LEARNER’S

RESOURCE PACK
Computing BASIC 7

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 Writing Panel

NAME INSTITUTION

Dr. Kofi Ayebi-Arthur (Leader) College of Education Studies, UCC

Dr. Eric Opoku Osei NaCCA

Mr. Frank Appoh Ghana Education Service

Mr. Kwasi Abankwa Anokye Science & ICT Education Unit, GES

Mr. Mark Anibrika Tema Meth. Day Sen. High School

Mr. Desire M. K. Ayite University Basic School-NC, UCC

Mr. Isaac Yeboah Basic Education Division, GES

Mr. Emmanuel Duncan Sch. of Education, Valley View

University

National Council for Curriculum and Assessment (NaCCA)

P. O. Box CT PMB 77 Cantonments Accra
Telephone: 0302909071, 0302909862
Email: [email protected]
Website: www.nacca.gov.gh

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 Contents

How to use this resource pack....................................................5

Strand 1 Introduction to Computing.........................................7

Sub-strand 1 Components of Computers and Computer Systems................ 7
Sub-strand 2 Technology in the Community ............................................... 21
Sub-strand 3 Health and safety in using ICT tools........................................ 25

Strand 2 Productivity Software................................................28

Sub-strand 1 Introduction to Word Processing............................................ 28
Sub-strand 2 Introduction to Word PowerPoint........................................... 36
Sub-strand 3 Introduction to Electronic Spreadsheet.................................. 39

Strand 3 Communication Network..........................................46

Sub-strand 1 Computer Networks................................................................ 46
Sub-strand 2 Internet and Social Media...................................................... 51
Sub-strand 3 Information Security................................................................ 55

Strand 4 Computational Thinking............................................60

Sub-strand 1 Introduction to Programming.................................................. 60
Sub-strand 2 Algorithm................................................................................. 68
Sub-strand 3 Robotics................................................................................... 72

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 4

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 How to use this resource pack
The Learners Resource Pack provides helpful information that learners need to
enable them take active part in lessons in class. It provides lots of information
to the learner on what is expected of them in the course of monitoring their
own progress on the various strands of the curriculum. It also contains sample
assessment tasks and homework. These samples are just to guide the learner
to fully participate and monitor their own progress. The sample assessment
tasks and homework can in some or most cases change to suit the level of
understanding of the class. Learners are to refer to this book only as a guide
to their learning. There are other suggested references learners can refer to for
further information on the various Sub-strands.
At all times, this Pack must be kept neat and intact.

Hints to the learner

1. What will you learn? (Structure of the curriculum for Computing)
The content of the curriculum has been structured into four columns namely:
Strands, Sub-strands, Content standards and Indicators and exemplars.
Strands are the broad areas/sections of the computing content to be studied.
Sub-strands are the topics within each strand under which the content is
organised.
Content standard refers to the pre-determined level of knowledge, skill and/
or attitude that a learner attains by a set stage of education.
Indicator is a clear outcome or milestone that learners must exhibit in each
year to meet the content standard expectation. The indicators represent the
minimum expected standard in a year.
Exemplars refer to the support and guidance which clearly explains the
expected outcomes of the given indicators, and suggest what forms teaching
and learning activities could take to support facilitators in the delivery of the
curriculum.

2. How will you be taught (i.e. group work, practical work)

You will be taught lessons through discussions, group works, practical work,
project work and community engagement.

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 3. How will you be assessed?
Assessment is both formative and summative. Formative assessment is viewed
in terms of Assessment as Learning and Assessment for Learning.
• Assessment as Learning: Assessment as Learning relates to engaging
you (the learner) to reflect on the expectations of your learning. The
information you provide the teacher forms the basis for refining teaching-
learning strategies. You will be assisted by the teacher to play your
roles and take responsibility of your own learning so as to improve your
performance. You will have to set your own goals and monitor your
progress.
• Assessment for Learning: It is an approach used to monitor learners’
progress and achievements. This will occur throughout the learning
process.
• The teacher will employ the Assessment for Learning strategy to seek and
interpret evidence, which will serve as timely feedback to refine teaching
strategies and improve their performance. You will be actively involved
in the learning process and gain confidence in what you are expected to
learn.
• Assessment of Learning: This is summative assessment. It describes the
level you (the learner) have attained in the learning process, what you
know and what you can do over a period of time.
• The focus is to evaluate your cumulative progress and achievement.
You will therefore be assessed through homework, project work, oral
presentation, portfolio development, debates, community engagement,
conferencing, shared writing and process writing.

4. Strategies for effective learning

• Project-based learning
• Exploration
• Enquiry-based learning
• Procedural learning
• Experiential learning.

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 Strand 1 Introduction to Computing

Sub-strand 1 Components of Computers and Computer Systems

Content standard B7.1.1.1. Identify parts of a computer and technology

tools and their uses

Indicator B7.1.1.1.1. Discuss the second and third generations

of computers

What you should Reminder about prior learning

know already Learners should remember the difference between
the generation of computers and the major hardware
components that characterise them. (Refer to the
indicator in Basic 6 B6.1.1.1.1. Learn about the
Generation of Computers.)

What will you Key learning/core competencies, subject-specific

learn? What skills skills
will you develop?
At the end of the lesson, learners should be able
to differentiate between the second and third
generations of computers based on the major
changes that occurred.

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 Second generation of computers: They came about
as a result of the introduction of a major processing
device called transistor. These second-generation
computers are more reliable and compact than the
first generation of computers.

Third generation of computers: They are also smaller

and faster than the second generation of computers
due to the introduction of Integrated Circuits (IC’s)
to replace transistors. Likewise, IC’s made computers
smaller, more reliable and more efficient.

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 The language and Transistors, Circuit Boards.
vocabulary you will
need to use

Ways to Suggest how the learner can take responsibility in

broaden your learning more about this standard, consolidating
understanding understanding, etc.
Watch videos on the history of computers
from YouTube. (https://www.youtube.com/
watch?v=xrUvFJWlYCY and https://www.youtube.
com/watch?v=ApJSz_0rkiA)
Read more on the history of computers.

Things to Essential points to remember.

remember for Learner should always remember the differences
future lessons between the generations of computers and the major
hardware components that characterise them.

A B

Activity 1
From the photograph above,
1. Identify the types of motherboards labelled A and B in relation to the
generations of computers.
2. State and explain the board that has the capacity to produce more reliable
and efficient work.

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 Teaching Resources
Textbooks on the history of computers, ICT dictionary, internet resources,
e-books, etc.

Assessment Task
Explain at least two differences between the second and third generations of
computers. Indicate the main hardware components that distinguish them.
Homework Task
In groups of 4 or 5, look for an old or non-functioning computer, television or
radio and open it to identify the components on the motherboard. Then, draw
well-labelled pictures of a transistor and an integrated circuit (IC).

Strand 1 Introduction to Computing

Sub - Strand 1 Components of Computers and Computer Systems

Content standard B7.1.1.1 Identify parts of a computer and technology

tools and their uses

Indicator B7.1.1.1.2 Demonstrate understanding in the use of

input devices (such as wireless keyboard, mouse, light
pen, touchscreen)

What you should Reminder about prior learning

know already Learners must understand input, process, and output
devices, and key terminologies or names used
for devices. (Refer to lessons in Basic 6 indicator
B6.1.1.1.2 identify components of a computer system
such as hardware, software and liveware.)

What will you Key learning/core competencies, subject-specific

learn? What skills skills
will you develop? At the end of the lesson, the learner should be able to
• Explain the meaning of input devices. E.g. Input
devices are devices that help users to send
data to the computer or issue commands to the
computer.
• Name and state the function of at least four input
devices.

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 Strand 1 Introduction to Computing

Examples include:
Keyboard: It is an input device that is used to key in
alphanumeric symbols and issue commands into the
computer. There are various types of keyboards. They
include standard wired keyboards, wireless keyboards,
among others. Keyboard layouts also include
QWERTY and DaVinci Concept, each of which suits
different environments.

Mouse: It is an input device that is used to direct

the cursor on the monitor and control icons on the
monitor. The mouse comes in different varieties
including as mechanical, optical, opto-mechanical and
wireless.

Barcode reader: It is a hardware input device capable

of reading a barcode and printing out the details of a
product or log information about that product into a
database.

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 Strand 1 Introduction to Computing

Note: There are other examples of input devices.

Learners should explore on their own to discover
more. Understand that when a barcode is scanned,
the numeric code is then used to query a database
to fetch details such as product name, price,
manufacturer, etc. It can then automatically deduct the
purchased item from the stock in the shop.

The language and Input, PS-2 connector, USB-connector, pointing

vocabulary you will devices, scanner.
need to use

Ways to Watch videos on the types of input devices and how

broaden your they are used.
understanding Study labelled pictures of input devices.
Visit a hardware shop and list the input devices
found there (watch https://www.youtube.com/
watch?v=WZmc4jHu284)

Things to Know that input devices take information into the

remember for computer; the information is obtained from outside
future lessons the computer system and brought into the computer.

A B C D E

F G H I J

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 Activity 1
1. Identify the names of each of the input devices labelled A to J in the
photographs above.
2. State the function(s) of each of the devices labelled.

Activity 2
1. For each device identified above, state the advantages and disadvantages
of using that device as against one of the alternatives.
2. For B above, explain why using biometrics is more secure than passwords.

Teaching Resources
Books on computer hardware, Internet resources.

Assessment Task
1. Identify two (2) input devices that convert hard copy pictures or images into
a digital format.
2. State two (2) input devices that are used for playing gaming
programmes.
3. Briefly explain the purpose of input devices.

Homework Task
Draw three (3) input devices and state one function of each.

Strand 1 Introduction to Computing

Sub-Strand 1 Components of Computers and Computer

Systems

Content standard B7.1.1.1. Identify parts of a computer and

technology tools and their uses

Indicator B7.1.1.1.3 Demonstrate understanding in the

use of output devices (Cathode Ray Tube, LED
Monitor, etc)

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 Strand 1 Introduction to Computing

What you should know As a learner, you should have prior knowledge
already from indicator “B6.1.1.1.2 Identify components
of a computer system: hardware, software and
liveware.

What will you learn? Learners should know the functionality of output
What skills will you devices such as:
develop? A cathode-ray tube: a device that uses a beam
of electrons in order to produce an image
on a screen. Cathode-ray tubes, also known
commonly as CRTs, are widely used in a number
of electrical devices such as computer screens
and television sets.

Light-Emitting Diode (LED) monitor is a

flat screen, flat-panel computer monitor or
television.

The language and Hardware, output devices, peripheral devices,

vocabulary you will need monitor, printer
to use

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 Strand 1 Introduction to Computing

Ways to broaden your Read more or watch videos on output devices

understanding such as CRT and LED.

Things to remember for Having a practical feel of a Cathode Ray Tube

future lessons magnetic storage device.

Activity Instructions
1. Draw and label the following output devices and state their uses:
• Cathode Ray Tube
• LED Monitor and
• Projector

Teaching Resources
Magnetic storage device, laptop/computer/tablet

Assessment Task
Discuss the uses and benefits of CRT and LED.

Homework Task
Draw a CRT and LED. Label the parts and explain the function of each part.

Strand 1 Introduction to Computing

Sub-Strand 1 Components of Computers and Computer Systems

Content standard B7.1.1.1 Identify parts of a computer and technology

tools and their uses

Indicator B7.1.1.1.4 Describe storage devices: full-sized

external hard drives, hard drive speed, disk caching

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 Strand 1 Introduction to Computing

What you should You are expected to have prior knowledge of hard
know already drives and removable storage icons in the file
explorer.

What will you learn? You will be able to:

What skills will you Show actual internal workings of a magnetic HDD
develop? using this link (https://animagraffs.com/hard-disk-
drive/)
Understand that magnetic storage devices are
storage mediums commonly used for large volumes
of data (e.g., video, image or remote sensing data)
e.g. hard disk drives.

Understand that a disk cache is a cache memory

that is used to speed up the process of storing and
accessing data from the host hard disk. It enables
faster processing of reading/writing, commands and
other input and output processes between the hard
disk, the memory and computing components.

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 Strand 1 Introduction to Computing

The language and Hard Disk Drive (HDD), floppy disk, magnetic tape,
vocabulary you will read, write, bytes
need to use

Ways to broaden 1. Read more or watch videos on magnetic storage

your understanding devices and disk caching.
2. Read books on computer technology tools.

Things to Instances in which magnetic storage devices are used.

remember for How data is written to and read from magnetic
future lessons storage devices.
The purpose of a disk cache.

Activity Instructions
1. Explain the uses of the following: Hard Disk Drive (HDD), floppy disk,
magnetic tape. Follow the class session.

Teaching Resources
Magnetic storage device, laptop/computer/tablet.

Assessment Task
1. Learners should identify five (5) features on the HDD.
Homework Task
Learners should discuss how the hard disk stores data and be able to do a
presentation on this.

Strand 1 Strand 1: Introduction to Computing

Sub-strand 1 Components of Computers and Computer

Systems

Content standard B7.1.1.2 Demonstrate the use of the features of

the Windows Desktop

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 Strand 1 Strand 1: Introduction to Computing

Indicator B7.1.1.2.1 Discover the new Windows Operating

System (Start screen, use of tiles, taskbar buttons,
preview thumbnails

What you should know You should be conversant with B6.1.2.1.1

already and be able to explore the use of the desktop
background, changing the themes, colours and
user account (e.g. classic, icons and taskbar of
the background).

What will you learn? At the end of the lesson, learners will be able to:
What skills will you Demonstrate the use of the features of the Win-
develop? dows desktop such as the start screen, tiles, task
buttons, preview thumbnails.

The language and Taskbar, thumbnails, start screen, tiles

vocabulary you will
need to use

Ways to broaden your Explore the interface of any smart mobile phone.
understanding Learners should make use of common graphical
user interface tips like the tooltip to learn more.
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 Strand 1 Strand 1: Introduction to Computing

Things to remember for Learners should understand the major function of

future lessons the taskbar in allowing users to locate and launch
programs through Start and the Start menu, or
view any program that is currently open.

Activity Instructions
State two (2) uses of the following: Taskbar, Thumbnails, Start Screen, Tiles

Teaching Resources
Computer, laptop, cardboard, markers, projector

Assessment Task
In groups of five (5), discuss and present the functions of the taskbar,
thumbnails, start screen, and tiles.

Homework Task
Identify the various parts of the Windows taskbar.

Strand 1 Introduction to Computing

Sub-strand 1 Components of Computers and Computer

Systems

Content standard B7.1.1.2. Demonstrate the use of the features

of the Windows Desktop

Indicator B7.1.1.2.2 Practise file management techniques

(file and folder management).

What you should know B6.1.2.1.5. Demonstrate the use of the File
already Explorer window and locations of the computer
through the file explorer.
B6.1.2.1.6. Locate the hard drives and other
removable storage icons in the File explorer.

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 What will you learn? At the end of the lesson, learners will be able
What skills will you to
develop? Demonstrate an understanding of techniques
used in the management of files. This
should include organising files in folders and
subfolders.
Demonstrate the naming conventions and types
of files extensions and their importance.

• File-naming conventions when saving files

°° Case sensitivity – upper and lower case
are different (true in Linux and Unix
variations, not in Windows)
°° Maximum length (Windows 260
characters)
°° Spaces allowed
°° Digits allowed
°° \ / : * ? “ < > | not allowed
°° File names not allowed (con, nul, prn)

• File extensions provide clues to the file

contents.
OS uses extensions to determine which
application created the file and the internal
format of the file

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 The language and File extension, file path, folder, sub-folder,
vocabulary you will need directories, sub-directories.
to use

Ways to broaden your • Watch videos on the features of the

understanding Windows operating system relating to the
desktop.

Things to remember for Without a file management or file system, all

future lessons files would have no organisation and it would
be impossible for a file with the same name to
exist.

Activity Instructions
State five (5) naming conventions and types of files extensions and their
importance.

Teaching Resources
Computer, laptop, cardboard, markers, projector

Assessment Task
In groups of five (5), identify possible applications that produce the following
file extensions: docx, xls, pdf, jpg and ppt.

Homework Task
Learners to describe how to locate a file in a folder using windows file
management.

Strand 1 Introduction to Computing

Sub-strand 2 Technology in the Community

Content standard B7.1.2.1. Demonstrate the use of technology in the

community

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 Indicator B7.1.2.1.1. Describe and give examples of at least
five technology tools for learning in each subject e.g.
spreadsheets, Encarta, virtual museum, scrabble,
presentation, scratch etc.)

What you should B6.1.3.1.6. Demonstrate how to collect data (e.g.

know already listening to radio, reading newspapers, interviews use
of questionnaires etc.)
B6.1.3.1.9. Demonstrate data presentation in
different forms.

What will you At the end of the lesson, learners will be able to
learn? What skills • Explore the various technology tools that can be
will you develop? used

The language and Technology tools, scratch, presentation, spreadsheet.

vocabulary you will
need to use

Ways to broaden • Explore the various technology tools that can be

your understanding used for learning.

Things to Tools are needed to process data collected into

remember for information
future lessons

Activity Instructions
Identifying any three (3) technology tools that aid learning.

Teaching Resources
Computer, laptop, cardboard, markers, projector

Assessment Task
Discover the use of any three (3) technology tools and present findings to class
as a group.

Homework Task
Demonstrate the use of any of the tools discussed.

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 Strand 1 Introduction to Computing

Sub-strand 2 Technology in the Community

Content standard B7.1.2.1. Demonstrate the use of Technology in

the community

Indicator B7.1.2.1.2 Demonstrate the use of at least

three (3) technology tools identified in the
community

What you should know B7.1.2.1.1 Describe and give examples of at

already least five (5) technology tools for learning in
each subject e.g. spreadsheets, Encarta, virtual
museum, scrabble, presentation, scratch etc.

What will you learn? At the end of the lesson, learners will be able
What skills will you to
develop? • Describe and give examples of at least five
(5) technology tools for learning in each
subject (e.g. spreadsheets, Encarta, virtual
museum, scrabble, presentation, scratch
etc.)
• Discover the use of any three (3) technology
tools and present their findings to class as a
group

The language and Technology tools, scratch, presentation,

vocabulary you will need spreadsheet
to use

Ways to broaden your • Explore the various technology tools that

understanding can be used for learning.

Things to remember for There are benefits of using technology tools in

future lessons learning.

Activity Instructions
Identifying any three (3) technology tools that aid learning.

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 Teaching Resources
Computer, laptop, cardboard, markers, projector

Assessment Task
Discover the use of any three (3) technology tools and present findings to class
as a group.

Homework Task
Demonstrate the use of any of the tools discussed.

Strand 1 Introduction to Computing

Sub-strand 2 Technology in the Community

Content standard B7.1.2.1 Demonstrate the use of

technology in the community

Indicator B7.1.2.1.3 Discuss the benefits of using

technology tools in learning/education

What you should know B7.1.2.1.2 Demonstrate the use of at least

already three (3) technology tools identified in the
community

What will you learn? What At the end of the lesson, learners will be
skills will you develop? able to
• Discuss the benefits of using technology
tools in learning (e.g. using spreadsheet
to draw graphs)

The language and vocabulary Technology tools, scratch, presentation,

you will need to use spreadsheet.

Ways to broaden your Identify the potential benefits of using tech-

understanding nology tools in their schools.

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 Things to remember for Tools are needed to process data collected
future lessons into information

Activity Instructions
Identifying any three (3) technology tools that aid learning.

Teaching Resources
Computer, laptop, cardboard, markers, projector

Assessment Task
Discover the use of any three (3) technology tools and present findings to class
as a group.

Homework Task
Demonstrate the use of any of the tools discussed.

Strand 1 Strand 1: Introduction to computing

Sub-strand 3 Health and safety in using ICT tools

Content standard B7.1.3.1 Demonstrate how to apply health and

safety measures in the use of ict tools

Indicator B7.1.3.1.1 Describe current regulatory

requirements and potential computing-related
disorders

What you should know B6.7.1.1.1 Identify major health hazards

already associated with the use of ICT tools.
B6.7.1.1.2. Outline solutions for the health-
related problems in using ICT.

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 What will you learn? At the end of the lesson, learners will be able
What skills will you to
develop? • Describe current regulatory requirements
and potential computing-related disorders.
• Mention the health risks of prolonged use of
computing devices.
• Identify unhealthy body postures and other
hazards in using computing devices.
• Provide preventive measures to reduce
health and safety risks.
• Distinguish between health issues and safety
issues. Safety issues would include trip
hazards, keeping liquids close to electronic
devices, overloading plug sockets, contact
with bare electrical wires, etc.

Learners will exhibit problem solving, digital

literacy and critical thinking skills.

The language and Health hazards, unhealthy body posture,

vocabulary you will need ergonomics, repetitive-strain injuries, eyestrain,
to use back/neck pain.

Ways to broaden your • Learners should study unhealthy sitting

understanding postures that may result in injury to the
body.

Things to remember for • A hazard describes anything or situation that

future lessons could be harmful to the user as they use a
computer.
• For example, prolonged and improper
use of the keyboard and mouse can cause
repetitive strain injury. Additionally, using
the wrong body posture can lead to body
pain and other health issues over time.

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 Activity Instructions
1. Identify three (3) potential health hazards associated with the use of ICT in
our schools.
2. Suggest ways of mitigating the hazards identified above.

Teaching Resources
Pictures showing sitting postures, marker boards, videos.

Assessment Task
In groups of five (5), enumerate the possible health hazards of prolonged use
of computing devices.

Homework Task
Suggest five (5) preventive measures to reduce health and safety risks
associated with the use of computers.

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 Strand 2 Productivity Software

Sub-strand 1 Introduction to Word Processing

Content standard B7.2.1.1 Demonstrate how to use Microsoft

Word (Editing)

Indicator B7.2.1.1.1 Explain the importance of word

processing software

What you should know Reminder about prior learning

already You are expected to have prior knowledge on
letter writing. Give issues involved in editing
and correcting errors made whilst writing official
letters.

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Learners will give the meaning of word
processing
• This software is used to create and to edit
documents such as letters, reports, essays,
etc.
• Learners will explore common examples of
word processing softwares packages (e.g.
MS-Word, Corel WordPerfect, AbiWord,
Google Docs, LibreOffice Writer, NotePad,
WordPad, etc.)

The language and Formatting, package, google docs, ms word,

vocabulary you will need editing, open source
to use

Ways to broaden your • Suggest how the learner can take

understanding responsibility for learning more about this
standard, consolidating understanding, etc.
• Read more on the uses of word processors.
• Brainstorm to elicit examples of some
common word processing software.

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 Things to remember for Brief statements of essential points that must be
future lessons remembered.
Uses of word processing softwwares.
Common examples of word processing
softwares.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft Word, mouse or touchscreen input device.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading and research on importance and more examples word
processing softwares

Sub-strand 1 Introduction to Word Processing

Content standard B7.2.1.1 Demonstrate how to use Microsoft

Word (Editing)

Indicator B7.2.1.1.2 Demonstrate how to insert, select,

delete, and move the text

What you should know Reminder about prior learning

already B6.3.1.1.1 Demonstrate how to use the File
menu and Insert, Design, and Layout ribbons
B6.3.1.1.2 Demonstrate how to use icons in the
Text group in the Insert ribbon

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 What will you learn? Key learning/core competencies, subject-
What skills will you specific skills
develop? • Learners practise Spelling and Grammar
check.
• Learners explore Ignore, Ignore All, Add,
Change and Change All options in the
Spelling and Grammar icon.

The language and Proofing and language, spelling & grammar,

vocabulary you will need thesaurus
to use

Ways to broaden your • Suggest how the learner can take

understanding responsibility for learning more about this
standard, consolidating understanding, etc
• Join a group study of 3-5 learners.
• Learners generate random text using =rand
() command.
• Practise techniques learnt
• Engage in a think-pair-share activity on how
to do spell and grammar check in a passage

Things to remember for Brief statements of essential points that must be

future lessons remembered
Do further reading on how to use text-
decoration, change text case, text size and
colour tools.

Activity Instructions
Follow the class session.

Teaching Resources
Read and practise spell check, content translation and language setting in MS-
Word.

Assessment Task
Practise the techniques learnt with a sample text.

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 Homework Task
Read further on how to use text-decoration, change text case, text size and
colour commands.

Sub-strand 1 Introduction to Word Processing

Content standard B7.2.1.1 Demonstrate how to use Microsoft Word

(Editing)

Indicator B7.2.1.1.3 Demonstrate how to find and replace

content and undo edited changes

What you should know Reminder about prior learning

already Learners should be familiar with indicator
B7.2.1.1.1 Demonstrate how to insert, select,
delete, and move text

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Learners explore the use of the Find and
Replace tool.
• Learners explore the use of the Editing group
in the Home ribbon.

The language and Find and replace

vocabulary you will
need to use

Ways to broaden your • Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc.
• Produce a one-page document which
summarises the 2nd and 3rd generation of
computers.
• Practise finding text.
• Practise Find and Replace text using key
words.
• Practise Replace and Replace All using key
words.

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 Things to remember Brief statements of essential points that must be
for future lessons remembered.
The procedure for finding and replacing text in a
document.

Activity Instructions
Follow the class session

Teaching Resources
Computer with Microsoft Word, mouse or touchscreen input device.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading on how to Find and Replace text and Undo edited changes.

Sub-strand 1 Introduction to Word Processing

Content standard B7.2.1.1 Demonstrate how to use Microsoft

Word (Editing)

Indicator B7.2.1.1.4. Demonstrate how to spell check,

content translation, language setting

What you should know Reminder about prior learning

already Learners should recall indicator B7.2.1.1.2.
Demonstrate how to Find and Replace text and
undo edited changes.

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Learners will explore the use of icons in the
Proofing group.
• Learners will explore the use of the
Language group in the Review ribbon.

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 The language and Proofing and language, spelling & grammar,
vocabulary you will need thesaurus
to use

Ways to broaden your • Suggest how the learner can take

understanding responsibility for learning more about this
standard, consolidating understanding, etc
• Generate random text using = rand ()
command.
• Practise spelling and grammar check.
• Explore Ignore, Ignore All, Add, Change
and Change All options in the Spelling and
Grammar icon.
• Discuss the meaning of a red, blue and
green wavy line under a text.
• Practise how to set language preferences.

Things to remember for Brief statements of essential points that must be

future lessons remembered.
How to use spelling and grammar check.
How to set language preferences.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft Word, mouse or touchscreen input device.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading on how to use text-decoration, change text case, text size
and colour commands.

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 Sub-strand 1 Introduction to Presentation Software

Content standard B7.2.1.1 Demonstrate how to use Microsoft

PowerPoint (Editing)

Indicator B7.2.1.1.1 Explain the importance of

presentation software

What you should know Reminder about prior learning

already You are expected to have prior knowledge on
presenting field information or research work.
Give issues involved in editing and correcting
errors made whilst writing official letters.

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Learners will give the meaning of
presentation softwares.
• Presentation software is a tool used to
create visual presentations
• Learners will explore common examples of
presentation softwares. (Microsoft Office
PowerPoint, Apple Keynote and Google
Docs presentation.

The language and Text, graphic, colors, backgrounds, slides,

vocabulary you will need layouts, picture.
to use

Ways to broaden your • Suggest how the learner can take

understanding responsibility for learning more about this
standard, consolidating understanding, etc.
• Read more on the uses and importance of
presentation software Brainstorm to elicit
examples of some common presentation
software.

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 Things to remember for Brief statements of essential points that must be
future lessons remembered.
Uses of presentation softwares.
Common examples of presentation softwares.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft PowerPoint, mouse or touchscreen input device

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading and research on importance and more examples
presentation softwares.

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 Sub-strand 2 Introduction to Word PowerPoint

Content standard B7.2.2.1 Demonstrate how to use Microsoft

PowerPoint (Editing)

Indicator B7.2.2.1.2 Explore features of MS PowerPoint’s

interface

What you should Reminder about prior learning

know already Learners should be familiar with the following:
B6.2.1.1.2 Demonstrate how to use icons in the
Text group in the Insert ribbon
B6.2.1.1.3 Be able to give a 5-slide presentation
in MS-PowerPoint using the tools of the ribbons
studied.

What will you learn? Key learning/core competencies, subject-specific

What skills will you skills
develop? • Learners will launch MS-PowerPoint and explore
the templates available.
• Learners will be able to type text in a
placeholder.
• Learners will explore how to use the Thesaurus
button.

The language and Review tabs, language, spelling & grammar,

vocabulary you will thesaurus.
need to use

Ways to broaden Suggest how the learner can take responsibility for
your understanding learning more about this standard, consolidating
understanding, etc
Learn how to use templates and icons in the
Review tab.

Things to remember Brief statements of essential points that must be

for future lessons remembered
How to launch MS-PowerPoint.
How to type text in a placeholder.
How to use the Symbol icon in the Insert tab.
How to insert the degree, cent, lambda, alpha and
beta symbols.

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 Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft PowerPoint, mouse or touchscreen input device,
projector.

Assessment Task
Generate random text [(using =rand (10,10)] to practise techniques learnt.

Homework Task
Do further reading on the use of Special characters under the Insert tab within
the Symbols group.

Strand 2 Productivity Software

Sub-strand 2 Introduction to Presentation

Content standard B7.2.2.1 Demonstrate how to use Microsoft

PowerPoint (Editing)

Indicator B7.2.2.1.3 Demonstrate how to use Special

Characters. 7-slide presentation in MS-
PowerPoint using the tools of the Editing group.

What you should know Reminder about prior learning

already B7.2.2.1.2 Explore the features of MS
PowerPoint’s interface.

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Learners will explore the use of the Symbols
icon under the Insert tab.

The language and Microsoft PowerPoint, Insert tab, Symbols.

vocabulary you will need
to use

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 Ways to broaden your • Suggest how the learner can take
understanding responsibility for learning more about this
standard, consolidating understanding, etc
• Practise how to type text in a placeholder.
• Practise using the Symbols icon in the Insert
tab.
• Practise how to insert the degree, cent,
lambda, alpha, beta symbols.

Things to remember for How to create a multi-slide presentation and

future lessons format it for a specific purpose.
Read further on how to use text-decoration,
change text case, text size and colour tools.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft PowerPoint, mouse or touchscreen input device,
projector.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Present a prepared project or exercise using the editing section of the ribbons
studied.

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 Sub-strand 3 Introduction to Electronic Spreadsheet

Content standard B7.2.1.1 Demonstrate how to use the

spreadsheet (Editing)

Indicator B7.2.1.1.1 Explain the importance of

electronic spreadsheet

What you should know Reminder about prior learning

already You are expected to have prior knowledge on
calculating data in table format. Give issues
involved in editing and correcting errors made
whilst collecting and sorting data into table
forms.

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Learners will give the meaning of
spreadsheet.
• The spreadsheet software is used to
maintain budget, financial statements, grade
sheets and sales records.
• Learners will explore common electronic
spreadsheet software packages (e.g. MS
Excel, Lotus 1-2-3, LibreOffice Calc, Google
Sheets etc.).

The language and Formatting, package, tables, charts, calculate

vocabulary you will need
to use

Ways to broaden your Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc.
Read more on the uses of spreadsheet
softwares.
Brainstorm to elicit of some common examples.

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 Things to remember for Brief statements of essential points that must be
future lessons remembered.
Uses of electronic spreadsheet software.
Common examples of the spreadsheet software.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft Excel, mouse or touchscreen input device.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading and research on importance and more examples
spreadsheet packages.

Strand 2 Productivity Software

Sub-strand 3 Introduction to Electronic Spreadsheet

Content standard B7.2.3.1. Demonstrate how to use the

Spreadsheet (Editing Worksheets)

Indicator B7.2.3.1.2. Explore features of MS-Excel

interface.

What you should know Reminder about prior learning

already Recall indicator B6.5.3.1.4. Modifying an MS-
Excel worksheet.
Guide learners to modify worksheet by adding
the age of learners in the class to the list of
learners created in an earlier class.

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 What will you learn? Key learning/core competencies, subject-
What skills will you specific skills
develop? • Learners explore the techniques of inserting,
selecting, deleting and moving data in
groups.
• Learners practise how to insert, select,
delete and move data using a sample data
set.

The language and Inserting, selecting, deleting and moving data.

vocabulary you will need
to use

Ways to broaden your Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc
The following exercise will help you deepen
your understanding.
Launch MS-Excel and use the autofill to enter
days of the week and numbers from 1 -10.
Select numbers 1-5.
Move text using cut-and-paste technique or
copy-and-paste, then delete previous text.
Practise moving parts of the list of names of the
week.

Things to remember for Brief statements of essential points that must be

future lessons remembered.
How to select and move data.
How to use other techniques for moving text.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft Excel, mouse or touchscreen input device, projector.

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 Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading on how to set the cell data type (General, Number,
Currency, etc.).

Strand 2 Productivity Software

Sub-strand 3 Introduction to Electronic Spreadsheet

Content standard B7.2.3.1 Demonstrate how to use the

Spreadsheet (Editing Worksheets)

B7.2.3.1.3 Demonstrate how to set the cell

datatype (General, Number, Currency, etc.).

What you should know Reminder about prior learning

already B7.2.3.1 Demonstrating how to use the
Spreadsheet (Editing Worksheets)

What will you learn? What Key learning/core competencies, subject-

skills will you develop? specific skills
• Learners will explore options in the
Number group in the Home ribbon.
• Learners will practise how to format cells
with General, Number, Currency, and Text
data types.

The language and Cell, data type.

vocabulary you will need to
use

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 Strand 2 Productivity Software

Ways to broaden your The following exercise will help you deepen
understanding your understanding
• Launch MS-Excel and use the autofill to
enter days of the week and numbers from
1 to 10.
• Select numbers 1-5.
• Click on the down arrow in the Number
group.
• Select Number in the Number tab.
• Select numbers 6-10.
• Sum up the numbers by using the sum
formula.
• Then select Currency in the Number tab.
• Select the days of the week.
• Then select Text in the Number tab.

Things to remember for Brief statements of essential points that must

future lessons be remembered
How to use other techniques for formatting
cell type data.

Activity Instructions
Follow the class session.

Teaching Resources
Computer with Microsoft Excel, mouse or touchscreen input device, projector.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading on how to Align Text, Merge & Wrap, Borders and Shades.

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 Strand 2 Productivity Software

Sub-strand 3 Introduction to Electronic Spreadsheet

Content standard B7.2.3.1 Demonstrate how to use the Spreadsheet

(Editing Worksheets)

Indicator B7.2.3.1.4 Demonstrate how to Align Text, Merge &

Wrap, Borders and Shades.

What you should Reminder about prior learning

know already Recall indicator B7.2.3.1.2 Demonstrating how to set
the cell, data type (General, Number, Currency, etc.).

What will you Key learning/core competencies, subject-specific

learn? What skills skills
will you develop? • Learners explore options in the Alignment group
in the Home ribbon.
• Learners practise Align Text, Merge & Wrap,
Borders and Shades.

The language and Align Text, Merge & Wrap, Borders and Shades.
vocabulary you will
need to use

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 Ways to Suggest how the learner can take responsibility for
broaden your learning more about this standard, consolidating
understanding understanding, etc
The following exe.rcise will help you deepen your
understanding:
• Launch MS-Excel and use the autofill to enter days
of the week and numbers from 1 to 10.
• Explore the functions of the icons in the Alignment
group (i.e. Top Align, Middle Align, Bottom Align,
Align Left, Centre, Align Right, Orientation, Word
Wrap, Merge and Centre).
• Click the down arrow in the Alignment group.
• Click on the Alignment tab.
• Explore the options in the Alignment tab.
• Click the down arrow in the Alignment group
• Click on the Border tab.
• Explore the options in the Border tab.

Things to Brief statements of essential points that must be

remember for remembered.
future lessons Using other techniques to Align Text, Merge & Wrap,
Borders and Shades in a cell.

Activity Instructions
Follow the class session

Teaching Resources
Computer with Microsoft Excel, mouse or touchscreen input device, projector.

Assessment Task
Practise the techniques learnt with a sample text.

Homework Task
Do further reading on how to adjust margins and set page orientation.

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 Strand 3 Communication Network

Sub-strand 1 Computer Networks

Content B7.3.1.1. Identify the concept of computer networking

standard for global communications

Indicator B7.3.1.1.1 Draw diagrams to illustrate features of the

network topologies (Bus, Star, Ring, Mesh)

What you Reminder about prior learning

should know Have basic knowledge in making phone calls and sharing
already information using bluetooth.

What will you Learners will be able to

learn? What 1. Explore key hardware for setting up a network system
skills will you (such as server, client, hub, switch, cable, etc.).
develop?
Server – it is a computer program that runs or operates
to serve the request of clients.
Client – it is a server network that handles the requests
of its clients and the services of the servers to transfer
information.
Router – a device that transfers data between computer
networks.
Switch – a device that can connect multiple nodes
together within a LAN.
Hub – it allows several USB devices to connect to a single
node.
• Observe the diagrams of various set-ups to explain
network topologies.
Network Topologies

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 Sub-strand 1 Computer Networks

What will you Bus – The bus topology has a single cable to which every
learn? What device on the network connects.
skills will you Star - In a star topology, each device in the network
develop? connects to a central hub, which distributes messages
from one node to another.
Ring - A ring topology forms when you connect a
network’s nodes in a circle.
Mesh - in mesh topology, multiple connections are made.

The language Bus, star, ring, point to point, mesh, hub, nodes, client.
and vocabulary
you will need
to use

Ways to Suggest how the learner can take responsibility for

broaden your learning more about this standard, consolidating
understanding understanding, etc
• Read or watch videos on network topologies online.

Things to Brief statements of essential points that must be

remember for remembered
future lessons Reduce the learning difficulty by using real situation
examples. E.g. understanding that TV receives signals
from a TV Station. Share pictures from one phone to
another to deepen understanding of networks and
information transfer.

Activity Instructions
In groups of five (5) (depending on class population), examine a stand-alone
computer and a networked computer.

Teaching Resources
Internet Dictionary to check meaning of keywords such as bus, star, ring.  

Assessment Task
Present in groups diagrams of a well-elaborated network.

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 Homework Task
Join a group study of 3-5 learners. Use play dough and sticks, form the types
of network topologies.

Strand 3 Communication Network

Sub-Strand 1 Computer Networks

Content B7.3.1.1 Identify the concept of computer networking for

standard global communications.

Indicator B7.3.1.1.2 Describe types of networks (LAN, MAN, WAN)

What you Reminder about prior learning

should know Have basic knowledge in making phone calls and sharing
already information using bluetooth.

What will you Learners will be able to

learn? What • Explore types of networks using real life situations
skills will you (i.e. family networks, friends’ networks, etc.).
develop?
• Describe types of networks from the example given
above.

LAN – [Local Area Network] This network interconnects

devices in a limited area and the infrastructure is owned
by the business.
WAN – [Wide Area Network] It is a network that spans
over a large distance or it describes a network in which
the computers to be connected to each other are at
widely dispersed locations such that a local area network
cannot be used. The infrastructure is supported by a
telecommunications provider.

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 Strand 3 Communication Network

The language Bus, star, ring, point to point, mesh, hub, nodes, client
and vocabulary
you will need
to use

Ways to Suggest how the learner can take responsibility for

broaden your learning more about this standard, consolidating
understanding understanding, etc
Read or watch downloaded videos on the types of
networks.

Things to Brief statements of essential points that must be

remember for remembered
future lessons Observing computer connections in the café, school or
any institution, and sharing pictures from one phone to
another to illustrate information transfer from one point to
another.

Activity Instructions
Follow the class session

Teaching Resources
Internet dictionary to check meaning of keywords such as LAN, MAN, WAN. 

Strand 3 COMMUNICATION NETWORK

Sub-Strand 1 Computer Networks

Content standard B7.3.1.1 Identify the concept of computer

networking for global communications.

Indicator B7.3.1.1.3 Discuss the entrepreneurship

opportunities in networking computing devices.

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 Strand 3 COMMUNICATION NETWORK

What you should know Reminder about prior learning

already Have basic knowledge in making phone calls
and sharing information using bluetooth.

What will you learn? Learners will be able to:

What skills will you Discuss the benefits of using networking
develop? facilities in their institutions and other places
(school, business, health & wellness, etc.).
benefits:
1. Share resources from one computer to
another.
2. Create files and store them in one computer,
access those files from the other computer(s)
connected over the network.
3. Connect a printer, scanner or a fax machine
to one computer within the network and
enable other computers of the network to
use all connected resources available over
the network.

The language and Bus, star, ring, point to point, mesh, hub, nodes,
vocabulary you will need client.
to use

Ways to broaden your Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc.

Visit an institution within your community to

witness and observe the benefits of computer
networks.

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 Activity Instructions
Follow the class session.

Teaching Resources
Internet dictionary or Encarta to check the meaning of keywords such as ring,
point to point, mesh, hub, nodes.

Strand 3 Communication Networks

Sub-strand 2 Internet and Social Media

Content standard B7.3.2.1 Demonstrate the use of Social Networking

and Electronic Mail.

Indicators B7.3.2.1.1 Identify the various types and uses of

Social Media sites such as those for social networking
(Facebook, LinkedIn), microblogging (Twitter, Tumblr),
WhatsApp.

What you should As a learner, you must understand the need to

know already socialise or stay in contact with loved ones.

What will you Key learning/core competencies, subject-specific skills

learn? What skills Identify the various types and uses of Social Media
will you develop? sites. [social networking (Facebook, LinkedIn),
microblogging (Twitter, Tumblr)]
Social media
Social media covers all services that promote the
creation, sharing and exchange of content produced
by users.
Types of social media
Social networking – This is an online platform that
people use to build a network of people who have
similar interests. They include Facebook, LinkedIn,
Google+, among others.
Microblogging – This is a platform that allows users
to share small content items such as short sentences,
images or video links. They include Twitter, Pinterest,
Tumblr and Instagram.

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 Strand 3 Communication Networks

What will you Uses of Social media

learn? What skills Communication
will you develop? Collaboration
Research
E-commerce
As a learner, you should be able to think critically, be a
team player and acquire communication skills.

The language and Facebook, LinkedIn, Microblogging (Twitter, Tumblr),

vocabulary you will WhatsApp.
need to use

Ways to 1. Create at least three social media accounts and

broaden your manage them.
understanding
2. Explore other ways one can use social media
apart from using it for communication, research,
e-commerce and collaboration.

Things to Brief statements of essential points that must be

remember for remembered
future lessons For future lessons, you must remember
• The concept of social media.
• The types of social media.
• The uses of social media.

Teaching Resources
Books on the concept of Social media, and videos on the use of Social media.

Assessment Task
1. Describe the unique features of four (4) social networks.
2. In groups, report on how you intend to use three (3) specific social media.
Homework Task
1. Working in groups, create three (3) social media accounts and manage
them.

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 Strand 3 Communication Networks

Sub-strand 2 Internet and Social Media

Content standard B7.3.2.1 Demonstrate the use of Social

Networking and Electronic Mail

Indicator B7.3.2.1.2 Demonstrate the use of the following

features of Electronic mail: Attachment and
Address book

What you should know Have a basic knowledge in composing e-mail.

already (refer to indicator B5.6.7.1.4.)

What will you learn? Demonstration of the use of the following

What skills will you features of Electronic mail: Attachment and
develop? Address book.

Email recipient
Understanding keywords such as “From, To, CC,
BCC” and when/how to use them in different
situations.

Attachment in e-mails
These are files or folders that are sent along with
a mail. An attachment to every mail has a size
limit. A file beyond the size limit has to be sent
in bits or sent using cloud storage like Google
Drive, OneDrive, etc. Files can be videos, text,
images or audio. Executable files may be blocked
by some e-mail service providers.

How to add an attachment to an e-mail

1. Create a new e-mail. (This must be done with
the consent of your parents.)

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 Strand 3 Communication Networks

What will you learn? 2. Click the e-mail attachment icon for your
What skills will you client, for example “Attach,” “Attach Files”
develop? or “Attach a File,” to open a file browser
window where you can select your files.
3. Locate where the file is stored on the PC.
4. Depending on the service provider, the
button can be “Insert” or “Open.”

Address Book
Web mail address book is a useful tool to store
e-mail addresses and other contact information
for people you often e-mail.
How to access Address Book
Open Gmail
Select the Apps icon, which is located in the
upper-right corner of the Gmail screen.
Select Contacts to open a new window that
displays all your e-mail addresses.
As a learner, you should be able to think critically,
be a team player and acquire communication
skills.

The language and Attachment, document, file, file size, address

vocabulary you will book, navigation, file location.
need to use

Ways to broaden your 1. Compose at least ten (10) e-mails to share

understanding the resources you use in the classroom with
classmates.
2. Store at least thirty (30) e-mail addresses of
your classmates in your address book.

Things to remember for For future lessons, you must remember

future lessons • How to attach files or folders to an e-mail.
• How to access web mail address book.

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 Teaching Resources: Video tutorials on how to attach files to an e-mail.

Assessment Task
1. Send three files to a friend through e-mail.
Homework Task
1. Store thirty (30) e-mail addresses of classmates in your address book.
2. Compose ten (10) e-mails to share the resources you use in the classroom
with classmates.

Strand 3 Communication Network

Sub-strand 3 Information Security

Content standard B7.3.3.1 Recognise data threats and means of

protection

What you should know Reminder about prior learning

already Recall indicator B7.3.1.1 Identifying the
concept of computer networking for global
communications.

Indicator B7.3.3.1.1 Discuss the key principles of

information security (confidentiality, integrity
and availability). 

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Communication and collaboration.
• Problem-solving and critical thinking skills.

The language and Confidentiality, integrity, availability.

vocabulary you will need
to use

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 Strand 3 Communication Network

Ways to broaden your Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc.
• Explore ways of preventing loss of personal
data.

Things to remember for • Brief statements of essential points that

future lessons must be remembered.
• For future lessons, you must remember the
various ways data can be compromised to
affect its integrity.

Activity Instructions
Follow the class session.

Teaching Resources: Internet dictionary to check the meaning of keywords

such as bus, star and ring.

Assessment Task
Join a study group of 3-5 learners for discussion.  

Homework Task
Watch video documentary on data encryption and decryption methods.

Strand 3 Communication Network

Sub-Strand 3 Information Security

Content standard B7.3.3.1 Recognise data threats and means of

protection

What you should know Reminder about prior learning

already

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 Strand 3 Communication Network

Indicator B7.3.3.1.2 Explore the legal issues relating

to intellectual property rights (e.g. copyright,
patent, trademark, piracy, copyright
infringement).

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Communication and collaboration.
• Problem-solving and critical thinking skills

The language and Copyright, patent, trademark, piracy, copyright

vocabulary you will need infringement
to use

Ways to broaden your Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc
• Do further reading on copyright provisions.
• Explore the need for copyright protections.

Things to remember for Brief statements of essential points that must be

future lessons remembered

Remember that any digital invention and

innovation can be protected through copyright
in Ghana.

Activity Instructions
Follow the class session

Teaching Resources
English Dictionary to check the meaning of keywords.

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 Assessment Task
Join a study group of 3-5 learners for collaborative lesson discussion.  

Homework Task
Read copyright and privacy documents attached to books and electronic
gadgets.

Strand 3 COMMUNICATION NETWORK

Sub-Strand 3 Information Security

Content standard B7.3.3.1 Recognise data threats and means of

protection

What you should know Reminder about prior learning

already B7.3.3.1 Recognise data threats and means of
protection.

Indicator B7.3.3.1.3 Evaluate information security

forensic auditing and criminal laws against
offenders.

What will you learn? Key learning/core competencies, subject-

What skills will you specific skills
develop? • Communication and collaboration
• Digital literacy and fluency
• Problem-solving and critical thinking skills

The language and Data forensics, information auditing, cyber law

vocabulary you will need
to use

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 Strand 3 COMMUNICATION NETWORK

Ways to broaden your Suggest how the learner can take responsibility
understanding for learning more about this standard,
consolidating understanding, etc.
• Ask questions on cyber laws such as online
impersonation and cyber bullying.
• Enter your full name in google search
engine to find out if any information related
to you can be found online.

Things to remember for One must be security conscious when surfing

future lessons the internet

Activity Instructions
Follow the class session

Teaching Resources
English Dictionary to check the meaning of keywords and laptop.  

Assessment Task
Join a study group and discuss how group members can prevent themselves
from cyber-crimes and cyber bullying.  

Homework Task
Seek parental approval to explore selected online video documentaries on
information security.

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 Strand 4 Computational Thinking

Sub-strand 1 Introduction to Programming

Content standard B7.4.1.1 Show an understanding of the concept of

programming 

Indicator B7.4.1.1.1 Demonstrate the use of correct

terminology in describing programming concepts

What you should Reminder about prior learning

know already Have basic knowledge in scratch, VB., Net, from
Basic 5 (refer to indicator B5.5.1.3.6 in Basic 5:
Discuss programming languages and their use).

What will you learn? Learners should be able to

What skills will you 1. List and explain the following terminologies under
develop? programming:
Algorithm is a step-by-step procedure to solve
logical and mathematical problems. A recipe is a
good example of an algorithm. It outlines what must
be done, step-by-step. It takes inputs (ingredients)
and produces an output (the finished meal).

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 What will you learn?
What skills will you
develop?

Source Code is the list of human-readable

instructions that a programmer writes.

Compiler is a special program that processes

statements written in a particular programming
language and turns them into machine language or
“code” that a computer’s processor uses.

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 Data Type of a value is an attribute that tells what
kind of data that value can have.

Variable is a value that can change depending on

conditions or on information passed to the program.

Constant is a value that cannot be altered by the

program during normal execution.

Loops, like selections, ask questions. However, the

difference is that loops ask the same question
over and over and over again until a certain task is
complete.

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 For example, take the act of hammering a nail. Even
though you may not realise it, you are constantly
asking yourself, “Is the nail all the way in?” When
the answer is no, you hammer the nail again. You
continue to repeat this question until the answer is
yes, and then you stop. Loops allow programmers to
efficiently code repetitive tasks instead of having to
write the same actions over and over again.
1. Define the following yourself: Conditional, Array,
Function, Class.
2. Develop a puzzle or any game that will aid
understanding of the terminologies.
As a learner, you should be able to think critically,
be a team player and acquire communication skills.

The language and Algorithm, source code, compiler, data type,

vocabulary you will variable, constant, conditional, array, loop, function,
need to use class.

Ways to broaden Suggest how the learner can take responsibility for
your understanding learning more about this standard, consolidating
understanding, etc
1. Practise more of the programming games.
2. Read books related to programming.
3. Watch videos on programming.

Things to • Brief statements of essential points that must be

remember for remembered.
future lessons • Always relate your learning to real life situations.
Read and practise more games with the
terminologies.

Activity Instructions
Follow the class session.
Teaching Resources: Programming textbooks, English Dictionary,
programming software such as scratch, laptop/computer/tablet.

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 Assessment Task
In groups of five (5), explain the various terminologies under programming.
Group members can do this orally.

Homework Task
In your various groups, develop a puzzle using the terminologies under
programming.

Strand 4 Computational Thinking

Sub-Strand 1 Introduction to Programming

Content standard B7.4.1.1 Show an understanding of the concept

of programming 

Indicator B7.4.1.1.2 Demonstrate understanding in the

use of data types (e.g., float, integer, string,
char, etc.)

What you should know As a learner, you should have prior knowledge
already of float, integer, string, char, varchar, etc. as
types of data. [This can be referenced from
B6.1.3.1.1. Identify types of data. (Integers,
double, characters, float, etc.)]

What will you learn? Learners should be able to:

What skills will you
1. Explain briefly the meaning of data type from
develop?
what they learnt in the previous indicator.

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 What will you learn? 2. Identify the various data types such as Float,
What skills will you Integer, String and Char, and be able to
develop? define them as follows:
a. Float is a term used in various
programming languages to define a
variable with a fractional value.
b. String is a data type used in
programming, such as an integer
and floating-point unit, but is used to
represent text rather than numbers.
c. Char is short for character, which is
a data type that holds one character
(letter, number, etc.) of data.
3. Develop key questions around daily
activities to identify the data type. Example,
the first name of your best friend is written
as a string data type.
NB: These are all suggested definitions.
Learners should read wide on their own to
broaden their knowledge.

The language and Float, integer, string, char

vocabulary you will need
to use

Ways to broaden your Practise more of the programming games.

understanding Read books related to programming.
Watch videos on programming.

Things to remember for Always relate your learning to real life situations.
future lessons Read and practise more games with the
terminologies discussed.

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 Activity Instructions
Follow the class session.

Teaching Resources
Programming textbooks, English Dictionary, programming software such as
scratch, laptop/computer/tablet.

Assessment Task
In groups of five (5), explain the various terminologies under programming.
Group members can do this orally.

Homework Task
In your various groups, develop a puzzle using the terminologies under
programming.

Strand 4 Computational Thinking

Sub-Strand 1 Introduction to Programming

Content B7.4.1.1 Show an understanding of the concept of

standard programming

Indicator B7.4.1.1.3 Demonstrate the ability to use the constants

and variables used in programming

What you should Demonstrate basic knowledge from indicator B7.4.1.1.1

know already

What will you Learners should be able to build on the knowledge

learn? What acquired from indicator B7.4.1.1.1.
skills will you As a learner, you should be able to:
develop?
• Discuss the usefulness of constants in defining
values that are used many times within a function or
program.
• Understand that in programming, constants are used
to store information that we know is never going to
change.

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 Strand 4 Computational Thinking

What will you • Understand variables in programming as any

learn? What characteristics, number or quantity that can be
skills will you measured or counted. E.g. age, sex, country of birth,
develop? class grades, eye colour, etc.
NB: These are all suggested definitions. Learners are
advised to read wide on their own to broaden their
knowledge.

The language Constants, variables.

and vocabulary
you will need to
use

Ways to Read more from the internet or from books about

broaden your variables and constants.
understanding Do the activities that will be given by your facilitator/
teacher.
Watch videos on programming.

Things to Always relate your learning to real life situations. Read

remember for and practise more games with the terminologies
future lessons discussed.

Activity Instructions
Follow the class session.

Teaching Resources
Programming textbooks, English Dictionary, programming software such as
scratch, laptop/computer/tablet.

Assessment Task
In groups of five (5), explain the various terminologies under programming.
Group members can do this orally.

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 Homework Task
In your various groups, develop a puzzle using the terminologies under
programming.

Strand 4 Computational Thinking

Sub-strand 2 Algorithm

Content standard B7.4.2.1 Analyse the correct step-by-step

procedure in solving any real-world problem

Indicator B7.4.2.1.1 Understand the use of sequence,

selection and iteration in writing a
program. Explain the meaning of the terms
algorithm, decomposition and abstraction

What you should know Recall what you learnt from indicator
already B7.4.1.1.1 about demonstrating the use of
correct terminology to describe programming
concepts.

What will you learn?

What skills will you
develop?

What will you learn? Learners should be able to build on the

What skills will you knowledge acquired from indicator B7.4.1.1.1
develop? and be able to:
1. Explain sequencing to mean that the
computer will run your code in order, one
line at a time from the top to the bottom
of your program. It starts at line 1, then
executes line 2, then line 3 and so on until
it reaches the last line of your program.
Any sequence that we do every day is a
morning routine. You might wake up, drink
some water, take a shower and eat breakfast
before you go to school.

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 2. Write numbers (e.g. 1-10) in an orderly
arrangement to represent a sequence.
3. Selections are a bit different. Instead of
following a specific order of events, they
ask a question in order to figure out which
path to take next. Let’s say you go to brush
your teeth, and you find out that you have
run out of toothpaste. You will then ask,
“Do I have any more toothpaste?” If the
answer is no, you will go and buy some. But
if the answer is yes, you will just use the
toothpaste. This is what a selection does:
answering a question based on what it
finds.

Abstraction can be defined as displaying only

essential information and hiding the details.
Data abstraction refers to providing only
essential information about the data to the
outside world, hiding the background details or
implementation.

NB: These are all suggested definitions.

Learners should read wide on their own to
broaden their knowledge.

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 The language and Sequence, selection, iteration, algorithm.
vocabulary you will need
to use

Ways to broaden your 1. Do further reading on the terminologies

understanding discussed.
2. Read books related to programming.
3. Watch videos on programming.

Things to remember for Always relate your learning to real life situations.
future lessons Read and practise more games with the
terminologies discussed.

Activity Instructions
Follow the class session

Teaching Resources
Programming textbooks, English Dictionary, programming software such as
scratch, laptop/computer/tablet.

Assessment Task
In groups of five (5), explain the various terminologies under programming.
Group members can do this orally.

Homework Task
In your various groups, develop a puzzle using the terminologies under
programming.

Strand 4 Computational Thinking

Sub-Strand 2 Algorithm

Content standard B7.4.2.1 Analyse the correct step-by-step

procedure in solving any real-world problem. 

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 Strand 4 Computational Thinking

Indicator B7.4.2.1.2 Perform a linear search

What you should know Learners should recall knowledge gained from
already indicator B7.4.2.1.1

What will you learn? Learners should be able to build on the

What skills will you knowledge acquired from indicator B7.4.2.1.1
develop? and be able to:
1. Use Flowchart and Pseudocode to write
algorithms.
2. Understand that linear search, also known as
sequential search, is a process that checks
every element in the list sequentially until
the desired element is found.

What will you learn? 3. A Linear Search sequentially moves through

What skills will you your collection (or data structure) looking
develop? for a matching value. In other words, it looks
down a list, one item at a time, without
jumping.

Think of it as a way of finding your way in a

phonebook. A Linear Search is starting at the
beginning, reading every name until you find
the name you are looking for.

NB: These are all suggested definitions.

Learners should read wide on their own and
broaden their knowledge.

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 Strand 4 Computational Thinking

The language and Sequence, selection, iteration, algorithm

vocabulary you will need
to use

Ways to broaden your 1. Do further reading on linear search and

understanding relate it to everyday activities.
2. Read books related to programming.
3. Watch videos on programming.

Things to remember for Always relate your learning to real life situations.
future lessons Read and practise more games with the
terminologies discussed.

Activity Instructions
Follow the class session.
Teaching Resources: Programming textbooks, English Dictionary,
programming software such as scratch, laptop/computer/tablet.

Assessment Task
In groups of five (5), explain the various terminologies under programming.
Group members can do this orally.

Homework Task
In your various groups, develop a puzzle using the terminologies under
programming.

Strand 4 COMPUTATIONAL THINKING

Sub-strand 3 Robotics

Content standard B7.4.3.1 Discuss Robot intelligence concepts   

Indicator B7.4.3.1.1 Review the various applications of robotic

machines in society

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 What you should Learners should have basic knowledge from indicator
know already B6.1.4.1.4. (Basic 6), identifying three importance of
technology in communication.

What will you 1. Define a robot as a machine designed to execute

learn? What skills one or more tasks automatically with speed and
will you develop? precision.
2. State the application and uses of robots in society.
Relate the uses to real life examples. For example,
drones for taking pictures and recording videos.
Another example could be drones being used by
the Ghana Health Service to transport medical
supplies.

Learners should be able to build on the knowledge

acquired from indicator B6.1.4.1.4 and be able to:

NB: These are all suggested definitions. Learners

should read wide on their own to broaden their
knowledge.

The language and Robotics, drones

vocabulary you
will need to use

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 Ways to • Do further reading on robotics.
broaden your • Join a Robotic club and learn more.
understanding • Read books related to robots.
• Watch videos on robots.

Things to Remember to always relate robotics to the real world.

remember for For example, the use drones by the Ghana Health
future lessons Service to deliver medical supplies to designated areas
across Ghana.

Activity Instructions
Follow the class session.
Teaching Resources: Robotic textbooks, English Dictionary, programming
software such as scratch, laptop/computer/tablet.

Assessment Task
In groups of five (5), explain the importance of robots in our society.

Homework Task
In your various groups, develop a puzzle using the terminologies under
programming.

Strand 4 Computational Thinking

Sub-Strand 3 Robotics

Content standard B7.4.3.1 Artificial Intelligence   

Indicator B7.4.4.1.1 Discuss the application of various

areas of artificial intelligence (Machine learning,
Artificial Neural Networks, Virtual Reality,
Augmented Reality, Gamification)

What you should know Learners should have basic knowledge from
already indicator B5.1.4.1.4 and B6.6.8.1.2

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 What will you learn? Learners should be able to build on the
What skills will you knowledge acquired from indicator B5.1.4.1.4
develop? and B6.6.8.1.2, and be able to explain the
following:
Artificial Intelligence (AI) is the branch
of computer science that emphasises the
development of intelligent machines thinking
and working like humans. For example, speech
recognition, problem-solving, learning and
planning, etc. A real-world example is Fraud
detection where banks use artificial intelligence
to determine if there is strange activity on your
account.

What will you learn? Machine learning is a sub-area of artificial

What skills will you intelligence. It refers to the ability of IT systems
develop? to independently find solutions to problems
by recognising patterns in databases. Machine
learning undoubtedly helps people to work
more creatively and efficiently.
Learners will, therefore, develop creativity and
innovative skills.

NB: These are all suggested definitions.

Learners should read wide on their own to
broaden their knowledge.

The language and Artificial Intelligence, Machine learning, Neural

vocabulary you will need networks, Virtual Reality, Augmented Reality,
to use Gamification.

Ways to broaden your 1. Do further reading on Artificial Intelligence,

understanding Machine learning, Neural networks, Virtual
reality, Augmented reality, Gamification.
2. Ask further questions and seek additional
explanations from your facilitator/teacher.

Things to remember for Relating robotics to real life situations. Watch

future lessons videos (if available) on how AI works.

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 Activity Instructions
Follow the class session

Teaching Resources
AI textbooks and resources, English Dictionary

Assessment Task
In groups of five (5), explain AI and its importance.

Homework Task
In your various groups, write down real life situations within your environment
that show Artificial Intelligence at work.

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