Sparklabs Learning / Digital Technology
SS 2 First Term
12-week term pack
- School
- Creative Brains Academy
- Subject
- Digital Technology
- Pack
- Teacher plans
- Prepared
- 7 November 2026
Week index
- 01Review and Computer Architecture
- 02Main Memory
- 03Secondary Storage
- 04Operating Systems, Licensing and Applications
- 05Number Systems and Data Representation
- 06Logic Gates and Digital Logic
- 07Computer Networks
- 08Internet and Online Safety
- 09Introduction to Databases
- 10Advanced Productivity Tools
- 11Revision
- 12Examination
Week 1 / First Term
Review and Computer Architecture
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. Describe the parts of a computer system and the IPO model. ii. Explain the role of the processor in a computer. iii. Describe the system bus and the fetch-execute cycle. iv. Trace the movement of data and instructions in a cycle. |
| Affective | i. Appreciate the value of Review and Computer Architecture in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw the input, process and output model and label each stage. ii. List the three buses and state what each carries. iii. Describe the steps of the fetch-execute cycle in order. iv. Name the parts of the processor and one job of each. |
Rationale: A computer system is made up of four essential parts that must work together for the machine to be useful. Understanding review of Computer System and IPO Model, computer Architecture and the CPU, the System Bus and the Fetch-Execute Cycle helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: Learners have just entered SS 2 and already use digital devices such as phones, radios, televisions and computers at home or in the community. They can switch a device on, make a call, send a message and identify common parts such as the screen, keyboard and mouse.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Review and Computer Architecture, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 1); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, explains the classroom rules and asks what digital devices they already use at home and in the community. Elicits responses, links them to the new topic and writes Review and Computer Architecture on the board. | Share what they already know about Review and Computer Architecture and listen to the introduction. | Building on everyday experience and introducing Review and Computer Architecture. |
| Step 1 8 MINUTES | Covers Review of Computer System and IPO Model: A computer system is made up of four essential parts that must work together for the machine to be useful. Hardware refers to all the physical parts, including the CPU, RAM, hard drive, keyboard and monitor. | Listen, take notes and answer oral questions on "Review of Computer System and IPO Model". | Understanding: Review of Computer System and IPO Model. |
| Step 2 8 MINUTES | Covers Computer Architecture and the CPU: Computer architecture is the design and structure of a computer's internal components and how they are organised to work together. It describes the CPU, memory, buses and the way instructions move between them. | Copy the key points, give examples from school and everyday life, and ask questions on "Computer Architecture and the CPU". | Understanding: Computer Architecture and the CPU. |
| Step 3 8 MINUTES | Covers The System Bus and the Fetch-Execute Cycle: A bus is a set of parallel wires that carries information between the CPU, memory and other devices. The data bus carries the actual data being transferred between components. The address bus carries the memory addresses that tell the CPU where data is going or coming from. | Discuss in pairs, then report one point on "The System Bus and the Fetch-Execute Cycle" to the class. | Understanding: The System Bus and the Fetch-Execute Cycle. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw the input, process and output model and label each stage. (ii) List the three buses and state what each carries. (iii) Describe the steps of the fetch-execute cycle 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. Describe the parts of a computer system and the IPO model. ii. Explain the role of the processor in a computer. iii. Describe the system bus and the fetch-execute cycle. iv. Trace the movement of data and instructions in a cycle. | 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 Computer System and IPO Model, computer Architecture and the CPU, the System Bus and the Fetch-Execute Cycle. Links them to the assignment and previews Week 2: Main Memory. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A learner asks what computer architecture means and why one model is taught more than any other. Define computer architecture, describe the Von Neumann architecture, and explain why the model matters. ii. During a practical class, a student is asked to trace what happens inside the CPU when it processes an instruction that adds the numbers 5 and 3. Walk through the fetch, decode, execute and store steps of the fetch-execute cycle, and state which CPU component (ALU, Control Unit, registers or buses) performs each job.
Week 2 / First Term
Main Memory
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. Distinguish between RAM and ROM. ii. Describe cache memory and the memory hierarchy. iii. Explain how the processor uses main memory. iv. Explain why a computer uses virtual memory. |
| Affective | i. Appreciate the value of Main 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. Arrange cache, RAM, and storage in order of speed. iii. Explain why cache is placed close to the processor. iv. Describe what happens when RAM is full. |
Rationale: Main memory is the primary working memory inside a computer that the CPU accesses directly. Understanding rAM and ROM, cache Memory and the Memory Hierarchy, how the CPU Uses Main Memory helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 1, learners studied Review and Computer Architecture, including review of Computer System and IPO Model, computer Architecture and the CPU, the System Bus and the Fetch-Execute Cycle. 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 Main Memory, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 2); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 1 (Review and Computer Architecture) with two quick oral questions, and asks what they already know about Main Memory. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Main Memory. | Connecting prior knowledge to Main Memory. |
| Step 1 8 MINUTES | Covers RAM and ROM: Main memory is the primary working memory inside a computer that the CPU accesses directly. It stores the instructions and data that the CPU is currently working with. Without main memory, the CPU would have no instructions to execute and no data to process. | Listen, take notes and answer oral questions on "RAM and ROM". | Understanding: RAM and ROM. |
| Step 2 8 MINUTES | Covers Cache Memory and the Memory Hierarchy: Cache memory is very fast, small memory located on or very close to the CPU chip. It stores copies of frequently accessed data and instructions from RAM so that the CPU can retrieve them much faster than going to main memory every time. There are typically three levels of cache. | Copy the key points, give examples from school and everyday life, and ask questions on "Cache Memory and the Memory Hierarchy". | Understanding: Cache Memory and the Memory Hierarchy. |
| Step 3 8 MINUTES | Covers How the CPU Uses Main Memory: During the fetch-execute cycle, the CPU uses main memory at several points. During the fetch step, the Program Counter sends the address of the next instruction to the MAR, which places it on the address bus. The instruction is then read from RAM into the MDR and placed in the Instruction Register. | Discuss in pairs, then report one point on "How the CPU Uses Main Memory" to the class. | Understanding: How the CPU Uses Main Memory. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a table comparing RAM and ROM. (ii) Arrange cache, RAM, and storage in order of speed. (iii) Explain why cache is placed close to the processor. 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 RAM and ROM. ii. Describe cache memory and the memory hierarchy. iii. Explain how the processor uses main memory. iv. Explain why a computer uses virtual memory. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: rAM and ROM, cache Memory and the Memory Hierarchy, how the CPU Uses Main Memory. Links them to the assignment and previews Week 3: Secondary Storage. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A computer's CPU is slowed by frequent trips to memory, and its owner notices that only 4 GB of an installed 8 GB is being used. Explain cache memory and the memory hierarchy, and explain the address limit. ii. A computer loses an unsaved document when it is switched off, and it starts up correctly every morning. Explain main memory, RAM and ROM, and state the difference between DRAM and SRAM.
Week 3 / First Term
Secondary Storage
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. Describe magnetic and optical storage devices. ii. Describe solid state storage and compare storage devices. iii. Explain cloud storage and the choice between capacity and performance. iv. Describe the working mechanisms of secondary storage. |
| Affective | i. Appreciate the value of Secondary Storage 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 a hard disk, a solid state drive and a CD. ii. List three examples of cloud storage and one use of each. iii. Explain why a solid state drive is faster than a hard disk. iv. Describe how data is written to and read from an optical disc. |
Rationale: Secondary storage is non-volatile, long-term storage that retains data and programmes even when the computer is switched off. Understanding magnetic and Optical Storage, solid-State Storage and Device Comparison, cloud Storage and Capacity or Performance, secondary Storage Working Mechanisms helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 2, learners studied Main Memory, including rAM and ROM, cache Memory and the Memory Hierarchy, how the CPU Uses Main Memory. 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 Secondary Storage, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 3); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 2 (Main Memory) with two quick oral questions, and asks what they already know about Secondary Storage. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Secondary Storage. | Connecting prior knowledge to Secondary Storage. |
| Step 1 6 MINUTES | Covers Magnetic and Optical Storage: Secondary storage is non-volatile, long-term storage that retains data and programmes even when the computer is switched off. Unlike RAM, which is fast but small and temporary, secondary storage is much larger but slower. Covers Solid-State Storage and Device Comparison: A Solid-State Drive (SSD) stores data using flash memory chips, which are electronic circuits that retain data without any moving parts. Because there are no mechanical components, SSDs are much faster than HDDs, more resistant to shock and drops, and produce no noise or vibration. | Listen, take notes and answer oral questions on "Magnetic and Optical Storage" and related points. | Understanding: Magnetic and Optical Storage; Solid-State Storage and Device Comparison. |
| Step 2 6 MINUTES | Covers Cloud Storage and Capacity or Performance: Cloud storage is a service that stores data on remote servers managed by a provider, and users access their files over the internet. Instead of saving a file only on a local hard drive, the file is also uploaded to servers in a data centre. Covers Secondary Storage Working Mechanisms: Magnetic and optical storage record binary data in completely different physical ways. Magnetic storage, used by the HDD and the older floppy disk, stores data as tiny magnetised regions on a spinning platter. | Copy the key points, give examples from school and everyday life, and ask questions on "Cloud Storage and Capacity or Performance" and related points. | Understanding: Cloud Storage and Capacity or Performance; Secondary Storage Working Mechanisms. |
| Step 3 6 MINUTES | Covers Storage Media Characteristics: Every storage medium can be judged by four main characteristics: capacity, speed, portability and durability. Capacity is the total amount of data the device can hold, measured in gigabytes or terabytes. | Discuss in pairs, then report one point on "Storage Media Characteristics" to the class. | Understanding: Storage Media Characteristics. |
| Step 4 6 MINUTES | Covers File Organisation and Access Methods: How data is organised on a storage device determines how quickly it can be found. In sequential access, records are read one after another from the start, like a film reel, so finding the tenth record means passing the first nine. | Respond to questions, complete the examples on the board and note down "File Organisation and Access Methods". | Understanding: File Organisation and Access Methods. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a table comparing a hard disk, a solid state drive and a CD. (ii) List three examples of cloud storage and one use of each. (iii) Explain why a solid state drive is faster than a hard disk. 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 magnetic and optical storage devices. ii. Describe solid state storage and compare storage devices. iii. Explain cloud storage and the choice between capacity and performance. iv. Describe the working mechanisms of secondary storage. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: magnetic and Optical Storage, solid-State Storage and Device Comparison, cloud Storage and Capacity or Performance, secondary Storage Working Mechanisms, storage Media Characteristics. Links them to the assignment and previews Week 4: Operating Systems, Software Licensing and Applications. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school is replacing the drives in its computers and a supplier offers hard disks, DVDs and solid-state drives. Describe magnetic, optical and solid-state storage, and give a capacity example of each. ii. A student carries projects between home and school, a school archive keeps years of video files, and a server must respond instantly. Explain the four characteristics of a storage medium, explain cloud storage, and state which device suits each of the three cases.
Week 4 / First Term
Operating Systems, Licensing and Applications
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. State the functions and types of an operating system. ii. Explain what a software licence is and why it matters. iii. Compare proprietary, open source, freeware and shareware. iv. Describe commercial and subscription licence types. |
| Affective | i. Appreciate the value of Operating Systems, Software Licensing and Applications 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 of four licence types and one example of each. iii. Explain the difference between open source and freeware. iv. Explain why pirated software is not an acceptable option. |
Rationale: Operating systems are designed for different jobs. Understanding introduction, types of Operating Systems, common Operating Systems, functions of an Operating System helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied Secondary Storage, including magnetic and Optical Storage, solid-State Storage and Device Comparison, cloud Storage and Capacity or Performance. 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, Software Licensing and Applications, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 4); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 3 (Secondary Storage) with two quick oral questions, and asks what they already know about Operating Systems, Software Licensing and Applications. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Operating Systems, Software Licensing and Applications. | Connecting prior knowledge to Operating Systems, Software Licensing and Applications. |
| Step 1 6 MINUTES | Covers Introduction: An operating system (OS) is the most important system software on a computer, sitting between the user, applications and hardware. Covers Types of Operating Systems: Operating systems are designed for different jobs. Covers Common Operating Systems: Windows, by Microsoft, is the most widely used desktop OS. Also covers Functions of an Operating System. | Listen, take notes and answer oral questions on "Introduction" and related points. | Understanding: Introduction; Types of Operating Systems; Common Operating Systems; and related ideas. |
| Step 2 6 MINUTES | Covers Advanced Operating System Engineering: Inside every operating system lies a structure that connects hardware and software. Covers Resource Allocation, CPU Scheduling and Interrupt Handling: When a user types, plays music and downloads files at the same time, the operating system must share the processor, memory and devices among all the tasks. Covers Comparing Modern Operating Systems: Modern computers run on a small family of operating systems, each with its own strengths. Also covers Introduction. | Copy the key points, give examples from school and everyday life, and ask questions on "Advanced Operating System Engineering" and related points. | Understanding: Advanced Operating System Engineering; Resource Allocation, CPU Scheduling and Interrupt Handling; Comparing Modern Operating Systems; and related ideas. |
| Step 3 6 MINUTES | Covers Software Licensing: A software licence is a legal contract between the publisher and the user stating how software may be used, copied, modified and distributed. Covers Software Categories: Beyond the operating system, software falls into three categories. Covers Practical Application Scenarios: Installing software runs an installer file (.exe or.dmg) that copies program files, creates shortcuts and registers the application with the OS. Also covers Impact of Choosing the Wrong Licence. | Discuss in pairs, then report one point on "Software Licensing" and related points to the class. | Understanding: Software Licensing; Software Categories; Practical Application Scenarios; and related ideas. |
| Step 4 6 MINUTES | Covers Productivity Suites: A productivity suite is a group of related application programs sold together as one package. Covers Word Processing Formatting: Formatting options in a word processor help organise text and make documents look professional. Covers Desktop Publishing Software and Design Principles: Desktop publishing, or DTP, uses specialised software to create professionally designed documents. | Respond to questions, complete the examples on the board and note down "Productivity Suites" and related points. | Understanding: Productivity Suites; Word Processing Formatting; Desktop Publishing Software and Design Principles. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List five functions of an operating system. (ii) Draw a table of four licence types and one example of each. (iii) Explain the difference between open source and freeware. 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 functions and types of an operating system. ii. Explain what a software licence is and why it matters. iii. Compare proprietary, open source, freeware and shareware. iv. Describe commercial and subscription licence types. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: introduction, types of Operating Systems, common Operating Systems, functions of an Operating System, advanced Operating System Engineering. Links them to the assignment and previews Week 5: Number Systems and Data Representation. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) What is a Word Processor? Mention three (3) practical uses of word processing software in modern offices. (b) Explain the purpose of text formatting features such as Bold, Italic, and Underline. (c) A plain text document consists of 4,096 characters (where 1 character = 1 Byte). Calculate its exact size in Kilobytes (KB) and determine how many bits are contained in that file. Show workings. ii. (a) Define Computer Software and classify it into its main categories, giving two examples of each. (b) Explain the primary functions of an Operating System. (c) A software application installer has a file size of 24 Megabits (Mb). Convert this file size into Megabytes (MB) and further into Kilobytes (KB). Show all steps.
Week 5 / First Term
Number Systems and Data Representation
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. Explain place value in the decimal, binary, octal and hexadecimal systems. ii. Convert numbers between decimal, binary and hexadecimal. iii. Explain how characters, images and sound are represented. iv. Use the units that measure file sizes. |
| Affective | i. Appreciate the value of Number Systems 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 decimal number 45 to binary and to hexadecimal. ii. Write the ASCII code for the letter A in binary. iii. Explain how a colour image is stored using pixels. iv. Arrange bit, byte, kilobyte, megabyte and gigabyte in order. |
Rationale: A number system is a way of writing numbers using a fixed set of symbols called digits and a base (the radix). Understanding understanding Number Systems, binary Number System, converting Decimal to Binary, octal Number System helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 4, learners studied Operating Systems, Software Licensing and Applications, including types of Operating Systems, common Operating Systems, functions of an Operating System. 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 and Data Representation, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 5); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 4 (Operating Systems, Software Licensing and Applications) with two quick oral questions, and asks what they already know about Number Systems and Data Representation. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Number Systems and Data Representation. | Connecting prior knowledge to Number Systems and Data Representation. |
| Step 1 6 MINUTES | Covers Understanding Number Systems: A number system is a way of writing numbers using a fixed set of symbols called digits and a base (the radix). Covers Binary Number System: Binary uses only the digits 0 and 1, and each position is worth a power of 2, working from the right, namely 1, 2, 4, 8, 16, 32, 64, 128. Covers Converting Decimal to Binary: To convert decimal to binary, divide the number repeatedly by 2, write down the remainder each time and stop when the quotient becomes 0, then read the remainders from bottom to top. Also covers Octal Number System. | Listen, take notes and answer oral questions on "Understanding Number Systems" and related points. | Understanding: Understanding Number Systems; Binary Number System; Converting Decimal to Binary; and related ideas. |
| Step 2 6 MINUTES | Covers Hexadecimal Number System: Hexadecimal uses the digits 0 to 9 and the letters A to F, where A = 10, B = 11, C = 12, D = 13, E = 14 and F = 15. Covers ASCII and Character Codes: A computer does not store letters directly; it stores numbers. Covers Unicode: ASCII can only cover English and a few symbols, so Unicode gives a unique number to every character in every writing system, over 140,000 characters today, including Yoruba, Hausa, Igbo, Arabic, Chinese and emoji. Also covers Representing Images. | Copy the key points, give examples from school and everyday life, and ask questions on "Hexadecimal Number System" and related points. | Understanding: Hexadecimal Number System; ASCII and Character Codes; Unicode; and related ideas. |
| Step 3 6 MINUTES | Covers Representing Sound: Sound is captured by sampling the wave many times per second. Covers Representing Video: Video stores a sequence of frames and displays a new one at every frame rate, usually 24 to 30 per second. Covers Measuring File Sizes: Digital data is measured in bits and bytes. Also covers Practical Exercises. | Discuss in pairs, then report one point on "Representing Sound" and related points to the class. | Understanding: Representing Sound; Representing Video; Measuring File Sizes; and related ideas. |
| Step 4 6 MINUTES | Covers How Computers Represent Data: A computer represents all data using a fixed-length binary pattern. Covers Number Conversions with Worked Examples: Converting between number systems follows two systematic methods. Covers Representing Characters, Images, Pixels and Colour Depth: Beyond ASCII and Unicode, computers also encode images as binary data. | Respond to questions, complete the examples on the board and note down "How Computers Represent Data" and related points. | Understanding: How Computers Represent Data; Number Conversions with Worked Examples; Representing Characters, Images, Pixels and Colour Depth. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Convert the decimal number 45 to binary and to hexadecimal. (ii) Write the ASCII code for the letter A in binary. (iii) Explain how a colour image is stored using 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. Explain place value in the decimal, binary, octal and hexadecimal systems. ii. Convert numbers between decimal, binary and hexadecimal. iii. Explain how characters, images and sound are represented. iv. Use the units that measure file sizes. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: understanding Number Systems, binary Number System, converting Decimal to Binary, octal Number System, hexadecimal Number System. Links them to the assignment and previews Week 6: Logic Gates and Digital Logic. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A student is asked to convert the binary number 1101 to decimal. Show the conversion step by step and give the answer. ii. A web designer writes a colour as #FF5733 instead of a long run of binary digits. Explain why hexadecimal is more compact than binary for such codes, and calculate the decimal value of the first pair, FF, to show that two hex digits represent one byte (8 bits).
Week 6 / First Term
Logic Gates and Digital Logic
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. Explain what a logic gate is and how it uses bits. ii. Draw truth tables for the AND, OR and NOT gates. iii. Describe the NAND, NOR, XOR and XNOR gates. iv. Explain the use of Boolean algebra and adders. |
| Affective | i. Appreciate the value of Logic Gates and Digital Logic in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw the truth tables for AND, OR and NOT. ii. Write the truth table for the NAND gate. iii. Explain how a half adder adds two bits. iv. Simplify a simple Boolean expression. |
Rationale: A logic gate is a tiny circuit that takes one or more binary inputs, each a 0 or a 1, and produces a single binary output according to a fixed logical rule. Understanding what is a Logic Gate?, the AND Gate, the OR Gate, the NOT Gate helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 5, learners studied Number Systems and Data Representation, including understanding Number Systems, binary Number 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 Logic Gates and Digital Logic, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 6); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 5 (Number Systems and Data Representation) with two quick oral questions, and asks what they already know about Logic Gates and Digital Logic. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Logic Gates and Digital Logic. | Connecting prior knowledge to Logic Gates and Digital Logic. |
| Step 1 6 MINUTES | Covers What is a Logic Gate?: A logic gate is a tiny circuit that takes one or more binary inputs, each a 0 or a 1, and produces a single binary output according to a fixed logical rule. Covers The AND Gate: An AND gate has two or more inputs and its output is 1 only when all inputs are 1; if any input is 0, the output is 0. Covers The OR Gate: An OR gate outputs 1 when at least one input is 1, and 0 only when all inputs are 0. Also covers The NOT Gate. | Listen, take notes and answer oral questions on "What is a Logic Gate?" and related points. | Understanding: What is a Logic Gate?; The AND Gate; The OR Gate; and related ideas. |
| Step 2 6 MINUTES | Covers The NAND and NOR Gates: NAND stands for NOT AND, which is an AND gate followed by an inverter, so its output is 0 only when all inputs are 1 and 1 in every other case; the expression is NOT (A AND B). Covers The XOR and XNOR Gates: XOR stands for exclusive OR. Covers Boolean Algebra: Boolean algebra is the mathematics of 0 and 1. Also covers De Morgan's Laws. | Copy the key points, give examples from school and everyday life, and ask questions on "The NAND and NOR Gates" and related points. | Understanding: The NAND and NOR Gates; The XOR and XNOR Gates; Boolean Algebra; and related ideas. |
| Step 3 6 MINUTES | Covers The Half Adder: Combinational logic is a circuit whose output depends only on the present inputs, with no memory. Covers The Full Adder: A half adder cannot handle a carry from a previous column, so real arithmetic uses a full adder with three inputs, namely A, B and a carry-in (Cin). Covers Applications of Logic Gates: Logic gates appear throughout a computer. Also covers Practical Exercises. | Discuss in pairs, then report one point on "The Half Adder" and related points to the class. | Understanding: The Half Adder; The Full Adder; Applications of Logic Gates; and related ideas. |
| Step 4 6 MINUTES | Covers Digital Logic and Binary Signals: Digital logic is the branch of electronics that processes binary information, signals that are either 0 or 1, low or high. Covers Gate Functions and Truth Tables at a Glance: The six gates can be grouped by how they behave. Covers Combining Gates to Build Simple Circuits: Few real systems use a single gate. Also covers Real-World Applications of Logic Circuits. | Respond to questions, complete the examples on the board and note down "Digital Logic and Binary Signals" and related points. | Understanding: Digital Logic and Binary Signals; Gate Functions and Truth Tables at a Glance; Combining Gates to Build Simple Circuits; and related ideas. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw the truth tables for AND, OR and NOT. (ii) Write the truth table for the NAND gate. (iii) Explain how a half adder adds two bits. 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. Draw truth tables for the AND, OR and NOT gates. iii. Describe the NAND, NOR, XOR and XNOR gates. iv. Explain the use of Boolean algebra and adders. | 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 Logic Gate, the AND Gate, the OR Gate, the NOT Gate, the NAND and NOR Gates. Links them to the assignment and previews Week 7: Computer Networks. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A student builds a circuit with two switches wired so a lamp turns on only when both switches are closed. Identify the logic gate that models this circuit and draw its truth table. ii. An engineer needs a gate that outputs 0 only when both inputs are 1. Identify the gate, write its Boolean expression and explain why NAND gates are called universal gates.
Week 7 / First Term
Computer Networks
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. Define a network topology and name the main types. ii. Compare bus, star, ring, mesh, tree and hybrid topologies. iii. Describe the OSI and TCP/IP reference models. iv. Classify networks as PAN, LAN, MAN or WAN. |
| 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 star and a mesh topology and label each device. ii. Use a table to compare the strengths and weaknesses of the topologies. iii. List the seven OSI layers in order. iv. Classify five networks by the area each covers. |
Rationale: A network topology is the arrangement of the devices in a network and the connections between them. Understanding what is a Network Topology?, bus Topology, star Topology, ring Topology helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 6, learners studied Logic Gates and Digital Logic, 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 Computer Networks, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 7); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 6 (Logic Gates and Digital Logic) with two quick oral questions, and asks what they already know about Computer Networks. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer Networks. | Connecting prior knowledge to Computer Networks. |
| Step 1 6 MINUTES | Covers What is a Network Topology?: A network topology is the arrangement of the devices in a network and the connections between them. Covers Bus Topology: In a bus topology all devices connect to a single central cable called the backbone. Covers Star Topology: In a star topology every device connects to a central switch or hub with its own cable, and data passes through the centre first. Also covers Ring Topology, Mesh Topology and Tree (Hierarchical) Topology. | Listen, take notes and answer oral questions on "What is a Network Topology?" and related points. | Understanding: What is a Network Topology?; Bus Topology; Star Topology; and related ideas. |
| Step 2 6 MINUTES | Covers Hybrid Topology: A hybrid topology combines two or more topologies in one network, such as stars inside offices joined by a mesh backbone. Covers Why Network Models Exist: Computers from different manufacturers use different hardware, so networking needed common rules called protocols. Covers The OSI Reference Model: The Open Systems Interconnection (OSI) model, published by the ISO in 1984, is a seven-layer reference model for networks. Also covers The Seven Layers of the OSI Model and The TCP/IP Model. | Copy the key points, give examples from school and everyday life, and ask questions on "Hybrid Topology" and related points. | Understanding: Hybrid Topology; Why Network Models Exist; The OSI Reference Model; and related ideas. |
| Step 3 6 MINUTES | Covers Comparing OSI and TCP/IP: OSI and TCP/IP describe the same journey in different detail. Covers Client-Server and Peer-to-Peer Models: In the client-server model a central server stores resources and manages data, while client computers request those resources. Covers Corporate Networks: A corporate network is a private network that connects computers, servers and devices within an organisation or across branches. Also covers Network Protocols in Business and Network Security Measures and Threats. | Discuss in pairs, then report one point on "Comparing OSI and TCP/IP" and related points to the class. | Understanding: Comparing OSI and TCP/IP; Client-Server and Peer-to-Peer Models; Corporate Networks; and related ideas. |
| Step 4 6 MINUTES | Covers Meaning and Uses of Networks: A computer network is two or more computers joined so that they can exchange data and share resources. Covers Classes of Network: A personal area network covers a very small area, usually a few metres, such as a phone connected to a headset. Covers Network Devices: A modem converts a signal from the provider into a signal the computer can use, and back again. Also covers Topology and Wired and Wireless Connections. | Respond to questions, complete the examples on the board and note down "Meaning and Uses of Networks" and related points. | Understanding: Meaning and Uses of Networks; Classes of Network; Network Devices; and related ideas. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a star and a mesh topology and label each device. (ii) Use a table to compare the strengths and weaknesses of the topologies. (iii) List the seven OSI layers 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 network topology and name the main types. ii. Compare bus, star, ring, mesh, tree and hybrid topologies. iii. Describe the OSI and TCP/IP reference models. iv. Classify networks as PAN, LAN, MAN or WAN. | 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 Network Topology, bus Topology, star Topology, ring Topology, mesh Topology. Links them to the assignment and previews Week 8: The Internet and Online Safety. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school lab is wired in a star. Explain why a cut cable affects only one computer. ii. A company needs the most reliable network and will pay for it. Recommend a topology.
Week 8 / First Term
Internet and Online Safety
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. Describe the internet and the services it provides. ii. Explain how data travels across the internet. iii. Describe online safety, ethics and security. iv. Apply rules for safe and responsible online behaviour. |
| Affective | i. Appreciate the value of The Internet and Online Safety in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. List five services of the internet and one use of each. ii. Describe what happens when a web page is requested. iii. Write five rules of safe online behaviour. iv. Explain why a strong password matters. |
Rationale: The internet is a global network of networks. Understanding what the Internet Is, how Data Travels, services on the Internet, access and the Local Situation helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 7, learners studied Computer Networks, including what is a Network Topology?, bus Topology, star Topology. 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 The Internet and Online Safety, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 8); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 7 (Computer Networks) with two quick oral questions, and asks what they already know about The Internet and Online Safety. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about The Internet and Online Safety. | Connecting prior knowledge to The Internet and Online Safety. |
| Step 1 6 MINUTES | Covers What the Internet Is: The internet is a global network of networks. Covers How Data Travels: Data is split into small pieces called packets. Covers Services on the Internet: The services are grouped into communication, information and transaction. | Listen, take notes and answer oral questions on "What the Internet Is" and related points. | Understanding: What the Internet Is; How Data Travels; Services on the Internet. |
| Step 2 6 MINUTES | Covers Access and the Local Situation: Access is provided by an internet service provider, which sells a connection and gives an address to the subscriber. Access may be by cable, by fixed radio, by mobile data or by satellite, and the choice affects the speed, the cost and the reliability. Covers Web Technologies: The web works through addresses and browsers. An address beginning with https is encrypted, which means the data is scrambled in transit and cannot easily be read by anyone who intercepts it. | Copy the key points, give examples from school and everyday life, and ask questions on "Access and the Local Situation" and related points. | Understanding: Access and the Local Situation; Web Technologies. |
| Step 3 6 MINUTES | Covers Personal Safety Online: Anything posted online can be copied and shared, and a post cannot be fully withdrawn. The rule to follow is to post nothing that would embarrass you if it appeared on a poster in school. Covers Security of the Computer: A virus is a program written to damage a computer or the data on it. A worm spreads across a network by itself. | Discuss in pairs, then report one point on "Personal Safety Online" and related points to the class. | Understanding: Personal Safety Online; Security of the Computer. |
| Step 4 6 MINUTES | Covers Cyber Crime and Cyber Ethics: Cyber crime is any crime committed using a computer or a network. Examples include accessing an account without permission, copying paid software, spreading a virus deliberately, forging a document and carrying out fraud online. Covers Healthy and Responsible Use: Time spent online must be balanced. A fixed daily limit agreed with a parent or teacher prevents the loss of sleep and the neglect of study that heavy use causes. | Respond to questions, complete the examples on the board and note down "Cyber Crime and Cyber Ethics" and related points. | Understanding: Cyber Crime and Cyber Ethics; Healthy and Responsible Use. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List five services of the internet and one use of each. (ii) Describe what happens when a web page is requested. (iii) Write five rules of safe online behaviour. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Describe the internet and the services it provides. ii. Explain how data travels across the internet. iii. Describe online safety, ethics and security. iv. Apply rules for safe and responsible online behaviour. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: what the Internet Is, how Data Travels, services on the Internet, access and the Local Situation, web Technologies. Links them to the assignment and previews Week 9: Introduction to Databases. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A learner receives a message asking for a bank password. Explain what to do. ii. Explain why the same information may be untrustworthy even on a popular site.
Week 9 / First Term
Introduction to Databases
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. Define a database and state why databases are used. ii. Describe the parts of a database. iii. Distinguish between a table, a record and a field. iv. Create, sort and filter a table in a database program. |
| Affective | i. Appreciate the value of Introduction to Databases in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a database with one table of pupils holding the fields pupil number, surname, forename, class and date of birth. ii. Set the data type of each field and set the pupil number as the primary key. iii. Enter ten records, then sort the table by surname and confirm the order. iv. Use a filter to show only the pupils in a given class and record the number shown. |
Rationale: A database is an organised collection of related data stored so that it can be searched, sorted and retrieved quickly. Understanding meaning and Reason for Databases, parts of a Database, keys, Relationships and Design, using a Database Program helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 8, learners studied The Internet and Online Safety, including what the Internet Is, how Data Travels, services on the Internet. 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 Databases, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 9); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 8 (The Internet and Online Safety) with two quick oral questions, and asks what they already know about Introduction to Databases. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Introduction to Databases. | Connecting prior knowledge to Introduction to Databases. |
| Step 1 6 MINUTES | Covers Meaning and Reason for Databases: A database is an organised collection of related data stored so that it can be searched, sorted and retrieved quickly. A file system stores data in separate files, which leads to duplication and to data that disagrees with itself. Covers Parts of a Database: A database system has three parts. The database itself is the collection of stored data. | Listen, take notes and answer oral questions on "Meaning and Reason for Databases" and related points. | Understanding: Meaning and Reason for Databases; Parts of a Database. |
| Step 2 6 MINUTES | Covers Keys, Relationships and Design: A foreign key is a field in one table that refers to the primary key of another table, and the link is called a relationship. A pupil table holds the name and address, an marks table holds the scores, and the pupil number links them. | Copy the key points, give examples from school and everyday life, and ask questions on "Keys, Relationships and Design". | Understanding: Keys, Relationships and Design. |
| Step 3 6 MINUTES | Covers Using a Database Program: A database program is used to create a table, define the fields and their data types, and then enter the records. The data type is set for each field, such as text, number or date, and it decides what may be entered. | Discuss in pairs, then report one point on "Using a Database Program" to the class. | Understanding: Using a Database Program. |
| Step 4 6 MINUTES | Covers Advantages and Precautions: The advantages of a database are that data is stored once, searches are fast, several users may work with the same data at once, security can control who sees what, and reports can be produced in any required format. | Respond to questions, complete the examples on the board and note down "Advantages and Precautions". | Understanding: Advantages and Precautions. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a database with one table of pupils holding the fields pupil number, surname, forename, class and date of birth. (ii) Set the data type of each field and set the pupil number as the primary key. (iii) Enter ten records, then sort the table by surname and confirm the 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 database and state why databases are used. ii. Describe the parts of a database. iii. Distinguish between a table, a record and a field. iv. Create, sort and filter a table in a database program. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: meaning and Reason for Databases, parts of a Database, keys, Relationships and Design, using a Database Program, advantages and Precautions. Links them to the assignment and previews Week 10: Advanced Productivity Tools. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Explain why storing pupil records in separate files leads to errors that a database avoids. ii. A school wants to use names as the primary key of a pupil table. Give two reasons this is a poor choice.
Week 10 / First Term
Advanced Productivity Tools
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. Use mail merge and templates in a word processor. ii. Use spreadsheet formulas and functions. iii. Apply advanced features in presentations. iv. Combine tools to integrate and share work. |
| Affective | i. Appreciate the value of Advanced Productivity Tools in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Create a mail merge letter for five recipients. ii. Write spreadsheet formulas for sum, average and highest value. iii. Add a chart to a slide and format its title. iv. Export a document to a portable format and share it. |
Rationale: Mail merge is a word processing feature that allows you to create one main document and automatically generate multiple personalised copies using data from a list or database. Understanding mail Merge and Templates, spreadsheet Formulas, Functions and Pivot Tables, advanced Presentations and Productivity Suites, advanced Spreadsheet Skills helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 9, learners studied Introduction to Databases, including meaning and Reason for Databases, parts of a Database, keys, Relationships and Design. 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 Advanced Productivity Tools, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 10); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 9 (Introduction to Databases) with two quick oral questions, and asks what they already know about Advanced Productivity Tools. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Advanced Productivity Tools. | Connecting prior knowledge to Advanced Productivity Tools. |
| Step 1 6 MINUTES | Covers Mail Merge and Templates: Mail merge is a word processing feature that allows you to create one main document and automatically generate multiple personalised copies using data from a list or database. Covers Spreadsheet Formulas, Functions and Pivot Tables: A formula in a spreadsheet starts with an equals sign (=) and uses cell references to perform calculations. Covers Advanced Presentations and Productivity Suites: Modern presentation software offers features beyond simply putting text on slides. | Listen, take notes and answer oral questions on "Mail Merge and Templates" and related points. | Understanding: Mail Merge and Templates; Spreadsheet Formulas, Functions and Pivot Tables; Advanced Presentations and Productivity Suites. |
| Step 2 6 MINUTES | Covers Advanced Spreadsheet Skills: Every value in a spreadsheet lives in a cell, and each cell has a unique address made from its column letter and row number, such as A1 or C5. Covers Advanced Word Processing and Presentation Features: A template is a pre-designed file with a fixed layout, fonts and colours that can be reused for many documents with the same style, such as school report cards, invoices or certificates. Covers Integration and Collaboration Tools: Modern productivity suites integrate tools so that data flows between word processing, spreadsheets and presentations. | Copy the key points, give examples from school and everyday life, and ask questions on "Advanced Spreadsheet Skills" and related points. | Understanding: Advanced Spreadsheet Skills; Advanced Word Processing and Presentation Features; Integration and Collaboration Tools. |
| Step 3 6 MINUTES | Covers Formulas and References: A formula begins with an equals sign and may contain values, cell addresses, operators and functions. Covers Statistical Functions: SUM adds the values in a range. Covers Logical, Text and Date Functions: IF tests a condition and gives one value when it is true and another when it is false. | Discuss in pairs, then report one point on "Formulas and References" and related points to the class. | Understanding: Formulas and References; Statistical Functions; Logical, Text and Date Functions. |
| Step 4 6 MINUTES | Covers Lookup Functions: A lookup function searches a table for a value and returns something from the same row. VLOOKUP searches down the first column of a table and returns a value from a chosen column. Covers Building a Summary Worksheet: A summary worksheet collects the results from the other worksheets. The number of pupils is taken from the count function, the mean from the average function, the highest and the lowest from the maximum and minimum functions, and the number passing from a count if function. | Respond to questions, complete the examples on the board and note down "Lookup Functions" and related points. | Understanding: Lookup Functions; Building a Summary Worksheet. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Create a mail merge letter for five recipients. (ii) Write spreadsheet formulas for sum, average and highest value. (iii) Add a chart to a slide and format its title. 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. Use mail merge and templates in a word processor. ii. Use spreadsheet formulas and functions. iii. Apply advanced features in presentations. iv. Combine tools to integrate and share work. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: mail Merge and Templates, spreadsheet Formulas, Functions and Pivot Tables, advanced Presentations and Productivity Suites, advanced Spreadsheet Skills, advanced Word Processing and Presentation Features. 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 school must send the same letter to 200 parents. Explain how mail merge helps. ii. A class list of scores must be summarised. Describe the functions you would use.
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 architecture, storage and operating systems. iii. Practise number systems, logic and productivity tools. 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. Convert 45 to binary and to hexadecimal from memory. ii. Draw the truth tables for AND, OR and NOT. iii. List the seven OSI layers in order. iv. Write one spreadsheet formula and explain what it does. |
Rationale: A computer follows the input, process and output model. Understanding review of Architecture, Memory and Storage, review of Number Systems and Logic, review of Networks and the Internet, review of Productivity Tools helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 10, learners studied Advanced Productivity Tools, including mail Merge and Templates, spreadsheet Formulas, Functions and Pivot Tables, advanced Presentations and Productivity Suites. 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 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 11); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 10 (Advanced Productivity Tools) 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 Architecture, Memory and Storage: A computer follows the input, process and output model. The processor fetches, decodes and executes instructions, and the system bus carries data, addresses and control signals between the parts. | Listen, take notes and answer oral questions on "Review of Architecture, Memory and Storage". | Understanding: Review of Architecture, Memory and Storage. |
| Step 2 6 MINUTES | Covers Review of Number Systems and Logic: A number system is built on a base. Binary is base 2, octal is base 8 and hexadecimal 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 Logic". | Understanding: Review of Number Systems and Logic. |
| Step 3 6 MINUTES | Covers Review of Networks and the Internet: A network topology is the arrangement of devices and links. The main types are bus, star, ring, mesh, tree and hybrid. Networks are also classified by area as PAN, LAN, MAN and WAN. | Discuss in pairs, then report one point on "Review of Networks and the Internet" to the class. | Understanding: Review of Networks and the Internet. |
| Step 4 6 MINUTES | Covers Review of Productivity Tools: A word processor uses mail merge and templates to produce many personalised documents from one letter and a list. A spreadsheet uses formulas and functions to calculate, and a pivot table to summarise. A presentation uses advanced features to communicate clearly. | Respond to questions, complete the examples on the board and note down "Review of Productivity Tools". | Understanding: Review of Productivity Tools. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Convert 45 to binary and to hexadecimal from memory. (ii) Draw the truth tables for AND, OR and NOT. (iii) List the seven OSI layers 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. Revise all topics of the term. ii. Consolidate architecture, storage and operating systems. iii. Practise number systems, logic and productivity tools. 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 Architecture, Memory and Storage, review of Number Systems and Logic, review of Networks and the Internet, review of Productivity Tools. 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 factory needs a system that responds to a sensor within milliseconds, and a school needs one that runs on free software. Name the types of operating system, and compare the common operating systems with their strengths. ii. (a) Define the Central Processing Unit (CPU) and explain the specific roles of its two main components (ALU and CU). (b) Explain the concepts of Cold Booting and Warm Booting. (c) A system diagnostic log file consumes 5,120 Bytes of storage space. Convert this file size into Kilobytes (KB) and calculate how many bits that file occupies. Show all 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 the topics taught this term. 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, format and language before typing. iii. Save the file at each stage of the task. iv. Test a program with at least three sets of data, including a zero. |
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 Architecture, Memory and Storage, review of Number Systems and Logic, review of Networks and the Internet. 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 2); NERDC Digital Technology Curriculum; Digital Technology SS 2 First Term Notes (Week 12); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 11 (Revision) with two quick oral questions, and asks what they already know about Examination. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Examination. | Connecting prior knowledge to Examination. |
| Step 1 6 MINUTES | Covers 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 and note the required file name, folder and format. | 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, apply the required formatting or function, 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, format and language 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 the topics taught this term. 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 Security Threats (Malware) and list three (3) examples of malicious software. (b) Explain the roles of Antivirus software and Firewalls in safeguarding computer systems. (c) If a network data transmission channel transfers data at a speed of 8 Megabits per second (Mbps), calculate how many Megabytes (MB) of data are transferred in 10 seconds. Show your workings. ii. Explain why most marks in a practical examination are lost on the instruction rather than on the skill.