# JSS 2 Digital Technology - First Term Sparklabs Learning / Creative Brains Academy Academic session 2026 / 2027 Weeks: 12 --- ## Week 1: Review and Classification of Computers Date: Monday 7 September 2026 to Friday 11 September 2026 Subtopic: What is a Computer; Early Computing Devices; The First Electronic Computers; Generations of Computers; Classification of Computers ### Lesson objectives By the end of the week, learners should be able to: 1. Recall the First-Term computer definitions without notes. 2. Classify computers by processor size, memory and storage using a performance criteria table. 3. Compare desktops, laptops, tablets and smartphones on stated criteria. 4. State two reasons businesses buy servers rather than general-purpose computers. 5. Judge whether a given example belongs to a workstation, server or mobile category. ### Key vocabulary - **Review**: bringing previously taught material back to active memory. - **Classification**: grouping devices by shared attributes. - **Performance criteria**: measurable attributes such as speed, memory and storage. - **Desktop**: a fixed-purpose computer housed in a case. - **Laptop**: a portable computer using a built-in display and battery. - **Tablet**: a touchscreen computing device aimed at light tasks. - **Smartphone**: a mobile phone with computing features. - **Server**: a computer that serves resources to other machines on a network. ### Common misconceptions - *"All computers are the same shape."* Shape matches purpose; desktop and laptop serve different environments. - *"Tablets and laptops are the same thing."* Tablets target lightweight use; laptops target heavier workloads. - *"Review means rereading."* Review means testing and reapplying, not passively reading notes. ### Teacher activities 1. Starter: show the twelve JSS1 First-Term week titles and ask pairs to recall one definition each without notes. 2. Share the recalled definitions and check the ones missed for reteaching. 3. Introduce the performance criteria table and fill desktop, laptop and tablet rows collaboratively. 4. Compare smartphones and tablets on the same criteria with a Venn diagram. 5. Explain servers as resource providers and show one server form in a laboratory. 6. Close with the classification task and exit question about the server decision. ### Student activities 1. Recall one First-Term definition per week without notes and note any missed definitions. 2. Fill the performance criteria table for three device types. 3. Place smartphones and tablets in the Venn diagram using two criteria. 4. State two reasons businesses buy servers with brief explanations. 5. Decide whether a given example is a workstation, server or mobile device with a reason. 6. Answer the exit question in one sentence about the server purchase decision. ### Practical / learning evidence A completed performance criteria comparison table, a Venn diagram comparing smartphone and tablet, and a classification worksheet deciding workstation, server or mobile with reasons. Hand in all three. ### Resources and preparation Printed criteria table, blank Venn diagram and a server photograph. Offline route: paper table and diagram, no device needed. Display any photograph carefully and ensure it does not distract learners from the task. ### Assessment for learning Inspect the criteria table for at least four distinct criteria filled correctly. Check the Venn diagram placement matches the chosen criteria. Mark the classification worksheet for correct workstation, server or mobile choice with a defensible reason. ### Inclusion and homework Provide the criteria table prefilled in the first two rows for learners who need scaffolding and allow oral reasoning. Extend confident learners by adding a fourth device type and rating it on every criterion. Homework: name three devices at home and classify each as desktop, laptop, tablet, smartphone or server. --- ## Week 2: Computer System: Hardware, Software and Peopleware Date: Monday 14 September 2026 to Friday 18 September 2026 Subtopic: What is a Computer System; Hardware: The Physical Parts; Software: The Instructions; Peopleware: The Human Element; How the Three Parts Work Together ### Lesson objectives By the end of the week, learners should be able to: 1. Restate the CPU, memory, ROM and peripheral roles from First Term. 2. Expand the hardware categories with additional examples. 3. Distinguish operating-system software from application software again. 4. Name five operating-system functions for each criterion. 5. Sort thirty items into hardware, software and peopleware correctly. ### Key vocabulary - **Peopleware**: the people who design, operate and maintain computer systems. - **Software**: the programs that tell hardware what to do. - **Application software**: programs solving a user task. - **System software**: programs running and managing the computer. - **Driver**: a piece of system software that lets hardware talk to the OS. - **Utility program**: a maintenance tool such as antivirus or disk cleanup. - **Network interface**: hardware with a MAC address that joins a network. ### Common misconceptions - *"Hardware and software belong in opposite piles only."* Some items fit both categories depending on function. - *"A driver is not software."* A driver is system software that enables hardware to communicate. - *"Peopleware is useless."* Technicians, programmers and operators keep the system working. ### Teacher activities 1. Starter: hold up a USB drive and a printed screenshot of an installer; ask whether either could be software. 2. Recap the five hardware categories and add two examples each. 3. Demonstrate one operating-system function with a live screenshot labelled step by step. 4. Run the thirty-item sorting task and require a reason for four of the hardest items. 5. Explain peopleware by listing roles in the room and linking each to a system job. 6. Close with the exit question distinguishing a driver from application software. ### Student activities 1. State the five hardware categories again and name two additions each. 2. Fill the five operating-system functions with one to two examples each. 3. Complete the thirty-item sorting table with reasons. 4. Match three drivers to their hardware devices and name a utility program each. 5. Write two sentences linking each peopleware role to its system job. 6. Answer the exit question in one sentence. ### Practical / learning evidence A twenty-item hardware-software table with reasons, an expanded five-category hardware chart and a three-row peopleware role chart. Hand in all three sheets. ### Resources and preparation Printed item cards, blank sorting tables and a screenshot series for operating-system functions. Offline route: printed cards and blank tables; the sorting task needs no device. Verify no USB drives contain personal data for inspection. ### Assessment for learning Mark the twenty-item table for accuracy and reasons. Check the hardware chart covers five distinct categories. Inspect the peopleware chart for a correct link between each role and its job. Flag any misclassification and reteach briefly. ### Inclusion and homework Provide a larger-print item card set and allow oral completion of the reasons column. Extend confident learners with a twenty-item extension list and a sixty-second justification challenge. Homework: list five application programs on any device and state the task each performs. --- ## Week 3: Operating Systems and File Management Date: Monday 21 September 2026 to Friday 25 September 2026 Subtopic: What is an Operating System; Functions of an Operating System; Graphical and Command-Line Interfaces; Files, Folders and Drives; File Management Skills ### Lesson objectives By the end of the week, learners should be able to: 1. Explain why file management matters in a multi-user laboratory. 2. Describe the operating-system functions for files, folders, users and programmes. 3. Organise a school drive into subject, term and week folders. 4. Create a file and apply a clear name with correct casing. 5. Locate a file by searching the directory tree. ### Key vocabulary - **File management**: the process of creating, naming, moving, copying and deleting files and folders. - **Operating system**: software that manages hardware, files, users and running programmes. - **Directory tree**: the visual map of folders and subfolders. - **Subject folder**: a folder holding work for one subject. - **Term folder**: a folder holding work for one term. - **File name**: the label identifying a stored file. - **Search**: finding a file by name or content within the directory tree. ### Common misconceptions - *"Folders mean nothing in a networked laboratory."* Folders prevent cross-contamination between users. - *"Saving the wrong folder discards the work."* Saving to the wrong folder gives a fresh copy, not an erasure. - *"Renaming a file breaks the link to its content."* Renaming changes the name only; the file remains accessible. ### Teacher activities 1. Starter: show two drives with mislabelled files and ask why one would waste time finding work. 2. Explain file management by comparing two incorrect filing schemes side by side. 3. Name the operating-system file functions one by one and demonstrate locating a file in a folder tree. 4. Model creating a subject, term and week folder hierarchy on the drive. 5. Demonstrate renaming a file and navigating the directory tree to the renamed folder. 6. Set the folder task and close with the exit question about naming conventions. ### Student activities 1. Identify the problem with the misfiled drives and suggest a correct filing scheme. 2. Name the operating-system file functions and give one example each. 3. Create a subject, term and week folder hierarchy and place a sample file in the week folder. 4. Rename the sample file to a clear filename with proper casing. 5. Navigate the directory tree to find the renamed file and open it. 6. Answer the exit question in one sentence about naming conventions. ### Practical / learning evidence A completed folder hierarchy with three levels and a sample file saved in the correct week folder, plus a renamed-file confirmation record. Inspect the folder structure and confirm the file opens. ### Resources and preparation Computers with file manager access, blank drive roots and a sample file to create, rename and locate. Disable Caps Lock before drills. Confirm that every learner can write to the drive and that the drive has space. ### Assessment for learning Inspect the folder hierarchy for three correct levels and the sample file placed precisely. Check the filename for proper casing and clarity. Ask two learners to navigate the tree and locate the renamed file. Record any learner who confuses renaming with deletion. ### Inclusion and homework Provide a prebuilt folder hierarchy template so learners can focus on renaming and location. Allow extra time on the search and provide a shorter file list for learners who need quick wins. Extend confident learners with subfolders under week folders for individual learners. Homework: rename five files in one folder to reflect their content, subject and term. --- ## Week 4: Computer Networks Date: Monday 28 September 2026 to Friday 2 October 2026 Subtopic: What is a Computer Network; Types of Networks; Advantages of Networks; Limitations of Networks; Client-Server and Peer-to-Peer Networks ### Lesson objectives By the end of the week, learners should be able to: 1. Define a network as two or more devices sharing resources. 2. Explain why schools and offices build networks instead of isolated machines. 3. Name the four basic network types and give one real-world example each. 4. Draw a basic star topology on paper without a device. 5. Tell whether a given connection passes through an internet service provider. ### Key vocabulary - **Network**: two or more devices connected so they share resources. - **Share**: making resources such as printers or files available to others. - **Star topology**: one central device connected to all others. - **Bus topology**: one cable through which all devices attach. - **Ring topology**: devices chained in a closed loop. - **Mesh topology**: every device connected to every other device. - **Internet service provider**: the company supplying network access. ### Common misconceptions - *"Networks are only for school laboratories."* Networks exist at home, bank, hospital and transport. - *"A network always needs cables only."* Wireless networks also exist and often start with radio links. - *"Mesh is the slowest topology."* Mesh offers redundancy but can add complexity and cost. ### Teacher activities 1. Starter: ask a pair to describe why two computers in the same building benefit from sharing a printer. 2. Define a network and illustrate it as a shared-resource arrangement on the board. 3. Name the four basic network types and give one example for each, drawing simple diagrams. 4. Compare the four topologies on cost, reliability and scalability in a comparison table. 5. Show a wireless router diagram and ask learners to name the provider connection. 6. Close with the connection question and exit question about why school networks matter. ### Student activities 1. Describe the sharing benefit from the starter and state which resource is shared. 2. Name the four basic network types and give one example each from home or school. 3. Fill the four-topology comparison table with cost, reliability and scalability notes. 4. Draw a star topology on paper showing a central device and two attached devices. 5. Decide whether a given connection passes through an internet service provider and explain why. 6. Answer the exit question in one sentence about why school networks matter. ### Practical / learning evidence A completed four-topology comparison table, a drawn star diagram and a three-item network-type identification worksheet. Hand in all three. ### Resources and preparation Printed comparison table template, blank topology drawing sheets and a provider diagram photograph. Offline route: paper tables and drawings, no device needed. Display the photograph carefully and do not let learners dismantle routers without supervision. ### Assessment for learning Inspect the comparison table for at least two criteria filled correctly per topology. Check the star diagram for one central device and two attached connections. Mark the identification worksheet for correct answers with reasons. ### Inclusion and homework Provide the comparison table prefilled for learners who need scaffolding and allow oral answers. Extend confident learners with a five-topology extension and a reliability ranking. Homework: draw three network types from home and state where each lives. --- ## Week 5: Network Components and Topologies Date: Monday 5 October 2026 to Friday 9 October 2026 Subtopic: Network Hardware Components; Network Topologies; Internet Infrastructure; Online Safety and Safe Surfing; Digital Communication Tools ### Lesson objectives By the end of the week, learners should be able to: 1. Name five network components and state the role of each. 2. Compare star, bus, ring and mesh topologies on one combined criterion. 3. Match network components to their correct topology type. 4. Describe a VLAN and explain why schools use virtual LANs. 5. Judge whether a given network configuration is viable and why. ### Key vocabulary - **Network component**: a physical or logical device on a network. - **Hub**: a central device that broadcasts frames to all ports. - **Switch**: a central device that forwards frames only to the destination port. - **Router**: a device that routes packets between networks. - **Firewall**: a security device that filters traffic by rules. - **Virtual LAN**: a network segment created logically on one physical switch. - **Broadcast domain**: the set of devices receiving a broadcast frame. ### Common misconceptions - *"A hub and a switch do the same job."* A hub broadcasts everywhere; a switch forwards selectively. - *"Topologies must stay exact shapes."* Real networks combine multiple topologies in practice. - *"VLANs are only for very large networks."* Schools use them to separate student and staff traffic. ### Teacher activities 1. Starter: hold up a router and a hub and ask which is more efficient for a laboratory with six devices. 2. Name the five components one by one and give each a role description. 3. Lead a comparison of all four topologies on one criterion such as cost or reliability. 4. Show a VLAN diagram and explain separation of student and staff traffic. 5. Give learners two component cards and ask them to match to topology families. 6. Close with the viability question and exit question comparing hub versus switch use. ### Student activities 1. Name five network components and state the role of each in one sentence. 2. Compare all four topologies on one combined criterion in their own words. 3. Match five network components to their correct topology family. 4. Describe a VLAN in one sentence and state why a school uses one. 5. Judge whether a given network configuration is viable and write a reason. 6. Answer the exit question in one sentence about hub versus switch efficiency. ### Practical / learning evidence A five-component-to-topology matching chart, a viability judgement worksheet with one example and a one-paragraph VLAN explanation. Hand in all three for marking. ### Resources and preparation Component cards, blank matching chart and a sample viability example. Offline route: printed cards and sheets, no device needed. Supervise any physical component demo with learners. ### Assessment for learning Inspect the matching chart for correct pairs. Mark the viability worksheet for a defensible judgement. Check the VLAN explanation for a sensible school rationale. Flag any confusion about hub versus switch and reteach. ### Inclusion and homework Provide blank matching cards with the component names already printed for learners who need scaffolding. Allow oral completion for the viability worksheet. Extend confident learners with a seventh network component and a third VLAN example. Homework: name one advantage and one disadvantage of mesh topology. --- ## Week 6: Internet, Web and Online Services Date: Monday 12 October 2026 to Friday 16 October 2026 Subtopic: What is the Internet; The World Wide Web; Search Engines; Email; Online Services and Internet Terms; Safe Internet Habits and Netiquette ### Lesson objectives By the end of the week, learners should be able to: 1. Recap the internet and World Wide Web distinction from First Term. 2. Name at least six common online services such as email, video calls and cloud storage. 3. Compare browsing, streaming and online gaming as service types. 4. State three benefits and two risks of online services for a learner. 5. Judge whether a given statement is about the internet, the web or an online service. ### Key vocabulary - **Online service**: a named activity delivered over the internet or a web page. - **Email**: text and attachment messaging over the internet. - **Streaming**: delivering media continuously without storing a full copy. - **Online gaming**: multiplayer play hosted on remote servers. - **Cloud service**: storage or processing owned remotely and accessed online. - **Social media**: a platform for publishing and sharing user content. ### Common misconceptions - *"Google and YouTube are the same thing."* Google is a search engine; YouTube is a streaming video site. - *"Every online service needs an internet connection."* A website can be cached locally without internet access. - *"Online services never show risk."* Phishing and viruses travel through many online services. ### Teacher activities 1. Starter: hold up a phone and an email inbox and ask which is an online service. 2. Recap internet versus web distinction and list six common online services. 3. Compare browsing, streaming and gaming on the same service criteria. 4. Introduce cloud storage as an online service and show a screenshot. 5. Give learners three statements to sort into internet, web or online service. 6. Close with the exit question and a five-item recall quiz. ### Student activities 1. Answer the starter and name the online service shown. 2. Name six common online services in their own words. 3. Compare browsing, streaming and gaming using two criteria each. 4. State three benefits and two risks of online services for a learner. 5. Sort three statements into internet, web or online service buckets. 6. Complete the five-item recall quiz and mark their own answers. ### Practical / learning evidence A one-page sorting chart of six online services with criteria, a three-statement bucket sort and the five-item recall quiz. Submit all three for marking. ### Resources and preparation Printed service chart, three statement cards and the recall quiz. Offline route: paper versions of all three, no device needed. Keep screenshots on the projector only during demonstration. ### Assessment for learning Inspect the service chart for six distinct services and two criteria each. Mark the sorting for each correct bucket. Check the recall quiz for correct answers and flag misses for reteaching. ### Inclusion and homework Provide the service chart prefilled with criteria labels and allow oral completion. Extend confident learners with seven services and a fourth comparison column. Homework: name two online services you use and describe each benefit and risk in one sentence. --- ## Week 7: Cloud Computing and Digital Storage Date: Monday 19 October 2026 to Friday 23 October 2026 Subtopic: What is Cloud Computing; Cloud Storage Services; How Files Synchronise; Benefits and Risks of Cloud Storage; Offline Storage versus Cloud Storage; Cloud Service Models ### Lesson objectives By the end of the week, learners should be able to: 1. Define cloud computing as remote storage and processing. 2. Compare local storage and cloud storage on cost, accessibility and recovery. 3. Distinguish public, private and hybrid cloud models. 4. Plan a cloud migration from an on-premises storage account. 5. State three reasons schools use cloud storage rather than local disks. ### Key vocabulary - **Cloud computing**: using remote servers for storage and processing. - **On-premises storage**: storage kept locally on a school or company machine. - **Recovery**: restoring data after loss or failure. - **Public cloud**: a provider offering storage to anyone. - **Private cloud**: storage reserved for one organisation. - **Hybrid cloud**: a mix of public and private storage. - **Migration**: moving workloads from one environment to another. ### Common misconceptions - *"The cloud means someone else owns my files permanently."* Cloud storage retains ownership but needs a connection to restore. - *"Public cloud is always unsafe."* Public clouds are safe when providers apply strong access controls. - *"Local storage never fails."* Local drives fail and can lose everything at once. ### Teacher activities 1. Starter: ask whether your photos would survive if your hard drive broke today. 2. Define cloud computing by contrasting local storage and remote storage on cost and recovery. 3. Compare public, private and hybrid cloud on access and cost. 4. Model planning a cloud migration with three migration steps. 5. Give learners three statements to classify as cloud computing or storage. 6. Close with the exit question about why schools prefer cloud storage. ### Student activities 1. Answer the starter and state whether local storage would survive. 2. Define cloud computing and contrast local and cloud storage on cost, accessibility and recovery. 3. Compare public, private and hybrid cloud on access and cost. 4. Plan a three-step cloud migration using your school drive as the local source. 5. Classify three statements as cloud computing or digital storage. 6. Answer the exit question in one sentence about why schools prefer cloud storage. ### Practical / learning evidence A two-column cloud versus local storage comparison, a three-statement classification chart and a three-step migration plan. Submit all three for marking. ### Resources and preparation Printed comparison templates, blank classification chart and a migration planning template. Offline route: paper versions, no device needed. Warn learners not to upload personal files to unknown cloud accounts. ### Assessment for learning Inspect the comparison for equal treatment of both sides. Mark the classification chart for correct buckets. Evaluate the migration plan for three sensible steps and correctness. Flag any learner who confuses cloud computing with storage alone. ### Inclusion and homework Provide the comparison prefilled for learners who need scaffolding and allow oral completion of the classification. Extend confident learners with a four-step migration plan. Homework: compare one local drive and one cloud service on four criteria and write one conclusion. --- ## Week 8: Cybersecurity and Online Safety Date: Monday 26 October 2026 to Friday 30 October 2026 Subtopic: What is Cybersecurity; Common Online Threats and Malware; Phishing; Strong Passwords and Two Factor Authentication; Safe Browsing and Protecting Personal Information; Social Media Safety and What To Do ### Lesson objectives By the end of the week, learners should be able to: 1. Name five common threats such as phishing, malware and password guessing. 2. State the protection for each threat. 3. Judge whether a given source is reliable by checking author, date and organisation. 4. Use two-factor authentication on at least one account. 5. Report a suspicious email message to the teacher. ### Key vocabulary - **Cybersecurity**: protecting systems, data and networks from attack. - **Threat**: anything that can harm a computer system or user. - **Phishing**: a fake message tricking a user into revealing credentials. - **Malware**: malicious software installed without permission. - **Password guessing**: attempting to crack a password by trial or brute force. - **Two-factor authentication**: a second verification step after the password. - **Reliability check**: judging a source by author, date and organisation. ### Common misconceptions - *"Only adults need to worry about cybersecurity."* Learners send emails and browse regularly and face the same threats. - *"A strong password stops everyone."* Strong passwords help but phishing and malware bypass strength. - *"Reporting a suspicious email makes no difference."* Reporting helps staff block threats schoolwide. ### Teacher activities 1. Starter: display two emails, one genuine and one clearly fake; ask which looks more trustworthy. 2. Name five threats and pair each with a protection rule. 3. Demonstrate a reliability check on two sources and mark the trustworthiness. 4. Show two-factor authentication and activate it on a test account. 5. Give learners a suspicious email scenario and ask them to report it. 6. Close with the exit question comparing phishing with malware. ### Student activities 1. Choose the more trustworthy email from the starter and explain the reason. 2. Name five threats and state the protection for each. 3. Apply a reliability check to two sources and mark each as reliable or not with a reason. 4. Turn on two-factor authentication on a test account and confirm the setup. 5. Decide whether a suspicious email is phishing and write the report action. 6. Answer the exit question in one sentence about phishing versus malware. ### Practical / learning evidence A five-threat-with-protection chart, a two-source reliability checklist and a one-page incident-report form. Submit all three for marking. ### Resources and preparation Printed threat cards, blank reliability checklist and an incident-report template. A test account with two-factor authentication enabled for demonstration. Disable camera capture during the demo. ### Assessment for learning Inspect the threat chart for five distinct threats with matched protections. Mark the reliability checklist for correct author, date and organisation checks. Check the incident report for a clear phishing judgement and action. Record any learner who dismisses suspicious emails. ### Inclusion and homework Provide the threat cards with matched protection labels preprinted for learners who need scaffolding. Allow oral completion of the reliability checklist. Extend confident learners with a four-threat extension list. Homework: enable two-factor authentication on one account you use regularly. --- ## Week 9: Data, Information and Data Protection Date: Monday 2 November 2026 to Friday 6 November 2026 Subtopic: Data and Information; Sources of Data; How Information is Produced; Personal Data; Data Protection; Protecting Personal Data and Responsible Handling ### Lesson objectives By the end of the week, learners should be able to: 1. Distinguish raw data from information and explain why context matters. 2. State four principles of data protection such as minimisation and consent. 3. Classify learner information as sensitive and non-sensitive. 4. Apply the four data-protection principles to a sample dataset. 5. State three rights learners have over their own data. ### Key vocabulary - **Raw data**: facts taken straight from a source without interpretation. - **Information**: processed data made meaningful by context. - **Context**: the circumstances that give data meaning. - **Data protection principle**: a rule governing how data may be handled. - **Minimisation**: collecting only data strictly necessary. - **Consent**: permission granted by the data owner. - **Sensitive data**: data about health, location or financial status. - **Rights**: legal entitlements holders have over their own data. ### Common misconceptions - *"Raw data and information are interchangeable."* Raw data needs interpretation to become information. - *"More data collected is always safer."* Excess data increases risk rather than reducing it. - *"Consent means just ticking a box."* Consent must be informed and freely given. ### Teacher activities 1. Starter: hold up a list of scores and a cleaned averages list and ask which is information. 2. Define raw data and information by contrasting them with an example each. 3. Name four data-protection principles and explain each briefly. 4. Model classifying learner information into sensitive and non-sensitive categories. 5. Apply the four principles to a sample dataset on the board. 6. Close with the exit question and a five-item recall quiz. ### Student activities 1. Answer the starter and explain why context turns data into information. 2. Name four data-protection principles with one example each. 3. Classify learner information into sensitive and non-sensitive groups. 4. Apply the four principles to a sample dataset and note the outcome. 5. State three rights learners have over their own data. 6. Complete the five-item recall quiz and mark their own answers. ### Practical / learning evidence A raw-data-versus-information worksheet, a four-principle application worksheet and a three-right learner-rights sheet. Submit all three for marking. ### Resources and preparation Sample datasets, printed application templates and a rights-reference card. Offline route: paper versions, no device needed. Warn learners not to process real learner information in any task. ### Assessment for learning Inspect the data worksheet for correct raw versus information separation. Mark the application worksheet for sensible application of all four principles. Check the rights sheet for three concrete entitlements. Flag any learner who thinks more data is safer. ### Inclusion and homework Provide sample datasets preclassified as raw and processed for learners who need scaffolding. Allow oral completion of the principles worksheet. Extend confident learners with five principles. Homework: name one right learners have over their own data and state why it matters. --- ## Week 10: Spreadsheets and Presentations Date: Monday 9 November 2026 to Friday 13 November 2026 Subtopic: Introduction to Spreadsheets; Working with a Spreadsheet; Introduction to Presentations; Creating and Presenting Slides ### Lesson objectives By the end of the week, learners should be able to: 1. Convert a list of prices into a column of total costs with multiplication. 2. Use a SUM or AutoSum function on a column of totals. 3. Add a chart to the spreadsheet showing monthly totals. 4. Apply borders, shading and fill to selected cells. 5. Save both the workbook and an exported PDF version. ### Key vocabulary - **Multiplication**: the arithmetic operation of scaling one number by another. - **AutoSum**: a function that adds a selected range automatically. - **Chart**: a visual representation of numeric data. - **Border**: a line drawn around selected cells. - **Shading**: the background fill applied to selected cells. - **Fill**: the colour background of a selected region. - **Export**: saving a copy in another format. ### Common misconceptions - *"Spreadsheets skip multiplication when totals look right."* Totals must be verified manually if functions misbehave. - *"Adding a chart changes the underlying data."* A chart is a view of existing data; it does not alter values. - *"Borders and shading are optional formatting."* Formatting improves readability and professionalism significantly. ### Teacher activities 1. Starter: show two columns, one calculated manually and one calculated by a formula; ask which a teacher prefers. 2. Demonstrate converting a price list to total-costs with multiplication. 3. Show the SUM function and place an AutoSum at the bottom of the totals column. 4. Add a chart to the totals and compare it with the raw numbers visually. 5. Demonstrate borders, shading and fill on selected cells. 6. Run the export task and close with the save routine. ### Student activities 1. Pick the teacher-preferred column from the starter and explain the reason. 2. Convert a price list to total costs with multiplication. 3. Apply the SUM function and place AutoSum on the totals column. 4. Add a chart to the totals and describe what it shows. 5. Apply borders, shading and fill to selected cells. 6. Save the workbook and export an equivalent PDF. ### Practical / learning evidence A workbook with prices, multiplication totals, a SUM function, an AutoSum, a chart and formatted cells, plus both the DOCX and PDF saved. Inspect the reopened workbook independently. ### Resources and preparation Computers with Excel or Calc, sample price data and a chart template. Check that charts render reliably and that PDF export completes quickly. Disable Caps Lock before drills. ### Assessment for learning Inspect the workbook for correct totals, a chart reflecting the data and matching DOCX-PDF files. Ask two learners to run the SUM and AutoSum routines without prompts. Watch for wrong totals and correct them live. ### Inclusion and homework Prebuild the prices and totals so learners focus on multiplication and functions. Provide a preformatted template for learners who need scaffolding. Extend confident learners with a pivot-style summary or a second chart type. --- ## Week 11: Revision Date: Monday 16 November 2026 to Friday 20 November 2026 Subtopic: Review of the Term; Revision Method; Common Weak Areas ### Lesson objectives By the end of the week, learners should be able to: 1. Recall the full term's key terms without notes in ten minutes. 2. Test objective knowledge with a short recall quiz. 3. Practise spreadsheet and presentation skills under timed conditions. 4. Prepare three practical stations ready for the examination week. 5. Organise their materials for examinations. ### Key vocabulary - **Full summary**: a one-page recap of the entire term's vocabulary. - **Recall quiz**: a short test of definitions and concepts from memory. - **Timed conditions**: a restricted time allowance for practice. - **Practical station**: a setup point for examination practical tasks. - **Materials organisation**: keeping tools ready before an examination. ### Common misconceptions - *"Revision is just reading notes again."* Revision means testing and practising, not passive reading. - *"Tomorrow is the exam so today is fine."* A full day before leaves almost no preparation time. - *"Better to be relaxed than busy preparing."* Preparation reduces anxiety and improves performance. ### Teacher activities 1. Starter: ten rapid-fire recall questions from the full term, no notes allowed. 2. Run a timed objective quiz and mark it as a class, explaining distractors. 3. Demonstrate the three practical stations and remind learners of the materials checklist. 4. Walk through a morning materials organisation checklist. 5. Confirm that every learner can reach the exam room and has stationery. 6. Close with a brief announcement of the Second Term starting Monday. ### Student activities 1. Answer the ten recall questions and note any slips. 2. Mark their own quiz answers and record scores for review. 3. Prepare the three practical stations and run through the materials checklist. 4. Practice spreadsheet and presentation tasks for ten minutes each. 5. Pack stationery, identification and any permitted materials for examination day. 6. Write one sentence on what revision helped you feel ready for Monday. ### Practical / learning evidence A scored objective quiz, a completed revision grid covering all terms and an materials-organisation checklist signed by the learner. All three handed to the teacher for marking. ### Resources and preparation Quiz sheet, revision grid and materials checklist. Confirm the examination room, three machines and one invigilator per station are booked before the week. ### Assessment for learning Use the quiz scores to plan the Second-Term reteach if class averages are below target. Check the revision grid for completeness. Verify the materials checklist is signed and ready for examination day. ### Inclusion and access Provide the quiz in large print and allow extra time where approved. Pair learners for the practical rehearsal so a confident partner can model the steps. Homework: pack everything needed for the examination week and store it safely. --- ## Week 12: Examination Date: Monday 23 November 2026 to Friday 27 November 2026 Subtopic: Examination Arrangements; What the Paper Will Test; After the Examination; Preparing for the Second Term ### Lesson objectives By the end of the examination week, learners should be able to: 1. Demonstrate recall of the term's concepts under examination conditions. 2. Apply knowledge to unfamiliar examples in objective and short-answer questions. 3. Complete a practical task within the time allowance using correct procedure. 4. Name, save and submit files correctly. 5. Explain their practical output when questioned by the examiner. ### Examination design Following the approved assessment framework for JSS 1JSS 2: | Section | Format | Marks | |---|---:|---:| | A | Objective (20 four-option items) | 20 | | B | Short answer (definitions / diagrams / classification / conversions) | 30 | | C | Practical (typing / word processing / device identification) | 20 | | **Total** | **70** | Section A samples recall and terminology across the whole term. Section B samples explanation, comparison, classification and diagram labelling. Section C samples practical skills in this term and the related spreadsheet work. ### Teacher activities 1. Confirm the approved timetable, venue, seating and invigilation before the week begins. 2. Brief learners on the paper structure, the time for each section and the materials allowed. 3. Set out three practical stations: typing, spreadsheet calculation and device identification, with one invigilator per station where possible. 4. Prepare offline equivalents for learners without device access: printed keyboard diagram, paper spreadsheet calculation task and device picture cards. 5. Mark using the agreed scheme, moderate a sample of scripts and record scores. 6. Return scripts with feedback and hand over to Second Term. ### Student activities 1. Attend the briefing and note the time allowed per section. 2. Complete Section A, then Section B, allocating time as instructed. 3. Move through the practical stations in the assigned order. 4. Save work with the correct filename and confirm it opens before leaving the station. 5. Answer the examiner's question on their practical output. 6. Collect marked scripts and record the topics to revise in Second Term. ### Practical / learning evidence The completed examination script, the saved practical file for each candidate and the practical rubric sheets. Retain scripts, marking guides and representative learner work for moderation as required by the assessment framework. ### Resources and preparation Printed question papers and answer sheets, a marking guide and rubric per station, working computers with Word, Excel or Writer, a stopwatch, printed keyboard diagrams and device picture cards. Check every machine the day before, and prepare two spare machines where possible. Ensure power backup and an offline alternative for each station. ### Assessment for learning Mark Section C against the practical rubric: task interpretation, procedure, technical accuracy, safe use, file naming and saving, organisation and explanation. Moderate a sample of scripts across all sections, and flag any question where more than a third of learners scored zero for review of the teaching rather than the learners. ### Inclusion and access Provide extra time and large-print papers where approved, seat learners with visual or hearing needs appropriately, and allow the offline equivalent for any learner without device access so that no candidate loses practical marks because of equipment. Keep the practical criteria identical across the digital and paper routes. ### After the examination Record scores against the class list, return scripts with brief feedback, and hand over to Second Term: computer programming concepts and languages, introduction to BASIC programming, BASIC simple statements and programs, BASIC practical and debugging, graphic packages, ICT as a transformation tool, data transmission, file management and data organisation. Note any topic where the class average fell below the school's threshold and schedule it as a Second-Term retrieval starter. --- Prepared from the JSS 2 First Term curriculum. Adapt timings and tasks to the approved school calendar.