Displaying items by tag: Computer Science

1. explain the characteristics of a computer for awareness
2. use computers to perform daily life activities
3. outline the stages of processing cycle in a compute
4. explore the advantages and disadvantages of using computers in data processing
5. appreciate analysing the application areas of computers.

The learner is guided to:

• use digital devices to search for and present the definition of the terms; computer, data and information,
• take turns to list examples of computers (Notebook, desktop, laptop, tablet, PDA (Personal digital assistant), server, iPad, MacBook, smartphone, smartwatch, workstation)
• in turns discuss the characteristics of a computer,
• watch a video clip that shows the functions of a computer,
• use computing device to; perform arithmetic operations such as addition of numbers, search for information on business ideas, draw diagrams, listen for music,
• draw accurately and label correctly the computer processing cycle,
• display an illustration that demonstrates a general model of a computer,
• in groups, discuss the advantages and disadvantages of using computers in data processing,
• share experiences on the application of computers in various areas such as (Education, Business, Banking, Military, Communication, Government, Home, Insurance, Marketing, Healthcare, Engineering Design,
  manufacturing).

1. Why do computers have different features?
2. How do you use computer in real life situation?

• Communication and collaboration: learner develops speaking skills when using appropriate language to clearly and effectively share experiences on the applications of computers in various areas.
• Digital literacy: learner interacts with technology when searching for and present the definition of the terms computer, data, processing and information.

• Unity: learners discuss in groups the advantages and disadvantages of a computer.
• Responsibility when drawing and labelling the computer processing cycle.

• Learner Support programmes: Peer education is enhanced when learners in groups use computing devices to perform arithmetic operations such as addition of numbers.

• English: learner uses appropriate language to clearly and effectively share experiences on the use of computers in real life situation.
• Mathematics when using a computing device to perform arithmetic operations such as addition of numbers.

1. identify evolution stages of computers from first mechanical device to modern electronic digital devices
2. explain the tasks performed by computers at different evolution stages
3. distinguish between the difference engine and the analytical engine in relation to computer development
4. use computer that existed at different evolution stages to perform tasks
5. appreciate examining the sustained development of computers in respect to contemporary technology.

The learner is guided to:

• watch a video clip and learn about evolution stages of computers from abacus, mechanical devices electromechanical devices to modern digital computers,
• listen keenly to a computer resource person when explaining the tasks performed by computers at different evolution stages of computers (mechanical device, abacus, electromechanical modern electronic digital computers),
• brainstorm the relationship between the difference engine and the analytical engine in relation to computer development,
• turn to discuss the difference mengine and the analytical engine in relation to computer development,
• share experiences on the use of computer that existed at different evolution stages,
• in turns discuss the development of computers in respect to contemporary technology.

1. What role did the analytical engine play in development of computers?
2. How do you use computer that existed at different evolution stages to perform tasks?

• Learning to learn: learner listens keenly and learns from a computer resource person when explaining the tasks performed by computers at every stages in evolution of computers.
• Communication and collaboration: learner shares experiences on the development of computers in respect to contemporary technology

• Respect : learner shares experiences on the development of computers in respect to contemporary technology.

• Citizenship: learner shares experiences on the use of computer that existed at different evolution stages.

• Social Studies: learner identifies the evolution stages of computers from the first mechanical device to the modern electronic digital devices

1.3 Generations of Computers

(3 Lessons)

1. identify the generations of computers from first to the latest
2. describe the characteristics of different computer generations for awareness
3. apply technologies of different computers generations in daily life situation
4. match computer generations to their corresponding technologies
5. appreciates analysing the technological advancement of computers from one to the next generation.

The learner is guided to:

• search for information on the generations of computers from first to the latest,
• visit a computer user environment and find out the year of manufacture of the available computers and map them to their appropriate generation.
• share experiences on the characteristics of each generation of computers,
• consult a computer technician to discuss technologies used in different generations of computers.
• use technologies of different computers generations in daily life situation; search information on personal hygiene, prepare personal time
  table, the next generation.
• take turns to match computer generations to their corresponding technologies,
• actively participate in a debate on the technological advancement of computers from one to the next generation,
• use computers of different generation to perform a task and compare their efficiency.

1. Why are there different generations of computers?
2. How do you apply different technologies of computers in daily life situation?

• Self-efficacy: learner uses computers of different generation to perform a given task and compare their efficiency.
• Creativity and imagination: learner matches computer generations to corresponding technologies.

• Unity: learner shares experiences on the characteristics of each generation of computers.

• Learner Support programmes: Peer Education, is promoted as learners assist one another on how to use computers of different generation to perform a task and compare their efficiency.

• Integrated Science: learner distinguishes the technologies used in different generations of computers.

1.4 Classification of Computers

(3 Lessons)

1. explain the types of computers in a computer user environment
2. apply appropriate criteria to classify computers
3. select appropriate types of computers for use in different situations
4. describe the use of embedded computers in daily life activities
5. appreciate the use of different types of computers in performing tasks.

The learner is guided to:

• participate actively in discussing and listing different types of computers in a computer user environment,
• discuss with the resource person the criteria used to classify computers,
• take turns to match different types of computers to their respective classes,
• intelligently assess user computing needs and select appropriate computers for different situations (a user on a fixed budget, a home business user, a gaming enthusiast, a photographer, a home video enthusiast, a distance education user, a human resources manager, an accountant).
• confidently share experiences on the use of embedded computers (ATM machines, MP3 players, DVD players, Drones, Anti-lock braking system, Airbag control system, Digital watches, Microwaves).
• in groups, use different types of computers to perform tasks (draw images, write a letter, play games).

1. How are different types of computers used?
2. Why do you use embedded computers?

• Critical thinking and Problem solving: learner intelligently assesses user computing needs and selects appropriate computers for different situations.
• Communication and collaboration: learner discusses engagingly with the resource person the criteria to use when classifying computers.

• Peace when taking turns to match different types of computers to their respective classes.

• Financial Literacy: learner assesses user computing needs and selects appropriate computers for different situations.

• Music: learner shares experiences on the use of embedded computers such as MP3 and DVD players. 

1. explain factors to consider when setting up a computer user environment
2. identify appropriate resources for a computer user environment
3. observe safety precautions and practices in the computer user environment
4. appreciate examining emerging trends in computer user environment.

• watch a video about different computer user environments,
• brainstorm on the factors to consider when setting up a computer user environment,
• search for the resources required when setting up a computer user environment and list them,
• in groups, set rules to follow in a computer user environment,
• practice observing safety precautions when in the computer user environment,
• participate actively in setting up a computer user environment.
• share ideas on emerging trends in computer user environment.

1. Why do you set up a computer user environment?
2. How do you take care of a computer?

• Critical Thinking and Problem Solving: learner sets rules to follow in a computer user environment.
• Creativity and Imagination: learner intelligently sets up a computer user environment.

• Integrity: learner genuinely identifies appropriate resources for a computer user environment.

• Safety education when observing safety precautions and practices in the computer user environment.

• Life Skills Education when setting up a computer user environment.
• Health Education when observing safety precautions and practices in the computer user environment.

Tries to observe safety precautions and practices in the computer user environment

1. identify the physical parts of a computer
2. explain the functions of the physical parts of a computer
3. connect the physical parts of a computer for use
4. utilise physical parts of a computer to minimise wastage
5. appreciate interacting with physical parts of a computer.

• visit a computer user environment and observe, identify and then list various physical parts of a computer including the peripheral,
• take turns to match the physical parts of a computer to their respective functions,
• in groups connect physical parts of a computer for use,
• take part in modelling interlinked physical parts of a computer,
• take turns to talk about reusing or recycling the physical parts of a computer that are in good working condition to minimise wastage
• in groups interact with physical parts of a computer.

1. What are the physical parts of a computer?
2. How do you connect physical parts of a computer?

• Self-efficacy: learner connects physical parts of a computer appropriately and confidently.
• Creativity and Imagination: learner takes part in modelling interlinked physical parts of a computer.

• Responsibility: learner participates actively in connecting physical parts of a computer.
• Respect: learner takes turn to match the physical parts of a computer to their respective functions.

• Environmental Education as learners practice reusing or recycling the physical parts of a computer that are in good working condition. 

• Visual Arts: learner takes part in modelling interlinked physical parts of a computer.

Assisted to connect the physical parts of a computer for use

1. apply the appropriate procedure to start and shut down a computer
2. explain the functions of the keys in a computer keyboard
3. categorize the keys in a computer keyboard
4. use pointing devices to manipulate objects in the computer
5. appreciate interacting with the keyboard and the pointing devices of a computer.

• take part in starting and shutting down a computer using appropriate procedure,
• take turns to locate different keys on the computer keyboards and demonstrate their functions,
• in groups model or draw different categories of the keys on the computer keyboard
• take part in manipulating objects in the computer using pointing devices skills,
• practice different ways of using the computer keyboard; typing a simple text, multiplying numbers, drawing diagrams,
• practice typing using the home keys on the computer keyboard,
• in groups, use computer keyboard and pointing devices to; scroll up pages of a document, make corrections in a text document, draw diagrams,

1. Why are there different keys in a computer keyboard?
2. How do you use a computer keyboard?

• Digital Literacy: learner uses the computer keyboard and a pointing device to type simple text and manipulate objects on the screen.
• Learning to learn: learner practices typing using the home keys on the computer keyboard.  

• Love: learner cheerfully shares experiences on the use of the computer keyboard and pointing devices.
• Responsibility: learner shuts down a computer appropriately.

• Learner Support Programmes: peer education, as learners assist one another on how to use pointing devices to manipulate objects in the computer.

• Visual Arts: as a learner creatively and correctly models or draws a well labelled computer keyboard showing the categories of the keys

Hardly categorizes the keys in a computer keyboard

1.8 Computer Systems Overview

(3 Lessons)

1. identify the components of a computer system in a computer user environment
2. relate computer system components to their functions
3. use computer system components to perform tasks
4. describe the linkage among the components of a computer system
5. appreciate analysing the importance of computer systems in the society.

• search for the meaning of the terms system and computer system, and share the findings with peers,
• discuss engagingly the components of a computer system (hardware, software, live ware) and list them,
• take turns to match components of computer system to their functions,
• in groups use computer system components to perform a task; draw diagrams, search for learning materials,
• take part in creating an illustration of the linkage among the components of a computer system,
• shares experiences on the importance of computer systems in the society.

1. Why do you use computer systems?
2. How do computer system components interact?

• Learning to Learn: learner confidently shares experiences on the importance of computer systems in the society.
• Creativity and Imagination: learner creates an illustration of the linkage among the components of a computer system.

• Peace: learner remains calm when creating an illustration of the linkage among the components of a computer system

• Learner Support programmes as learners take turns in matching components of computer system to their corresponding functions during clubs

• Visual Arts: learner creates an illustration of the linkage among the components of a computer system.

1. identify categories of hardware in a computer system
2. relate categories of computer hardware to their functions
3. select appropriate hardware for different situations
4. use different elements of computer hardware in performing daily life activities
5. appreciate examining the role of hardware elements in a computer

• visit a computer user environment and list the hardware devices in use,
• engage actively in a discussion on the categories of computer hardware (input devices, central processing unit, output devices and storage devices),
• search for the functions of computer hardware and make a presentation,
• take turns to match categories of hardware to their functions,
• accurately assess user computing needs and select appropriate computer hardware for different situations,
• in groups, use different elements of computer hardware to input data, store, and output information.

1. Why do you categorize computer hardware?
2. How do you use different elements of computer hardware?

• Critical Thinking: learner assesses user computing needs and select appropriate hardware for different situations.
• Communication and collaboration: as learner engages actively in a discussion on the categories of a computer hardware.

• Integrity: learner appropriately assesses user computing needs and select appropriate computer hardware for different situations.
• Unity as learners engages actively in a discussion on the categories of a computer hardware.

• Financial Literacy: learner assesses user computing needs and select appropriate hardware for different situations.

• Life Skills Education: learner uses different hardware of a computer to input data, store, and output information.

1. identify input devices in a computer system
2. categorize input devices based on their functionality
3. select appropriate input devices for different situations
4. use input devices to perform tasks
5. appreciate reusing input devices to minimise wastage

The learner is guided to:

• identify and list input devices available in a computer user environment (barcode scanner, digital camera, keyboard, microphone, optical mouse, touch screen (resistive, capacitive and infra-red), two-dimensional (2d) and three-dimensional (3d) scanners),
• consult a computer specialist to demonstrate how different categories of input devices operate,
• match input devices to their respective categories such as, keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras and other data capture devices,
• in turns discuss factors to consider when selecting an input device,
• assess user computing needs and
  select appropriate input devices for different situations (such as user on a fixed budget, a home user, business user, a gaming enthusiast, a photographer, a distance education user, a human resources manager, an accountant),
• use available input devices to perform tasks assigned by the facilitator,
• creatively reuse input devices which are still in good condition to minimise wastage.

1. Why are
   there input devices in a computer system?
2. How are input device used?

• Critical Thinking and Problem Solving: learner assesses user computing needs and selects appropriate input devices for different situations.
• Communication and Collaboration: learner listens keenly as they discusses on the factors considered when selecting an input device.

• Responsibility: learner uses available input devices to perform tasks.

• Environmental Education is promoted as learners practice reusing input devices which are still in good condition to minimise wastage.

Link to other subjects:

• Integrated Science when categorizing input devices based on their functionality.

1. locate the CPU in a computer system
2. explain functional elements of the CPU in a computer system
3. explore different types of processors used in computing devices
4. use computers with different types of processors to perform tasks
5. appreciate analysing the role of processors in computers

• search for the meaning of the term CPU and motherboard,
• in groups watch a video that shows the location of the CPU in a computer,
• watch a video simulation of the functional organisation of the CPU,
• consult a computer specialist to discuss the functional elements of a CPU (arithmetic and logic unit, control unit and the special memory),
• in turns navigate computer system specifications to determine the type of processor in a computer and list them,
• use computers with different types of processors to perform tasks; draw diagrams, type words, add numbers,
• In groups discuss the role of processors in computers

1. How does a computer system use the CPU?
2. Why do computers have processors?

• Self-efficacy: learner independently and confidently navigates through computer system specifications to determine the type of processor.
• Creativity and imagination: learner creates illustrations showing the functional elements of the CPU and display in the learning environment.

• Unity as learners work together to achieve a common goal when searching for the technological trends in the development of the CPU.

• Life skills as learners navigate through computer system specifications to determine the type of processor.

• Life Skills Education: learner confidently navigates through computer system specifications to determine the type of processor.

Assisted to explore different types of processors used in computing devices

1.12 Output Devices

(3 Lessons)

1. identify output devices of a computer system
2. describe the functions of output devices in a computer system
3. categorize computer output devices based on the output generated
4. select appropriate output devices for different situations
5. use output devices to perform daily life activities
6. appreciate examining the technological trends in the development of output devices.

• observe and list available output devices in the computer user environment, such as (printers, monitors, speakers, projectors, plotters, actuator),
• consult a computer specialist to discuss and demonstrate the various functions of output devices,
• watch a video clip on categories of output devices and a list them,
• in turns participate in matching output devices into their appropriate categories,
• in groups, compare hardcopy output and softcopy output outlining their advantages and disadvantages,
• in turns discuss the factors considered when selecting output device,
• take turns in selecting appropriate output devices for different situations,
• share experiences on safe use and care of output devices,
• in groups perform a task assigned by the facilitator using available output device.

1. Why are there different output devices?
2. How do you use output device?

• Critical Thinking and Problem Solving: learner develops evaluation and decision making skills as they compare softcopy and hardcopy output.
• Citizenship: learner participates engagingly in a discussion on the factors considered when selecting output device.

• Responsibility: learner practices safe use and care of output devices.
• Unity: learner participates engagingly in a discussion on the factors considered when selecting output device.

• Safety and security: learner practices safe use and care of output devices.

• Health Education: learner practices safe use and care of output devices.

Tries to describe the functions of output devices of a
computer system

1.13 Ports and Cables

(3 Lessons)

1. identify cables and ports in computer systems
2. explain the types of cables used in computer systems
3. relate cables to their corresponding ports in computer systems
4. connect cables to ports in computer systems
5. appreciate the use of cables and ports in computer systems.

• search for information on different cables and ports used in computer systems,
• consult a computer specialist to engage in a discussion on the types of cables and ports used in computer systems,
• take turns to match ports to their corresponding cables,
• participate actively in communal activities which deal with reusing or recycling the cables to minimize wastage,
• consult a computer user to discuss and demonstrate how to use cables and ports appropriately,
• in groups connect cables to their corresponding ports in computer systems.

1. Why do computer systems have ports?
2. How do you use cables?

• Self-efficacy: learner takes turns to match ports to their corresponding cables.
• Communication and collaboration: learner consults a computer specialist to engage in a discussion and demonstration on the types of cables and ports used in a computer.
• Citizenship: learner participates in communal activities which deals with reusing or recycling cables to minimize wastage.

• Patriotism: learner participates actively in communal activities which deals with reusing or recycling of cables to minimize wastage.

• Learner Support programmes: peer education is enhanced as learners in groups discuss and demonstrate how to use cables and ports appropriately during clubs.

• Integrated Science: learner relates ports to their corresponding cables.

1. identify the problems experienced in the society when setting up a computer
2. describe different ways of setting up a computer
3. apply appropriate instructions to set up a computer
4. set up a computer for use
5. explore ways to overcome the challenges experienced when setting up a computer
6. enjoy booting a computer successfully for use.

The learner is guided to:

• visit a computer user environment, discuss engagingly with the users in the community and list the challenges they experience when setting up a computer,
• keenly search for different ways of setting up a computer,
• share experiences on precautions to follow when setting up a computer,
• consult a computer specialist to guide on tools and requirements needed when setting up a computer, and to demonstrate how to setup a computer,
• intelligently use knowledge, skills and attitudes acquired to setup a computer appropriately,
• take turns to share the benefits and challenges experienced when setting up a computer,
• creatively device ways to overcome the challenges experienced when setting up a computer,
• eagerly enjoy booting a computer successfully for use,
• participate actively in communal activities which involve setting up computers,
• consult a computer technician to assist in identification of computers which are not functioning, select the parts which are still in good condition and are suitable to be reused or recycled, and make use of them when setting up a computer.
• keenly follow the appropriate instructions when setting up a computer:
  1. identify its port and interface cable,
  2. gently and carefully connect the interface cable of each device to the correct port and to the device if it is not already fixed permanently,
  3. connect the computer to the power source and switch it on,
  4. observe boot up information on the screen to see whether power on-self test (POST) displays any error message,
  5. boot a computer successfully to show that it was properly setup,
  6. if the computer is completely new, programs have to be copied or installed on the hard disk.

1. How do you set up a computer?
2. Why are safety precautions observed when setting up a computer?

• Communication and Collaboration: learner actively contributes to group discussions and participates in setting up a computer.
• Citizenship: learner discusses engagingly with the users in the community and list the challenges they experience when setting up a computer.
• Creativity and Imagination: learner creatively devices ways to overcome the challenges experienced when setting up a computer. 

• Unity: learner teams up with others in setting up a computer.
• Respect: learner recognises the input of every member of the team when connecting the devices to the system unit.

• Learner Support programmes is promoted as learners share experiences on precautions to follow when setting up a computer during society and clubs

• Pre-Technical and Pre-Career Education: learner demonstrates ability to apply appropriate instructions to set up a computer.

1. identify physical threats to computers in a computer user environment
2. explore ways of mitigating physical threats to computers in a computer user environment
3. apply appropriate control measures to minimize physical threats to computers in a computer user environment
4. appreciate using computers in a physically secured computer user environment.

• engagingly discuss physical threats to computers (theft, natural disasters, hardware failure) in a computer user environment,
• consult a computer specialist to discuss ways of mitigating physical threats to computers in a computer user environment,
• participate in using appropriate control measures to minimize physical threats to computers in a computer user environment,
• in groups use computers in a physically secured user environment.

1. What physical threats have encountered when using computers?
2. How do you secure computers from physical threats?

• Critical Thinking and Problem Solving: learner explores ways of mitigating physical threats to computers in a computer user environment.

• Responsibility: learner participate in securing computers in a computer user environment.

• Safety and security: learner applies physical mitigation measures to secure computers in a computer user environment.

• Health Education: learner applies physical mitigation measures to secure a computer user environment.

2.2 Health and Safety

(2 Lessons)

1. identify health complications associated with the use of computers in a computer user environment
2. apply appropriate techniques to mitigate health complications associated with the use of computers
3. observe safe use and best practices when using computers
4. appreciate

• discuss in groups health complications associated with the use of computers,
• engagingly discuss techniques to mitigate health complications associated with the use of computers,
• independently use appropriate techniques to mitigate health complications
• share experiences on the safety practices to be observed when using computers
• always observe safety precautions and best practices when using computer,
• take turns to organise workstation to minimise health complications when using computers.  

1. Why is your health at risk when using a computer?
2. How do you minimise health complications associated with the use of computers? 

• Critical Thinking and Problem Solving: learner explores techniques to mitigate health complications associated with the use of computers.
• Communication and Collaboration: learner shares experiences on the safety practices to be observed when using a computer.

• Respect: learner accommodates others opinion when discussing techniques to mitigate health complications associated with the use of computers in a computer user environment.

• Health issues: learner observes safe use and best practices when using a computer in a computer user environment.

• Health Education as learners observe safe use and best practice when using computers in a computer user environment.

2.3 Repetitive Strain Injury (RSI)

(2 Lessons)

1. identify the symptoms of repetitive strain injury for awareness
2. explain the causes of repetitive strain injury for consciousness when using a computer
3. apply appropriate strategies to prevent repetitive strain injury when using a computer
4. appreciate using computers safely to minimizing the repetitive strain injury.

• share experiences on common symptoms of repetitive strain injury (upper limb disorders, eye strain, stress and fatigue) for awareness,
• consult a resource person and ask questions for clarity on the causes of repetitive strain injury,
• watch a video about the causes of repetitive strain injury and list them,
• in groups discuss the strategies for preventing repetitive strain injury when using a computer,
• use the appropriate strategies to prevent repetitive strain injury when using a computer
• practice observing safe ways when using computers for a longer period.

1. What are the consequences of prolonged use of a computer?
2. How does repetitive strain injury affect your health?

• Critical Thinking and Problem Solving as a learner asks questions for clarity on the causes of repetitive strain injury.
• Communication and collaboration as a learner shares experiences on the symptoms of repetitive strain injury.

• Responsibility as a learner observes safe use and best practices when using a computer for a longer period.

• Health issues as a learner observe safe use and best practices when using a computer for a longer period.

• Health Education as learners observe safe use and best practice when using computers.

2.4 Data Safety in Computers

(2 Lessons)

1. explain threats to data stored in a computer
2. identify the control measures for securing data in a computer
3. apply the control measures to secure data in a computer
4. appreciate the use best practices to secure data in a computer.

• brainstorm on the meaning of the terms data safety, data privacy, and data threats,
• consult a computer specialist to discuss data threats and their control measures,
• in groups watch a video on control measures for securing data in a computer,
• in turns discuss ways of securing data stored in a computer (use of passwords, backup, anti-viruses, user access level, user logs),
• practice using best practices to secure data in a computer.

1. How is data in a computer exposed to threats?
2. Why do you secure data in a computer?

• Communication and Collaboration: learner discusses ways of securing data stored in a computer.
• Critical Thinking and Problem Solving: learner intelligently applies the control measures to secure data in a computer.

• Peace: learner calmly watches a video on control measures for securing data in a computer.

• Safety and Security: learner uses data safety measures to secure data in a computer.

• Life Skills Education as a leaner uses appropriate data safety measures to secure data in a computer.

2.5 Online
Safety Concepts

(3 Lessons)

1. explain online threats to a computer user
2. identify online safety measures to observe when using a computer
3. apply online safety measures when using a computer
4. appreciate examining the importance of online safety when using a computer.

The learner is guided to:

• brainstorm on the meaning of the terms online safety, and online safety risks,
• take turns to share the online threats experienced when using a computer,
• consult a computer specialist to discuss online threats (such as cyber bullying, phishing, online fraud, friend requests from unknown people) to a computer user,
• watch a video on safety measures to observe when online (not sharing pictures, location, securing profiles),
• engagingly discuss with a resource person how to solve online safety issues (cyber bullying, phishing, online fraud, friend requests from unknown
  people),
• always practice observing online safety measures when using a computer,
• share experiences about the importance of online safety when using a computer.

1. What data do you share when online?
2. How do you protect yourself from cyber bulling?

• Communication and collaboration: learner take turns to share the online threats experienced when using a computer
• Learning to learn: learner shares experiences about online safety.

• Responsibility: learner applies safety measures when online.

• Security issues: learner applies safety measures when online.

• Life Skills Education: learner always practice observing online safety measures when using a computer.

2.6 Online
Identity Safety

(3 Lessons)

1. analyse the characteristics of personal data for protection from online identity theft
2. describe techniques that protect personal data from online disclosure
3. apply appropriate methods to protect personal data from online disclosure
4. adhere to rules associated with online etiquette when interacting with computers
5. appreciate the use of computers responsibly to safeguard digital footprint.

The learner is guided to:

• share the online identity threats experienced when using a computer,
• engagingly discuss the characteristics of personal and sensitive data (personal name, address, family details, images, date of birth, a photograph in school uniform, medical history),
• take turns to share ideas and illustrations on how to keep personal and sensitive data from public when online,
• consult a resource person to discuss the use of social media including knowing how to block and report unwanted users,
• discuss awareness of potential dangers of meeting an online contact face to face,
• Take turns to elaborate on rules associated with online etiquette
  (avoid distribution of inappropriate  images, avoid use of inappropriate language, respecting confidentiality of personal data of other people),
• share experiences on responsible use of computers when online to safeguard digital footprint.

1. Why do you post personal information online?
2. How is online identity theft protected?

• Communication and collaboration when taking turns to elaborate on rules associated with online etiquette.
• Learning to learn when sharing experiences on responsible use of computers to safeguard digital footprint.

• Integrity: learner uses computers responsibly to safeguard digital footprint.
• Respect when taking turns to elaborate on rules associated with online etiquette.
• Love as a learner share experiences on responsible use of computers to safeguard digital footprint.

• Safety issues: learner shares experiences about online identity safety.

• Social Studies as a learner shares experiences on responsible use of computers to safeguard digital footprint.

1. relate computer networks to available types of networks
2. use locally available materials to model computer networks
3. explain the benefits of computer networks in the society
4. identify the challenges of computer networks in the society
5. appreciate examining the purpose of computer networks in the society.

• watch a video clip simulating a computer network,
• brainstorm the definition of the term network and computer network,
• share ideas on available networks in the society such as road network and then relate them to computer networks,
• in groups use locally available materials to model computer networks,
• debate on the benefits of computer networks in the society,
• share experiences on the challenges of computer networks in the society,
• in turns discuss the purpose of computer networks in the society.

1. Why do you use computer networks?
2. How do you form computer networks?

• Self-efficacy: learner shares ideas on available networks in the society.
• Creativity and Imagination: learner creatively and innovatively uses locally available materials to model a computer network.
• Effective communication: learner debates on the benefits of computer networks in the society.

• Respect: learner accommodates others ideas on available networks in the society.

• Life skills: learner debates on the benefits of computer networks in the society.

• Visual Arts: learner uses locally available materials to model computer networks.

• Digital literacy: learner connects to a computer network in the immediate environment.
• Self-efficacy: learner connects to and uses computer networks in the immediate environment to share resources with peers.

• Unity: learner shares resources with peers through computer networks in the immediate environment.

• Life skills: learner connects to and uses available computer networks in the immediate environment to share resources with peers.

• Social studies as a learner uses digital devices such as phones, tablets, computers to share a data files, photos with peers through computer networks in the immediate environment

1. describe the internet as a resource that runs on a global network of computers
2. explain benefits and challenges of internet in the immediate environment
3. explore ways of overcoming challenges of internet in the immediate environment
4. identify basic requirements for internet connectivity
5. connect to the internet to search for a topical issue
6. appreciate the use of internet as a computer network resource

The learner is guided to:

• search for the meaning of the term internet and present to peers,
• debate on the benefits and challenges of the internet,
• in groups, discuss ways of overcoming challenges of the internet in the immediate environment,
• discuss the basic requirements for internet connectivity (Internet Service Provider (ISP), Internet software, communication media, communication device),
• share experiences on interaction with the internet and list the services available,
• in turns select service available in the internet and use it to search for a relevant topical internet as a computer network resource. issue,
• use the internet to search for a topical issue.

1. Why do you use internet?
2. How do you connect to internet?

• Citizenship: learner connects and shares ideas worldwide through the internet.
• Digital literacy: learner accesses internet and searches for a relevant topical issue.

• Respect: learner accommodate others’ views when debating on the benefits and challenges of internet.

• Peer Education: learner shares experience on the use of the internet to search for a topical issue.

• Social studies: learner connects to and uses the internet to search for a relevant topical issue.

3.4 World
Wide Web (WWW)

(5 Lessons)

1. explain the importance of WWW as used in computer networks
2. identify the features of a web browser
3. describe the components of a uniform resource locator (URL) used to access resources in the internet
4. use a web browser to locate resources in the WWW
5. appreciate the use of WWW as a repository of information.

The learner is guided to:

• use available learning resources to search for the meaning of the terms World Wide Web (WWW), web browsers, uniform resource locator (URL),
• in turns discuss examples of web browsers (explorer, Firefox, Chrome, Netscape, Opera, Safari)
• launch and navigate a web browser to identify its features,
• take turns to write URL format: protocol://hostname/other information
• participate in giving examples of URL
• type a web resource Uniform Resource Locator (URL), and discuss its components,
• take turns to demonstrate how web browsers work,
• practice using a web browser to locate relevant internet resources.

1. How do you access internet resources?
2. Why do you use a web browser ?

• Learning to learn: learner wisely uses the acquired knowledge, skills and attitude to search for relevant resources using a web browser.
• Digital Literacy: learner develops connecting skill when using a web browser to search for and share information.

• Peace : learner take turns to demonstrate how web browsers work

• Citizenship: learner connects to the rest of the world through WWW.

• Life Skills Education: learner uses a web browser to search for relevant topical issues.

4.1 Computer Program- ming Concepts

(3 Lessons)

1. explain the importance of programming as used in computing
2. identify areas where computer programs are used in daily life
3. launch and interact with a computer program for awareness
4. appreciate using computer programs in performing daily life activities.

• use available learning resources to search for the meaning of the term programming and programs,
• in groups discuss the importance of computer programs,
• take turns to discuss areas where computer programs are used in daily life and list them,
• share ideas on the use of programming in daily life activities,
• in groups, start and interact with a computer program accessory such as, a computer game, calculator, paint, snipping tool, media player and note notepad,
• share experience on performing daily life activities (playing computer games, listening to music, performing mathematical operations, drawing objects, type text) using available computer programs accessories.

1. Why do computers have programs?
2. How do you use computer programs?

• Learning to Learn: learner launch and interact with a computer program for exposure to programming.
• Communication and collaboration: learner engagingly shares ideas on the use of programming in daily life activities.

• Unity: learner shares ideas on the use of programming in daily life.

• Self-esteem: learner launches and interacts with computer programs.

• Integrated Science: learner interacts with computer programs.
• Visual Arts: learner plays computer games and draws objects using computer program accessories.

4.2 Visual
Program ming Concepts

(3 Lessons)

1. identify types of visual programming applications for use
2. explain the procedure of launching a visual programming application
3. launch a visual programming application in a computer
4. appreciate navigating a visual programming application interface.

• use available resources to search for the meaning of the term visual programming,
• discuss and list examples of visual programming applications used in computer programming,
• in groups discuss the procedure of launching a visual programming application,
• consult a computer specialist to demonstrate how to launch visual programming applications used in computer programming,
• in groups, launch a visual programming application such as Microsoft MakeCode, Scratch, Code.org, Sprite box,
• share experiences on navigating the visual programming application interface with peers.

1. Why do you use visual programming applications?
2. How do you launch visual programming application?

• Self-efficacy: learner navigates a visual programming application interface.
• Learning to learn: learner launches and interacts with a visual programming application.

• Peace: learner calmly shares experiences on navigating the visual programming application interface with peers.

• Peer Education: learner consults a computer specialist to demonstrate how to launch visual programming applications used in computer programming.

• Pre-Career and Pre-Technical Education as learners follow instructions when launching visual programming applications used in computer programming

4.3 Visual
Programming Features

(12 Lessons)

1. explore features of a visual programming application
2. relate the features of a visual programming application to their function
3. describe terminologies used in a visual programming application
4. use the features of a visual programming application to create a sequence of instructions to perform a task
5. appreciate the application of the features of a visual programming application to create a sequence of instructions.

The learner is guided to:

• in groups discuss the features of a visual programming application
• discuss the functions of the features of a visual programming application
• match the functions of the features of a visual programming application to their functions
• in turns discuss and demonstrate the use of visual programming terms (reserved words, syntax, variables, input output statements, control structures, variable declarations).
• in groups, create a sequence of actions using the features of a visual programming application (animations, sound)
• share experience on the use of the features of a visual
  programming application

1. Why is visual programming popular in introducing computer programming?
2. How do you use visual programming application features?

• Learning to Learn: learners shares experience on the use of the features of a visual programming application.
• Creativity and Imagination: learner creates animations and sounds using the features of a visual programming application.

• Unity: learner discusses the features of the visual programming application with peers.

• Peer Learning: learner uses features of visual programming application to create animations and sound.

• Pre Technical and Pre Career Education: learner uses the features of visual programming applications to creates animations and sounds.

Sensitize community membes on the uses of computer hardware

Share in a social media forum the best practices of keeping data safely in a computer

Create a sequence of actions using the features of a visual programming application (animations, sound) and share with peers