JSS 1 First Term

Lesson objectives

By the end of the week, learners should be able to:

1. Define ICT and explain the difference between information and communication technology.
2. Name the four information ages in order and state one dating landmark for each.
3. Give four examples of ICT tools used in the home, school, bank or hospital and state what each one does.
4. Explain three benefits and two risks of ICT in Nigerian society.
5. Place five given inventions on a correct timeline with approximate dates.

Key vocabulary

• Information: processed data that is meaningful to the person receiving it.
• Communication: passing information from a sender to a receiver through a channel.
• ICT: the technologies used to create, store, process, send and receive information.
• Information age: a period in history defined by the main technology people used to record and share information.
• Pre-mechanical age: writing on stone, clay and papyrus, with books copied by hand.
• Mechanical age: printing press, slide rule and mechanical calculators.
• Electromechanical age: telegraph, telephone, radio and punched-card tabulators.
• Electronic age: computers, microprocessors, mobile phones, the internet and artificial intelligence.

Common misconceptions

• "ICT means computer studies." ICT is wider: radio, television, telephone, ATM, POS terminal and CCTV are all ICT.
• "The information age started with the internet." It started with writing. The internet is the latest stage.
• "Old technology is useless." A radio or printed textbook still carries information reliably and works without electricity from the grid.

Teacher activities

1. Starter: hold up a mobile phone and a printed textbook and ask the class which one carries information and which one is older. Record answers on the board.
2. Define information, communication and ICT. Stress that ICT covers all tools for handling information, including computers.
3. Walk through the four information ages on a hand-drawn timeline, writing one invention and one date per age as you go.
4. Model the classification of three tools (radio, ATM, chalkboard) as ICT or not ICT, and require a reason each time.
5. Give pairs the tool cards from the resource list and ask them to sort, then justify two difficult cases to the class.
6. Close with the benefits and risks table and an exit question: "Name one ICT tool in your home and the information it carries."

Student activities

1. Answer the starter question and give one example of information they received that morning.
2. Copy the timeline headings and add the inventions as the teacher presents them.
3. In pairs, sort the tool cards into home, school, bank, hospital and transport, and write the function of each tool.
4. Identify one benefit and one risk of ICT for a named person (for example a trader using a POS terminal).
5. Draw their own timeline strip showing the four ages and one invention per age.
6. Answer the exit question in one sentence.

Practical / learning evidence

A labelled timeline strip (four ages, one invention and an approximate date per age) plus a five-row tool table with columns Tool | Where it is used | Information it handles | ICT? (yes/no) | Reason. Each learner submits their own copy. Paired work may share the sorting discussion, but each learner writes their own table.

Resources and preparation

Real or printed examples: radio, television remote, mobile phone, ATM card, POS terminal, calculator, chalkboard, textbook. Printed tool cards for sorting. Chart paper, rulers and markers for the timeline. Offline route: cards, chart paper and a hand-drawn timeline. No device is needed. Check any device you demonstrate for charge and volume before class.

Assessment for learning

Questioning checks that learners can define ICT and give reasons as well as name tools. Inspect the tool table for a plausible function and a defensible yes or no with a reason. Use a quick show of hands for the four ages in order. Record learners who confuse "computer" with "ICT" for reteaching in Week 3.

Inclusion and homework

Provide the timeline headings pre-written for learners who write slowly, and allow oral answers for the tool table. Extend confident learners by asking them to argue whether a school bell is an ICT tool. Homework: list five ICT tools in your home or street and write one sentence on what each is used for. No devices are required.

Lesson objectives

By the end of the week, learners should be able to:

1. Sequence at least eight early computing devices from the abacus to the microprocessor.
2. State the contribution of Pascal, Babbage, Lovelace and Hollerith.
3. Name the five computer generations and the main technology of each.
4. Compare the first and fourth generations on size, speed, heat and cost.
5. Explain why the move from valves to transistors to microchips made computers smaller and cheaper.

Key vocabulary

• Abacus: a counting frame with beads, used for arithmetic long before electronic machines.
• Napier's bones: numbered rods (1617) used to multiply and divide.
• Pascaline: Blaise Pascal's geared adding machine (1642).
• Analytical Engine: Charles Babbage's design (1837) for a programmable mechanical computer. It was never completed in his lifetime.
• Punched card: a card with holes that stored instructions or data. The Jacquard loom and Hollerith's tabulator used it.
• Valve (vacuum tube): an early electronic switching component that was large, hot and unreliable.
• Transistor: a small solid-state switch that replaced the valve.
• Integrated circuit (microchip): many transistors on one silicon chip.
• Microprocessor: a complete processing unit on a single chip.

Common misconceptions

• "The abacus was the first computer." It is a calculating aid with no program and no automatic processing.
• "Babbage built the Analytical Engine." He designed it. It was not completed in his lifetime.
• "Generations are measured in years only." They are defined by the main electronic technology: valves, transistors, integrated circuits, microprocessors, then artificial intelligence.

Teacher activities

1. Starter: ask learners to multiply 27 x 13 without writing, then show the same calculation on an abacus or bead frame.
2. Present the early devices in date order. For each device, ask the class to explain the problem it solved.
3. Describe the Babbage and Lovelace work briefly. State that Babbage published the design in 1837 and that the engineering needed to build it did not exist in his lifetime.
4. Model the generations table on the board, filling the first row with the class and leaving the rest for pairs.
5. Show or sketch one image per generation (valve, transistor, chip, PC, AI assistant) and ask learners to rank them by size.
6. Close by comparing a modern phone with ENIAC and linking the difference to valves and chips.

Student activities

1. Attempt the multiplication, then compare the mental method with the bead frame.
2. Copy the device list and add the contribution of each inventor in their own words.
3. In pairs, complete the generations table for generations 2 to 5.
4. Rank the five generations from largest to smallest and from slowest to fastest.
5. Write two sentences explaining why transistors replaced valves.
6. Answer the exit question: "Which generation are we in, and what is its main technology?"

Practical / learning evidence

A completed five-row generations table with columns Generation | Period | Main technology | Size | Speed and heat | Example machine, plus a dated device list of at least eight entries from the abacus to the microprocessor. The table must show at least one correct example machine per generation.

Resources and preparation

A real valve or clear photograph, a transistor, an old circuit board or chip, and pictures of ENIAC, a 1980s PC and a modern phone. Use a bead frame or abacus if available. If neither is available, draw one. Offline route: printed invention cards to arrange in date order on the desk. Handle any glass valve carefully and keep it out of learners' reach.

Assessment for learning

Check that learners fill the generations table from the technology, and that each example machine belongs to its generation. Ask two learners to defend their ranking of sizes. Mark the device list for correct date order. Note any learner who writes "the first computer was ENIAC" for correction.

Inclusion and homework

Supply a partly completed table for learners who need a scaffold, and allow pictures instead of written descriptions. Extend confident learners by asking them to predict what the sixth generation might be. Homework: ask an older family member which computer or phone they first used and write three sentences about how it differed from a phone today.

Lesson objectives

By the end of the week, learners should be able to:

1. Define a computer as a device that accepts data, processes it under stored instructions, stores it and produces output.
2. State six characteristics of a computer, including speed, accuracy and lack of intelligence.
3. Name the main parts of a computer system and give the function of each.
4. Explain the roles of the ALU, control unit and registers inside the processor.
5. Trace the input, process, output and storage cycle for one everyday task.
6. Identify a computer system correctly from a mixed set of devices.

Key vocabulary

• Data: raw facts and figures with no meaning yet, such as a list of marks.
• Information: data that has been processed into a useful form, such as a learner's average score.
• CPU (processor): the part that carries out instructions.
• ALU: the arithmetic logic unit, which performs calculations and comparisons.
• Control unit: fetches instructions and directs the other parts in the correct order.
• Register: very fast temporary storage inside the processor.
• RAM: working memory that holds the programs and data in use. It loses its contents when power goes off.
• Motherboard: the main circuit board that connects the processor, memory and other components.
• Peripheral: a device connected to the system unit, such as a keyboard or printer.

Common misconceptions

• "The monitor is the computer." The monitor is an output device. The processing happens in the system unit.
• "The CPU and the system unit are the same thing." The system unit is the case. The CPU is one component inside it.
• "A computer is clever." A computer follows instructions exactly and has no understanding. Wrong input produces wrong output.

Teacher activities

1. Starter: show a photograph of a full desktop setup and ask learners to circle the computer in the image. Collect and discuss the different answers.
2. Define data, information and the input, process, output and storage cycle, using a familiar example such as computing a class average.
3. Open a system unit if one is available (or use a labelled diagram) and name the motherboard, CPU, RAM, power supply, drive and cooling fan.
4. Explain the CPU as the ALU, control unit and registers together, and model the fetch and execute idea with a simple routine: read the instruction, do it, store the result.
5. Set a matching task: part cards to function cards, then ask pairs to justify two matches.
6. Close with a "spot the computer system" set of images, including a phone, calculator, television and desktop.

Student activities

1. Circle their answer on the starter image and explain their choice.
2. Classify five given items as data or information.
3. Label a blank system-unit diagram using the word bank.
4. Write the function of six parts in one line each.
5. Trace the cycle for an ATM withdrawal, naming the input, processing, output and storage at each step.
6. Decide which images in the closing set are computer systems and give a reason.

Practical / learning evidence

A labelled diagram of a desktop computer system (at least eight labels with functions) and a completed four-column IPO table for two tasks: an ATM withdrawal and a school result calculation. Labels must be correct, legible and matched to the right part. A copied list of labels does not meet the criterion.

Resources and preparation

One working desktop or laptop, and if possible a non-working system unit that can be opened safely. Screwdriver, anti-static precautions, labelled diagram handout, word bank and part and function cards. Photographs of a phone, calculator, television and desktop. Offline route: printed diagram and cards. The real machine is optional. Never open a powered or plugged-in machine.

Assessment for learning

Check the diagram for correct placement and correct spelling. Ask three learners to explain one part without reading their notes. Mark the IPO tables for a sensible sequence. Learners who say the monitor is the computer need a concrete reteach using the opened unit.

Inclusion and homework

Give the word bank with the first letter of each part, and pair learners who struggle with writing at speed. Extend confident learners by asking what happens if RAM is too small for the program being opened. Homework: draw and label the computer setup you use at home or in the laboratory, and write one sentence on what each part does.

Lesson objectives

By the end of the week, learners should be able to:

1. Distinguish hardware from software and give three examples of each.
2. Classify hardware as input, processing, output, storage or communication devices.
3. Distinguish system software from application software, with two examples of each.
4. State five functions of an operating system.
5. Explain the role of peopleware in a computer system.
6. Sort a mixed list of twenty items into hardware and software correctly.

Key vocabulary

• Hardware: the physical parts of a computer that can be touched.
• Software: the programs and instructions that tell the hardware what to do.
• System software: programs that run and manage the computer, such as the operating system and utilities.
• Application software: programs that help the user perform a task, such as a word processor or spreadsheet.
• Operating system (OS): software that manages hardware, files, memory, users and running programs.
• Firmware: instructions stored permanently on a chip, such as the start-up program.
• Utility program: a small tool for maintenance, such as antivirus or disk cleanup.
• Peopleware: the people who design, build, operate and use computer systems.

Common misconceptions

• "Windows is an application." Windows is system software. Microsoft Word is the application.
• "Software is something you can hold, like a CD." The disc is hardware. The program on it is software.
• "RAM stores my files." RAM holds work in progress and is cleared at shutdown. Files belong in secondary storage.

Teacher activities

1. Starter: hold up a keyboard and a printed screenshot of a word processor and ask the class which item is hardware, which is software and why.
2. Present the hardware categories with one example each and a quick physical demonstration: keyboard input, monitor output, flash drive storage.
3. Explain the role of the operating system in managing hardware, files, memory, users and programs, and list its functions on the board as learners name them.
4. Model the classification of four tricky items (printer driver, antivirus, mouse, Windows) with reasons.
5. Set the twenty-item sorting task in pairs, then take answers from pairs who must justify two entries.
6. Close by naming the peopleware roles in the room: learner, teacher, technician and programmer.

Student activities

1. Answer the starter and state their reason.
2. Copy the five hardware categories and add two examples to each.
3. List five operating-system functions in their own words.
4. Complete the twenty-item hardware and software table.
5. Identify the OS on the machine in front of them, or from a screenshot, and name one application installed on it.
6. Write one sentence on what would happen to a school computer laboratory without a technician.

Practical / learning evidence

A two-part chart: Hardware sorted into five categories with two examples each, and Software sorted into system and application with three examples each. Plus a twenty-item classification table with a reason column for the four most difficult items.

Resources and preparation

Keyboard, mouse, flash drive, monitor cable and a printed screenshot of a desktop. If a laboratory is available, let learners check the installed OS and one application. Blank classification tables. Offline route: printed labels and screenshots. The sorting task needs no device. Do not let learners install or uninstall anything.

Assessment for learning

Mark the twenty-item table for accuracy and require a reason for at least four entries. Ask learners to name an OS function without prompting. Watch for "Windows is an application" and correct it with the system and application distinction in the same lesson.

Inclusion and homework

Provide the twenty items in larger print and allow learners to sort them physically into two envelopes. Extend confident learners by asking them to explain why a phone needs an operating system. Homework: list three application programs on any phone or computer you can access and state the task each one performs.

Lesson objectives

By the end of the week, learners should be able to:

1. Define input and output devices and state the direction in which data flows for each.
2. Classify at least fifteen devices as input, output or both, with a reason.
3. Distinguish impact from non-impact printers and give one example of each.
4. Explain the difference between soft copy and hard copy.
5. Match specialised devices to their real-world setting, such as OMR in examinations and a barcode scanner in a shop.

Key vocabulary

• Input device: sends data or instructions into the computer, such as a keyboard or scanner.
• Output device: presents processed information to the user, such as a monitor or printer.
• Soft copy: output shown on a screen or stored as a file.
• Hard copy: output printed on paper.
• Impact printer: strikes the paper through an inked ribbon, such as a dot-matrix printer.
• Non-impact printer: prints without striking the paper, such as an inkjet or laser printer.
• OMR: optical mark reader, which detects shaded marks such as examination answer sheets.
• OCR: optical character reader, which converts a scanned image of text into editable text.
• Biometric input: identifying a person from a fingerprint, face or iris.

Common misconceptions

• "A printer is an input device because I put paper into it." Paper is not data. The printer receives data from the computer and produces output.
• "A touchscreen is only an output device." It is both. It displays information and accepts touch input.
• "All printers print the same way." Impact printers strike the paper, inkjet printers spray ink, and laser printers use toner and heat.

Teacher activities

1. Starter: ask learners to name every device they touched to send a message on a phone, and list them on the board.
2. Define input and output by direction of data flow, and draw the diagram on the board.
3. Demonstrate or show a keyboard, mouse, scanner, microphone, monitor, speaker and printer, naming each as it is used.
4. Explain impact and non-impact printing with a dot-matrix sample and a laser or inkjet sample if available.
5. Set the classification table in pairs, including the difficult cases: touchscreen, modem and multifunction printer.
6. Close with a setting-matching quiz: OMR, barcode scanner, ATM keypad, projector and plotter.

Student activities

1. List the devices used in the starter and identify the input ones.
2. Copy the direction-of-flow diagram and label the arrows.
3. Handle or view each demonstrated device and write its function in one line.
4. Compare the two printed samples and state two differences between impact and non-impact output.
5. Complete the classification table of fifteen devices as input, output or both, with reasons.
6. Match five specialised devices to the setting where they are used.

Practical / learning evidence

A completed classification table with columns Device | Input/Output/Both | Reason | Where it is used, covering at least fifteen devices, including three that are both. Plus a short written comparison of an impact and a non-impact printer using two named criteria.

Resources and preparation

Keyboard, mouse, scanner, microphone, webcam, monitor, speaker and printer where available. A dot-matrix printout and a laser or inkjet printout for comparison. Pictures of an OMR sheet, barcode scanner, ATM keypad and plotter. Offline route: picture cards and the printed table. No device is needed. Supervise the scanner and printer so learners do not scan personal documents.

Assessment for learning

Check the reason column as well as the input and output label. A guess can produce a correct label, so require the reason. Ask learners to explain the touchscreen case aloud. Mark the printer comparison for two valid criteria such as speed, noise, cost per page or print quality.

Inclusion and homework

Provide picture cards with the device name printed underneath, and allow oral completion of the reason column. Extend confident learners with a question on which printer a school should buy for 500 examination papers, with a justification. Homework: find three output devices in your home or school and write what each one produces.

Lesson objectives

By the end of the week, learners should be able to:

1. Name the five sections of a keyboard and the function of each.
2. Place the eight home-row keys and use the correct finger for each key.
3. Demonstrate correct sitting posture, wrist position and screen distance.
4. Type a short given passage at 10 to 15 words per minute with at least 90% accuracy.
5. Use Shift, Caps Lock, Spacebar, Enter and Backspace correctly.
6. Record their own speed and errors and identify the keys that cause most mistakes.

Key vocabulary

• Home row: the middle row of letters where the fingers rest, namely A, S, D, F, J, K, L and the semicolon key.
• Touch typing: typing without looking at the keys, using the correct finger for each key.
• Words per minute (WPM): a speed measure, usually calculated from characters typed in one minute.
• Accuracy: the percentage of characters typed correctly.
• Posture: the position of the body while typing, with the back straight, feet flat and wrists level.
• Caps Lock: a key that locks letters into capitals until it is pressed again.
• Numeric keypad: the number block on the right, used with Num Lock on.

Common misconceptions

• "Fast typing matters more than correct typing." Assess accuracy before speed. Speed improves as learners memorise the key positions.
• "You can type well while looking at the keyboard." Looking down prevents touch typing and slows the learner permanently.
• "Caps Lock is the same as Shift." Shift capitalises one character. Caps Lock stays on until it is released.

Teacher activities

1. Starter: ask two learners to type their name on the board keyboard chart while the class watches their finger choice.
2. Name the five keyboard sections and point to each on a real keyboard or a large printed chart.
3. Demonstrate posture and hand position, then have the whole class place their hands on the home row and find the F and J bumps.
4. Model a one-minute home-row drill (ASDF JKL;) and show how to record speed and errors.
5. Run three timed one-minute attempts with a short break between them, and circulate to correct finger and wrist position.
6. Close with each learner naming their two weakest keys from their own error log.

Student activities

1. Watch the starter and note which fingers were used.
2. Label the five keyboard sections on a blank keyboard diagram.
3. Place hands on the home row and recite the finger for each key.
4. Complete the home-row drill, then type the given passage for three timed one-minute attempts.
5. Record words per minute and errors after each attempt in their typing record.
6. Identify two weak keys and write a short practice plan for them.

Practical / learning evidence

A typing record sheet with three timed attempts showing date | time | words typed | errors | WPM | accuracy %, plus a labelled keyboard diagram and a two-line plan naming the weak keys to practise. Use a neutral passage that contains no personal information.

Resources and preparation

Working keyboards with a typing tutor such as Tux Typing, RapidTyping or TypingClub installed offline. If no tutor is installed, use Microsoft Word or LibreOffice Writer with a stopwatch. Large printed keyboard chart, blank keyboard diagrams, and a one-page neutral passage. Offline route: cardboard or printed keyboards for posture and finger drills, with the timed test moved to a rotation group. Check that Num Lock and Caps Lock are off before starting.

Assessment for learning

Assess posture, finger placement and accuracy alongside speed. A learner at 15 WPM with 70% accuracy has not met the objective. Observe during the drills as well as reading the record sheet. Compare attempt one with attempt three to confirm improvement or diagnose fatigue.

Inclusion and homework

Allow a larger-print keyboard chart for learners with low vision and a longer time allowance where the school permits. Learners without device access can do finger drills on a printed keyboard. Extend confident learners with a punctuation and capital-letter passage. Homework: practise the home-row drill for ten minutes on any available keyboard, or trace the finger movements on a paper keyboard, and record the result.

Lesson objectives

By the end of the week, learners should be able to:

1. Distinguish memory from storage and give one example of each.
2. Explain why RAM is volatile and ROM is non-volatile.
3. Convert between bytes, kilobytes, megabytes, gigabytes and terabytes using 1024.
4. Classify storage devices as magnetic, optical or solid state, with an example of each.
5. Compare storage media on capacity, speed, portability and cost.
6. State three rules for safe use of a flash drive and one reason for keeping a backup.

Key vocabulary

• Memory: the working area that holds programs and data currently in use, such as RAM.
• Storage: the long-term place where files are kept when the computer is switched off.
• Volatile: loses its contents when power is removed, as RAM does.
• Non-volatile: keeps its contents without power, as ROM, a hard disk or a flash drive does.
• Byte: eight bits, the basic unit of storage.
• Magnetic storage: stores data as magnetised areas, such as a hard disk drive or magnetic tape.
• Optical storage: read by laser, such as a CD, DVD or Blu-ray disc.
• Solid-state storage: stores data in flash memory with no moving parts, such as an SSD, flash drive or memory card.
• Backup: a second copy of files kept in case the original is lost or damaged.

Common misconceptions

• "Memory and storage are the same." RAM is temporary working space. Storage keeps files when the power is off.
• "Deleting a file removes it completely." It usually goes to the Recycle Bin first and can be restored.
• "Cloud storage means the file is not on any device." It is stored on someone else's server and needs a connection to reach.

Teacher activities

1. Starter: ask learners where a phone photograph goes when the phone is switched off, and collect three different answers.
2. Draw the memory and storage distinction, with RAM, ROM and secondary storage in the correct places.
3. Build the unit sequence on the board: bit, byte, KB, MB, GB, TB, and work two conversions with the class.
4. Pass round a hard disk, a CD, a flash drive and a memory card. Name each type and its technology.
5. Model a capacity comparison: how many 4 MB photographs fit on a 2 GB card, and how many 700 MB CDs equal one 4.7 GB DVD.
6. Close with the safe-use rules and a class discussion of the reasons for keeping a backup.

Student activities

1. Answer the starter in one sentence before discussion.
2. Copy the memory and storage diagram and add two examples to each side.
3. Complete five unit conversions, showing the working.
4. Identify each device passed round and write its storage type.
5. Solve the two capacity problems with a partner and compare methods.
6. Write three flash-drive safety rules and one sentence on the value of a backup.

Practical / learning evidence

A conversion worksheet with at least five worked conversions, a three-row storage-type table (magnetic, optical, solid state) with an example and a typical capacity for each, and the two worked capacity problems with the method shown.

Resources and preparation

A hard disk drive, a CD or DVD, a flash drive, a memory card and, if available, an SSD. A short video or demonstration of a CD being read. Calculators for the conversion work. Printed conversion worksheets. Offline route: physical media and worksheets. No computer is required. Warn learners not to insert unknown flash drives into laboratory machines.

Assessment for learning

Mark the working as well as the final answer. A correct answer from a wrong method will fail later questions. Check that RAM is placed under memory, since RAM is working memory. Ask two learners to explain their capacity method aloud before collection.

Inclusion and homework

Allow a printed conversion ladder as a reference for learners who need it, and reduce the worksheet to three items where time is short. Extend confident learners with a comparison of an SSD and a hard disk for a school that needs speed. Homework: find out the storage capacity of any phone, memory card or computer you can access and write it in gigabytes.

Lesson objectives

By the end of the week, learners should be able to:

1. Distinguish the internet from the World Wide Web.
2. Name the four things needed to get online and the role of each.
3. Identify the parts of a URL, including the protocol and the domain.
4. Carry out a guided search using precise keywords and open a result in a new tab.
5. Apply four safety rules when online, including protecting personal information and reporting scams.
6. Judge whether a web page is likely to be reliable using at least three checks.

Key vocabulary

• Internet: a global network of interconnected computer networks.
• World Wide Web: the collection of linked pages and sites that runs on the internet.
• Browser: software used to view web pages, such as Chrome, Edge or Firefox.
• URL: the address of a page, for example https://www.example.gov.ng/learn.
• ISP: internet service provider, the company that supplies the connection.
• Router: the device that shares a connection between computers or provides Wi-Fi.
• Search engine: a service that finds pages matching keywords, such as Google or Bing.
• HTTPS: a secure, encrypted connection between the browser and the site.

Common misconceptions

• "The internet and Google are the same thing." Google is one service on the web. The internet carries many services, including email and video calls.
• "Anything online is true." Anyone can publish. Check the author, the date and the evidence.
• "The padlock means the site is honest." The padlock shows that the connection is encrypted. It does not show whether the content is true.

Teacher activities

1. Starter: ask learners to name the last thing they searched for and what they typed.
2. Explain that the internet is the physical network of cables, routers and radio links, and that the web is one service that runs on it.
3. List the four requirements to get online and ask learners to identify each one in the laboratory or on a phone.
4. Open a browser and label the address bar, tabs, back, refresh, bookmark and history on the projected screen or a printed screenshot.
5. Demonstrate a weak search and a strong search for the same question, then model the three reliability checks.
6. Run the guided search task and close with the four safety rules written by the class.

Student activities

1. Share their last search and the keywords used.
2. Write the internet and web distinction in their own words.
3. Identify the browser, connection type and device in use.
4. Label a browser screenshot with six features.
5. Complete the guided search: find three pages on one curriculum topic, record title, URL and date for each, and mark each as reliable or not, with a reason.
6. Write the four safety rules and one example of a scam message.

Practical / learning evidence

A source record sheet with three entries showing Title | URL | Date | Author or organisation | Reliable? | Reason, plus a browser screenshot labelled with six features and a written list of four safety rules. No personal details, passwords or photographs are to be entered during the task.

Resources and preparation

At least one connected computer or phone with a browser, or printed browser screenshots and pre-downloaded pages. A projector or large screen if possible. A neutral search topic taken from another school subject. Offline route: printed pages saved before the lesson in a local folder, with the same record sheet. Test the connection and the selected pages before class, and have a backup topic if the network fails.

Assessment for learning

Check that URLs are complete and correctly copied. The reliability reason must refer to the author, the date or the evidence. Ask learners to explain what the padlock shows and what it does not show. Watch for personal information being typed and correct it immediately.

Inclusion and homework

Pair learners who have never used a browser with a confident partner, and provide a printed browser diagram for labelling. Extend confident learners with the site: and quoted-phrase search techniques. Homework: write five search keywords you would use to find information about a Nigerian university's admission requirements, without searching.

Lesson objectives

By the end of the week, learners should be able to:

1. Explain what a word processor does and name three examples.
2. Identify the main parts of the Word window, including the ribbon, tabs, groups and status bar.
3. Create a new blank document and set A4 paper size and normal margins.
4. Apply bold, italics, underline, font size, colour and centre alignment to given text.
5. Select text using the mouse and keyboard shortcuts, and undo a mistake.
6. Save a document with a correct filename in the correct folder.

Key vocabulary

• Word processor: software for creating, editing, formatting and printing text documents.
• Ribbon: the strip of tabs and command groups at the top of the Word window.
• Tab: a labelled section of the ribbon, such as Home, Insert or Layout.
• Group: a set of related commands within a tab, such as Font or Paragraph.
• Cursor (insertion point): the blinking line showing where the next character will appear.
• Save: stores the current document under its existing name and location.
• Save As: stores the document under a new name, format or location.
• .docx: the standard Microsoft Word file format.

Common misconceptions

• "Save and Save As do the same thing." Save updates the existing file. Save As creates a new copy or changes the format.
• "Word saves my work automatically when I close it." Closing without saving discards the changes, though newer versions may offer to keep them.
• "A word processor is only a typewriter." It also edits, formats, checks spelling, inserts tables and pictures, and prints.

Teacher activities

1. Starter: show a typewritten page and a formatted document, and ask the class which is easier to correct and why.
2. Name three word processors and open Word or LibreOffice Writer on the projected screen.
3. Tour the window: title bar, ribbon tabs, groups, ruler, workspace, scroll bar, status bar and zoom.
4. Model creating a new document, setting A4 and normal margins, and typing two lines.
5. Demonstrate selection (double-click a word, triple-click a line, Ctrl+A) and formatting (Ctrl+B, Ctrl+I, Ctrl+U, alignment, font size), then undo with Ctrl+Z.
6. Set the notice task and finish with the save routine: File, Save As, choose folder, type filename, Save.

Student activities

1. Answer the starter and give one reason.
2. Label a printed Word window diagram with eight features.
3. Create a new blank document and set A4 with normal margins.
4. Type the given three-line notice without formatting.
5. Apply the required formatting: bold heading, centred title, one bulleted list, and one underlined sentence.
6. Save as jss1_notice_surname.docx in the class folder, then close and reopen it to confirm it saved.

Practical / learning evidence

A saved one-paragraph notice containing a centred bold title, at least three lines of body text, one bulleted list and one underlined sentence, saved as .docx with a correct filename in the class folder. The learner must reopen the file and show it to the teacher.

Resources and preparation

Computers with Microsoft Word 2016 or later, or LibreOffice Writer, with A4 set as the default. Printed Word window diagrams, a short notice text for typing, and a class folder on each machine or a shared drive. Offline route: paper mock-ups of the Word window for labelling, with the typing task moved to a rotation. Check that the computers start, that the software opens and that learners can write to the class folder.

Assessment for learning

Inspect the reopened file. Reopening shows that the save worked. Check the filename against the agreed pattern and the location against the class folder. Look for formatting applied to the correct text and for evidence that Ctrl+Z was used instead of retyping.

Inclusion and homework

Provide the notice text as a printed copy so learners do not have to compose while learning the software, and allow a partner to read the steps aloud. Extend confident learners with line spacing, a page border or a simple table. Homework: list five things a word processor can do that a typewriter cannot.

Lesson objectives

By the end of the week, learners should be able to:

1. Plan a one-page document with a title, headings, body text and a numbered list.
2. Apply paragraph spacing, line spacing and a readable font consistently.
3. Insert a page number and check spelling and word count.
4. Save a document as .docx and export the same document as .pdf.
5. Organise files by creating a folder, renaming, copying, moving and deleting correctly.
6. Use print preview and state two ways to reduce printing cost.

Key vocabulary

• Formatting: changing how text looks, including font, size, spacing, alignment and colour.
• Line spacing: the vertical distance between lines of text.
• Header and footer: areas repeated at the top or bottom of every page.
• Page number field: an automatically updating number inserted in a header or footer.
• Export: saving a document in another format, such as PDF.
• PDF: a fixed-layout file that looks the same on any device and is difficult to edit.
• Print preview: a view showing exactly how the printed pages will look.
• File management: creating, naming, moving, copying and deleting files and folders.

Common misconceptions

• "The file extension does not matter." It tells the computer which program opens the file. Renaming it can stop the file opening.
• "A PDF can be edited in Word just like a DOCX." A PDF is fixed layout and needs special tools to edit.
• "A saved file is automatically backed up." A file on one computer can still be lost. A second copy is needed.

Teacher activities

1. Starter: show a messy folder of files named Document1, Document2 and new and ask what problems this causes.
2. Model planning on paper: title, two headings, one numbered list, one closing line.
3. Demonstrate consistent formatting: one font, size 12 body, size 16 headings, 1.5 line spacing, space after paragraphs.
4. Show spelling and grammar check, word count and the insertion of a page number in the footer.
5. Demonstrate Save As to .docx, then export to .pdf, and show print preview and page setup.
6. Run the file-management drill: create a folder, rename a file, copy it to a flash drive, then delete the copy and restore it from the Recycle Bin.

Student activities

1. List three problems caused by poor filenames.
2. Plan the one-page document on paper before typing.
3. Type and format the document to the stated specification.
4. Run the spelling check, record the word count and insert a page number.
5. Save as .docx, export as .pdf, and confirm both files exist in the class folder.
6. Complete the folder, rename, copy, delete and restore drill, and open the print preview.

Practical / learning evidence

A one-page document titled Computer Laboratory Rules, containing a title, two headings, at least five numbered rules, a footer page number and a saved PDF copy. Both files must be named jss1_lab_rules_surname.docx and .pdf and must open correctly from the folder. Marked against the practical rubric: task interpretation, layout, formatting accuracy, file naming, saving and explanation.

Resources and preparation

Computers with Word and a PDF export option, or LibreOffice Writer with Export as PDF. A class folder and one flash drive per group for the file-management drill. Printed planning sheets. Offline route: plan and lay out the document on paper with a printed rubric, and assess the digital version in a later rotation. Confirm that PDF export works before the lesson.

Assessment for learning

Assess against the practical rubric with marks for layout, formatting consistency, page number, correct filenames, both formats present and the learner's oral explanation. Check that the PDF opens independently of Word. Record which learners cannot yet find the class folder for a short reteach.

Inclusion and homework

Provide a template with the title and headings already typed for learners who type slowly, and allow a scribed plan. Extend confident learners with a header, a simple table of rules and a coloured heading. Homework: design a folder structure for your school work with three folders and five correct filenames.

Lesson objectives

By the end of the week, learners should be able to:

1. Recall the key terms from Weeks 1 to 10 without notes.
2. Classify devices, software and storage correctly under timed conditions.
3. Perform storage conversions and explain the input, process, output and storage cycle.
4. Type a short passage accurately and format a document from a written instruction.
5. Answer objective and short-answer questions in the examination format.
6. Identify their own weak topics and plan revision for each.

Key vocabulary

Revision of the full term glossary: ICT, information age, hardware, software, operating system, CPU, RAM, ROM, input, output, storage, volatile, byte, browser, URL, word processor, ribbon, .docx, PDF.

Common misconceptions

• "Revision means reading notes again." Revision means testing yourself and correcting errors. Rereading feels easy and does not build recall.
• "Practical questions cannot be revised." They can be revised. Rehearse the exact steps and the file-naming routine.
• "If I know the definition, I will get the marks." Marks also come from examples, comparisons and reasons.

Teacher activities

1. Starter: five quick-fire retrieval questions from different weeks, with no notes.
2. Display the term revision grid and ask learners to rate each topic red, amber or green.
3. Reteach the two weakest topics chosen by the class, using a worked example each.
4. Run a timed ten-item objective quiz and mark it in class, explaining the distractors.
5. Model a short-answer answer that earns full marks, showing where the definition, example and reason marks fall.
6. Set the practical rotation checklist and close with each learner naming one topic to revise at home.

Student activities

1. Answer the five retrieval questions.
2. Complete the revision grid with a red, amber or green rating and one reason per red topic.
3. Take notes during the reteach of the two weakest topics.
4. Complete the timed objective quiz and mark their own answers.
5. Improve one weak short answer using the model, then compare with a partner.
6. Write a two-item revision plan for the examination week.

Practical / learning evidence

A completed revision grid covering all ten topics with ratings and reasons, a marked ten-item objective quiz, and one rewritten short answer that shows definition, example and reason. The teacher keeps the quiz scores as a diagnostic record.

Sample objective items with answers

1. Which of these is an output device? A. Scanner B. Mouse C. Printer D. Microphone. Answer: C.
2. One kilobyte is equal to how many bytes? A. 100 B. 1000 C. 1024 D. 512. Answer: C.
3. Which software is system software? A. Microsoft Word B. Windows C. Chrome D. Excel. Answer: B.
4. The part of the CPU that performs calculations is the: A. control unit B. register C. ALU D. motherboard. Answer: C.
5. Which storage is volatile? A. ROM B. RAM C. Flash drive D. Hard disk. Answer: B.
6. https:// in a URL shows that the connection is: A. free B. encrypted C. fast D. government-owned. Answer: B.
7. Which is both an input and an output device? A. Touchscreen B. Keyboard C. Speaker D. Plotter. Answer: A.
8. The correct order is: A. output, input, process B. input, process, output C. process, output, input D. input, output, process. Answer: B.
9. ENIAC used: A. microprocessors B. transistors C. vacuum tubes D. integrated circuits. Answer: C.
10. The best filename is: A. Document1 B. new C. jss1_lab_rules_ade.docx D. untitled. Answer: C.

Resources and preparation

The revision grid, the ten-item quiz and answer key, the practical rotation checklist, and the examination format sheet: Section A objective 20 marks, Section B short answer 30 marks, Section C practical 20 marks, total 70. Offline route: all revision materials are printed. The practical rotation can be assessed on paper for learners without device access.

Assessment for learning

Use the quiz scores and the revision grid to plan the final reteach before the examination. Check that rewritten answers contain a definition, an example and a reason. Identify learners who are red on more than three topics and give them a targeted worksheet.

Inclusion and homework

Provide the quiz in large print and allow extra time where approved. Pair learners for the practical rehearsal so that a confident partner can model the steps. Homework: complete the two-item revision plan and practise the typing drill for ten minutes on any available keyboard.

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 1 to JSS 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. Section B samples explanation, comparison, diagram labelling, device classification and storage conversion. Section C samples the term's practical skills: a timed typing passage, a formatting task and a device-identification station.

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, word processing and device identification, with one invigilator per station where possible.
4. Prepare offline equivalents for learners without device access: printed keyboard diagram, paper formatting 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 a short reteach plan for Term 2, which begins with ethics and laboratory safety.

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 Term 2.

Practical / learning evidence

The completed examination script, the saved practical file for each candidate, and the practical rubric sheets. Retain scripts, marking guides, rubrics 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 LibreOffice 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, so that the teaching of that item can be reviewed.

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 Term 2: computer ethics and laboratory safety, the system unit in depth, data processing, the keyboard, advanced word processing, graphics and the features of computers and ICT gadgets. Note any topic where the class average fell below the school's threshold and schedule it as a Term 2 retrieval starter.