Sparklabs Learning / Digital Technology
SS 3 First Term
12-week term pack
- School
- Creative Brains Academy
- Subject
- Digital Technology
- Pack
- Teacher plans
- Prepared
- 7 November 2026
Week index
- 01Senior Review and Computational Problem Solving
- 02Advanced Programming
- 03Functions, Arrays and Data Structures
- 04Object-Oriented Programming
- 05Database Systems
- 06Computer Networks and Internet Technologies
- 07Web Development and Web Design
- 08Software Development Life Cycle
- 09Electronic Commerce
- 10Cyber Security and Emerging Digital Technologies
- 11Revision
- 12Examination
Week 1 / First Term
Senior Review and Computational Problem Solving
Monday 7 September 2026 to Friday 11 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe computational thinking and its four pillars. ii. Analyse a problem and draft a requirements document. iii. Explain the CIA triad in a digital system. iv. Apply a structured approach to a senior-level problem. |
| Affective | i. Appreciate the value of Senior-Level Review and Computational Problem Solving in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Decompose a school problem into smaller parts. ii. Draft a short requirements document for a small system. iii. Give one example each of confidentiality, integrity and availability. iv. Explain how abstraction helps solve a problem. |
Rationale: Before coding, engineers analyse the problem and the users. Understanding senior-Level Review, computational Thinking and the Four Pillars, problem Analysis and Drafting a Requirements Document, cIA Triad: Confidentiality, Integrity and Availability helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: Learners have just entered SS 3 and already use digital devices such as phones, radios, televisions and computers at home or in the community. They can switch a device on, make a call, send a message and identify common parts such as the screen, keyboard and mouse.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Senior-Level Review and Computational Problem Solving, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 1); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, explains the classroom rules and asks what digital devices they already use at home and in the community. Elicits responses, links them to the new topic and writes Senior-Level Review and Computational Problem Solving on the board. | Share what they already know about Senior-Level Review and Computational Problem Solving and listen to the introduction. | Building on everyday experience and introducing Senior-Level Review and Computational Problem Solving. |
| Step 1 6 MINUTES | Covers Senior-Level Review: Before coding, engineers analyse the problem and the users. SS3 is a capstone year that combines SS1 and SS2 skills into one goal, engineering a secure digital solution. | Listen, take notes and answer oral questions on "Senior-Level Review". | Understanding: Senior-Level Review. |
| Step 2 6 MINUTES | Covers Computational Thinking and the Four Pillars: Computational thinking solves problems by drawing on concepts fundamental to computer science. It is a thinking skill, not just a coding skill. | Copy the key points, give examples from school and everyday life, and ask questions on "Computational Thinking and the Four Pillars". | Understanding: Computational Thinking and the Four Pillars. |
| Step 3 6 MINUTES | Covers Problem Analysis and Drafting a Requirements Document: A problem is the difficulty to overcome. A requirement states what the solution must do. A solution is the actual product. | Discuss in pairs, then report one point on "Problem Analysis and Drafting a Requirements Document" to the class. | Understanding: Problem Analysis and Drafting a Requirements Document. |
| Step 4 6 MINUTES | Covers CIA Triad: Confidentiality, Integrity and Availability: When engineering a secure digital solution, security must be designed in from the start, not added later. The CIA triad is a model used by security professionals to ensure that digital systems protect data properly. It stands for Confidentiality, Integrity and Availability. | Respond to questions, complete the examples on the board and note down "CIA Triad: Confidentiality, Integrity and Availability". | Understanding: CIA Triad: Confidentiality, Integrity and Availability. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Decompose a school problem into smaller parts. (ii) Draft a short requirements document for a small system. (iii) Give one example each of confidentiality, integrity and availability. 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 computational thinking and its four pillars. ii. Analyse a problem and draft a requirements document. iii. Explain the CIA triad in a digital system. iv. Apply a structured approach to a senior-level problem. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: senior-Level Review, computational Thinking and the Four Pillars, problem Analysis and Drafting a Requirements Document, cIA Triad: Confidentiality, Integrity and Availability. Links them to the assignment and previews Week 2: Advanced Programming. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A team must build a lost-and-found app, but the work is too large for one person. Explain computational thinking, and describe the four pillars the team would apply to this problem. ii. A reviewer says a system must be perfectly secure, and that the school must accept whatever speed results. Explain why this is a problem, and show how the three elements of the triad are balanced in real systems.
Week 2 / First Term
Advanced Programming
Monday 14 September 2026 to Friday 18 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Turn a clear problem statement into a working program. ii. Use the control structures of sequence, selection and iteration. iii. Write functions and modules with a consistent coding style. iv. Build and test a small working program. |
| Affective | i. Appreciate the value of Advanced Programming in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write a program that uses an if statement and a loop. ii. Write a function that takes input and returns a result. iii. Test the program with normal and unusual input. iv. Comment the program so another learner can follow it. |
Rationale: Every program is built to solve a problem, so the work of writing code must begin by understanding exactly what the problem is, who faces it and what a good solution must do. Understanding from a Clear Problem to a Working Program, control Structures and Structured Programming, functions, Modules and Coding Style, building Small Working Programs helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 1, learners studied Senior-Level Review and Computational Problem Solving, including senior-Level Review, computational Thinking and the Four Pillars, problem Analysis and Drafting a Requirements Document. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Advanced Programming, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 2); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 1 (Senior-Level Review and Computational Problem Solving) with two quick oral questions, and asks what they already know about Advanced Programming. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Advanced Programming. | Connecting prior knowledge to Advanced Programming. |
| Step 1 6 MINUTES | Covers From a Clear Problem to a Working Program: Every program is built to solve a problem, so the work of writing code must begin by understanding exactly what the problem is, who faces it and what a good solution must do. | Listen, take notes and answer oral questions on "From a Clear Problem to a Working Program". | Understanding: From a Clear Problem to a Working Program. |
| Step 2 6 MINUTES | Covers Control Structures and Structured Programming: Structured programming is a disciplined way of writing programs that relies on three basic control structures, sequence, selection and iteration, together with functions and modules. Its purpose is to produce code that is clear, easy to read, easy to test and easy to maintain. | Copy the key points, give examples from school and everyday life, and ask questions on "Control Structures and Structured Programming". | Understanding: Control Structures and Structured Programming. |
| Step 3 6 MINUTES | Covers Functions, Modules and Coding Style: A function is a named block of code that performs a specific task and can be reused. In real software a school app might have functions for calculating averages, checking fee status, sending notifications and formatting reports. | Discuss in pairs, then report one point on "Functions, Modules and Coding Style" to the class. | Understanding: Functions, Modules and Coding Style. |
| Step 4 6 MINUTES | Covers Building Small Working Programs: A good small program combines sequence, selection and iteration, organised into functions and written with a clear style. A worked example is a score-analysis program that reads five scores, computes the average and prints the overall grade. | Respond to questions, complete the examples on the board and note down "Building Small Working Programs". | Understanding: Building Small Working Programs. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write a program that uses an if statement and a loop. (ii) Write a function that takes input and returns a result. (iii) Test the program with normal and unusual input. 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. Turn a clear problem statement into a working program. ii. Use the control structures of sequence, selection and iteration. iii. Write functions and modules with a consistent coding style. iv. Build and test a small working program. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: from a Clear Problem to a Working Program, control Structures and Structured Programming, functions, Modules and Coding Style, building Small Working Programs. Links them to the assignment and previews Week 3: Functions, Arrays and Data Structures. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. Before structured programming, a program was full of unpredictable jumps that made it costly to fix. Explain what structured programming is, name its three control structures, and give a situation in which each is used. ii. A school portal must read 30 student scores, compute each student's average and print Distinction for an average of 75 or above and Credit for 60 to 74. Write the pseudocode using sequence, selection and iteration, then explain which control structure handles which part of the task.
Week 3 / First Term
Functions, Arrays and Data Structures
Monday 21 September 2026 to Friday 25 September 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Use arrays and lists to store many values. ii. Write functions that process lists. iii. Explain searching and sorting algorithms. iv. Use structured programming and the SDLC in overview. |
| Affective | i. Appreciate the value of Functions, Arrays and Data Structures in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write a function that finds the largest value in a list. ii. Trace a linear search through a list of numbers. iii. Sort a short list of numbers by hand using a sorting method. iv. State one reason data structures matter. |
Rationale: Real-world data is almost always a collection. Understanding arrays and Lists in Detail, functions That Process Lists, searching, Sorting and Why Data Structures Matter, core Coding Styles and Structured Programming Principles helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 2, learners studied Advanced Programming, including from a Clear Problem to a Working Program, control Structures and Structured Programming, functions, Modules and Coding Style. 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 Functions, Arrays and Data Structures, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 3); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 2 (Advanced Programming) with two quick oral questions, and asks what they already know about Functions, Arrays and Data Structures. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Functions, Arrays and Data Structures. | Connecting prior knowledge to Functions, Arrays and Data Structures. |
| Step 1 6 MINUTES | Covers Arrays and Lists in Detail: Real-world data is almost always a collection. A school holds lists of students, subjects, fees and scores; a bank holds lists of transactions; a clinic holds lists of patients. Covers Functions That Process Lists: A function can receive a list as a parameter, just like any other value, and can loop through the list to compute a result. A function such as computeAverage(scores) sums every element with a for loop and returns total divided by scores.length. | Listen, take notes and answer oral questions on "Arrays and Lists in Detail" and related points. | Understanding: Arrays and Lists in Detail; Functions That Process Lists. |
| Step 2 6 MINUTES | Covers Searching, Sorting and Why Data Structures Matter: A data structure is a way of organising data so that operations on it are efficient. The same data can be stored in different structures, and the choice affects how fast a program can search, sort or update it. Covers Core Coding Styles and Structured Programming Principles: Good programs are not only correct; they are also easy to read, understand and change. Structured programming builds a program from clear, well-organised blocks instead of tangled jumps. | Copy the key points, give examples from school and everyday life, and ask questions on "Searching, Sorting and Why Data Structures Matter" and related points. | Understanding: Searching, Sorting and Why Data Structures Matter; Core Coding Styles and Structured Programming Principles. |
| Step 3 6 MINUTES | Covers Control Structures: Sequence, Selection and Iteration: Control structures decide the order in which statements run, and no program can be written without them. Sequence is the default: the program runs line by line from top to bottom, as when a program collects a student name, collects the score, then computes the average. | Discuss in pairs, then report one point on "Control Structures: Sequence, Selection and Iteration" to the class. | Understanding: Control Structures: Sequence, Selection and Iteration. |
| Step 4 6 MINUTES | Covers The Software Development Life Cycle in Overview: Building real software is a project, not just typing code. The Software Development Life Cycle (SDLC) structures that project into phases. Planning defines the problem, the users and the goals, including budget and deadlines. | Respond to questions, complete the examples on the board and note down "The Software Development Life Cycle in Overview". | Understanding: The Software Development Life Cycle in Overview. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write a function that finds the largest value in a list. (ii) Trace a linear search through a list of numbers. (iii) Sort a short list of numbers by hand using a sorting method. 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 arrays and lists to store many values. ii. Write functions that process lists. iii. Explain searching and sorting algorithms. iv. Use structured programming and the SDLC in overview. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: arrays and Lists in Detail, functions That Process Lists, searching, Sorting and Why Data Structures Matter, core Coding Styles and Structured Programming Principles, control Structures: Sequence, Selection and Iteration. Links them to the assignment and previews Week 4: Object-Oriented Programming. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A teacher stores the scores of five students in a list called scores = [72, 85, 61, 90, 54]. Write a Python function computeAverage that accepts this list, loops through it to find the sum and returns the average. Explain how 0-based indexing is used and why scores[0] gives 72. ii. A bank stores the day's transactions in a queue. The first customer to arrive should be served first. Explain why a queue is more appropriate than a stack for this situation and describe what happens if the bank accidentally uses a stack instead.
Week 4 / First Term
Object-Oriented Programming
Monday 28 September 2026 to Friday 2 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe classes, objects, attributes and methods. ii. Explain encapsulation and inheritance. iii. Explain polymorphism and compare OOP with procedural programming. iv. Describe arrays, records, trees and graphs. |
| Affective | i. Appreciate the value of Object-Oriented Programming in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write a class with attributes and a method. ii. Explain how a subclass inherits from a parent class. iii. Give one example each of a tree and a graph. iv. Compare OOP and procedural programming in a table. |
Rationale: Object-oriented programming (OOP) organises code into classes and objects. Understanding classes, Objects, Attributes and Methods, encapsulation and Inheritance, polymorphism and Comparing OOP with Procedural Programming, advanced Data Structures: Arrays and Records helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 3, learners studied Functions, Arrays and Data Structures, including arrays and Lists in Detail, functions That Process Lists, searching, Sorting and Why Data Structures Matter. 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 Object-Oriented Programming, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 4); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 3 (Functions, Arrays and Data Structures) with two quick oral questions, and asks what they already know about Object-Oriented Programming. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Object-Oriented Programming. | Connecting prior knowledge to Object-Oriented Programming. |
| Step 1 6 MINUTES | Covers Classes, Objects, Attributes and Methods: Object-oriented programming (OOP) organises code into classes and objects. A class is a blueprint or template that describes what data and behaviour every object of that type will have. Covers Encapsulation and Inheritance: Encapsulation is the principle of bundling data and methods inside a class and restricting direct access to some attributes from outside the class. This protects the data from being changed in unexpected ways. | Listen, take notes and answer oral questions on "Classes, Objects, Attributes and Methods" and related points. | Understanding: Classes, Objects, Attributes and Methods; Encapsulation and Inheritance. |
| Step 2 6 MINUTES | Covers Polymorphism and Comparing OOP with Procedural Programming: Polymorphism means many forms. In OOP it means that different classes can implement the same method name in different ways, and the correct version runs automatically according to the object's type. Covers Advanced Data Structures: Arrays and Records: A single value, such as the name of one learner, is stored in a simple variable, but real programs handle many values at once, such as the names of all learners in a class. | Copy the key points, give examples from school and everyday life, and ask questions on "Polymorphism and Comparing OOP with Procedural Programming" and related points. | Understanding: Polymorphism and Comparing OOP with Procedural Programming; Advanced Data Structures: Arrays and Records. |
| Step 3 6 MINUTES | Covers Non-Linear Data Structures: Trees and Graphs: Arrays and records arrange data in a straight order, but many relationships branch or connect in many directions. A tree is a data structure with a single root whose branches spread downward into children and leaves with no loops. | Discuss in pairs, then report one point on "Non-Linear Data Structures: Trees and Graphs" to the class. | Understanding: Non-Linear Data Structures: Trees and Graphs. |
| Step 4 6 MINUTES | Covers File Type Classifications: Every file belongs to a type that tells the computer what it contains and which program should open it. The most common way to identify a file type is by its extension, the letters after the final dot in the file name. | Respond to questions, complete the examples on the board and note down "File Type Classifications". | Understanding: File Type Classifications. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write a class with attributes and a method. (ii) Explain how a subclass inherits from a parent class. (iii) Give one example each of a tree and a graph. 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 classes, objects, attributes and methods. ii. Explain encapsulation and inheritance. iii. Explain polymorphism and compare OOP with procedural programming. iv. Describe arrays, records, trees and graphs. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: classes, Objects, Attributes and Methods, encapsulation and Inheritance, polymorphism and Comparing OOP with Procedural Programming, advanced Data Structures: Arrays and Records, non-Linear Data Structures: Trees and Graphs. Links them to the assignment and previews Week 5: Database Systems. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A developer must stop a balance being edited directly, avoid rewriting the same code for students and teachers, and handle a list of mixed shapes. Explain encapsulation, inheritance and polymorphism, and state how procedural programming differs from the object-oriented approach. ii. A school management system has classes Student, Teacher and Course. Student has attributes name and scores, and a method average(). Teacher has attributes name and department. Course has attributes title and a list of Student objects. Design these three classes by writing their attribute lists and method names. Explain how encapsulation protects student scores from being changed by unrelated code.
Week 5 / First Term
Database Systems
Monday 5 October 2026 to Friday 9 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe databases and the role of a DBMS. ii. Use SQL to read and write data. iii. Use SQL to update and delete records and design tables. iv. Explain primary keys, foreign keys and entity relationship diagrams. |
| Affective | i. Appreciate the value of Database Systems in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Name the main objects of a database. ii. Write a SELECT statement with a WHERE clause. iii. Write an UPDATE statement to change one record. iv. Draw a simple entity relationship diagram for two tables. |
Rationale: A database is an organised collection of structured data stored electronically. Understanding introduction to Databases and DBMS, sQL Fundamentals, sQL UPDATE, DELETE and Database Design, primary Keys, Foreign Keys and Entity Relationship Diagrams helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 4, learners studied Object-Oriented Programming, including classes, Objects, Attributes and Methods, encapsulation and Inheritance, polymorphism and Comparing OOP with Procedural Programming. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Database Systems, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 5); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 4 (Object-Oriented Programming) with two quick oral questions, and asks what they already know about Database Systems. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Database Systems. | Connecting prior knowledge to Database Systems. |
| Step 1 6 MINUTES | Covers Introduction to Databases and DBMS: A database is an organised collection of structured data stored electronically. Unlike a set of separate files, a database keeps related data together so that storage, retrieval and updating are efficient and safe. | Listen, take notes and answer oral questions on "Introduction to Databases and DBMS". | Understanding: Introduction to Databases and DBMS. |
| Step 2 6 MINUTES | Covers SQL Fundamentals: SQL (Structured Query Language) is the standard language for creating and managing databases. Keywords such as CREATE, INSERT, SELECT, UPDATE and DELETE are conventionally written in uppercase, though SQL is not case-sensitive. | Copy the key points, give examples from school and everyday life, and ask questions on "SQL Fundamentals". | Understanding: SQL Fundamentals. |
| Step 3 6 MINUTES | Covers SQL UPDATE, DELETE and Database Design: The UPDATE statement modifies existing records. Because it changes every record that matches its condition, it must always include a WHERE clause; without it, every record in the table is changed, which is almost always an accident. | Discuss in pairs, then report one point on "SQL UPDATE, DELETE and Database Design" to the class. | Understanding: SQL UPDATE, DELETE and Database Design. |
| Step 4 6 MINUTES | Covers Primary Keys, Foreign Keys and Entity Relationship Diagrams: In a relational database, keys link tables together and ensure every record can be uniquely identified. A primary key uniquely identifies each record in a table. No two records can share the same primary key value, and it cannot be left empty. | Respond to questions, complete the examples on the board and note down "Primary Keys, Foreign Keys and Entity Relationship Diagrams". | Understanding: Primary Keys, Foreign Keys and Entity Relationship Diagrams. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Name the main objects of a database. (ii) Write a SELECT statement with a WHERE clause. (iii) Write an UPDATE statement to change one record. 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 databases and the role of a DBMS. ii. Use SQL to read and write data. iii. Use SQL to update and delete records and design tables. iv. Explain primary keys, foreign keys and entity relationship diagrams. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: introduction to Databases and DBMS, sQL Fundamentals, sQL UPDATE, DELETE and Database Design, primary Keys, Foreign Keys and Entity Relationship Diagrams. Links them to the assignment and previews Week 6: Computer Networks and Internet Technologies. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Define a Database Management System (DBMS) and state two (2) advantages of databases over traditional file systems. (b) Explain the following database terms: (i) Record (ii) Field (iii) Primary Key (c) A database backup file measures 5 Gigabytes (GB). Convert this capacity into Megabytes (MB) and calculate how many 4 MB database tables can fit into that storage space. Show workings. ii. A school database has a Students table with columns admission_number, name, class and a Fees table with columns fee_id, admission_number, amount_paid and total_fee. Explain what a primary key is and why admission_number is a suitable primary key for Students. Then explain what a foreign key is and how the admission_number in Fees links the two tables.
Week 6 / First Term
Computer Networks and Internet Technologies
Monday 12 October 2026 to Friday 16 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe network types and how IP addressing and DNS work. ii. Explain network topologies and the devices used in networks. iii. Explain protocols and the TCP/IP and HTTP families. iv. Describe internet infrastructure and network security. |
| Affective | i. Appreciate the value of Computer Networks and Internet Technologies in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Draw a labelled star and mesh network and name each device. ii. Name three network devices and one job of each. iii. Explain what an IP address and a domain name each do. iv. Explain how a firewall protects a network. |
Rationale: A computer network is two or more devices connected to share data and resources. Understanding network Types, IP Addressing and DNS, protocols, TCP/IP and HTTP/HTTPS, internet Infrastructure and Network Security, network Topologies and Devices Review helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 5, learners studied Database Systems, including introduction to Databases and DBMS, sQL Fundamentals, sQL UPDATE, DELETE and Database 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 Computer Networks and Internet Technologies, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 6); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 5 (Database Systems) with two quick oral questions, and asks what they already know about Computer Networks and Internet Technologies. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Computer Networks and Internet Technologies. | Connecting prior knowledge to Computer Networks and Internet Technologies. |
| Step 1 6 MINUTES | Covers Network Types, IP Addressing and DNS: A computer network is two or more devices connected to share data and resources. Covers Protocols, TCP/IP and HTTP/HTTPS: A protocol is a set of agreed rules that govern how data is transmitted across a network. Covers Internet Infrastructure and Network Security: The internet looks simple from a browser, but it is built from many physical parts, fibre-optic and copper cables, underground and undersea, that carry most data; routers and switches that direct data between networks; servers and data centres that store websites and services and respond to. | Listen, take notes and answer oral questions on "Network Types, IP Addressing and DNS" and related points. | Understanding: Network Types, IP Addressing and DNS; Protocols, TCP/IP and HTTP/HTTPS; Internet Infrastructure and Network Security. |
| Step 2 6 MINUTES | Covers Network Topologies and Devices Review: A network topology is the physical or logical layout of how devices are connected. Covers Internet Technologies, Protocols and the World Wide Web: The internet and the World Wide Web are often confused but are not the same. Covers Network Security in the Workplace: Network security protects data, devices and services from attack while they are connected to a network. | Copy the key points, give examples from school and everyday life, and ask questions on "Network Topologies and Devices Review" and related points. | Understanding: Network Topologies and Devices Review; Internet Technologies, Protocols and the World Wide Web; Network Security in the Workplace. |
| Step 3 6 MINUTES | Covers Meaning and Benefits of Networking: 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, and connects a device such as a phone to a headset. Covers Transmission Media and Modes: The media are guided and unguided. | Discuss in pairs, then report one point on "Meaning and Benefits of Networking" and related points to the class. | Understanding: Meaning and Benefits of Networking; Classes of Network; Transmission Media and Modes. |
| Step 4 6 MINUTES | Covers Network Devices: A modem converts a signal from the provider into a signal the computer can use, and back again. A network interface card allows a computer to join a network, by cable or by radio. Covers Topologies and Network Design: Topology is the shape in which the devices are connected. In a bus topology all the devices share one central cable. | Respond to questions, complete the examples on the board and note down "Network Devices" and related points. | Understanding: Network Devices; Topologies and Network Design. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Draw a labelled star and mesh network and name each device. (ii) Name three network devices and one job of each. (iii) Explain what an IP address and a domain name each do. 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 network types and how IP addressing and DNS work. ii. Explain network topologies and the devices used in networks. iii. Explain protocols and the TCP/IP and HTTP families. iv. Describe internet infrastructure and network security. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: network Types, IP Addressing and DNS, protocols, TCP/IP and HTTP/HTTPS, internet Infrastructure and Network Security, network Topologies and Devices Review, internet Technologies, Protocols and the World Wide Web. Links them to the assignment and previews Week 7: Web Development and Web Design. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A school is expanding and needs a reliable network for three buildings. Recommend a topology and the devices. ii. Explain why a switch is used instead of a hub in a busy office.
Week 7 / First Term
Web Development and Web Design
Monday 19 October 2026 to Friday 23 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Explain how websites work. ii. Use HTML structure and CSS styling. iii. Apply good web design principles. iv. Describe the client side, the server side and web hosting. |
| Affective | i. Appreciate the value of Web Development and Web Design in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Write a small HTML page with a heading, a list and an image. ii. Add simple CSS to change colours and text. iii. Plan the layout of a page on paper before coding it. iv. Describe the steps to publish a site to a host. |
Rationale: When a user types a web address and presses Enter, a chain of events delivers the page. Understanding how Websites Work, hTML Structure and CSS Styling, client-Side, Server-Side, Databases and Building a Page, foundations of Web Development helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 6, learners studied Computer Networks and Internet Technologies, including network Types, IP Addressing and DNS, protocols, TCP/IP and HTTP/HTTPS, internet Infrastructure and Network Security. 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 Web Development and Web Design, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 7); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 6 (Computer Networks and Internet Technologies) with two quick oral questions, and asks what they already know about Web Development and Web Design. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Web Development and Web Design. | Connecting prior knowledge to Web Development and Web Design. |
| Step 1 6 MINUTES | Covers How Websites Work: When a user types a web address and presses Enter, a chain of events delivers the page. Covers HTML Structure and CSS Styling: HTML, the HyperText Markup Language, describes the structure of a page using tags, markers wrapped in angle brackets. Covers Client-Side, Server-Side, Databases and Building a Page: Web work splits into two sides. | Listen, take notes and answer oral questions on "How Websites Work" and related points. | Understanding: How Websites Work; HTML Structure and CSS Styling; Client-Side, Server-Side, Databases and Building a Page. |
| Step 2 6 MINUTES | Covers Foundations of Web Development: Web development is the craft of creating websites and web applications. Covers HTML Structure and Tags in Depth: An HTML document is a nested tree of elements. Covers Simple CSS Styling in Practice: CSS styles elements by matching selectors to rules. | Copy the key points, give examples from school and everyday life, and ask questions on "Foundations of Web Development" and related points. | Understanding: Foundations of Web Development; HTML Structure and Tags in Depth; Simple CSS Styling in Practice. |
| Step 3 6 MINUTES | Covers Domains and Web Hosting: Publishing a website makes it available to the whole internet, and it requires two things, a domain name and web hosting. Covers Publishing and Uploading a Website: Uploading is the step that copies the finished files from a local computer to the web server. Covers The Web and How a Page is Delivered: The world wide web is a service that runs on the internet. | Discuss in pairs, then report one point on "Domains and Web Hosting" and related points to the class. | Understanding: Domains and Web Hosting; Publishing and Uploading a Website; The Web and How a Page is Delivered. |
| Step 4 6 MINUTES | Covers Planning a Website: A site map shows the pages of a website and the links between them. Covers HTML and Basic Tags: HTML is the markup language of a web page. Covers Building and Testing a Website: A site is built in a folder structure, with an images folder for pictures, so that the files are easy to find and move. | Respond to questions, complete the examples on the board and note down "Planning a Website" and related points. | Understanding: Planning a Website; HTML and Basic Tags; Building and Testing a Website. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write a small HTML page with a heading, a list and an image. (ii) Add simple CSS to change colours and text. (iii) Plan the layout of a page on paper before coding it. Moves round the class to check progress and correct unsafe or careless use. | Carry out the practical tasks individually or in pairs and record what they did in their notebooks. | Applying the lesson through hands-on practice. |
| Evaluation 3 MINUTES | Asks learners to: i. Explain how websites work. ii. Use HTML structure and CSS styling. iii. Apply good web design principles. iv. Describe the client side, the server side and web hosting. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: how Websites Work, hTML Structure and CSS Styling, client-Side, Server-Side, Databases and Building a Page, foundations of Web Development, hTML Structure and Tags in Depth. Links them to the assignment and previews Week 8: Software Development Life Cycle. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Differentiate between a Web Browser and a Search Engine, giving two (2) popular examples of each. (b) Explain what a URL is and describe its main components when accessing web pages. (c) A web page cache folder contains 2,048 Kilobytes (KB) of data. Convert this storage size into Megabytes (MB) and further convert it into bits. Show complete calculations. ii. A club needs a one page website. Plan the layout and list the HTML parts.
Week 8 / First Term
Software Development Life Cycle
Monday 26 October 2026 to Friday 30 October 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe the SDLC and its phases. ii. Compare the waterfall and agile models. iii. Explain the types of testing, documentation and maintenance. iv. Apply the SDLC to a small project. |
| Affective | i. Appreciate the value of Software Development Life Cycle in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. List the phases of the SDLC in order and state one output of each. ii. Use a table to compare waterfall and agile. iii. Explain the purpose of user acceptance testing. iv. Explain why maintenance continues after release. |
Rationale: The Software Development Life Cycle (SDLC) is the step-by-step process used to plan, build, test, release and care for a software system. Understanding what Is the SDLC and Its Phases, waterfall versus Agile (Scrum), applying the SDLC and Testing, the SDLC Phases in Order helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 7, learners studied Web Development and Web Design, including how Websites Work, hTML Structure and CSS Styling, client-Side, Server-Side, Databases and Building a Page. 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 Software Development Life Cycle, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 8); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 7 (Web Development and Web Design) with two quick oral questions, and asks what they already know about Software Development Life Cycle. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Software Development Life Cycle. | Connecting prior knowledge to Software Development Life Cycle. |
| Step 1 6 MINUTES | Covers What Is the SDLC and Its Phases: The Software Development Life Cycle (SDLC) is the step-by-step process used to plan, build, test, release and care for a software system. It turns an idea into a reliable product by managing quality and risk at every stage. Covers Waterfall versus Agile (Scrum): The Waterfall model is the classic linear approach to the SDLC. Each phase is completed fully before the next begins, and work flows downward like water over a series of falls, requirements, design, implementation, testing and deployment. | Listen, take notes and answer oral questions on "What Is the SDLC and Its Phases" and related points. | Understanding: What Is the SDLC and Its Phases; Waterfall versus Agile (Scrum). |
| Step 2 6 MINUTES | Covers Applying the SDLC and Testing: Testing guards the quality of a system, because without it errors reach users, damage trust and create security holes. Testing happens at many levels. Covers The SDLC Phases in Order: The Software Development Life Cycle breaks the building of software into ordered phases so that a team knows what to do next and what to produce at each stage. The full set of phases runs from planning through analysis, design, implementation, testing, deployment and finally maintenance. | Copy the key points, give examples from school and everyday life, and ask questions on "Applying the SDLC and Testing" and related points. | Understanding: Applying the SDLC and Testing; The SDLC Phases in Order. |
| Step 3 6 MINUTES | Covers Other SDLC Models: Waterfall and Agile are not the only ways to run the SDLC. The Spiral model combines elements of both. Each loop of the spiral moves through planning, risk analysis, engineering and evaluation, and the project moves outward through the spiral as it grows. | Discuss in pairs, then report one point on "Other SDLC Models" to the class. | Understanding: Other SDLC Models. |
| Step 4 6 MINUTES | Covers Types of Testing, Documentation and Maintenance: Unit testing checks a single function in isolation to verify it produces the correct result for a given input. Integration testing checks that different components work together correctly, such as confirming that a results screen can read data from the database. | Respond to questions, complete the examples on the board and note down "Types of Testing, Documentation and Maintenance". | Understanding: Types of Testing, Documentation and Maintenance. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List the phases of the SDLC in order and state one output of each. (ii) Use a table to compare waterfall and agile. (iii) Explain the purpose of user acceptance testing. 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 SDLC and its phases. ii. Compare the waterfall and agile models. iii. Explain the types of testing, documentation and maintenance. iv. Apply the SDLC to a small project. | 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 the SDLC and Its Phases, waterfall versus Agile (Scrum), applying the SDLC and Testing, the SDLC Phases in Order, other SDLC Models. Links them to the assignment and previews Week 9: Electronic Commerce. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A team argues that software is finished the moment the code works. Explain the Software Development Life Cycle, and state how agile approaches relate to it. ii. (a) What is Cybersecurity? State three (3) common computer security threats or malware types. (b) Explain the protective roles of Antivirus software and Firewalls in defending computer networks. (c) Perform the following storage scale conversions, showing all intermediate steps: (i) Convert 2 Terabytes (TB) into Gigabytes (GB). (ii) Convert 4,096 Megabytes (MB) into Gigabytes (GB). (iii) Arrange the following storage capacities in descending order: 16,384 Bits, 2 MB, 1,024 KB, 3 GB.
Week 9 / First Term
Electronic Commerce
Monday 2 November 2026 to Friday 6 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Define electronic commerce and name its types. ii. Describe the parts of a website used for buying and selling. iii. Explain how payment is made safely online. iv. State the benefits and the risks of electronic commerce. |
| Affective | i. Appreciate the value of Electronic Commerce in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. Visit three online shops and list the pages each one provides, from the home page to the confirmation page. ii. Identify the payment methods offered by each shop and note which are available in Nigeria. iii. Explain in writing the three checks to make before paying for goods online. iv. Distinguish between a debit card, a credit card and a prepaid card, giving one use of each. |
Rationale: Electronic commerce is the buying and selling of goods and services over the internet. Understanding meaning and Types of Electronic Commerce, parts of a Website Used for Trading, making Payment Safely, benefits and Risks helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 8, learners studied Software Development Life Cycle, including what Is the SDLC and Its Phases, waterfall versus Agile (Scrum), applying the SDLC and Testing. The knowledge from that week is used again in this lesson.
Learning Material/Teaching Aid: Whiteboard, markers, computer or laptop where available, printed notes and charts on Electronic Commerce, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 9); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 8 (Software Development Life Cycle) with two quick oral questions, and asks what they already know about Electronic Commerce. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Electronic Commerce. | Connecting prior knowledge to Electronic Commerce. |
| Step 1 6 MINUTES | Covers Meaning and Types of Electronic Commerce: Electronic commerce is the buying and selling of goods and services over the internet. It includes the whole process, from a customer finding a product to the payment being made and the goods being delivered. Covers Parts of a Website Used for Trading: A website used for trading has a home page, a catalogue or product page, a shopping cart, a checkout page, an account area, a payment page and a delivery or confirmation page. Each part has one job. | Listen, take notes and answer oral questions on "Meaning and Types of Electronic Commerce" and related points. | Understanding: Meaning and Types of Electronic Commerce; Parts of a Website Used for Trading. |
| Step 2 6 MINUTES | Covers Making Payment Safely: There are three ways to pay online. A cash on delivery arrangement means the customer pays when the goods arrive. A cheque by post is used for large purchases from a distance. | Copy the key points, give examples from school and everyday life, and ask questions on "Making Payment Safely". | Understanding: Making Payment Safely. |
| Step 3 6 MINUTES | Covers Benefits and Risks: The benefits to the customer are that goods can be seen and compared at any time, buying is faster, delivery reaches areas with no shop, and the price is often lower because the seller has no shop rent. | Discuss in pairs, then report one point on "Benefits and Risks" to the class. | Understanding: Benefits and Risks. |
| Step 4 6 MINUTES | Covers Electronic Payment Systems: Cards are the most common instrument. A debit card takes the money from an account immediately. A credit card allows a debt to be built up, which must be repaid with interest. | Respond to questions, complete the examples on the board and note down "Electronic Payment Systems". | Understanding: Electronic Payment Systems. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Visit three online shops and list the pages each one provides, from the home page to the confirmation page. (ii) Identify the payment methods offered by each shop and note which are available in Nigeria. (iii) Explain in writing the three checks to make before paying for goods online. 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 electronic commerce and name its types. ii. Describe the parts of a website used for buying and selling. iii. Explain how payment is made safely online. iv. State the benefits and the risks of electronic commerce. | 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 Types of Electronic Commerce, parts of a Website Used for Trading, making Payment Safely, benefits and Risks, electronic Payment Systems. Links them to the assignment and previews Week 10: Cyber Security and Emerging Digital Technologies. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. A customer is asked for a card expiry date by someone who telephones and gives a bank name. Explain what to do and why. ii. Explain how a trader in a rural area can receive payment for goods without opening a shop.
Week 10 / First Term
Cyber Security and Emerging Digital Technologies
Monday 9 November 2026 to Friday 13 November 2026
Teacher plan
LEARNING OBJECTIVES: BY THE END OF THE LESSON STUDENTS SHOULD BE ABLE TO:
| Cognitive | i. Describe common cyber threats and how to reduce them. ii. Explain the main methods of keeping data secure. iii. Describe emerging digital technologies and their uses. iv. Discuss the benefits and risks of the technologies. |
| Affective | i. Appreciate the value of Cyber Security and Emerging Digital Technologies in school, at home and in the community. ii. Show willingness to use digital tools carefully, safely and responsibly. |
| Psychomotor | i. List four cyber threats and one defence against each. ii. Explain why regular backups matter. iii. Describe two uses of artificial intelligence. iv. State one benefit and one risk of one emerging technology. |
Rationale: Computer security is made of three parts. Understanding the Parts of Computer Security, threats to Computer Security, protecting the Computer, security in a School Laboratory helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 9, learners studied Electronic Commerce, including meaning and Types of Electronic Commerce, parts of a Website Used for Trading, making Payment Safely. 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 Cyber Security and Emerging Digital Technologies, practical task sheets, learners' notebooks and pens.
Reference Materials: Digital Technology for Senior Secondary Schools (SS 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 10); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 9 (Electronic Commerce) with two quick oral questions, and asks what they already know about Cyber Security and Emerging Digital Technologies. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Cyber Security and Emerging Digital Technologies. | Connecting prior knowledge to Cyber Security and Emerging Digital Technologies. |
| Step 1 6 MINUTES | Covers The Parts of Computer Security: Computer security is made of three parts. Covers Threats to Computer Security: A virus is a program written to damage a computer or its data. Covers Protecting the Computer: An antivirus program checks files and removes harmful programs. | Listen, take notes and answer oral questions on "The Parts of Computer Security" and related points. | Understanding: The Parts of Computer Security; Threats to Computer Security; Protecting the Computer. |
| Step 2 6 MINUTES | Covers Security in a School Laboratory: Every user should have an account, so that the work of each person is separate and can be traced. A user who must sit at the same computer every lesson should log off when finished rather than leaving the account open. Covers Responding to an Incident: When something goes wrong the steps are the same. Disconnect the computer from the network so that the problem does not spread. | Copy the key points, give examples from school and everyday life, and ask questions on "Security in a School Laboratory" and related points. | Understanding: Security in a School Laboratory; Responding to an Incident. |
| Step 3 6 MINUTES | Covers Artificial Intelligence and Machine Learning: Artificial intelligence is the making of systems that can do tasks which normally need human thought, such as recognising a face, translating a language or deciding which message is a spam. Most of these systems are built for one narrow task rather than for general intelligence. Covers Blockchain: A blockchain is a list of records stored across many computers. Each record is placed in a block, and each block holds a code made from the data in the block and the code of the block before it. | Discuss in pairs, then report one point on "Artificial Intelligence and Machine Learning" and related points to the class. | Understanding: Artificial Intelligence and Machine Learning; Blockchain. |
| Step 4 6 MINUTES | Covers Other Emerging Technologies: The internet of things describes ordinary objects that are fitted with sensors and connected to a network, so that they can be monitored or controlled from a distance. Examples include a watch that counts steps, a meter that reports its own reading, and a door that can be opened without a key. Covers Benefits and Risks: The benefits are speed, reach and accuracy. A diagnostic result can be available in minutes instead of days, a farmer can water a field only where it is dry, and a language model can support a speaker of a language with few speakers. | Respond to questions, complete the examples on the board and note down "Other Emerging Technologies" and related points. | Understanding: Other Emerging Technologies; Benefits and Risks. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) List four cyber threats and one defence against each. (ii) Explain why regular backups matter. (iii) Describe two uses of artificial intelligence. 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 common cyber threats and how to reduce them. ii. Explain the main methods of keeping data secure. iii. Describe emerging digital technologies and their uses. iv. Discuss the benefits and risks of the technologies. | Respond verbally and in writing to the evaluation questions. | Assessment and consolidation of the lesson content. |
| Conclusion 2 MINUTES | Recaps the main points: the Parts of Computer Security, threats to Computer Security, protecting the Computer, security in a School Laboratory, responding to an Incident. 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. An office suffers a ransomware attack. Explain the steps to respond. ii. Explain why staff training is part of cyber security.
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 programming and data structures. iii. Practise databases, networks and web development. 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. Write a function that searches a list for a value. ii. Write a SELECT statement with a WHERE clause. iii. Draw a labelled star network and name each device. iv. Write a small HTML page with a heading and a list. |
Rationale: Computational thinking uses decomposition, pattern recognition, abstraction and algorithms. Understanding review of Computational Thinking and Programming, review of Databases and Networks, review of the SDLC and Security helps learners use digital technology confidently, safely and responsibly.
Pre-requisite Knowledge: In Week 10, learners studied Cyber Security and Emerging Digital Technologies, including the Parts of Computer Security, threats to Computer Security, protecting the Computer. 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 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 11); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 10 (Cyber Security and Emerging Digital Technologies) 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 8 MINUTES | Covers Review of Computational Thinking and Programming: Computational thinking uses decomposition, pattern recognition, abstraction and algorithms. A problem is analysed and a requirements document is drafted before any code is written. | Listen, take notes and answer oral questions on "Review of Computational Thinking and Programming". | Understanding: Review of Computational Thinking and Programming. |
| Step 2 8 MINUTES | Covers Review of Databases and Networks: A database is an organised store of related data managed by a DBMS. SQL is used to read, write, update and delete records, and keys connect tables. An entity relationship diagram shows how the tables relate. | Copy the key points, give examples from school and everyday life, and ask questions on "Review of Databases and Networks". | Understanding: Review of Databases and Networks. |
| Step 3 8 MINUTES | Covers Review of the SDLC and Security: The software development life cycle runs from planning and analysis through design, implementation and testing to deployment and maintenance. Waterfall and agile are two common models, and testing and documentation run through the project. | Discuss in pairs, then report one point on "Review of the SDLC and Security" to the class. | Understanding: Review of the SDLC and Security. |
| Practical Work 6 MINUTES | Guides learners through the practical work: (i) Write a function that searches a list for a value. (ii) Write a SELECT statement with a WHERE clause. (iii) Draw a labelled star network and name each device. 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 programming and data structures. iii. Practise databases, networks and web development. 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 Computational Thinking and Programming, review of Databases and Networks, review of the SDLC and Security. Links them to the assignment and previews Week 12: Examination. | Listen, ask questions and copy the assignment. | Reinforcement of key concepts and a preview of the next lesson. |
Assignment: i. (a) Define a Computer Network and list three (3) classifications based on geographical coverage (LAN, MAN, WAN). (b) Compare and contrast Bus Topology and Star Topology in computer networking. (c) A network data transmission channel operates at a speed of 16 Megabits per second (Mbps). Calculate how many Megabytes (MB) of data are transferred across this channel in 15 seconds. Show all steps. ii. Explain how you would revise ten weeks of senior work before an examination.
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 names, folders and formats before typing. iii. Save the file at each stage of the task. iv. Follow every link on the finished page and open it in a second browser. |
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 Computational Thinking and Programming, review of Databases and Networks, review of the SDLC and Security. 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 3); NERDC Digital Technology Curriculum; Digital Technology SS 3 First Term Notes (Week 12); First Term examination and Continuous Assessment question papers.
LESSON DEVELOPMENT
| Stage/Step (Time) | Teacher's Activities | Student's Activities | Learning Points |
|---|---|---|---|
| Introduction 5 MINUTES | Welcomes learners, revises Week 11 (Revision) with two quick oral questions, and asks what they already know about Examination. Elicits responses and writes the topic on the board. | Recall the previous lesson and share what they already know about Examination. | Connecting prior knowledge to Examination. |
| Step 1 6 MINUTES | Covers Before the Examination: Arrive early and confirm that the practical computers are working. Lay out two pens, a pencil, an eraser, a ruler and the identification card. Read the 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 names, folders and formats 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 Software Piracy and explain why it is considered an illegal and unethical practice. (b) Differentiate between Copyright and Patent protection in intellectual property. (c) An enterprise database record file is exactly 6,144 Bytes. Convert this file size into Kilobytes (KB) and calculate how many 512-byte blocks are required to store this file. Show complete calculations. ii. Explain why most marks in a practical examination are lost on the instruction rather than on the skill.