3.0 SCHEME OF LEARNING 3.1 Table |: Yearly Overview Weeks] Term 1 (List term | Sub] Term 2 (List term 2 Sub | Term 3 (List term 3 Sub Strands) Strands) Strands) Generation of Computers and Introduction to MS - 1 | Parts of a computer and other | Data, Sources and Usage | PowerPoint {Tabs and Gadgets ribbons of MS-PowerPoint) Generation of Computers and Iniroduction to MS - 2 | Parts of a computer and other | Data, Sources and Usage | PowerPoint (Tabs and Gadgets ribbons of MS-PowerPoint) Generation of Computers and Infroduction to MS - 3 | Parts of o computer and other | Data, Sources and Usage | PowerPoint (Tabs and Gadgets ribbons of MS-PowerPoint) Generation of Computers and inroduction to MS - 4 | Paris of a computer and other | Data, Sources and Usage | PowerPoint (Tabs and Gadgets ribbons of MS-PowerPoint) Generation of Computers and Inlroduction fo Word P Technology in the | Processing (Tabs and 5 | Parts of a computer and other cts community Ribbons of Word 9 Processing infroduction to MS - Windows Iniroduction to Word 6 | Interface (Desktop | Technology inthe | Processing (Tabs. and Background and Locations of | community Ribbons of Word the computer) Processing Introduction to MS - Windows Introduction 10 Word 7 _ | Interface (Desktop | Technology inthe | Processing (Tabs. ond Background and Locations of | community Ribbons of Word the computer) Processing Introduction to MS - Windows Iniroduction to Word a _ | interface (Desktop | Technology inthe | Processing (Tabs. and Background and Locations of | community Ribbons of _—— Word the computer) Processing Introduction to MS - Windows , Introduction 10 Word i Introduction to MS - . 9 | Interface (Desktop Processing (Tabs and PowerPoint (Tabs and Background and Locations of Ribbons of _~— Word ribbons of MS-PowerPoint) . the computer) Processing Infroduction to MS - Windows [ys Guction to ms. |lnlfeduction “fo Word 19 _| Interface (Desktop Processing (Tabs and PowerPoint (Tabs and Background and Locations of Ribbons of -~— Word ribbons of MS-PowerPoint] n the computer) Processing Introduction to MS. - production (robs wore 11 | Data, Sources and Usage PowerPoint (Tabs ond 9 ribbons of MS-PowerPoint) | Ribbons of Word Processing Introduction 10 Word Introduction to MS -| processing (labs and 12 _ | Data, Sources and Usage PowerPoint {fabs ond |pprenme [aps ae ribbons of MS-PowerPoint) | B rocessing NaCcA -Teacher Resource Pack 3603.2 TERMLY SCHEME OFLEARNING Table 3.2 Suggested format for writing Scheme of Learning for Pl Term 1 Week | STRAND SUB-STRAND — | CONTENT INDICATORS | RESOURCES STANDARDS 1&2, |introduction |Generation — | B4.1.11 mouse, to of keyboard, computing | computers B411.1.3 monitor, and parts system unit ofa and its Computer and components other gadgets (memory, hard 2 Introduction |Generation | B4.1.2.1 B4121.4 disk drive, CD- to of 841215 ROM etc.), computing | computers speakers, and and parts B4121.6 peripherals ofa Computer and other gadgets 3 Introduction | introduction /B4.1.3.1 B4131.3 Projected to MS~ to Windows BA1B1.4 examples of computing | interface personalised (Desktop B4.1.3.1.5 Desktop Background Background and locations to learners of the computer) with the aid of + te 4. Introduction |Introduction /B4.13.1 B41313 Projector or to to MS- pictures. Windows B41.31.4 computing | interface (Desktop B4131.5 Background and locations of the computer.) 5 Introduction | Data, sources | B4.3.1 B41.3.11 Photographs, to _ Jand usage 841312 audio | computing recordings, 413.13 NaCCA -Teacher Resource Pack 3616 Introduction | Data, sources | B4.1.4.1 B41.41.4 video recordings, to | and usage B413.15 filen lett d computing ilm, letters an diaries, speeches, published books, newspapers and magazines, government publications, oral histories, etc.) 7 Introduction | Technology in | B4.1.4.1 B41.4.11 to the community B41.4.1.2 computing | (communicati on) 8 Introduction | Technology in | B4.1.4.1 B41.4.1.3 Pictures of to the community automated computing fegmmunieat B4.1.41.4 irrigation on for farming, eco-friendly pesticides and manure 9 Presentation | Introduction | B4.2.1.1 B4.2.1.11 Images of to MS- PowerPoint clipboard, (Tabs and slides, fonts, ribbons of paragraph Ms- and editing in PowerPoint) the ribbons 10 Presentation Introduction =| B4.2.1.1 B4.2.11.2 under the to MS- PowerPoint home ribbons (Tabs and section ribbons of Ms- PowerPoint) " Word Introduction | B4.3.11 B4.3.111 images of F to Word processing clipboard, Processing (Tabs and styles, fonts, ribbons of paragraph and word NaCcA -Teacher Resource Pack 362processing) editing in in the Home Tab of Ms -Word. 12 Word 4 to Word Processing | processing (Tabs and ribbons of word Introduction processing) B4.3.11 B4.3,1.1.2 3.3 WEEKLY LESSON PLANFORMAT SAMPLE WEEKLY LESSON PLAN FOR B4 COMPUTING, WEEK 1 Learning Indicator (s) (Ref. No.) B41111 Performance indicators Learners can identify computer parts Week Ending Reference Computing Curriculum page 2, Teaching/Learning Materials: Pictures or images of Computer; mouse, keyboard, monitor and system unit, Also Pictures of, telephone, mobile phone, radio. TV, joystick, light pen, mouse, pointing stick. computer DAY Phasel: Starter Phase 2: Main (new Phase 3: (preparing the learning including Plenary/ brain for learning) assessment) 20 Reflections 5 minutes minutes (Learner and teacher) 5 minutes Monday | Have students 1. Using sticky notes to What have we write on a sheet of label computer's learnt today? paper, the parts. Parts of following computers and technological tools + Three ways 2. Distribute to learners they have different coloured sticky used a notes for learners to identity each part. NaCCA -Teacher Resource Pack 363,* Let them Assessment: An list 5 activity to let common students identify parts more computer + Randomly parts and choose and technological tools ask for using volunteers to coloured sticky notes; share the each activity done answers. correctly attracts 2 points. Guide learners to mention more technological tools and hence introduce the lesson( generation of computers and parts of a computer and other gadgets) Wednesday| Have students Bring real object suchas __ [Review the lesson write ona sheet of | memory (ie. memory ith learners Paper, the cards, memory sticks), lask learners to draw following hard disk, CD- ROM etc. land 3 technological 5 common or pictures of these Lievices of their parts of a items to class. lchoice. computer Explore the parts of Guide the computer. learners to mention more technological tools and hence introduce the sub strand of the lesson( NaCcA -Teacher Resource Pack 3643.4 Sample Lessons in Computing Lesson] Date:15/ Period: 30 Subject: Computing 03/19 Duration: 30}Strand: INTRODUCTION TO COMPUTING Minutes Class: Bl Class size:40 Sub Strand: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHERGADGETS Content Standard 82.1.1: Demonstrate an|!ndicator: —_BI.L1.1.| Lesson 1 of 4 understanding of how the parts of a computer, as well as other technological tools function Identify parts of a computer and how they connect to each other (ie. the connection of mouse, keyboard, monitor and system unit) Performance Indicator: learners can identify computer parts and connect them 2. Communication and collaboration Core Competencies: 1.Creativity and innovation. 3. Personal development and leadership Key words: Technological Tools - computers, websites and blogs, digital microphones, online media Phase / Time _| Learner Activities Resources Phasel: Take some extreme close-up pictures of the| TLMs/ starter i (preparing _ | technological tools of the computer Resources the brain for |Pass them around and get the students to guess| pictures / learning) what they are and hence introduce the sub-strand| computer- 5 minutes of the lesson mouse, keyboard, monitor and system unit Phase 2: Each group is given one item at a time i.e. a mouse, Main (new — | keyboard, monitor or system unit. learning including |Lead learners to mention the names of various items assessment) NaCCA -Teacher Resource Pack 36520 minutes _| Guide learners to imagine other ways the gadgets could be connected. Guide them to connect the gadgets to the computer. Discuss and try out their ideas to see how they work. Assessment Group Activity: With the aid of cut-outs (of the parts of a computer identify the parts of a computer and show how they are connected to each other. Phase 3: What have we learnt today? Plenary/Reflec| tions (Learner and teacher) | We have learnt how to Identify the parts of a computer and how they are connected to each other. Ask learners to summarise the main points of the lesson. 5 minutes Independent Activity/Homework: Give learners a task to match pictures of various parts of the computer to their correct names. fxample 2 Date:15/03/19 Period: 30 Subject: Computing Strand: INTRODUCTION TO COMPUTING Duration: 30 Minutes Sub Strand: GENERATION OF COMPUTERS AND PARTS OF AJ Class: B2___Class size:40 COMPUTER AND OTHER GADGETS. Content Standard — 82.1.1..:| Indicator 62.1.1. Identify parts| Lesson | of 4 Demonstrate an|Of @ computer (the mouse, . keyboard, monitor, system understanding of the parts off Unit speakers ‘and a computer and accessories Performance Indicator: The learner can identify] Core Competencies: 1.Creativity @ mouse, keyboard, monitor, system unit, and innovation 2. speakers as parts of a computer. Communication and collaboration 3.._—_—~Personal development and leadership Key words: mouse, keyboard, monitor, system unit, speakers Phase / Time | Learner Activities Resources Phasel: Starter | Take some extreme close-up pictures of the parts | TLMs/ (preparin | ofthe computer. Resources the brain for mouse, keyboard learning) Pass them around and get the students to guess | monitor, system what they are and hence introduce the lesson for_| unit, speakers and the day. accessories NaCCA - Teacher Resource Pack 3665 minutes _| Bring models or pictures of the mouse, keyboard, monitor, system unit, speakers and accessories to class. Phase 2: Mair List functions on the board and ask the (new learners to identify which tool will match the learnin| functions. Or Show video depicting parts of g including] the computer and their functions. assessment) 20 minutes _] Assessment: study a sketch of a computer and identify the monitor, mouse and system unit. Phase 3: What have we learnt today? Pi Refl eneny © We have learnt about the Parts of a computer(the mouse. ections keyboard, monitor, system unit, speakers and accessories. (Learner and | - \ in a Think Pair Share Activity to: teacher) ngage learners in a Think Pair Share Activity to: Name one part of a computer 5 ite 2 minutes State its functions. Independent Activity/Homework Draw the system unit and colour it. Example 3 Date:15/03/19 Period: 30 Subject: Computing Duration: 30 Minutes Class: B3 Class size:40 Strand: INTRODUCTION TO COMPUTING. Sub Strand: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION) Content B3.1.4.1.Demonstratethe use of technology in the Standard: | indicator: B3.1.1.4.3.: Identify five impacts of technology in Lesson | of 4 community (communication) |communication. Performance Indicator: The learner can Identify five impacts of technology in communication. Core Competencies: |. Creativity and innovation. 2. Communication and collaboration 3. Personal development and leadership Key words: education, morality, understanding etc Phase/Time __| Learner Activities Resources NaCCA -Teacher Resource Pack 367Phasel Tell a story of how technology helps to send] TLMs/Resources starter information faster and more effectively. Pictures or (prepariltearmers are placed into groups of 3 - 5 to| Projected images ng the brain| explore or describe the impacts of technology] Of impacts of for learning) [i communication (both positive and] technology in negative) communication. (eg. images 5 minutes Show pictures or videos on modern tools for | showing; access communication. to education, media addiction etc.) Phase 2: Teacher helps learners to share their ideas Main (new _ |to the whole class on the impact of learnin | technology in communication. gincluding} assist learners to know how technology has assessment) |helped to ensure easy and fast 20 minutes | Communication. Eg video calls, texting, voice mails. Encourage learners to share experiences on how they used _technology-inspired communication in the past. Eg. Guide learners to describe the impact (both positive and negative impact) of technology in communication. Assessment: Give 2 ways in which technology has helped to improve communication. Phase 3: Let learners identify the technology they use most in Plenary/ R e f | communicating. ections (Learner and | independent Activity/Homework: teacher) 1. Write down the impact of technology on 5 minutes communication in your community. NaCCA - Teacher Resource Pack 368Lesson 4 Date:15/03/19 Period: 30 Subject: Compt uuting To Strand: INTRODUCTION COMPUTING Duration: 30 Minutes Sub — Strand: Class: B4 Class size:40 GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS Content standard 84.1.1); | Indicator: B4.1.1.2. Describe Identify parts of a computer and technology tools the types of input devices of a computer and their uses. E.g. joystick, light pen, mouse, pointing stick etc. Lesson 2 of 5 Performance Indicator: Learners can Core Competencies: l.Creativity mention four technological tools and state and innovation. their use collaboration 3. 2. Communication and Personal development and leadership Key words: joystick, light pen, mouse, pointing stick Phase / Time Learner Activities Resources Phasel: Starter * Gather some input devices or pictures | TLMs/Resources (prep arin of such devices for the lesson. Pictures of, g the oe for]. Assist learners to identify the devices telephone hn learning 5 mobile phone. Provided. radio, TV, joystick, 5 minutes light pen, mouse, pointing stick. Phase 2: Main (new learning including assessment) 20 minutes 1 Assist learners to know the functions of the input devices with the aid of videos. Engage learners to demonstrate the application of the input devices. With the aid of cut-out pictures, engage learners in a think-pair-share activity to match some input devices they will use. Assessment: Draw and colour any 2 input devices of your choice. 1CCA -Teacher Resource Pack 369Phase 3: What have we learnt today? Plenary/ We have leamt the types of input devices of a computer and Reflection| their uses. Eg. joystick, light pen, mouse, pointing stick etc.. s (Learner and teacher) 5 minutes Group learners into groups of threes + Display pictures of devices on the board and walls of the class. On the start signal, learners are to collect as many input devices as possible, one at a time and bring it to their table, under three minutes. The group that collects more input devices gets more points Lesson 5 Date:15/03/19 Period: 30 Subject: Computing Strand: PRESENTATION Duration: 30 Minutes Sub Strand: INTRODUCTION TO MS- POWERPOINT ( TABS AND Class: B5 __Class size:40 RIBBONS OF MS-POWERPOINT) Content Standard: 5.2.1.1. Indicator: B5.2.11.1. : Show] Lesson 2 of 2 Demonstrate the use of the use of Insert, design, animation and transition in the ribbons section. (New, Open, Save, Save As, Print and Close) and the Insert and design ribbon. MS- PowerPoint Performance indicator: Learners can use "File| Core Competencies: 1.Creativity menu’, ‘insert’ and “Design Ribbons” to create] and innovation. a new MS- PowerPoint slide and use shapes in| > Communication and the ‘Insert ribbon” to draw the Ghana flag. collaboration 3. Personal development and leadership Key words: Insert, design, animation and transition in the ribbons section. (New, Open, Save, Save As, Print and Close) and the Insert and design ribbon. Phase / Time | Learner Activities Resources NaCCA - teacher Resource Pack 370Phasel Starter (prepari ng the br ain for learning) 5 minutes Teacher displays sample of a beautiful image| TLMs/Resources or object designed by the use of MS PowerPoint to whet the appetite of learners. Teacher explains to them they can do it by letting them imagine. on “Insert” and "Design Ribbons’ to create a new| MS-PowerPoint slide and use shapes in the “insert ribbon" to draw the Ghana flag. image presentation. e.g Teacher guides learners to use ‘File menu’ Nigerian flag A Short slide show designed a Phase 2 : Main| Project a presentation to the learners by the use of (new “File menu’, ‘insert’ and “Design Ribbons” learning features including | to create a new MS-PowerPoint slide as well as use assessment) | shapes in the “insert ribbon” to draw the Ghana flag 20 minutes | Assessment: Let learners design the Ghana flag using File menu’, “insert” and “Design Ribbons’ features in Ms Power Point. Phase 3] What have we learnt today? Plenary/ We have learnt how to use Insert, design, animation and Reflections transition in the ribbons section. (New, Open, Save, Save As, (Learner andj Print and Close) and the Insert and design ribbon). teacher) 5 minutes Independent Activity/Homework Design an object using “File menu’, “insert” and “Design Ribbons’ in MS- PowerPoint to design the crest of their school NaCCA -Teacher Resource Pack a7.Lesson 6 Date:15/03/19 Period: 30 Subject: Computing Strand: INTERNET AND SOCIAL MEDIA Duration: 30 Minutes Sub Strand: NETWORK OVERVIEW, Class: 86 __Class size:40 Content Standard: B6.6.1.1| Indicator: 6.6.1.2 Describe] Lesson 1 of 4 Demonstrate how to/the types of _ information Network computers. available on the Internet. Performance Indicator: Learners can browse | Core Competencies: 1.Creativity and surf the internet safely and effectively and innovation. 2 Communication and collaboration 3. __- Personal development and leadership Key words: Computer, internet, Modem, modulator, demodulator, wireless. Phase / Time | Learner Resources Activities Phasel Review lesson on internet facilities with learner | TLMs/Resources starter (pre paringthe brain for learning) Find-out from learners the sources of computer information in the society on Modem| connectivity), Worksheet — with Sminutes components _ of the computer for paired — student| quizzing, Textbook, Pen Phase 2 Get students to create a table with two categories Main (new | 7e"incernet information and non-internet learnin| information. 9 inclUdiNg} Read a list of items and let learners write each assessment) | word dictated into their table in the correct category. Lead learners to compare with their partner/group to see if they are similar or different. Guide learners to identity and describe the types of Information available on the Internet. eg. educational, financial, entertainment, etc. Place learners into groups for this activity. 20 minutes Assessment: Surf the internet for educational, financial and entertainment information. NaCeA - teacher Resource Pack 372