JSS 1 Third Term

Lesson objectives

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

1. Define digital citizenship and list its four responsibilities.
2. Name five behaviours that protect digital identity.
3. Describe two ways online information travels between devices.
4. State three rules for sharing images responsibly.
5. Identify when a behaviour crosses from helpful to harmful.

Key vocabulary

• Digital citizenship: responsible behaviour online, including respect, safety, honesty and legality.
• Digital identity: the set of information used to recognise a person on the web.
• Online transmission: how data moves between two or more devices over a network.
• Image sharing: posting photographs or videos of others online.
• Cyberbullying: repeated harmful messaging directed at a specific person online.
• Plagiarism: using another person's words or ideas without credit.
• Data sovereignty: the right of a person whose data is stored elsewhere to control it.

Common misconceptions

• "Digital citizenship applies only to professional users." Every learner who uses a device online is a digital citizen.
• "Sharing a photo of a classmate is fine if you say thanks." Photographs are personal data even when credited.
• "The internet is always anonymous." Online actions leave traces tied to accounts and identifiers.

Teacher activities

1. Starter: display two messages, one kind and one harsh; ask which characterises good digital citizenship.
2. Define digital citizenship by listing the four responsibilities as a class.
3. Present the five identity-protection behaviours and ask learners to spot similarities.
4. Explain transmission between devices with a labelled diagram on the board.
5. Demonstrate three image-sharing scenarios and decide whether each is safe or risky.
6. Close with a summative five-item recall quiz and assign the rules sheet for homework.

Student activities

1. Answer the starter and state which message fits better.
2. Copy the four responsibilities into their own notebook.
3. Match five identity-protection behaviours to their function.
4. Label the diagram showing how data moves between a phone and a laptop.
5. Evaluate three image-sharing scenarios and justify each answer.
6. Complete the five-item recall quiz and submit it to the teacher.

Practical / learning evidence

A printed one-page ethical rules sheet covering the four responsibilities, five identity-protection behaviours, transmission labelling and the three image-sharing scenarios, each with a yes or no answer and reason. Hand in for marking.

Resources and preparation

Printed rules sheet, scenario cards and a labelled transmission diagram template. Offline route: paper diagrams and discussion cards, no device needed. Handle any projector safely and keep screens away from learners' faces during demonstration.

Assessment for learning

Inspect the rules sheet for all required sections filled correctly. Ask two learners to explain why a harsher image is less appropriate than a polite one. Mark each scenario answer for a defensible reason. Record any learner who thinks online strangers are automatically trustworthy.

Inclusion and homework

Provide the rules sheet prefilled with the four responsibilities and allow oral completion of the scenarios. Extend confident learners by asking them to add a fifth responsibility to the sheet. Homework: name one place you share information online and state whether your current behaviour matches good digital citizenship.

Lesson objectives

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

1. Recall the data-processing stages from First Term without notes.
2. Relate data processing to the topics covered across all three terms.
3. Complete a consolidation worksheet covering input, processing, output and storage.
4. Trace a real-world task through the IPO cycle.
5. Compare automated and manual data handling examples.

Key vocabulary

• Consolidation: bringing together different topics into one review.
• IPO cycle: the repeating pattern of input, processing and output.
• Real-world task: an everyday activity mapped onto IPO stages.
• Automated: executed by the computer without human steps.
• Manual: requiring a human to perform every step.
• Output: the final result presented to the user after processing.

Common misconceptions

• "First Term and Second Term are unrelated." Both terms feed into Third Term on data handling and systems.
• "Data processing ends once the output is produced." Storage continues after output and keeps the result available.
• "Automated means no human ever touches the machine." Automated still requires setup by humans.

Teacher activities

1. Starter: show the Twelve First-Term week titles and ask pairs to rank which one relates most to data processing.
2. Share the ranking and map the Second Term topic onto First Term topics where they overlap.
3. Model one consolidation item step by step, showing where First and Second Term knowledge meets.
4. Run the consolidation worksheet as pairs and collect and review two worksheets.
5. Trace one real-world IPO task such as exam mark entry and discuss each stage.
6. Close with the exit question comparing automated and manual handling.

Student activities

1. Rank the twelve week titles and write two reasons per ranking.
2. Map overlapping topics between the two previous terms and note the crossover.
3. Complete the consolidation worksheet covering all topics seen so far.
4. Trace a real-world IPO task on paper and label each stage.
5. Compare two data-handling examples as automated versus manual.
6. Answer the exit question in one sentence about the difference between automated and manual handling.

Practical / learning evidence

A completed consolidation worksheet covering First and Second Term topics plus a real-world IPO trace with named stages. Both handed in for marking.

Resources and preparation

Printed consolidation worksheet, blank IPO template and a real-world case study card. Pre-print the case study with a clear scenario so tracing stays focused.

Assessment for learning

Mark the consolidation worksheet for completeness and accuracy. Check the IPO trace for a sensible real-world task. Flag any question marked wrong for first or second term and schedule reteaching.

Inclusion and homework

Provide the consolidation worksheet partially completed for learners who need scaffolding and allow oral answers. Extend confident learners with a second real-world IPO trace. Homework: choose one topic from First or Second Term and explain how it connects to data processing in one sentence.

Lesson objectives

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

1. Identify the main parts of a spreadsheet window, including cells, rows and columns.
2. Create a new blank workbook and enter at least ten rows of data.
3. Format a number cell with currency and date styling.
4. Apply bold, font size and alignment to a header row.
5. Save a workbook under a clear filename.

Key vocabulary

• Spreadsheet: a grid application that stores data in rows and columns.
• Cell: the intersection of a column and a row where a value is entered.
• Row: a horizontal line of cells identified by a row number.
• Column: a vertical group of cells identified by a column letter.
• Header row: the top row containing labels such as dates and names.
• Currency format: a cell style that displays values as money.
• Workbook: a file holding several sheets within one document.

Common misconceptions

• "A spreadsheet is just an adding machine." Spreadsheets also store lists, track inventory and produce charts.
• "Entering text into a cell is enough to use a spreadsheet." Formatting and naming matter for readable output.
• "Every row needs a value in every cell." Empty cells are valid and useful for gaps and formulas later.

Teacher activities

1. Starter: display a single column of numbers and ask learners whether they know how to make this range reusable.
2. Name the spreadsheet parts on a real window: cell, row, column, header, sheet tabs.
3. Model entering ten rows of sample data, including a header and two empty leading rows.
4. Demonstrate currency formatting and date styling on the header row.
5. Show applying bold, larger font and centred alignment to headers.
6. Run the data entry task and close with the save routine.

Student activities

1. Answer the starter and explain why reusing a cell range matters.
2. Name the five spreadsheet parts shown on the projected window.
3. Enter ten rows of sample data with a clear header.
4. Apply currency and date formatting to the header row.
5. Bold the header and centre the names column.
6. Save the workbook with a clear filename and reopen it to confirm.

Practical / learning evidence

A formatted workbook with at least ten rows of data, a numbered header, currency formatting and a saved filename. Inspect the reopened file.

Resources and preparation

Computers with Microsoft Excel or LibreOffice Calc, blank sample data and a clear filename pattern. Disable Caps Lock before drills. Check that the computers start quickly and that no one is mid-edit from the previous lesson.

Assessment for learning

Inspect the reopened workbook for the ten rows, header formatting and correct filename. Ask two learners to run the save routine without prompts. Watch for mismatched header labels and number columns and correct them live.

Inclusion and homework

Give sample data with a header already typed so learners focus on formatting. Provide a prebuilt header template for learners who struggle with layout. Extend confident learners with a second column tracking dates and a simple chart.

Lesson objectives

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

1. Use the SUM function to add a range of cells.
2. Use the AVERAGE function to compute a mean score.
3. Apply basic arithmetic operators such as addition, subtraction, multiplication and division.
4. Reference a cell by its letter and number.
5. Validate a calculated total against a hand-computed value.

Key vocabulary

• Function: a built-in formula that performs a calculation automatically.
• SUM: the function that adds a range of numeric cells.
• AVERAGE: the function that returns the mean of a range.
• Arithmetic operator: a symbol such as plus, minus, multiply or divide.
• Cell reference: the address such as A1 or B2 that points to a cell.
• Range: a group of cells identified by start and end references.
• Validation: checking a computed result against a known value.

Common misconceptions

• "Spreadsheets do everything themselves." They store the data you put in; functions help calculations, not decisions.
• "SUM always includes the header row." SUM must point only at numeric cells to avoid counting text values.
• "Each function does one thing alone." Most functions combine arguments inside a single formula.

Teacher activities

1. Starter: show two sums, one correct and one incorrect, and ask learners to find the mistake.
2. Name SUM and AVERAGE and give one example each on the board.
3. Demonstrate a full sum formula referencing A1 through A10 and compare with manual addition.
4. Show the average formula and round the result to two decimal places.
5. Demonstrate arithmetic operators on sample cells and confirm with hand calculations.
6. Run the validation task: compute the sum by hand and compare it with the spreadsheet result.

Student activities

1. Spot the SUM error in the starter display and explain the fix.
2. Enter the SUM formula for a numeric range.
3. Enter the AVERAGE formula and round the result.
4. Perform an arithmetic operation using at least two operators.
5. Reference a named cell and describe what the reference does.
6. Complete the validation task and record the matched or mismatched value.

Practical / learning evidence

A worksheet workbook with the SUM and AVERAGE functions producing correct answers, plus the hand-computed reference values side by side. Save both comparisons and inspect the workbook.

Resources and preparation

Computers with Excel or Calc, sample scores data and a hand-computation worksheet. Disable Caps Lock before drills. Pre-fill the hand-computed values so learners can validate efficiently.

Assessment for learning

Check the workbook functions for correct ranges and results. Compare the sheet result with the hand-computed value and flag mismatches. Ask a learner to describe what happens if SUM includes a text header rather than a number.

Inclusion and homework

Provide the sample data and hand-computed values already filled in so learners focus on formula placement. Allow extra time and provide a numbered steps reference for learners who lose track. Extend confident learners with COUNTIF and IF.

Lesson objectives

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

1. Open a presentation and name the main slide elements.
2. Insert a title slide with name and date fields.
3. Add at least three bullet slides to carry the topic points.
4. Apply consistent font size and alignment across all slides.
5. Save a presentation under a clear filename.

Key vocabulary

• Presentation: a set of slides shown in sequence for an audience.
• Slide: one screen-sized page within a presentation deck.
• Title slide: the opening slide carrying the project name and presenter details.
• Bullet slide: a slide using bullets to list separate points.
• Deck: the whole collection of slides in one presentation.
• Font consistency: keeping the same size and style throughout the deck.
• Slide master: a template that controls formatting shared by all slides.

Common misconceptions

• "Presentations are just text printed on pages." Slide transitions and audience focus matter more than prose density.
• "One big slide is enough for the whole topic." Spreading points across several bullets keeps each point visible.
• "Any font works for a school presentation." Readable fonts such as Arial and Calibri suit classroom viewing best.

Teacher activities

1. Starter: show three slide decks, one text-heavy, one bullet-heavy and one with images; ask which suits a classroom audience better.
2. Name the main slide elements on a projected window: title, subtitle, slide layout and notes.
3. Model creating a title slide with name and date fields.
4. Add three bullet slides carrying the topic points and apply a consistent font.
5. Demonstrate saving the deck and reopening to confirm the content.
6. Set the creation task and close with the exit question about slide count.

Student activities

1. Choose the best audience-suited deck from the starter display and explain the reason.
2. Open a new presentation and name the slide elements displayed.
3. Insert a title slide with your name and date.
4. Add three bullet slides carrying the weekly topic points.
5. Apply one consistent font size across all slides.
6. Save the presentation with a clear filename and reopen it to confirm.

Practical / learning evidence

A saved presentation containing a title slide, three bullet slides, one consistent font size and a clear filename. Inspect the reopened deck independently.

Resources and preparation

Computers with Microsoft PowerPoint or LibreOffice Impress, blank templates and sample topic points. Check that slides load instantly and that the software starts without unexpected prompts. Provide the sample topic points in advance.

Assessment for learning

Inspect the reopened deck for a title slide, three bullet slides, the font consistency and the correct filename. Ask two learners to run the save routine without prompting. Watch for inconsistent fonts across slides and correct them immediately.

Inclusion and homework

Give the sample topic points already typed so learners build slides rather than compose prose. Provide a template slide with placeholders for name and date. Extend confident learners with transitions, speaker notes or a simple image placeholder.

Lesson objectives

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

1. Plan a one-slide presentation covering a weekly topic.
2. Create a title slide, body slide and closing slide.
3. Present the material aloud for at least ninety seconds.
4. Export the deck as a PDF for distribution.
5. Submit a project folder with the deck, a written plan and a self-evaluation.

Key vocabulary

• Plan: the written outline of what the slide deck will contain.
• Title slide: the opening slide naming the project and presenter.
• Body slide: the slide carrying the main content points.
• Closing slide: the final slide summarising the takeaways.
• Self-evaluation: the learner's own assessment of strengths and weaknesses.
• Export: saving a copy in another format.

Common misconceptions

• "Presentation practice is just showing the slides again." Speaking aloud improves confidence and helps the learner adapt timing.
• "PDF export replaces the need to present." PDF is for distribution; presenting exercises delivery too.
• "The plan must match every slide perfectly." Plans allow some reordering while staying true to the topic.

Teacher activities

1. Starter: play three recordings of learners presenting once each; ask which was most natural.
2. Explain the project requirements: a deck plus a written plan and a self-evaluation.
3. Model planning one slide deck on paper with a title, one body point and a takeaway.
4. Run the practical creation task in pairs, circulating and giving quick feedback.
5. Pair up learners and run thirty-second timed presentations.
6. Collect the decks, plans and evaluations, then announce submission day.

Student activities

1. Watch the starter recordings and identify the natural presentation.
2. Plan a one-slide deck with title, body point and takeaway.
3. Create the deck and rehearse speaking aloud for at least ninety seconds.
4. Export the deck as PDF and confirm the file exists.
5. Write a one-page self-evaluation stating strengths, improvements and next steps.
6. Package the deck, plan and evaluation into one folder for submission.

Practical / learning evidence

A saved presentation deck, a written one-page plan and a self-evaluation note. All three submitted together for marking.

Resources and preparation

Computers with PowerPoint or Impress, blank templates, a project folder template and a print evaluation sheet. Prepare thirty-second timer cards and a seating plan for paired presentations.

Assessment for learning

Mark the deck for title, body and closing slides and consistent font. Evaluate the self-evaluation for honest reflection and a clear plan. Record pairs needing louder voices and schedule a follow-up rehearsal.

Inclusion and access

Allow extra time for writing the self-evaluation and let paired partners share the speaking role if solo delivery is difficult. Provide a recording template for learners who want to practice presenting to a recorder. Extend confident learners with a second slide comparing two presentation styles.

Lesson objectives

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

1. Maintain home-row positioning across a longer typed passage.
2. Count the keys on a physical keyboard again and compare with the First Term record.
3. Identify the function and purpose of the mouse, scroll wheel and touchpad.
4. Select text using clicks, double-click, triple-click and drag.
5. Use arrow keys, Home and End to move through a document.

Key vocabulary

• Typing mastery: the steady improvement in position, speed and accuracy.
• Pointing device: a mouse, touchpad or trackball that lets a user select screen items.
• Scroll wheel: the wheel under the mouse that moves pages up and down.
• Touchpad: a flat pad that detects finger movement to drag items.
• Selection: choosing part of a document to edit, copy or delete.
• Arrow key: one of the four directional keys used to move the cursor.
• Home and End: keys that move the cursor to the start or end of a line or document.

Common misconceptions

• "A trackpad counts as pointing because it is flat." It behaves like a small touchpad and supports dragging.
• "Moving faster always means typing well." Accuracy and correct positioning matter more than raw speed.
• "Click once selects the whole document." A single click places the cursor; selection requires drag.

Teacher activities

1. Starter: play the First Term typing drill and compare its length and complexity with this week's passage.
2. Reintroduce home-row positioning and recite the finger assignment.
3. Demonstrate the mouse pointer movement, clicking, double-clicking, dragging and triple-clicking.
4. Show the scroll wheel turning and the touchpad drag gesture.
5. Demonstrate arrow keys, Home and End on a projected paragraph.
6. Run the selection task and close with the exit question comparing keyboard and mouse choices.

Student activities

1. Compare the starter passage with the First Term drill and note the improvement needed.
2. Re-establish home-row positioning and complete a timed home-row drill.
3. Practice mouse gestures on sample targets and record how many gestures succeed.
4. Move the cursor through a sample paragraph using arrow keys, Home and End.
5. Select a paragraph block using double-click, triple-click and drag in turn.
6. Answer the exit question in one sentence about choosing a keyboard versus a mouse.

Practical / learning evidence

A refreshed typed record sheet showing words per minute and accuracy improvements since First Term, plus a labelled pointing-device diagram explaining the mouse, scroll wheel and touchpad features. Submit both for marking.

Resources and preparation

Working mice, keyboards, printed gesture targets and a typed passage slightly longer than the First Term drill. Disable Caps Lock before drills. Ensure every learner has a mouse and a working keyboard.

Assessment for learning

Inspect the typed record for accuracy improvement and compare with the First Term baseline. Check the gesture targets for correct mouse technique. Ask a learner to point out Home and End keys on the keyboard diagram.

Inclusion and homework

Pair learners with a confident partner for mouse practice. Provide pre-drawn gesture targets for learners who struggle with small objects. Extend confident learners with a smooth scroll and an edge-case drag. Homework: find one pointing device at home or school and write its function in one sentence.

Lesson objectives

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

1. List five positive impacts of computers in daily life.
2. List two negative impacts and explain why each arises.
3. Compare positive and negative impacts on a two-axis chart.
4. State one personal impact that concerns you and plan a behaviour change.
5. Summarise the overall effect of computers on Nigerian society.

Key vocabulary

• Impact: the effect a technology has on people and their environment.
• Positive impact: a beneficial consequence of a technology.
• Negative impact: a harmful consequence of a technology.
• Daily life: ordinary routines at home, school and work.
• Behaviour change: a deliberate shift in habits to reduce risk.
• Overall effect: the balanced judgment about a technology's net contribution.

Common misconceptions

• "Computers affect only those who work with them." Computers reach phones, schools and transport visibly in daily life.
• "Impacts are always the same for everyone." Individual responses vary based on access and use.
• "Both impacts are equally large." Most technologies have clearer positive effects than negative ones.

Teacher activities

1. Starter: display three statements, one strongly positive, one negative and one mixed; ask which fits best as an overall impact.
2. Brainstorm five positive impacts as a class and record them on the board.
3. Brainstorm two negative impacts and pair each with a root cause.
4. Build a two-axis chart with positive on one side and negative on the other for each impact.
5. Model one personal impact and ask learners to name one that concerns them.
6. Close with the exit question summarising the overall effect.

Student activities

1. Pick the overall-impact statement from the starter and justify the choice.
2. Brainstorm five positive impacts and write each in their own words.
3. Brainstorm two negative impacts and name a cause for each.
4. Plot the two-axis chart for each brainstormed impact.
5. State one personal impact that concerns you and write one behaviour change.
6. Answer the exit question in one sentence about the overall effect.

Practical / learning evidence

A two-axis impact chart with five entries plotted, a written one-sentence personal impact with behaviour change, and the class brainstorm on paper. All submitted for marking.

Resources and preparation

Printed two-axis chart template and paper brainstorm sheets. Offline route: paper charts and discussion cards, no device needed. Provide large printed templates for learners with low vision.

Assessment for learning

Inspect the two-axis chart for five plotted entries and a sensible division of positive and negative. Check the personal impact statement for a real concern and a concrete behaviour change. Record any learner who cannot pick a personal impact.

Inclusion and homework

Provide the two-axis chart preplotted in the halves so learners fill only the entries. Allow oral completion for learners who struggle with writing. Extend confident learners by asking them to evaluate one impact as stronger than the other. Homework: research one positive and one negative impact of a local technology and write one sentence for each.

Lesson objectives

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

1. Complete a revision grid covering all eighteen JSS1 weeks.
2. Revise the First-Term week titles, Second-Term week titles and Third-Term week titles.
3. Plan a small project using the spreadsheet and presentation skills learned.
4. Draft a project outline with a title, aim and outputs.
5. Submit the revision grid, project outline and draft work together.

Key vocabulary

• Revision grid: a matrix mapping each week to its topic and understanding level.
• Project outline: a short written plan listing aims, outputs and method.
• Output: the tangible product the project delivers.
• Method: the steps taken to produce the output.
• Draft: a preliminary version of the project working materials.
• Eighteen weeks: the full count of weeks in JSS1 Digital Technology.

Common misconceptions

• "Revision is the last week only." Spreading revision reduces stress and catches weak areas early.
• "The project outline must cover everything learned." Outlines cover the most important skills only, enough to show direction.
• "A draft is final and ready to submit." A draft is a starting point refined before submission.

Teacher activities

1. Starter: show the eighteen JSS1 week titles and ask learners to highlight any they feel unsure about.
2. Distribute the revision grid and model filling one cell with a colour code.
3. Run the grid filling task as individuals and collect and review five grids.
4. Introduce the project requirement: a small applied project combining spreadsheets and presentations.
5. Model drafting a project outline on paper with aim, outputs and method.
6. Announce the due date and remind learners to gather draft materials for submission.

Student activities

1. Highlight the week titles you feel unsure about and note the three weakest.
2. Fill the revision grid colour-coding each cell by confidence level.
3. Independently complete the full grid and self-mark using the provided answer key.
4. Plan a small project on paper with a title, aim, outputs and method.
5. Gather draft spreadsheets, the presentation and the written outline.
6. Submit the revision grid, project outline and draft materials together.

Practical / learning evidence

A completed revision grid with colour coding, a written project outline with aim, outputs and method, and the draft spreadsheets and presentation ready for submission. All three submitted together.

Resources and preparation

Revision grid template, project-outline template and draft workbook samples. Pre-gather draft materials from the previous lessons and arrange them ready for submission. Confirm the submission folder exists on each machine.

Assessment for learning

Check the revision grid for completeness and honest colour coding. Evaluate the project outline for a clear aim, named outputs and a plausible method. Verify draft materials match the outline. Flag any weak area for reteaching before Monday.

Inclusion and access

Provide the revision grid in a larger print version and allow extra time. Allow paired peer review for the project outline. Extend confident learners by adding a third output such as a poster. Homework: revise the project outline with one strength and one improvement before submitting.

Lesson objectives

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

1. Demonstrate recall of the term's concepts under examination conditions.
2. Apply knowledge to unfamiliar examples in objective and short-answer questions.
3. Complete a practical task within the time allowance using correct procedure.
4. Name, save and submit files correctly.
5. Explain their practical output when questioned by the examiner.

Examination design

Following the approved assessment framework for JSS 1JSS 2:

Section	Format	Marks
A	Objective (20 four-option items)	20
B	Short answer (definitions / diagrams / classification / conversions)	30
C	Practical (typing / word processing / device identification)	20
Total	70

Section A samples recall and terminology across the whole year. Section B samples explanation, comparison, classification and diagram labelling. Section C samples practical skills developed in this term and the prior terms.

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 prepare to hand over to SS classes.

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 SS classes.

Practical / learning evidence

The completed examination script, the saved practical file for each candidate and the practical rubric sheets. Retain scripts, marking guides and representative learner work for moderation as required by the assessment framework.

Resources and preparation

Printed question papers and answer sheets, a marking guide and rubric per station, working computers with Word or 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 for review of the teaching rather than the learners.

Inclusion and access

Provide extra time and large-print papers where approved, seat learners with visual or hearing needs appropriately, and allow the offline equivalent for any learner without device access so that no candidate loses practical marks because of equipment. Keep the practical criteria identical across the digital and paper routes.

After the examination

Record scores against the class list, return scripts with brief feedback, and hand over to Senior Secondary 1 through Senior Secondary 3: computer architecture, memory, storage, operating systems, number systems, logic gates, networks, databases, productivity tools, programming languages, communication systems, internet infrastructure, ethics, viruses, and applications of ICT. Note any topic where the class average fell below the school's threshold and schedule it as a retrieval starter for the following term.