# SS 1 Digital Technology - Third Term Sparklabs Learning / Creative Brains Academy Academic session 2026 / 2027 Weeks: 10 --- ## Week 1: Communication Systems I ### Lesson objectives By the end of the week, learners should be able to: 1. Describe the parts of a communication system diagram. 2. Trace data from sender to receiver through the three sections. 3. Explain why feedback matters in communication. 4. Name three real-world communication systems at school, home and transport. 5. Compare active and passive components on the same criteria. ### Key vocabulary - **Communication system**: a chain passing information between sender and receiver. - **Sender**: the originator of the message. - **Medium**: the physical or wireless path carrying the signal. - **Receiver**: the destination that recovers the original message. - **Feedback**: a return signal confirming the receiver understood. - **Active component**: a device that requires power to pass the signal. - **Passive component**: a device that does not require power to pass the signal. - **Block diagram**: a visual showing the three system sections. ### Common misconceptions - *"A communication system is only sending data."* A communication system includes receiving and acknowledging. - *"Medium is the same everywhere."* Copper wire, fibre optic and radio waves differ fundamentally. - *"Feedback is optional."* Feedback closes the loop and confirms successful delivery. ### Teacher activities 1. Starter: display a simplified communication system and ask where the sender sits relative to the receiver. 2. Name each section of the block diagram one by one and give each a role. 3. Model tracing one message from sender to receiver through all three sections. 4. Name three real-world systems and identify which section each sits in. 5. Compare active and passive components on cost, range and reliability. 6. Close with the exit question about why feedback matters. ### Student activities 1. Place the starter diagram and name each section in their own words. 2. Trace one message from sender to receiver through the three sections on paper. 3. Name three real-world communication systems and state each section. 4. Compare active and passive components on two criteria each. 5. State why feedback closes the communication loop in one sentence. 6. Answer the exit question in one sentence about feedback. ### Practical / learning evidence A completed block diagram trace with named sections, three real-world systems matched to sections, and an active versus passive comparison chart. Hand in all three for marking. ### Resources and preparation Printed diagram templates, blank trace sheets and comparison charts. Offline route: paper versions, no device needed. Supervise any physical component demo carefully. Provide large printed templates for low-vision learners. ### Assessment for learning Inspect the trace for correct section naming. Match the real-world systems sensibly. Check the active versus passive comparison for at least two criteria each. Flag any learner who omits the feedback role. ### Inclusion and homework Provide the blank diagram prelabelled for learners who need scaffolding. Allow oral completion for the real-world matching. Extend confident learners with five systems and a fifth criterion. Homework: draw your household communication system and label all sections. --- ## Week 2: Communication Systems II ### Lesson objectives By the end of the week, learners should be able to: 1. Name four transmission media and state the role of each. 2. Compare wired and wireless transmission on speed, cost and security. 3. Explain why fibre optics carry more data than copper wire. 4. Describe attenuation and signal loss in transmission. 5. Choose an appropriate medium for a given transmission scenario. ### Key vocabulary - **Transmission media**: the paths over which data travels. - **Copper wire**: metal cable carrying electrical signals. - **Fibre optic**: glass cable carrying light signals. - **Radio wave**: electromagnetic signal used for wireless links. - **Wireless**: communication without physical cables. - **Attenuation**: signal strength weakening over distance. - **Signal loss**: the reduction of signal power during transmission. - **Appropriate choice**: selecting the right medium for a scenario. - **Security**: protecting transmitted data from interception. ### Common misconceptions - *"Wireless always beats wired."* Wired offers greater reliability and speed for many tasks. - *"Every medium carries the same data."* Fibre optics carry far more bandwidth than copper. - *"Attenuation is not a real concern."* Attenuation is why signals weaken over long distances. ### Teacher activities 1. Starter: ask how far a radio signal travels before it becomes too weak. 2. Name four transmission media one by one and give each a role. 3. Compare wired and wireless on speed, cost and security side by side. 4. Show how fibre optics replace copper by carrying light pulses. 5. Explain attenuation using a simple distance example. 6. Give learners a scenario and ask them to choose the appropriate medium. ### Student activities 1. Answer the starter and describe how attenuation limits wireless range. 2. Name four transmission media and state the role of each in one sentence. 3. Compare wired and wireless on two criteria each. 4. Explain why fibre optics carry more data than copper wire in one paragraph. 5. Identify attenuation and explain why signals weaken over distance. 6. Choose the appropriate medium for a given scenario and justify it. ### Practical / learning evidence A four-media comparison chart with roles, a wired versus wireless comparison and a one-paragraph fibre-optics explanation. Hand in both for marking. ### Resources and preparation Printed comparison chart, blank diagrams and sample scenarios. Offline route: paper versions, no device needed. Display fibre-optic cables carefully and do not dismantle them during demonstration. ### Assessment for learning Inspect the comparison chart for four distinct media with roles. Mark the scenario choice for a defensible justification. Check the fibre-optics explanation for correct bandwidth reasoning. Flag any learner who claims wireless always wins. ### Inclusion and homework Provide the comparison prefilled for learners who need scaffolding and allow oral scenario selection. Extend confident learners with six media and a five-scenario challenge. Homework: choose one medium for your house network and justify the choice in one paragraph. --- ## Week 3: How the Internet Works ### Lesson objectives By the end of the week, learners should be able to: 1. Describe how data becomes packets on the internet. 2. Explain why packets are routed rather than sent whole. 3. Name three reasons routing happens across multiple paths. 4. Trace a packet journey from sender to receiver across routers. 5. Define latency as the delay caused by processing and transmission. ### Key vocabulary - **Packet**: a small segment of data travelling independently. - **Routing**: directing packets along the best available path. - **Router**: a device forwarding packets toward destinations. - **Latency**: the delay before a packet reaches its destination. - **Best available path**: the current optimal route given conditions. - **Reassembly**: combining arriving packets back into a complete file. - **Transmission delay**: time spent on the physical medium. - **Processing delay**: time spent handling the packet at each node. ### Common misconceptions - *"The internet sends whole files as one piece."* Files break into packets for efficient routing. - *"A router sends everything straight to one place."* Routing uses multiple paths dynamically. - *"Latency disappears once you reach your target."* Latency returns when reassembly adds time. ### Teacher activities 1. Starter: show a single file split into three pieces and ask what happens during travel. 2. Explain packets as smaller than the original file and model splitting a file into three. 3. Name three reasons routing uses multiple paths: load balancing, resilience and speed. 4. Trace one packet journey across two routers on paper. 5. Define latency as the sum of transmission and processing delays. 6. Close with the trace task and exit question about packet splitting. ### Student activities 1. Answer the starter and explain why packets make travel efficient. 2. Explain why files break into packets and give one benefit. 3. Name three reasons routing uses multiple paths in their own words. 4. Trace a packet journey across two routers and label each stop. 5. Define latency as the combination of transmission and processing delays. 6. Answer the exit question in one sentence about why splitting helps. ### Practical / learning evidence A packet trace worksheet showing sender, three routers, a failed-route recovery and latency breakdown. Plus a one-paragraph packet definition statement. Hand in both for marking. ### Resources and preparation Blank trace template, sample files and a router diagram. Offline route: paper versions, no device needed. Display any diagram carefully and avoid touching network equipment. ### Assessment for learning Inspect the trace for correct routing steps and a sensible latency breakdown. Mark the packet definition for accurate wording. Flag any learner who thinks packets travel as whole files. ### Inclusion and homework Provide the blank trace prefilled in the first router box for learners who need scaffolding. Allow oral completion for the latency breakdown. Extend confident learners with four routers and a second packet definition. Homework: name one advantage of splitting a file into packets over sending the whole file. --- ## Week 4: Internet Benefits and Abuse ### Lesson objectives By the end of the week, learners should be able to: 1. Name five benefits of the internet for Nigerian society. 2. Name two abuses such as phishing and spam. 3. Judge whether a given abuse is a harm or a misuse. 4. Describe two protections against each abuse. 5. Write one personal rule limiting internet use based on identified risks. ### Key vocabulary - **Benefit**: a positive effect delivered by the internet. - **Abuse**: a misuse of internet resources for harmful purposes. - **Phishing**: a fake message tricking users into revealing credentials. - **Spam**: unsolicited messages flooding inboxes. - **Misuse**: using a tool in a way it was not intended. - **Protection**: a safeguard against a harmful activity. - **Personal rule**: a self-imposed limit on behaviour. - **Risk**: the chance that harm will occur. ### Common misconceptions - *"The internet has no abuses."* Phishing and spam are common and harmful. - *"All benefits are equally large for everyone."* Some communities benefit more than others. - *"Misuse means only phishing."* Spam and data harvesting are also misuses. ### Teacher activities 1. Starter: display two comments, one clearly beneficial and one clearly abusive; ask which you prefer using. 2. Brainstorm five benefits collaboratively on the board. 3. Present two abuses and pair each with protection rules. 4. Classify a list of statements as benefit, abuse, harm or misuse. 5. Give learners one personal risk and a personal rule prompt. 6. Close with the exit question comparing benefits and abuses. ### Student activities 1. Pick the preferred internet use from the starter and justify the choice. 2. Brainstorm five benefits in their own words. 3. Name two abuses and state the protection for each. 4. Classify five statements as benefit, abuse, harm or misuse. 5. Identify one personal risk and write one personal rule to limit it. 6. Answer the exit question in one sentence about benefits versus abuses. ### Practical / learning evidence A five-benefit brainstorm chart, an eight-statement classification table and a personal-rule worksheet. Submit all three for marking. ### Resources and preparation Printed chart template, blank classification cards and scenario cards. Offline route: paper versions, no device needed. Keep examples on the projector only during demonstration. ### Assessment for learning Inspect the chart for five distinct benefits. Mark the classification for accurate categories. Check the personal rule for a concrete limitation tied to the stated risk. Record any learner who lists no abuses. ### Inclusion and homework Provide the brainstorm prefilled for learners who need scaffolding and allow oral classification. Extend confident learners with seven benefits and two more abuses. Homework: name one benefit you received today from the internet and one risk you want to reduce. --- ## Week 5: Computer Ethics and Viruses ### Lesson objectives By the end of the week, learners should be able to: 1. Name five ethics rules for computer use. 2. Name five common virus types and their infection methods. 3. Explain why anti-virus software matters. 4. Describe one safe-practice habit for every school lab day. 5. State why schools teach ethics before programming. ### Key vocabulary - **Ethics**: responsible principles governing computer use. - **Rule**: a standard behaviour expected of every user. - **Virus**: a malicious programme replicating without permission. - **Infection**: the entry and spread of a virus through a host. - **Anti-virus**: software detecting and removing malicious programmes. - **Safe practice**: behaviour reducing risk during computing work. - **Replication**: copying itself into other programmes or files. - **Host**: a programme or file carrying the virus. ### Common misconceptions - *"Viruses appear only from clicking unknown links."* Viruses enter through removable drives and email attachments too. - *"Ethics is optional outside school."* Learners face ethical challenges wherever they use devices. - *"Anti-virus alone prevents all viruses."* Safe habits matter as much as installed software. ### Teacher activities 1. Starter: display a virus infection card and ask where a safe practice would prevent infection. 2. Name five ethics rules and demonstrate each one. 3. Introduce five common virus types and their infection methods. 4. Demonstrate activating anti-virus software on a test machine. 5. Name one safe-practice habit for every school lab day. 6. Close with the infection-scenario task and exit question. ### Student activities 1. Answer the starter and state where the infection might enter. 2. Name five ethics rules in their own words. 3. Name five virus types and state each infection method. 4. Describe why anti-virus matters without prompting. 5. State one safe-practice habit for every school lab day. 6. Solve the infection scenario with a corrective action. 7. Answer the exit question in one sentence about why ethics come before programming. ### Practical / learning evidence An ethics rules sheet, a five-virus-type worksheet and a safe-practice checklist. Submit all three for marking. ### Resources and preparation Printed rules cards, virus scenario cards and an activated anti-virus demonstration. Monitor test machines carefully and disable camera capture during demo. Provide an offline alternative set of cards. ### Assessment for learning Inspect the ethics rules for five correct standards. Mark the virus worksheet for accurate type names and methods. Check the safe-practice checklist for a repeated habit. Flag any learner who says viruses come only from links. ### Inclusion and homework Provide the rules cards prelabelled for learners who need scaffolding. Allow oral virus identification. Extend confident learners with seven virus types and two infection vectors. Homework: list two places a virus could enter your school lab and state the safe action for each. --- ## Week 6: Application Areas of ICT ### Lesson objectives By the end of the week, learners should be able to: 1. Name five application areas covered this term such as commerce, health and education. 2. Explain how ICT changes each area differently. 3. Compare old manual processes with new ICT processes on one combined criterion. 4. State three skills learned across all classes that apply to each area. 5. List one local ICT employer serving each area. ### Key vocabulary - **Application area**: a field where ICT changes ordinary work. - **Commerce**: buying, selling and financial transactions. - **Health**: medical record keeping and patient care. - **Education**: teaching and learning delivery. - **Change**: a modification of how a task is done. - **Manual process**: a conventional way a task was performed before ICT. - **ICT process**: the modern ICT-driven way a task is performed. - **Employer**: a business offering ICT jobs. ### Common misconceptions - *"ICT changes every area the same way."* ICT transforms each area according to its needs. - "*"One application area replaces another."*" Most areas retain non-ICT methods alongside ICT. - "*"ICT serves all areas equally well."*" Some areas lag behind in digital adoption. ### Teacher activities 1. Starter: display two application areas and ask whichICT makes a bigger difference. 2. Name five application areas one by one with brief explanations. 3. Compare manual and ICT processes for each area on ease and speed. 4. Present one local ICT employer for each major area. 5. Introduce the skill-match matrix and fill one cell as an example. 6. Close with the matrix task and exit question about local employers. ### Student activities 1. Choose the bigger-difference area from the starter and explain the reason. 2. Name five application areas and explain the ICT change for each in one sentence. 3. Compare manual and ICT processes on two criteria for one area. 4. Fill the skill-match matrix for one area. 5. Name one local ICT employer for each major area. 6. Answer the exit question in one sentence about local employers. ### Practical / learning evidence An application-area brainstorm chart, a two-process comparison for one area and a filled skill-match matrix. Submit all three for marking. ### Resources and preparation Printed brainstorm chart, blank comparison templates and a local employer list. Offline route: paper versions, no device needed. Do not share employer commercial details beyond the service description. ### Assessment for learning Inspect the brainstorm for five distinct areas. Mark the comparison for sensible manual versus ICT contrast. Check the skill-match matrix for a correct employer match. Flag any learner who claims ICT changes every area identically. ### Inclusion and homework Provide the brainstorm prefilled for learners who need scaffolding and allow oral comparison. Extend confident learners with six areas and a second comparison homework. Homework: name two application areas outside the main list and state how ICT changes each. --- ## Week 7: Word Processing: Advanced ### Lesson objectives By the end of the week, learners should be able to: 1. Arrange paragraphs in columns and justified alignment. 2. Insert a generated table of contents. 3. Use mail merge for simple address labels. 4. Apply borders, shading and background colour to cells. 5. Export the document as PDF for distribution. ### Key vocabulary - **Column layout**: text arranged in narrow vertical blocks. - **Justified**: text aligned to both left and right edges. - **Table of contents**: automatic listing linked to page numbers. - **Mail merge**: combining a template with data to produce personalised output. - **Export**: saving a copy in another format. - **PDF**: a fixed layout document that looks the same on every device. - **Border**: a line drawn around selected cells. - **Shading**: the background fill applied to selected cells. - **Background colour**: a colour tint behind cell content. ### Common misconceptions - *"Justified looks professional."* Justified can create awkward gaps; left alignment is cleaner for most text. - *"Tables of contents require manual editing."* Most word processors generate them automatically from headings. - *"A PDF can be edited in Word just like DOCX."* A PDF is fixed layout and needs special tools to edit. ### Teacher activities 1. Starter: display a one-column document and a two-column document; ask which formats better for a notice. 2. Demonstrate converting paragraphs to columns and switching alignment to justified. 3. Show generating a table of contents and linking it to page numbers. 4. Introduce mail merge using a Word template with fields and a small data source. 5. Demonstrate exporting to PDF and printing a double-sided draft. 6. Set the review task and finish with the save routine. ### Student activities 1. Pick the better-formatting version from the starter and explain the reason. 2. Split three paragraphs into two columns and compare justified and left alignment. 3. Generate a table of contents and link it to the page numbers. 4. Run a simple mail merge and name the final merged output file. 5. Export the finished document as a PDF and confirm the file exists. 6. Answer the exit question in one sentence about export. ### Practical / learning evidence A multi-column document with a generated table of contents and at least two linked page markers, a merged letter or label sheet and both the DOCX and PDF saved. Inspect both files independently. ### Resources and preparation Computers with Word or LibreOffice Writer, a sample data source for mail merge, a blank template and a double-sided printer. Check the printer works before class and ensure quiet finishing time after print jobs complete. Disable Caps Lock before drills. ### Assessment for learning Inspect the reopened DOCX and PDF for matching content and headers. Check the merged output for multiple pages if the data source has several records. Ask a learner to confirm the PDF opens without Word. Flag any learner who claims the PDF edits like DOCX. ### Inclusion and homework Provide the sample data source and template in advance so merging is straightforward typing. Allow a learner with low vision to use a magnifier before merging. Extend confident learners with a second merge batch or a shaded header. Homework: rename a saved DOCX to reflect the course topic and syllabus code. --- ## Week 8: World Wide Web and Web Browsers ### Lesson objectives By the end of the week, learners should be able to: 1. Define the World Wide Web as hyperlinked pages on the internet. 2. Name the parts of a URL including protocol, domain and path. 3. Navigate a browser safely using address bar, search and bookmarks. 4. Apply four reliability checks to a web page result. 5. Distinguish browsing from searching on the web. ### Key vocabulary - **World Wide Web**: hyperlinked pages served on the internet. - **URL**: the full address of a web resource. - **Protocol**: the prefix such as https://. - **Domain**: the organisation part of a URL such as .com or .ng. - **Path**: the folder structure beneath the domain. - **Bookmark**: a saved favourite stored by the browser. - **Reliability check**: judging whether a source is trustworthy. - **Browsing**: moving through pages visually. - **Searching**: finding pages through keyword queries. ### Common misconceptions - *"The World Wide Web is the same as the internet."* The web is one service running on the internet. - *"Any website is reliable if it answers the question."* Authority, date and evidence matter more. - *"Searching replaces browsing."* Searching finds pages; browsing explores them visually. ### Teacher activities 1. Starter: hold up a web page and an email inbox and ask which you use more. 2. Define the World Wide Web and compare it with the internet. 3. Break down a URL into protocol, domain and path on a live example. 4. Demonstrate entering keywords, opening results and applying checks. 5. Show bookmarking and explain browsing versus searching. 6. Close with the navigation task and exit question about checking sources. ### Student activities 1. Choose the starter item you use more often and explain the reason. 2. Define the World Wide Web in their own words and compare with the internet. 3. Break down a URL into protocol, domain and path. 4. Enter keywords, open at least three results and apply four checks. 5. Bookmark one result and distinguish browsing from searching. 6. Answer the exit question in one sentence about checking sources. ### Practical / learning evidence A URL breakdown worksheet with protocol, domain and path, plus an evaluated sources record sheet with four checks for each. Submit both for marking. ### Resources and preparation Computers with a browser, sample URLs and blank records. Offline route: paper URLs and record sheets. Warn learners not to enter personal search history visibly and clear cache appropriately. Disable Caps Lock before drills. ### Assessment for learning Inspect the URL breakdown for correct protocol, domain and path. Check the evaluated sources for four completed reliability checks. Mark the distinction between browsing and searching for clarity. Flag any learner who confuses the web with the internet. ### Inclusion and homework Provide the URL prebreakdown for learners who need scaffolding and allow oral evaluation. Extend confident learners with five checks and a second URL breakdown. Homework: find one reliable news source and one unreliable source, write URLs and check each with four criteria. --- ## Week 9: Revision and Project Work ### Lesson objectives By the end of the week, learners should be able to: 1. Complete a revision grid covering all Third-Term weeks. 2. Revise communication systems and internet benefits from prior terms. 3. Review the project brief, artefact and self-evaluation. 4. Revise weak areas identified in earlier quizzes. 5. Submit the revision grid, project artefact and revised self-evaluation. ### Key vocabulary - **Revision grid**: a matrix mapping weeks to topic and confidence. - **Project artefact**: the produced deliverable for the project. - **Self-evaluation**: the learner's assessment of strengths and weaknesses. - **Weak area**: a topic where recall falls below target. - **Revised**: an improved version after review. ### Common misconceptions - *"Revision is only the last two weeks."* Regular mini-reviews reduce stress later. - *"Everything learned must appear in the project."* The project covers core skills enough to show direction. - *"A self-evaluation is always positive."* Honest self-evaluations include both strengths and improvements. ### Teacher activities 1. Starter: show the Third-Term week titles and ask learners to highlight unsure weeks. 2. Distribute the revision grid and model filling one cell with a colour code. 3. Run the grid filling task as individuals and collect five grids. 4. Briefly review the project artefact against the brief. 5. Identify the three weakest topics from the collected grids. 6. Announce the submission day and remind learners to gather revised materials. ### Student activities 1. Highlight the week titles you feel unsure about and note the three weakest. 2. Fill the revision grid colour-coding each cell by confidence level. 3. Independently complete the full grid and self-mark using the provided answer key. 4. Review the project brief, artefact and self-evaluation against the stated goals. 5. Rewrite any flagged weak areas once per week. 6. Submit the revision grid, artefact and revised self-evaluation together. ### Practical / learning evidence A completed revision grid with colour coding, a reviewed project artefact against the brief and a revised self-evaluation. All three submitted for marking. ### Resources and preparation Revision grid template, brief template and sample artefact. Pre-gather project materials from the prior lessons and arrange them ready for submission. Confirm the submission folder exists on each machine. ### Assessment for learning Check the revision grid for completeness and honest colour coding. Inspect the reviewed artefact against the brief for alignment. Evaluate the revised self-evaluation for honest reflection and improvement. Flag any topic below the school threshold for reteaching. ### Inclusion and access Provide the revision grid in a larger print version and allow extra time. Allow paired peer review for the self-evaluation. Extend confident learners by adding one improvement action per weakness. Homework: revise the project brief with one strength and one weakness before submission. --- ## Week 10: Examination ### 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 For Senior Secondary 1 the totals are: Section A objective 20 marks, Section B short answer 30 marks, Section C essay 10 marks, Section D practical 20 marks, total 80. Section A samples recall and terminology. Section B samples explanation, comparison, classification and diagram labelling. Section D samples practical word-processing and browser skills. | Section | Format | Marks | |---|---:|---:| | A | Objective (20 four-option items) | 20 | | B | Short answer (definitions / diagrams / classification / conversions) | 30 | | C | Essay (definition / comparison / application) | 10 | | D | Practical (typing / word processing / browser navigation) | 20 | | **Total** | **80** | ### 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, advanced word processing and browser navigation, with one invigilator per station where possible. 4. Prepare offline equivalents for learners without device access: printed keyboard diagram, paper formatting task and printed URL evaluation sheet. 5. Mark using the agreed scheme, moderate a sample of scripts and record scores. 6. Return scripts with feedback and hand over to SSCE preparation. ### 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 SSCE preparation. ### 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 or Writer and a browser, a stopwatch and printed keyboard diagrams, URL evaluation sheets. 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 D against the practical rubric: task interpretation, procedure, technical accuracy, 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 SSCE preparation: computer architecture, memory, storage, operating systems, number systems, logic gates, networks, databases, productivity tools, programming languages, communication systems, internet infrastructure, ethics, viruses, and applications of ICT. Note any topic where the class average fell below the school's threshold and schedule it as a retrieval starter. --- Prepared from the SS 1 Third Term curriculum. Adapt timings and tasks to the approved school calendar.