Sparklabs Learning / Digital Technology
JSS 1 First Term
12-week term pack
- School
- Creative Brains Academy
- Subject
- Digital Technology
- Pack
- Teacher plans
- Prepared
- 7 November 2026
Week index
- 01Introduction to ICT and Information Ages
- 02History, Evolution and Generations of Computers
- 03What Is a Computer and Its Parts
- 04Functions of Parts, Hardware and Software
- 05Input and Output Devices
- 06Basic Typing Skills
- 07Storage Devices
- 08Simple Uses of the Internet
- 09Introduction to MS Word
- 10Creating and Saving Documents
- 11Revision and Examination Preparation
- 12Examination
Week 1 / First Term
Introduction to ICT and Information Ages
Monday 7 September 2026 to Friday 11 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Define Information and Communication Technology (ICT). ii. State the parts of ICT. iii. List at least six uses of ICT at home, in school and in the community. iv. Identify ICT devices found in the local community. v. Define information and explain how it differs from data. vi. List the six information ages in order. vii. Give one example of a tool or method from each information age. viii. Explain the difference between digital and analogue technology. |
| Affective | i. Appreciate the value of Introduction to ICT and Information Ages in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write down five ICT devices you have used today and where you used them. ii. Sort ten device names into input, output, storage and processing groups. iii. Draw a simple diagram of the four parts of ICT and label each part. iv. Interview an adult in your household about the ICT they use at work. |
Rationale: Information and Communication Technology is the use of computers, telecommunication devices and other digital equipment to collect, process, store, transmit and display information. Understanding meaning of ICT, parts of ICT, uses of ICT in Our Environment, what is Information and the Information Ages helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: Learners have just entered JSS 1 and already use digital devices such as phones, radios, televisions and computers at home or in the community. They can switch a device on, make a call, send a message and identify common parts such as the screen, keyboard and mouse.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Introduction to ICT and Information Ages, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 1); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, explains the classroom rules and asks what digital devices they already use at home and in the community. Elicits responses, links them to the new topic and writes Introduction to ICT and Information Ages on the board. | Share what they already know about Introduction to ICT and Information Ages and listen to the introduction. | Building on everyday experience and introducing Introduction to ICT and Information Ages. |
| Step 1 6 MINUTES | Covers Meaning of ICT: Information and Communication Technology is the use of computers, telecommunication devices and other digital equipment to collect, process, store, transmit and display information. The word ICT joins information and communication technology. Covers Parts of ICT: ICT has four main parts. Input devices collect data. | Listen, take notes and answer oral questions on "Meaning of ICT" and related points. | Understanding: Meaning of ICT; Parts of ICT. |
| Step 2 6 MINUTES | Covers Uses of ICT in Our Environment: ICT is used in many places in Nigeria. In the classroom it supports learning through computers, projectors and online lessons. In the hospital it stores patient records and reports results of tests. | Copy the key points, give examples from school and everyday life, and ask questions on "Uses of ICT in Our Environment". | Understanding: Uses of ICT in Our Environment. |
| Step 3 6 MINUTES | Covers What is Information and the Information Ages: Information is facts, knowledge or data that tells us something. It reaches us as spoken words, written words, pictures, photographs, numbers and sounds. Whenever a message or a fact helps you understand something you did not know, you have received information. | Discuss in pairs, then report one point on "What is Information and the Information Ages" to the class. | Understanding: What is Information and the Information Ages. |
| Step 4 6 MINUTES | Covers Introduction to Digital Technology: Technology means the tools and machines that people make to help solve problems, and a device is any single machine or tool that does a particular job. Automation means machines doing tasks without a person controlling every step, as a washing machine does when it runs a whole cycle by itself. | Respond to questions, complete the examples on the board and note down "Introduction to Digital Technology". | Understanding: Introduction to Digital Technology. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write down five ICT devices you have used today and where you used them. (ii) Sort ten device names into input, output, storage and processing groups. (iii) Draw a simple diagram of the four parts of ICT and label each part. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Define Information and Communication Technology (ICT). ii. State the parts of ICT. iii. List at least six uses of ICT at home, in school and in the community. iv. Identify ICT devices found in the local community. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: meaning of ICT, parts of ICT, uses of ICT in Our Environment, what is Information and the Information Ages, introduction to Digital Technology. Links them to the assignment and previews Week 2: History, Evolution and Generations of Computers. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Briefly describe the following Information Ages: (i) Stone Age (ii) Industrial Age (iii) Digital/Information Age (b) Define Information Transmission. (c) List two (2) ancient methods and two (2) modern methods of transmitting information. ii. A school is preparing a display showing how people created and shared information in different periods. Name the six information ages in the correct order, and state the key development that each age introduced.
Week 2 / First Term
History, Evolution and Generations of Computers
Monday 14 September 2026 to Friday 18 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Explain what evolution means. ii. Name the early counting and calculating devices. iii. State the contribution of Charles Babbage and other early inventors. iv. Describe early electronic computers such as ENIAC. |
| Affective | i. Appreciate the value of History, Evolution and Generations of Computers in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw and label an abacus, then explain in one sentence how it is used. ii. Make a timeline showing the abacus, Napier's Bones, the Pascaline, the Analytical Engine and ENIAC. iii. Write two sentences on the contribution of Charles Babbage and two on Ada Lovelace. iv. List two differences between a mechanical calculator and an electronic computer. |
Rationale: Evolution means the gradual development and improvement of something over time. Understanding what Evolution Means, early Counting and Calculating Devices, the Mechanical Era, charles Babbage and the Analytical Engine helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 1, learners studied Introduction to ICT and Information Ages, including meaning of ICT, parts of ICT, uses of ICT in Our Environment. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on History, Evolution and Generations of Computers, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 2); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 1 (Introduction to ICT and Information Ages) with two quick oral questions, and asks what they already know about History, Evolution and Generations of Computers. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about History, Evolution and Generations of Computers. | Connecting prior knowledge to History, Evolution and Generations of Computers. |
| Step 1 6 MINUTES | Covers What Evolution Means: Evolution means the gradual development and improvement of something over time. The computer did not appear suddenly. Covers Early Counting and Calculating Devices: The abacus is one of the oldest counting devices. It has a frame with rods, and beads slide along the rods to stand for numbers. | Listen, take notes and answer oral questions on "What Evolution Means" and related points. | Understanding: What Evolution Means; Early Counting and Calculating Devices. |
| Step 2 6 MINUTES | Covers The Mechanical Era: In 1642, a French mathematician named Blaise Pascal, who was only 19 years old, invented a mechanical calculator called the Pascaline. His father was a tax collector who spent long hours adding up numbers, so Pascal wanted to build a machine to help. Covers Charles Babbage and the Analytical Engine: Charles Babbage was an English mathematician and inventor. In 1822 he began the Difference Engine, a machine designed to calculate and print mathematical tables without the errors made by people working by hand. | Copy the key points, give examples from school and everyday life, and ask questions on "The Mechanical Era" and related points. | Understanding: The Mechanical Era; Charles Babbage and the Analytical Engine. |
| Step 3 6 MINUTES | Covers Early Electronic Computers: The first electronic computers used thousands of electronic valves, also called vacuum tubes. These machines were very large and used a great deal of power. | Discuss in pairs, then report one point on "Early Electronic Computers" to the class. | Understanding: Early Electronic Computers. |
| Step 4 6 MINUTES | Covers Generations of Computers: A computer generation is a group of computers that share the same main technology. When a completely new technology replaced the old one, a new generation began. There are five generations. | Respond to questions, complete the examples on the board and note down "Generations of Computers". | Understanding: Generations of Computers. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw and label an abacus, then explain in one sentence how it is used. (ii) Make a timeline showing the abacus, Napier's Bones, the Pascaline, the Analytical Engine and ENIAC. (iii) Write two sentences on the contribution of Charles Babbage and two on Ada Lovelace. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Explain what evolution means. ii. Name the early counting and calculating devices. iii. State the contribution of Charles Babbage and other early inventors. iv. Describe early electronic computers such as ENIAC. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what Evolution Means, early Counting and Calculating Devices, the Mechanical Era, charles Babbage and the Analytical Engine, early Electronic Computers. Links them to the assignment and previews Week 3: What is a Computer and Its Parts. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Mention three (3) early non-electronic counting devices used before modern computers were invented. (b) Highlight the main technological component used in each of the following computer generations: (i) First Generation (ii) Second Generation (iii) Third Generation (iv) Fourth Generation (c) Who was Charles Babbage, and what was his contribution to computer history? ii. A history lesson explains that one age built on another. Describe how the Industrial Age changed the sharing of information, explain how the Electronic Age improved on it, and state why the Electronic Age is called a bridge between the Industrial Age and the Information Age.
Week 3 / First Term
What Is a Computer and Its Parts
Monday 21 September 2026 to Friday 25 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Name the parts of a computer and their functions. ii. Identify the system unit, monitor and accessories. iii. Locate the power supply, motherboard, processor, RAM and hard disk inside a system unit. iv. State the function of each part. |
| Affective | i. Appreciate the value of What is a Computer and Its Parts in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Open a system unit cover with your teacher and locate the power supply, motherboard, processor, RAM and hard disk. ii. Draw and label the system unit with at least ten parts. iii. Touch and name each device on the workbench, then write its function in your notebook. iv. Find the power button, reset button, power light and headphone port on the front of the tower. |
Rationale: A computer is an electronic device that accepts data, processes it following instructions called a program, and produces useful output. Understanding what is a Computer and a Computer System, categories of Computers, the Computer System, parts Inside the System Unit helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 2, learners studied History, Evolution and Generations of Computers, including what Evolution Means, early Counting and Calculating Devices, the Mechanical Era. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on What is a Computer and Its Parts, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 3); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 2 (History, Evolution and Generations of Computers) with two quick oral questions, and asks what they already know about What is a Computer and Its Parts. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about What is a Computer and Its Parts. | Connecting prior knowledge to What is a Computer and Its Parts. |
| Step 1 6 MINUTES | Covers What is a Computer and a Computer System: A computer is an electronic device that accepts data, processes it following instructions called a program, and produces useful output. Its main characteristics are speed, accuracy, storage ability, automation and versatility. Covers Categories of Computers: Computers can be grouped by size and power. A supercomputer is the largest and fastest, used for weather forecasting and scientific research. | Listen, take notes and answer oral questions on "What is a Computer and a Computer System" and related points. | Understanding: What is a Computer and a Computer System; Categories of Computers. |
| Step 2 6 MINUTES | Covers The Computer System: A computer system is made of three main units. The system unit does the processing. The monitor shows the result. | Copy the key points, give examples from school and everyday life, and ask questions on "The Computer System". | Understanding: The Computer System. |
| Step 3 6 MINUTES | Covers Parts Inside the System Unit: The power supply unit converts mains electricity to the lower voltage the computer needs. The motherboard is the flat board that holds the parts and connects them. The processor, also called the CPU, does the calculating and controls the work. | Discuss in pairs, then report one point on "Parts Inside the System Unit" to the class. | Understanding: Parts Inside the System Unit. |
| Step 4 6 MINUTES | Covers Front of the System Unit: The front panel carries the power button, the reset button, the power indicator light, headphone and microphone ports, and the optical drive. The back panel carries the power socket, the network cable port, and ports for the monitor, USB devices and speakers. | Respond to questions, complete the examples on the board and note down "Front of the System Unit". | Understanding: Front of the System Unit. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Open a system unit cover with your teacher and locate the power supply, motherboard, processor, RAM and hard disk. (ii) Draw and label the system unit with at least ten parts. (iii) Touch and name each device on the workbench, then write its function in your notebook. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Name the parts of a computer and their functions. ii. Identify the system unit, monitor and accessories. iii. Locate the power supply, motherboard, processor, RAM and hard disk inside a system unit. iv. State the function of each part. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what is a Computer and a Computer System, categories of Computers, the Computer System, parts Inside the System Unit, front of the System Unit. Links them to the assignment and previews Week 4: Functions of Parts, Hardware and Software. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A computer shows nothing on the screen when the power button is pressed. List three parts you would check first and explain why. ii. Explain what would happen to a file saved in RAM when the computer is switched off.
Week 4 / First Term
Functions of Parts, Hardware and Software
Monday 28 September 2026 to Friday 2 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. State the functions of the major parts of a computer. ii. Explain how the parts work together to produce output. iii. Trace a task from typing a name to printing it. iv. Compare primary and secondary storage by function. |
| Affective | i. Appreciate the value of Functions of Parts, Hardware and Software in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Type a short paragraph on the computer, save it, then print it. Record what happened at each stage of the information processing cycle. ii. Write the steps involved from pressing a key to the letter appearing on screen. iii. Compare the speed of opening a file from RAM with opening one from the hard disk. Record which is faster and explain why. iv. Record the size of a folder and a single file to show how secondary storage holds large amounts. |
Rationale: An input device sends data and instructions into the computer. Understanding input and Output Functions, processing and Storage Functions, how the Parts Work Together, the Information Processing Cycle helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied What is a Computer and Its Parts, including what is a Computer and a Computer System, categories of Computers, the Computer System. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Functions of Parts, Hardware and Software, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 4); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 3 (What is a Computer and Its Parts) with two quick oral questions, and asks what they already know about Functions of Parts, Hardware and Software. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Functions of Parts, Hardware and Software. | Connecting prior knowledge to Functions of Parts, Hardware and Software. |
| Step 1 6 MINUTES | Covers Input and Output Functions: An input device sends data and instructions into the computer. A keyboard types letters and numbers. Covers Processing and Storage Functions: The processing function is done by the processor. It performs arithmetic and logical operations, and it follows instructions stored in memory. | Listen, take notes and answer oral questions on "Input and Output Functions" and related points. | Understanding: Input and Output Functions; Processing and Storage Functions. |
| Step 2 6 MINUTES | Covers How the Parts Work Together: Consider a simple task. A learner types a name on the keyboard. Covers The Information Processing Cycle: Every task a computer performs follows the information processing cycle: input, processing, output and storage. Understanding this cycle helps you explain why a computer behaves in a particular way, and why a file that was never saved is lost when the machine is switched off. | Copy the key points, give examples from school and everyday life, and ask questions on "How the Parts Work Together" and related points. | Understanding: How the Parts Work Together; The Information Processing Cycle. |
| Step 3 6 MINUTES | Covers Computer Hardware: Hardware is every physical part of the computer that you can touch. Inside the system unit the motherboard is the main circuit board, and every other part connects to it, which is why it is called the backbone of the computer. | Discuss in pairs, then report one point on "Computer Hardware" to the class. | Understanding: Computer Hardware. |
| Step 4 6 MINUTES | Covers Computer Software and the Operating System: Software is the set of programs and instructions that tell the hardware what to do. System software runs and manages the computer itself, and the operating system is its most important example. | Respond to questions, complete the examples on the board and note down "Computer Software and the Operating System". | Understanding: Computer Software and the Operating System. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Type a short paragraph on the computer, save it, then print it. Record what happened at each stage of the information processing cycle. (ii) Write the steps involved from pressing a key to the letter appearing on screen. (iii) Compare the speed of opening a file from RAM with opening one from the hard disk. Record which is faster and explain why. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. State the functions of the major parts of a computer. ii. Explain how the parts work together to produce output. iii. Trace a task from typing a name to printing it. iv. Compare primary and secondary storage by function. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: input and Output Functions, processing and Storage Functions, how the Parts Work Together, the Information Processing Cycle, computer Hardware. Links them to the assignment and previews Week 5: Input and Output Devices. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Define a Computer as an Input-Process-Output (I-P-O) device. (b) Mention two (2) examples each of: (i) Input Devices (ii) Output Devices (c) Outline three (3) practical ways to care for and maintain computer hardware safely. ii. A pupil types an assignment for two hours but forgets to save it, then the computer is switched off. Explain which stage of the information processing cycle was missed and what happens to the work.
Week 5 / First Term
Input and Output Devices
Monday 5 October 2026 to Friday 9 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Identify input and output devices found in a computer system. ii. State the function of each common device. iii. Classify devices that act as both input and output. iv. Choose the correct device for a given task. |
| Affective | i. Appreciate the value of Input and Output Devices in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Walk round the laboratory and record ten different devices with their category. ii. Use a scanner to scan a page and print the scanned copy. iii. Record five seconds of sound with a microphone and play it back. iv. Classify ten written device names as input, output or both, and explain each choice in one line. |
Rationale: An input device sends data and instructions into the computer. Understanding input Devices, output Devices, devices That Do Both Jobs, choosing the Right Device helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 4, learners studied Functions of Parts, Hardware and Software, including input and Output Functions, processing and Storage Functions, how the Parts Work Together. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Input and Output Devices, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 5); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 4 (Functions of Parts, Hardware and Software) with two quick oral questions, and asks what they already know about Input and Output Devices. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Input and Output Devices. | Connecting prior knowledge to Input and Output Devices. |
| Step 1 6 MINUTES | Covers Input Devices: An input device sends data and instructions into the computer. The keyboard is the main text device. Covers Output Devices: An output device presents the result. The monitor shows text, pictures and video and is the most used output device. | Listen, take notes and answer oral questions on "Input Devices" and related points. | Understanding: Input Devices; Output Devices. |
| Step 2 6 MINUTES | Covers Devices That Do Both Jobs: Some devices act as input and output at the same time. A touchscreen shows information and receives touch commands. Covers Choosing the Right Device: Choosing a device depends on the task. To enter text, use a keyboard. | Copy the key points, give examples from school and everyday life, and ask questions on "Devices That Do Both Jobs" and related points. | Understanding: Devices That Do Both Jobs; Choosing the Right Device. |
| Step 3 6 MINUTES | Covers More Input Devices in Detail: A scanner converts printed pages into digital files. A flatbed scanner takes a page on glass, a handheld scanner is moved over the page, and an all in one printer can scan, print and copy in one machine. | Discuss in pairs, then report one point on "More Input Devices in Detail" to the class. | Understanding: More Input Devices in Detail. |
| Step 4 6 MINUTES | Covers Display Devices and Printers: A display device shows information on a screen. Older CRT monitors are heavy and thick, while modern flat screens use LCD, LED or OLED technology. Resolution is the number of pixels, the tiny dots that make up the picture, so a higher resolution gives a sharper image. | Respond to questions, complete the examples on the board and note down "Display Devices and Printers". | Understanding: Display Devices and Printers. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Walk round the laboratory and record ten different devices with their category. (ii) Use a scanner to scan a page and print the scanned copy. (iii) Record five seconds of sound with a microphone and play it back. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Identify input and output devices found in a computer system. ii. State the function of each common device. iii. Classify devices that act as both input and output. iv. Choose the correct device for a given task. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: input Devices, output Devices, devices That Do Both Jobs, choosing the Right Device, more Input Devices in Detail. Links them to the assignment and previews Week 6: Basic Typing Skills. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A shopkeeper wants to classify the machines in his shop and choose a keyboard for fast typing. Explain how computers are classified by size and by purpose, define the input and output peripherals, and explain what the QWERTY layout is and why it was designed. ii. A school buys a device that prints, scans and copies. Explain why this counts as both an input and an output device.
Week 6 / First Term
Basic Typing Skills
Monday 12 October 2026 to Friday 16 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Locate the main parts of a keyboard. ii. Type using correct finger position on the home row. iii. Use the Shift, Enter, Spacebar, Backspace and Caps Lock keys. iv. Type a short passage at an improving speed and accuracy. |
| Affective | i. Appreciate the value of Basic Typing Skills in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Identify ten named keys on a printed keyboard layout within two minutes. ii. Type the home row letters fifty times each and check your accuracy. iii. Type a thirty word passage and record your words per minute and accuracy. iv. Type a short letter using capitals, full stops and paragraph breaks without using the mouse. |
Rationale: The keyboard has four main areas. Understanding parts of the Keyboard, finger Position, typing Practice and Accuracy, correct Posture helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 5, learners studied Input and Output Devices, including input Devices, output Devices, devices That Do Both Jobs. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Basic Typing Skills, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 6); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 5 (Input and Output Devices) with two quick oral questions, and asks what they already know about Basic Typing Skills. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Basic Typing Skills. | Connecting prior knowledge to Basic Typing Skills. |
| Step 1 6 MINUTES | Covers Parts of the Keyboard: The keyboard has four main areas. The function keys across the top carry the letters F1 to F12. Covers Finger Position: Correct speed comes from touch typing. Each finger is assigned fixed keys. | Listen, take notes and answer oral questions on "Parts of the Keyboard" and related points. | Understanding: Parts of the Keyboard; Finger Position. |
| Step 2 6 MINUTES | Covers Typing Practice and Accuracy: Speed without accuracy is of little use. A learner who types forty words a minute with many errors has not improved much. The target for this term is fifteen words a minute with at least eighty per cent accuracy. | Copy the key points, give examples from school and everyday life, and ask questions on "Typing Practice and Accuracy". | Understanding: Typing Practice and Accuracy. |
| Step 3 6 MINUTES | Covers Correct Posture: Sit with the back supported by the chair, feet flat on the floor, and the screen about one arm length away. The top of the monitor should be at or slightly below eye level. Poor posture during typing causes neck, shoulder and wrist pain over time. | Discuss in pairs, then report one point on "Correct Posture" to the class. | Understanding: Correct Posture. |
| Step 4 6 MINUTES | Covers The Keyboard Layout: The keys on a keyboard are arranged in a layout. The most common is the QWERTY layout, named after the first six letters on the top row of letters, and it is the standard in Nigeria and most English speaking countries. | Respond to questions, complete the examples on the board and note down "The Keyboard Layout". | Understanding: The Keyboard Layout. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Identify ten named keys on a printed keyboard layout within two minutes. (ii) Type the home row letters fifty times each and check your accuracy. (iii) Type a thirty word passage and record your words per minute and accuracy. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Locate the main parts of a keyboard. ii. Type using correct finger position on the home row. iii. Use the Shift, Enter, Spacebar, Backspace and Caps Lock keys. iv. Type a short passage at an improving speed and accuracy. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: parts of the Keyboard, finger Position, typing Practice and Accuracy, correct Posture, the Keyboard Layout. Links them to the assignment and previews Week 7: Storage Devices. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Your Caps Lock is on and your name appears in capital letters in an assignment. Explain how to correct it. ii. A learner types fast but loses marks because of spelling errors. Explain what the learner should work on first.
Week 7 / First Term
Storage Devices
Monday 19 October 2026 to Friday 23 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Define storage and state why a computer needs storage. ii. Differentiate between primary and secondary storage. iii. Name the common secondary storage devices. iv. State the units used to measure storage. |
| Affective | i. Appreciate the value of Storage Devices in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Check and write down the total and free space of the laboratory computer hard disk. ii. Insert a flash drive, create a folder on it and copy three files into the folder. iii. Measure the size of three files of different types and record which type uses the most space. iv. Empty the Recycle Bin and record how much free space is regained. |
Rationale: Storage keeps data so that it can be used again later. Understanding what Storage Does, primary Storage, secondary Storage, comparing Storage Devices helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 6, learners studied Basic Typing Skills, including parts of the Keyboard, finger Position, typing Practice and Accuracy. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Storage Devices, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 7); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 6 (Basic Typing Skills) with two quick oral questions, and asks what they already know about Storage Devices. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Storage Devices. | Connecting prior knowledge to Storage Devices. |
| Step 1 6 MINUTES | Covers What Storage Does: Storage keeps data so that it can be used again later. A computer needs storage for three reasons. Covers Primary Storage: Primary storage is the working memory of the computer. It is very fast and is used directly by the processor. | Listen, take notes and answer oral questions on "What Storage Does" and related points. | Understanding: What Storage Does; Primary Storage. |
| Step 2 6 MINUTES | Covers Secondary Storage: Secondary storage keeps data permanently. It is slower than primary storage but much larger. Covers Comparing Storage Devices: Storage devices are compared by capacity, speed, portability and cost. A hard disk has large capacity but is fixed inside the computer. | Copy the key points, give examples from school and everyday life, and ask questions on "Secondary Storage" and related points. | Understanding: Secondary Storage; Comparing Storage Devices. |
| Step 3 6 MINUTES | Covers How Data Is Stored and Measured: A computer stores everything in binary, using only the digits 0 and 1. Each 0 or 1 is called a bit, and eight bits make a byte, which can hold one character such as the letter A. | Discuss in pairs, then report one point on "How Data Is Stored and Measured" to the class. | Understanding: How Data Is Stored and Measured. |
| Step 4 6 MINUTES | Covers Types of Secondary Storage: Different storage devices suit different jobs. A hard disk drive uses spinning magnetic discs and gives a large capacity at low cost. A solid state drive uses electronic chips, so it is faster, quieter and more durable. | Respond to questions, complete the examples on the board and note down "Types of Secondary Storage". | Understanding: Types of Secondary Storage. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Check and write down the total and free space of the laboratory computer hard disk. (ii) Insert a flash drive, create a folder on it and copy three files into the folder. (iii) Measure the size of three files of different types and record which type uses the most space. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Define storage and state why a computer needs storage. ii. Differentiate between primary and secondary storage. iii. Name the common secondary storage devices. iv. State the units used to measure storage. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what Storage Does, primary Storage, secondary Storage, comparing Storage Devices, how Data Is Stored and Measured. Links them to the assignment and previews Week 8: Simple Uses of the Internet. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A pupil needs space to save a large video but the computer reports that there is not enough room. Give two ways to create space. ii. Explain why a computer will not start properly if the RAM is faulty.
Week 8 / First Term
Simple Uses of the Internet
Monday 26 October 2026 to Friday 30 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Define the internet and state how it is different from the web. ii. List the services available on the internet. iii. Open a browser and find information on a given topic. iv. State basic rules for safe and correct use of the internet. |
| Affective | i. Appreciate the value of Simple Uses of the Internet in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Open a browser and load the front page of a search engine. ii. Search for information on any topic of your choice and open three different results. iii. Open five different websites and record what each one is used for. iv. Bookmark one website and show how to open it again from the bookmarks list. |
Rationale: The internet is a global network of computers joined together. Understanding what the Internet Is, uses of the Internet, getting on the Internet, safe and Responsible Use helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 7, learners studied Storage Devices, including what Storage Does, primary Storage, secondary Storage. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Simple Uses of the Internet, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 8); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 7 (Storage Devices) with two quick oral questions, and asks what they already know about Simple Uses of the Internet. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Simple Uses of the Internet. | Connecting prior knowledge to Simple Uses of the Internet. |
| Step 1 6 MINUTES | Covers What the Internet Is: The internet is a global network of computers joined together. When many computers are connected so that they can share information, they form a network. When networks all over the world are joined, the result is the internet. | Listen, take notes and answer oral questions on "What the Internet Is". | Understanding: What the Internet Is. |
| Step 2 6 MINUTES | Covers Uses of the Internet: The internet is used for communication through email, chat and video calls. It is used for research and education through online libraries, encyclopaedias and learning platforms. It is used for business through online shops, banking and advertising. | Copy the key points, give examples from school and everyday life, and ask questions on "Uses of the Internet". | Understanding: Uses of the Internet. |
| Step 3 6 MINUTES | Covers Getting on the Internet: To use the internet a device must be connected. At home this is usually through a router supplied by an internet service provider. In school a wired network connects many computers. | Discuss in pairs, then report one point on "Getting on the Internet" to the class. | Understanding: Getting on the Internet. |
| Step 4 6 MINUTES | Covers Safe and Responsible Use: The internet is useful but it must be used correctly. Do not share your full name, address, school name or phone number with strangers. Do not accept friend requests from people you have not met. | Respond to questions, complete the examples on the board and note down "Safe and Responsible Use". | Understanding: Safe and Responsible Use. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Open a browser and load the front page of a search engine. (ii) Search for information on any topic of your choice and open three different results. (iii) Open five different websites and record what each one is used for. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Define the internet and state how it is different from the web. ii. List the services available on the internet. iii. Open a browser and find information on a given topic. iv. State basic rules for safe and correct use of the internet. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what the Internet Is, uses of the Internet, getting on the Internet, safe and Responsible Use. Links them to the assignment and previews Week 9: Introduction to MS Word. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Explain the difference between the internet and the World Wide Web, using a simple example from daily life. ii. A stranger in an online chat asks for your home address and your mother's phone number. Explain what you should do and why.
Week 9 / First Term
Introduction to MS Word
Monday 2 November 2026 to Friday 6 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. State what a word processor is and name its uses. ii. Identify the parts of the Microsoft Word window. iii. Start Word, create a new document and type text. iv. Use the basic editing keys to correct a document. |
| Affective | i. Appreciate the value of Introduction to MS Word in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Start Microsoft Word and identify the title bar, ribbon, ruler, document area, scroll bar and status bar. ii. Type your full name, address, school and date on separate lines. iii. Correct two typing errors using Backspace and by selecting and replacing text. iv. Insert three new paragraphs using the Enter key and move the cursor back using the arrow keys. |
Rationale: A word processor is application software used to create, edit, format and print documents made of text. Understanding what a Word Processor Is, uses of a Word Processor, parts of the Word Window, creating a Document helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 8, learners studied Simple Uses of the Internet, including what the Internet Is, uses of the Internet, getting on the Internet. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Introduction to MS Word, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 9); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 8 (Simple Uses of the Internet) with two quick oral questions, and asks what they already know about Introduction to MS Word. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Introduction to MS Word. | Connecting prior knowledge to Introduction to MS Word. |
| Step 1 6 MINUTES | Covers What a Word Processor Is: A word processor is application software used to create, edit, format and print documents made of text. Microsoft Word is the most widely used word processor. Others include LibreOffice Writer, Google Docs and WPS Office. | Listen, take notes and answer oral questions on "What a Word Processor Is". | Understanding: What a Word Processor Is. |
| Step 2 6 MINUTES | Covers Uses of a Word Processor: Word processors are used to write letters, reports, essays and assignments. They are used to produce forms such as school report cards and admission forms. They are used to write business letters, invoices and memos. | Copy the key points, give examples from school and everyday life, and ask questions on "Uses of a Word Processor". | Understanding: Uses of a Word Processor. |
| Step 3 6 MINUTES | Covers Parts of the Word Window: The title bar at the top shows the name of the open document. The ribbon below it holds tabs such as Home, Insert and Layout. Each tab contains groups of related commands. | Discuss in pairs, then report one point on "Parts of the Word Window" to the class. | Understanding: Parts of the Word Window. |
| Step 4 6 MINUTES | Covers Creating a Document: To start, open Word from the desktop icon or from the Start menu. A blank document appears. Type your text in the document area. | Respond to questions, complete the examples on the board and note down "Creating a Document". | Understanding: Creating a Document. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Start Microsoft Word and identify the title bar, ribbon, ruler, document area, scroll bar and status bar. (ii) Type your full name, address, school and date on separate lines. (iii) Correct two typing errors using Backspace and by selecting and replacing text. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. State what a word processor is and name its uses. ii. Identify the parts of the Microsoft Word window. iii. Start Word, create a new document and type text. iv. Use the basic editing keys to correct a document. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what a Word Processor Is, uses of a Word Processor, parts of the Word Window, creating a Document. Links them to the assignment and previews Week 10: Creating and Saving Documents. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school secretary is typing a list of examination results. Explain two ways a word processor is faster and neater than a typewriter. ii. Name four uses of a word processor in a school office.
Week 10 / First Term
Creating and Saving Documents
Monday 9 November 2026 to Friday 13 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Create a new document and give it a suitable file name. ii. Save a document to a chosen folder. iii. Open an existing document. iv. Use Save As to keep a second copy in another location. |
| Affective | i. Appreciate the value of Creating and Saving Documents in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a new document, type a short paragraph, and save it in a folder named after your class. ii. Give the document a clear file name ending in.docx and confirm it appears in the folder. iii. Close the document, then reopen it and check that the text is intact. iv. Use Save As to keep a second copy on a flash drive. |
Rationale: Every document needs a name so that it can be found again. Understanding naming a Document, saving a Document, opening a Document, save As and File Formats helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 9, learners studied Introduction to MS Word, including what a Word Processor Is, uses of a Word Processor, parts of the Word Window. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Creating and Saving Documents, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 10); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 9 (Introduction to MS Word) with two quick oral questions, and asks what they already know about Creating and Saving Documents. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Creating and Saving Documents. | Connecting prior knowledge to Creating and Saving Documents. |
| Step 1 6 MINUTES | Covers Naming a Document: Every document needs a name so that it can be found again. A good file name is short and descriptive. For an assignment, a name such as ada_english_essay is better than Document1, because it tells the reader what the file contains. | Listen, take notes and answer oral questions on "Naming a Document". | Understanding: Naming a Document. |
| Step 2 6 MINUTES | Covers Saving a Document: Saving copies the document from the computer's memory to storage. Work must be saved often because a power cut or an accidental shutdown loses anything not saved. | Copy the key points, give examples from school and everyday life, and ask questions on "Saving a Document". | Understanding: Saving a Document. |
| Step 3 6 MINUTES | Covers Opening a Document: To open a document, click File and then Open, or press Ctrl and O. The Open window shows the folders and files on the computer. Click the folder you want, click the file name and click Open. | Discuss in pairs, then report one point on "Opening a Document" to the class. | Understanding: Opening a Document. |
| Step 4 6 MINUTES | Covers Save As and File Formats: Save As keeps the document open while making another copy somewhere else or in another format. It is used to keep a backup on a flash drive, to save a copy as a PDF for printing or sharing, or to start a new version of the same work. | Respond to questions, complete the examples on the board and note down "Save As and File Formats". | Understanding: Save As and File Formats. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a new document, type a short paragraph, and save it in a folder named after your class. (ii) Give the document a clear file name ending in.docx and confirm it appears in the folder. (iii) Close the document, then reopen it and check that the text is intact. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Create a new document and give it a suitable file name. ii. Save a document to a chosen folder. iii. Open an existing document. iv. Use Save As to keep a second copy in another location. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: naming a Document, saving a Document, opening a Document, save As and File Formats. Links them to the assignment and previews Week 11: Revision and Examination Preparation. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A pupil types an assignment for forty minutes and the power fails. Explain how the work was lost and how to prevent it. ii. Explain why a file named Document3 is a poor name for an examination record and give a better name.
Week 11 / First Term
Revision and Examination Preparation
Monday 16 November 2026 to Friday 20 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Revise all topics of the term. ii. Answer objective and short answer questions accurately. iii. Complete the practical task for the term. iv. Identify the topics that need more practice. v. Consolidate the work of the whole term. vi. Practise exam technique under timed conditions. vii. Correct the errors made in the Week 10 test. viii. Prepare a clear plan for the examination week. |
| Affective | i. Appreciate the value of Revision and Examination Preparation in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Complete a forty five minute written test on all topics from Weeks 1 to 9. ii. Complete the practical task: type a passage of at least forty words and save it with a correct file name. iii. Draw the information processing cycle and label it without looking at your notebook. iv. Make a list of every weak topic found in the test and write one practice activity for each. |
Rationale: The term began with ICT itself and what it means in everyday life, then moved through the parts of a computer, the functions of those parts and the information processing cycle. Understanding review of the Term, revision Method, common Weak Areas, preparing for the Test helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 10, learners studied Creating and Saving Documents, including naming a Document, saving a Document, opening a Document. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Revision and Examination Preparation, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 11); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 10 (Creating and Saving Documents) with two quick oral questions, and asks what they already know about Revision and Examination Preparation. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Revision and Examination Preparation. | Connecting prior knowledge to Revision and Examination Preparation. |
| Step 1 6 MINUTES | Covers Review of the Term: The term began with ICT itself and what it means in everyday life, then moved through the parts of a computer, the functions of those parts and the information processing cycle. Input and output devices were classified, and the practice lessons covered typing skills. Covers Revision Method: Revise by topic, not by page. Start with the list of main topics and check what each one means. | Listen, take notes and answer oral questions on "Review of the Term" and related points. | Understanding: Review of the Term; Revision Method. |
| Step 2 6 MINUTES | Covers Common Weak Areas: Learners commonly confuse primary and secondary storage. The quick test is simple: if the data is lost when the power goes off, it is primary. Covers Preparing for the Test: Read every question before writing. In an objective question, eliminate the answers you know are wrong and choose from those left. | Copy the key points, give examples from school and everyday life, and ask questions on "Common Weak Areas" and related points. | Understanding: Common Weak Areas; Preparing for the Test. |
| Step 3 6 MINUTES | Covers Consolidation: Consolidation means putting the whole term into one picture. The course began with the meaning of ICT and its four parts. Covers Correcting the Week 10 Test: Go back through the Week 10 test with a red pen. For every wrong answer, write the correct answer beside it. | Discuss in pairs, then report one point on "Consolidation" and related points to the class. | Understanding: Consolidation; Correcting the Week 10 Test. |
| Step 4 6 MINUTES | Covers Exam Technique: Read the instructions before starting. Check the number of questions, the marks for each question and the time allowed. Covers Plan for the Examination: Organise your notes so that each topic is on one page. Check that you can find any topic quickly during the revision period. | Respond to questions, complete the examples on the board and note down "Exam Technique" and related points. | Understanding: Exam Technique; Plan for the Examination. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Complete a forty five minute written test on all topics from Weeks 1 to 9. (ii) Complete the practical task: type a passage of at least forty words and save it with a correct file name. (iii) Draw the information processing cycle and label it without looking at your notebook. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Revise all topics of the term. ii. Answer objective and short answer questions accurately. iii. Complete the practical task for the term. iv. Identify the topics that need more practice. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: review of the Term, revision Method, common Weak Areas, preparing for the Test, consolidation. Links them to the assignment and previews Week 12: Examination. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A teacher asks a pupil to trace what happens when a school enters pupil names and marks, prints a report and files it. Identify the five parts of the computer system, state the types of data the computer handles, and trace the task through the IPOS cycle. ii. (a) Define Digital Technology. (b) Differentiate between Data and Information with one clear example of each. (c) State four (4) advantages of using computers in daily life.
Week 12 / First Term
Examination
Monday 23 November 2026 to Friday 27 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Complete the First Term examination. ii. Answer every question within the time allowed. iii. Demonstrate practical skills in the laboratory task. iv. Use the result analysis to plan the Second Term work. |
| Affective | i. Appreciate the value of Examination in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Enter the examination room with all required materials. ii. Read the instructions and the markscheme before writing anything. iii. Attempt every question, beginning with the ones you understand best. iv. Complete the practical task exactly as instructed. |
Rationale: The First Term examination covers Weeks 1 to 9. Understanding examination Arrangements, what the Paper Will Test, after the Examination, preparing for the Second Term helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 11, learners studied Revision and Examination Preparation, including review of the Term, revision Method, common Weak Areas. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Examination, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 1); NERDC Digital Technology Curriculum; Digital Technology JSS 1 First Term Notes (Week 12); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 11 (Revision and Examination Preparation) with two quick oral questions, and asks what they already know about Examination. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Examination. | Connecting prior knowledge to Examination. |
| Step 1 6 MINUTES | Covers Examination Arrangements: The First Term examination covers Weeks 1 to 9. The written paper tests understanding of facts, definitions and the ability to explain. The practical task tests whether the learner can actually use a computer. | Listen, take notes and answer oral questions on "Examination Arrangements". | Understanding: Examination Arrangements. |
| Step 2 6 MINUTES | Covers What the Paper Will Test: The paper will include objective questions. These test single facts, names and classifications. It will also include short answer questions. | Copy the key points, give examples from school and everyday life, and ask questions on "What the Paper Will Test". | Understanding: What the Paper Will Test. |
| Step 3 6 MINUTES | Covers After the Examination: Once the papers are marked, the results should be analysed. Count how many learners lost marks on each question. A question that almost every learner missed shows the topic was not well taught and must be repeated. | Discuss in pairs, then report one point on "After the Examination" to the class. | Understanding: After the Examination. |
| Step 4 6 MINUTES | Covers Preparing for the Second Term: The Second Term begins with revision of the topics that were weak. It then moves to new topics, which build on what has been learned, including more advanced work on the internet and further practice on documents. | Respond to questions, complete the examples on the board and note down "Preparing for the Second Term". | Understanding: Preparing for the Second Term. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Enter the examination room with all required materials. (ii) Read the instructions and the markscheme before writing anything. (iii) Attempt every question, beginning with the ones you understand best. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Complete the First Term examination. ii. Answer every question within the time allowed. iii. Demonstrate practical skills in the laboratory task. iv. Use the result analysis to plan the Second Term work. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: examination Arrangements, what the Paper Will Test, after the Examination, preparing for the Second Term. Links them to the assignment and previews the Second Term work. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. You have twenty minutes left and four questions unanswered. Explain how you should use the time. ii. A learner finishes the practical task but forgets to save the file. Explain the consequence.