SS 3 First Term

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.