subtracts with rotating wheels.
 Leibniz Wheel – Performs all arithmetic operations mechanically.

Impact of microprocessors

 Microprocessor: the brain of the computer, for executing commands.

 The invention of the microprocessor in the 1970s revolutionized computing.
 Miniaturization – Made computers smaller and more compact.
 Increased Speed – Significantly improved processing power and performance.
 Affordability – Lowered production costs, making computers more accessible.
 Personal Computers (PCs) – Enabled the development of home and personal
computers.
 Embedded Systems – Allowed integration of computing into everyday devices (e.g.,
phones,

Expected Standards

Understanding of evolution of Computers Correctly Demonstrated

Sub-Topic 1.1.2 The Basic Concepts of ICT

Overview
This sub-topic introduces the basic concepts of ICT, with a focus on how hardware and software
tools are used to support everyday activities. Learners will identify various ICT tools, match
them to their functions, and explore how these tools are applied in real-life situations.

Specific Competence(s)
1.1.2.1 Identify various ICT tools and their purposes.
1.1.2.2 Apply ICT concepts to everyday activities

Learner Activities
1. Discussing ICT
Activity: Learners discussing ICT (Communication, Technology, importance of ICT …)

2. Distinguishing different types of ICT Tools (hardware and software tools).

Activity: Learners distinguishing different types of ICT tools (hardware and software, social
media tools and online learning tools …)

3. Explaining the essential hardware and software components of a computer system.

Activity: Learners explaining the essential hardware (CPU, RAM, Motherboard …) and
software components (system software, application software, utility software … ) of a
computer system.

4. Match ICT tools to their respective functions in a worksheet.

Activity: Learners matching ICT tools (Email: for sending and receiving emails, printer:
produces hard copies, Operating system: manages hardware and software …) to their
respective functions in a worksheet.

5. Creating a chart categorizing ICT tools into hardware and software.

Activity: Learners creating a chart categorizing ICT tools into hardware and software
(Monitor  hardware, MS Word  Software, Keyboard  hardware …).

6. Demonstrating the use of basic tools.

Activity: Learners demonstrating the use of basic tools (email, keyboard, MS Word …).

7. Visiting an ICT store or website to explore modern tools.

Activity: Learners visiting an ICT store (Local ICT store…) or website
(www.GeeksforGeeks.org, www.openlab.citytech.cuny.edu …) to explore modern tools
(printer, projector, webcam …).

8. Role-play scenarios using different ICT tools.

Activity: Learners role-playing scenarios using different ICT tools (Scenario: One student act
as a manager sending an email; others are employees responding …)

9. Discussing real-life examples of ICT use in group activities.

Activity: Learners discussing real-life examples of ICT use (communication, education,
business …) in group activities.

10. Creating a poster showing ICT applications.

Activity: Learners creating a poster showing ICT applications (A poster showing a user
browsing, video conferencing, an email …).

11. Watching videos demonstrating ICT in various industries.

 Activity: Learners watching videos demonstrating ICT in various industries (manufacturing,
health, business …).

12. Conducting a class survey on ICT tools used at home, school, business...
Activity: Learners conducting a class survey on ICT tools used at home (smart phone,
WhatsApp …), school (MS Word, projector …), business (MS Excel, printer …).

13. Writing a short essay about the impact of ICT on education.

Activity: Learners writing a short essay about the impact of ICT on education (access to
information and resources, access to e-learning platforms …).

How to conduct the activities:

 In groups, pairs and individually

 Presentations
 Hands on experience
 Research and surveys
 Learners create posters
 Activities will be interactive, with minimal teacher interference.

Content Tips

Information and Communication Technology

 ICT refers to technologies that provide access to information through telecommunications.

 It includes the internet, wireless networks, computers, and software.

Importance of ICT

 Faster communication – Enables quick sharing of information.

 Better learning – Supports teaching with digital tools.
 More productivity – Helps complete tasks efficiently.
 Easy data storage – Keeps information safe and organized.
 Global connection – Links people and services worldwide.

Computer Components

 Central Processing Unit (CPU) – Processes instructions; the brain of the computer.
 Random Access Memory (RAM) – Temporarily stores data for active tasks and
programs.
 Hard Disk Drive (HDD) / Solid State Drive (SSD) – Stores data, software, and the
operating system.
 Motherboard – Connects and allows communication between all computer
components.

Hardware Tools
  Monitor – Displays output (text, images, videos) from the computer.
 Keyboard – Enters text, numbers, and commands into the computer.
 Mouse – Moves the pointer and selects items on the screen.
 Printer – Produces physical copies of digital documents.
 Scanner – Converts physical documents into digital form.
 Speakers – Output sound from the computer.
 Microphone – Inputs audio into the computer.
 Webcam – Captures video and images, often used for video calls.
 USB Flash Drive – Portable storage device for transferring files.

Software Tools

 Operating System: Manages hardware and software; provides the user interface.
 Word Processor: Used to create, edit, and format text documents.
 Spreadsheet Software: Organizes data in tables; performs calculations and creates
charts.
 Web Browser: Accesses and displays content from the internet.
 Email Client (Microsoft Outlook, Gmail …): Sends, receives, and manages emails.
 Antivirus Software: Detects and removes viruses and protects against malware.
 Media Player: Plays audio and video files.

Expected Standards

 ICT tools and their purposes identified appropriately.

 ICT concepts to everyday activities applied correctly.

Assessment
Formative assessments
 Observation during Group Work and Discussions
 Quizzes (Digital or Paper-based)
 Peer Assessment During Role-Plays
 Poster Feedbacks
 Reflection Journals
Summative Assessment
 Short Written Test
 Scenario-Based Written Task
 Mini Project
 Case study

Key Points
 o ICT encompasses a wide range of technologies used for communication and
information processing.
o Hardware and software are the two main categories of ICT tools.
o ICT tools are essential for solving real-life problems and improving efficiency in
various fields.

Topic 1. 2: Components of Computer Systems

Introduction
Overview
This topic will introduce learners to the fundamental hardware components of a computer
system. It will cover the purpose and function of each component, including input/output
devices, the CPU, RAM, ROM, and other internal parts. Understanding these components is
essential for grasping how computers operate in real-life situations, from personal use to
industrial applications.

General Competence(s)

 Identify and describe the purpose of different computer hardware components.

 Demonstrate an understanding of the functions of various hardware components in a
computer system.

Learning Environment

Physical

- Access to computer labs with desktops, laptops, Smartphones, tablets, projectors, and
reliable power supply
or
- Shared computer facilities mobile labs, laptops, Smartphones, where available, with
printed guides for reference during limited computer access.

Virtual

- Internet access, Google Classroom, YouTube, video conferencing

or

- Pre-loaded digital content, mobile offline tools

Technological
 - Laptops, smartphones, projector

or

- Feature phones, radios, printed media

Hook:
Provoking Question: "Imagine you are building a robot. What parts would you need to make it
see, hear, think, and move? Just like a robot, a computer has different parts that help it perform
tasks. Let’s explore what these parts are and how they work together!"

Key Terms

 Hardware
 CPU (Central Processing Unit)
 RAM (Random Access Memory)
 ROM (Read-Only Memory)
 Input Devices
 Output Devices
 Motherboard
 Storage Devices
 Operating system
 System Software
 Application Software
 Utility Software

Sub-Topic 1. 2. 1: Hardware
Overview
This section will focus on the physical components of a computer system, their purposes, and
how they function together to enable the computer to perform tasks.

Specific Competence(s)

1.2.1.1 Identify different computer hardware

1.2.1.2 Demonstrate understanding of computer hardware functions

Learner Activities

1. Identifying hardware components of a computer (Input and Output devices).

Activity: Learners identifying hardware components of a computer (Input, Output devices,
storage …).

2. Assembling a computer or virtual simulations of its components.

Activity: Learners assembling a computer (CPU, RAM, Motherboard …) or virtual
simulations (PC Builder simulator, PC Virtual Lab …) of its components.
3. Labelling hardware components.
Activity: Learners labelling hardware components (CPU, RAM, ROM, and input/output
devices…).

4. Discussing the purpose and function of each component.

Activity: Learners discussing the purpose and function of each component (RAM:
temporally stores data, CPU: executes commands …).

5. Scavenger hunting where learners search for hardware components (or images) placed
around the room.
Activities: Learners scavenger hunting where each one searches for hardware components
(or images) placed around the room (CPU, RAM, ROM, and input/output devices…).

6. Cleaning computer hardware (using industrial blower)

Activity: Learners cleaning computer hardware (using industrial blower, cotton swabs, clean
cloth …).

7. Using visual aids to identify and label hardware components.

Activity: Learners using visual aids (images, videos, diagrams …) to identify and label
hardware components (RAM, Motherboard, CPU …).

8. Performing a hands-on activity where learners open a computer and identify internal
components.
Activity: Learners performing a hands-on activity where learners open a computer and
identify internal components (RAM, ROM, CPU …).

9. Role playing on different components of computer hardware (CPU, RAM…)

Activity: Learners role – playing (CPU: boss, Hard drive: Librarian, RAM: Notetaker …) on
different components of computer hardware (CPU, RAM… ).

10. Completing a quiz on identifying different hardware components.

Activity: Learners completing a quiz on identifying different hardware components (Hard
drive, motherboard, ROM …).

11. Exploring device specifications

Activity: Learners exploring device specifications (CPU: clock speed measured in GHz,
RAM: capacity in GB, Hard drive: type …).

How to conduct the activities

 In groups, pairs and individually

 Presentations
 Hands on experience
 Research and surveys
  Learners create posters
 Activities will be interactive, with minimal teacher interference.

Content Tips

Computer Components

 Central Processing Unit (CPU) – Processes instructions; the brain of the computer.
 Random Access Memory (RAM) – Temporarily stores data for active tasks and
programs.
 Hard Disk Drive (HDD) / Solid State Drive (SSD) – Stores data, software, and the
operating system.
 Motherboard – Connects and allows communication between all computer
components.
 ROM (Read-Only Memory): Permanent memory that stores essential instructions for
the computer to start up.
 Processing Devices: The CPU is the brain of the computer, responsible for executing
instructions and performing calculations
 Input Devices: Hardware used to send data to the computer (keyboard, mouse …).
 Output Devices: Hardware used to receive data from the computer (monitor, printer …).
 Motherboard: The main circuit board that connects all hardware components.
 Storage Devices: Hardware used to store data permanently (hard drive, SSD …).

Computer Hardware

 Monitor – Displays output (text, images, videos) from the computer.

 Keyboard – Enters text, numbers, and commands into the computer.
 Mouse – Moves the pointer and selects items on the screen.
 Printer – Produces physical copies of digital documents.
 Scanner – Converts physical documents into digital form.
 Speakers – Output sound from the computer.
 Microphone – Inputs audio into the computer.
 Webcam – Captures video and images, often used for video calls.

Expected Standards
 Different computer hardware identified correctly.
 Understanding of computer hardware functions demonstrated correctly

Assessment
Formative assessments
 Observation during Group Work and Discussions
 Quizzes (Digital or Paper-based)
 Peer Assessment During Role-Plays
 Poster Feedbacks
 Reflection Journals
Summative Assessment
 Short Written Test
 Scenario-Based Written Task
 Mini Project
 Case study

Key Points

o Hardware refers to the physical components of a computer system.

o The CPU processes instructions, RAM provides temporary storage, and ROM stores
essential startup instructions.
o The motherboard connects all hardware components, enabling them to work together.
o Input devices send data to the computer, while output devices display or produce results.
o Storage Devices: Hardware used to store data permanently (hard drive, SSD …).

Sub-Topic 1.2.2: Software

Overview
This topic will cover the classification of different types of computer software, including system
software, application software, and utility software. It will also explore the practical uses of
various application software in real-life scenarios. Understanding software is crucial as it forms
the backbone of modern computing and is essential for performing everyday tasks efficiently.

Specific Competence(s)
By the end of this topic, learners will be able to:

1.2.2.1 Classify different types of computer software

1.2.2.2 Use different types of application software

Learner Activities

1. Discussing computer software

Activity: Learners discussing computer software (Sets of instructions written in a
programming language that tell the computer how to perform a specific task …)

2. Discussing different types of computer software.

Activity: Learners discussing different types of computer software (System, application,
utility …).

3. Creating a word document and format it.

Activity: Learners creating a word document and formatting it (font, paragraph, layout …).

4. Entering data into a spreadsheet and apply basic formatting.

 Activity: Learners entering data into a spreadsheet and apply basic formatting (organizing
data in rows and columns, font, merge and center …)

5. Creating a table to track daily activities in a spreadsheet.

Activity: Learners creating a table to track daily activities (budget, class register …) in a
spreadsheet.

6. Using pre-defined functions.

Activity: Learners using pre-defined functions (sum, average)

7. Exploring templates available in presentation software for specific tasks.

Activity: Learners exploring templates (business, company profile, Creative …) available in
presentation software for specific tasks.

8. Creating publications
Activity: Learners creating publications (calendars, business card, poster …)

9. Sharing different documents formats using emails or cloud platforms.

Activity: Learners sharing different documents formats using emails (Gmail, yahoo mail …) or
cloud platforms (Google cloud, Oracle …).

10. Exploring various OS specifications.

Activity: Learners exploring various OS specifications (Windows, Android …)

Content Tips

Types of Software

 Software is a set of instructions that tell a computer how to perform tasks.

 Types of Software: (Systems, application, utility …)
 System software manages hardware, application software performs user tasks, and utility
software maintains the system.

Microsoft Word
 Used to create, edit, format, and print text documents.
 Ideal for letters, reports, resumes, essays, and more.
 Text editing tools – Editing (Copy, cut, paste, delete text …)
 Formatting tools – Change (font style, size, color, alignment ...)

MS Excel
 Used to organize, calculate, analyze, and visualize data using spreadsheets.
 Ideal for budgets, timetables, marksheets, business records, and charts…
 Spreadsheets – Organizes data in rows and columns.
 Formulas and Functions – Performs calculations (SUM, AVERAGE).
 Charts and Graphs – Visualizes data with (bar, line, pie charts …)
 Sorting and Filtering – Arranges data and displays specific information.

MS Power Point
 Used to create and deliver slide-based presentations.
 Ideal for teaching, business, reports, storytelling, and seminars.
 Slides – Each slide holds text, images, and media to present ideas.
 Themes & Templates – Ready-made designs for fast, professional-looking slides.
 Insert Media – Add pictures, videos, audio, charts, shapes, and tables.
 Animations – Make objects appear, move, or disappear in creative ways.
 Transitions – Effects between slides (fade, push, wipe …).
 Slide Show Mode – Presents slides full-screen with timing and control.

MS Publisher
 Used to create professional-looking publications and print materials.
 Ideal for brochures, flyers, newsletters, business cards, posters, and invitations.
 Templates – Ready-made designs for different types of publications.
 Image Tools – Insert, crop, resize, and arrange images easily.
 Design Tools – Use color schemes, font styles, and layout guides.

Expected Standards

 Different types of computer software classified accordingly

 Different types of application software used appropriately

Assessment
Formative assessments
 Observation during Group Work and Discussions
 Quizzes (Digital or Paper-based)
 Peer Assessment During Role-Plays
 Poster Feedbacks
 Reflection Journals
Summative Assessment
 Short Written Test
 Scenario-Based Written Task
 Mini Project
 Case study

Key points Recap

 A Software is a set of instructions that tell a computer how to perform tasks.

 Types of Software includes (Systems, application, utility …)
 Productivity tools (MS Word, Excel, Power point …)
 Formatting includes changing font styles, sizes, and alignment…
 MS Word is used to create, edit, format, and print text documents.
 MS Excel is used to organize, calculate, analyze, and visualize data using spreadsheets.
 Power point used to create and deliver slide-based presentations.
 Publisher is used to create professional-looking publications and print materials.
 Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development

Centre

IINFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1 - TERM TWO
FORM 1 - SECONDARY
Topic 1.3 File Management

Introduction

Overview:

This topic introduces learners to the basics of file management. It focuses on how to organize,
name, and handle files and folders properly. Knowing how to manage files well makes it easier
to keep your computer neat, work faster, and find your work when you need it.

General Competence(s):

- Demonstrate the ability to organize and manage files and folders efficiently,
- Apply appropriate file naming conventions,
- Practice safe file handling to support digital literacy.

Learning Environment

Physical

- Access to computer labs with desktops, laptops, Smartphones, tablets, projectors, and
reliable power supply
or
- Shared computer facilities mobile labs, laptops, Smartphones, where available, with
printed guides for reference during limited computer access.

Virtual

- Online platforms (Google Classroom)

Technological:

- Computers with operating systems (Windows, Linux, Android…), file explorer software,
and cloud storage access
or
 - Basic computers or shared devices with file management software; offline simulations if
internet is unavailable.

Hook

Thought-provoking question: Imagine walking into your room and seeing papers all over the
place on the bed, the floor, and the desk. Some are homework, some are letters, and others are
important notes. But none of them are labeled, and everything is mixed up. How would you fix
this mess?

Key Terms

- File
- Folder
- Subfolder
- File Naming Convention
- File Extension
- Directory
- File Path
- File Organization

Sub topic

1.3.1 Basics of file management

Overview

This sub-topic introduces learners to essential skills needed to manage digital files and folders
effectively. It covers how to create, organize, name, store, and retrieve files in a structured way.
These basics helps users keep their computer systems clean and efficient, avoid losing work, and
save time when accessing documents. Mastering file management is a foundation for good digital
practices in both academic and professional settings.

Specific Competence(s)
1.3.1.1 Use different file naming conventions
1.3.1.2 Demonstrate safe file handling practices
1.3.1.3 Organize and manage files and folders.

Learning Activities

1: Creating Folders and Subfolders

Activity: Learners creating folders and subfolders (creating a main folder and organize files into
subfolders based on topics, subjects, or file types…)

2: Naming Files and Folders

Activity: Learners naming files and folders (practicing using descriptive and consistent names for
files and folders…)

3: Copying, Moving, and Deleting Files

Activity: Learners copying, moving, and deleting Files (Demonstrating how to copy files to a
different location, move files into different locations both internally and externally, and delete
unnecessary files while avoiding accidental deletion of important ones)

4: File Sorting and Searching

Activity: Learners sorting and searching files (name, date, or size …) using different search options
to locate files, folders

5. Backing up

Activity: Learners backing up their files using different storage media (flash disk, Google Drive…).

6. Discussing the importance of saving files regularly

Activity: Learners discussing the importance of saving files regularly (prevent data loss, protect
data against ransomware, malware…)
7. File restoration

Activity: learners restoring deleted files (recycle bin, cloud storage restoration …)

How will the Activities Be Conducted

- Demonstration
- Hands-On Practice
- Paper-Based Alternative
- Group Discussion
- Blended Learning

Content Tips

 File – A collection of information saved on a computer (document, picture, music …)

 Folder – A container used to store files and other folders.
 File Management – The process of naming, saving, organizing, and keeping track of files
and folders.

Why File Management Is Important:

 Helps you find files quickly.

 Keeps your work organized.
 Saves time and effort.
 Prevents losing important files.
 Makes the computer run more smoothly.

Examples of Good File Management:

 Giving files clear names (ICT, Homework, June …)

 Keeping similar files in one folder.
 Deleting files you no longer need.
 Creating backups of important files

Suggested Teaching and Learning Materials

- Computers with Windows, Linux, Android… operating systems.

- USB drives …
- Sample files (.docx, .pdf, .jpg…)
- Printed handouts
 - Projector or whiteboard
- Simulation software

Expected Standard

- File naming conventions used appropriately

- Safe file handling practices demonstrated correctly
- Files and folders organized and managed accordingly

Assessment Activities

- Practical Task
- Quiz
- Paper-Based Assessment
- Peer Review
- Portfolio Task

Key Points

- File management involves creating, naming, and organizing files and folders for efficiency.
- Descriptive and consistent file names improve retrieval and reduce confusion.
- Safe file handling includes recognizing file extensions and avoiding accidental deletions.
- Organized folder structures enhance productivity and support digital literacy skills.

Topic 1.4: Basics of the Internet and Online Tools

1. Introduction

Overview

This topic introduces learners to the basics of the Internet and common online tools. It explains
how the Internet works, its main services, and the tools used for online communication and
teamwork. Learners will also explore how the Internet affects everyday life, especially in areas
like communication, learning, business, and entertainment

General Competence(s):
Identify key Internet services and their uses.

Use basic online tools for communication and collaboration.

Evaluate the impact of the Internet on different aspects of society.

Learning Environment

Physical

 Access to computer labs equipped with communication, Learning, corroboration, tools

(Gmail, Outlook, Zoom, Moodle…)

OR

 Use of shared devices or simulation software on available computers, Offline resources

like diagrams and physical models

Virtual

 Online platforms (Tinkercad, Wokwi, supplemented by video tutorials and interactive IoT
courses.

Technological

 Laptops/ desktops, internet connectivity (Gmail, Outlook, Zoom, Moodle…)

OR

 Shared computers or low-spec devices with pre-installed simulation software. Basic

communication, learning … tools for group activities.

Hook

Thought-provoking question: "Imagine you want to learn something new, chat with friends, or
buy something online. Chances are, you would use the Internet. But have you ever wondered
how it actually works behind the scenes?

Key Terms

1. Internet

2. World Wide Web

3. Web Browser
 4. Search Engine

5. Email

6. URL

7. IP Address

8. Online Collaboration Tools

9. Cloud Storage

10. Cyber security

Specific Competence

1.4.1.1 Demonstrate understanding of how internet works

1.4.1.2 Use online tools to search and navigate the internet

1.4.1.3 Apply basic online safety practices

Learning Activities

1. Discussing the uses of the internet in daily lives

Activity: Learners discussing the uses of the internet in daily lives (Communication, Researching,
Entertainment …)

2. Identifying and using networking devices

Activity: Learners identifying and using networking devices (modem, router, Network Interface
Card, Switch …)

3. Discussing web browser and search engine

Activity: learners discussing web browser (Chrome, Edge, Firefox…) and search engine (Bing,
Yahoo, Google …)
4. Using a web browser to access educational websites

Activity: Learners using a web browser (Chrome, Edge, Firefox…) and search engine (Bing, Yahoo,
Google …) to access educational websites

5. Using online learning tools

Activity: Learners using online learning tools (Google Classroom, Zoom …)

6. Discussing the importance of using strong passwords and browsing safely.

Activity: Learners discussing the importance of using strong passwords (preventing cyber-
attacks, protecting person information …) and browsing safely (avoiding online scams, avoiding
harmful content …)

7. Demonstrating basic online safety practices

Activity: Learners demonstrating basic online safety practices (Multi-Factor Authentication, log
out after use, use strong password …)

How will the Activities Be Conducted?

• In groups, pairs, and individually.

• Learners will use local examples to understand global concepts.

• Activities will be interactive, with minimal teacher interference.

 Field trips

 Research & surveys

Content Tips:

The Internet

 A network that connects millions of computers around the world.

 Helps people communicate, share information, and access services.

A Web Browser

 A program used to open websites.

  Examples: Google Chrome, Mozilla Firefox, Microsoft Edge, Safari…

A Search Engine

 A website used to find information on the Internet.

 Examples: Google, Bing, Yahoo, DuckDuckGo…

Examples of Online Tools

Communication Tools

 Email (Yahoo, Gmail…)

 Chat apps (Messenger, WhatsApp…)

 Video calling (Zoom, Google Meet…)

Learning Tools

 Google Classroom, Khan Academy, YouTube

Collaboration Tools

 Google Docs, Padlet, Jamboard

E-commerce Tools

 Online shops (E-bay, Alibab Amazon, OLX…)

 Mobile money apps (Airtel Money, MTN MoMo…)

Importance of the Internet

 Makes learning easier and faster.

 Helps people connect across the world.

 Used for shopping, banking, and sharing ideas.

 Makes communication quick and easy.

Internet Safety

 Don’t share personal information with strangers.

  Use strong passwords.

 Don’t click on unknown links.

 Ask an adult if something looks suspicious online

Suggested Teaching and Learning Materials

• Internet-connected devices
• Projector or whiteboard
• Online tools videos (YouTube clips …)
• Paper, markers (for posters)
• Case study printouts
Expected Standard

• Understanding how internet works demonstrated accordingly

• Online tools to search and navigate the internet used correctly
• Online safety practices correctly applied

Assessment

1. Formative Assessment: Observation & Feedback, Quizzes, Peer Review …

2. Summative Assessment: Project-Based Task …

Key Points

 The Internet is a global network enabling communication, information access, and digital
interaction.

 Internet services include email, search engines, and online collaboration.

 Online tools enhance communication and productivity.

 Safe and ethical use of the Internet is essential in the digital age.
 Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development

Centre

IINFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1 - TERM THREE
FORM 1 - SECONDARY
Topic: 1.5 Digital Literacy
Introduction

Overview

This topic introduces learners to the concept of digital literacy. It focuses on identifying, using,
understanding various digital devices, practicing responsible and ethical use of technology.
Through hands-on activities, learners will develop skills for navigating a digital world, exploring
digital tools for communication, learning, and productivity.

General Competences

 Develop digital literacy and technological confidence

 Demonstrate responsible and ethical behavior while using digital tools
 Communicate and collaborate using digital platforms
 Recognize the role of digital skills in real-life contexts

Learning Environments

• Physical

• Access to a computer lab, multimedia tools (e.g., projector, educational videos).

or

 Posters, printed worksheets, role-play, interviews, questionnaires…

• Virtual

 Internet access, Google Classroom, YouTube, video conferencing

or

 Pre-loaded digital content, mobile offline tools

• Technological
 - Laptops, smartphones, projector

or

- Feature phones, radios, printed media

Hook

Provocative Question: "Imagine going an entire day without using any digital device. How
would that affect your daily life?"

Key terms

 Digital Literacy
 Digital Devices
 Internet
 Communication
 Ethics
 Smart Phone
 Cyberbullying

Subtopic: 1.5.1 Introduction to Digital Literacy

Overview
This sub-topic introduces learners to digital literacy, guiding them to interact with digital
devices and reflect on how these tools influence communication, productivity, and ethical
behavior online.
Specific Competences
1.5.1.1 Use different types of digital devices
1.5.1.2 Practice ethical use of technology

Learning Activities

1. Discussing Digital literacy

Activity: Learners discussing digital literacy (How to use computers, smartphones, the
internet, and various apps or software to find, create, communicate, and manage
information)
2. Interacting with various digital devices
Activity: Learners interacting with various digital devices. (Computers, tablets, and
smartphones)
3. Discussing digital devices’ uses in daily life.
Activity: Learners discussing digital devices’ uses in daily life (Computers: typing documents
(homework, reports, letters) tablets (Reading eBooks and digital textbooks) and
smartphones (Making calls and texting …)
4. Building familiarity with digital devices and their role in communication and
productivity
Activity: Learners building familiarity with digital devices and their role in communication
and productivity (scavenger hunt searching for specific, age-appropriate information online,
facts about their favorite animals or school subjects.)
4. Creating a digital portfolio showcasing their learning tools.
Activity: Creating a digital portfolio using digital tools. (Word, PowerPoint, or Google Docs
…)
5. Discussing on how digital skills are used in careers, education, and daily activities.
Activity: Learners discussing on how digital skills are used in careers (digital platforms for
learning, education, daily activities, apps for entertainment…..)
 6. Creating virtual spaces for communication.

Activity: Learners creating virtual spaces for communication. (Google meet, zoom…)

7. Simulating email exchange where learners practice sending, replying to, emails.
Activity: Learners simulating email exchange where learners practice sending, replying to
emails. (Google Workspace) (Writing to a teacher, sharing ideas with a friend…….)

8. Discussing the importance of online safety and responsible behavior.

Activity: Learners discussing the importance of online safety and responsible behavior.
(Protects Personal Information, Prevents Cyberbullying, Reduces Risk of Viruses and Hacks…)

9. Designing posters on safe online practices

Activity: Learners designing posters on safe online practices. (protecting passwords, identifying
scams, and avoiding inappropriate content…)

10. Exploring responsible and ethical use of technology

Activity: Learners exploring responsible and ethical use of technology (Safe, Respectful, Honest,
Legal….)

How to conduct the activities:

 class discussion
 individual work
 field trips
 Learners create posters
Content Tips

 digital literacy means in simple terms: the ability to use digital devices effectively and
responsibly.
 texting on a phone, searching Google, or watching educational videos.

 Digital devices smartphones, tablets, laptops, and desktops

 Common careers (teachers using Zoom, shopkeepers using mobile money…).

Ethical Use of Technology

 Online safety, digital responsibility, and ethics

 Cyberbullying, password safety
 Importance of respectful online behavior.

Suggested Teaching/Learning Materials

 Tablets, smartphones, laptops

 Internet connectivity
 Projector or smartboard
 Stationery for posters
 Google Apps (Docs, Drive, Meet)
 Sample email templates
 Videos on online safety

Expected standard

• Different types of digital devices used appropriately

• Ethical use of technology practiced
Assessment

 Observation.
 Poster presentation.
 Digital portfolio file
 Class participation

Key points

• Understanding Digital Literacy

• Use of Different Digital Devices
• Digital Communication and Collaboration
• Real-Life Applications
• Ethical Use of Technology

Topic 1.6 ICT in Business

Introduction

Overview

This topic teaches learners how ICT is used in businesses. It shows how tools like computers and
the Internet help with communication, managing money, keeping records, marketing, and
serving customers. Learners also look at real-life examples and talk to business owners to see
how technology helps run and protect a business.

General Competence(s)
  Use ICT to identify business opportunities

 Create digital business models

 Manage online platforms for entrepreneurial ventures

Learning Environment

• Physical

• Access to a computer lab, multimedia tools (e.g., projector, educational videos), and
opportunities for local business visits.
or

 Posters, printed worksheets, role-play, interviews, questionnaires…

• Virtual

 Internet access, Google Classroom, YouTube, video conferencing

or

 Pre-loaded digital content, mobile offline tools

• Technological

- Laptops, smartphones, projector

or

- Feature phones, radios (for business case broadcasts), printed media

Hook

Thought –provoking question: "Imagine you start a small business selling snacks at school. What
digital tools could help you manage your money, attract more customers, or keep track of your
stock?

Key Terms

 ICT tools

 Entrepreneurship
  Business finance

 Digital applications

 Cyber security in business

Sub- Topic 1.6.1 Introduction to ICT in Business

Overview

This sub-topic introduces learners to how ICT tools and applications are integrated into various
business activities to improve efficiency, financial management, communication, and customer
service. By understanding how businesses use technology, learners can begin to appreciate the
transformative impact ICT has on entrepreneurship, job creation, and economic development.

Specific Competence(s)

1.6.1.1 Appreciate ICT tools in Business

Learning Activities

1. Identifying different ICT tools in businesses and entrepreneurship

Activity: learners identifying different ICT tools used in businesses and entrepreneurship

 Software tools: (Customer Relationship Management (CRM) platforms, accounting

software, project management tools, and data analytics platform..)

 Hardware tools: (computers , laptops, tablets, printers, networking devices, servers, and
, projectors …)

2. Discussing the role of ICT in managing business finances

Activity: Learners discussing the role of ICT in managing business finances (Budgeting and
Planning, Record Keeping and Transactions, Online Banking and Digital Payments …)

3. Interviewing local entrepreneurs on ICT use in business

Activity: Learner’s interviewing local entrepreneurs on ICT use in business (interview

schedules, questionnaires, conduct interviews, present findings …)

4. Presenting findings on ICT’s impact on financial management

 Activity: learners presenting findings on ICT’s impact on financial management (case study,
online research…)

5. Discussing how ICT can be used to safeguard Businesses

• Activity: Learners discussing how ICT can be used to safeguard businesses (CCTV and
Surveillance Systems, Antivirus and Security Software, Passwords and User Access Control
…)

6. Analyzing how ICT can positively impact business operations

Activity: Learners analyzing how ICT can positively impact business operations (case study,
interviews, surveys, research …)

How the Activity Will Be Conducted

 Group discussion.

 Individual work

 Pair work

 Brainstorming

 Demonstration

 Field trips

 Research & surveys

 Interviews

Suggested Teaching and Learning Materials

 Laptops/tablets/smartphones

 Printed case studies

 Role-play scripts

 Projector/video screen

 Questionnaires
  Cardboard "computers"

 Paper "receipts"

 calculators

Expected Standard

 ICT tools in business appreciated

Content Tip

Introduction & Overview

 ICT = Information and Communication Technology.

 ICT is used to make business operations faster, easier, and more efficient.
 Common ICT tools include:
o Computers
o Mobile phones
o Internet
o Software applications

How ICT Helps in Business

• Communication
o Send emails, make calls, or hold video meetings.
o Helps business owners talk to customers and workers.
• Managing Money (Financial Management)
o Use of mobile money (e.g., Airtel Money, MTN MoMo).
o Software like Excel to record income and expenses.
• Record-Keeping
o Store business records on a computer or in the cloud.
o Easy to search, update, and protect.
• Marketing
o Use social media (Facebook, WhatsApp) to promote products.
o Reach more customers online.
• Customer Service
o Respond quickly using email or messaging apps.
o Collect feedback using online forms.

1. Protecting the Business

o Use CCTV, passwords, and antivirus software.
o Prevents theft and protects information.

ICT Applications in Business

  Financial Management: Use of spreadsheets or accounting software to manage
budgets, record transactions, and forecast revenue.
 Marketing: Social media campaigns, email marketing, digital posters.
 Customer Relations: CRM systems, online chat support, feedback forms.

Benefits of ICT in Business

 Faster communication and transactions

 Better financial record-keeping
 Increased reach to customers through digital marketing
 Efficient stock and inventory tracking

Risks and Challenges

 Cyber security risks (data breaches)

 Cost of ICT tools and internet
 Dependence on technology (downtime can stop business)
 Data-driven decision-making using digital reports

Assessment

Formative assessments

 Observation during Group Work and Discussions

 Quizzes (Digital or Paper-based)
 Peer Assessment During Role-Plays
 Poster Feedbacks
 Reflection Journals

Summative Assessment

 Short Written Test

 Cyber Security Poster Presentation

 Scenario-Based Written Task

 Mini Project

 Case study
Key points

 ICT stands for Information and Communication Technology.

 ICT helps businesses work better, faster, and more safely.
 Common ICT tools include computers, mobile phones, the Internet, and software

 Communication – Emails, calls, video meetings help staff and customers stay connected.
 Financial Management – Tools like mobile money and Excel help manage money and
expenses.
 Record-Keeping – Computers store sales, stock, and employee data for easy access.
 Marketing – Social media and websites are used to promote products and reach more
people.
 Customer Service – Quick replies via email or apps improve service and feedback.
 Security – CCTV, passwords, antivirus, and data backups help protect the business
 ICT SAMPLE OF LESSON PLAN
MINISTRY OF EDUCATION
MAPUTOSA SECONDARY SCHOOL
LESSON PLAN
SUBJECT: Information and Communication Technology (ICT)
NAME OF TEACHER: John K TIME: 08:20-09:40
LEVEL: Form 1 K DURATION: 80 Minutes
TOPIC: 1.3 File Management NO. OF PUPILS: 50
SUB-TOPIC: 1.3.1 Basics of File Management BOYS: 25 GIRLS: 25
GENERAL COMPETENCES:
 Demonstrate the ability to organize and manage files and folders efficiently.
 Apply appropriate file naming conventions.
 Practice safe file handling to support digital literacy.
SPECIFIC COMPETENCES:
 1.3.1.1 Use different file naming conventions.

LESSON GOAL: By the end of this lesson, learners should create folders and subfolders; use
appropriate file naming conventions to organize files meaningfully.
PRIOR KNOWLEDGE:
 Learners familiar with categorizing objects.
REFERENCES:
 ICT Module 2, Term 2 Page… (2023 Curriculum)
 Official ICT Ordinary Level Syllabus (2023)
LEARNING ENVIRONMENT
 Physical: Classroom, ICT Laboratory
 Virtual: Online platforms
 Technological: Laptops, tablets, projector, file explorer software, Smartphones
TEACHING AND LEARNING MATERIALS/RESOURCES
 Computers, tablets, Smartphones
 Projector or whiteboard
 Sample files ( .docx, .pdf)
 Printed guides for naming conventions
 Folders/files for demonstration
EXPECTED STANDARD:
File naming conventions used appropriately
LESSON PROGRESSION
STAGES TEACHER’S ROLE LEARNERS’ ROLE ASSESSMENT
CRITERIA
INTRODUCTION Present a Hook Participate in the Learners relate the
5 Minutes Question; discussion and analogy to digital file
“Imagine walking into respond to the scenario organization.
your room and seeing
papers all over the
 place on the bed, the
floor, and the desk.
Some are homework,
some are letters, and
others are important
notes. But none of
them are labeled, and
everything is mixed
up. How would you
fix this mess?”
LESSON Present key concepts: Listen and take notes. Learners describe
DEVELOPMENT file, folder, directory, Answer clarifying key file
10 minutes naming convention, questions. management terms
file extension
Activity 1: Creating Demonstrate how to Follow along Learners create a
Folders and create practically on devices. structured folder
Subfolders folders/subfolders Create folders e.g. system correctly
“Subjects > ICT >
10 Minutes Homework.’’
Activity 2: Naming Show how to name Learners creating Folders and sub-
Folders and folders and sub- folders and subfolders folders named
Subfolders folders. Guide (creating a main folder correctly.
learners through and organize files into
15 Minutes exercises. subfolders based on
topics, subjects, or file
types…)
EXERCISE Provide a worksheet Complete the task Folders are properly
20 Minutes or practical task (e.g., individually or in organized, named,
organize files into pairs. Peer-review and files correctly
subject-based folders each other’s folder handled
and name them) structure.
CONCLUSION Recap key points of Share what they Learners can
10 Minutes the lesson. Emphasize learned and ask final verbally explain file
the importance of file questions. management
naming and safe benefits and
handling techniques
HOMEWORK Ask learners to Practice at home and Evidence of file
organize files on their prepare to present organization in next
personal flash drive or before the next lesson class.
home PC using folder
naming techniques
learned.
LESSON EVALUATION:
Evaluation criteria: Lesson planning and competencies, teaching strategies, student engagement,
reflection and improvement.
Example:
The majority of learners were able to create and name folders, apply naming conventions, and
perform safe file operations. They participated actively in discussions and demonstrated
understanding through practical tasks. Some learners may need further reinforcement consistent
naming format