JSS 2 Second Term

Lesson objectives

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

1. Define programming and explain why software is built from instructions.
2. List five reasons schools teach programming at junior secondary level.
3. Compare procedural and object-oriented programming on the same criteria.
4. Name three programming concepts: variables, loops and selection.
5. State two real-world benefits of knowing how programs work.

Key vocabulary

• Programming: writing instructions in a language that a computer executes.
• Procedural programming: software built from sequential steps.
• Object-oriented programming: software built from interacting objects.
• Variable: a named container holding a changing value.
• Loop: a repeatable block of instructions.
• Selection: a branch such as an if statement that runs different paths.
• Instruction: a unit of code telling the computer what to do next.

Common misconceptions

• "Programming is only for geniuses." Programming is a skill improved through practice like any craft.
• "Procedural and object-oriented are equally good." Procedural fits simple tasks; object-oriented scales to complex teams.
• "A computer does everything on its own." Computers execute exactly what the programmer writes.

Teacher activities

1. Starter: ask why a teacher writes an instruction list before setting a laboratory task.
2. Define programming and list five school-relevant reasons for teaching it.
3. Present procedural and object-oriented programming and compare them on criteria such as task size and team scaling.
4. Introduce the three programming concepts with real examples in each.
5. Show two short programs, one procedural and one object-oriented, and compare how they read.
6. Close with the exit question comparing the two approaches.

Student activities

1. Answer the starter and explain why writing instructions precedes setting tasks.
2. List five reasons schools teach programming from their own experience.
3. Fill the comparison table for procedural and object-oriented programming.
4. Name the three programming concepts and give one example each.
5. Compare the two sample programs and note the structural difference.
6. Answer the exit question in one sentence about choosing an approach.

Practical / learning evidence

A five-reason programming worksheet, a procedural versus object-oriented comparison table and a three-concept mapping chart. Submit all three for marking.

Resources and preparation

Printed worksheet and blank comparison table. Offline route: paper worksheets, no device needed. Display short programs carefully and do not let learners modify the demo until instructed.

Assessment for learning

Inspect the five-reason worksheet for school relevance. Check the comparison table for at least two criteria. Mark the concept mapping for correct examples. Flag any learner who confuses variables with constants.

Inclusion and homework

Provide the five-reason worksheet partially completed for learners who need scaffolding. Allow oral completion of the comparison table. Extend confident learners with four approaches and a contrast question. Homework: explain in one sentence why a simple procedural program suits a small task.

Lesson objectives

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

1. Open a BASIC interpreter and show a welcome prompt.
2. Type a LET statement assigning a value to a variable.
3. Display a label with PRINT.
4. Explain why uppercase letters work in BASIC programs.
5. Trace one simple program by hand to predict the output.

Key vocabulary

• Interpreter: a program that executes BASIC commands line by line.
• LET: the statement that assigns a value to a variable.
• PRINT: the statement that displays text or values to the screen.
• Variable: a named container holding a value inside a program.
• Uppercase: letters written in capital letters in source code.
• Prompt: the message waiting for the next input or command.
• Trace: predicting program output by stepping through the code.

Common misconceptions

• "BASIC is outdated and useless." BASIC teaches the syntax behind modern languages; an early language still useful for beginners.
• "LET is optional and a statement prefix." Most BASIC dialects require LET before an assignment.
• "Uppercase means the program looks neat." Uppercase works but is not the reason; syntax rules dictate it.

Teacher activities

1. Starter: run a short PRINT statement and show the result without revealing the code.
2. Open the interpreter and introduce the welcome prompt as the first user experience.
3. Demonstrate LET by assigning a score to a variable and displaying it.
4. Show why uppercase letters matter for readability and common conventions.
5. Model a simple program line by line and trace the output step by step.
6. Close with the tracing task and exit question about interpeter versus compiler.

Student activities

1. Observe the starter RUN and guess the PRINT command.
2. Type a LET statement assigning a value to a variable.
3. Type a PRINT statement displaying the variable value.
4. Explain why uppercase letters appear in the example.
5. Hand-trace one simple program and write the predicted output.
6. Answer the exit question in one sentence about the interpreter.

Practical / learning evidence

A recorded typed BASIC program plus the documented expected output. Hand in the typed program and the traced output together.

Resources and preparation

A computer with a BASIC interpreter installed, a blank interpreter window and a sample tracing task card. Keep the interpreter in a saved folder for learners without install capability. Disable Caps Lock before typing.

Assessment for learning

Inspect the typed program for correct LET syntax. Compare the traced output with the actual interpreter output and flag any mismatch. Ask a learner to explain why LET appears before an assignment.

Inclusion and homework

Save the interpreter and sample programs in a prebuilt folder for learners who lack installation. Provide a tracing template with output lines preprinted. Extend confident learners with two LET assignments and a comparison of BASIC with another language. Homework: write a one-line BASIC statement that prints the string HELLO.

Lesson objectives

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

1. Write a LET, PRINT and arithmetic combination in one program.
2. Assign a score to a variable and display a calculated total.
3. Use two arithmetic operators inside one LET.
4. Interpret a printed number with a PRINT# or PRINT command.
5. Compare two programs that differ only in operators.

Key vocabulary

• Arithmetic operator: plus, minus, multiply or divide in an expression.
• Expression: a combination of values and operators evaluated to a result.
• Calculation: a LET statement performing an arithmetic operation.
• Display: showing the result of an expression on the screen.
• Comparison: checking whether two expressions are equal or not equal.
• Equality operator: a symbol such as equals or not equals in an expression.

Common misconceptions

• "Operators always come after values." Multiplication and division sit between operands in the expression.
• "PRINT prints the expression itself." PRINT displays the evaluated result, not the expression text.
• "Higher precedence always means more lines of code." Higher precedence changes grouping, not code length.

Teacher activities

1. Starter: display two LET statements differing only in operator and ask which changes the result.
2. Model combining LET, PRINT and arithmetic in one program.
3. Demonstrate assigning a score and computing a total with two operators.
4. Show two PRINT commands displaying the difference between the expression and its result.
5. Give learners three LET variations to predict the output.
6. Close with the comparison question and exit question about precedence.

Student activities

1. Observe the starter variation and predict which changes the result.
2. Write a LET, PRINT and arithmetic combination in one program.
3. Assign a score and display a calculated total using two operators.
4. Interpret the printed result against the predicted expression value.
5. Predict the output of three LET variations.
6. Answer the exit question in one sentence about expression precedence.

Practical / learning evidence

Three BASIC programs differing in operator choice, each with documented expected output. Submit all three programs and outputs for marking.

Resources and preparation

Computers with the interpreter, blank source windows and a sample-input sheet. Preload the interpreter with the base Welcome prompt so learners start clean. Disable Caps Lock before typing.

Assessment for learning

Inspect each program for correct LET and PRINT syntax. Verify each output matches the predicted value. Flag any learner who thinks PRINT prints the expression text.

Inclusion and homework

Prebuild the interpreter folder with Welcome and sample programs for learners lacking install capability. Provide the sample-input sheet with output answers hidden until marked. Extend confident learners with a LET that assigns a percentage calculation.

Lesson objectives

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

1. Identify common syntax errors such as missing LET or misspelled variable.
2. Fix a deliberately broken BASIC program step by step.
3. Run a corrected program and confirm the expected output.
4. Describe how an interpreter reports an error to the user.
5. State why debugging builds careful habits in programming.

Key vocabulary

• Debugging: finding and fixing mistakes in a program.
• Syntax error: a mistake in the rules of the programming language.
• Misspelling: a wrong letter in a keyword or identifier.
• Runnable program: a program that executes without fatal errors.
• Error message: the text the interpreter prints when it finds a problem.
• Habit: a repeated practice that becomes automatic with effort.
• Careful habit: a deliberate attention to detail that prevents repeats.

Common misconceptions

• "Broken programs are useless." Debugging turns broken programs into working ones.
• "Errors mean the program is broken forever." Errors are signals the developer can use to improve the code.
• "Fixing one bug fixes all bugs." Each bug needs its own targeted fix.

Teacher activities

1. Starter: show a deliberately broken program and display the error message.
2. Explain the common syntax errors and model one fix step by step.
3. Run the corrected program and confirm the output matches expectations.
4. Describe how the interpreter reports the original error.
5. Give learners a broken program and walk pairs through the debugging cycle.
6. Close with the exit question about why debugging matters for programmers.

Student activities

1. Observe the starter broken program and read the error message.
2. Identify the first syntax error and propose the fix.
3. Fix the program and run it to check the output.
4. Explain how the interpreter told you the program was broken.
5. Walk a partner through the debugging cycle step by step.
6. Answer the exit question in one sentence about the value of debugging.

Practical / learning evidence

A fixed BASIC program with both the original broken version and the corrected version, plus the confirmed output. Submit both the broken and corrected versions for marking.

Resources and preparation

Computers with the interpreter, blank source windows and a broken-program template. Keep a backup copy of the broken version somewhere learners cannot overwrite it. Disable Caps Lock before typing.

Assessment for learning

Inspect the broken version for visible errors and the corrected version for matching output. Check the correction is specific and explains each fix. Ask a learner to describe how the error message pointed to the location of the problem.

Inclusion and homework

Prebuild the interpreter and broken program in a read-only folder for learners lacking install capability. Provide a two-line-code-per-day debugging template. Extend confident learners with three broken segments and a blind debugging challenge. Homework: find one hidden syntax error in a sample program and write the correction.

Lesson objectives

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

1. Open a graphics package and name the drawing tools.
2. Draw a simple symmetric shape using line and rectangle tools.
3. Apply a colour fill to a shape.
4. Save the artwork under a clear filename.
5. Describe how bitmap and vector tools differ in this package.

Key vocabulary

• Graphics package: software for creating images with shapes and colours.
• Shape: a drawn element such as a rectangle or polygon.
• Colour fill: applying a solid colour to a selected shape.
• Line tool: a tool that draws straight connecting segments.
• Rectangle tool: a tool that draws rectangular outlines.
• Bitmap tool: raster graphics drawing mode.
• Vector tool: mathematical-shape drawing mode.

Common misconceptions

• "Every graphic package has the same tools." Different packages emphasise different shapes and colour palettes.
• "Bitmap and vector are the same." Bitmap uses pixels; vector uses mathematical shapes.
• ""Colour fill blocks everything underneath."" Colour fills show transparency options on most shapes.

Teacher activities

1. Starter: display two shapes, one filled and one outlined, and ask which reads better on screen.
2. Open the graphics package and introduce the drawing tools one by one.
3. Model drawing a symmetric shape with the rectangle and line tools.
4. Demonstrate applying a colour fill to the selected shape.
5. Save the artwork and reopen the file to confirm the content.
6. Close with the bitmap versus vector comparison and exit question about fill behaviour.

Student activities

1. Choose the better-reading shape from the starter and explain the reason.
2. Open the graphics package and name the drawing tools displayed.
3. Draw a symmetric shape with rectangle and line tools.
4. Apply a colour fill to the selected shape.
5. Save the artwork under a clear filename and reopen it to confirm.
6. Answer the exit question comparing bitmap and vector tools.

Practical / learning evidence

A saved artwork plus a bitmap versus vector comparison statement. Submit the artwork and the comparison statement for marking.

Resources and preparation

Computers with the graphics package, blank workspace and a symmetric template. Check the graphics package starts quickly and disable Caps Lock before drawing. Provide a printed comparison statement template.

Assessment for learning

Inspect the artwork for at least one symmetric shape, one colour fill and a clear filename. Check the comparison statement for a sensible bitmap versus vector explanation. Flag any learner who claims fill hides everything underneath.

Inclusion and homework

Provide a symmetric template predrawn so learners focus on colours and fills. Allow an alternative output such as a labelled drawing on paper. Extend confident learners with three shapes and a colour gradient. Homework: list three shapes available in one graphics package and state the colour option for each.

Lesson objectives

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

1. Combine several shapes into one symmetric composition.
2. Use at least two shapes from different categories in one artwork.
3. Save the composition in two formats and compare size and quality.
4. Add a caption describing the chosen theme.
5. Export a PNG file for reuse.

Key vocabulary

• Composition: a thoughtful arrangement of elements.
• Symmetric composition: artworks mirrored across an axis.
• Category: a group of similar shapes such as circles and polygons.
• Caption: a short written description attached to the artwork.
• PNG: a widely used bitmap image format supporting transparency.
• Size comparison: measuring the byte size of two saved images.
• Quality: how sharply edges appear at a given resolution.

Common misconceptions

• "Every artwork must be symmetric." Asymmetric compositions are equally valid and sometimes stronger visually.
• ""One shape per composition is enough."" Thoughtful arrangements of several elements read better.
• ""Bigger file always means higher quality."" Resolution matters more than absolute file size for small images.

Teacher activities

1. Starter: display two symmetric compositions and ask which uses more interesting arrangement.
2. Model combining circle and polygon shapes into one symmetric composition.
3. Demonstrate selecting shapes from two different categories.
4. Show adding a caption and saving in two formats.
5. Compare the two saved files by size and quality.
6. Close with the export task and exit question about composition value.

Student activities

1. Choose the more interesting arrangement from the starter and explain the reason.
2. Combine at least two shapes from different categories into one composition.
3. Arrange the shapes symmetrically across an axis.
4. Add a caption describing the chosen theme.
5. Save the composition in two formats and compare the byte sizes.
6. Answer the exit question in one sentence about why composition matters.

Practical / learning evidence

A saved artwork in two formats, a caption and a one-paragraph composition evaluation. Submit the artwork, caption and evaluation for marking.

Resources and preparation

Computers with the graphics package, blank workspace and a symmetric template. Check the graphics package starts quickly and that exporting PNG works. Disable Caps Lock before drawing.

Assessment for learning

Inspect the artwork for multiple shapes from at least two categories. Check the caption for a sensible theme statement. Compare the two formats for clear size and quality differences. Record any learner who insists symmetry is mandatory.

Inclusion and homework

Provide a symmetric template prearranged so learners focus on adding shapes and captions. Allow an alternative output such as a labelled asymmetry drawing. Extend confident learners with three categories and a size-versus-quality analysis. Homework: name one advantage and one disadvantage of symmetric compositions compared with asymmetric ones.

Lesson objectives

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

1. Define ICT transformation and give one example from commerce or health.
2. List three ways ICT transforms the same task differently.
3. Compare old and new ICT solutions on ease and speed.
4. State one ICT transformation that changed a learner's daily life.
5. Judge whether a given statement describes transformation or simply automation.

Key vocabulary

• ICT transformation: how ICT changes how a task is done.
• Automation: making a process happen without continuous human effort.
• Old solution: the conventional way a task was performed before ICT.
• New solution: the ICT-based way a task is currently performed.
• Ease: how simple and accessible a process feels.
• Speed: how quickly a process completes relative to before ICT.
• Human effort: the labour spent doing a task.

Common misconceptions

• "ICT just speeds up old methods." ICT changes methods entirely, not only making them faster.
• "Transformation is only about automation." Transformation includes redesign, not only replacement steps.
• "Every ICT tool does the same thing." Different tools transform different aspects of a task.

Teacher activities

1. Starter: display an old mailroom process and ask how it differs from an online order.
2. Define ICT transformation and model one commerce example.
3. List three ways ICT transforms the same task differently.
4. Compare old and new ICT solutions on ease and speed with a two-column chart.
5. Give learners one transformation statement to classify as transformation or automation.
6. Close with the exit question and a recall quiz.

Student activities

1. Answer the starter and describe the old mailroom process.
2. Define ICT transformation and give one commerce example in their own words.
3. List three ways ICT transforms the same task differently.
4. Fill the old versus new comparison chart for ease and speed.
5. Classify one transformation statement and justify the choice.
6. Complete the recall quiz and mark their own answers.

Practical / learning evidence

A one-page ICT transformation chart with three examples and a two-column comparison of old versus new solutions. Submit the chart for marking.

Resources and preparation

Printed chart template and sample transformation scenarios. Offline route: paper chart, no device needed. Provide example scenarios in advance so discussions stay concrete.

Assessment for learning

Inspect the chart for three distinct transformations and a sensible old versus new comparison. Mark the statement classification for a defensible choice. Flag any learner who narrows transformation to speed only.

Inclusion and homework

Provide the chart prefilled for learners who need scaffolding and allow oral completion. Extend confident learners with four examples and a transformation versus automation contrast. Homework: name one transformation in your family's daily life and write one sentence on how it changed things.

Lesson objectives

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

1. Define transmission as the passing of bits between devices.
2. Name four transmission media and state the role of each.
3. Compare wired and wireless transmission on speed and reliability.
4. Trace data from sender to receiver through the simplest channel.
5. State two ways to reduce transmission errors.

Key vocabulary

• Transmission: passing data bits from one device to another.
• Media: the physical or wireless path over which data travels.
• Copper wire: metal cable carrying electrical signals.
• Fiber optic: glass cable carrying light signals.
• Radio wave: electromagnetic signal used for wireless links.
• Wireless: communication without physical cables.
• Error reduction: techniques that lower the chance of corrupted data.
• Checksum: a small sum used to detect transmitted corruption.

Common misconceptions

• "Transmission is only copper wires." Fiber optics and radio waves are equally important transmission media.
• "Wireless is always slower than wired." Modern wireless often matches or exceeds wired reliability.
• "Transmission means copying data physically." Transmission means sending bits through a medium.

Teacher activities

1. Starter: ask where the bits from your phone travelled to reach the school server.
2. Define transmission and list four transmission media one by one.
3. Compare wired and wireless on speed, reliability and cost.
4. Trace data through the simplest channel on paper.
5. Demonstrate reducing errors with a checksum and acknowledgement.
6. Close with the exit question comparing copper and fiber.

Student activities

1. Answer the starter and trace one bit journey mentally.
2. Name four transmission media and state the role of each in one sentence.
3. Compare wired and wireless on speed, reliability and cost.
4. Trace data from sender to receiver through the simplest channel on paper.
5. Name two error-reduction techniques and explain each.
6. Answer the exit question in one sentence about copper versus fiber.

Practical / learning evidence

A four-media comparison chart, a one-page transmission trace and a two-technique error-reduction sheet. Submit all three for marking.

Resources and preparation

Printed comparison chart, blank transmission trace template and sample error scenarios. Offline route: paper versions, no device needed. Provide a simple diagram of a transmission channel for tracing.

Assessment for learning

Inspect the chart for four distinct media with roles. Mark the transmission trace for correct sender-to-receiver steps. Check the error-reduction sheet for two sensible techniques. Flag any learner who says transmission copies data physically.

Inclusion and homework

Provide the comparison chart prefilled for learners who need scaffolding and allow oral completion. Extend confident learners with five media and a wired versus wireless ranking. Homework: trace one message you sent today through two transmission media and write one step for each.

Lesson objectives

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

1. Describe why consistent folder names reduce search time.
2. Build a three-level folder structure for subjects, terms and weeks.
3. Rename files with descriptive names matching the folder structure.
4. Copy a file to a backup location and confirm the copy exists.
5. Delete a file safely using the Recycle Bin.

Key vocabulary

• Consistent naming: using the same naming pattern across all files.
• Folder structure: the organised map of folders holding related files.
• Descriptive name: a file name that explains its content and purpose.
• Copy: an exact duplicate held separately from the original.
• Backup: a redundant copy stored in a different location.
• Recycle Bin: the temporary storage for files before permanent deletion.
• Delete: removing a file from active storage.
• Search time: the duration needed to locate a file.

Common misconceptions

• "Folders and files do not need naming." Descriptive names save hours of searching and prevent duplication.
• "Copying always duplicates memory." Copying shares the original file path until changes propagate.
• "Deleting from the Recycle Bin destroys the file permanently." The Recycle Bin keeps deleted files recoverable for a period.

Teacher activities

1. Starter: show two folders with identical files named Document1 and File3 and ask why one wastes time.
2. Explain consistent naming and build a three-level folder structure on the drive.
3. Demonstrate renaming files to descriptive names and placing them in the right folders.
4. Show copying a file to a backup folder and confirming the copy opens.
5. Demonstrate deleting from the Recycle Bin and restoring it.
6. Close with the exit question about why search time drops with good naming.

Student activities

1. Identify the wasted-search problem in the starter and suggest a naming fix.
2. Build a three-level folder structure with subject, term and week folders.
3. Rename the sample files to descriptive names matching the folder structure.
4. Copy one file to a backup folder and confirm the copy opens.
5. Delete one file from the Recycle Bin and confirm the deletion.
6. Answer the exit question in one sentence about why consistent naming helps.

Practical / learning evidence

A filled three-level folder structure, renamed files and a backup-copy confirmation record. Submit the folder structure, renamed files and confirmation for marking.

Resources and preparation

Computers with file manager access, blank drive roots and sample files to create, rename, copy and delete. Disable Caps Lock before drills. Confirm every learner can write to their assigned drive.

Assessment for learning

Inspect the folder structure for three correct levels and consistent naming. Check the backup copy for correct origin and destination. Verify the deletion went to the Recycle Bin and was recoverable. Flag any learner who confuses copy with edit.

Inclusion and homework

Prebuild the folder structure for learners who need scaffolding. Allow extra time on the backup and delete operations. Extend confident learners with subfolders under week folders for individual work. Homework: rename a folder of unsaved files to reflect their content, subject and term.

Lesson objectives

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

1. Recall the full term's key terms without notes in ten minutes.
2. Test objective knowledge with a short recall quiz.
3. Practise spreadsheet, presentation and file-management skills under timed conditions.
4. Prepare three practical stations ready for the examination week.
5. Organise their materials for examinations.

Key vocabulary

• Full summary: a one-page recap of the entire term's vocabulary.
• Recall quiz: a short test of definitions and concepts from memory.
• Timed conditions: a restricted time allowance for practice.
• Practical station: a setup point for examination practical tasks.
• Materials organisation: keeping tools ready before an examination.

Common misconceptions

• "Revision is just reading notes again." Revision means testing and practising, not passive reading.
• "Tomorrow is the exam so today is fine." A full day before leaves almost no preparation time.
• "Better to be relaxed than busy preparing." Preparation reduces anxiety and improves performance.

Teacher activities

1. Starter: ten rapid-fire recall questions from the full term, no notes allowed.
2. Run a timed objective quiz and mark it as a class, explaining distractors.
3. Demonstrate the three practical stations and remind learners of the materials checklist.
4. Walk through a morning materials organisation checklist.
5. Confirm that every learner can reach the exam room and has stationery.
6. Close with a brief announcement of the Third Term starting Monday.

Student activities

1. Answer the ten recall questions and note any slips.
2. Mark their own quiz answers and record scores for review.
3. Prepare the three practical stations and run through the materials checklist.
4. Practice spreadsheet, presentation and file-management tasks for ten minutes each.
5. Pack stationery, identification and any permitted materials for examination day.
6. Write one sentence on what revision helped you feel ready for Monday.

Practical / learning evidence

A scored objective quiz, a completed revision grid covering all terms and an materials-organisation checklist signed by the learner. All three handed to the teacher for marking.

Resources and preparation

Quiz sheet, revision grid and materials checklist. Confirm the examination room, three machines and one invigilator per station are booked before the week.

Assessment for learning

Use the quiz scores to plan the Third-Term reteach if class averages are below target. Check the revision grid for completeness. Verify the materials checklist is signed and ready for examination day.

Inclusion and access

Provide the quiz in large print and allow extra time where approved. Pair learners for the practical rehearsal so a confident partner can model the steps. Homework: pack everything needed for the examination week and store it safely.

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 (programming / graphics / file management)	20
Total	70

Section A samples recall and terminology across the term. Section B samples explanation, comparison and classification. Section C samples practical programming, graphics and file-management skills.

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: programming, graphics creation and file management, with one invigilator per station where possible.
4. Prepare offline equivalents for learners without device access: printed sketchbook, paper programming tracing 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 hand over to Third Term.

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 Third Term.

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 Writer, a BASIC interpreter, a graphics package and a stopwatch, printed sketchbooks 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, 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 Third Term: computer ethics and netiquette, introduction to web browsers, searching online, introduction to email, sending and receiving emails, careers in computing, computer and society, practical project: digital communication, revision and project work. Note any topic where the class average fell below the school's threshold and schedule it as a Third-Term retrieval starter.