# SS 3 Digital Technology - First Term
Sparklabs Learning / Creative Brains Academy
Academic session 2026 / 2027
Weeks: 12
---
## Week 1: Senior Review and Computational Problem Solving
Date: Monday 7 September 2026 to Friday 11 September 2026
Topic: Senior-Level Review and Computational Problem Solving
Subtopic: Senior-Level Review; Computational Thinking and the Four Pillars; Problem Analysis and Drafting a Requirements Document; CIA Triad: Confidentiality, Integrity and Availability
### Lesson objectives
By week's end, candidates should be able to:
1. Define decomposition, abstraction, algorithm and trace table.
2. Decompose a result task into three parts.
3. Write pseudocode for a validated average.
4. Draw the matching flowchart.
5. Complete a trace that rejects 120.
### Key vocabulary
- **Decomposition**: splitting a problem into smaller solvable parts.
- **Abstraction**: removing detail the solution does not need.
- **Algorithm**: finite ordered steps that solve a problem.
- **Pseudocode**: structured English describing an algorithm.
- **Trace table**: variable values recorded during a dry run.
### Common misconceptions
- *"A flowchart is a program."* It is a design diagram; the program is executable text.
- *"Abstraction deletes any detail."* It removes only unneeded detail.
### Teacher activities
1. Starter: resequence six scrambled result steps.
2. Teach the four pillars with examples.
3. Model validation for scores 0 to 100.
4. Draw the flowchart and trace 120.
5. Guide a six-row trace table.
6. Check initialisation and termination.
### Student activities
1. Resequence the steps and state the rule.
2. Copy four definitions with examples.
3. Write validation pseudocode.
4. Draw the flowchart with four symbols.
5. Trace 48, 120, 60 and 72.
6. Correct one partner error.
### Practical / learning evidence
`ss3_problem_plan_adeyemi.pdf` holds a decomposition tree, pseudocode, flowchart and trace table that rejects 120 and averages the valid scores to 60.0. Full marks need an initialised total, a counter and a rejection branch.
### Resources and preparation
Chart paper, flowchart templates, markers and a projector. Prepare the scrambled strips and test set. **Offline route:** paper design and hand tracing, marked with the same rubric.
### Assessment for learning
Check that 120 is rejected and the average is 60.0. Award marks for initialisation, condition, update and output. Watch for an unreset total.
### Inclusion and homework
Give a pre-drawn flowchart frame to slower writers; extend others to a highest-mark routine. **Homework:** decompose result publication into four sub-tasks.
---
## Week 2: Advanced Programming
Date: Monday 14 September 2026 to Friday 18 September 2026
Subtopic: From a Clear Problem to a Working Program; Control Structures and Structured Programming; Functions, Modules and Coding Style; Building Small Working Programs
### Lesson objectives
By Friday, candidates should be able to:
1. Trace a validated while loop.
2. Handle ValueError with try and except.
3. Convert input with float().
4. Compute subtotal, VAT and total.
5. Test text and negative input.
### Key vocabulary
- **Iteration**: one pass through a loop.
- **Validation**: checking input against an accepted rule.
- **Exception**: an error raised during execution.
- **Accumulator**: a variable holding a running total.
- **Cast**: converting a value between types.
### Common misconceptions
- *"A while loop always runs once."* It runs zero times when the condition starts false.
- *"input() returns a number."* It returns text; float() converts it.
### Teacher activities
1. Starter: trace a three-step loop.
2. Teach read, convert, test, accept.
3. Model try and except.
4. Build the receipt program.
5. Run five test inputs.
6. Collect error logs.
### Student activities
1. Complete the starter trace.
2. Copy the four-step order.
3. Force one ValueError.
4. Assemble the program.
5. Record five outputs.
6. Add a discount above 2000.
```python
total = 0
count = 0
while count < 3:
try:
price = float(input("Price: "))
except ValueError:
continue
if price > 0:
total = total + price
count = count + 1
print("Subtotal:", total)
print("VAT:", round(total * 0.075, 2))
print("Total:", round(total * 1.075, 2))
```
Expected output for 500, abc, -20, 250, 1000:
```text
Subtotal: 1750.0
VAT: 131.25
Total: 1881.25
```
### Practical / learning evidence
`ss3_receipt_bello.py` accepts three positive prices and ignores text and negatives. The comment block records one valid, one text and one negative test with the observed line.
### Resources and preparation
Python 3, IDLE, projector and printed test scripts. **Offline route:** hand-trace the code and write the three output lines.
### Assessment for learning
Marks go to the condition, rejection branch and rounding. Watch for the counter incrementing early.
### Inclusion and homework
Provide the print lines; extend others to a bulk discount. **Homework:** trace 100, 0, 200, text, 300.
---
## Week 3: Functions, Arrays and Data Structures
Date: Monday 21 September 2026 to Friday 25 September 2026
Subtopic: Arrays and Lists in Detail; Functions That Process Lists; Searching, Sorting and Why Data Structures Matter; Core Coding Styles and Structured Programming Principles; Control Structures: Sequence, Selection and Iteration; The Software Development Life Cycle in Overview
### Lesson objectives
By the week's close, candidates should be able to:
1. Define function, parameter and return.
2. Write a function that averages a list.
3. Apply append, index and len.
4. Store a record in a dictionary.
5. Trace two calls.
### Key vocabulary
- **Function**: a named block performing one task.
- **Parameter**: a variable named in a definition.
- **Return value**: the result sent to the caller.
- **List**: an ordered collection read by index.
- **Dictionary**: a set of key and value pairs.
### Common misconceptions
- *"A parameter and an argument are the same."* The parameter is the name; the argument is the supplied value.
- *"Index 1 is always the first item."* Python counts from 0.
### Teacher activities
1. Starter: trace a two-call function.
2. Teach definition, call and return.
3. Model average(marks) with a guard.
4. Extend to append and lookup.
5. Set two test lists.
6. Review index errors.
### Student activities
1. Complete the starter trace.
2. Label parameters and arguments.
3. Type average(marks) and call it twice.
4. Append 90 and recalculate.
5. Build a three-key dictionary.
6. Repair an IndexError.
```python
def average(marks):
if len(marks) == 0:
return 0
return sum(marks) / len(marks)
scores = [62, 48, 71, 55]
print("Average:", average(scores))
scores.append(90)
print("Rounded:", round(average(scores), 1))
student = {"name": "Amaka", "score": 71}
print(student["name"], student["score"])
```
Expected output:
```text
Average: 59.0
Rounded: 65.2
Amaka 71
```
### Practical / learning evidence
`ss3_scores_okoro.py` defines average(marks), calls it on two lists, prints one rounded result and reads one dictionary record. Success needs an empty-list guard and two returned values.
### Resources and preparation
Python 3, projector and a prepared empty list. **Offline route:** hand trace both calls beside the printed code.
### Assessment for learning
Inspect the guard, the division and both calls. Award marks for argument order and dictionary access.
### Inclusion and homework
Supply the function header; extend others to a highest(marks) function. **Homework:** write lowest(a, b, c) with one test call.
---
## Week 4: Object-Oriented Programming
Date: Monday 28 September 2026 to Friday 2 October 2026
Subtopic: Classes, Objects, Attributes and Methods; Encapsulation and Inheritance; Polymorphism and Comparing OOP with Procedural Programming; Advanced Data Structures: Arrays and Records; Non-Linear Data Structures: Trees and Graphs; File Type Classifications
### Lesson objectives
On completion, candidates should be able to:
1. Define class, object, attribute and method.
2. Write a two-attribute constructor.
3. Create objects and call methods.
4. Reject an overdrawn withdrawal.
5. Explain encapsulation's benefit.
### Key vocabulary
- **Class**: a template for objects.
- **Object**: one instance of a class.
- **Attribute**: a named value on an object.
- **Method**: a function inside a class.
- **Constructor**: the __init__ method.
- **Encapsulation**: data kept with its methods.
### Common misconceptions
- *"A class is an object."* The class is the template; the object is an instance.
- *"self stores the class name."* self refers to the current object.
### Teacher activities
1. Starter: sort class and attribute nouns.
2. Teach the class-object link.
3. Model a two-attribute constructor.
4. Add deposit and withdraw guards.
5. Run one rejected withdrawal.
6. Ask why the balance survives.
### Student activities
1. Complete the class sort.
2. Copy the Account skeleton.
3. Write deposit with a guard.
4. Write withdraw with a funds guard.
5. Test one rejected withdrawal.
6. Add a balance report.
```python
class Account:
def __init__(self, owner, balance=0):
self.owner = owner
self.balance = balance
def deposit(self, amount):
if amount > 0:
self.balance = self.balance + amount
def withdraw(self, amount):
if 0 < amount <= self.balance:
self.balance = self.balance - amount
return True
return False
a = Account("Ngozi", 5000)
a.deposit(2500)
print(a.withdraw(9000))
print(a.owner, a.balance)
```
Expected output:
```text
False
Ngozi 7500
```
### Practical / learning evidence
`ss3_account_musa.py` defines Account with a constructor, deposit and withdraw, creates two objects and records three tests. Success needs correct self references and a balance of 7500.
### Resources and preparation
Python 3, projector and a printed skeleton. **Offline route:** trace calls on an object diagram and write each attribute value.
### Assessment for learning
Look for self on every attribute and a Boolean return from withdraw. Watch for a balance changed before the guard.
### Inclusion and homework
Give the skeleton with method signatures; extend others with a transfer method. **Homework:** add a 4% interest method on 7500.
---
## Week 5: Database Systems
Date: Monday 5 October 2026 to Friday 9 October 2026
Subtopic: Introduction to Databases and DBMS; SQL Fundamentals; SQL UPDATE, DELETE and Database Design; Primary Keys, Foreign Keys and Entity Relationship Diagrams
### Lesson objectives
By the end of the week, candidates should be able to:
1. Define DBMS, table and keys.
2. Write CREATE TABLE with two constraints.
3. Insert three rows with quoting.
4. Query with WHERE and ORDER BY.
5. Interpret a count query.
### Key vocabulary
- **DBMS**: software managing a database.
- **Table**: rows and columns for one entity.
- **Primary key**: a unique row identifier.
- **Foreign key**: a link to another table's key.
- **Query**: an SQL request for data.
### Common misconceptions
- *"A primary key may contain NULL."* Every key value must be unique and present.
- *"SQL keywords need capitals."* Capitals are a convention; either case runs.
### Teacher activities
1. Starter: read a register.
2. Teach the schema and keys.
3. Model CREATE with constraints.
4. Insert three fictional rows.
5. Run both queries.
6. Break one semicolon.
### Student activities
1. Label rows, columns and keys.
2. Copy the schema diagram.
3. Type the CREATE statement.
4. Insert three rows.
5. Run both queries.
6. Print results.
```sql
CREATE TABLE students (
student_id INTEGER PRIMARY KEY,
name TEXT NOT NULL,
class TEXT
);
INSERT INTO students VALUES (1, 'Amaka', 'SS3A');
INSERT INTO students VALUES (2, 'Tunde', 'SS3B');
INSERT INTO students VALUES (3, 'Grace', 'SS3A');
SELECT name, class FROM students
WHERE class = 'SS3A'
ORDER BY name;
```
| name | class |
| --- | --- |
| Amaka | SS3A |
| Grace | SS3A |
```sql
SELECT COUNT(*) FROM students;
```
Result: 3.
### Practical / learning evidence
`ss3_school.sql` holds a CREATE statement, three rows, one ordered query and one count. Success needs correct constraints and row order.
### Resources and preparation
SQLite with DB Browser, projector and a schema sheet. **Offline route:** draw the tables and write result rows by hand.
### Assessment for learning
Check the key, NOT NULL and ORDER BY. Watch for a missing semicolon.
### Inclusion and homework
Provide CREATE with blanks for constraints; extend others to a JOIN. **Homework:** query SS3B names in alphabetical order.
---
## Week 6: Computer Networks and Internet Technologies
Date: Monday 12 October 2026 to Friday 16 October 2026
Subtopic: Network Types, IP Addressing and DNS; Protocols, TCP/IP and HTTP/HTTPS; Internet Infrastructure and Network Security; Network Topologies and Devices Review; Internet Technologies, Protocols and the World Wide Web; Network Security in the Workplace; Meaning and Benefits of Networking; Classes of Network; Transmission Media and Modes; Network Devices; Topologies and Network Design
### Lesson objectives
By week's end, candidates should be able to:
1. Name the four TCP/IP layers.
2. Describe encapsulation down the layers.
3. Convert a binary IPv4 address.
4. Calculate usable hosts on a /24.
5. Distinguish DNS from DHCP.
### Key vocabulary
- **Protocol**: agreed rules for exchanging data.
- **Encapsulation**: adding headers as data moves down layers.
- **IP address**: a logical host address on a network.
- **Subnet mask**: a value separating network and host parts.
- **DNS**: the service mapping names to addresses.
- **DHCP**: the service leasing addresses automatically.
### Common misconceptions
- *"The internet and the web are one system."* The web is a service on the internet.
- *"A /24 network has 256 usable hosts."* Two addresses are reserved, leaving 254.
### Teacher activities
1. Starter: order the URL-to-page steps.
2. Draw the four-layer table.
3. Model encapsulation with envelopes.
4. Convert 11000000.10101000.00000001.00001010.
5. Work the /24 count.
6. Quiz DNS against DHCP.
### Student activities
1. Order the request steps.
2. Copy the layer table.
3. Label four envelopes.
4. Convert the address.
5. Calculate /24 hosts.
6. Match scenarios to services.
| Layer | Job | Protocol |
| --- | --- | --- |
| Application | user services | HTTP / DNS |
| Transport | process delivery | TCP / UDP |
| Internet | addressing and routing | IP |
| Network access | frames on the link | Ethernet |
### Practical / learning evidence
`ss3_protocols_eze.pdf` holds the layer table, a labelled request path, the binary conversion and the /24 count. Success needs 192.168.1.10, 254 hosts and correct layer order.
### Resources and preparation
Projector, layer cards and an address worksheet. **Offline route:** envelope demonstration and hand calculation with the same key.
### Assessment for learning
Check layer order and the 254 figure. Award marks for binary place values. Watch for candidates counting 256 hosts.
### Inclusion and homework
Supply a table with two cells filled; extend others to a /30 link. **Homework:** explain why a school needs DHCP.
---
## Week 7: Web Development and Web Design
Date: Monday 19 October 2026 to Friday 23 October 2026
Subtopic: How Websites Work; HTML Structure and CSS Styling; Client-Side, Server-Side, Databases and Building a Page; Foundations of Web Development; HTML Structure and Tags in Depth; Simple CSS Styling in Practice; Domains and Web Hosting; Publishing and Uploading a Website; The Web and How a Page is Delivered; Planning a Website; HTML and Basic Tags; Building and Testing a Website
### Lesson objectives
By week's end, candidates should be able to:
1. Identify head, body and heading tags.
2. Build a form with labels.
3. Apply CSS to a heading.
4. Link two pages with a relative href.
5. Test and fix one markup error.
### Key vocabulary
- **HTML**: markup language for page structure.
- **Tag**: a keyword marking an element.
- **Attribute**: extra information in a tag.
- **CSS**: rules for page appearance.
- **Form**: controls that collect input.
- **Hyperlink**: a reference to another page.
### Common misconceptions
- *"HTML is a programming language."* It marks up content and cannot decide.
- *"CSS changes the words."* CSS changes presentation only.
### Teacher activities
1. Starter: circle three tags.
2. Teach the head and body split.
3. Model a labelled form.
4. Add CSS for the heading.
5. Create and link page two.
6. Break one closing tag.
### Student activities
1. Circle three tags.
2. Type the skeleton and title.
3. Build the form with two labels.
4. Add the table and CSS.
5. Create the help page and link.
6. Fix the broken tag.
```html
SS3 Result Checker
Result Checker
| Subject | Score |
|---|
| Mathematics | 78 |
```
Expected result: a green heading, a labelled text box, a button and a two-row table.
### Practical / learning evidence
`ss3_result_page_lawal.html` and `ss3_help_lawal.html` link in both directions. The first carries a form with matching for and id values, a styled table and a tested link. Success needs valid nesting.
### Resources and preparation
A text editor, two browsers and a printed source listing. **Offline route:** write markup on paper and sketch the layout.
### Assessment for learning
Check the doctype, head, label matching, action and href. Award marks for a page without a broken link.
### Inclusion and homework
Provide the head-and-body skeleton; extend others with an external stylesheet. **Homework:** sketch a third page.
---
## Week 8: Software Development Life Cycle
Date: Monday 26 October 2026 to Friday 30 October 2026
Subtopic: What Is the SDLC and Its Phases; Waterfall versus Agile (Scrum); Applying the SDLC and Testing; The SDLC Phases in Order; Other SDLC Models; Types of Testing, Documentation and Maintenance
### Lesson objectives
By the close of the week, candidates should be able to:
1. List the six SDLC phases.
2. Name two deliverables per phase.
3. Compare waterfall and agile.
4. Write a test case.
5. Justify a model for a school system.
### Key vocabulary
- **SDLC**: the staged process for building software.
- **Requirement**: a statement of what the system must do.
- **Feasibility study**: an assessment of technical and economic viability.
- **Test case**: a documented input, expected and actual result.
- **Maintenance**: correcting software after release.
### Common misconceptions
- *"Testing happens only after coding."* Tests are written from requirements and run throughout.
- *"Maintenance means repairing hardware."* Software maintenance covers fixes and updates.
### Teacher activities
1. Starter: list three causes of failure.
2. Teach the six phases.
3. Compare waterfall and agile.
4. Model three login test cases.
5. Set the result-system scenario.
6. Review two justifications.
### Student activities
1. List three failure causes.
2. Order the phase cards.
3. Match deliverables to phases.
4. Write three login test cases.
5. Choose a model.
6. Defend the choice.
| Phase | Main deliverable |
| --- | --- |
| Requirements | agreed requirement list |
| Design | data and screen designs |
| Implementation | working program code |
| Testing | test log and defect list |
| Deployment | installed system and guide |
| Maintenance | change and support record |
### Practical / learning evidence
`ss3_test_plan_nwosu.docx` lists six phases with two deliverables, a model comparison, three login test cases and a justified choice. Each case needs input, expected and actual results.
### Resources and preparation
Phase cards, projector and a test-case template. **Offline route:** cards and paper test logs with the same rubric.
### Assessment for learning
Check phase order and deliverable fit. Award marks for a complete test case.
### Inclusion and homework
Supply phase cards with two starters; extend others to the cost of a late defect. **Homework:** add a wrong-password test case.
---
## Week 9: Electronic Commerce
Date: Monday 2 November 2026 to Friday 6 November 2026
Subtopic: Meaning and Types of Electronic Commerce; Parts of a Website Used for Trading; Making Payment Safely; Benefits and Risks; Electronic Payment Systems
### Lesson objectives
By the end of the week, candidates should be able to:
1. Define B2B, B2C and C2C trading.
2. Describe five checkout steps.
3. Calculate a gateway fee and net income.
4. Identify three payment controls.
5. Compare two payment methods.
### Key vocabulary
- **E-commerce**: buying and selling over a network.
- **Merchant**: the business receiving payment.
- **Payment gateway**: the service authorising card payments.
- **Chargeback**: a reversed payment claimed by the buyer's bank.
- **Shopping cart**: the items selected before checkout.
- **PCI DSS**: the security standard for card data.
### Common misconceptions
- *"E-commerce means any online advertisement."* A sale or paid service must occur.
- *"A padlock proves the seller is genuine."* It proves an encrypted connection only.
- *"Cash on delivery has no risk."* The seller carries refusal and return costs.
### Teacher activities
1. Starter: compare two online prices.
2. Teach the three trading models.
3. Draw the checkout flow.
4. Work the fee example.
5. Present three controls.
6. Set the method comparison.
### Student activities
1. Note the price difference.
2. Classify three named stores.
3. Draw the five-step flow.
4. Calculate the net amount.
5. List three controls.
6. Compare card and transfer.
Worked example: three items at 2500 give 7500; delivery is 1200; the gateway charges 1.5% of 8700 plus 100, which is 230.50; the merchant receives 8469.50.
### Practical / learning evidence
`ss3_checkout_ibrahim.xlsx` shows item lines, delivery, gateway fee and net amount with formulas, plus three controls and a comparison. Success needs 8700, 230.50 and 8469.50 to two places.
### Resources and preparation
Spreadsheet software, projector, order slips and a fee schedule. **Offline route:** calculators and printed slips with the same answer key.
### Assessment for learning
Check that the fee base includes delivery and the net subtracts the fee. Watch for a fee on the subtotal alone.
### Inclusion and homework
Provide item lines filled; extend others to a chargeback case. **Homework:** compare two gateways on a 20,000 order and name the cheaper.
---
## Week 10: Cyber Security and Emerging Digital Technologies
Date: Monday 9 November 2026 to Friday 13 November 2026
Subtopic: The Parts of Computer Security; Threats to Computer Security; Protecting the Computer; Security in a School Laboratory; Responding to an Incident; Artificial Intelligence and Machine Learning; Blockchain; Other Emerging Technologies; Benefits and Risks
### Lesson objectives
By the end of the week, candidates should be able to:
1. Define confidentiality, integrity and availability.
2. Classify four attacks by element.
3. Match three controls to attacks.
4. Explain two emerging technologies.
5. Outline a phishing response.
### Key vocabulary
- **Confidentiality**: data available only to authorised people.
- **Integrity**: data complete and unaltered.
- **Availability**: systems reachable when needed.
- **Phishing**: a fraudulent message that steals data.
- **Ransomware**: malware that locks files for payment.
- **Multi-factor authentication**: login requiring two proofs.
### Common misconceptions
- *"Antivirus stops every attack."* It blocks known patterns; judgement and updates still matter.
- *"A strong password alone secures an account."* A stolen password works without a second factor.
### Teacher activities
1. Starter: name the breach damage.
2. Teach the CIA triad with examples.
3. Classify four common attacks.
4. Match three controls to attacks.
5. Explain two emerging technologies.
6. Walk through the phishing response.
### Student activities
1. Name the damaged element.
2. Copy the CIA table.
3. Classify four attacks.
4. Draw control-to-attack lines.
5. Write two benefit and risk pairs.
6. Order the response steps.
| Element | Question | Example |
| --- | --- | --- |
| Confidentiality | who may read it | report cards |
| Integrity | is it unchanged | mark entries |
| Availability | can users reach it | results portal |
### Practical / learning evidence
`ss3_incident_okafor.docx` holds the CIA table, four attacks with controls, a five-step response to a fake portal message, and two technologies with a benefit and risk each.
### Resources and preparation
Projector, breach notice, attack cards and a response template. **Offline route:** cards and a written response with the same rubric.
### Assessment for learning
Check each attack against the damaged element. Award marks for report, isolate, preserve, reset and monitor.
### Inclusion and homework
Provide attack cards with one match; extend others to an access rule. **Homework:** draft one acceptable-use rule with a reason.
---
## Week 11: Revision
Date: Monday 16 November 2026 to Friday 20 November 2026
Subtopic: Review of Computational Thinking and Programming; Review of Databases and Networks; Review of the SDLC and Security
### Lesson objectives
By the end of the week, candidates should be able to:
1. Recall the key terms.
2. Solve one conversion and SQL item.
3. Trace a short program.
4. Answer SSCE-format items.
5. Name three weak topics.
### Key vocabulary
- **Command word**: the verb stating what an answer must do.
- **Mark allocation**: the marks beside a question.
- **Distractor**: a plausible wrong option.
- **Error log**: mistakes recorded with corrected rules.
- **Time allocation**: minutes assigned to each section.
### Common misconceptions
- *"Revision means rereading notes."* Revision means testing recall and correcting errors.
- *"Longer answers earn more marks."* Marks follow the command word and allocation.
### Teacher activities
1. Ten quick items.
2. Display the revision grid.
3. Reteach the two weakest topics.
4. Run a timed section.
5. Model a four-mark answer.
6. Collect one action per red topic.
### Student activities
1. Answer the ten items.
2. Rate each topic.
3. Note both reteaches.
4. Self-mark the section.
5. Rewrite one weak answer.
6. Record three actions.
| Topic | Rating | Rule to recall |
| --- | --- | --- |
| Problem solving | initialise before the loop |
| Python functions | return sends a value back |
| OOP | self refers to the object |
| SQL | WHERE filters rows |
| Networks | /24 leaves 254 hosts |
Sample items and answers:
1. Convert 45 to binary. **Answer: 101101.**
2. State the print(7 // 2) output. **Answer: 3.**
### Practical / learning evidence
A completed grid with a rating and reason for every topic, a marked section and one rewritten answer with a definition, example and reason.
### Resources and preparation
Printed grid, timed section, answer key and two model answers. **Offline route:** all materials are printed.
### Assessment for learning
Check rating reasons against the section. Award marks for the three parts of the answer.
### Inclusion and homework
Allow extra time; extend others with an essay plan. **Homework:** complete the three actions.
---
## Week 12: Examination
Date: Monday 23 November 2026 to Friday 27 November 2026
Subtopic: Before the Examination; During the Written Paper; During the Practical Paper; After the Examination
### Lesson objectives
At the close of the examination week, candidates should be able to:
1. Recall and apply the term's concepts.
2. Answer objective, short-answer and essay items.
3. Complete and save a practical task.
4. Explain a design decision to the examiner.
5. Submit every section on time.
### Examination design
The school examination follows the SS 3 framework:
| Section | Format | Marks |
| --- | --- | ---: |
| A | Objective / 20 four-option items | 20 |
| B | Short answer / traces / SQL and calculations | 30 |
| C | Essay / one structured question | 10 |
| D | Practical / one programming or database task | 20 |
| **Total** | **80** |
Section A samples recall and terminology. Section B samples explanation and worked procedure. Section C asks for a sustained argument with examples. Section D assesses a saved artefact against the rubric.
### Administration and logistics
Confirm the timetable, venue, seating and invigilators one week ahead. Print Sections A to C and prepare one practical paper per candidate. Check every machine and the power backup the day before.
### Practical stations
Set three stations: Python program, SQL query and web page repair. Each carries a task card, a mark sheet and a printed offline equivalent. Candidates rotate on the invigilator's signal and save before leaving.
### Marking and moderation
Mark Sections A and B from the key, Section C from the mark points and Section D from the rubric. Award practical marks for interpretation, procedure, accuracy, file naming and explanation. Moderate ten scripts.
### Inclusion and access
Provide large print, extra time and a quiet room where approved. Offer the paper equivalent at each station so that equipment failure does not cost marks.
### After the examination
Record scores against the class list, return scripts with the marked points visible and retain the practical files. Note any item where more than a third scored zero.
## Teacher reflection
Record the topics that needed reteaching, the practical constraints and any approved change to pacing. Keep the error log summary with the marked scripts.
## Assessment structure
Section A objective 20, Section B short answer 30, Section C essay 10 and Section D practical 20 give a total of 80 marks. The practical rubric covers task interpretation, procedure, accuracy, safe use, file naming and explanation.
---
Prepared from the SS 3 First Term curriculum. Adapt timings and tasks to the approved school calendar.