Sparklabs Learning / Digital Technology
JSS 2 First Term
12-week term pack
- School
- Creative Brains Academy
- Subject
- Digital Technology
- Pack
- Teacher plans
- Prepared
- 7 November 2026
Week index
- 01Review and Classification of Computers
- 02Computer System: Hardware, Software and Peopleware
- 03Operating Systems and File Management
- 04Computer Networks
- 05Network Components and Topologies
- 06Internet, Web and Online Services
- 07Cloud Computing and Digital Storage
- 08Cybersecurity and Online Safety
- 09Data, Information and Data Protection
- 10Spreadsheets and Presentations
- 11Revision
- 12Examination
Week 1 / First Term
Review and Classification of Computers
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 a computer and state its main characteristics. ii. Name the early computing devices in order. iii. Describe the five generations of computers. iv. Classify computers by size, purpose and technology. |
| Affective | i. Appreciate the value of Review and Classification of Computers in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw a timeline showing the abacus, the Pascaline, the Analytical Engine, ENIAC and a modern laptop. ii. Make a table classifying five computers by size, purpose and technology. iii. Write two differences between an analogue device and a digital device. iv. State the main technology used in each of the five generations of computers. |
Rationale: A computer is an electronic device that accepts data, processes it according to a set of instructions called a program, and produces useful output called information. Understanding what is a Computer, early Computing Devices, the First Electronic Computers, generations of Computers helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: Learners have just entered JSS 2 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 Review and Classification of Computers, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 Review and Classification of Computers on the board. | Share what they already know about Review and Classification of Computers and listen to the introduction. | Building on everyday experience and introducing Review and Classification of Computers. |
| Step 1 6 MINUTES | Covers What is a Computer: A computer is an electronic device that accepts data, processes it according to a set of instructions called a program, and produces useful output called information. The word computer comes from compute, which means to calculate. Covers Early Computing Devices: The abacus is one of the oldest counting devices. Beads slide on rods to stand for numbers, and it was used in China, Greece and Rome long before calculators existed. | Listen, take notes and answer oral questions on "What is a Computer" and related points. | Understanding: What is a Computer; Early Computing Devices. |
| Step 2 6 MINUTES | Covers The First Electronic Computers: The first electronic computers appeared in the 1940s. ENIAC, the Electronic Numerical Integrator and Computer, was built in the United States and used about seventeen thousand vacuum tubes. | Copy the key points, give examples from school and everyday life, and ask questions on "The First Electronic Computers". | Understanding: The First Electronic Computers. |
| Step 3 6 MINUTES | Covers Generations of Computers: A generation is a major stage in the development of computers, marked by a change in the main technology. | Discuss in pairs, then report one point on "Generations of Computers" to the class. | Understanding: Generations of Computers. |
| Step 4 6 MINUTES | Covers Classification of Computers: Classification means grouping things together because they share similar features. Computers are classified by size, by purpose and by technology. | Respond to questions, complete the examples on the board and note down "Classification of Computers". | Understanding: Classification of Computers. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a timeline showing the abacus, the Pascaline, the Analytical Engine, ENIAC and a modern laptop. (ii) Make a table classifying five computers by size, purpose and technology. (iii) Write two differences between an analogue device and a digital device. 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 a computer and state its main characteristics. ii. Name the early computing devices in order. iii. Describe the five generations of computers. iv. Classify computers by size, purpose and technology. | 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, early Computing Devices, the First Electronic Computers, generations of Computers, classification of Computers. Links them to the assignment and previews Week 2: Computer System: Hardware, Software and Peopleware. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A government office in 1970 buys a computer the size of a room that can only do basic calculations. Explain, using the generations, why the older computer was so large and limited. ii. A science museum displays a replica of the CDC 6600 built in 1964. A visitor asks who invented the supercomputer. Using Seymour Cray and Phillip Emeagwali, how would you answer?
Week 2 / First Term
Computer System: Hardware, Software and Peopleware
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. State the three parts of a computer system. ii. Classify hardware into input, processing, output and storage. iii. Distinguish between system software and application software. iv. Explain how hardware, software and peopleware work together. |
| Affective | i. Appreciate the value of Computer System: Hardware, Software and Peopleware in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. List three examples each of input, processing, output and storage hardware on the school computers. ii. Open the computer and point to the CPU, RAM and motherboard with your teacher. iii. Write five application programs on the computer and state the task each one does. iv. Make a table with the headings Hardware, Software, Peopleware and place ten items correctly. |
Rationale: A computer is more than a box of wires and chips. Understanding what is a Computer System, hardware: The Physical Parts, software: The Instructions, peopleware: The Human Element helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 1, learners studied Review and Classification of Computers, including what is a Computer, early Computing Devices, the First Electronic Computers. 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 Computer System: Hardware, Software and Peopleware, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Review and Classification of Computers) with two quick oral questions, and asks what they already know about Computer System: Hardware, Software and Peopleware. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer System: Hardware, Software and Peopleware. | Connecting prior knowledge to Computer System: Hardware, Software and Peopleware. |
| Step 1 6 MINUTES | Covers What is a Computer System: A computer is more than a box of wires and chips. Covers Hardware: The Physical Parts: Hardware is every physical part of the computer that you can see and touch. It is grouped by the job it does. | Listen, take notes and answer oral questions on "What is a Computer System" and related points. | Understanding: What is a Computer System; Hardware: The Physical Parts. |
| Step 2 6 MINUTES | Covers Software: The Instructions: Software is the collection of programs and instructions that tell the hardware what to do. It is intangible, which means you cannot touch it, but it is essential. Software falls into two broad families. | Copy the key points, give examples from school and everyday life, and ask questions on "Software: The Instructions". | Understanding: Software: The Instructions. |
| Step 3 6 MINUTES | Covers Peopleware: The Human Element: Peopleware refers to the people who use, operate, maintain and design computer systems. A computer is a tool, and tools are useful only when a person uses them properly. | Discuss in pairs, then report one point on "Peopleware: The Human Element" to the class. | Understanding: Peopleware: The Human Element. |
| Step 4 6 MINUTES | Covers How the Three Parts Work Together: When you press a key on the keyboard, which is hardware, the operating system, which is system software, receives the signal and sends it to the word processor, which is application software, and the letter appears on the screen, which is more hardware. | Respond to questions, complete the examples on the board and note down "How the Three Parts Work Together". | Understanding: How the Three Parts Work Together. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List three examples each of input, processing, output and storage hardware on the school computers. (ii) Open the computer and point to the CPU, RAM and motherboard with your teacher. (iii) Write five application programs on the computer and state the task each one does. 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 three parts of a computer system. ii. Classify hardware into input, processing, output and storage. iii. Distinguish between system software and application software. iv. Explain how hardware, software and peopleware work together. | 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 System, hardware: The Physical Parts, software: The Instructions, peopleware: The Human Element, how the Three Parts Work Together. Links them to the assignment and previews Week 3: Operating Systems and File Management. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A technician is asked to sort a new school computer room into its hardware parts and to explain the two broad types of software. Classify the hardware into its four groups, and compare system software with application software. ii. A school buys ten new computers but installs no software. Can the computers be used for teaching? Explain why or why not.
Week 3 / First Term
Operating Systems and File Management
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. Define an operating system and state its functions. ii. Compare a graphical user interface and a command-line interface. iii. Explain files, folders and drives. iv. Practise good file management skills. |
| Affective | i. Appreciate the value of Operating Systems and File Management in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a folder called School Work on the desktop, then create three sub-folders inside it. ii. Rename one file correctly, move a file into a folder and copy a file to a flash drive. iii. Delete a file, then restore it from the Recycle Bin. iv. Open the Command Prompt and type dir to list the files in a folder. |
Rationale: An operating system is the most important piece of system software on a computer. Understanding what is an Operating System, functions of an Operating System, graphical and Command-Line Interfaces, files, Folders and Drives helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 2, learners studied Computer System: Hardware, Software and Peopleware, including what is a Computer System, hardware: The Physical Parts, software: The Instructions. 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 Operating Systems and File Management, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Computer System: Hardware, Software and Peopleware) with two quick oral questions, and asks what they already know about Operating Systems and File Management. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Operating Systems and File Management. | Connecting prior knowledge to Operating Systems and File Management. |
| Step 1 6 MINUTES | Covers What is an Operating System: An operating system is the most important piece of system software on a computer. It is the first program to load when the computer is switched on, and it manages all the hardware and software resources of the computer. Covers Functions of an Operating System: The operating system manages hardware by communicating with the keyboard, mouse, monitor, printer and other devices. It manages memory by deciding which programs use the RAM and how much each one gets. | Listen, take notes and answer oral questions on "What is an Operating System" and related points. | Understanding: What is an Operating System; Functions of an Operating System. |
| Step 2 6 MINUTES | Covers Graphical and Command-Line Interfaces: A graphical user interface, or GUI, lets the user interact using pictures called icons, windows and menus with the mouse. Most people use a GUI because it is easy to learn. | Copy the key points, give examples from school and everyday life, and ask questions on "Graphical and Command-Line Interfaces". | Understanding: Graphical and Command-Line Interfaces. |
| Step 3 6 MINUTES | Covers Files, Folders and Drives: A file is a named collection of data stored on a computer. Every file has a name and an extension that shows its type. For example, essay.docx is a document and photo.jpg is a picture. | Discuss in pairs, then report one point on "Files, Folders and Drives" to the class. | Understanding: Files, Folders and Drives. |
| Step 4 6 MINUTES | Covers File Management Skills: Good file management makes work easy to find. Use clear, descriptive names instead of names like Document1. For example, save a file as JSS2 Science Essay Week3. | Respond to questions, complete the examples on the board and note down "File Management Skills". | Understanding: File Management Skills. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a folder called School Work on the desktop, then create three sub-folders inside it. (ii) Rename one file correctly, move a file into a folder and copy a file to a flash drive. (iii) Delete a file, then restore it from the Recycle Bin. 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 an operating system and state its functions. ii. Compare a graphical user interface and a command-line interface. iii. Explain files, folders and drives. iv. Practise good file management skills. | 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 an Operating System, functions of an Operating System, graphical and Command-Line Interfaces, files, Folders and Drives, file Management Skills. Links them to the assignment and previews Week 4: Computer Networks. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Emeka saves his project as Document1 on the desktop. Two weeks later he cannot remember what it contains. What naming mistake did he make, and how should he have saved the file? ii. Kemi wants to keep her schoolwork organised. Describe the steps to create a folder called Science Project on the main hard drive.
Week 4 / First Term
Computer Networks
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. Define a computer network and its purpose. ii. Name the types of networks by coverage. iii. State the advantages and limitations of networks. iv. Compare client-server and peer-to-peer networks. |
| Affective | i. Appreciate the value of Computer Networks in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw and label a simple LAN of five computers sharing one printer and one internet connection. ii. List two advantages and two limitations of a computer network from the school lab. iii. Classify these networks as PAN, LAN, MAN or WAN: a home network, a school lab, a city network and the internet. iv. Write two differences between a client-server network and a peer-to-peer network. |
Rationale: A computer network is a group of two or more computers connected so that they can share data, programs and resources. Understanding what is a Computer Network, types of Networks, advantages of Networks, limitations of Networks helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied Operating Systems and File Management, including what is an Operating System, functions of an Operating System, graphical and Command-Line Interfaces. 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 Computer Networks, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Operating Systems and File Management) with two quick oral questions, and asks what they already know about Computer Networks. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer Networks. | Connecting prior knowledge to Computer Networks. |
| Step 1 6 MINUTES | Covers What is a Computer Network: A computer network is a group of two or more computers connected so that they can share data, programs and resources. Networks make communication faster, reduce the copying of files and allow many people to use the same information at once. Covers Types of Networks: A local area network, or LAN, covers a small area such as one building or campus. It is the most common network in schools and offices, and it is fast because the devices are close together. | Listen, take notes and answer oral questions on "What is a Computer Network" and related points. | Understanding: What is a Computer Network; Types of Networks. |
| Step 2 6 MINUTES | Covers Advantages of Networks: Networks allow many users to share one printer, one internet connection or one server. Users can open the same files from different computers, and messages can be sent between users at once. | Copy the key points, give examples from school and everyday life, and ask questions on "Advantages of Networks". | Understanding: Advantages of Networks. |
| Step 3 6 MINUTES | Covers Limitations of Networks: Networks have disadvantages. Setting one up can be costly because cables, switches, routers and a server are needed. Connected computers are open to viruses and attackers, and a virus on one computer can spread to all. | Discuss in pairs, then report one point on "Limitations of Networks" to the class. | Understanding: Limitations of Networks. |
| Step 4 6 MINUTES | Covers Client-Server and Peer-to-Peer Networks: In a client-server network, one powerful computer called the server provides services and data to the other computers, called clients. The server controls access and stores files centrally. Most schools and businesses use this type because it is easier to manage and more secure. | Respond to questions, complete the examples on the board and note down "Client-Server and Peer-to-Peer Networks". | Understanding: Client-Server and Peer-to-Peer Networks. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw and label a simple LAN of five computers sharing one printer and one internet connection. (ii) List two advantages and two limitations of a computer network from the school lab. (iii) Classify these networks as PAN, LAN, MAN or WAN: a home network, a school lab, a city network and the internet. 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 a computer network and its purpose. ii. Name the types of networks by coverage. iii. State the advantages and limitations of networks. iv. Compare client-server and peer-to-peer networks. | 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 Network, types of Networks, advantages of Networks, limitations of Networks, client-Server and Peer-to-Peer Networks. Links them to the assignment and previews Week 5: Network Components and Topologies. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A small school with five computers asks whether it needs a network. Give two reasons why a network is still useful even with so few computers. ii. A company has offices in Abuja, Lagos and Port Harcourt. What type of network connects the offices, and why is it not a LAN?
Week 5 / First Term
Network Components and Topologies
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. Name the hardware components of a network. ii. Describe the common network topologies. iii. Explain the parts of internet infrastructure. iv. State rules for safe use of the internet. |
| Affective | i. Appreciate the value of Network Components and Topologies in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw and label star, bus, ring and mesh topologies. ii. Locate the switch, router and cables in the school computer lab and state the job of each. iii. Write three safe surfing rules on a chart for the computer lab. iv. List three digital communication tools and state what each one is used for. |
Rationale: A network interface card, or NIC, is a part inside or attached to a computer that lets it join a network. Understanding network Hardware Components, network Topologies, internet Infrastructure, online Safety and Safe Surfing helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 4, learners studied Computer Networks, including what is a Computer Network, types of Networks, advantages of Networks. 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 Network Components and Topologies, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Computer Networks) with two quick oral questions, and asks what they already know about Network Components and Topologies. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Network Components and Topologies. | Connecting prior knowledge to Network Components and Topologies. |
| Step 1 6 MINUTES | Covers Network Hardware Components: A network interface card, or NIC, is a part inside or attached to a computer that lets it join a network. It changes data from the computer into a form that can travel along cables, and changes incoming data back again. Covers Network Topologies: A topology is the layout of the computers and cables in a network. The choice of topology affects speed, reliability and cost. | Listen, take notes and answer oral questions on "Network Hardware Components" and related points. | Understanding: Network Hardware Components; Network Topologies. |
| Step 2 6 MINUTES | Covers Internet Infrastructure: The internet is a global network of networks. It relies on several parts working together. | Copy the key points, give examples from school and everyday life, and ask questions on "Internet Infrastructure". | Understanding: Internet Infrastructure. |
| Step 3 6 MINUTES | Covers Online Safety and Safe Surfing: Using the internet safely is an important skill. Strong passwords are the first line of defence against unauthorised access, and they should be long and private. | Discuss in pairs, then report one point on "Online Safety and Safe Surfing" to the class. | Understanding: Online Safety and Safe Surfing. |
| Step 4 6 MINUTES | Covers Digital Communication Tools: The internet provides many ways to communicate. Email sends messages and files across the world. Messaging apps send short messages, photos and documents. | Respond to questions, complete the examples on the board and note down "Digital Communication Tools". | Understanding: Digital Communication Tools. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw and label star, bus, ring and mesh topologies. (ii) Locate the switch, router and cables in the school computer lab and state the job of each. (iii) Write three safe surfing rules on a chart for the computer lab. 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 hardware components of a network. ii. Describe the common network topologies. iii. Explain the parts of internet infrastructure. iv. State rules for safe 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: network Hardware Components, network Topologies, internet Infrastructure, online Safety and Safe Surfing, digital Communication Tools. Links them to the assignment and previews Week 6: Internet, Web and Online Services. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school lab has ten computers connected to one switch. What topology is this, and why is a switch better than a hub here? ii. A bank needs a network that keeps working even if one connection fails. Which topology is most suitable and why?
Week 6 / First Term
Internet, Web and Online Services
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. Describe the internet and the World Wide Web and how they differ. ii. Explain the work of browsers, search engines and email. iii. State common internet terms and online services. iv. Apply safe internet habits and good netiquette. |
| Affective | i. Appreciate the value of Internet, Web and Online Services 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 visit a trusted website, then save the page to your favourites. ii. Use a search engine to find information on a topic and write down the steps you followed. iii. Send an email with a subject line and one attachment. iv. Write five safe internet habits on a chart and display it in the computer lab. |
Rationale: The internet is the largest computer network in the world. Understanding what is the Internet, the World Wide Web, search Engines, email helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 5, learners studied Network Components and Topologies, including network Hardware Components, network Topologies, internet Infrastructure. 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 Internet, Web and Online Services, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Network Components and Topologies) with two quick oral questions, and asks what they already know about Internet, Web and Online Services. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Internet, Web and Online Services. | Connecting prior knowledge to Internet, Web and Online Services. |
| Step 1 6 MINUTES | Covers What is the Internet: The internet is the largest computer network in the world. It connects millions of smaller networks across every country. Covers The World Wide Web: The World Wide Web, often called the Web, is a system of linked web pages and websites accessed through the internet using a browser. The Web is a service that runs on the internet, but it is not the same as the internet. | Listen, take notes and answer oral questions on "What is the Internet" and related points. | Understanding: What is the Internet; The World Wide Web. |
| Step 2 6 MINUTES | Covers Search Engines: A search engine is a tool that helps you find information on the internet. You type keywords and it shows a list of matching pages. Covers Email: Email, short for electronic mail, is one of the oldest internet services. It lets a user send and receive messages and files digitally. | Copy the key points, give examples from school and everyday life, and ask questions on "Search Engines" and related points. | Understanding: Search Engines; Email. |
| Step 3 6 MINUTES | Covers Online Services and Internet Terms: The internet provides many services. Online banking lets people manage accounts and pay bills. Online shopping lets people buy and sell, with Jumia and Konga in Nigeria. | Discuss in pairs, then report one point on "Online Services and Internet Terms" to the class. | Understanding: Online Services and Internet Terms. |
| Step 4 6 MINUTES | Covers Safe Internet Habits and Netiquette: Safe habits protect a learner online. Never share personal information on public sites, use strong passwords, think before clicking links and check that a site uses https before entering details. Treat information with care and report anything suspicious to a trusted adult. | Respond to questions, complete the examples on the board and note down "Safe Internet Habits and Netiquette". | Understanding: Safe Internet Habits and Netiquette. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Open a browser and visit a trusted website, then save the page to your favourites. (ii) Use a search engine to find information on a topic and write down the steps you followed. (iii) Send an email with a subject line and one attachment. 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. Describe the internet and the World Wide Web and how they differ. ii. Explain the work of browsers, search engines and email. iii. State common internet terms and online services. iv. Apply safe internet habits and good netiquette. | 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 the Internet, the World Wide Web, search Engines, email, online Services and Internet Terms. Links them to the assignment and previews Week 7: Cloud Computing and Digital Storage. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Fatima sends an email and also visits a website. Does she use the internet for both activities? Explain how the internet and the Web are related but different. ii. A student searches for the history of Nigeria on Google and clicks the first result. Trace the steps from typing the search to seeing the page, naming the technologies involved.
Week 7 / First Term
Cloud Computing and Digital Storage
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 cloud computing and cloud storage. ii. Name common cloud storage services. iii. Explain how files synchronise. iv. Compare cloud storage with offline storage. |
| Affective | i. Appreciate the value of Cloud Computing and Digital Storage in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Open a cloud storage service and upload one document, then open it again from another device if available. ii. List three cloud storage services and state the free storage each one gives. iii. Make a table comparing cloud storage and offline storage with three features. iv. Explain in two sentences how file synchronisation works. |
Rationale: Cloud computing means using the internet to store data and use programs instead of keeping everything on your own computer. Understanding what is Cloud Computing, cloud Storage Services, how Files Synchronise, benefits and Risks of Cloud Storage helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 6, learners studied Internet, Web and Online Services, including what is the Internet, the World Wide Web, search Engines. 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 Cloud Computing and Digital Storage, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Internet, Web and Online Services) with two quick oral questions, and asks what they already know about Cloud Computing and Digital Storage. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Cloud Computing and Digital Storage. | Connecting prior knowledge to Cloud Computing and Digital Storage. |
| Step 1 6 MINUTES | Covers What is Cloud Computing: Cloud computing means using the internet to store data and use programs instead of keeping everything on your own computer. The cloud is not a cloud in the sky. Covers Cloud Storage Services: Google Drive is made by Google and gives about fifteen gigabytes of free storage. OneDrive is made by Microsoft and gives about five gigabytes, and it works well with Windows and Office. | Listen, take notes and answer oral questions on "What is Cloud Computing" and related points. | Understanding: What is Cloud Computing; Cloud Storage Services. |
| Step 2 6 MINUTES | Covers How Files Synchronise: Synchronisation, or syncing, means keeping files updated across several devices automatically. When you change a file on one device, the cloud service sends the new version to its server, and the same change appears on your other devices. Covers Benefits and Risks of Cloud Storage: Cloud storage has many benefits. Files can be opened from any device, they are backed up automatically so they survive a broken device, they can be shared with a link, they free up space on your device, and several people can work on the same document at once. | Copy the key points, give examples from school and everyday life, and ask questions on "How Files Synchronise" and related points. | Understanding: How Files Synchronise; Benefits and Risks of Cloud Storage. |
| Step 3 6 MINUTES | Covers Offline Storage versus Cloud Storage: Offline storage, such as a USB flash drive, external hard disk, CD or DVD, does not need the internet. It is fast to reach and gives direct physical access, but it can be lost, damaged or stolen. | Discuss in pairs, then report one point on "Offline Storage versus Cloud Storage" to the class. | Understanding: Offline Storage versus Cloud Storage. |
| Step 4 6 MINUTES | Covers Cloud Service Models: Cloud services are delivered in three main ways. Infrastructure as a Service, or IaaS, rents out basic resources such as servers and storage. Platform as a Service, or PaaS, gives developers a ready made place to build and run programs. | Respond to questions, complete the examples on the board and note down "Cloud Service Models". | Understanding: Cloud Service Models. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Open a cloud storage service and upload one document, then open it again from another device if available. (ii) List three cloud storage services and state the free storage each one gives. (iii) Make a table comparing cloud storage and offline storage with three features. 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 cloud computing and cloud storage. ii. Name common cloud storage services. iii. Explain how files synchronise. iv. Compare cloud storage with offline 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 is Cloud Computing, cloud Storage Services, how Files Synchronise, benefits and Risks of Cloud Storage, offline Storage versus Cloud Storage. Links them to the assignment and previews Week 8: Cybersecurity and Online Safety. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Amina keeps her project only on her laptop. The laptop breaks and she loses all her work. What backup method could she have used, and how would cloud storage have helped? ii. Tunde uploads a photo to Google Drive at school and sees the same photo on his phone at home. Explain how synchronisation makes this possible.
Week 8 / First Term
Cybersecurity and Online Safety
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 cybersecurity and explain why it matters. ii. Identify common online threats and types of malware. iii. Describe phishing and how to avoid it. iv. Apply strong passwords, two factor authentication and safe browsing. |
| Affective | i. Appreciate the value of Cybersecurity and Online Safety in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a strong password for a sample account and explain why it is strong. ii. Turn on two factor authentication on a school or personal account if allowed. iii. List five signs that an email may be a phishing attempt. iv. Write five protection measures on a chart for the computer lab. |
Rationale: Cybersecurity is the practice of protecting computers, networks, programs and data from unauthorised access, damage or attack. Understanding what is Cybersecurity, common Online Threats and Malware, phishing, strong Passwords and Two Factor Authentication helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 7, learners studied Cloud Computing and Digital Storage, including what is Cloud Computing, cloud Storage Services, how Files Synchronise. 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 Cybersecurity and Online Safety, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Cloud Computing and Digital Storage) with two quick oral questions, and asks what they already know about Cybersecurity and Online Safety. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Cybersecurity and Online Safety. | Connecting prior knowledge to Cybersecurity and Online Safety. |
| Step 1 6 MINUTES | Covers What is Cybersecurity: Cybersecurity is the practice of protecting computers, networks, programs and data from unauthorised access, damage or attack. Almost everything we do online involves personal data, so every internet user needs basic cybersecurity knowledge. Covers Common Online Threats and Malware: Malware is short for malicious software. It is any program written to harm a computer or steal data. | Listen, take notes and answer oral questions on "What is Cybersecurity" and related points. | Understanding: What is Cybersecurity; Common Online Threats and Malware. |
| Step 2 6 MINUTES | Covers Phishing: Phishing is a scam in which a person pretends to be a trusted organisation, such as a bank or school, to trick you into giving away personal information. Phishing messages often create a sense of urgency, such as saying an account will be closed or that you have won a prize. Covers Strong Passwords and Two Factor Authentication: A strong password is long and mixes capital letters, small letters, numbers and symbols. It should not be a common word, a name or a date of birth. | Copy the key points, give examples from school and everyday life, and ask questions on "Phishing" and related points. | Understanding: Phishing; Strong Passwords and Two Factor Authentication. |
| Step 3 6 MINUTES | Covers Safe Browsing and Protecting Personal Information: Safe browsing means checking that a website uses https and shows a padlock before entering any personal information, keeping the browser updated and not downloading files from unknown sources. | Discuss in pairs, then report one point on "Safe Browsing and Protecting Personal Information" to the class. | Understanding: Safe Browsing and Protecting Personal Information. |
| Step 4 6 MINUTES | Covers Social Media Safety and What To Do: Social media has privacy settings that control who sees your posts, profile and location. Review these settings and keep them strict, never accept requests from strangers and do not post your location in real time. | Respond to questions, complete the examples on the board and note down "Social Media Safety and What To Do". | Understanding: Social Media Safety and What To Do. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a strong password for a sample account and explain why it is strong. (ii) Turn on two factor authentication on a school or personal account if allowed. (iii) List five signs that an email may be a phishing attempt. 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 cybersecurity and explain why it matters. ii. Identify common online threats and types of malware. iii. Describe phishing and how to avoid it. iv. Apply strong passwords, two factor authentication and safe browsing. | 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 Cybersecurity, common Online Threats and Malware, phishing, strong Passwords and Two Factor Authentication, safe Browsing and Protecting Personal Information. Links them to the assignment and previews Week 9: Data, Information and Data Protection. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Chidi receives an email from his bank asking him to click a link and enter his account number. The email was sent to his personal address, not his bank address. Using phishing, explain why it is suspicious and what he should do. ii. The school computers suddenly run very slowly and pop-ups appear. The teacher says malware is responsible. Explain which type could be responsible and how it entered the system.
Week 9 / First Term
Data, Information and Data Protection
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. Distinguish between data and information. ii. Name common sources of data. iii. Explain how data becomes information. iv. Describe personal data and how to protect it. |
| Affective | i. Appreciate the value of Data, Information and Data Protection in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Collect the marks of ten pupils and turn the raw data into information by finding the average and the highest score. ii. List five sources of data and give one example of each from your school. iii. Write three rules of data protection and explain each in one sentence. iv. State three ways to protect your personal data online. |
Rationale: Data is raw, unprocessed facts and figures. Understanding data and Information, sources of Data, how Information is Produced, personal Data helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 8, learners studied Cybersecurity and Online Safety, including what is Cybersecurity, common Online Threats and Malware, phishing. 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 Data, Information and Data Protection, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Cybersecurity and Online Safety) with two quick oral questions, and asks what they already know about Data, Information and Data Protection. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Data, Information and Data Protection. | Connecting prior knowledge to Data, Information and Data Protection. |
| Step 1 6 MINUTES | Covers Data and Information: Data is raw, unprocessed facts and figures. It can be numbers, words, images or sounds, and on its own it does not tell you anything useful. Covers Sources of Data: Data comes from many sources. Forms and questionnaires collect data when people fill in registration or hospital forms. | Listen, take notes and answer oral questions on "Data and Information" and related points. | Understanding: Data and Information; Sources of Data. |
| Step 2 6 MINUTES | Covers How Information is Produced: Data becomes information in four steps. First, raw data is collected from a source. Covers Personal Data: Personal data is any information that can be used to identify a person. | Copy the key points, give examples from school and everyday life, and ask questions on "How Information is Produced" and related points. | Understanding: How Information is Produced; Personal Data. |
| Step 3 6 MINUTES | Covers Data Protection: Data protection is the practice of keeping personal data safe from unauthorised access, loss or misuse. | Discuss in pairs, then report one point on "Data Protection" to the class. | Understanding: Data Protection. |
| Step 4 6 MINUTES | Covers Protecting Personal Data and Responsible Handling: To protect personal data, use strong passwords, turn on two factor authentication, keep software updated, avoid sharing personal details publicly and back up important files. On shared computers, sign out when you finish. | Respond to questions, complete the examples on the board and note down "Protecting Personal Data and Responsible Handling". | Understanding: Protecting Personal Data and Responsible Handling. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Collect the marks of ten pupils and turn the raw data into information by finding the average and the highest score. (ii) List five sources of data and give one example of each from your school. (iii) Write three rules of data protection and explain each in one sentence. 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. Distinguish between data and information. ii. Name common sources of data. iii. Explain how data becomes information. iv. Describe personal data and how to protect it. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: data and Information, sources of Data, how Information is Produced, personal Data, data Protection. Links them to the assignment and previews Week 10: Spreadsheets and Presentations. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Briefly describe the stages involved in the Data Processing Cycle. (b) Define Information Transmission. (c) Mention two (2) ancient methods and two (2) modern methods of transmitting information. ii. A school collects students' names, dates of birth and home addresses on a registration form. Classify this as data or information and explain the difference.
Week 10 / First Term
Spreadsheets and Presentations
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. Describe a spreadsheet and its main parts. ii. Enter data, formulas and functions in a spreadsheet. iii. Describe a presentation and the parts of the presentation window. iv. Create and present a short slide show. |
| Affective | i. Appreciate the value of Spreadsheets and Presentations in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Open a spreadsheet and enter the marks of five pupils in a column, then use SUM and AVERAGE to find the total and the mean. ii. Insert a bar chart from the marks and give it a title. iii. Open a presentation program and create three slides: a title slide, a slide with bullet points and a closing slide. iv. Add one picture to a slide and run the slide show. |
Rationale: A spreadsheet is a program used to arrange numbers and text in rows and columns and to perform calculations quickly. Understanding introduction to Spreadsheets, working with a Spreadsheet, introduction to Presentations, creating and Presenting Slides helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 9, learners studied Data, Information and Data Protection, including data and Information, sources of Data, how Information is Produced. 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 Spreadsheets and Presentations, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Data, Information and Data Protection) with two quick oral questions, and asks what they already know about Spreadsheets and Presentations. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Spreadsheets and Presentations. | Connecting prior knowledge to Spreadsheets and Presentations. |
| Step 1 6 MINUTES | Covers Introduction to Spreadsheets: A spreadsheet is a program used to arrange numbers and text in rows and columns and to perform calculations quickly. It is used for accounts, marks, budgets and record keeping. Microsoft Excel and Google Sheets are common examples. | Listen, take notes and answer oral questions on "Introduction to Spreadsheets". | Understanding: Introduction to Spreadsheets. |
| Step 2 6 MINUTES | Covers Working with a Spreadsheet: Data is typed into cells, and the active cell is the one selected. To calculate, a formula begins with the equals sign, such as =A1+A2. A function is a ready made formula, such as =SUM(A1:A10) to add a range of numbers or =AVERAGE(A1:A10) to find the mean. | Copy the key points, give examples from school and everyday life, and ask questions on "Working with a Spreadsheet". | Understanding: Working with a Spreadsheet. |
| Step 3 6 MINUTES | Covers Introduction to Presentations: A presentation is a slide show used to present information to an audience. Microsoft PowerPoint and Google Slides are common examples. A presentation is made of slides, and the first slide usually holds the title and the presenter's name. | Discuss in pairs, then report one point on "Introduction to Presentations" to the class. | Understanding: Introduction to Presentations. |
| Step 4 6 MINUTES | Covers Creating and Presenting Slides: To create slides, add a title and bullet points, then insert pictures, shapes or charts where they help. Keep text short, use a clear font and use one idea per slide. New slides can be added and moved, and content can be resized or deleted. | Respond to questions, complete the examples on the board and note down "Creating and Presenting Slides". | Understanding: Creating and Presenting Slides. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Open a spreadsheet and enter the marks of five pupils in a column, then use SUM and AVERAGE to find the total and the mean. (ii) Insert a bar chart from the marks and give it a title. (iii) Open a presentation program and create three slides: a title slide, a slide with bullet points and a closing slide. 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. Describe a spreadsheet and its main parts. ii. Enter data, formulas and functions in a spreadsheet. iii. Describe a presentation and the parts of the presentation window. iv. Create and present a short slide show. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: introduction to Spreadsheets, working with a Spreadsheet, introduction to Presentations, creating and Presenting Slides. Links them to the assignment and previews Week 11: Revision. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A teacher wants to record the marks of forty pupils and find the average. Explain why a spreadsheet is better than a paper exercise book for this task. ii. A pupil types 45 into cell A1 and 55 into A2, then wants the total in A3. Write the formula the pupil should type.
Week 11 / First Term
Revision
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. Identify the topics that need more practice. iv. Prepare a plan for the examination week. |
| Affective | i. Appreciate the value of Revision in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a folder, save a file with a clear name and restore a file from the Recycle Bin. ii. Make a spreadsheet with a SUM and an AVERAGE function and insert one chart. iii. Create a three slide presentation and present it to the class. iv. List every weak topic found in the test and write one practice activity for each. |
Rationale: The term began with the classification of computers and the parts of a computer system: hardware, software and peopleware. Understanding review of the Term, revision Method, common Weak Areas helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 10, learners studied Spreadsheets and Presentations, including introduction to Spreadsheets, working with a Spreadsheet, introduction to Presentations. 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, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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 (Spreadsheets and Presentations) with two quick oral questions, and asks what they already know about Revision. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Revision. | Connecting prior knowledge to Revision. |
| Step 1 8 MINUTES | Covers Review of the Term: The term began with the classification of computers and the parts of a computer system: hardware, software and peopleware. It then studied the operating system and file management, and moved on to computer networks and the devices that connect them. | Listen, take notes and answer oral questions on "Review of the Term". | Understanding: Review of the Term. |
| Step 2 8 MINUTES | Covers Revision Method: Revise by topic, not by page. Start with the list of topics and check that you can explain each one. Define a network in one sentence. | Copy the key points, give examples from school and everyday life, and ask questions on "Revision Method". | Understanding: Revision Method. |
| Step 3 8 MINUTES | Covers Common Weak Areas: Learners often confuse a hub with a switch and a router. The test is simple: a hub sends data to everyone, a switch sends data to the intended computer, and a router connects different networks. | Discuss in pairs, then report one point on "Common Weak Areas" to the class. | Understanding: Common Weak Areas. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a folder, save a file with a clear name and restore a file from the Recycle Bin. (ii) Make a spreadsheet with a SUM and an AVERAGE function and insert one chart. (iii) Create a three slide presentation and present it to the class. 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. Identify the topics that need more practice. iv. Prepare a plan for the examination week. | 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. 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) Define a Computer. (b) Mention and explain the three (3) classifications of computers based on their operating principles (type). (c) List four (4) classifications of computers based on size and capacity. ii. (a) State four (4) important rules and regulations to be observed in the computer laboratory. (b) Explain what is meant by Ergonomics in computer usage. (c) Mention two (2) ways to properly care for and maintain computer hardware equipment.
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 marks for each section before writing. 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 10. 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, 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 2); NERDC Digital Technology Curriculum; Digital Technology JSS 2 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) 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 10. 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 that test single facts, names and classifications. It will also include short answer questions that test definitions, differences and short explanations. Where provided, essay questions will require that require organised paragraphs. | 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 that build on what has been learned, including further work on productivity programs and on using computers safely and responsibly. | 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 marks for each section before writing. (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.