Sparklabs Learning / Digital Technology
SS 1 First Term
12-week term pack
- School
- Creative Brains Academy
- Subject
- Digital Technology
- Pack
- Teacher plans
- Prepared
- 7 November 2026
Week index
- 01Computer Systems and Digital Technologies
- 02History and Evolution of Computing
- 03Computer Hardware Architecture
- 04Input Devices
- 05Output Devices
- 06Storage and Memory
- 07Computer Software
- 08Operating Systems
- 09Introduction to Word Processing
- 10Computer Languages and Programming
- 11Revision
- 12Examination
Week 1 / First Term
Computer Systems and Digital Technologies
Monday 7 September 2026 to Friday 11 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Define a computer system and name its parts. ii. Describe the input, process and output model. iii. Distinguish between data and information. iv. State the units used to measure data. |
| Affective | i. Appreciate the value of Computer Systems and Digital Technologies in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw and label the parts of a computer system. ii. Give two examples of data being turned into information. iii. List the units of data from the bit to the terabyte in order. iv. Name four digital technologies you use and state one effect of each. |
Rationale: A computer system is a complete, functional unit that combines physical hardware, software instructions, data, and the people who operate it. Understanding what is a Computer System?, the Input-Process-Output (IPO) Model, role of the CPU, data vs Information helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: Learners have just entered SS 1 and already use digital devices such as phones, radios, televisions and computers at home or in the community. They can switch a device on, make a call, send a message and identify common parts such as the screen, keyboard and mouse.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Computer Systems and Digital Technologies, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 1); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, explains the classroom rules and asks what digital devices they already use at home and in the community. Elicits responses, links them to the new topic and writes Computer Systems and Digital Technologies on the board. | Share what they already know about Computer Systems and Digital Technologies and listen to the introduction. | Building on everyday experience and introducing Computer Systems and Digital Technologies. |
| Step 1 6 MINUTES | Covers What is a Computer System?: A computer system is a complete, functional unit that combines physical hardware, software instructions, data, and the people who operate it. No single component works in isolation; the system only produces useful results when all four parts cooperate. Covers The Input-Process-Output (IPO) Model: Every computer task, from sending a text message to printing a report, follows the Input-Process-Output (IPO) model. This model describes how data moves through a computer system. | Listen, take notes and answer oral questions on "What is a Computer System?" and related points. | Understanding: What is a Computer System?; The Input-Process-Output (IPO) Model. |
| Step 2 6 MINUTES | Covers Role of the CPU: The Central Processing Unit (CPU) is the brain of the computer. It carries out every instruction of a program by following a repeated cycle called the machine cycle. Covers Data vs Information: Data and information are related but different concepts. Data refers to raw, unprocessed facts that may have little meaning on their own. | Copy the key points, give examples from school and everyday life, and ask questions on "Role of the CPU" and related points. | Understanding: Role of the CPU; Data vs Information. |
| Step 3 6 MINUTES | Covers Binary Representation: Computers cannot store words, pictures, or sounds directly. Instead, all information inside a computer is represented using only two values, 0 and 1. Covers Units of Data: Data is measured in units that get progressively larger. A bit is the smallest unit, a single 0 or 1. | Discuss in pairs, then report one point on "Binary Representation" and related points to the class. | Understanding: Binary Representation; Units of Data. |
| Step 4 6 MINUTES | Covers Digital Technologies and Their Impact: Digital technologies use binary (0s and 1s) to store, process, and transmit information. | Respond to questions, complete the examples on the board and note down "Digital Technologies and Their Impact". | Understanding: Digital Technologies and Their Impact. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw and label the parts of a computer system. (ii) Give two examples of data being turned into information. (iii) List the units of data from the bit to the terabyte in order. 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 system and name its parts. ii. Describe the input, process and output model. iii. Distinguish between data and information. iv. State the units used to measure data. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what is a Computer System, the Input-Process-Output (IPO) Model, role of the CPU, data vs Information, binary Representation. Links them to the assignment and previews Week 2: History and Evolution of Computing. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A point-of-sale terminal reads a card, a shop scans a barcode, and a learner uses a screen reader to work without sight. Explain the technologies used in input hardware, explain input interfaces and data capture, and name the alternative and assistive devices. ii. A school clerk keeps paper registers and then enters the same marks into a spreadsheet. Using the four components of a computer system, explain why the hardware, software, data, and user must all be present for the exercise to succeed, and what happens if any one is missing.
Week 2 / First Term
History and Evolution of Computing
Monday 14 September 2026 to Friday 18 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Name the early calculating devices in order. ii. State the contributions of Charles Babbage and Ada Lovelace. iii. Describe the first electronic computers. iv. Explain how transistors and integrated circuits changed computing. |
| Affective | i. Appreciate the value of History and Evolution of Computing in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw a timeline from the abacus to a modern computer. ii. Match each early device with its inventor and its use. iii. Write two differences between a mechanical and an electronic computer. iv. Name the component that replaced the vacuum tube. |
Rationale: People invented tools for calculation long before electricity. Understanding early Calculating Devices, charles Babbage and Ada Lovelace, the First Electronic Computers, transistors, Integrated Circuits, and Modern Computing helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 1, learners studied Computer Systems and Digital Technologies, including what is a Computer System?, the Input-Process-Output (IPO) Model, role of the CPU. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on History and Evolution of Computing, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 2); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 1 (Computer Systems and Digital Technologies) with two quick oral questions, and asks what they already know about History and Evolution of Computing. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about History and Evolution of Computing. | Connecting prior knowledge to History and Evolution of Computing. |
| Step 1 6 MINUTES | Covers Early Calculating Devices: People invented tools for calculation long before electricity. The need to calculate is as old as trade itself. The abacus, dating back to around 2400 BC, is one of the oldest known calculating tools. | Listen, take notes and answer oral questions on "Early Calculating Devices". | Understanding: Early Calculating Devices. |
| Step 2 6 MINUTES | Covers Charles Babbage and Ada Lovelace: Charles Babbage designed the Difference Engine in 1822 to calculate mathematical tables automatically. He later designed the Analytical Engine in 1837, which had a mill (like a CPU), a store (like memory), and could follow instructions on punched cards. | Copy the key points, give examples from school and everyday life, and ask questions on "Charles Babbage and Ada Lovelace". | Understanding: Charles Babbage and Ada Lovelace. |
| Step 3 6 MINUTES | Covers The First Electronic Computers: ENIAC (Electronic Numerical Integrator and Computer) was built at the University of Pennsylvania by John Presper Eckert and John Mauchly. It was completed in 1945 and could perform 5,000 additions per second. ENIAC contained about 17,468 vacuum tubes, weighed 27 tons, and filled a large room. | Discuss in pairs, then report one point on "The First Electronic Computers" to the class. | Understanding: The First Electronic Computers. |
| Step 4 6 MINUTES | Covers Transistors, Integrated Circuits, and Modern Computing: The transistor was invented at Bell Laboratories in 1947 by John Bardeen, Walter Brattain, and William Shockley. A transistor performs the same switching function as a vacuum tube but is far smaller, uses less power, generates less heat, and lasts much longer. | Respond to questions, complete the examples on the board and note down "Transistors, Integrated Circuits, and Modern Computing". | Understanding: Transistors, Integrated Circuits, and Modern Computing. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a timeline from the abacus to a modern computer. (ii) Match each early device with its inventor and its use. (iii) Write two differences between a mechanical and an electronic computer. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Name the early calculating devices in order. ii. State the contributions of Charles Babbage and Ada Lovelace. iii. Describe the first electronic computers. iv. Explain how transistors and integrated circuits changed computing. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: early Calculating Devices, charles Babbage and Ada Lovelace, the First Electronic Computers, transistors, Integrated Circuits, and Modern Computing. Links them to the assignment and previews Week 3: Computer Hardware Architecture. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school wants to know why computers became smaller, cheaper and easier to use, and why personal computers became possible. Explain the invention of the transistor, the integrated circuit and the microprocessor, and name the generations of computing that followed. ii. A shopkeeper in a market town needs to add and subtract large daily totals without electricity. Between the abacus and the Pascaline, recommend the tool better suited to the job and justify your choice using what you know about how each one works.
Week 3 / First Term
Computer Hardware Architecture
Monday 21 September 2026 to Friday 25 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. State the main characteristics of a computer. ii. Describe the motherboard and the system unit. iii. Explain the roles of the CPU, the ALU, the control unit and the registers. iv. Describe the buses, RAM and ROM. |
| Affective | i. Appreciate the value of Computer Hardware Architecture in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Label a diagram of the system unit and the motherboard. ii. List the parts of the central processing unit and state the role of each. iii. Draw a table comparing RAM and ROM. iv. Trace how data travels along the system bus. |
Rationale: A computer has several distinctive properties that set it apart from other machines and make it a powerful tool. Understanding characteristics of a Computer, the Motherboard and the System Unit, the CPU, ALU, Control Unit, and Registers, buses, RAM, and ROM helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 2, learners studied History and Evolution of Computing, including early Calculating Devices, charles Babbage and Ada Lovelace, the First Electronic Computers. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Computer Hardware Architecture, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 3); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 2 (History and Evolution of Computing) with two quick oral questions, and asks what they already know about Computer Hardware Architecture. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer Hardware Architecture. | Connecting prior knowledge to Computer Hardware Architecture. |
| Step 1 6 MINUTES | Covers Characteristics of a Computer: A computer has several distinctive properties that set it apart from other machines and make it a powerful tool. These characteristics work together to handle tasks that would be impossible or impractical for humans to do alone. Covers The Motherboard and the System Unit: The motherboard is the main circuit board inside the system unit. Every major component connects to it either directly or through cables. | Listen, take notes and answer oral questions on "Characteristics of a Computer" and related points. | Understanding: Characteristics of a Computer; The Motherboard and the System Unit. |
| Step 2 6 MINUTES | Covers The CPU, ALU, Control Unit, and Registers: The Central Processing Unit (CPU) is the brain of the computer. Inside the CPU are three main parts, namely the Arithmetic and Logic Unit (ALU), the Control Unit, and Registers. Covers Buses, RAM, and ROM: A bus is a shared pathway that carries data, addresses, and control signals between components. The three main types are the data bus (carries the data itself), the address bus (carries the location or address in memory), and the control bus (carries commands such as read and write). | Copy the key points, give examples from school and everyday life, and ask questions on "The CPU, ALU, Control Unit, and Registers" and related points. | Understanding: The CPU, ALU, Control Unit, and Registers; Buses, RAM, and ROM. |
| Step 3 6 MINUTES | Covers System Unit Characteristics and the Motherboard: The system unit is the box that houses the main working parts of the computer. Its key characteristics are its form factor (desktop tower or slim laptop profile), its power supply, its cooling system and the space it provides for expansion. Covers CPU and Control Unit Responsibilities: The Central Processing Unit (CPU) is responsible for executing the instructions of every program. The control unit is the director of this process. | Discuss in pairs, then report one point on "System Unit Characteristics and the Motherboard" and related points to the class. | Understanding: System Unit Characteristics and the Motherboard; CPU and Control Unit Responsibilities. |
| Step 4 6 MINUTES | Covers ALU Operations and CPU Registers: The Arithmetic and Logic Unit (ALU) carries out all the calculations and comparisons the CPU needs. Covers The System Bus Matrix: A bus is a set of parallel electrical pathways on the motherboard that carries information between the CPU, memory and devices. | Respond to questions, complete the examples on the board and note down "ALU Operations and CPU Registers" and related points. | Understanding: ALU Operations and CPU Registers; The System Bus Matrix. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Label a diagram of the system unit and the motherboard. (ii) List the parts of the central processing unit and state the role of each. (iii) Draw a table comparing RAM and ROM. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. State the main characteristics of a computer. ii. Describe the motherboard and the system unit. iii. Explain the roles of the CPU, the ALU, the control unit and the registers. iv. Describe the buses, RAM and ROM. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: characteristics of a Computer, the Motherboard and the System Unit, the CPU, ALU, Control Unit, and Registers, buses, RAM, and ROM, system Unit Characteristics and the Motherboard. Links them to the assignment and previews Week 4: Input Devices. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A technician opens a desktop system unit and finds the CPU, RAM, graphics card, and storage drives all connected to one large circuit board. Name that board and explain why replacing it with a damaged board would stop the whole machine from working. ii. A student asks how the CPU manages to add 5 and 7. Using the ALU, the control unit, and registers, walk through the four steps of the machine cycle and state which part does each job.
Week 4 / First Term
Input Devices
Monday 28 September 2026 to Friday 2 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe the keyboard and the mouse as input devices. ii. Identify scanners, microphones, webcams and touchscreens. iii. Choose the right input device for a task. iv. Describe input technologies and assistive input devices. |
| Affective | i. Appreciate the value of Input Devices in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Group a list of input devices into typing, pointing and capturing devices. ii. Draw a table of five input devices and their uses. iii. Choose an input device for a bank and explain your choice. iv. Name two assistive input devices and who needs them. |
Rationale: An input device is any hardware component that lets the user enter data and instructions into a computer. Understanding the Keyboard and the Mouse, scanners, Microphones, Webcams, and Touchscreens, choosing the Right Input Device, input Hardware Technologies helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied Computer Hardware Architecture, including characteristics of a Computer, the Motherboard and the System Unit, the CPU, ALU, Control Unit, and Registers. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Input Devices, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 4); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 3 (Computer Hardware Architecture) with two quick oral questions, and asks what they already know about Input Devices. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Input Devices. | Connecting prior knowledge to Input Devices. |
| Step 1 6 MINUTES | Covers The Keyboard and the Mouse: An input device is any hardware component that lets the user enter data and instructions into a computer. Input devices capture data in the real world (text, images, sound, movement) and convert it into digital signals that the CPU can process. Covers Scanners, Microphones, Webcams, and Touchscreens: A scanner captures printed text, photos, or documents and converts them into digital images that a computer can edit, store, and print. Flatbed scanners work like a photocopier, where the paper lies on a glass plate and a moving light passes over it. | Listen, take notes and answer oral questions on "The Keyboard and the Mouse" and related points. | Understanding: The Keyboard and the Mouse; Scanners, Microphones, Webcams, and Touchscreens. |
| Step 2 6 MINUTES | Covers Choosing the Right Input Device: Choosing an input device depends on the type of data (text, numbers, sound, images), the speed and accuracy required, the environment (office, field, classroom), and cost. For typing a 20-page essay, the keyboard is best because it is fast and accurate for text. Covers Input Hardware Technologies: Input devices work by sensing physical signals and converting them into data the computer can process. An optical mouse uses a light sensor to track movement, a touchscreen detects where a finger touches, and a microphone converts sound waves into digital signals. | Copy the key points, give examples from school and everyday life, and ask questions on "Choosing the Right Input Device" and related points. | Understanding: Choosing the Right Input Device; Input Hardware Technologies. |
| Step 3 6 MINUTES | Covers Input Interfaces and Data Capture Techniques: An input interface is the point where a user or machine passes data into the system, including the physical port (such as USB or Bluetooth) and the software that receives the data. Data capture is the process of collecting data so the computer can store and use it. | Discuss in pairs, then report one point on "Input Interfaces and Data Capture Techniques" to the class. | Understanding: Input Interfaces and Data Capture Techniques. |
| Step 4 6 MINUTES | Covers Alternative and Assistive Input Devices: Alternative input devices provide other ways of entering data for users who cannot use a standard keyboard or mouse comfortably. A joystick and a trackball replace the mouse, and a drawing tablet lets an artist write with a pen. | Respond to questions, complete the examples on the board and note down "Alternative and Assistive Input Devices". | Understanding: Alternative and Assistive Input Devices. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Group a list of input devices into typing, pointing and capturing devices. (ii) Draw a table of five input devices and their uses. (iii) Choose an input device for a bank and explain your choice. 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 keyboard and the mouse as input devices. ii. Identify scanners, microphones, webcams and touchscreens. iii. Choose the right input device for a task. iv. Describe input technologies and assistive input devices. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: the Keyboard and the Mouse, scanners, Microphones, Webcams, and Touchscreens, choosing the Right Input Device, input Hardware Technologies, input Interfaces and Data Capture Techniques. Links them to the assignment and previews Week 5: Output Devices. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Define Computer Hardware and categorize it into Input, Output, and Storage components. (b) Explain the primary functions of computer peripheral devices, giving specific attention to Scanners, Plotters, and Projectors. (c) Convert 10 Megabytes (MB) into Kilobytes (KB) and then calculate how many 512-byte blocks can fit into that 10 MB space. ii. A bank wants to digitise ten years of paper withdrawal forms for its archive. Which input device should it choose, and why is that device better than typing every form with a keyboard, using speed and accuracy in your justification?
Week 5 / First Term
Output Devices
Monday 5 October 2026 to Friday 9 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe monitors and soft copy output. ii. Identify printers, speakers and projectors. iii. Describe plotters and choose the right output device. iv. Distinguish between soft copy and hard copy. |
| Affective | i. Appreciate the value of Output Devices in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw a table of five output devices and their uses. ii. Compare inkjet, laser and thermal printers. iii. Choose an output device for a large engineering drawing. iv. Explain the difference between soft copy and hard copy. |
Rationale: An output device presents the results of processing to the user. Understanding monitors and Soft Copy, printers, Speakers, and Projectors, plotters and Choosing the Right Output Device, output Systems Overview helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 4, learners studied Input Devices, including the Keyboard and the Mouse, scanners, Microphones, Webcams, and Touchscreens, choosing the Right Input Device. 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 Output Devices, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 5); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 4 (Input Devices) with two quick oral questions, and asks what they already know about Output Devices. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Output Devices. | Connecting prior knowledge to Output Devices. |
| Step 1 6 MINUTES | Covers Monitors and Soft Copy: An output device presents the results of processing to the user. Output can be visual (text, images), audio (sound), or physical (printed paper). Covers Printers, Speakers, and Projectors: A printer produces hard copy. Two main technologies are common. | Listen, take notes and answer oral questions on "Monitors and Soft Copy" and related points. | Understanding: Monitors and Soft Copy; Printers, Speakers, and Projectors. |
| Step 2 6 MINUTES | Covers Plotters and Choosing the Right Output Device: A plotter draws images using pens (or cutters) as it moves across paper, producing very precise, large drawings. It is used in architecture, engineering, and cartography for blueprints, maps, and circuit designs. Covers Output Systems Overview: A computer processes data internally, but that work is only useful when it is presented to people in a form they can understand. The four main output systems are the monitor, the printer, the speaker and the projector. | Copy the key points, give examples from school and everyday life, and ask questions on "Plotters and Choosing the Right Output Device" and related points. | Understanding: Plotters and Choosing the Right Output Device; Output Systems Overview. |
| Step 3 6 MINUTES | Covers Printing Technologies: Impact printers strike a ribbon against the paper using physical force. Dot-matrix printers are the common impact type, still used where multi-part carbon forms are needed. | Discuss in pairs, then report one point on "Printing Technologies" to the class. | Understanding: Printing Technologies. |
| Step 4 6 MINUTES | Covers Voice and Audio Output: Voice and audio output deliver information through sound. Speakers play music and announcements while headphones let one person listen privately. Voice output features read text aloud so users can receive information without looking at a screen. | Respond to questions, complete the examples on the board and note down "Voice and Audio Output". | Understanding: Voice and Audio Output. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a table of five output devices and their uses. (ii) Compare inkjet, laser and thermal printers. (iii) Choose an output device for a large engineering drawing. 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 monitors and soft copy output. ii. Identify printers, speakers and projectors. iii. Describe plotters and choose the right output device. iv. Distinguish between soft copy and hard copy. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: monitors and Soft Copy, printers, Speakers, and Projectors, plotters and Choosing the Right Output Device, output Systems Overview, printing Technologies. Links them to the assignment and previews Week 6: Storage and Memory. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A principal wants the whole school to watch a results presentation and also to hear the announcements. Which two output devices should the school set up, and what reasons from your note support each choice? ii. A school office must print 400 daily fact sheets every morning. Compare the inkjet and laser printers on buying cost, speed, and cost per page, then recommend one for the office with justification.
Week 6 / First Term
Storage and Memory
Monday 12 October 2026 to Friday 16 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe main memory, including RAM, ROM and cache. ii. Identify secondary storage devices. iii. Distinguish between memory and storage. iv. Explain the memory hierarchy and the units of capacity. |
| Affective | i. Appreciate the value of Storage and Memory in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw a table comparing RAM and ROM. ii. List three secondary storage devices and one use of each. iii. Explain why memory is called temporary storage. iv. Write the units of capacity from the bit upwards. |
Rationale: Main memory is the working space of the computer, made up of chips the CPU can address directly. Understanding main Memory (RAM, ROM, and Cache), secondary Storage Devices, memory vs Storage and Capacity Units, memory Hierarchy helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 5, learners studied Output Devices, including monitors and Soft Copy, printers, Speakers, and Projectors, plotters and Choosing the Right Output Device. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Storage and Memory, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 6); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 5 (Output Devices) with two quick oral questions, and asks what they already know about Storage and Memory. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Storage and Memory. | Connecting prior knowledge to Storage and Memory. |
| Step 1 6 MINUTES | Covers Main Memory (RAM, ROM, and Cache): Main memory is the working space of the computer, made up of chips the CPU can address directly. It exists in two main forms, RAM (Random Access Memory) and ROM (Read Only Memory). Covers Secondary Storage Devices: Secondary storage holds data and programs permanently, even when power is off. It is non-volatile. | Listen, take notes and answer oral questions on "Main Memory (RAM, ROM, and Cache)" and related points. | Understanding: Main Memory (RAM, ROM, and Cache); Secondary Storage Devices. |
| Step 2 6 MINUTES | Covers Memory vs Storage and Capacity Units: Memory and storage are often confused, but they serve different purposes. Memory (RAM) holds data temporarily while the computer is running. Covers Memory Hierarchy: A computer stores and moves data at different speeds and costs. The memory hierarchy organises storage from fastest and smallest at the top to slowest and largest at the bottom. | Copy the key points, give examples from school and everyday life, and ask questions on "Memory vs Storage and Capacity Units" and related points. | Understanding: Memory vs Storage and Capacity Units; Memory Hierarchy. |
| Step 3 6 MINUTES | Covers RAM versus ROM: RAM and ROM are both main memory but behave very differently. RAM (Random Access Memory) is volatile and read-write: it holds running programs and open files, and loses all data when the computer is switched off. | Discuss in pairs, then report one point on "RAM versus ROM" to the class. | Understanding: RAM versus ROM. |
| Step 4 6 MINUTES | Covers Cache Memory Levels: Modern processors use three levels of cache: L1, L2 and L3. L1 is the smallest and fastest, built into each core. L2 is larger and slightly slower, dedicated to each core. | Respond to questions, complete the examples on the board and note down "Cache Memory Levels". | Understanding: Cache Memory Levels. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a table comparing RAM and ROM. (ii) List three secondary storage devices and one use of each. (iii) Explain why memory is called temporary storage. 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 main memory, including RAM, ROM and cache. ii. Identify secondary storage devices. iii. Distinguish between memory and storage. iv. Explain the memory hierarchy and the units of capacity. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: main Memory (RAM, ROM, and Cache), secondary Storage Devices, memory vs Storage and Capacity Units, memory Hierarchy, rAM versus ROM. Links them to the assignment and previews Week 7: Computer Software. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Differentiate clearly between Primary Memory and Secondary Storage, comparing RAM and ROM. (b) Perform the following storage scale conversions, showing all intermediate steps: (i) Convert 3 Gigabytes (GB) into Megabytes (MB). (ii) Convert 512 Bits into Bytes. (iii) Arrange the following storage capacities in descending order: 2 TB, 2,048 MB, 500 KB, 4,096 Bytes. ii. A student buys a laptop advertised as 8 GB RAM and 256 GB SSD. Explain what each figure means, which is volatile and which is non-volatile, and why the laptop needs both to work.
Week 7 / First Term
Computer Software
Monday 19 October 2026 to Friday 23 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Distinguish between software and hardware. ii. Describe system software and application software. iii. Explain utility software, firmware and drivers. iv. Describe the main types of software licence. |
| Affective | i. Appreciate the value of Computer Software in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Group a list of programs into system and application software. ii. Draw a table comparing system and application software. iii. Name three types of software licence and one rule of each. iv. Explain why a driver is needed for a printer. |
Rationale: Computer software is a collection of instructions, data, and programs that tell the hardware what to do. Understanding software vs Hardware, utility Software, Firmware, and Drivers, software Licensing, system Software Categories versus Application Software helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 6, learners studied Storage and Memory, including main Memory (RAM, ROM, and Cache), secondary Storage Devices, memory vs Storage and Capacity Units. 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 Software, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 7); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 6 (Storage and Memory) with two quick oral questions, and asks what they already know about Computer Software. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer Software. | Connecting prior knowledge to Computer Software. |
| Step 1 6 MINUTES | Covers Software vs Hardware: Computer software is a collection of instructions, data, and programs that tell the hardware what to do. Hardware is the physical body of the computer; software is the mind that gives it purpose. Covers Utility Software, Firmware, and Drivers: Utility software helps maintain, configure, optimise, or protect the computer. | Listen, take notes and answer oral questions on "Software vs Hardware" and related points. | Understanding: Software vs Hardware; Utility Software, Firmware, and Drivers. |
| Step 2 6 MINUTES | Covers Software Licensing: A software licence is a legal agreement between the software creator and the user. It defines how the software may be used, copied, and distributed. Covers System Software Categories versus Application Software: System software is the set of programs that runs and manages the computer itself, while application software is the set of programs that users operate to perform specific tasks. | Copy the key points, give examples from school and everyday life, and ask questions on "Software Licensing" and related points. | Understanding: Software Licensing; System Software Categories versus Application Software. |
| Step 3 6 MINUTES | Covers Software Acquisition and Licence Types: Software reaches users through several channels. It can be bought as a boxed product, downloaded from the internet, bundled with new hardware or obtained as open-source code. Each method affects the licence under which the software is used. | Discuss in pairs, then report one point on "Software Acquisition and Licence Types" to the class. | Understanding: Software Acquisition and Licence Types. |
| Step 4 6 MINUTES | Covers How Software Controls Hardware: Software controls hardware through a chain of instructions that begins at the operating system and ends at the physical component. | Respond to questions, complete the examples on the board and note down "How Software Controls Hardware". | Understanding: How Software Controls Hardware. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Group a list of programs into system and application software. (ii) Draw a table comparing system and application software. (iii) Name three types of software licence and one rule of each. 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 software and hardware. ii. Describe system software and application software. iii. Explain utility software, firmware and drivers. iv. Describe the main types of software licence. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: software vs Hardware, utility Software, Firmware, and Drivers, software Licensing, system Software Categories versus Application Software, software Acquisition and Licence Types. Links them to the assignment and previews Week 8: Operating Systems. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A cash-strapped school installs Linux and LibreOffice on all its computers. Identify the category of software each belongs to, and explain why the open-source licence makes this cheaper than Windows and Microsoft Office while still being legal. ii. After a system update, the school printer refuses to print and the operating system says it cannot control the printer. Predict the missing software and explain how a device driver lets the OS and the printer work together.
Week 8 / First Term
Operating Systems
Monday 26 October 2026 to Friday 30 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. State the role of the operating system. ii. Describe file management and the types of interface. iii. Explain the booting process. iv. Name the main types of operating system. |
| Affective | i. Appreciate the value of Operating Systems in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. List five functions of an operating system. ii. Draw a table comparing a command line and a graphical interface. iii. Describe the steps that happen when a computer is switched on. iv. Name three operating systems and one device that uses each. |
Rationale: An operating system (OS) is system software that manages all the hardware and software resources of a computer. Understanding role of the Operating System, file Management, Interfaces, and Common Operating Systems, the Booting Process, the Functions of an Operating System helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 7, learners studied Computer Software, including software vs Hardware, utility Software, Firmware, and Drivers, software Licensing. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Operating Systems, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 8); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 7 (Computer Software) with two quick oral questions, and asks what they already know about Operating Systems. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Operating Systems. | Connecting prior knowledge to Operating Systems. |
| Step 1 6 MINUTES | Covers Role of the Operating System: An operating system (OS) is system software that manages all the hardware and software resources of a computer. It acts as an intermediary between the user, the application software, and the physical hardware. Covers File Management, Interfaces, and Common Operating Systems: The OS organises data on storage devices using a file system. Files are stored in folders (directories) in a hierarchical structure. | Listen, take notes and answer oral questions on "Role of the Operating System" and related points. | Understanding: Role of the Operating System; File Management, Interfaces, and Common Operating Systems. |
| Step 2 6 MINUTES | Covers The Booting Process: When a computer is powered on, it follows a fixed sequence to load the operating system. First, electricity flows to the motherboard and components (power on). Covers The Functions of an Operating System: An operating system carries out five essential functions that together let a computer work safely and smoothly. It manages processes, memory, files and devices, and it also enforces security. | Copy the key points, give examples from school and everyday life, and ask questions on "The Booting Process" and related points. | Understanding: The Booting Process; The Functions of an Operating System. |
| Step 3 6 MINUTES | Covers Types of Operating Systems: Operating systems are designed for different kinds of devices and different jobs. The main types are desktop operating systems, server operating systems, mobile operating systems and real-time operating systems. Covers User Interfaces, CLI and GUI: A user interface is the part of the operating system a person talks to. Two families dominate, the command-line interface, CLI, where the user types text commands, and the graphical user interface, GUI, where the user clicks icons, buttons and menus. | Discuss in pairs, then report one point on "Types of Operating Systems" and related points to the class. | Understanding: Types of Operating Systems; User Interfaces, CLI and GUI. |
| Step 4 6 MINUTES | Covers Accessibility in Modern Interfaces: Accessibility means making the interface usable by people with different abilities. | Respond to questions, complete the examples on the board and note down "Accessibility in Modern Interfaces". | Understanding: Accessibility in Modern Interfaces. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List five functions of an operating system. (ii) Draw a table comparing a command line and a graphical interface. (iii) Describe the steps that happen when a computer is switched on. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. State the role of the operating system. ii. Describe file management and the types of interface. iii. Explain the booting process. iv. Name the main types of operating system. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: role of the Operating System, file Management, Interfaces, and Common Operating Systems, the Booting Process, the Functions of an Operating System, types of Operating Systems. Links them to the assignment and previews Week 9: Introduction to Word Processing. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A lab manager opens many programs at once until all the RAM is full. Predict what the operating system does to prevent a crash, and why the machine slows down, using memory management and virtual memory. ii. A beginner wants an easy machine, while a network engineer needs speed for repeated commands. Compare the GUI and the CLI and recommend the right interface for each person, justifying with ease of use and resources used.
Week 9 / First Term
Introduction to Word Processing
Monday 2 November 2026 to Friday 6 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. State the uses of a word processor. ii. Identify the parts of a word processing window. iii. Create, save and close a document. iv. Type, select and correct text in a document. |
| Affective | i. Appreciate the value of Introduction to Word Processing in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a new document, type a heading and three paragraphs, and save it as AssignmentOne.docx in your folder. ii. Use the ruler to set the left and right margins to 2.5 centimetres and record the result. iii. Select one paragraph, change the font, the size and the alignment, and record what you changed. iv. Use the thesaurus to replace two words with alternatives of a similar meaning. |
Rationale: A word processor is a program used to create, edit, format and print documents made mainly of text. Understanding uses of a Word Processor, parts of the Window, creating and Saving a Document, typing, Selecting and Correcting helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 8, learners studied Operating Systems, including role of the Operating System, file Management, Interfaces, and Common Operating Systems, the Booting Process. 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 Word Processing, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 9); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 8 (Operating Systems) with two quick oral questions, and asks what they already know about Introduction to Word Processing. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Introduction to Word Processing. | Connecting prior knowledge to Introduction to Word Processing. |
| Step 1 6 MINUTES | Covers Uses of a Word Processor: A word processor is a program used to create, edit, format and print documents made mainly of text. It is used for letters, reports, assignments, minutes of meetings, brochures and examination files. | Listen, take notes and answer oral questions on "Uses of a Word Processor". | Understanding: Uses of a Word Processor. |
| Step 2 6 MINUTES | Covers Parts of the Window: The title bar shows the name of the open document. The quick access toolbar holds the commands used most often, such as save, undo and print. The ribbon holds the remaining commands under tabs named Home, Insert, Layout and Review. | Copy the key points, give examples from school and everyday life, and ask questions on "Parts of the Window". | Understanding: Parts of the Window. |
| Step 3 6 MINUTES | Covers Creating and Saving a Document: A new document is opened from the new command, or from a template when a particular style of document is required. Before typing, the margins, the orientation and the paper size are set from the layout tab, and the font, the size and the spacing are chosen. | Discuss in pairs, then report one point on "Creating and Saving a Document" to the class. | Understanding: Creating and Saving a Document. |
| Step 4 6 MINUTES | Covers Typing, Selecting and Correcting: Text is typed at the insertion point, a blinking line that shows where the next character will appear. The enter key starts a new paragraph and the tab key indents. The space bar inserts a space, and the shift key combined with a letter gives a capital letter. | Respond to questions, complete the examples on the board and note down "Typing, Selecting and Correcting". | Understanding: Typing, Selecting and Correcting. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a new document, type a heading and three paragraphs, and save it as AssignmentOne.docx in your folder. (ii) Use the ruler to set the left and right margins to 2.5 centimetres and record the result. (iii) Select one paragraph, change the font, the size and the alignment, and record what you changed. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. State the uses of a word processor. ii. Identify the parts of a word processing window. iii. Create, save and close a document. iv. Type, select and correct text in a document. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: uses of a Word Processor, parts of the Window, creating and Saving a Document, typing, Selecting and Correcting. Links them to the assignment and previews Week 10: Computer Languages and Programming. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A student typed four pages of work and closed the computer without saving. Explain what happened and how it could have been prevented. ii. Explain the difference between the enter key and the tab key when typing a document.
Week 10 / First Term
Computer Languages and Programming
Monday 9 November 2026 to Friday 13 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Distinguish between machine, assembly and high-level languages. ii. Explain the work of a compiler and an interpreter. iii. Describe sequence, selection and iteration. iv. Write a simple set of instructions in a high-level language. |
| Affective | i. Appreciate the value of Computer Languages and Programming in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Group three languages by level and say why each is at that level. ii. Write two differences between a compiler and an interpreter. iii. Write the steps for a task as sequence, then add a selection and an iteration. iv. Write two lines in Python that print a greeting. |
Rationale: Computers only understand binary (0s and 1s). Understanding machine, Assembly, and High-Level Languages, compilers, Interpreters, and Why We Program, a First Taste of Python, language Levels at a Glance helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 9, learners studied Introduction to Word Processing, including uses of a Word Processor, parts of the Window, creating and Saving a Document. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Computer Languages and Programming, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 10); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 9 (Introduction to Word Processing) with two quick oral questions, and asks what they already know about Computer Languages and Programming. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer Languages and Programming. | Connecting prior knowledge to Computer Languages and Programming. |
| Step 1 6 MINUTES | Covers Machine, Assembly, and High-Level Languages: Computers only understand binary (0s and 1s). Writing an entire program in binary would be extremely slow, error-prone, and impractical. Covers Compilers, Interpreters, and Why We Program: A compiler reads the entire source code at once, checks it for errors, and translates it into machine code. The resulting machine code file (the executable) can then be run independently without the compiler. | Listen, take notes and answer oral questions on "Machine, Assembly, and High-Level Languages" and related points. | Understanding: Machine, Assembly, and High-Level Languages; Compilers, Interpreters, and Why We Program. |
| Step 2 6 MINUTES | Covers A First Taste of Python: Python is a high-level, interpreted programming language created by Guido van Rossum in 1991. It is known for its simple, readable syntax that resembles English. Covers Language Levels at a Glance: Computer languages are organised into levels showing how far they are from the binary instructions the processor understands and how close they are to human language. Machine language is the lowest level, made entirely of binary digits that the CPU executes directly. | Copy the key points, give examples from school and everyday life, and ask questions on "A First Taste of Python" and related points. | Understanding: A First Taste of Python; Language Levels at a Glance. |
| Step 3 6 MINUTES | Covers Algorithm Flow: Sequence, Selection and Iteration: Every program is built from three core structures. Sequence runs instructions one after another in order. Selection makes a choice using conditions such as if a score is above 50 then pass, otherwise try again. | Discuss in pairs, then report one point on "Algorithm Flow: Sequence, Selection and Iteration" to the class. | Understanding: Algorithm Flow: Sequence, Selection and Iteration. |
| Step 4 6 MINUTES | Covers Programming Paradigms: A programming paradigm is a way of thinking about and structuring a program. Procedural programming arranges a program as a sequence of steps and reusable functions. | Respond to questions, complete the examples on the board and note down "Programming Paradigms". | Understanding: Programming Paradigms. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Group three languages by level and say why each is at that level. (ii) Write two differences between a compiler and an interpreter. (iii) Write the steps for a task as sequence, then add a selection and an iteration. 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 machine, assembly and high-level languages. ii. Explain the work of a compiler and an interpreter. iii. Describe sequence, selection and iteration. iv. Write a simple set of instructions in a high-level language. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: machine, Assembly, and High-Level Languages, compilers, Interpreters, and Why We Program, a First Taste of Python, language Levels at a Glance, algorithm Flow: Sequence, Selection and Iteration. 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 programmer says machine language is the fastest of all. Explain why that is true, and why a human would still prefer to write a high level language such as Python even though it needs translation. ii. A student's program has a bug on line 3. Which translator, a compiler or an interpreter, will show the error sooner and report it in a way that is easiest to fix? Justify your answer.
Week 11 / First Term
Revision
Monday 16 November 2026 to Friday 20 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Revise all topics of the term. ii. Consolidate the parts of the computer system. iii. Practise questions on software, the operating system and word processing. iv. Prepare for the end of term examination. |
| 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. Draw and label the parts of a computer system from memory. ii. Draw the table comparing RAM and ROM from memory. iii. List five functions of an operating system. iv. Write a simple three line program plan using sequence. |
Rationale: A computer system has hardware, software and people that work together on data. Understanding review of the Computer System and History, review of Devices, Memory and Software, review of Languages and Programming, answering Examination Questions helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 10, learners studied Computer Languages and Programming, including machine, Assembly, and High-Level Languages, compilers, Interpreters, and Why We Program, a First Taste of Python. 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 Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 11); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 10 (Computer Languages and Programming) 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 the Computer System and History: A computer system has hardware, software and people that work together on data. Data enters as input, is processed, and leaves as output, and results may be stored. Data is a raw fact, while information is data arranged to give meaning. | Listen, take notes and answer oral questions on "Review of the Computer System and History". | Understanding: Review of the Computer System and History. |
| Step 2 6 MINUTES | Covers Review of Devices, Memory and Software: Input devices enter data and output devices present results. Some output is soft copy on a screen and some is hard copy on paper. | Copy the key points, give examples from school and everyday life, and ask questions on "Review of Devices, Memory and Software". | Understanding: Review of Devices, Memory and Software. |
| Step 3 6 MINUTES | Covers Review of Languages and Programming: A computer language may be low level, such as machine or assembly language, or high level, close to English. A compiler translates a whole program, while an interpreter translates it line by line. | Discuss in pairs, then report one point on "Review of Languages and Programming" to the class. | Understanding: Review of Languages 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. | 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) Draw and label the parts of a computer system from memory. (ii) Draw the table comparing RAM and ROM from memory. (iii) List five functions of an operating system. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Revise all topics of the term. ii. Consolidate the parts of the computer system. iii. Practise questions on software, the operating system and word processing. iv. Prepare for the end of term examination. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: review of the Computer System and History, review of Devices, Memory and Software, review of Languages 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 designer is asked how a computer can hold a letter, a photograph and a song. Explain how a computer represents information, why the system uses only two symbols, and show how the letter A and the word CAT are stored. ii. (a) Trace the historical development of calculating devices by highlighting the contributions of the Abacus, John Napier, Blaise Pascal, and Charles Babbage. (b) Explain why Charles Babbage is regarded as the 'Father of Computers'. (c) Convert a storage measurement of 16 Megabits (Mb) into Megabytes (MB), recalling that 1 Byte = 8 bits. Show your workings.
Week 12 / First Term
Examination
Monday 23 November 2026 to Friday 27 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS 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 the conventions of classification and description. 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 starting the practical task. ii. Note the required file name, folder, data and formatting before typing. iii. Save the file at each stage of the task. iv. Check the finished file against every item in the instruction 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 the Computer System and History, review of Devices, Memory and Software, review of Languages 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 Senior Secondary Schools (SS 1); NERDC Digital Technology Curriculum; Digital Technology SS 1 First Term Notes (Week 12); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 11 (Revision) 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 whole instruction sheet before touching the keyboard. | 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, names 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. Create the file, enter the content, format it as instructed, then save with the exact name in the exact folder. Save at each stage rather than only at the end. | 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 starting the practical task. (ii) Note the required file name, folder, data and formatting before typing. (iii) Save the file at each stage of the task. 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 the conventions of classification and description. 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 Computer Science and Information and Communication Technology (ICT). (b) Distinguish clearly between Data and Information with two practical real-world examples of each. (c) If a text file contains 3,072 characters (assuming 1 character = 1 Byte), calculate its exact size in Kilobytes (KB). Show your step-by-step conversion. ii. Explain why classification questions should be answered with the group written before the item.