SS 3 First Term

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.