Sparklabs Learning / Digital Technology
JSS 3 First Term
12-week term pack
- School
- Creative Brains Academy
- Subject
- Digital Technology
- Pack
- Teacher plans
- Prepared
- 7 November 2026
Week index
- 01Senior Review and Computational Problem Solving
- 02Advanced Programming
- 03Functions, Arrays and Data Structures
- 04Object-Oriented Programming
- 05Database Systems
- 06Computer Networks and Internet Technologies
- 07Web Development and Web Design
- 08Software Development Life Cycle
- 09Electronic Commerce
- 10Cyber Security and Emerging Digital Technologies
- 11Revision
- 12Examination
Week 1 / First Term
Senior Review and Computational Problem Solving
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 network and state why networks are used. ii. Describe PAN, LAN, MAN and WAN by the area each covers. iii. Explain how IP addresses and DNS help devices communicate. iv. Apply rules of online safety and digital citizenship. |
| Affective | i. Appreciate the value of Review of Networks, the Internet and Digital Safety in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. List three ways two phones can share a file without using the internet. ii. Draw a table of the four network types and give one example of each. iii. State two advantages and two disadvantages of using a network. iv. Write a personal online-safety plan with three rules you will follow. |
Rationale: A computer network is two or more computers or devices connected together so they can share resources such as files, printers, internet access and messages. Understanding starter Scenario, what is a Computer Network, types of Networks, the Internet and How it Works helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: Learners have just entered JSS 3 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 of Networks, the Internet and Digital Safety, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 of Networks, the Internet and Digital Safety on the board. | Share what they already know about Review of Networks, the Internet and Digital Safety and listen to the introduction. | Building on everyday experience and introducing Review of Networks, the Internet and Digital Safety. |
| Step 1 6 MINUTES | Covers Starter Scenario: Three friends in the same classroom each have a document on their own phone. They want to share these documents with one another so that all three have all three documents. Covers What is a Computer Network: A computer network is two or more computers or devices connected together so they can share resources such as files, printers, internet access and messages. Devices on a network are sometimes called nodes. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; What is a Computer Network. |
| Step 2 6 MINUTES | Covers Types of Networks: Networks are classified by the area they cover. A Personal Area Network, or PAN, is the smallest type, covering the space around one person. Covers The Internet and How it Works: The internet is a world-wide system of interconnected computer networks. It allows any device connected to it, whether computer, phone, tablet or smart TV, to send and receive information with any other connected device anywhere on Earth. | Copy the key points, give examples from school and everyday life, and ask questions on "Types of Networks" and related points. | Understanding: Types of Networks; The Internet and How it Works. |
| Step 3 6 MINUTES | Covers Digital Citizenship and Online Safety: Digital citizenship means using technology responsibly, respectfully and safely. A good digital citizen respects other people online and uses polite language. Covers Personal Online-Safety Plan: Every learner should draft a short personal plan with three parts. The first part is one rule you will follow for your password, such as never sharing it and changing it regularly. | Discuss in pairs, then report one point on "Digital Citizenship and Online Safety" and related points to the class. | Understanding: Digital Citizenship and Online Safety; Personal Online-Safety Plan. |
| Step 4 6 MINUTES | Covers Systems Diagnostic Activity: A school computer laboratory has 30 computers, one server and two printers. The lab wants all computers to share the printers, share files and access the internet, while keeping the students' accounts safe. The type of network best for this laboratory is a LAN. | Respond to questions, complete the examples on the board and note down "Systems Diagnostic Activity". | Understanding: Systems Diagnostic Activity. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List three ways two phones can share a file without using the internet. (ii) Draw a table of the four network types and give one example of each. (iii) State two advantages and two disadvantages of using a network. 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 state why networks are used. ii. Describe PAN, LAN, MAN and WAN by the area each covers. iii. Explain how IP addresses and DNS help devices communicate. iv. Apply rules of online safety and digital citizenship. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, what is a Computer Network, types of Networks, the Internet and How it Works, digital Citizenship and Online Safety. Links them to the assignment and previews Week 2: Internet and Web Technologies. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Three classmates each hold a document on a phone and want every one of them to have all three documents. Define a computer network, state the devices on a network are called, give the reasons networks are set up, and explain how a school network meets the classmates' need. ii. A school in Abuja has 25 computers in one room and wants all of them to share a single printer. Should the school set up a PAN or a LAN? Explain your choice by comparing what each type covers.
Week 2 / First Term
Advanced Programming
Monday 14 September 2026 to Friday 18 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON PUPILS SHOULD BE ABLE TO:
| Cognitive | i. Explain what the internet is and the part an ISP plays. ii. Describe IP addresses, URLs and the World Wide Web. iii. Compare common web browsers and explain how a search engine works. iv. Judge the trustworthiness of online information and search safely. |
| Affective | i. Appreciate the value of Internet and Web Technologies in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write the parts of the URL www.school.edu.ng/subjects/ict and explain each part. ii. Name four web browsers and state one feature of each. iii. Describe the three steps a search engine follows: crawling, indexing and ranking. iv. Rewrite a vague search into a precise one using better keywords. |
Rationale: The internet is a world-wide system of interconnected computer networks that allows billions of devices to exchange information. Understanding starter Scenario, the Internet and ISPs, iP Addresses, uRLs and the World Wide Web helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 1, learners studied Review of Networks, the Internet and Digital Safety, including what is a Computer Network, types of Networks, the Internet and How it Works. 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 and Web Technologies, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 of Networks, the Internet and Digital Safety) with two quick oral questions, and asks what they already know about Internet and Web Technologies. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Internet and Web Technologies. | Connecting prior knowledge to Internet and Web Technologies. |
| Step 1 6 MINUTES | Covers Starter Scenario: Chidi in Abuja sends a short birthday message to his cousin Amara in Lagos at exactly 9 o'clock in the morning. The message arrives on Amara's phone within one second, even though Lagos is over 600 kilometres away. Covers The Internet and ISPs: The internet is a world-wide system of interconnected computer networks that allows billions of devices to exchange information. It is not owned by one person or one company. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; The Internet and ISPs. |
| Step 2 6 MINUTES | Covers IP Addresses: Every device that connects to the internet is assigned a unique number called an IP address. IP stands for Internet Protocol. Covers URLs and the World Wide Web: A URL, which stands for Uniform Resource Locator, is the address of a specific page or file on the internet. Every web page, image, video and document online has its own unique URL. | Copy the key points, give examples from school and everyday life, and ask questions on "IP Addresses" and related points. | Understanding: IP Addresses; URLs and the World Wide Web. |
| Step 3 6 MINUTES | Covers Web Browsers: A web browser is software that lets you access, retrieve and display content from the World Wide Web. When you click a link or type a URL, the browser handles the entire process of connecting to the server and displaying the page. | Discuss in pairs, then report one point on "Web Browsers" to the class. | Understanding: Web Browsers. |
| Step 4 6 MINUTES | Covers Search Engines and Safe Searching: A search engine is a tool that finds and lists web pages related to a search query. Popular search engines include Google, Bing and Yahoo. When a learner types a query, the search engine does three things in rapid succession. | Respond to questions, complete the examples on the board and note down "Search Engines and Safe Searching". | Understanding: Search Engines and Safe Searching. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write the parts of the URL www.school.edu.ng/subjects/ict and explain each part. (ii) Name four web browsers and state one feature of each. (iii) Describe the three steps a search engine follows: crawling, indexing and ranking. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Explain what the internet is and the part an ISP plays. ii. Describe IP addresses, URLs and the World Wide Web. iii. Compare common web browsers and explain how a search engine works. iv. Judge the trustworthiness of online information and search safely. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, the Internet and ISPs, iP Addresses, uRLs and the World Wide Web, web Browsers. Links them to the assignment and previews Week 3: Computer Networks. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A learner says the internet and the World Wide Web are the same thing, and another says Wi-Fi is the internet. Define each of the three terms, explain the difference between the internet and the web, and correct the two statements. ii. (a) Differentiate between a Web Browser and a Search Engine, giving two (2) examples of each. (b) Explain what a URL is and state its main function when browsing the internet. (c) Outline three (3) tips for conducting effective and safe searches on the internet.
Week 3 / First Term
Functions, Arrays and Data Structures
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. Describe LAN, MAN, WAN and PAN in detail. ii. Identify network devices and state the function of each. iii. Explain how data travels across a network in packets. iv. State the benefits of networking in a school. |
| 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 a simple school LAN showing computers, a switch and a router. ii. Make a table comparing LAN, MAN and WAN by area, speed and cost. iii. List the steps by which data travels from one computer to another. iv. List four benefits of networking a school computer laboratory. |
Rationale: A computer network is a collection of two or more devices, such as computers, printers, servers and phones, connected together by cables or wireless signals so they can share resources and communicate. Understanding starter Scenario, types of Networks in Detail, network Devices, how Data Travels Across a Network helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 2, learners studied Internet and Web Technologies, including the Internet and ISPs, iP Addresses, uRLs and the World Wide Web. 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 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Internet and Web Technologies) 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 Starter Scenario: The principal also wants the school's Kuje campus and the Wuse campus in Abuja to share student records. These are two different networking challenges. Covers Types of Networks in Detail: A computer network is a collection of two or more devices, such as computers, printers, servers and phones, connected together by cables or wireless signals so they can share resources and communicate. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; Types of Networks in Detail. |
| Step 2 6 MINUTES | Covers Network Devices: A Network Interface Card, or NIC, is a hardware component that allows a device to connect to a network. Every computer has a NIC, either built into the motherboard or inserted as an expansion card. Covers How Data Travels Across a Network: When data is sent across a network, it follows a series of steps. First, the sending device creates the data, such as a message, file or request. | Copy the key points, give examples from school and everyday life, and ask questions on "Network Devices" and related points. | Understanding: Network Devices; How Data Travels Across a Network. |
| Step 3 6 MINUTES | Covers Benefits of Networking: Resource sharing allows one printer, scanner or internet connection to serve many users, reducing cost. Centralised data storage on a server makes files accessible to all authorised users from any device on the network. Covers Network Hardware Architectures and Network Terms: The way a network is organised is called its architecture. The two main architectures are client-server and peer-to-peer. | Discuss in pairs, then report one point on "Benefits of Networking" and related points to the class. | Understanding: Benefits of Networking; Network Hardware Architectures and Network Terms. |
| Step 4 6 MINUTES | Covers Network Interconnection Devices in Detail: Devices that join different parts of a network together are called interconnection devices. A hub is the simplest. Covers Core Internet Protocols and Addressing: Networks send data using agreed sets of rules called protocols. The most important family is TCP/IP. | Respond to questions, complete the examples on the board and note down "Network Interconnection Devices in Detail" and related points. | Understanding: Network Interconnection Devices in Detail; Core Internet Protocols and Addressing. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a simple school LAN showing computers, a switch and a router. (ii) Make a table comparing LAN, MAN and WAN by area, speed and cost. (iii) List the steps by which data travels from one computer to another. 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 LAN, MAN, WAN and PAN in detail. ii. Identify network devices and state the function of each. iii. Explain how data travels across a network in packets. iv. State the benefits of networking in a school. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, types of Networks in Detail, network Devices, how Data Travels Across a Network, benefits of Networking. Links them to the assignment and previews Week 4: Network Devices and Protocols. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. What type of network should the school set up, and what two devices does it need to connect the computers to each other and to the internet? ii. A small printing press has offices in Ikeja and in Victoria Island, both in Lagos. The two offices need to share files daily. What type of network connects them, and how does it differ from a LAN?
Week 4 / First Term
Object-Oriented Programming
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. Describe the network interface card and the MAC address. ii. Compare a hub, a switch and a router. iii. State the role of the main internet protocols. iv. Trace how a typed web address becomes a displayed page. |
| Affective | i. Appreciate the value of Network Devices and Protocols in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write one sentence on what each of the NIC, hub, switch, router and modem does. ii. Draw a table comparing HTTP and HTTPS. iii. List the steps a browser takes to load a named website. iv. Explain, using an example, why a switch is better than a hub. |
Rationale: A Network Interface Card, or NIC, is a hardware component, either built into the motherboard or inserted as an expansion card, that allows a device to connect to a network. Understanding starter Scenario, network Devices in Depth, network Protocols, tCP/IP helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied Computer Networks, including types of Networks in Detail, network Devices, how Data Travels Across a Network. 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 Devices and Protocols, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Computer Networks) with two quick oral questions, and asks what they already know about Network Devices and Protocols. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Network Devices and Protocols. | Connecting prior knowledge to Network Devices and Protocols. |
| Step 1 6 MINUTES | Covers Starter Scenario: The ICT teacher brings a small circuit board to class and says, 'Without this tiny card inside every computer, no computer could join a network, no matter how many cables or routers you have.' The card is a Network Interface Card, or NIC. Covers Network Devices in Depth: A Network Interface Card, or NIC, is a hardware component, either built into the motherboard or inserted as an expansion card, that allows a device to connect to a network. Covers Network Protocols: Two students in the same classroom speak different languages. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; Network Devices in Depth; Network Protocols. |
| Step 2 6 MINUTES | Covers TCP/IP: TCP/IP stands for Transmission Control Protocol and Internet Protocol. It is the set of core protocols that makes the internet work. Covers HTTP and HTTPS: HTTP, which stands for HyperText Transfer Protocol, is the protocol used by web browsers to request and receive web pages from web servers. When you type a URL and press Enter, your browser sends an HTTP request to the server, which responds with the web page. | Copy the key points, give examples from school and everyday life, and ask questions on "TCP/IP" and related points. | Understanding: TCP/IP; HTTP and HTTPS. |
| Step 3 6 MINUTES | Covers DNS and Putting It All Together: DNS stands for Domain Name System. When you type a domain name into your browser, your browser first checks its own cache to see if it already knows the IP address for that domain. Covers The Digital Economy: Old Ways versus New Ways: Before the internet, buying and selling happened mostly in physical markets, shops and offices with cash payments, printed receipts and paper records. The digital economy changed this by letting people buy, sell and transact through computers and phones connected to networks. | Discuss in pairs, then report one point on "DNS and Putting It All Together" and related points to the class. | Understanding: DNS and Putting It All Together; The Digital Economy: Old Ways versus New Ways. |
| Step 4 6 MINUTES | Covers Digital Literacy and Responsible Digital Citizenship: Digital literacy is the ability to find, evaluate, create and communicate information using digital tools. It includes searching the web effectively, judging whether a source is trustworthy and protecting personal information. Covers Intellectual Property, Copyright and Respecting Creative Work Online: Intellectual property is a creation of the mind with value, such as a song, a film, a book, a photograph or a software program. Copyright is the legal protection that gives the creator control over how their work is copied and shared. | Respond to questions, complete the examples on the board and note down "Digital Literacy and Responsible Digital Citizenship" and related points. | Understanding: Digital Literacy and Responsible Digital Citizenship; Intellectual Property, Copyright and Respecting Creative Work Online. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write one sentence on what each of the NIC, hub, switch, router and modem does. (ii) Draw a table comparing HTTP and HTTPS. (iii) List the steps a browser takes to load a named website. 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 network interface card and the MAC address. ii. Compare a hub, a switch and a router. iii. State the role of the main internet protocols. iv. Trace how a typed web address becomes a displayed page. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, network Devices in Depth, network Protocols, tCP/IP, hTTP and HTTPS. Links them to the assignment and previews Week 5: Number Systems. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Two computers built by different companies and running different software must exchange data, and a user types www.schoolname.ng into a browser. Define a protocol, explain what TCP and IP each do, name the other protocols in the notes with their jobs, and explain what DNS and the MAC address do. ii. A school buys a new desktop computer. The ICT teacher says it cannot join the network without a NIC. What is a NIC, where is it located inside the computer, and what does it do?
Week 5 / First Term
Database Systems
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. Explain place value in the decimal and binary systems. ii. Convert numbers between decimal, binary and hexadecimal. iii. Describe the octal system and what it is used for. iv. Explain why computers use the binary system. |
| Affective | i. Appreciate the value of Number Systems in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write the place values of the binary number 1101 and convert it to decimal. ii. Convert the decimal number 13 to binary by repeated division. iii. Convert the binary number 10110101 to hexadecimal. iv. Write the hexadecimal digits and their decimal values from 0 to F. |
Rationale: A number system is a way of representing numbers using a specific base and a set of digits. Understanding starter Scenario, what is a Number System, the Binary System, converting Decimal to Binary helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 4, learners studied Network Devices and Protocols, including network Devices in Depth, network Protocols, tCP/IP. 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 Number Systems, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Network Devices and Protocols) with two quick oral questions, and asks what they already know about Number Systems. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Number Systems. | Connecting prior knowledge to Number Systems. |
| Step 1 6 MINUTES | Covers Starter Scenario: Amina's younger brother asks her, how does a computer count, it does not have fingers like we do. Amina thinks about her ten fingers and the decimal system she uses for counting, then wonders how a machine with only electrical signals can represent numbers at all. Covers What is a Number System: A number system is a way of representing numbers using a specific base and a set of digits. The base of a number system tells you how many distinct digits it uses and how the value of each position increases. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; What is a Number System. |
| Step 2 6 MINUTES | Covers The Binary System: The binary system is base 2, using only two digits, 0 and 1. Each position in a binary number represents a power of 2. Covers Converting Decimal to Binary: To convert a decimal number to binary, repeatedly divide by 2 and record the remainders. The remainders, read from bottom to top, give the binary number. | Copy the key points, give examples from school and everyday life, and ask questions on "The Binary System" and related points. | Understanding: The Binary System; Converting Decimal to Binary. |
| Step 3 6 MINUTES | Covers The Octal System: The octal system is base 8, using digits from 0 to 7. Each position represents a power of 8. Covers The Hexadecimal System: The hexadecimal system, often called hex, is base 16, using the digits 0 to 9 and the letters A, B, C, D, E and F. The letters stand for the decimal values 10, 11, 12, 13, 14 and 15. | Discuss in pairs, then report one point on "The Octal System" and related points to the class. | Understanding: The Octal System; The Hexadecimal System. |
| Step 4 6 MINUTES | Covers Converting Between Systems: There are three main conversion directions learners should master. To convert binary to decimal, multiply each binary digit by its place value and add the results. | Respond to questions, complete the examples on the board and note down "Converting Between Systems". | Understanding: Converting Between Systems. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write the place values of the binary number 1101 and convert it to decimal. (ii) Convert the decimal number 13 to binary by repeated division. (iii) Convert the binary number 10110101 to hexadecimal. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Explain place value in the decimal and binary systems. ii. Convert numbers between decimal, binary and hexadecimal. iii. Describe the octal system and what it is used for. iv. Explain why computers use the binary system. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, what is a Number System, the Binary System, converting Decimal to Binary, the Octal System. Links them to the assignment and previews Week 6: Binary Numbers and Data Representation. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A computer stores the number 1011 in binary. A pupil says this is the same as one thousand and eleven in decimal. Convert 1011 from binary to decimal to show the pupil the correct answer. ii. A school wants to label 16 network cables from 0 to 15 using hexadecimal numbers. Write out the 16 labels and explain why hexadecimal is shorter than using binary for the same labels.
Week 6 / First Term
Computer Networks and Internet Technologies
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. Distinguish between a bit, a byte and a word. ii. Convert between binary and decimal using place value. iii. Explain how text, images and sound are stored in binary. iv. Use the units of data such as the kilobyte and the megabyte. |
| Affective | i. Appreciate the value of Binary Numbers and Data Representation in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Convert the binary number 10101 to decimal. ii. Write the codes 65 and 66 in binary to represent A and B. iii. Estimate the size of a photograph in megabytes from its pixels. iv. Decode the binary message 100, 1, 11, 4 using A equals 1. |
Rationale: A bit is the smallest piece of data a computer can handle. Understanding starter Scenario, bits and Bytes, reading Binary Place Values, converting Between Binary and Decimal helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 5, learners studied Number Systems, including what is a Number System, the Binary System, converting Decimal to Binary. 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 Binary Numbers and Data Representation, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Number Systems) with two quick oral questions, and asks what they already know about Binary Numbers and Data Representation. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Binary Numbers and Data Representation. | Connecting prior knowledge to Binary Numbers and Data Representation. |
| Step 1 6 MINUTES | Covers Starter Scenario: A market trader uses a simple tally sheet with only two marks, a plain tick and a crossed tick, to count her sold crates each day. Covers Bits and Bytes: A bit is the smallest piece of data a computer can handle. Covers Reading Binary Place Values: To understand a binary number, write its place values above the digits from the right. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; Bits and Bytes; Reading Binary Place Values. |
| Step 2 6 MINUTES | Covers Converting Between Binary and Decimal: To convert binary to decimal, write the binary digits, then label the place values 1, 2, 4, 8 and 16 from right to left. Covers How Text is Stored: Each letter, digit and symbol on a keyboard is given a code number. Covers How Images are Stored: An image on a screen is made of tiny dots called pixels, arranged in rows and columns. | Copy the key points, give examples from school and everyday life, and ask questions on "Converting Between Binary and Decimal" and related points. | Understanding: Converting Between Binary and Decimal; How Text is Stored; How Images are Stored. |
| Step 3 6 MINUTES | Covers How Sound is Stored: Sound is a moving wave in the air. Covers Reading a Simple Binary Message: Using a small code where A equals 1, B equals 2, and so on, each letter can be written in binary and read back by a decoder. Covers Binary Data Representation: Computers store all information using only two digits, 0 and 1. | Discuss in pairs, then report one point on "How Sound is Stored" and related points to the class. | Understanding: How Sound is Stored; Reading a Simple Binary Message; Binary Data Representation. |
| Step 4 6 MINUTES | Covers Storage Metrics and Simple Conversions: Data in a computer is measured using a standard set of units that grow from the very smallest to very large. A bit is the smallest unit, representing a single 0 or 1. Covers Character Encoding, ASCII and Unicode: For a computer to store and display text, every character must first be converted into a number, and that number is then stored in binary. Character encoding is the system that assigns a unique number to each letter, digit, punctuation mark and special symbol. | Respond to questions, complete the examples on the board and note down "Storage Metrics and Simple Conversions" and related points. | Understanding: Storage Metrics and Simple Conversions; Character Encoding, ASCII and Unicode. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Convert the binary number 10101 to decimal. (ii) Write the codes 65 and 66 in binary to represent A and B. (iii) Estimate the size of a photograph in megabytes from its pixels. 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 a bit, a byte and a word. ii. Convert between binary and decimal using place value. iii. Explain how text, images and sound are stored in binary. iv. Use the units of data such as the kilobyte and the megabyte. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, bits and Bytes, reading Binary Place Values, converting Between Binary and Decimal, how Text is Stored. Links them to the assignment and previews Week 7: Logic Gates. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A pupil says one byte is the same as one bit. Correct this by explaining the difference between a bit and a byte and giving one example of how many of each is needed to store the letter A. ii. A school asks how much memory is needed to store 200 characters if each character uses 8 bits. Show your working.
Week 7 / First Term
Web Development and Web Design
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. Explain what a logic gate is and how it uses bits. ii. State the rule of the AND, OR and NOT gates. iii. Draw truth tables for the basic gates. iv. Describe how gates are combined in a computer. |
| Affective | i. Appreciate the value of Logic Gates in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw the truth table for the AND gate. ii. Draw the truth table for the OR gate. iii. Draw the truth table for the NOT gate. iv. Trace the output of an AND gate fed into a NOT gate for every pair of inputs. |
Rationale: A logic gate is a small electronic circuit that takes one or more inputs, each being 0 or 1, and gives a single output, also 0 or 1. Understanding starter Scenario, what is a Logic Gate, the AND Gate, the OR Gate helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 6, learners studied Binary Numbers and Data Representation, including bits and Bytes, reading Binary Place Values, converting Between Binary and Decimal. 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 Logic Gates, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Binary Numbers and Data Representation) with two quick oral questions, and asks what they already know about Logic Gates. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Logic Gates. | Connecting prior knowledge to Logic Gates. |
| Step 1 6 MINUTES | Covers Starter Scenario: A school laboratory will only let a computer start when two conditions are both true, the door key card is inserted and the power switch is on. Covers What is a Logic Gate: A logic gate is a small electronic circuit that takes one or more inputs, each being 0 or 1, and gives a single output, also 0 or 1. Covers The AND Gate: An AND gate has two inputs and one output. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; What is a Logic Gate; The AND Gate. |
| Step 2 6 MINUTES | Covers The OR Gate: An OR gate has two inputs and one output. Its rule is that the output is 1 when at least one of the inputs is 1. Covers The NOT Gate: A NOT gate has only one input and one output. Its rule is to flip the value, so a 0 becomes 1 and a 1 becomes 0. | Copy the key points, give examples from school and everyday life, and ask questions on "The OR Gate" and related points. | Understanding: The OR Gate; The NOT Gate. |
| Step 3 6 MINUTES | Covers How Gates Combine Inside a Computer: When the output of one gate feeds into the input of the next, the gates work in a chain. You can trace a signal through the chain, deciding the value at each step using the truth tables. Covers Logic Gate Principles: Logic gates are the fundamental building blocks of every digital circuit inside a computer. A logic gate is a small electronic circuit that takes one or more binary inputs, each either 0 or 1, and produces a single binary output according to a fixed rule. | Discuss in pairs, then report one point on "How Gates Combine Inside a Computer" and related points to the class. | Understanding: How Gates Combine Inside a Computer; Logic Gate Principles. |
| Step 4 6 MINUTES | Covers Truth Tables for AND, OR and NOT: A truth table is a simple chart that shows every possible combination of inputs for a logic gate and the resulting output. Truth tables list all outcomes without leaving anything out, making them the most reliable way to understand how a gate behaves. Covers Combined Gate Circuits: NAND, NOR and XOR: When basic gates are connected together, they form new gates with different behaviour. A NAND gate is an AND gate followed by a NOT gate. | Respond to questions, complete the examples on the board and note down "Truth Tables for AND, OR and NOT" and related points. | Understanding: Truth Tables for AND, OR and NOT; Combined Gate Circuits: NAND, NOR and XOR. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw the truth table for the AND gate. (ii) Draw the truth table for the OR gate. (iii) Draw the truth table for the NOT gate. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Explain what a logic gate is and how it uses bits. ii. State the rule of the AND, OR and NOT gates. iii. Draw truth tables for the basic gates. iv. Describe how gates are combined in a computer. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, what is a Logic Gate, the AND Gate, the OR Gate, the NOT Gate. Links them to the assignment and previews Week 8: Algorithms and Flowcharts. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school door has a lock that opens only when two conditions are both true, the teacher inserts the key and the teacher enters the correct PIN. Name the logic gate that represents this rule and write its truth table. ii. A traffic light system turns on the pedestrian signal if button A is pressed OR button B is pressed. Name the gate, write its truth table, and explain why only one button needs to be pressed.
Week 8 / First Term
Software Development Life Cycle
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 an algorithm and state its characteristics. ii. Describe the standard flowchart symbols. iii. Draw flowcharts for sequence and for a decision. iv. Turn an everyday task into ordered steps and a diagram. |
| Affective | i. Appreciate the value of Algorithms and Flowcharts in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write the steps for making a fruit drink as an ordered algorithm. ii. Draw a flowchart with a decision for whether to carry an umbrella. iii. Match each flowchart symbol with its meaning. iv. Write the algorithm for buying airtime in four clear steps. |
Rationale: An algorithm is a step by step set of instructions for solving a problem or completing a task. Understanding starter Scenario, what is an Algorithm, characteristics of a Good Algorithm, what is a Flowchart helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 7, learners studied Logic Gates, including what is a Logic Gate, the AND Gate, the OR Gate. 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 Algorithms and Flowcharts, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Logic Gates) with two quick oral questions, and asks what they already know about Algorithms and Flowcharts. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Algorithms and Flowcharts. | Connecting prior knowledge to Algorithms and Flowcharts. |
| Step 1 6 MINUTES | Covers Starter Scenario: A pupil wants to make a cup of hot tea. Covers What is an Algorithm: An algorithm is a step by step set of instructions for solving a problem or completing a task. Covers Characteristics of a Good Algorithm: A good algorithm should be clear, so every step is easy to understand. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; What is an Algorithm; Characteristics of a Good Algorithm. |
| Step 2 6 MINUTES | Covers What is a Flowchart: A flowchart is a diagram that shows the steps of an algorithm using standard symbols joined by arrows. Covers Drawing Simple Flowcharts: A sequence flowchart shows steps that always happen one after another with no choices. Covers Algorithmic Thinking: Algorithmic thinking is the habit of breaking a problem into small, clear steps and putting those steps in the right order. | Copy the key points, give examples from school and everyday life, and ask questions on "What is a Flowchart" and related points. | Understanding: What is a Flowchart; Drawing Simple Flowcharts; Algorithmic Thinking. |
| Step 3 6 MINUTES | Covers Flowchart Symbols and Their Meanings: A flowchart is drawn with standard shapes, and every shape has one fixed meaning, so any reader understands the picture. The main symbols are the oval, the rectangle, the diamond, the arrow and the parallelogram. Covers Reading a Flowchart: To read a flowchart, begin at the first oval and follow the arrows from shape to shape. At a rectangle, carry out the action it describes. | Discuss in pairs, then report one point on "Flowchart Symbols and Their Meanings" and related points to the class. | Understanding: Flowchart Symbols and Their Meanings; Reading a Flowchart. |
| Step 4 6 MINUTES | Covers Constructing Flowcharts for Everyday Tasks: Constructing a flowchart follows a simple method. First write the steps of the task in order as plain sentences. Covers Flowcharts for Simple Computations: Flowcharts are also used for simple computations, tasks where the computer takes a number, works on it and shows an answer. A common example is finding the area of a rectangle. | Respond to questions, complete the examples on the board and note down "Constructing Flowcharts for Everyday Tasks" and related points. | Understanding: Constructing Flowcharts for Everyday Tasks; Flowcharts for Simple Computations. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write the steps for making a fruit drink as an ordered algorithm. (ii) Draw a flowchart with a decision for whether to carry an umbrella. (iii) Match each flowchart symbol with its meaning. 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 algorithm and state its characteristics. ii. Describe the standard flowchart symbols. iii. Draw flowcharts for sequence and for a decision. iv. Turn an everyday task into ordered steps and a diagram. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, what is an Algorithm, characteristics of a Good Algorithm, what is a Flowchart, drawing Simple Flowcharts. Links them to the assignment and previews Week 9: Introduction to Programming. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A pupil wants to make a cup of tea but writes the steps in this order: drink the tea, boil water, put tea bag in cup, pour boiling water. Explain why this algorithm fails and rewrite the steps in the correct order. ii. A school wants a flowchart that asks a pupil for their class. If the class is JSS 3, the flowchart prints Welcome to JSS 3. For any other class, it prints Sorry, this system is for JSS 3 only. Identify which flowchart symbol you would use for each step and draw the flowchart.
Week 9 / First Term
Electronic Commerce
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. Explain what programming is and the parts of a program. ii. Describe the input, process and output model. iii. Write a simple program plan in pseudocode. iv. Find and fix a simple error in a program. |
| Affective | i. Appreciate the value of Introduction to Programming in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write pseudocode for a program that greets a named user. ii. Describe the input, process and output of an ATM transaction. iii. Find the ordering error in a greeting program and correct it. iv. Write two differences between an algorithm and a program. |
Rationale: Programming is the process of writing instructions for a computer to carry out. Understanding starter Scenario, what is Programming, the Input, Process, Output Model, writing and Debugging a Simple Program helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 8, learners studied Algorithms and Flowcharts, including what is an Algorithm, characteristics of a Good Algorithm, what is a Flowchart. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Introduction to Programming, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Algorithms and Flowcharts) with two quick oral questions, and asks what they already know about Introduction to Programming. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Introduction to Programming. | Connecting prior knowledge to Introduction to Programming. |
| Step 1 6 MINUTES | Covers Starter Scenario: A chief gives a driver, a chef and a market trader the same set of instructions, but each one is written in their own style. The driver needs a route, the chef needs a recipe and the trader needs a price list. Covers What is Programming: Programming is the process of writing instructions for a computer to carry out. The instructions, taken together, are called a program. | Listen, take notes and answer oral questions on "Starter Scenario" and related points. | Understanding: Starter Scenario; What is Programming. |
| Step 2 6 MINUTES | Covers The Input, Process, Output Model: Almost every program follows three parts. Input is the data that goes into the program. Covers Writing and Debugging a Simple Program: A simple greeting program follows the input, process, output model. It asks for a name, joins the greeting to it, and shows the result. | Copy the key points, give examples from school and everyday life, and ask questions on "The Input, Process, Output Model" and related points. | Understanding: The Input, Process, Output Model; Writing and Debugging a Simple Program. |
| Step 3 6 MINUTES | Covers Programming Basics and Language Levels: Programming is giving a computer a clear set of instructions to follow. A program is a complete set of instructions that tells a computer how to perform a specific task. Covers Simple Program Structures and Pseudocode: Even complex programs are built from a few simple structures. Sequence runs instructions one after another in order. | Discuss in pairs, then report one point on "Programming Basics and Language Levels" and related points to the class. | Understanding: Programming Basics and Language Levels; Simple Program Structures and Pseudocode. |
| Step 4 6 MINUTES | Covers Programming Environments and Careers: Programs are written using an integrated development environment, often called an IDE, which gives programmers a place to type code, check for errors and run their program in one window. When a high-level program is ready, the computer translates it into machine language. | Respond to questions, complete the examples on the board and note down "Programming Environments and Careers". | Understanding: Programming Environments and Careers. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write pseudocode for a program that greets a named user. (ii) Describe the input, process and output of an ATM transaction. (iii) Find the ordering error in a greeting program and correct it. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Explain what programming is and the parts of a program. ii. Describe the input, process and output model. iii. Write a simple program plan in pseudocode. iv. Find and fix a simple error in a program. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: starter Scenario, what is Programming, the Input, Process, Output Model, writing and Debugging a Simple Program, programming Basics and Language Levels. Links them to the assignment and previews Week 10: Electronic Mail and Presentation Software. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A pupil writes a program that asks for two numbers and is supposed to add them, but it shows the product instead. Name this type of error and describe the step-by-step process the pupil should follow to find and fix it. ii. A school receptionist wants a program that asks for a visitor's name, asks whether the visitor is a parent or a staff member, and then prints a welcome message with the correct title. Write pseudocode for this program using sequence and selection.
Week 10 / First Term
Cyber Security and Emerging Digital Technologies
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 the parts of an email message. ii. Compose, attach, send and reply to email safely. iii. State the uses of presentation software and the parts of its window. iv. Choose a layout and arrange slides in a sensible order. |
| Affective | i. Appreciate the value of Electronic Mail and Presentation Software in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Compose a short professional email and attach a file to it. ii. Create a presentation with a title slide, a section header and a content slide. iii. Switch to slide sorter view and move a slide to a new position. iv. Run the first three slides in slide show view to a classmate. |
Rationale: An email message has several fields. Understanding parts of an Email Message, how Email Travels, composing and Sending, attachments and Responsible Use helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 9, learners studied Introduction to Programming, including what is Programming, the Input, Process, Output Model, writing and Debugging a Simple Program. 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 Electronic Mail and Presentation Software, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Junior Secondary Schools (JSS 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 First Term Notes (Week 10); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 9 (Introduction to Programming) with two quick oral questions, and asks what they already know about Electronic Mail and Presentation Software. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Electronic Mail and Presentation Software. | Connecting prior knowledge to Electronic Mail and Presentation Software. |
| Step 1 6 MINUTES | Covers Parts of an Email Message: An email message has several fields. The To field holds the address of the recipient. Covers How Email Travels: When the message is sent, it goes first to the mail server of the sender, which is the computer that holds the account. The server looks up the address of the recipient and passes the message along the internet to the mail server that holds that account. | Listen, take notes and answer oral questions on "Parts of an Email Message" and related points. | Understanding: Parts of an Email Message; How Email Travels. |
| Step 2 6 MINUTES | Covers Composing and Sending: Composing means writing a new message. Replying means answering a message that was received, and the reply keeps the original message above the new text. Covers Attachments and Responsible Use: An attachment is a file sent with the message. Documents, pictures, sound and video can all be attached. | Copy the key points, give examples from school and everyday life, and ask questions on "Composing and Sending" and related points. | Understanding: Composing and Sending; Attachments and Responsible Use. |
| Step 3 6 MINUTES | Covers Uses of Presentation Software: Presentation software produces slides for an audience. It is used for teaching a lesson, reporting project findings, advertising a product, explaining a proposal at a meeting and guiding a discussion. Covers Parts of the Presentation Window: The title bar shows the name of the file. The menu bar or ribbon holds the commands. | Discuss in pairs, then report one point on "Uses of Presentation Software" and related points to the class. | Understanding: Uses of Presentation Software; Parts of the Presentation Window. |
| Step 4 6 MINUTES | Covers Layouts and Placeholders: A layout is the arrangement of placeholders on a slide. The common layouts are title slide, title and content, title and two content, title only, section header, comparison and blank. Covers Sequencing Slides: Slides must be arranged so that the argument makes sense. The usual order is a title slide, then an introduction, then the main points in order, then a summary and a question slide. | Respond to questions, complete the examples on the board and note down "Layouts and Placeholders" and related points. | Understanding: Layouts and Placeholders; Sequencing Slides. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Compose a short professional email and attach a file to it. (ii) Create a presentation with a title slide, a section header and a content slide. (iii) Switch to slide sorter view and move a slide to a new position. 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 parts of an email message. ii. Compose, attach, send and reply to email safely. iii. State the uses of presentation software and the parts of its window. iv. Choose a layout and arrange slides in a sensible order. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: parts of an Email Message, how Email Travels, composing and Sending, attachments and Responsible Use, uses of Presentation Software. 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 pupil sends a message about an assignment to the wrong address. Explain why it cannot be recalled. ii. Explain the difference between Cc and Bcc and give a reason for using each.
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 every topic of the First Term. ii. Practise questions on networks, number systems and programming. iii. Identify and settle weak areas before the examination. iv. Plan the final week of revision. |
| 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. Write the four network types and one example of each from memory. ii. Convert 1101 to decimal and 13 to binary without looking at your notes. iii. Draw the truth tables for AND, OR and NOT from memory. iv. Write the algorithm for a simple everyday task in five steps. |
Rationale: A network is two or more devices connected so they can share resources. Understanding review of Networks and the Internet, review of Number Systems and Data Representation, review of Logic, Algorithms and Programming, answering Examination Questions helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 10, learners studied Electronic Mail and Presentation Software, including parts of an Email Message, how Email Travels, composing and Sending. 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 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 (Electronic Mail and Presentation Software) 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 6 MINUTES | Covers Review of Networks and the Internet: A network is two or more devices connected so they can share resources. Networks are named by the area they cover: a PAN around one person, a LAN in one building, a MAN across a city and a WAN across a country or the world. The internet is the largest WAN. | Listen, take notes and answer oral questions on "Review of Networks and the Internet". | Understanding: Review of Networks and the Internet. |
| Step 2 6 MINUTES | Covers Review of Number Systems and Data Representation: A number system is built on a base. The decimal system is base 10, the binary system is base 2, the octal system is base 8 and the hexadecimal system is base 16. The value of a digit depends on its place value. | Copy the key points, give examples from school and everyday life, and ask questions on "Review of Number Systems and Data Representation". | Understanding: Review of Number Systems and Data Representation. |
| Step 3 6 MINUTES | Covers Review of Logic, Algorithms and Programming: A logic gate takes one or more bits and gives one bit. The AND gate needs both inputs to be 1, the OR gate needs at least one, and the NOT gate flips its single input. Every gate can be shown in a truth table. | Discuss in pairs, then report one point on "Review of Logic, Algorithms and Programming" to the class. | Understanding: Review of Logic, Algorithms and Programming. |
| Step 4 6 MINUTES | Covers Answering Examination Questions: Objective questions reward accuracy, so read every option before choosing. Short answer questions reward precision, so give exactly what is asked. In a difference question write both parts in the order asked. | Respond to questions, complete the examples on the board and note down "Answering Examination Questions". | Understanding: Answering Examination Questions. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write the four network types and one example of each from memory. (ii) Convert 1101 to decimal and 13 to binary without looking at your notes. (iii) Draw the truth tables for AND, OR and NOT from memory. 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 every topic of the First Term. ii. Practise questions on networks, number systems and programming. iii. Identify and settle weak areas before the examination. iv. Plan the final week of revision. | 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 Networks and the Internet, review of Number Systems and Data Representation, review of Logic, Algorithms and Programming, answering Examination Questions. 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 Digital Citizenship and state three (3) qualities of a good digital citizen. (b) Explain the term Digital Footprint and how students can maintain a positive online reputation. (c) Mention two (2) dangers of unsafe online behaviors (e.g., cyberbullying or sharing personal data). ii. A pupil connects a Bluetooth headset to a phone, a school laboratory has 30 computers sharing one printer, a university links campuses in different parts of Abuja, and the whole world is linked together. Classify each of these four situations as a PAN, LAN, MAN or WAN, and give the meaning of each term.
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. Answer every section of the examination paper. ii. Complete the practical task accurately within the time allowed. iii. Apply internet safety and presentation conventions. iv. Analyse the result and plan the Second Term revision. |
| 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. Read the whole instruction sheet before touching the keyboard. ii. Note the required file name, folder, slide count and effect before starting. iii. Save the practical file at each stage rather than only at the end. iv. Run the presentation from the first slide to the last before the time ends. |
Rationale: Arrive early and confirm that the practical computers are working. Understanding before the Examination, during the Written Paper, during the Practical Paper, after the Examination helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 11, learners studied Revision, including review of Networks and the Internet, review of Number Systems and Data Representation, review of Logic, Algorithms and Programming. 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 3); NERDC Digital Technology Curriculum; Digital Technology JSS 3 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 Before the Examination: Arrive early and confirm that the practical computers are working. Lay out two pens, a pencil, an eraser, a ruler and the identification card. Read the instruction sheet and note the required file name, folder and format before starting. | Listen, take notes and answer oral questions on "Before the Examination". | Understanding: Before the Examination. |
| Step 2 6 MINUTES | Covers During the Written Paper: The paper will include objective questions that test single facts and classifications. It will also include short answer questions that test definitions, differences and short explanations. | Copy the key points, give examples from school and everyday life, and ask questions on "During the Written Paper". | Understanding: During the Written Paper. |
| Step 3 6 MINUTES | Covers During the Practical Paper: Work in the order given by the task. Create the file, add the content, apply the required design, add the required effect, then save. Save at each stage so that a power failure does not remove all the work. | Discuss in pairs, then report one point on "During the Practical Paper" to the class. | Understanding: During the Practical Paper. |
| Step 4 6 MINUTES | Covers After the Examination: The marked script is analysed by counting the marks lost on each question. A question that most learners missed identifies a topic to reteught in the Second Term. | Respond to questions, complete the examples on the board and note down "After the Examination". | Understanding: After the Examination. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Read the whole instruction sheet before touching the keyboard. (ii) Note the required file name, folder, slide count and effect before starting. (iii) Save the practical file at each stage rather than only at the end. 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. Answer every section of the examination paper. ii. Complete the practical task accurately within the time allowed. iii. Apply internet safety and presentation conventions. iv. Analyse the result and plan the Second Term revision. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: before the Examination, during the Written Paper, during the Practical Paper, after the Examination. 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. (a) Define a Computer Network and list three (3) classifications based on geographical coverage (e.g., LAN, MAN, WAN). (b) State two (2) reasons why networking computers is important in modern offices and schools. (c) Mention two (2) network devices used in setting up a computer network. ii. (a) What is Cybersecurity? State two (2) common security threats or malware types. (b) Explain why strong passwords and firewalls are important for computer systems. (c) Define Software Piracy and state why it is considered an illegal practice.