SNC - Computer Science (6-8)

Chapter 1: INTRODUCTION

1.1. Vision

Rapid changes in information and communication technology have contributed significantly to our world.
Twenty-first century skills require fluency in the use, impact, and knowledge of technology. The ability to break
down complex problems and leverage technology to come up with solutions can be considered a new and
essential literacy. Given this context, the knowledge and skills included in this standard are essential for students
from all backgrounds. We hope to support educators in preparing students for a range of skills from ICT
fundamentals, digital skills, applying algorithmic thinking to solve problems, programming, promoting digital
citizenship, and entrepreneurship in the digital age.

1.2. Aims

The overall aim of information and communication technology education in Pakistan is to promote digital literacy
and problem solving with the use of programming, through the following:

● Encouraging students to develop a sense of wonder and curiosity about technological endeavors.
● Providing students with a foundation in ICT that promotes twenty-first century skills like creativity,
problem-solving and informed decision making.
● Enhancing students’ capability to construct, explore, prototype, evaluate, foster logical thinking, solve
problems, and collaborate using digital tools.
● Preparing students to become responsible global digital citizens - All participants

Chapter 2: DOMAIN AND STANDARDS

2.1. Overview

The standards are organized from grade 6 to grade 8, grouped in five domains. Student learning outcomes from
each domain define performance expectations and progressively increase in complexity.

The student learning outcomes have a logical progression across various grades and domains. Some advanced
student learning outcomes are also present that are optional. There are some suggested assessments and learning
activities that are fun, accessible, and relevant to the younger learners. The domains are:
1. ICT fundamentals: Students develop an understanding of how different components are combined
to develop a computing device.
2. Digital skills: Students improve their productivity by understanding appropriate utilization of word
processing, spreadsheet, presentation, online communication, and other applications.

1
 3. Algorithmic thinking and problem solving: Students develop their problem-solving skills by
learning to solve problems and constructing frameworks to model the general class of problems that
admit computational solutions while learning to identify efficient solutions.
4. Programming: Students develop the ability to implement solutions to computational problems
through consistent utilization of coding and development environments of increasing complexity.
5. Digital Citizenship: Students develop their perspective on social responsibility, ethics & privacy,
cyber safety, cybercrime laws & policies in the digital age by engaging in discussions and debates
regarding current trends in IT moderated by an appreciation of the historical development of the IT
industry.
6. Entrepreneurship: This domain consists of advanced optional student learning outcomes only,
where a student is encouraged to use problem-solving skills to solve a consumer problem or market
need. We hope students extend their problem-solving skills to design thinking and be equipped with
some basic, age-appropriate entrepreneurship tools and mindsets to develop and launch a business
idea.

2.2. Key Features

1. The standards develop skills that are necessary in practical life: The standards cultivate practices and
develop skills that twenty-first century digitally literate learners apply in reasoning, problem-solving, and
creation. Standards allow learners to not only use technology but also to create technology. These skills
are integrated into the core concepts within each standard and enable students to demonstrate the type of
performance as a result of learning to compute.
2. Progression from grades 6-8: The standards increase in complexity as the grades progress, and students
increasingly gain more sophisticated knowledge and skills in critical focus areas.
3. The standards prepare students for information and computing technology literacy: ICT knowledge
is essential for our digital future, and has implications in almost every field. The skills outlined in this
curriculum will support learners by laying the groundwork for a technology centric future.
4. The standards and synergy with other subjects: The ICT standards reference complementary areas in
mathematics, science, and even history. Additionally, introducing programming, and problem solving and
algorithmic thinking has shown to improve cognitive skills “such as creative thinking, mathematical
skills, metacognition, and reasoning"1 allowing for spillover benefits and improving student performance
beyond ICT and computer science.

1
Journal of Educational Psychology, Vol 111(5), Jul 2019, 764-792 Scherer, Ronny , Siddiq, Fazilat , & Sánchez Viveros,
Bárbara

2
 Computer Science (6-8)
Progression Grid

The Progression Grid template below is taken from the English Curriculum 2020 1. There are two changes made. First, the template begins with the
Domain name instead of Competency. Second, the columns are extended to Grade 12. Please note that some Standards and Student Learning
Outcomes will not begin until a higher grade or learning level. This template format must be consistent for all subjects.

The Domains in this are:

A. ICT Fundamentals
B. Digital Skills
C. Algorithmic Thinking and Problem Solving
D. Programming
E. Digital Citizenship
F. Entrepreneurship in Digital Age

Progression Grid
Domain A: ICT Fundamentals
Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks

Grade 6 Grade 7 Grade 8

Benchmarks:
Students will be able to recognize computer systems and various ICT devices; differentiate between hardware and software; analyze the
importance, advantages, and uses of ICT devices; analyze the use of emerging technologies in various walks of life; define a network, identify
and analyze the core networking components and their roles
Student learning outcomes
[SLO: CS-06-A-01] Students will be able to
recognize various ICT devices and their
applications.
[SLO: CS-07-A-01]Students will be able to [SLO: CS-08-A-01] Students will be able to
identify the use of emerging technologies in analyze the usage of emerging technologies in
various walks of life (e.g. artificial various walks of life (e.g. artificial

1
http://www.mofept.gov.pk/SiteImage/Misc/files/SNC%20English%201-5.pdf (pg. 22)

1
 intelligence, biometrics, robotics, computer- intelligence, 5G, robotics, computer-assisted
assisted translation, 3D and holographic translation, 3D and holographic imaging,
imaging, virtual reality, Cloud Computing, virtual reality, distributed applications, block-
and open-source software. chain, and Machine Learning.)
[SLO: CS-06-A-02] Students will be able to
define and differentiate between computer
hardware and software.
[SLO: CS-06-A-03] Students will be able to [SLO: CS-07-A-02] Students will be able to
identify and analyze (basic) hardware identify (advanced) hardware components
components of a computing system of a computing system (e.g. different types
(e.g.processor, memory and storage). of I/O ports, different types of peripherals,
and networking components).
[SLO: CS-08-A-02] Students will be able to
identify and analyze a network and identify
core networking components and their roles.

Domain B: Digital Skills

Standard: Develop various digital skills pertaining to usage of operating systems, image processing, word processing, presentation, and data
handling.

Grade 6 Grade 7 Grade 8

Benchmarks:
Students will be able to navigate around an Operating System; efficiently use computer hardware; develop and demonstrate image processing,
word processing, presentation, and data handling skills (using various software tools)
Student learning outcomes

[SLO: CS-06-B-01] Students will be able to

navigate around an Operating System (e.g.
Microsoft Windows, MAC OS, Linux, Ubuntu,
Android, iOS, etc).
[SLO: CS-06-B-02] Students will be able to [SLO: CS-07-B-01] Students will be able to [SLO: CS-08-B-01] Students will be able to
develop and demonstrate image-processing develop and demonstrate word-processing develop and demonstrate data handling skills
skills (using various software tools e.g. Paint, and presentation skills (using various (using various software tools e.g. MS Excel,
3D Paint, Tux, etc.), while efficiently using software tools e.g. MS Word, MS Google sheets, etc.)

2
computer hardware (e.g. mouse, keyboard, etc.) PowerPoint, Prezi, Canva, Photo Story,
Movie-maker, etc.)
[SLO: CS-08-B-Add]
[SLO: CS-06-B-03] Students will demonstrate [SLO: CS-07-B-02] Students will get Additional SLO
how to navigate the internet to conduct a search introduced to electronic mailing systems (e- Students will learn how to research
query and arrive at an authentic result. mail) and learn appropriate usage. information from the internet for a report that
answers a research question and
communicates results and conclusions.

Domain C: Algorithmic Thinking and Problem Solving

Standard: Identify, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step
solutions to solve problems

Grade 6 Grade 7 Grade 8

Benchmarks:
Students will be able to identify, define and analyze a problem; apply the concepts of computational thinking and problem-solving strategies to
solve complex problems; apply basic concepts and concept of nesting in algorithmic design thinking
Student learning outcomes

[SLO: CS-06-C-01] Students will be able to [SLO: CS-07-C-01] Students will be able [SLO: CS-08-C-01] Students will be able to apply
identify, define and analyze a problem to apply the concept of computational the concepts of computational thinking and
thinking to handle complex problems. problem-solving strategies to solve complex
problems by identifying the most efficient
algorithm
[SLO: CS-06-C-02] Students will be able to [SLO: CS-07-C-02] Students will be [SLO: CS-08-C-02] Students will be able to apply
apply basic algorithmic thinking to solve able to apply concepts of conditional the concepts of nesting in algorithmic design
different types of problems. statements, finite and infinite loops to thinking.
write different algorithms.

3
Domain D: Programming
Standard: Understand and apply fundamental programming constructs using visual and textual programming tools

Grade 6 Grade 7 Grade 8

Benchmarks
Students will be able to recognize the fundamentals of computer programming; analyze how computers encode and decode information; apply
fundamental programming constructs by creating various types of programs using visual programming tools.
Student learning outcomes
[SLO: CS-06-D-01] Students will be able to [SLO: CS-07-D-01] Students will be able to
analyze the fundamentals of computer explain how computers encode and decode
programming. computer programs (i.e. identification of
decimal to binary and vice versa,
conversion of texts, images and sounds in
binary).
[SLO: CS-06-D-02]Students will be able to [SLO: CS-07-D-02] Students will be able to [SLO: CS-08-D-01] Students will be able to
analyze and apply basic programming apply fundamental programming constructs apply intermediate-level programming
constructs (e.g. sequence, selection, repetition, to create multi-sprite, multi-script programs constructs (e.g. functions, cloning, conditional
variables, inputs/events); by creating simple using visual programming tools. movement); by creating mini-games using a
single-sprite, single-script programs using a [SLO: CS-07-D-Add] visual programming tool.
visual programming tool. Additional SLO: [SLO: CS-08-D-Add]
[SLO: CS-06-D-Add] Students will be able to apply fundamental Additional SLO:
Additional SLO: programming constructs to create multi- Students will be able to apply intermediate-level
Students will be able to apply basic sprite, multi-script programs using textual programming constructs (e.g. functions,
programming constructs (e.g. sequence, programming tools. cloning, conditional movement); by creating
selection, repetition, variables, inputs/events); mini-games using a textual programming tool.
by creating simple single-sprite, single-script
programs using textual programming tools.
[SLO: CS-08-D-Add]
Additional SLO
Students will be able to analyze constructs and
fundamentals of textual (syntax-based)
programming.

4
Domain E: Digital Citizenship
Standard: Learn the basics of the internet, write an email, identify risks involved in an online exchange of information and apply digital safety
protocols.

Grade 6 Grade 7 Grade 8

Benchmarks:

Students will be able to use the internet through various connections, search relevant and authentic content, write an email for different purposes
and protect the device against viruses. Students will also be able to identify and apply ICT and internet ethics, mitigate health risks involved in
using ICT devices, familiarize themselves with cyber issues, and realize risks involved in information exchange by taking necessary precautions
against cyber issues.

Student learning outcomes

[SLO: CS-06-E-01] Students will analyze the [SLO: CS-07-E-01] Students will identify [SLO: CS-08-E-01] Students will identify ways
basics of information literacy and digital ways to protect against malicious activities of protecting against cybercrimes.
civility and appropriate uses of technology. or behaviors in the digital environment.

5
Domain F: Entrepreneurship in Digital Age
Standard: Students apply problem-solving skills to solve a market need.

Grade 6 Grade 7 Grade 8

Benchmarks:
Students will apply the tools and mindsets needed to develop and launch a business idea.

Student learning outcomes

[SLO: CS-06-F-01] Students will define and [SLO: CS-07-F-01]Students will analyze
analyze entrepreneurship subtypes and the uses and benefits of design thinking for [SLO: CS-08-F-01] Students will develop an
summarize the entrepreneurship process entrepreneurs. understanding of the basics of digital
marketing platforms and social media
marketing to develop a marketing plan for a
business.
[SLO: CS-08-F-02] Students will be able to
identify and create different components of a
business plan i.e. market need, product design,
costing, operations, and marketing.

6
 Computer Science - Curriculum
Guidelines Grade VI
DOMAIN A: ICT Fundamentals

STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks.

Student Learning Outcomes 1: Students will be able to recognize various ICT devices and
their applications.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Define ICT (Information and ● Identify various ICT devices
Communication ● Recognize a computer and its
Technology) external components
● Define ‘Computer’. ● Apply their knowledge to operate
● Summarize the different developments computer devices (like
in the history of Computers. mouse/keyboard/printer & touch
Students will be able to identify the devices)
advantages and daily applications of ICT ● Identify the use of ICT devices in:
devices e.g.: o Communication applications (print
● Communication applications media, digital media, mobile
● Measurement applications phone, etc.)
● Applications in manufacturing industries o Measurement applications (digital
● Advantages & disadvantages of experiments, weather stations,
ICT devices navigation, etc.).
● Applications of the ICT devices in o Applications in manufacturing
business and daily life industries (robotics used in
manufacture and production
line control).

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Problem Solving
● List 10 Things
● Examples/Non-Examples

Summative Assessments: (Theory & Practical)

● Term Assessment

1
 ● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1: Ask students some questions regarding the topic before starting the lesson. After
getting their response, display some real objects or flashcards/printouts of different ICT devices.
Ask the students to state the use of each device they identify.

Activity 2: Students can draw/find examples of various ICT devices.

STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks.

Student Learning Outcomes 2: Students will be able to distinguish between computer hardware
and software.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Define hardware and software ● Differentiate between hardware
● Identify Hardware components of and software
a computer: ● Use various input and output devices of
○ Input devices (e.g. keyboard, a computer efficiently
mouse, scanner,
microphone, digital camera,
sensors, etc.).
○ Output Devices
(LCD/LED/SMD, printer,
speakers, multimedia
projector, etc.)

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of
the document in ‘Bank of Formative Assessment Strategies’.)

Matching Activities
Open-Ended Questions

2
 ● Paper Pass

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1:
● Divide the students into pairs.
● Ask the students to brainstorm three or four activities they can accomplish with a
computer. Encourage them to think about people they know who use the computer for
their studies/work/play. What is the input used for that activity? What is the output?
● Have students brainstorm within their groups, record their ideas on the activity
guide/page/board/poster and ask them to make a list of input and output
devices.
● Point students towards the list of inputs and outputs you have listed on the board or
students have jotted down.
● Ask the students to share their ideas regarding the input and output devices.

Activity 2: (Class Activity)

Introduction: Begin by questioning students about the applications they might have heard of already,
like students may already know about some computer applications such as web browsers, Word
processing applications, entertainment applications, and utilities. Explain that these are applications
and then define the technical terms like hardware, software, operating system, and computer
applications.

STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks.

Student Learning Outcomes 3: Students will be able to identify and analyze (basic)
hardware components of a computing system (e.g. input, output, storage, and processing).

Knowledge: Skills:
Students will be able to: Students will be able to:
● Summarize how a computer ● Recognize processor, memory, and
processor works (input, processing, storage as essential components of
and output) a computer
● Differentiate between data and ● Identify various steps involved
information, along with in processing information
examples. ● Categorize raw data into useful data or
● Identify types of computer memory
(RAM and ROM)
3
4
 ● Recognize the types of storage (SSD, information
HDD, and External storage) ● Differentiate between RAM and ROM
● Compare the advantages, and
disadvantages of various types of
storage
STEP 2

Formative Assessments (*Descriptions of Formative Assessment. Assessment Strategies can be

found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

● Peer-Assessments
● Self-Assessments
● Three-Minute Pause

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3
Learning Activities (The activities below are neither listed in any particular order nor is this an
exhaustive list. View them as recommendations)
Activity 1:
● Ask the students to work in groups and write down their thoughts about it
● Tell the students that there are many inputs and outputs on the smartphones they must
have used or seen. If the students struggle here, consider asking them the following
prompts:
o “How does the phone know it has to shut down when it is too hot?”
o “How does the phone know its location?”
o “How does the phone know when to switch from playing music through the
speakers to playing music through the headphones?”
o “How does the phone know when to turn off the screen when you put the phone
up to your ear?”
● After completing that, ask the students to present their collective thoughts as a group to
the class.
● Learning activity objectives: To stimulate the higher-order thinking skills in the students
ask the above-mentioned questions.

DOMAIN B: Digital Skills

STEP 1

Standard: Develop various digital skills about the usage of operating systems, image processing,
word processing, presentation, and data handling.

Student Learning Outcome 1: Students will be able to navigate around an Operating System
(e.g. Microsoft Windows, MAC OS, Linux, Ubuntu, Android, iOS, etc.).

5
 Skills:
Students will be able to:
● Identify and analyze operating
systems (Windows, MAC, Linux,
Android, etc.).
● Navigate around an operating system by
Knowledge:
o Demonstrating the
Students will be able to:
startup procedure of any
● Define the term operating system
available operating
● Analyze the functions of an
system
Operating System
o Identifying the desktop
● Differentiate between types of
icons/tools (desktop, start
operating systems (Windows, MAC,
button, start menu, taskbar,
Linux, and Android)
notification area, desktop
● List the functions of files, folders,
icons) and explaining their
shortcuts, and a drive (with
functions
examples)
o Demonstrating how to create,
name, rename and delete a new
file, folder and create a
shortcut.
o Demonstrating how to cut, copy,
and paste a file/folder to
another folder/location, drag
and drop a file/folder to another
folder/ location.
STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Know Want Learn Chart

● Quick Write
● Practice on Computer (use an operating system, create, name, rename, and delete a file
or folder, create a shortcut on desktop, cut, copy, paste a file/folder)

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

6
Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1: (Class Activity)
● Pre-organize some flashcards/ or physically arrange devices with different Operating Systems
(the more variety of devices the better).
● Choose the most popular operating systems and display their icons on the board. Challenge
students to try and name them all. Explain that these are all examples of Operating Systems,
also known as system software. Explain that they are responsible for managing user interface,
memory, peripherals, multi‐tasking, security, etc. ("Operating Systems", 2022)

7
 ● Activity detailed materials can be found here: https://www.teachwithict.com/operating-
system.html

Activity 2: (Lab Activity)

● Divide the students into pairs.
● Ask them to create a folder on the desktop and rename it.
● Instruct them to delete the folder and empty the recycle bin.
● Observe the students and guide them where help is needed.

Activity 3: (Lab Activity)

● Divide the students into pairs.
● Ask them to drag and drop the folder/file from one location to another location.
● Use the cut/copy/paste commands and also tell the shortcut keys used for these commands.
● Observe the students and guide them where help is needed.

Activity 4: (Lab Activity)

● Instructions: Students need to create a desktop shortcut of any file/folder.
● Teacher demonstration: ‘Desktop icons are designed to enable quick access to frequently
used programs, files, folders, and so on. Many of these icons will be shortcuts, which are
used to launch a program (or whatever) from another location. You can create desktop
shortcuts for pretty much anything on your computer: programs, files, folders, windows, and
the like’ ("Microsoft Windows 7 - 12 Desktop Icons", 2022)
● Detailed guideline on activity can be found here:
http://www2.westsussex.gov.uk/LearningandDevelopment/IT%20Learning%20Guides/Micros
oft%20Windows%207/12%20Desktop%20icons.pdf

STEP 1

Standard: Develop various digital skills related to the usage of operating systems, image
processing, word processing, presentation, and data handling

Student Learning Outcomes 2: Students will be able to apply and demonstrate image-processing
skills (using various software tools e.g. Paint, 3D Paint, Tux, etc.), while efficiently using computer
hardware (e.g. mouse, keyboard, etc.)

Knowledge: Skills:
Students will be able to: Students will be able to:
● Use image processing software (e.g. ● Explore image processing applications
Paint, 3D Paint, Tux, etc.) for creating and and draw freehand different brush
editing images. types.
● Draw an image using 2D shapes like
lines, circles, polygons, etc, and change
color, outline, and position as needed.
● Add text to a drawing.
● Save a file and open saved files in paint.
● Demonstrate proficiency in
using computer hardware (e.g.
mouse, keyboard, etc.)

8
 ● Draw an image using 3D shapes**

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Fist of Five
● Matching Activities
● Inside-Outside Circle
● Oral Questioning – based on how, why, what if
● Muddiest (or Clearest) Point
● Practice on Computer (draw a freehand drawing, draw 2D shape & 3D shape image, add
text to the drawing and make a greeting card, character or house, etc.)

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3
Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1: (Class Activity)
Discuss the types of software with the students. Explain the functions of application software and
system software. Draw a pictograph on the board by adding the use of software for education,
productivity, and entertainment by adding real-life examples.

Activity 2: (Lab Activity)

Divide the students into pairs. Explain to students that each pair is going to use an image processing
software to draw a given prompt (for example, draw a house). Instruct students to open the
software. Demonstrate how to use each of the "paint tools" and how to edit/erase. Demonstrate to
the students how to use the spray paint, creating different shapes and colors. Students may use 3
different colors, 3 different shapes, and text. Ask if there are questions. Students will practice using
the basic tools for 5 minutes. Give students 30 minutes or whatever time they need to draw and
paint their house. Take a round to observe and guide the students as required. This activity is to
mainly enhance a student’s fine motor skills while allowing him/her to express inner creativity.

DOMAIN C: Algorithmic Thinking and Problem Solving

STEP 1
Standard: Identity, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to devel

9
Student Learning Outcome 1: Students will be able to identify, define and analyze a problem;
and develop a step-by-step solution to solve simple problems.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Define and identify a problem. ● Identify:
● Analyze different techniques ○ What is given – facts.
to deconstruct a problem. ○ Data needed to solve
● Differentiate between simple and the problem – input.
complex problems. ○ The output of the problem
when given a certain input.
○ Specific instructions vs.
nonspecific
instructions.
Example: If a recipe is given, determine
ingredients; given a maze, a robot, and a set of
instructions the robot can follow; determine
how to perform tasks using the given
instructions; determine the task completed
using given a set of instructions, etc.
● Deconstruct a problem into sub-
problems (e.g. process of making
fries, getting ready for school, etc.).
● Design a set of step-by-step instructions
to solve a problem (e.g., giving
directions using a specific set of words)
through logic and reasoning.
● Integrate solutions to sub-problems
to solve the main problem.
● Using given data and facts, reason
about conclusion (guess the identity of
a classmate given a set of
qualities/features).
STEP 2

Formative Assessments

Assessment 1: Problem identification, analysis, and definition. Design a written quiz to identify
and define the underlying problems in statements/situations etc.
Assessment 2: Problem-solving- Design quiz to apply all the problem-solving steps and choose
the best solution out of all the available solutions; ask students to give reasons for the selection
of a particular solution.
Assessment 3: Problem decomposition; Design a quiz with some simple and complex problems
and ask students to differentiate between them. Ask students to deconstruct a complex problem
into smaller parts.
Assessment 4: Step by step solution to a problem (Algorithm Designing by using Logic)- design a
quiz to write complete step-by-step instructions to solve any problem.

10
In-class or Homework Prompt: Ask students to write 3 problems they see around them and apply
all the steps from problem identification to writing step-by-step solutions to the problem.
Students can design solutions to one problem and then can compare them with their classmates
to find the best solution.
Student Self-Assessment/Reflection: Ask students to identify problems they are facing in
school/ home or while coming to school/real-life/math/science and write them in a statement,
find the problem solution and write down step by step solution for it.

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations).

Students can solve the following problems by breaking down the problem into smaller parts, and
then suggesting a sequence of steps to reach a solution. Activities should be in groups of 4-6
students, and the output document should include a problem statement and a step-by-step solution.
● Activity 1: (Maze/map) to reach the target where none of the paths should be repeated.
● Activity 2: Use different blocks to make shapes.
● Activity 3: Create different objects by using Origami (Boat, house, doll, robot, airplane, etc.)
● Activity 4: Identify numbers of shapes in an image.
● Activity 5: Solve a Rubik’s cube.
● Activity 6: Find the odd one out in the given objects.
● Activity 7: Arrange a birthday party/ family dinner/find the best path to school, etc.
● Activity 8: Solve a mathematical equation by deconstructing it into various smaller
parts. (BODMAS, Finding LCM/HCF, solving algebraic equation)
● Activity 9: Design an activity to solve a big scientific problem by deconstructing it into
various smaller parts. (Life cycles of living things, change in the state of matter, etc.)
● Activity 10: Design an activity like (draw the smiley/ draw the shape, etc.) to understand the
concept of Logic; every student can have different logic and can follow different steps to
solve the same problem.

STEP 1

Standard: Identity, define, and analyze a problem, and apply algorithmic thinking and problem-
solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcome:2 Students will be able to analyze and apply basic algorithmic thinking
to solve different types of problems

Knowledge: Skills:
Students will be able to: Students will be able to:
● List benefits of algorithmic thinking. ● Identify and differentiate between

11
 ● recognize that algorithms are a simple and complex problems.
sequence of precisely described ● Create a sequence of steps to solve
instructions. a problem.
● Examine that Algorithmic thinking is ● Relate sequence, selection,
breaking down a problem, identifying and repetition to daily life
important information, logical tasks.
thinking, and confidence in decision ● Create solutions to problems
making. using sequencing, loops, and
● Define conditional statements/ selection conditions.
statements that decide whether certain
instructions should run (e.g. if there is
rain take an umbrella)?
● Identify loops, and analyze how they
allow instructions to be repeated.
● Analyze ways to solve a problem by using
a combination of sequence, selection,
and repetition.
STEP 2

Formative Assessments

Assessment 1: Understand the algorithm as a step-by-step procedure. Design a written quiz to

identify steps of a simple mathematical algorithm for adding two 3-digits integers.
Assessment 2: Design a worksheet in which they give multiple scenarios to determine which
problem- solving technique (sequence, loops, and conditions) can be applied.
In-class or Homework Prompt: Ask students to write 3 problems around them and apply all the
steps from problem identification to writing step-by-step solutions to the problem.
Students can design solutions to one problem and then can compare them with their classmates
to find the best solution.
Student Self-Assessment/Reflection: Ask students to identify problems in their daily routines
where they can apply sequencing, conditions, and loops to determine their solution (Eg. problem
of traffic can be solved through traffic lights that run in loops).

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this an
exhaustive list. View them as recommendations. The learning activities below have been
adopted from https://www.kodable.com/learn/learn-to-code-sequence/)

In-class activity 1: ALGORITHMS

The key learning is that activities should use algorithms or step-by-step processes to perform a
task. Students can work in groups:
● Prompt 1: Write an algorithm that would allow a person to create a pizza with 4 toppings.

12
 ● Prompt 2: Write an algorithm that gives the steps involved with brushing your teeth.
● Prompt 3: Write an algorithm to find a path in an 8x8 box with one starting point and
ending point.

In class activity 2: SEQUENCE1

The key learning is that activities should use a specific sequence to perform a task. Students can
work in groups:
● Prompt 1: Apply sequencing using BODMAS to solve a mathematical problem.
● Prompt 2: ‘Divide students into pairs such that one partner is the “coder” and one partner is
the “robot”. The coder decides on a simple task for their partner “robot” to do; the simpler
the task, the better, like “walk across the room.” Next, the coder gives their partner “robot”
step-by-step instructions, also known as an algorithm, to complete the task. “Robots” need
to remember that they can only do exactly what their coder tells them to do. If one of the
steps is incorrect or not specific enough, this will result in a bug in their algorithm, and it will
need to be redone. Switch places when finished’ (Learning Activity, 2022).

In-class activity 3: REPETITION or LOOPS2

The key takeaway is that activities should apply repetition or loops to solve a problem.
● Prompt 1: Ask the students to pick between creating a fun dance or exercise routine. Ask
students to come up with three actions to perform physically e.g. for a workout routine, this
could be a jumping jack, pushup, and sit-up, and for a dance routine, this could be a clap,
spin, and jump. ‘Have the students decide how many times each action should be repeated,
or “looped”. For example, “clap 2 times, spin 1 time, and jump 3 times”. Perform the routine
altogether, looping each action the designated number of times. Then, try looping the entire
routine at least twice! As an extension, invite a partner to execute the same commands and
perform the routine together!’ (Flex Your Loop Skills, 2022).

In-class activity 4: CONDITIONS3

The key takeaway is that activities should use conditions to solve a problem.
● Prompt 1: ‘Come up with a rule – something that always happens in the same way. For
example, “I go to school on Mondays”. Then, come up with an exception, also known as a
condition, to this rule. For example, “If it is a holiday, then I don’t go to school on Monday.”
Write the conditional statement at the top of a piece of paper. Use the rest of the paper
space to illustrate the conditional statement. In this example, you could draw a picture of
your favourite holiday. Repeat this process 3 times so you have three conditional art pieces!
If working in pairs, one partner can come up with the rules, and the other can come up with
the condition and draw the image. Then, switch roles’ ("Learn with Conditions", 2022).

● Prompt 2: ‘Students will line up at one end of the classroom to reach the other side of the
classroom. The teacher, and then the students themselves will call out conditionals and all
the

1 Details of activity can be found on: https://www.kodable.com/learn/learn-to-code-sequence/

2 Details of activity can be found here: https://www.kodable.com/learn/loops-coding-activity-free/
3
Details of this activity can be found here: https://www.kodable.com/learn/learn-with-conditions/

13
 students will advance or not depending on the specific conditional statement. Have
the students line up at one side of the room.
Explain the rules:
1. The object of the game is to get across the room first.
2. For if...then conditionals: If the condition called out is true for you, then perform the
action described in the then. If the condition called out is false for you, then do nothing.
3. For if...then...else conditionals, listen carefully to the whole condition, as the else may
apply to you’ ("Learn with Conditions", 2022).

DOMAIN D: Programming

Standard: Understand and apply fundamental programming constructs using visual and
textual programming tools.

Student Learning Outcome 1: Students will be able to analyze the fundamentals of

computer programming.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Determine the need for a ● Differentiate between an
programming language. algorithm and a program.
● list ways in which programming ● Convert an algorithm into a program.
is important in today’s world.
● Define ‘Program’.
● List different applications of
computer programming.
● Identify programming languages and
their uses.

Formative Assessments

Student Reflection – how many daily items use some sort of programming to work? What could
be the benefits of learning programming?

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
● In-class or Homework Prompt - Describe how various industries use programming
(e.g. gaming industry, automobile industry, textile manufacturing industry, farming
industry, etc.)
● Research project or Homework Prompt – Students can work in groups in class or as a

14
homework research assignment. The prompt “What kind of programming languages exist and what are their uses?”. The

Standard: Understand and apply fundamental programming constructs using visual and
textual programming tools.

Student Learning Outcome 2: Students will be able to analyze and apply basic programming
constructs (e.g. sequence, selection, repetition, variables, inputs/events); by creating simple
single- sprite, single-script programs using visual programming tools.

Knowledge: Skills:
Students will be able to: Students will be able to:
● List the fundamental programming ● Recognize that a program executes
constructs that enable a computer in a sequence – write computer
to interpret a computer program. programs accordingly.
The constructs are: ● Write a program using the
○ An event is an action from the following constructs:
user (or something outside ○ Event - take input from the
the computer) user e.g. when the user
○ A sequence is a series of presses an arrow key on
actions that are completed in a the keyboard, or when the
specific order. Computers user clicks the mouse
follow all instructions in the button – a certain action is
sequence in which they are executed.
written. ○ Loop - repeats an
○ A loop repeats instructions until instruction(s) a finite
a specific stopping condition is number of times or forever.
met. ○ Motion - That involves
○ A variable is used to store the motion of a
information called a sprite/object.
value. ○ Variable- creates and assigns
○ A conditional statement asks a values to a variable(s) (as per
question to figure out which the event e.g. create an
path to take next. integer variable such as a
● Analyze ways to debug a score or a counter, and
computer program. increase or decrease the
value when certain events
take place)
○ Conditional statement (if-
else block) – running a block
of code only if a specific
condition is true
● Debug a computer program.

Formative Assessments

15
Quiz 1 – Definitions of fundamental constructs
Quiz 2 – Explaining a computer program (i.e. code) in natural language (i.e. human language) (e.g.
When the green flag is clicked, change x by 100 can be explained as when the program starts the
sprite will move right by 100), and converting natural language (i.e. human language) to a
computer program (i.e. code).

Student Self-Assessment/Reflection:
● What are some programming constructs that we use in our daily lives?
● The importance of following a certain sequence of instructions. The sequence of
instructions to perform a certain task correctly. (e.g. breaking the eggshell and then
frying the egg will work, but frying the egg and then breaking the eggshell will not work).
● The use of loops. Which instructions do we repeat in our daily lives (e.g. pour water till
the glass is full)
● The use of conditional statements. Which instructions do we follow under
certain occasions (e.g. take an umbrella if it is raining or sunny)

Summative Assessments:
● Term Assessment
● Mid-Year Exams
● Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

Students should code the following activities, and be encouraged to test their code, and
debug accordingly if the program does not meet the required outcomes.

Lab Activity or In-class Coding Task #1 – EVENTS: When the program starts (e.g. in block-
coding; using the event block "When green flag clicked"), make an action happen (e.g. make a
sprite do something like change color when the sprite is clicked, or display some text like “hello
world”)

Lab Activity or In-class Coding Task # 2 – SEQUENCE: When the program starts, two or three
instructions should be executed in sequence (e.g. in block-coding; when the player clicks a
sprite, make it go to a random position, play a sound, and switch costume in that order).
Reflection question – what happens when the order is changed? Add a wait block (e.g. a wait
one-second block or a print statement) between each instruction to make the changes more
noticeable in a sequence.

Lab Activity or In-class Coding Task # 3 (continuation of task # 2) – LOOPS: When the program
starts; give an instruction that will repeat forever (e.g. take the instructions given in task # 2 and
set them to repeat)

Lab Activity or In-class Coding Task # 4: VARIABLES: Create an integer variable, assign a value to
the variable at the start of the program, and then change the value in response to a certain input
(e.g.

16
 create a score variable. When the program starts, the score should be set to zero, and when the
player presses the up-arrow key the score should increase by 1, and the score should decrease
by 1 when the down arrow key is pressed)

Lab Activity or In-class Coding Task # 5 (continuation of task # 4): Run an instruction only if a
specific condition is true (for example when the variable score from task # 4 reaches a certain
value, a sound should play)

DOMAIN E: Digital Citizenship

STEP 1

Standard: Students will be able to engage positively, critically, and competently in the
digital environment.

Student Learning Outcomes 1: Students will analyze the basics of information literacy and
digital civility and appropriate uses of technology.

Knowledge: Skills:
Students will be able to: Students will be able to …
● Identify essentials of good digital ● list school ICT lab rules.
citizenship such as safe and ● Use devices responsibly
responsible technology use. ● Demonstrate proper posture when
● Recognize key concepts of copyright, using devices, and healthy behaviour
plagiarism, and piracy, and define ethical such as taking breaks to avoid eye and
standards of sourcing online body strain.
information. ● use devices in a moderated manner (for
● Examine ethical issues that arise in example using devices for less time, or
ICT while surfing online. using age appropriate programs, or
● Analyze the importance of being closing/shutting down and
safe, responsible, and respectful appropriately storing devices after use
online. etc.).
● Identify health-related issues of using ● Identify steps to secure
ICT devices. information privacy and
confidentiality.
● Identify possible dangers of the
internet and related security.
STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● ReQuest/ Reciprocal Questioning

● KWL Chart
● The Minute Paper
● Quick Write

17
 ● Onion Ring
● ABCD Whisper
● Circle, Triangle, Square

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

In-class exercise or homework prompt: Students should identify and demonstrate proper posture
when using devices, and know techniques for reducing eye and body strain during use. The teacher
divides students into groups and assigns a device e.g. computer, TV, phone, etc. Each group then
has to discuss the appropriate usage, proper posture, duration of usage, post-use storing of the
device, etc. Students will present their points to the class after discussion.

In-class exercise or homework prompt: The teacher can make a worksheet on common devices, and
the appropriate length of usage for health and safety reasons. Students will need to match the
device to the appropriate health & safety standard on the worksheet. The teacher can support the
students as required during the activity. Reflection questions to ask – did you know about the health
standards of using these devices? Have you noticed anyone following unhealthy screen habits? How
can you help them?

In-class activity: This activity demonstrates the importance of feeling safe online. The teacher will set
the context by explaining how certain situations make us feel happy, but we should also be aware
that some situations might make us feel uncomfortable and may even put us at risk. The key
takeaway is that the students should be able to identify risky or uncomfortable behavior in an online
setting.

Prompt: Invite the students to reflect on the following: "What should we do when something makes
us feel uncomfortable, unsafe, at-risk, or scared?" Reflect together on the importance of telling a
trusted adult when we feel uncomfortable, unsafe, at-risk, or scared.

“The power of the internet allows students to experience and visit places they might not be able to
see in person. But, just like traveling in the real world, it's important to be safe when traveling online.
On this virtual field trip, students can practice staying safe on online adventures.”

Explain to the students that you are going to talk about the internet and how to use the internet
safely. Show the students the happy face and the sad face in the two corners of the room and explain
that you will read a few statements. They should walk to the happy face if they think that a situation
makes them feel happy or to the sad face if a situation makes them feel scared, sad, or not at ease.

They can stay in the middle of the room if they are unsure about how they feel. Readout loud the
following statements: • I am eating an ice cream. • I am playing a game I like. • I can´t find my

18
 backpack. • I made a kite and I am going to try it out with my friends today. • A stranger asks me to
accompany him/her to an unfamiliar location. After each statement, allow the students enough time
to choose a corner of the room. Ask the students in each corner to answer and discuss the following
question within their group: “How does this situation make you feel? And why?” Invite a child from
each group to share a few of the answers with the class. Do not forget to involve those who chose
the middle by asking: “Why have you decided to stay in the middle? How do you think you might feel
in this scenario?”

In-class activity:
The Start activity is a good opportunity to discuss child safety more broadly. It is important to explain
to the students that one of the key strategies when feeling unsafe or uncomfortable, whether online
or offline, is to approach a trusted adult. It is recommended that you share with the students the NO-
GO-TELL approach. If something or someone is making them feel uncomfortable or unsafe, they
should do the following: • Say NO when someone is making you feel uncomfortable or unsafe. • Then
GO: leave or run away from that person or situation. • And TELL: talk to a trusted adult about the
situation.

In-class activity:
Rules on online safety vary according to the age of the child and the exposure and access that each
child has to online materials. For example, younger students might accept media content at face
value and therefore need extra support to make sense of what they are seeing. Below we suggest a
few rules that students should follow when using the Internet. Please refer to the list if you think that
the student’s notes need to be added or that the students might have missed a crucial rule. Please
note that these are just suggestions: you are the expert in your classroom. Feel free to adapt the
rules to what you think is appropriate in your environment.
1. I will discuss with my parents the rules for going online.
2. I will always think carefully before clicking on online content. I should not click on any content that
I feel uncomfortable with or unsure about. For example, do not click on a video, if the preview video
picture looks in any way scary or makes you feel uncomfortable, or if you do not understand it.
3. I will stop watching any program that makes me feel uncomfortable right away. As soon as I realize
it is making me feel uncomfortable or unsafe, or I do not understand what is happening, I will turn it
off.
4. I will not share personal information, such as my name, address, or phone number, without my
parents’ permission.
5. I will not make friends online with people I do not know. The most important rule is that I will tell
my parents or a trusted adult right away any time I come across something online that makes me feel
unsafe, uncomfortable or that I do not understand

DOMAIN F: Entrepreneurship in Digital Age**

STEP 1

Standard: Students will understand and apply the tools and mindsets needed to develop and launch a business idea

19
Advanced SLO**
Student Learning Outcomes 1: Students will be able to define and analyze entrepreneurship,
its subtypes, and the entrepreneurship process.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Define the term ‘Entrepreneurship. ● Identify different types of
● Identify different types of entrepreneurs and present a few
entrepreneurs and present a few examples of entrepreneurs.
examples of entrepreneurs. ● Differentiate between traditional &
● Differentiate between traditional & digital entrepreneurship along with
digital entrepreneurship along with examples.
examples. ● Analyze how traditional entrepreneurs
● Summarize the entrepreneurship process. could use technology to improve or
scale their business
STEP 2

Formative Assessments

Quiz – assessment on knowledge and understanding of entrepreneurship, uses of technology

in business, and business plan components.

Project-based assessment – create a business plan, design a solution to a problem and identify
market size, customer profile, estimated revenue, costs, and profit.

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

Activity 1: Students can discuss a famous entrepreneur and their professional & personal journey,
and present to the class as an individual or a group.

Activity 2: “lemonade stand” students can work in groups, come up with a small revenue-
generating activity like a lemonade stand, garage sale, movie night, bake sale, art auction. They
should complete the activity independently and record the funds raised, and then donate to a
charity.

Self-reflection / homework: Students can watch any of these entrepreneurship-related videos

and share in oral or written presentation their comments on entrepreneurship
Innoventure Jr.: What is an entrepreneur? https://www.youtube.com/watch?v=Sc-
yHMF7mNo Teaching Entrepreneurship for Students! https://www.youtube.com/watch?
v=6fKVyeGdKxY

20
 Grade VII
DOMAIN A: ICT Fundamentals

STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks.

Student Learning Outcomes 1: Students will be able to identify the use of emerging technologies in
various walks of life (e.g. artificial intelligence, biometrics, robotics, computer-assisted translation,
3D and holographic imaging, virtual reality, Cloud Computing, and open-source software).

Knowledge: Skills:
Students will be able to: Students will be able to:
● the define and apply the ● Recognize the progression in various
following emerging technologies: technologies (e.g. landline phones to
○ Robotics smartphones, 1st generation computer
○ Artificial intelligence processors to 12th generation
○ self-driving cars computer processors, etc).
○ 3D printing ● Describe the application and impact
○ virtual reality & augmented reality of emerging technologies.
○ 3D and holographic imaging

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Turn and Talk

● Whip Around

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

Activity 1: Students (Individual/Group) are to research any emerging technology of their choice
and present their findings to the whole class.

21
STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks.

Student Learning Outcomes 2: Students will be able to identify (advanced) hardware components of
a computing system (e.g. different types of I/O ports and different types of peripherals).

Knowledge: Skills:
Students will be able to: Students will be able to:
● Identify different I/O ports of a computer ● Identify and describe the properties
system (USB port, Type-C port, HDMI of different I/O ports.
port, SATA port, PCI-express port, etc.) ● Identify and describe the applications
● Identify different peripherals of a of different peripherals.
computer system (e.g. graphic card,
printers, scanners, mouse,
keyboard, webcams, etc.)

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Ask
● Teach a Friend
● Think-Pair-Share

Summative Assessments: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

Activity 1: Students will be asked to inspect a computer in the lab and identify the type of port that
is in use

22
DOMAIN B: Digital Skills

STEP 1

Standard: Develop various digital skills about the usage of operating systems, image processing,
word processing, presentation, and data handling.

Student Learning Outcome 1: Students will be able to develop and demonstrate word-processing
and presentation skills (using various software tools e.g. MS Word, MS PowerPoint, Prezi, Canva,
Photo Story, Movie-maker, etc.)

Knowledge: Skills:
Students will be able to: Students will be able to:
● Describe the purpose of a word processor. ● Create an artifact (report, essay,
● Create and edit a document using any etc.) using the following tools in
word processing software (e.g. MS word processing software:
Word, Google Docs, notepad, Open o Open a new Word document
Office, etc). and tinker with the user
● Explain the importance of a interface of the word processor
presentation tool. (MS Word).
● Create a presentation using any one of o Add and modify the text
the word processing software. (underline, bold, italicize, font
style, font size, font color) to a
document in the word
processor (MS Word).
o Save and open files in the
word processor (MS Word).
o Format a document in the word
processor (MS Word) (text
alignment, bullets, page
margins, page layout, spacing,
indent).
o Insert, resize and add text
in images in the document.
o Cut, copy, and paste
text/image into a document.
o Use spell-check.
o Create and modify
numbered and bulleted lists.
o Demonstrate understanding of
the difference between Save
and Save as.
o Insert and format a table.
o Add header, footer, and
page numbers in a
document.
23
24
 o Advanced skill: Use
thesaurus and synonym
features **
o Advanced skill: Apply a
procedure to print a document**
● Create a multimedia presentation by:
o Adding new slides.
o Adding various objects on the
slides (image, text, video,
audio, etc).
o Animating an object to
appear on click.
o Creating internal/external
Hyperlinks.
o Adding notes.
o Creating a slideshow and
an executable file.

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Open-Ended Questions
● 3-2-1
● Problem Solving
● Practice on Computer (draw a freehand drawing, draw 2D shape & 3D shape image, add
text to the drawing, make a greeting card, character or house, etc.)

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1:
● Engage students with the topic by asking them to open Microsoft Word and allowing them
to navigate freely for three minutes. At the end of this time, ask them to share experiences,
questions, and comments.
● Tell students they will be learning to use this program, then ask them to consider why
learning to use Microsoft Word will be beneficial to them.
● Have them open a New Document.

25
 ● Have students preview the menus briefly by running their mouse across each but not
opening any options under. Preview and predict what each tab does.
● Discuss features and allow students to ask questions, but instruct them to refrain from
going further than exploration for now.
● Ask - Which feature will you use to:
o Determine margins?
o Create page borders?
o Check spellings?
o Add a table of contents?
o Preview the document?

Activity 2:
Students can prepare a presentation on the book they read last time; while incorporating all the tools.

STEP 1

Standard 1: Students will demonstrate the ability to use email.

Advanced SLO**
Student Learning Outcome 2: Students will get introduced to electronic mailing systems (e-mail)
and learn appropriate usage.

Knowledge: Skills:
Students will be able to… Students will be able to…
● List the uses of electronic mail (e-mail). ● Define the following terms
● Identify and explain the o email address
common platforms for electronic o password
mail. o contacts
● Create an e-mail address, and how to ● Use an email service to create an
send electronic mail (tone, language, etc). email account.
● Demonstrate the process of ● Create an electronic mail, with the
authentication. ‘Any process by which appropriate subject line, content,
you verify someone, or something (a and signature, adding in appropriate
device) is who, what, they, or it claim(s) addressee, cc, bcc, and attachments
to be. Example: Some websites use a ● Send and receive emails with
combination of e-mail addresses and attachments.
passwords as a means of authentication’ ● Organize emails using different
("What is Authentication?", 2022). folders/labels.
● Demostrate an appropriate use of ● Demonstrate ability to log in and log
email (signing out after usage etc). out from an email inbox.
● Explain standard email protocols like ● Demonstrate ability to use email as
SMTP and POP3 and implications for a means of authentication for
those who use them. another website login password.

STEP 2

Formative Assessments:

26
 Quiz 1 - email and standard protocols
In-class or Homework Prompt – List down appropriate uses of email.
In-class or Homework Prompt – Email the teacher something you have appreciated in school. or class
Student Self-Assessment/Reflection – How would you like to use email?

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
In-class Task #1 –Password power up 4- ‘students will define the term "password" and describe
a password's purpose, understand why a strong password is important, and practice creating a
memorable and strong password.’ ("Password Power-Up", 2022).

In-class exercise or Homework prompt – Students should create an email address using
common freely available platforms like Microsoft or Google. Teachers can conduct a
demonstration, and students can follow the process and create their own email inboxes.

In-class Task – 3-2-1

Ask the students to jot down 3 things they have learned about the email, make 2 personal
connections to email, or write anything 2 things they didn’t understand about email, and 1 area that
needs to be discussed with the peers or teacher.

Support materials could include:

What is email: https://www.youtube.com/watch?v=VEYC1VnnEaY
Purpose structure & content of emails: https://study.com/academy/lesson/purpose-content-
structure- of-emails.html

DOMAIN C: Algorithmic Thinking and Problem Solving

STEP 1

Standard: Identify, define and analyze a problem, and apply algorithmic thinking and problem-
solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcome: Students will be able to apply the concept of computational thinking
to handle complex problems

4
Reference material: https://www.commonsense.org/education/digital-citizenship/lesson/password-power-up

27
Knowledge:
Skills:
Students will be able to:
Students will be able to:
● Explain that an algorithm is a sequence
● Extract relevant information required
of precisely described instructions.
to solve the problem (abstraction).
● Describe how to apply computational
● Break down a problem by identifying
thinking to solve a complex problem
patterns/similarities to solve a
(breaking down a problem, identifying
complex problem.
important information, logical
● Write and design algorithms for
thinking, and confidence in decision
complex problems.
making).
● Draw a flowchart (input, output,
process, and decisions) to graphically
represent an algorithm.

STEP 2

Formative Assessments:
Quiz 1 – Identify an example of a simple problem e.g. tie your shoes (where there is only one
sequence of steps that will solve the problem), and an example of a complex problem e.g. coming
to school on time (the complexity is in determining causes of late-ness, e.g. sleep time, waking up
time, traffic on the route, and then coming up with multiple solutions for each issue).

Quiz 1: Writing an algorithm of a complex problem by following all the important steps.
Step 1: Problem identification in the underlying problems in statements/situations etc.
Step 2: Breaking down the problem into smaller
steps. Step 3: Write steps in sequence to solve the
problems. Step 4: Draw a flow chart of steps.

Quiz 2: Identifying the prerequisite of writing algorithms of a simple problem as well as

complex problems. Design a quiz to present the problem to students where they can identify
problem statements, write all the prerequisites of the problem and write a complete
algorithm.

In-class assignment or homework prompt: Students should be able to write at least 2 different
solutions to the same problem. Design an assessment where students should be asked to write
at least 2 different step-by-step solutions to solve any problem and write algorithms.

In-class assignment or homework prompt: Students should draw the basic flowchart of any
problem while identifying the inputs/outputs.
● Design an assessment and ask students to draw the flowchart of at least 3 different
algorithms (Provide the algorithm; students will just draw the flowcharts).
● Design an assessment and ask students to identify the problem, follow the problem-solving
process and write step-by-step solutions to the problem (algorithm) and convert the
algorithm into its graphical representation (flowchart).
● Design an assessment and ask students to identify the errors in the flowchart and redraw
the correct flowchart.

In-class or Homework Prompt:

28
 ● Design different problems where the student should be able to extract the relevant
information to the problem (Abstraction) and recognize various patterns/similarities
(Pattern recognition) and decompose a big problem into smaller parts.
● Design at least 3-5 problems where students should be able to decompose a complex
problem into smaller parts and write the algorithm to solve the problem efficiently.
● Design the problems where students should not only be able to write the algorithm but
also be able to draw the flowcharts.
● Design the problems where students should be able to identify the fundamental blocks
in flowcharts
● Design the problems where students should be able to identify errors in the flowchart
and redraw them.

Student Self-Assessment/Reflection: Ask the students to identify problems they are facing in
school/ home or while coming to school/real-life/math/science and write a problem statement, find
the relevant information; identify the similarities in the information; write step by step solution to
the problem and then graphically represent it into the flowchart.

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View the

Activities should not be focused on individual working, students should also learn to work in groups while completing the

Design problem, solution, and flow chart around the following problems:
Activity 1: Design activities to identify the mathematical/scientific or any other problems e.g.; sorting numbers in numeric
Activity 2: Science Problem (Digestive system, respiratory system, transport in Plant, physical & chemical changes, etc.);
Activity 3: Computer problem (designing a small application like calculator, animated story, interactive presentation, etc.)

STEP 1

29
Standard: Identify a problem statement and apply algorithmic thinking strategies to solve problems.

Student Learning Outcome 2: Students will be able to apply concepts of conditional statements,
finite, and infinite loops to write different algorithms.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Determine where to use a finite loop ● Apply finite and infinite loops
and infinite loop. in algorithm building.
● Infer clear instructions to be ● Identify problems where IF then
considered for an algorithm to produce Else condition can be applied.
correct results. ● Break down a problem and create a
● Recognize that more than one sub- solution for each of its parts.
algorithm can solve a given problem. ● Recognize whether an input is fit
● Distinguish between problems where If to determine the correct output.
and If then else condition can be ● Use logical reasoning to predict
applied. outputs given varying inputs **

STEP 2

Formative Assessments:
Assessment 1: Design assessment and present problem to students where they should be able
to identify and differentiate between 3 different types of algorithmic thinking application
(Sequencing/Loops/ Conditions).
Assessment 2: Design assessment where students should be able to identify errors in the
algorithms. (understand clear instructions and be able to write them step-by-step).
Assessment 3: Design assessment where students should be able to predict outputs while
given varying inputs.
Assessment 4: Design assessment where students should be able to identify the scenario where
to apply the Sequencing.
Assessment 5: Design assessment where students should be able to identify the scenario where
to apply the finite/infinite loops.
Assessment 6: Design assessment where students should be able to identify the scenario where
to apply simple if and if then else conditions.
In-class or Homework Prompt: Students should be presented with different problems where they
have to apply Sequencing, Loops, and Conditions concepts.
Student Self-Assessment/Reflection: Ask students to write 3 problems around them (Real Life,
Mathematical, Scientific & computer problems) and identify the scenarios where to apply
sequencing, Loops, and Conditions and then can compare it with the classmates to find the best
solution.

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

30
 STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
(The activities below are neither listed in any particular order nor is this an exhaustive list. View
them as recommendations).
1. Key vocabulary terms (Algorithm design, Sequencing, Loops, Conditions, Infinite, and finite
loops, If & If-Then-Else conditions) are introduced as needed by the various learning activities
and performance tasks.
2. Activities should not be focused on individual working, students should also learn to work in
groups while completing the activities. (A group of 4-6 students should be encouraged to
work on various activities.)
3. Each student/group should identify a problem and be able to understand which algorithmic
thinking concept will be applied there (Sequencing, Loops, and Condition)
4. Design activities around daily life problems e.g.;
5. Design activities to identify the mathematical/scientific or any other problems e.g; Math word
problems (converting decimal numbers into binary, arranging absolute numbers into
ascending and descending order, applying basic operations on integers and rational numbers;
working with polynomials, manipulate algebraic expressions using formulae, etc. ); Science
problem (nervous system, excretory systems, chemical reactions, heat & its transfer, etc.);
Computer problems (Designing a grading/ aging/ voting system, game designing with lives,
levels, and obstacles, maze designing to reach certain targets, etc.)
6. Design following activities to identify, analyze and deconstruct problems:
● Activity 1: Take a mathematical problem and identify whether it’s a
sequencing/loops/condition problem or a combination of all and apply the concept
and write step by step solution by applying algorithmic thinking.
● Activity 2: Take a science problem and identify whether it’s a
sequencing/loops/condition problem or a combination of all and apply the concept
and write step by step solution by applying algorithmic thinking.
● Activity 3: Take a computer problem and identify whether it’s a
sequencing/loops/condition problem or a combination of all and apply the concept
and write step by step solution by applying algorithmic thinking.
● Activity 4: Design an activity like celebrating a day/planning a festivity activity
(Group activity), and identify whether it’s a sequencing/loops/condition problem or a
combination and apply the concept and write step by step solution by applying
algorithmic thinking.

DOMAIN D: Programming

Standard: Explain and apply fundamental programming constructs using visual and textual programming tools

Student Learning Outcome 1: Students will be able to understand how computers encode and decode computer programs

31
Knowledge: Skills:
Students will be able to: Students will be able to:
● Describe that computers store ● Convert binary numbers into
information using binary codes. decimal numbers
● Differentiate between binary and ● Convert decimal numbers into
decimal number systems. binary numbers
● Explain that computer can only
understand specific Advanced SLO**:
instructions. ● Encode and decode text in binary
using protocols of ASCII
● Encode and decode images in
Advanced SLO**: binary using protocols such as RGB
● Text, image, and sound representation
in binary numbers
Formative Assessments:

Quiz: Converting numbers from binary and decimal number systems and vice versa.

Summative Assessments:

● Term Assessment
● Mid-Year Exams
● Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

● In-class Activity #1 - Students can conduct an activity to give instructions to complete a

simple task like drawing a cat or a dog. Prompt: “Make groups of two, each student should
have one piece of paper and a pencil. Student 1 will draw an animal, and then using
instructions only (no hand gestures or any other movement) give student 2 instructions on
how to draw the same image.” The learning objective is to understand that computers
need specific instructions through a programming language and that instructions need to
be very specific, and there is a need for standard terminology to navigate across the paper.
Students can describe what kind of instructions a computer may need to be able to run
programs.
● In-class Activity #1 - Specific instructions: Students pretend to be programmers and create
a list of instructions for a simple task like making roti or drawing an animal and read it to
the teacher. The teacher – pretending to be the computer – needs to follow the
instructions exactly, teaching students the art of being specific, or realizing the gaps if they
are not specific enough (e.g. a student could say ‘roll the dough’ but not explain that the
dough needs to be taken out of the mixing bowl first, or what to roll it with). Sample open-
source worksheets and activity details can be found here:
https://classic.csunplugged.org/documents/activities/programming-languages/unplugged-
12-programming_languages.pdf
Video of exercise can be found here: https://www.youtube.com/watch?v=Ct-lOOUqmyY
● Flashcards game: Students can learn to count using only 1 and 0. Using a set of five

32
 flashcards with 1, 2, 4, 8, and 16 dots on one side (representing a 1 in binary) and blank
on the other (representing a 0 in binary). The teacher can turn over relevant cards, and
students can decode numbers and vice versa.
Sample open-source worksheets and activity details can be found here:
https://classic.csunplugged.org/documents/activities/binary-numbers/unplugged-
01- binary_numbers.pdf
● Worksheets for students to decode ciphers e.g. assign some numbers or letters to
symbols and have students “decode” the hidden message or hidden number. Sample
open-source worksheets can be found here: https://www.escapelincoln.com/wp-
content/uploads/2020/03/CipherWorksheets_EscapeLincoln.pdf

33
Standard: Explain and apply fundamental programming constructs using visual and textual
programming tools.

Student Learning Outcome 2: Students will be able to apply fundamental programming constructs
to create multi-sprite, multi-script programs using visual programming tools.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Articulate that a combination of ● Write a program that will:
programming constructs can be put o Allow the user to move a
together to create more complex sprite using arrow keys.
projects. o Make sprites move
o The concept of combining events & automatically without user
coordinates to allow a user to intervention when the program
move a sprite or a sprite, to move starts.
a sprite automatically without user o Award the player a score point
intervention. under certain conditions, such as
o The concept of setting a condition if they can touch another sprite
using mathematical operators on that is automatically moving, or
a variable (e.g. if the score is if the player clicks on a moving
greater than 10, or if the timer is sprite.
less than 0), or setting a condition o Create a countdown timer.
for when two sprites collide (e.g.
if touching another sprite).
o The concept of creating, setting,
and changing a variable under
certain conditions to either
increase value (e.g. increase the
score when the player touches
a sprite) or decrease in value
(e.g. countdown timer).
Formative Assessments:

In-class Coding Tasks: The learning activities suggested below can also be used as assessments.

Quiz 1 – definitions of fundamental constructs of sequence, selection, repetition, variables, events,

and motion through x-coordinates and y-coordinates

Quiz 2 – matching extracts of code to explanation (e.g. code block change x coordinate by 10 to
be matched to explanation move sprite right or vice versa)

In-class exercise or homework prompt– Break down a computer/phone / online game you have
played into simple instructions in the local language. Prompts/follow-up questions could include (1)
What is the objective of the game? (2) How many sprites are there in the game? (3) How does the
player move? (4) How does the player win (if applicable)? (5) How does the player lose (if applicable)?
(6) What instructions have been given to the computer to make this game?

In-class exercise or homework prompt–What kind of events can be used by the player to move a sprite

34
around a screen? (e.g. arrow key movement)

In-class exercise or homework prompt–Draw a three-panel story sequence, and code it.

Student Self-Assessment/Reflection– If two games use the same controls (like arrow keys) to move
and award the player when why do so many of them exist? (The objective is to explain that coding
itself is not sufficient, there needs to be a context in which the program exists, for example in the case
of the game there is a game story that is being told with animations, character designs, music, etc.
even if the code is the same)

Summative Assessments:
● Term Assessment
● Mid-Year Exams
● Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations) (Please view activities listed below as
recommendations)

● Lab Activity or In-class Coding Task– Vending machine – Create a “vending machine”
by drawing or uploading a vending machine sprite, and code it so that the player
presses a button or clicks on the machine, the “score” increases by 1.
● Lab Activity or In-class Coding Task - ATM – Create a “vending machine” by drawing or
uploading a vending machine sprite, and code it so that the player presses a button or
clicks on the machine, the “score” increases by 1.
● Lab Activity or In-class Coding Task – Create a program which uses takes input from the
user to move a sprite, has at least two sprites, uses programming fundamental constructs
like coordinates, conditionals, loops, and variables. Suggested prompts could be:
o Add a player sprite and a “food” sprite that the player needs to chase.
o Combining events and instructions to change coordinates, make the player sprite
move right, left, up, and down when the player presses the upright arrow key, left
arrow key, up arrow key, and down arrow key respectively.
o Combining events and instructions to automatically move the “food” sprite (e.g. glide
or go to a random position).
o Create a score variable, set it to zero when the game starts, and use a conditional
to change the variable when the player touches the second sprite.
o Open-source project/learning materials:
https://resources.scratch.mit.edu/www/guides/en/ChaseGuide.pdf
● Lab Activity or In-class Coding Task: Build mini-games using the following concepts:
• Creating, setting, and changing integer variables for score & time.
• Sequencing through event blocks (i.e. triggering code when a character is clicked
or when the game starts).
• Conditionals - triggering code on certain conditions such as scoring when a
win condition is met, or losing when a loose condition is met.
• Using a forever loop to repeat code.
• Moving characters around a 2-dimensional space using
coordinates. Sample open source projects:

35
 Hide & Seek•Game
Table Tennis• Game:

In-class discussion -Students can present and play each other’s games and explain the code.

“Speed code” competition – Students create a game within a limited time frame. First to finish a working project wins.

Coding drills – The teacher demonstrates a simple application in class, and students need to code it on
their own in a timed drill.
DOMAIN E: Digital Citizenship

STEP 1

Standard 1: Learn to identify and use the basics of the internet, identify risks involved in
an online exchange of information and apply digital safety protocols.

Student Learning Outcomes 1: Students will identify ways to protect against malicious activities
or behaviours in the digital environment.

Knowledge: Skills:
Students will be able to: Students will be able to:
o Explain ethics and what constitutes ● Identify the common uses of the
an ethical issue in digital internet such as business, social
environments. networking, entertainment,
o Outline the importance of being information/news.
safe, responsible, and respectful ● Identify appropriate and
online. inappropriate behaviour when
o Explain key concepts of navigating the digital environment.
copyright, plagiarism, and piracy. ● Identify threats and know how to
o Evaluate digital media bias and protect against malicious
messaging. Students will identify: entities/activities like viruses, hacking,
o Improper use of computer resources. vandalism etc.
o Steps to secure information privacy ● Describe and use safe, appropriate,
and confidentiality. and responsible practices (netiquette)
o Possible dangers of the internet when participating online.
and related security measures. ● Identify positive and negative impacts
of using social media, both online and
offline.
STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● P-E-O (Predict-Explain-Observe)
● Question Shells

36
 ● Heads and tails
● Mind-maps

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

In-class activity
Teachers can show videos on protecting your computer in class, and lead a discussion on ways to
protect computers. Reflection questions can include (but not be limited to) What are some
common ways in which computers can be protected? What happens when computers are not
protected?
Suggested video: https://www.youtube.com/watch?v=6mMZFoXbKqI

In-class activity
Students will then work in groups and present how to protect their online identity and computer

In-class activity
The teacher will place students in groups, and request each group to prepare a chart of ethical
rules regarding the use of ICT. Students will present their posters, and the teacher can display
posters in class.

In-class activity
The teacher can hold a debate, where two students can argue for and against the impact of using
social media. The debate can include positives of social media, and students listening to the debate
can vote for the winning debater. The teacher can ask reflection questions about the advantages of
social media, such as connection to distant friends and relatives, selling goods & services,
advertising revenue, learning more about culture and the world, entertainment, etc. The teacher
can also ask reflection questions related to the negative impact of social media, such as health
consequences, addictive behavior, sale of personal data, identify fraud, cyberstalking, etc.

DOMAIN F: Entrepreneurship in the Digital Age**

STEP 1

Standard: Students will explain and apply the tools and mindsets needed to develop and launch a business idea.

37
Advanced SLO**
Student Learning Outcomes 1: Students will be able to analyze the uses and benefits of design
thinking for entrepreneurs.

Knowledge: Skills:
Students will know: Students will be able to:
● Describe how innovation has changed ● Identify the use and benefits of
the entrepreneurial mindset. design thinking for entrepreneurs.
● List the steps of the design thinking ● Explain a project through the
process include identifying an issue, design thinking process; identify an
empathizing, defining, ideate, prototyping, issue, prototype & test.
testing, reflecting, iterate/repeating as ● Identify key problems faced by
needed, and implementing. the world today, through the lens
● Discuss the benefits to the of sustainable development goals.
innovation process of each design ● Share examples of problems faced
thinking step. that could be solved by a product or a
● Understand sustainable development service.
goals in the context of the problems the
world is facing that need to be solved.

STEP 2

Formative Assessment

Quiz – assessment on knowledge and understanding of the design thinking process.

Project-based assessment – prototype a product, test, and re-design based on test feedback.

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

Self-reflection/homework: Students can watch any of these entrepreneurship-related videos

and share their comments on
What is Design Thinking? https://www.youtube.com/watch?
v=a7sEoEvT8l8&list=PL6cG1WctJGLB3Msassl6UPQ4yx_t2GLTG&ind ex=1
Innoventure Jr: Think Like an Entrepreneur https://www.youtube.com/watch?v=Jg3G0pEV97s

Project prompt 1: Students pick one sustainable development goal and create a prototype within
their context. Students can use whatever materials or resources are available (paper/ pen, video on a

38
phone, drawing of a cartoon, making a poster, etc). students can learn more about SDGs
through these reference videos and more:
Emma Watson Introduces the World’s Largest Lesson
2016 https://www.youtube.com/watch?v=-cEUhHTlcDU
Overview https://www.youtube.com/watch?v=M-iJM02m_Hg
The Road to the SDGs: A discussion with students -
https://www.youtube.com/watch?v=ZZzBbO6Y0uc&t=12s
Mr. Bean https://www.youtube.com/watch?v=s8cWM-TFZwM

In-class discussion – students can identify and list down problems that can be solved by a new
product or service.

In-class discussion – students can identify common products and services and identify the
problems they solve (e.g. washing machines solve the problem of hand washing taking too much
time, or a fridge solves the problem of food spoiling).

In-class Activity
Students can research and list examples of innovation in business.

In-class activity
Students will apply scrum to solve a customer pain point, and then create a process to procure
and sell the product:
Resources to explain the concept of scrum:
● Scrum in under 5 minutes - https://www.youtube.com/watch?v=2Vt7Ik8Ublw
● Scrum in School - https://www.youtube.com/watch?v=0KAbAWYPqus

39
 Grade VIII

DOMAIN A: ICT Fundamentals

STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks

Student Learning Outcome 1: Students will be able to analyze the use of emerging technologies
in various walks of life (e.g. artificial intelligence, 5G, robotics, computer-assisted translation, 3D
and holographic imaging, virtual reality, distributed applications, block-chain, and Machine
Learning)
Knowledge: Skills:
Students will be able to Students will be able to:
o Name and explain the applications of
emerging technologies in various walks of ● Analyze emerging technologies
life (e.g. artificial intelligence, 5G, relevant to different fields. (e.g.
robotics, computer-assisted translation, artificial intelligence, 5G, robotics,
3D and holographic imaging, virtual computer- assisted translation, 3D and
reality, distributed applications, block- holographic imaging, virtual reality,
chain, and Machine Learning). distributed applications / block-chain,
and machine learning).

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Teach a Friend
● Sentence Prompts
● Quick Writes

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams
STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1: (Research & Present)
● Divide the students into 2 groups.
● Name both groups as Group A and Group B respectively.
● Ask each group to research various emerging technologies of their choice and present

40
 features, applications, advantages, and disadvantages.

Activity 2: (Mapping)
● Divide the students into suitable pairs.
● Ask each pair to Open Google Maps on your computer/smartphone.
● Type your home address in the search bar and click Search.
● Click Get Directions and type the school's address in the starting directions bar and
click search.
● Look at the map (or Satellite view) and see if that's how you get to school.

STEP 1

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware),
and networks.

Student Learning Outcome 2: Students will be able to analyze a network and identify core
networking components and their roles.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Describe and differentiate between o Apply knowledge of networks to
the types of computer networks: identify types of transmission
o LAN relevant to a specific
o MAN environment.
o WAN
o VPN
● Explain the types of physical
transmission media, and their uses:
o Guided (Twisted Pair, Coaxial,
Fiber Optics);
o Unguided (wifi and lifi).
● Explain the types of wireless/wire
transmission media, and their
uses:
o Cellular Communication
o Satellite Communication
o Global Positioning System
o Bluetooth
● Explain the concept of**
o IoT (Internet of Things)
o Embedded Systems
o Edge Computing
o Data Analytics

41
 STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● One Minute Fluency

● Graffiti Wall
● Take and Pass

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

Activity 1: Digital Systems – Networks

● Inclass project: Students can individually or as groups demonstrate network or router
function through posters, explanations, or acting.
● Reflection questions can include:
o Definition and functions of domain name server (DNS)
o Packet transmission through the internet using transmission control
protocol/ internet protocol (TCP/IP).

Activity 2: Tablets of Stone

● Inclass project: Students can individually or as groups explore working of digital systems
and protocols through presentation, role-play, diagram, flowchart

DOMAIN B: Digital Skills

STEP 1

Standard: Distinguish between application and system software, and create a project by applying
basic IT skills using productivity software.

Student Learning Outcomes 1: Students will be able to develop and demonstrate data handling
skills (using various software tools e.g. MS Excel, Google sheets, etc.)

Knowledge: Skills:
Students will be able to: Students will be able to:
● Describe the purpose and uses of ● Create a spreadsheet (i.e. result card,

42
 spreadsheet software. home budget, timetable, etc.) using
● List different spreadsheet software the following tools:
e.g. Excel, Google Sheets, OpenOffice ● Organize data in worksheets within
● Recognise and infer spreadsheet a workbook.
interface to create a result card, home ● Select a range of cells.
budget, timetable, etc. ● Add borders.
● Increase/Decrease column width
and height.
● Use simple built-in functions (e.g.
sum, average, minimum, maximum).
● Create simple formulae
(arithmetic operations).
● Create an appropriate chart for
data presentation.

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Graffiti Wall

Summative Assessment: (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this an
exhaustive list. View them as recommendations)

Lab / Computer Activity 1: Speed drill – The teacher can call out simple addition, subtraction,
multiplication, and division questions, and the students need to solve the questions using the
data handling software. The student to solve it the fastest time wins.

Lab / Computer Activity 2: Create graphs by adding data to a computer. The instructor can conduct
a demonstration by collecting data from the class and list down in data handling software. The data
question for students could be “What month is your birthday in” or “Out these five food items
name your favorite”. There should be a spreadsheet with the answer choices on the left and the
number of results next to them, e.g.:

Month # of students
Jan
Feb
etc.

43
 Favorite Food # of students
Food item 1
Food item 2
etc.

The data table should then be used to create a graph, and the results interpreted by the students.
Lab / Computer Activity 3 (follow on from activity 2): The instructor can ask the students to
create their own survey questions, collect results from the class, and create a chart to display
results.
Lab / Computer Activity 4: The instructor can locate some open-source data tables through
internet research or find published financial accounts from company annual report publications,
and ask students to re-create simple additions/subtraction/multiplication/division formulas in their
data handling software to see if they get the same results when they input the numbers.

44
DOMAIN C: Algorithmic Thinking

STEP 1

Standard: Identify, define and analyze a problem, and apply algorithmic thinking and problem-
solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcomes 1: Students will be able to apply the concepts of computational
thinking and problem-solving strategies to solve complex problems by identifying the most efficient
algorithm
Knowledge: Skills:
Students will be able to: Students will be able to…
● Define and infer simple and ● Create algorithms/solutions to
complex problems, and how to simple and complex problems.
identify each. ● Apply the best possible solution to
● Create algorithms/solutions to simple a problem from a pool of solutions.
and complex problems. ● Describe that there are ways to
● Discuss the scope and limitations, and characterize how well algorithms
that some problems cannot be solved perform and that two algorithms can
computationally (e.g. factoring very large perform differently for the same
numbers in a small amount of time, or task.
Turing’s Halting problem, how a computer ● Explain, with examples, some problems,
can never reliably inspect someone's code which cannot be solved
and tell you whether it will halt or run computationally.
forever). ● Represent algorithms using
● Discuss basics of writing pseudocode ** structured language, such as
pseudocode**

STEP 2

Formative Assessment:

Quiz 1 –problem identification, types of problems, and examples.

Quiz 2 – Solving simple problems, e.g. Write an algorithm to get the greatest common divisor (GCD) of
two numbers.

Assessment 2: You have nine cards of the following colors. We need to arrange these cards into three
rows and three columns, for example, Blue Orange Teal Blue Green Blue Gold Teal Green We also
want the following rules to be satisfied:
∙ The two green cards are on the left.
∙ The two teal cards are at the bottom.
∙ The three blue cards are at the top.
∙ The orange card is on the right.
Based on these rules, arrange the nine cards in the grid.

Assessment 3: ‘A farmer is on his way back from the market, with him he has a fox, a chicken, and
some grain. When he reaches a river crossing he must use a small boat only big enough for him and
one other item. Unfortunately, if the fox is left alone with the chicken it will eat it, as will the chicken
44
eat the grain? Explain how the farmer can cross the river.’ ("Crossing a river in a boat with some
grain,

45
a chicken and a fox.", 2022)

Assessment 4: In the eighteenth century the city we now know as Kaliningrad was called Königsberg
and it was part of Prussia. Like many other great cities, Königsberg was divided by a river, called the
Pregel. It contained two islands and seven bridges were linking the various landmasses. A famous
puzzle at the time was to find a walk through the city that crossed every bridge exactly once — the
path wasn’t allowed to cross any bridge more than once, and it wasn't allowed to leave any bridge
out. Apply graph theory to determine the solution to this problem. ("The Bridges of Königsberg", 2022)

Assessment 5: Design an assessment where students should be able to write pseudocode of any
3 different algorithms.

Assessment 6: Design an assessment where students should be able to design an algorithm of 3

different problems (easy, difficult, and complex problems) and translate them into pseudocodes.
Assessment 7: Design an assessment where students should identify whether the problem can
be solved or not? If not write the reasons, if yes write the reasons.

Assessment 8: Design an assessment where students should be able to write at least 2 different
solutions to the same problem and identify which one is the best algorithm to solve the problem
and why? (This activity can be a group/ class activity where students can identify their own
solutions and write the algorithm and pseudocode and then decide which solution is best and
why?)

In-class or Homework Prompt:

● Design different problems where students can apply degree property to determine whether
the solution to a problem is possible or not.
● Writing algorithm of the simple problem and translating it into pseudocode.
● Writing algorithm of a complex problem and translating it into pseudocode.
● Write complex/wrong solution/algorithm to a problem and ask students to identify the
errors and write the correct one.
● Presenting pseudocode with errors and asking students to identify the errors and write
the correct one.
● Presenting a problem and identifying whether it can be solved or not and making
them understand that some problems cannot be computationally solved.
● Present various solutions to a problem and identify the best possible solution to it.

Summative Assessments
Mid-term, End term examinations.

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
(The activities below are neither listed in any particular order nor is this an exhaustive list. View
them as recommendations).

1. Represent algorithms using pseudocodes.

● Activity 1: Provide a set of instructions or pseudocode. Using graph paper, follow the
46
instructions and draw the output on a grid. Start from a point on the top left corner,
initially

47
 facing East and the distance between two points on the graph paper is 50 steps
● The list of instructions/pseudocode is:
- Move forward by 100 steps
- Turn right by 90 degrees
- Move forward by 100 steps
- Turn right by 90 degrees
- Move forward by 100 steps
- Turn right by 90 degrees
- Move forward by 100 steps
- Turn right by 90 degrees
● If the activity has been done correctly the students are facing in the same direction
as originally and should have drawn a square

2. Activities that describe that there are ways to characterize how well algorithms perform and
that two algorithms can perform differently for the same task.
● Activity 3: Solve the Sudoku puzzle. The rules of the game are
very easy. For the 4 x 4 game, the numbers 1 to 4 must be
filled in each row, column, and smaller 2 x 2 boxes. Each
number in a row, column, or box must be used exactly once! A
4 x 4 Sudoku puzzle looks as follows.

The main idea is to consider all the valid possible solutions and then eliminate the options
that do not satisfy the rules of the game

● Activity 4: Ali, Mariam, Neha, and Usman were the only four participants in a cake-
baking competition; they placed 1st, 2nd, 3rd, and 4th in some order. Also,
1. Mariam was not first, and Usman was not last;
2. Neha placed next to neither Mariam nor Usman;
3. Ali scored better than Mariam.
Based on these clues, who placed 1st, 2nd, 3rd, and 4th?

3. Apply the best possible solution to a problem from a pool of solutions.

● Activity 5: ‘A man finds himself on a riverbank with a wolf, a goat, and cabbage. He needs
to transport all three to the other side of the river in his boat. However, the boat has room
for only the man himself and one other item (either the wolf, the goat, or the cabbage). In
his absence, the wolf would eat the goat, and the goat would eat the cabbage. Show how
the man can get all these “passengers” to the other side.’ ("Puzzle | Farmer, Goat, Wolf
and Cabbage - GeeksforGeeks", 2022)

● Activity 6: ‘Once upon a time, there was a city that had no roads. Getting around the city was
particularly difficult after rainstorms because the ground became very muddy -- cars got stuck
in the mud and people got their boots dirty. The mayor of the city decided that some of the
streets must be paved, but did not want to spend more money than necessary because the
city also wanted to build a road. The mayor, therefore, specified two conditions:
1. Enough streets must be paved so that everyone can travel from their house to anyone
else’s house only along paved roads.
2. The paving should cost as little as possible. Use as few stones as possible.
In the map of the city, the number of paving stones between each house represents the cost
of paving that route. Find the best route that connects all the houses, but uses as few
48
counters

49
 (paving stones) as possible. What kind of strategies did you use to solve the problem? Enough
streets must be paved so that everyone can travel from their house to anyone else’s house
only along paved roads. The paving should cost as little as possible. Use as few stones as
possible.’ ("The Muddy City Problem", 2022)

STEP 1

Standard: Identify, define, and analyze a problem, and apply algorithmic thinking and problem-
solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcomes 2: Students will be able to apply the concepts of nesting in
algorithmic design thinking.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Discuss the concept of nesting. ● Apply the concept of nesting up to level
● Discuss the concept of constants 2 in looping and conditions.
and variables. ● Apply repeat and forever loops
● Distinguish scenario/problem where If, in Algorithm building.
If then else, and If with multiple ● Identify problems using the IF
conditions can be applied. statement with multiple conditions.
● Identify problem-solving
techniques (sequence, loop, and
conditions) applicable to a specific
problem.
STEP 2

50
Assessments

Assessment 1: Create a nested loop program within certain parameters e.g. contains at least 18
total sounds (This program should be created in the form of the script on a piece of paper)
Assessment 2: Create an algorithm with the most sounds.
Assessment 3: Make a program using loops and variables
Assessment 5: There is a basket, which needs to be filled with 15 apples. Consider the
following algorithm with two variables: apple and basket. Determine the output of the
program?
Basket=0, Apple=0
IF basket<5 then
Change apple by 5
Change basket by 1
ELSE end

Assessment 6: Predict the value of variables

1. Pizza=10, Soda=2
IF the cost of soda>6 then
Change cost of pizza by
+10
IF the cost of soda<4 then
Change cost of pizza by
+3
IF the cost of soda>8 then
Change cost of pizza by +4
Soda=? Pizza=?

In-class or Homework Prompt: Students should be presented with different problems where they
have to apply Sequencing, Loops, and Conditions concepts.

Student Self-Assessment/Reflection: Ask students to brainstorm as a class some ideas of things

that repeat over and over:
a. The minute or second hand on a clock.
b. The Earth rotating around the sun.
c. A stopwatch

Summative Assessments
Monthly tests, Mid-year exams, End-of-Year exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
1. Key vocabulary terms (Nesting, variables, constants, if, if then else) are introduced as needed
by the various learning activities and performance tasks.
2. In-class activities to understand the concept of nesting.

Activity 3: Take a computer problem, and identify whether it’s a sequencing/loops/condition problem
or a combination of all and apply the concept and write step by step solution by applying algorithmic
51
thinking.

● Activity 4: Design an activity where students can create different Objects by using Origami

52
 (boat, house, doll, robot, airplane, etc.), and identify whether it’s a
sequencing/loops/condition problem or a combination of all and apply the concept and write
step by step solution by applying algorithmic thinking.
● Activity 7: Design an activity like celebrating a day/planning a festivity activity (Group
activity), and identify whether it’s a sequencing/loops/condition problem or a combination
and apply the concept and write step by step solution by applying algorithmic thinking.
● Activity 8: For activities 1- 7, ask students to write step-by-step solutions to the problem
(complete algorithm) with steps; must have start and stop along with finite numbers of
steps.

53
DOMAIN D: Programming

STEP 1

Standard: Understand and apply fundamental programming constructs using visual and
textual programming tools.

Student Learning Outcome 1: Students will be able to apply intermediate-level programming

constructs (e.g. functions, cloning, conditional movement); by creating mini-games using a
visual programming tool.

Advanced SLO:
Students will be able to apply intermediate-level programming constructs (e.g. functions,
cloning, conditional movement); by creating mini-games using a textual programming tool.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Use simple as well as complex loops. ● Use simple and complex loops
● Use simple as well as complex conditions. in computer programs.
● Discuss the concept of Functions in ● Differentiate between ‘repeat’,
a computer program. ‘forever’, and ‘repeat until’ loops.
● Discuss the concept of cloning in ● Use different types of loops together in
a computer program. a program.
● Nest different types of loops together
in a program.
● Differentiate between If, If-Then,
and If/Else conditions.
● Use different types of
conditions together in a
program.
● Nest different types of
conditions together in a
program.
● Use simple functions in a
computer program.
● Use cloning blocks in a
computer program.
● Design high-level games like tic-tac-
toe, maze with multiple levels, etc.

54
Formative Assessments

Quiz 1 – definitions and applications of cloning, functions, conditional statements, loops,

and variables.

Student Reflection – What are the advantages/applications of cloning? Why can we not just
duplicate the same sprite and code it differently?

Summative Assessments

55
Monthly tests, Mid-year exams, End-of-Year exams

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

● In-class Coding Task #1 – CLONING: When the program starts (e.g. in block coding using
the event block "When green flag clicked"), create a clone. When the clone is created,
make the clone do a certain action (e.g. make a clone do something like change color and
move right), and then delete the clone.

● In-class Coding Task #2 – CLONING: Students can create a mini-game called “asteroid belt”
by creating a ‘player’ sprite that moves with right and left keys, and an “asteroid” sprite that
clones itself every few seconds. The clone should start moving down, and delete itself when
it touches the end of the screen. The game should end when the asteroid touches the
player. Sample game with code can be found here:
https://scratch.mit.edu/projects/621128947/

● In-class Coding Task #3 – FUNCTIONS: Create a new function (e.g. function jump) which
should run a sequence of two or three instructions (e.g. in block coding make the sprite
change y-coordinate by 100, wait 1 second, and change y-coordinate by -100). Now “call”
the function when an event occurs (i.e. when keyspace pressed call function jump).
Reflection question – What are the advantages of writing a function? Why did we not just
write these instructions directly? Sample code can be found here:
https://scratch.mit.edu/projects/621130010/

● In-class Coding Task # 4 – students can build a real-life maze and write out instructions
in pseudocode to the “sprite” (played by a fellow student)

● In-class Activity # 5 (follow on from activity # 4) – Students can learn to integrate various
constructs in creating scripts in response to coding prompts by coding a MAZE GAME.
Students can draw a maze or generate one on sites such as https://mazegenerator.net/ and
upload it as a sprite. Create a player sprite, and create functions for the player sprite to move
right (change x by 10) if the right arrow key is pressed. If the player sprite is touching the
maze wall (i.e. touching the wall color) then the player sprite should move back (change x by
-10). This step should be repeated for creating functions for moving up, down, and left. The
sample project can be found here: https://scratch.mit.edu/projects/484415216/

● In-class Coding Task # 6: Students can learn to integrate various constructs in creating scripts
in response to coding prompts by coding a JUMP GAME. Create a player sprite, background,
and obstacle sprite. The player sprite should be placed on the left side of the stage and
should jump when the player presses the space key (i.e. change the y-coordinate by 100,
wait, and then change y-coordinate by -100). When the game starts, the obstacle should go
to the right of the screen and glide across the screen, and this instruction should be repeated
forever. If the obstacle hits the player, the game ends.

Challenge exercise 1 – students can use create a variable “lives”, set it to 3 lives when the
game starts, and change the variable when the obstacle hits the player. The game should
56
only

57
 end if the lives are zero.

Challenge exercise 2 – students should add a new backdrop and change the level once
the player sprite reaches a certain score.

Challenge exercise 3 – using IF-then/else condition to check if the player is on the

ground before jumping.

Sample project tutorial can be found here: https://www.youtube.com/watch?v=1jHvXakt1qw

● In-class Coding Task # 6: Students can learn to integrate various constructs in creating
scripts in response to coding prompts by coding a FLYING GAME. Sample project tutorial can
be found here: https://www.youtube.com/watch?v=RSZgqg6USQ4

● In-class discussions - Students can present and play each other’s games and explain code.

● “Speed code” competition – students create a game within a limited time. The
first group/student to finish wins.

● Coding drills – the teacher demonstrates a simple application in class, and students code it
on their own, in a timed drill.

● Cubing – students, in groups of six, can roll a dice, the number on the dice selects the
student who has to answer the question. Questions could be regarding Quiz 1 (definitions
and uses of cloning, functions, conditionals, loops, variables) or could be from any other
resource.

STEP 1

Standard: Understand and apply fundamental programming constructs using visual and
textual programming tools.

Student Learning Outcome 2 (Advanced SLO): Students will be able to analyze constructs
and fundamentals of textual (syntax-based) programming.

58
 Knowledge: Skills:
Students will be able to: Students will be able to:
● Identify the link between visual ● Convert block-based programs into
programming and textual syntax-based programs (e.g. Scratch
programming. to python, scratch to C++, etc).
● Discuss the features and applications ● Covert the following programming
of different types of languages (e.g. constructs of visual programming
Assembly Language, C++, Java, Python, to textual programming:
etc). ○ Loops;
○ Conditional statements;
○ Variables;
○ Functions.
● Write simple programs using any
textual programming language.

Formative Assessments

Quiz 1 – Converting block-based programs into syntax-based programs.

Summative Assessments

Monthly tests, Mid-year exams, End-of-Year exams

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

● In-class activity - matching typed out coding syntax to blocks or descriptions.

● In-class or homework activity – Students can be asked to research which

programming language was used to create their favorite computer or phone game.

● Activity on “inspecting” a website and looking at the code (right-click and view source
on any web page) to see what typed-out syntax looks like.
● In-class coding activity - CALCULATOR IN PYTHON: Create a calculator in python.
Sample project with instructions and code here: https://www.programiz.com/python-
programming/examples/calculator

● In-class coding activity - TURTLE IN PYTHON: create a pen application using the
turtle library. Sample project with instructions and code here:
https://www.geeksforgeeks.org/turtle-programming-python/

● In-class coding activity - ATM IN PYTHON: Sample pseudocode

here: https://www.slideshare.net/kakirin/atm-flowchart
Sample code and instructions here:
https://itsourcecode.com/free-projects/python- projects/atm-program-in-python-
with-source-code/

DOMAIN E: Digital Citizenship

59
60
STEP 1

Standard: Learn the basics of the internet, write an email, identify risks involved in an online
exchange of information and apply digital safety protocols.

Student Learning Outcomes 1: Students will identify ways of protecting against cybercrimes.

Knowledge: Skills:
Students will be able to… Students will be able to…
o Discuss the ethics and ethical issues ● Identify appropriate and
in digital environments. inappropriate behaviour when
o Explain the importance of being navigating the digital environment.
safe, responsible, and respectful ● Identify threats and actively protect
online. devices and networks from viruses,
o Define the key concepts of intrusion, vandalism, and other
copyright, plagiarism, and piracy. malicious activities.
o Identify ● Describe and use safe, appropriate,
o Improper use of computer resources. and responsible practices (netiquette)
o Steps to secure information privacy when participating in online
and confidentiality. communities
o The possible dangers of the internet ● Identify positive and negative impacts
and related security measures. of using social media, both online and
Students will know… offline.
o Identify the purpose of major internet
uses such as business, social
networking, entertainment,
information/news.
o Evaluate digital media bias and messaging.

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● P-E-O (Predict-Explain-Observe)
● Question Shells
● Heads and tails
● Mind-maps

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams
STEP 3

61
 Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)

In-class activity
Teachers can show videos on protecting your computer in class, and lead a discussion on ways to
protect computers. Reflection questions can include (but not be limited to) What are some
common ways in which computers can be protected? What happens when computers are not
protected?
Suggested video: https://www.youtube.com/watch?v=6mMZFoXbKqI

Activity 2:
Students will then work in groups to create a presentation that will teach parents how to protect
their online identity and computer. Students can choose the tool they want to use to create their
presentations. They can: (1) record a skit with a video camera, (2) create an interactive lesson with
Office Mix, (3) create a Sway, or (4) design a brochure using Word templates. (reference: Microsoft
Digital Citizenship Module)

In-class activity
The teacher will place students in groups, and request each group to prepare a chart of ethical
rules regarding the use of ICT. Students will present their posters, and the teacher can display
posters in class.

In-class activity
The teacher can hold a debate, where two students can argue for and against the impact of using
social media. The debate can include positives of social media, and students listening to the debate
can vote for the winning debater. The teacher can ask reflection questions about the advantages of
social media, such as connection to distant friends and relatives, selling goods & services,
advertising revenue, learning more about culture and the world, entertainment, etc. The teacher
can also ask reflection questions related to the negative impact of social media, such as health
consequences, addictive behaviour, sale of personal data, identify fraud, cyberstalking, etc.
DOMAIN F: Entrepreneurship in Digital Age

STEP 1

Standard: Students should have the tools and mindsets to bring their own technology-enabled
business ideas to life.

Advanced SLO**
Student Learning Outcomes 1: Students will develop an understanding of the basics of
digital marketing platforms and social media marketing to develop a marketing plan for a
business.
Knowledge: Skills:
Students will be able to: Students will be able to:
● Explain the concept of promotion, ● Describe and apply the tools and
value proposition, and quality techniques used for digital
assurance. marketing.
● Define Business Plan and its components. ● Design and develop a digital
62
● Understand the difference between marketing plan and its component.
payment and transactions; choose
safe

63
 transaction methods.
● Discuss Search Engine Optimization
(SEO), using social media websites such
as Instagram, Twitter, and blogs.

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Know Want Learn Chart

● Quick write
● Fist of Five

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this
an exhaustive list. View them as recommendations)
Activity 1: (Class Activity)

In-class activity: Students can watch a video on social media, and discuss. Discussion questions can
include “What is social media marketing? How can it help a start-up? What would be the
components of a social media marketing plan?”
Sample video: What is Social Media Marketing in 2
minutes https://www.youtube.com/watch?
v=9m45nVsvvEY

STEP 1

Standard: Students should have the tools and mindsets to bring their own technology-enabled
business ideas to life.

Advanced SLO**
Student Learning Outcomes 2: Students will be able to identify and create different components of
a business plan i.e. market need, product design, costing, operations, and marketing.

Knowledge: Skills:
Students will be able to: Students will be able to:
● Analyse how technology is an enabler ● Discuss the importance of project
in entrepreneurship. management and media literacy as a
● Name and describe the digital platforms tool for a business plan.

64
 that can be used for entrepreneurship
● Describe the basics of the components of
a business plan, i.e. market need, product
design, costing, operations, and
marketing.

STEP 2

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end
of the document in ‘Bank of Formative Assessment Strategies’.)

● Mind-maps
● Matching Activities
● Inside-Outside Circle
● Oral Questioning – based on how, why, what if.

Summative Assessments (Theory & Practical)

● Term Assessment
● Mid-Year Exams
● Final Exams

STEP 3

Learning Activities (The activities below are neither listed in any particular order nor is this an
exhaustive list. View them as recommendations)
Activity 1: (Class Activity)
Students can watch a video on business plans and comment on the key learning outcomes.
Reflection questions can include “What are the key components of the business plan. What are the
benefits of a business plan? What would happen if you didn’t use a business plan”
Sample video: How to Write a Business Plan to Start Your Own
Business https://www.youtube.com/watch?v=Fqch5OrUPvA

65
Glossary of terms

Advanced SLO Optional student learning outcomes for more

advanced programs.
BODMAS BODMAS is an acronym to help children
remember the order of mathematical operations –
the correct order in which to solve maths
problems. Bodmas stands for B-Brackets, O-Orders
(powers/indices or roots), D-Division, M-
Multiplication, A-Addition, S-
Subtraction.
Human-Computer Partnerships An interactive system where the user controls the
interaction.
KWL Chart An acronym for an assessment where a student
writes down what they Know, Want to Know,
and Learned.
Navigating The term navigation in the context of this
document refers to being familiar with a program’s
interface
and being able to use various menus and options
to get the desired outcome.
Programming Construct (Basic, Programs are designed using common
Intermediate, Advanced) building blocks. These building blocks, known
as programming constructs (or programming
concepts), form the basis for all programs.
RAM RAM (Random Access Memory) is the hardware in
a computing device where the operating system
(OS), application programs, and data in current use
are kept so they can be quickly reached by the
device's
processor. RAM is the main memory in a computer.
ROM Read-only memory (ROM) is a type of storage
medium that permanently stores data on
personal
computers (PCs) and other electronic devices.
Raw Data Raw data (sometimes called source data,
atomic data, or primary data) is data that has
not been
processed for use.
Script In computer programming, a script is a program or
sequence of instructions that is interpreted
or carried out by another program.
SDG The Sustainable Development Goals or Global
Goals are a collection of 17 interlinked global goals
designed to be a "blueprint to achieve a better and
more sustainable future for all". The SDGs were set
up in 2015 by the United Nations General
Assembly
and are intended to be achieved by the year 2030.

66
Sprite In computer graphics, a sprite is a two-dimensional
bitmap image.
Tinker Tinkering is a hands-on experience where children
are given time to explore and invent. It involves
experimenting with tools to help a child
understand
how things work.

67
68
Bank of Formative Assessment Strategies (Full Descriptions)

● 3-2-1 (Three things you found out, two interesting things, and one question you still have).
● ABCD Whisper - Students should get in groups of four where one student is A, the next is B, etc.
Each student will be asked to reflect on a concept and draw a visual of his/her interpretation.
Then they will share their answer in a zigzag pattern within their group.
● Ask — Ask your students what they have learned during a unit. Have students identify what skills
they need to practice or what information they require to help with their understanding of the
topic. Students are often aware of the type of assistance they need. There are several ways to
collect this information. Pose the question to the entire class and have them jot down their
responses and hand them in. Meet with students one-on-one and have a conversation that
focuses on the current unit of study and asks students what they need to help them continue to
learn about the topic. Students can identify what they need to do to further their understanding
and what the teacher can do to help.
● Circle, Triangle, Square - (Circle) Something that is still going around in your head (Triangle)
Something pointed that stood out in your mind (Square) Something that “Squared” or agreed with
your thinking.
● Examples/Non-Examples — Encourage your students to provide you with examples and non-
examples of a topic being studied. The examples and non-examples provide you with information
regarding the depth of understanding of your students. For example, during a unit on recycling,
ask your students to provide you with examples of recycling and examples that do not involve
recycling. While studying a unit on mixtures and solutions in science, review mixtures and
determine students’ understanding by asking them to provide you with examples and non-
examples of mixtures. Ask students to explain their reasoning for the classification of each
example and non-example.
● Fist of Five – A quick, immediate assessment: ask your students a question and have them
respond by showing you their level of understanding. Students hold up one finger if they are still
unsure of a topic and need to be provided with more information. If they are on their way to fully
understanding, they might hold up three or four fingers. Students who have mastered the unit
and can demonstrate their knowledge and understanding by holding up five fingers. A glance
around the classroom provides you with information about student learning and allows you to
adapt your instruction accordingly.
● Graffiti Wall — The graffiti wall is a fun activity for students and gives you a visual representation
of what your students have learned during a unit of study. Cover a part of a wall with white paper.
Encourage students to write or draw what they have learned about a topic. Students can jot down
facts, write personal opinions, connect their learning to other areas of study, etc. Using the graffiti
wall activity part way through a unit provides you with information for further planning of
instruction. If there appear to be gaps in your students’ learning, you can target those areas and
do further assessments to see if there is indeed a deficit that you need to focus on in future
lessons. Students may have made connections that you were not expecting or hadn’t even thought
of when planning the unit. The information you collect from the graffiti wall is valuable formative
assessment data. Leave the graffiti wall up during the remainder of the unit and students can
continue to add comments and drawings.
● Heads and tails—Students match up keywords/terms with definitions which would also work as a
card sorting activity.
● Inside-Outside Circle - Inside and outside circles of students face each other. Within each pair
of facing students, students quiz each other with questions they have written. The outside
circle moves to create a new pair & repeat.

69
● Know Want Learn Chart (What do you know, what do you want to know, and what have you
learned?) Students respond as a collective group, small group, or individually to a topic as to
“What they already know, what they want to learn, and what they have learned”. PLUS (+) asks
students to organize their new learnings using a concept map or graphic organizer that reflects
the key information. Then, each student writes a summary paragraph about what they have
learned.
● KWL Chart What do you know, what do you want to know, and what have you learned?
● List 10 Things - Students can list ten things they have learned during the unit. Collect these lists
and read through them to get an idea of where students are regarding their understanding level.
Look for gaps in learning or possible misunderstandings. These gaps and misunderstandings can
be addressed in future lessons.
● Matching Activities —A fun way to assess student knowledge of vocabulary or facts is to match
words with their definitions or group facts into given categories. Provide each student or pair of
students with a set of cards. Be sure that there is only one word or one definition on each card.
Students can also play a game of memory and matching with these cards. All cards are turned
over so that the words and definitions are hidden. Students play this game with a partner. One
student turns over two cards. If the two cards contain a word and a definition that matches, they
keep the pair of cards. Cards that do not match are turned back over and the other student takes
a turn at finding a match. The activity continues until all words and their definitions have been
found.
● Mind-maps—Student produces a mind-map/bulleted list of keywords/terms from the previous
lesson or can predict what keywords/terms will be used in that lesson (referring to the learning
objective written on the board as they arrive).
● Muddiest (or Clearest) Point – At the end of the class ask the students "What was the
"muddiest point" in today's lecture?" or, perhaps, you might be more specific, asking, for
example: "What (if any) do you find unclear about the concept of 'personal identity' ('inertia',
'natural selection', etc.)?".
● One Minute Fluency — assess the familiarity of students with key terminology by having a “one-
minute fluency” drill on the networking components.
● Onion Ring - Students form an inner and outer circle facing a partner. The teacher asks a question
and the students are given time to respond to their partner. Next, the inner circle rotates one
person to the left. The teacher asks another question and the cycle repeats itself.
● Open-Ended Questions — Using open-ended questions allows you to determine the depth and
breadth of student learning. Ask students questions that cannot be answered with a “yes” or a
“no” or another one-word answer. Open-ended questions require students to think about their
answers and use their knowledge and understanding of a topic in their responses. Questions
that involve the word “why” often encourage deeper thinking.
● Oral Questioning – based on how, why, what if
● P-E-O (Predict-Explain-Observe) —The teacher presents a phenomenon, and students are asked
to make a (P) prediction about what will happen, (E) explain why they think that will happen, and
then
(O) observe what happens.
● Paper Pass — Paper pass is a form of brainstorming that gets students up and moving from their
desks. Chart papers with different target words or questions are posted around the classroom.
Students rotate around the room to the different brainstorming sheets and add their comments
about the topics and other students’ responses. The process for the paper pass can be informal
or formal. Informal use of the paper pass permits students to move around the classroom and
respond to the topic words or questions of their choosing. A more formal use involves students
being divided into groups and systematically rotating around the room and responding.
70
● Peer-Assessments — Assessments by peers are a powerful way to gather information about
students and their understanding. Students can use a set criterion to assess the work of
their classmates. Peer-assessment can be used in different subject areas. In writing, for
example,

71
 students can assess another student’s piece of writing and provide feedback about what they
noticed. Whenever students work in groups, the conditions exist for students to assess their
peers.
● Practice on Computer (draw a freehand drawing, draw 2D shape & 3D shape image, add text to
the drawing, make a greeting card, character or house, etc.)
● Problem Solving - Pose a problem to students and ask them how they would solve it. Students can
respond orally or written. The responses given by the students indicate their level of
understanding regarding the unit being studied. Information provided by the students gives you an
indication of what type of instruction is needed during future lessons.
● Question Shells—The “Question Shells” technique provides a framework for asking questions that
draw out student understanding. The teacher determines what questions are important to
understanding student thinking during a lesson. Then, the teacher reframes the questions to elicit
student reasoning. An example of this is the question ‘What is an insect?’ can be asked as ‘Why is
an ant an insect and a spider not?
● Quick Writes — Quick writes give teachers a visual of student learning. Provide students with an
open-ended question and set an amount of time for having them write--from two to five minutes.
Tell students not to worry about the conventions of writing but rather focus on getting their ideas
down on paper. When the time is up, ask students to put their pencils down. Look through the
quick writes for valuable information regarding the knowledge and understanding your students
have about a given topic. Using a quick write at the start of class is also a great way to activate the
prior knowledge of your students.
● ReQuest/ Reciprocal Questioning - ReQuest, or reciprocal questioning, gives the teacher and
students opportunities to ask each other their own questions following the reading of a selection.
The ReQuest strategy can be used with most novels or expository material. The strategy must be
modeled by the teacher using each genre. A portion of the text is read silently by both the teacher
and the students. The students may leave their books open, but the teacher's text is closed.
Students then are encouraged to ask the teacher and other students questions about what has
been read. The teacher assists students to get answers to their questions. The roles then become
reversed. The students close their books, and the teacher asks the students for information about
the material. This procedure continues until the students have enough information to predict
logically what is contained in the remainder of the selection. The students then are assigned to
complete the reading.
● Self-Assessments — Provide each student with a self-assessment related to each unit of study.
Self-assessment involves students reflecting on their own learning in comparison to unit goals or
outcomes. Checklists or open-ended questions can be used to assist students with their
reflections. Include questions that deal with students’ understanding of the topic and with the
identification of areas that need more information or more practice. Students are often able to
articulate their learning needs to us. We just need to ask the right questions. Self-assessments are
one way of asking students about their learning and the information can then be used to help
plan future instructions.
● Sentence Prompts — Sentence prompts can be used in a variety of ways to informally assess
students and gather information to inform instruction. Simple sentence starters such as the
following could be used: • I understand .... • I don’t understand .... • I need more information
about ...
● Take and Pass: Cooperative group activity used to share or collect information from each member
of the group; students write a response, then pass to the right, add their response to next paper,
continue until they get their papers back, then group debriefs. Students can use this activity for
core networking components.
● Teach a Friend — A good strategy for determining if students understand a concept or process is
72
to have them teach it to a friend. Students need to think about the knowledge and skills needed
for

73
 understanding and include that information in their teaching. Pair students up and have them
“teach” their partner about the concept or process.
● The Minute Paper In one minute, describe the most meaningful thing you've learned.
● Think-Pair-Share — The think-pair-share strategy is a way to gather information about the level of
understanding of your students and can be used several times throughout a unit of study. Ask
students questions such as, “What did you learn during today’s lesson?” or “What connections can
you make to your own life based on what you have learned so far?” Give students a few minutes
to think about these questions. Pair students up with partners. Students share their thoughts with
each other and then join a larger group or the whole class. Randomly call on students to share
their ideas. By going through this process, students can solidify and refine their thinking before
having to share their answers. Circulate throughout the class as students are sharing their
thoughts and ideas to assess the overall depth of understanding.
● Three-Minute Pause — The three-minute pause is a strategy that allows students to stop and
reflect on learning, make connections to personal experiences, and ask for further information or
clarification. Assign students to groups. Give students three minutes to complete this activity.
First, the students summarize the main points of the new learning. Next, they make connections
to personal experiences. Finally, they ask questions to further enhance their understanding of the
learning.
● Turn and Talk — The turn and talk strategy allow all students to talk about a question or topic that
they have introduced in class. Students turn to a neighbour and discuss their thoughts and what
they have learned about the question or topic. Both students are given turns to speak. Circulate
throughout the classroom during the turn and talk activity to get an idea of what the students
know and have learned about the question or topic being studied.
● Whip Around — Whip around is a formative assessment strategy that involves all the students in
the class. First, you pose a question to the students. The students are given a few minutes to
formulate their answers and make brief notes. You then repeat the question and “whip around”
the room and have each student give one response from their notes. The whip around assessment
strategy provides general information about student learning and can help you plan future
instruction.

74
Reference Documents

"Learn with Conditions". (2022). "Learn with Conditions" Coding Activity Mission No. 6 |. Retrieved
10 January 2022, from https://www.kodable.com/learn/learn-with-conditions/

“Flex Your Loops Skills”. (2022). Coding Activity: "Flex Your Loops Skills" Mission No. 4 | Remote Learning.
Retrieved 10 January 2022, from https://www.kodable.com/learn/loops-coding-activity-free/

Activity, L. (2022). Learn to Code: New Sequence Activity. Retrieved 10 January 2022,
from https://www.kodable.com/learn/learn-to-code-sequence/

Crossing a river in a boat with some grain, a chicken and a fox. (2022). Retrieved 10 January 2022,
from http://puzzles.nigelcoldwell.co.uk/fiftysix.htm

Massachusetts Department of Primary and Secondary Education. (n.d.). Digital Literacy and Computer
Science Framework. Https://Www.Doe.Mass.Edu/Stem/Standards.Html. Retrieved January 2,
2022, from https://www.doe.mass.edu/frameworks/dlcs.docx

Microsoft Windows 7 - 12 Desktop Icons. (2022). Retrieved 10 January 2022, from

http://www2.westsussex.gov.uk/LearningandDevelopment/IT%20Learning%20Guides/Microsoft%
20Windows%207/12%20Desktop%20icons.pdf

Microsoft. (n.d.). Digital citizenship: Prepare today’s learners for online success. Microsoft Educator
Center. https://education.microsoft.com/en-us/course/d8fd3308/0

Operating Systems. (2022). Retrieved 10 January 2022, from

https://www.teachwithict.com/operating- system.html

Password Power-Up. (2022). Retrieved 10 January 2022, from

https://www.commonsense.org/education/digital-citizenship/lesson/password-power-up

Puzzle | Farmer, Goat, Wolf and Cabbage - GeeksforGeeks. (2022). Retrieved 10 January 2022,
from https://www.geeksforgeeks.org/puzzle-farmer-goat-wolf-cabbage/

The Bridges of Königsberg. (2022). Retrieved 10 January 2022, from

https://wild.maths.org/bridges- k%C3%B6nigsberg-0

75
The Muddy City Problem. (2022). Retrieved 10 January 2022, from
https://karimirka.weebly.com/uploads/5/2/7/8/52780279/the_muddy_city_problem_0.pdf

University of Twente. (n.d.). FAQ | Home Examination. Universiteit Twente. Retrieved January 2,
2022, from https://www.utwente.nl/en/examination/faq-testing-assessment/

What is Authentication?. (2022). Retrieved 10 January 2022, from

https://www.techtarget.com/searchsecurity/definition/authentication

76
Computing Curriculum
Aims of the IT policy
To enable school staff and students to:
● use ICT equipment and tackle all the applications confidently and safely;
● recognize the capabilities and limitations of ICT;
● adapt easily to different ICT systems used for different purposes;
● Responsibly use the available technologies to achieve the maximum learning objectives.

This document is intended for use by:

● school management/administration
● teachers
● students
● parents (for information purposes)

Plagiarism:
1. Staff/students must be educated about plagiarism and how to avoid it.
2. They must not copy anything written by anyone else without referencing it.

Communication using school ICT resources:

1. Students should have parents’ consent before communicating with teachers/other students
online.
2. Students must be careful about use of technology and who has access to student’s personal
information.
3. Students must not give out personal contact details to anyone without having consent from
their parents.
4. Staff will use the school’s ICT resources to communicate with parents/children/staff.
5. Teachers should make contact with parents/children only for professional reasons.
6. Staff should be careful about their own use of school technology and who has access to their
personal information.
7. Do not give out personal contact details to parents/children.
8. Teachers should not use the internet to send personal messages to parents/children. E-Safety
Guidelines for Early Years, Primary and Middle Schools need to be followed.

1
Internet Usage:
● Misuse of the school’s ICT resources by teachers or students must be reported to the school
head.
● ICT usage document/policy must be shared with the staff and students to ensure
its appropriate use/compliance.
● Parents’ permission must be taken before conducting any interactive online activity.
● Internet use should not be allowed to the students without the supervision of a teacher under
any circumstances.
● Students/Teachers should not download or install any software without the permission of the
relevant IT personal.
● Students/staff must not be allowed to view any inappropriate content.
● Safe search filters must be used on all the computers in the school.
● Teachers must carefully select the websites before using them during their lessons to avoid
viewing any inappropriate content.
● Available videos must be downloaded beforehand to avoid showing inappropriate videos.
● Passwords of any online account must not be shared by the students or staff with anyone and
“Remember me” settings must be unchecked on all school computers.
● Teachers / Students should not attempt to access a website that is blocked as a result
of government policy.
● Staff and students must be aware that network usage is being monitored, tracked, and traced

Health and Safety:

● All the ICT equipment must be appropriately placed and installed throughout the school.
● Ergonomics must be kept in mind for the sitting arrangements of the students/staff.
● Users should be comfortably seated and positioned in the correct posture, with easy access
to all equipment.
● ICT equipment must be cleaned regularly.

Standard of Equipment
● 1 PC for maximum 4 students
● Appropriate furniture
● UPS (Uninterrupted Power Supply)
● Networked PCs