SS 2 Second Term

Lesson objectives

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

1. Define a computer file and name its required attributes.
2. Distinguish internal and external storage media on a machine.
3. Explain why folders matter inside a directory tree.
4. Describe a three-level folder structure for subjects, terms and weeks.
5. Identify which storage type holds user files permanently versus temporarily.

Key vocabulary

• File: a stored document or data unit identified by a filename.
• Attributes: properties such as name, type and date describing a file.
• Internal storage: storage inside the computer case.
• External storage: storage attached outside the case.
• Folder: a container grouping related files and folders.
• Directory tree: the visual map of folders and subfolders.
• Three-level structure: subject, term and week folder levels.
• Permanent holding: storage retaining data after shutdown.
• Temporary holding: storage clearing contents when power is removed.

Common misconceptions

• "Files live everywhere." Files live in specific storage locations matched to their attributes.
• "Folders mean nothing in a networked lab." Folders prevent cross-contamination between users.
• "A file and a folder are the same thing." Files hold data; folders hold containers of files.

Teacher activities

1. Starter: display two drives with mislabelled files and ask why one wastes time finding work.
2. Define a file and list its required attributes one by one.
3. Name internal and external storage media on a live system.
4. Explain why folders matter by contrasting two incorrect filing schemes.
5. Demonstrate building a three-level folder structure on the drive.
6. Close with the file-storage distinction task and exit question.

Student activities

1. Answer the starter and identify the problem with the misfiled drives.
2. Define a file in their own words and name five attributes.
3. Distinguish internal from external storage with examples.
4. Contrast two incorrect filing schemes on paper.
5. Build a three-level folder structure with sample files in each week.
6. Answer the exit question in one sentence about folders.

Practical / learning evidence

A completed file-attributes chart, an internal-versus-external comparison and a three-level folder structure confirmation. Submit all three for marking.

Resources and preparation

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

Assessment for learning

Inspect the attributes chart for five distinct attributes. Check the internal versus external comparison for matching definitions. Verify the folder structure has three correct levels and sample files placed in the right folders. Flag any learner who confuses files with folders.

Inclusion and homework

Provide the attributes chart prefilled for learners who need scaffolding and allow oral internal versus external answers. Allow extra time on folder creation. Extend confident learners with four-level structures and a second homework locating your most important file today.

Lesson objectives

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

1. Explain why consistent naming reduces search time.
2. Rename files with descriptive names matching the folder structure.
3. Copy a file to a backup location and confirm the copy exists.
4. Delete a file safely using the Recycle Bin.
5. Organise a folder of unsaved files by subject, term and week.

Key vocabulary

• Consistent naming: using the same naming pattern across all files.
• Descriptive name: a file name that explains content and purpose.
• Copy: an exact duplicate held separately from the original.
• Backup: a redundant copy stored in a different location.
• Recycle Bin: temporary storage for deleted files before permanent removal.
• Delete: removing a file from active storage.
• Search time: the duration needed to locate a file.
• Organise: arranging files into meaningful groups.

Common misconceptions

• "Renaming always breaks links." Renaming changes the name only; the file remains accessible.
• "Copying duplicates memory immediately." Copying shares the original until changes propagate.
• "Deleting from the Recycle Bin destroys the file permanently." The Recycle Bin keeps deleted files recoverable for a period.

Teacher activities

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

Student activities

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

Practical / learning evidence

A filled three-level folder structure with renamed files, a backup-copy confirmation record and a recycle-bin restore record. Submit all three for marking.

Resources and preparation

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

Assessment for learning

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

Inclusion and homework

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

Lesson objectives

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

1. Define the software development life cycle and state its phases.
2. Name the eight phases in order.
3. Explain the purpose of each phase briefly.
4. Compare waterfall and agile models on flexibility.
5. Judge which model suits a small team project.

Key vocabulary

• Software development life cycle: the ordered stages of building software.
• Phase: one stage in the development process.
• Waterfall: a linear model moving strictly through stages once.
• Agile: an iterative model repeating cycles of planning, building and testing.
• Verification: confirming the product meets requirements.
• Validation: confirming the product meets user needs.
• Documentation: written records describing processes and decisions.
• Requirements gathering: collecting what the software must do.
• Design: specifying the technical architecture.
• Implementation: writing the actual code.
• Testing: verifying the product works correctly.
• Deployment: releasing the product to users.
• Maintenance: fixing defects and adding features over time.

Common misconceptions

• "Waterfall never revisits earlier phases." Waterfall revisits earlier phases on major defects.
• "Agile is chaotic development." Agile has disciplined iteration cycles inside loops.
• "Testing happens only at the end." Testing runs throughout the life cycle continuously.

Teacher activities

1. Starter: display a waterfall chart and an agile chart side by side and ask which suits a school assignment.
2. Define the SDLC and state the eight phases in order.
3. Explain the purpose of each phase briefly on the board.
4. Compare waterfall and agile on flexibility and documentation.
5. Explain why agile suits iterative projects better than waterfall.
6. Close with the model-suit choice task and exit question.

Student activities

1. Choose the starter item and explain the preference reason.
2. Define the SDLC in their own words and list the eight phases in order.
3. State the purpose of each phase in one sentence each.
4. Compare waterfall and agile on flexibility and documentation.
5. Judge which model suits a small team project and justify it.
6. Answer the exit question in one sentence about waterfall revisits.

Practical / learning evidence

An eight-phase waterfall chart with purposes, a waterfall versus agile comparison and a small-team justification paragraph. Submit all three for marking.

Resources and preparation

Printed chart templates, blank comparison sheets and sample project scenarios. Offline route: paper versions, no device needed. Display diagrams carefully and avoid touching any hardware used in demos.

Assessment for learning

Inspect the eight-phase chart for all eight phases in order and sensible purposes. Mark the waterfall versus agile comparison for equal criteria. Check the small-team justification for a defensible rationale. Flag any learner who claims waterfall never revisits earlier phases.

Inclusion and homework

Provide the chart prefilled for the first six phases and allow oral completion of the rest. Allow extra time on the comparison. Extend confident learners with ten more phases and a ten-scenario comparison. Homework: describe one real application built with the waterfall model in one paragraph.

Lesson objectives

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

1. Define sequential and spiral SDLC models.
2. Compare them on risk analysis, customer involvement and documentation.
3. Explain why spiral suits safety-critical systems.
4. Name one advantage and one disadvantage of each model.
5. Choose a model suited to a named scenario.

Key vocabulary

• Sequential model: a linear model progressing strictly through stages.
• Spiral model: a risk-driven model repeating planning, building and testing.
• Risk analysis: identifying potential failure points early.
• Customer involvement: keeping the user engaged throughout development.
• Advantage: a benefit offered by a particular approach.
• Disadvantage: a drawback of a particular approach.
• Safety-critical: systems whose failure harms people or property.

Common misconceptions

• "Every project uses the same model." Different projects suit different lifecycle models.
• "Spiral has no disadvantages." Spiral adds complexity and cost that sequential avoids.
• "Risk analysis means planning only." Risk analysis also feeds test and design decisions.

Teacher activities

1. Starter: display a spiral model and a waterfall model and ask which suits a medical infusion pump.
2. Define sequential and spiral models one by one.
3. Compare both on risk analysis, customer involvement and documentation.
4. Explain why spiral suits safety-critical systems.
5. Introduce the advantages and disadvantages of each model.
6. Close with the model-choice task and exit question.

Student activities

1. Choose the starter item and explain the reason.
2. Define sequential and spiral models in their own words.
3. Compare both models on risk analysis, customer involvement and documentation.
4. Explain why spiral suits safety-critical systems in one paragraph.
5. Name one advantage and one disadvantage of each model.
6. Choose the model suited to a named scenario and justify it.
7. Answer the exit question in one sentence about model choice.

Practical / learning evidence

A two-model comparison chart with advantages and disadvantages, a spiral-versus-sequential explanation and a named-scenario choice. Submit all three for marking.

Resources and preparation

Printed comparison templates, blank diagrams and sample scenarios. Offline route: paper versions, no device needed. Display models carefully and avoid recommending unsupported tools.

Assessment for learning

Inspect the comparison chart for three criteria filled correctly per model. Mark the advantages and disadvantages for accuracy. Check the named-scenario choice for a defensible rationale. Flag any learner who claims every project uses the same model.

Inclusion and homework

Provide the chart prefilled for advantages and disadvantages and allow oral scenario choice. Extend confident learners with three more models and a sixth homework choosing a model for your family car's infotainment system. Homework: name one advantage and one disadvantage of spiral and explain why not every project uses it.

Lesson objectives

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

1. Define an algorithm and state why precision matters.
2. Name three algorithm types: sequential, selection and iteration.
3. Write a simple algorithm solving one computational problem.
4. Trace an algorithm step by step and predict the output.
5. Explain why algorithms are the foundation of program development.

Key vocabulary

• Algorithm: a finite sequence of precise instructions solving one problem.
• Precision: the exactness of each instruction in the sequence.
• Sequential algorithm: a list of steps carried out in order.
• Selection algorithm: an algorithm containing if-then-else branches.
• Iteration algorithm: an algorithm repeating steps under a condition.
• Trace: predicting results by stepping through code.
• Foundation: the underlying basis supporting further work.
• Computational problem: a task amenable to algorithmic solution.

Common misconceptions

• "An algorithm is a finished answer." An algorithm is the procedure; the answer comes after running it.
• "Algorithms always use loops." Sequential algorithms solve problems without repetition.
• "An algorithm can change halfway through." Algorithms are complete before execution begins.

Teacher activities

1. Starter: present a problem "calculate the average of five numbers" and ask how to start solving it.
2. Define an algorithm and emphasize precision in every step.
3. Walk through writing a simple algorithm for averaging five numbers.
4. Trace the algorithm step by step on paper.
5. Explain why algorithms are the foundation of program development.
6. Close with the trace task and exit question.

Student activities

1. Read the starter problem and write the first step of an algorithm in their own words.
2. Define an algorithm in their own words and emphasise precision.
3. Write a simple algorithm for calculating an average of five numbers.
4. Trace the algorithm step by step and predict the output.
5. Explain why algorithms are the foundation of program development in one paragraph.
6. Answer the exit question comparing algorithms with finished answers in one sentence.

Practical / learning evidence

A written algorithm with precise steps, a step-by-step trace and an algorithm-foundation explanation. Submit all three for marking.

Resources and preparation

Blank algorithm worksheets, sample number lists and numbered step cards. Offline route: paper versions, no device needed. Display worked examples carefully and avoid letting learners modify them before tracing.

Assessment for learning

Inspect the algorithm for precise, numbered steps with termination. Mark the trace for matching the stated inputs and outputs. Ask a learner to describe the foundation role in one sentence. Flag any learner who thinks algorithms produce answers directly.

Inclusion and homework

Provide the algorithm template prefilled for the first step and allow oral completion of the rest. Extend confident learners with two algorithms and a second homework writing a selection algorithm for pass/fail scoring. Homework: write a second algorithm solving a different computational problem and compare the two approaches.

Lesson objectives

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

1. Name the main flowchart symbols and state the role of each.
2. Draw a simple flowchart containing a start, process, decision and end.
3. Follow the flowchart by tracing both paths through a decision.
4. Explain why flowcharts help humans review programs.
5. Identify which step represents branching logic.

Key vocabulary

• Flowchart: a diagram showing algorithm steps symbol by symbol.
• Start symbol: the oval at the beginning of a flowchart.
• Process symbol: the rectangle describing a step or action.
• Decision symbol: the diamond asking whether to continue.
• End symbol: the oval marking termination.
• Branch: one of two paths taken by a decision.
• Path: the route through a flowchart following a single choice.
• Trace: predicting results by walking through a diagram.
• Review: examining a process to improve it.

Common misconceptions

• "Every flowchart needs a decision." Simple linear tasks use only start, process and end.
• "Flowcharts replace algorithms." Flowcharts visualise algorithms but do not execute them.
• "Tracing follows only one path." Tracing follows whichever path a decision sends you.

Teacher activities

1. Starter: display two algorithms side by side, one text and one drawn; ask which a developer would prefer reviewing.
2. Name the four main flowchart symbols and demonstrate each with a labelled diagram.
3. Model drawing a simple flowchart with start, process, decision and end.
4. Demonstrate tracing both paths through a decision by hand.
5. Explain why flowcharts help humans review programs.
6. Close with the tracing task and exit question.

Student activities

1. Choose the developer-preferred version from the starter and explain the reason.
2. Name the four main flowchart symbols in their own words.
3. Label a blank start, process, decision and end diagram.
4. Draw a simple flowchart for a basic calculator step.
5. Trace both paths through a decision in the given flowchart.
6. Answer the exit question in one sentence about human review value.

Practical / learning evidence

A labelled start-process-decision-end diagram, a drawn simple flowchart and a traced diagram with both paths recorded. Submit all three for marking.

Resources and preparation

Blank flowchart templates, symbol name cards and sample algorithms. Offline route: paper templates and cards, no device needed. Supervise any physical component demo carefully.

Assessment for learning

Inspect the labelled diagram for all four symbols correctly placed. Check the drawn flowchart for sensible sequencing. Mark the traced diagram for both paths followed. Flag any learner who claims every flowchart needs a decision.

Inclusion and homework

Provide the blank template prelabelled for learners who need scaffolding and allow oral tracing. Extend confident learners with a flowchart containing three decisions and two branches. Homework: convert one sequential algorithm into a flowchart.

Lesson objectives

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

1. Define pseudocode as an informal notation close to programming.
2. Distinguish pseudocode keywords such as IF THEN ELSE.
3. Translate a simple verbal instruction into pseudocode.
4. Describe why pseudocode helps bridge human thought and code.
5. Explain the difference between pseudocode and executable code.

Key vocabulary

• Pseudocode: an informal notation closer to human speech than machine code.
• Notation: the symbols and keywords used in a language style.
• Keyword: a reserved word such as IF or ELSE in pseudocode.
• Bridge: the link between human thought and executable code.
• Verbal instruction: a spoken or written description of what to do.
• Informal notation: pseudocode looks like speech but reads like structured code.
• Translation: converting a verbal idea into structured notation.
• Executable code: code that runs directly on a processor.
• Structure: the organised form of an expression.

Common misconceptions

• "Pseudocode is real code." Pseudocode executes in thought only, not on a computer directly.
• "Every keyword matters like real code." Pseudocode uses familiar keywords for clarity.
• "Pseudocode replaces a flowchart." Pseudocode often follows the flowchart structure.

Teacher activities

1. Starter: read a short verbal instruction aloud and ask learners to translate it into flowchart symbols.
2. Define pseudocode and name the most common pseudocode keywords.
3. Translate a verbal instruction step by step with IF THEN ELSE and a LOOP.
4. Show how pseudocode mirrors a flowchart visually.
5. Explain the bridge role in helping humans think in code.
6. Close with the translation task and exit question.

Student activities

1. Listen to the starter and translate the verbal instruction into symbols.
2. Define pseudocode in their own words and list three common keywords.
3. Translate a verbal instruction into pseudocode using IF THEN ELSE.
4. Describe how pseudocode mirrors a flowchart visually.
5. Explain why pseudocode helps bridge human thought and code.
6. Answer the exit question in one sentence about execution.

Practical / learning evidence

Two translated pseudocode snippets compared against their source verbal instructions, plus a one-paragraph definition statement. Submit both the snippets and the definition for marking.

Resources and preparation

Blank pseudocode templates, keyword cards and sample verbal instructions. Offline route: paper templates and cards, no device needed. Keep examples clean and avoid pseudocode that looks too much like real programming syntax.

Assessment for learning

Inspect the translated snippets for correct keyword usage. Compare each snippet with its source instruction for faithful translation. Ask a learner to explain the bridge role in their own words. Flag any learner who calls pseudocode executable code.

Inclusion and homework

Provide keyword cards preprinted for learners who need scaffolding and allow oral completion. Extend confident learners with three snippets and a bridge explanation homework. Homework: rewrite one verbal instruction without pseudocode keywords.

Lesson objectives

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

1. Name five common security threats such as phishing, malware and ransomware.
2. State the protection for each threat.
3. Describe one safe practice habit for every school lab day.
4. Explain why schools teach security alongside ethics.
5. Name three emerging technologies and how one changes daily life.

Key vocabulary

• Cyber threat: anything that can harm systems, data or users.
• Phishing: a fake message tricking users into revealing credentials.
• Malware: malicious software installed without permission.
• Ransomware: malware encrypting files until payment is made.
• Protection: a safeguard against a harmful activity.
• Safe practice: behaviour reducing risk during computing work.
• Emerging technology: a recent technology not yet fully mature.
• Artificial intelligence: computer systems mimicking human reasoning.
• Internet of Things: networked devices embedded in daily objects.

Common misconceptions

• "All threats come from clicking unknown links." Malware enters through removable drives and email attachments too.
• "Security is optional outside school." Learners face the same threats wherever they use devices.
• "Anti-virus alone prevents all threats." Safe habits matter as much as installed software.

Teacher activities

1. Starter: display two threat cards, one phishing and one ransomware, and ask which you prefer avoiding.
2. Name five cyber threats and pair each with a protection rule.
3. Describe one safe practice habit for every school lab day.
4. Explain why schools teach security alongside ethics.
5. Name three emerging technologies and how one changes daily life.
6. Close with the consolidation task and exit question.

Student activities

1. Choose the preferred threat-avoidance starter and justify the reason.
2. Name five cyber threats and state the protection for each.
3. Describe one safe practice habit for every school lab day.
4. Explain why schools teach security alongside ethics in one paragraph.
5. Name three emerging technologies and describe how one changes daily life.
6. Consolidate the security-and-ethics topics in one written summary.
7. Answer the exit question in one sentence about emerging technologies.

Practical / learning evidence

A five-threat-with-protection sheet, a safe-practice habit worksheet and a one-paragraph emerging-technology summary. Submit all three for marking.

Resources and preparation

Printed threat cards, blank protection charts and sample emerging technologies. Offline route: paper versions, no device needed. Keep screenshots on the projector only during demonstration.

Assessment for learning

Inspect the threat sheet for five distinct threats with matched protections. Check the safe practice for a concrete repeated habit. Mark the emerging-technology summary for genuine coverage. Flag any learner who dismisses emerging technologies as dangerous.

Inclusion and homework

Provide the threat cards prematched for learners who need scaffolding and allow oral emerging-technology description. Extend confident learners with seven emerging technologies and a fifth homework naming one emerging technology you find most useful. Homework: name one security threat outside the list and state the protective measure.

Lesson objectives

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

1. Define cybersecurity as protecting systems, data and users.
2. Name five security measures such as antivirus, firewalls and authentication.
3. Distinguish legal and ethical controls on a two-axis chart.
4. Explain why laws protect learners using computers.
5. Judge whether a given control is technical, legal or behavioural.

Key vocabulary

• Cybersecurity: protecting systems, data and users from attack.
• Security measure: a safeguard against a harmful activity.
• Antivirus: software detecting and removing malicious programmes.
• Firewall: a filter blocking unauthorised traffic.
• Authentication: verifying identity through passwords or tokens.
• Authorization: granting permission to access resources.
• Legal control: a rule set by law governing behaviour.
• Ethical control: a principle governing responsible behaviour.
• Technical control: a device or software rule protecting assets.
• Behavioural control: a rule governing how users act.

Common misconceptions

• "Security measures replace legal rules." Technical measures enforce legal principles; they do not substitute for them.
• "All controls are the same kind." Controls vary between technical, legal and behavioural categories.
• "Only adults need legal awareness." Learners face legal consequences whenever they act online.

Teacher activities

1. Starter: display two controls, one technical and one legal, and ask which protects better from theft.
2. Define cybersecurity and name five security measures one by one.
3. Draw a two-axis chart plotting technical against legal and behavioural controls.
4. Explain why laws protect learners using computers.
5. Classify a given control as technical, legal or behavioural.
6. Close with the classification task and exit question.

Student activities

1. Choose the starter item and explain the preference reason.
2. Define cybersecurity in their own words and name five security measures.
3. Plot five controls on the technical versus legal versus behavioural chart.
4. Explain why laws protect learners using computers in one paragraph.
5. Classify a given control as technical, legal or behavioural with a reason.
6. Answer the exit question in one sentence about control kinds.

Practical / learning evidence

A five-measure security chart, a two-axis classification worksheet and a one-paragraph legal-protection explanation. Submit all three for marking.

Resources and preparation

Printed chart templates, blank classifications and sample controls. Offline route: paper versions, no device needed. Display legal references carefully and avoid citing current statutes beyond the general principle taught.

Assessment for learning

Inspect the five-measure chart for five distinct measures. Mark the two-axis classification for accurate plotting. Check the legal-protection explanation for a sensible learner focus. Flag any learner who claims all controls are the same kind.

Inclusion and homework

Provide the chart prefilled for the first two measures and allow oral classification. Allow extra time on the legal-protection writing. Extend confident learners with seven more measures and a sixth homework identifying one real law protecting learner data. Homework: classify one control from your home as technical, legal or behavioural.

Lesson objectives

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

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

Key vocabulary

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

Common misconceptions

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

Teacher activities

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

Student activities

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

Practical / learning evidence

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

Resources and preparation

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

Assessment for learning

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

Inclusion and access

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

Lesson objectives

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

1. Demonstrate recall of the term's concepts under examination conditions.
2. Apply knowledge to unfamiliar examples in objective and short-answer questions.
3. Complete a practical task within the time allowance using correct procedure.
4. Name, save and submit files correctly.
5. Explain their practical output when questioned by the examiner.

Examination design

For Senior Secondary 2 the totals are: Section A objective 20 marks, Section B short answer 30 marks, Section C essay 10 marks, Section D practical 20 marks, total 80. Section A samples recall. Section B samples explanation, comparison and classification. Section D samples practical program, flowchart and database skills.

Section	Format	Marks
A	Objective (20 four-option items)	20
B	Short answer (definitions / diagrams / classification / conversions)	30
C	Essay (definition / comparison / application)	10
D	Practical (programming / flowchart construction / database schema)	20
Total	80

Teacher activities

1. Confirm the approved timetable, venue, seating and invigilation before the week begins.
2. Brief learners on the paper structure, the time for each section and the materials allowed.
3. Set out three practical stations: programming, flowchart construction and database schema, with one invigilator per station where possible.
4. Prepare offline equivalents for learners without device access: printed sketchbook, paper program tracing task and paper truth-table template.
5. Mark using the agreed scheme, moderate a sample of scripts and record scores.
6. Return scripts with feedback and hand over to Third Term.

Student activities

1. Attend the briefing and note the time allowed per section.
2. Complete Section A, then Section B, allocating time as instructed.
3. Move through the practical stations in the assigned order.
4. Save work with the correct filename and confirm it opens before leaving the station.
5. Answer the examiner's question on their practical output.
6. Collect marked scripts and record the topics to revise in Third Term.

Practical / learning evidence

The completed examination script, the saved practical file for each candidate and the practical rubric sheets. Retain scripts, marking guides and representative learner work for moderation as required by the assessment framework.

Resources and preparation

Printed question papers and answer sheets, a marking guide and rubric per station, working computers with Word or Writer, a BASIC interpreter and graphics package, a stopwatch, printed sketchbooks and truth-table templates. Check every machine the day before, and prepare two spare machines where possible. Ensure power backup and an offline alternative for each station.

Assessment for learning

Mark Section D against the practical rubric: task interpretation, procedure, technical accuracy, program structure, flowchart correctness, schema correctness, truth table and program, file naming and saving, organisation and explanation. Moderate a sample of scripts across all sections, and flag any question where more than a third of learners scored zero for review of the teaching rather than the learners.

Inclusion and access

Provide extra time and large-print papers where approved, seat learners with visual or hearing needs appropriately, and allow the offline equivalent for any learner without device access so that no candidate loses practical marks because of equipment. Keep the practical criteria identical across the digital and paper routes.

After the examination

Record scores against the class list, return scripts with brief feedback, and hand over to Third Term: Python basics, e-commerce, project work and SSCE preparation. Note any topic where the class average fell below the school threshold and schedule it as a Third-Term retrieval starter.