Republic of Zambia

Ministry of Education
DIRECTORATE OF CURRICULUM DEVELOPMENT

INFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1

Developed by the Curriculum Development Centre

LUSAKA
2025

i
 Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development Centre

INFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1
FORM 1 - SECONDARY

ii
COPYRIGHT
All rights reserved. No parts of this publication may be reproduced, stored in a
retrieval system or transmitted by electronic, mechanical, photocopying,
recording or other means, without the prior permission of the Curriculum
Development Centre

© Curriculum Development Centre 2025.

i
List of Authors
The Ministry of Education wishes to express its heartfelt gratitude to the following individuals for
their tireless efforts and valuable contributions to the development of the Computer Science
Form 1 Teaching Module:

• Mr. Raphael Banda: Principal Curriculum Specialist – Technology and Entrepreneurship

(CDC), Lusaka, who coordinated the team of authors with tireless dedication and also
served as the Lead Author of this module.

Special recognition is also extended to the following authors for their expertise and contributions:

1. Mwansa Dorcus: Mulanga Day Secondary School, Shiwang'andu

2. Malambo Mweene Zenia: Kafumbwe Sec. School, Katete
3. Michelo Fallon: Canisius Secondary School, Monze
4. Kapila Reuben: Chimwemwe secondary school, Kitwe

The Ministry appreciates the commitment and professionalism demonstrated by the team in
ensuring the success of this project.

ii
VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to
individual, national and global needs and value systems.

iii
TABLE OF CONTENT
COPYRIGHT ....................................................................................................................................................i
List of Authors ............................................................................................................................................. ii
VISION ........................................................................................................................................................ iii
TABLE OF CONTENT.....................................................................................................................................iv
Preface ........................................................................................................................................................vi
Introduction .............................................................................................................................................. vii
Guidelines for Teachers on Using ICT Modules ........................................................................................ viii
Topic 1: Introduction to ICT .......................................................................................................... 10
1. Introduction...................................................................................................................................................... 10
2. Key Terms / Words / Vocabulary................................................................................................................... 10
3. Sub-Topic: Role of ICT in Daily Life............................................................................................................. 10
3.3 Specific Competence 1: Explain the importance of ICT in communication ............................................ 13
3.4 Specific Competence 2: Discuss the impact of ICT on education ............................................................. 14
Notes ...................................................................................................................................................................... 14
3.5 Specific Competence 3: Describe how ICT is used in business operations .............................................. 15
4. Expected Standard........................................................................................................................................... 16
5. Summary .......................................................................................................................................................... 17
Topic 2: Introduction to ICT Tools ................................................................................................ 18
1. Introduction...................................................................................................................................................... 18
2. Key Terms / Words / Vocabulary................................................................................................................... 18
3. Sub-Topic: Types of ICT Tools ...................................................................................................................... 18
3.3 Specific Competence 1: Identify various ICT tools and their purposes ................................................... 18
4. Expected Standard........................................................................................................................................... 19
5. Summary .......................................................................................................................................................... 20
Topic 3: Introduction to Digital Literacy ....................................................................................... 21
1. Introduction...................................................................................................................................................... 21
2. Key Terms/Words/Vocabulary....................................................................................................................... 21
3. Sub-Topic: Understanding Digital Literacy.................................................................................................. 21
4. Expected Standard........................................................................................................................................... 22
5. Summary .......................................................................................................................................................... 23
Topic 4: Basic Computer Skills ...................................................................................................... 24
1. Introduction...................................................................................................................................................... 24
2. Key Terms / Words / Vocabulary................................................................................................................... 24
3. Sub-Topic: Introduction to Hardware........................................................................................................... 24
3.3 Specific Competence 1: Differentiate between input, output, and storage devices ................................. 24
4. Expected Standard........................................................................................................................................... 25
5. Summary .......................................................................................................................................................... 26
Topic 5: Types and Components of Computer Systems................................................................. 27
1. Introduction...................................................................................................................................................... 27
2. Key Terms / Words / Vocabulary................................................................................................................... 27
3. Sub-Topic: Hardware...................................................................................................................................... 27
3.3 Specific Competence 1: Identify and name basic hardware components ................................................ 28
4. Expected Standard........................................................................................................................................... 28
5. Summary .......................................................................................................................................................... 29
Topic 6: Input and Output Devices ................................................................................................ 30
1. Introduction...................................................................................................................................................... 30

iv
 2. Key Terms / Words / Vocabulary................................................................................................................... 30
3. Sub-Topic: Input Devices ................................................................................................................................ 30
3.3 Specific Competence 1: Identify and name different input devices .......................................................... 31
4. Expected Standard........................................................................................................................................... 31
5. Summary .......................................................................................................................................................... 32
Topic 7: Input and Output Devices ................................................................................................ 33
1. Introduction...................................................................................................................................................... 33
2. Key Terms / Words / Vocabulary................................................................................................................... 33
3. Sub-Topic: Output Devices ............................................................................................................................. 33
3.3 Specific Competence 1: Identify and name different output devices ........................................................ 34
4. Expected Standard........................................................................................................................................... 34
5. Summary .......................................................................................................................................................... 35
Topic 8: Productivity Tools ............................................................................................................. 36
1. Introduction...................................................................................................................................................... 36
2. Key Terms / Words / Vocabulary................................................................................................................... 36
3. Sub-Topic: Using Software Applications....................................................................................................... 36
3.3 Specific Competence 1: Use basic software like word processors and spreadsheets ............................... 37
4. Expected Standard........................................................................................................................................... 37
5. Summary .......................................................................................................................................................... 38
Topic: Input and Output Devices ................................................................................................... 39
1. Introduction...................................................................................................................................................... 39
2. Key Terms / Words / Vocabulary................................................................................................................... 39
3. Sub-Topic: Introduction to Hardware........................................................................................................... 39
3.3 Specific Competence 1: Differentiate between input, output, and storage devices ................................. 40
4. Expected Standard........................................................................................................................................... 40
5. Summary .......................................................................................................................................................... 41
Topic 8: Productivity Tools ............................................................................................................. 42
1. Introduction...................................................................................................................................................... 42
2. Key Terms/Words/Vocabulary....................................................................................................................... 42
3. Sub-Topic: Using Software Applications....................................................................................................... 42
Topic 9: File Management ............................................................................................................. 46
1. Introduction...................................................................................................................................................... 46
2. Key Terms/Words/Vocabulary....................................................................................................................... 46
3. Sub-Topic: Basics of File Management ......................................................................................................... 46
4. Expected Standard........................................................................................................................................... 47
5. Summary .......................................................................................................................................................... 48
Topic 10: Basic Internet and Online Tools .................................................................................... 49
1. Introduction...................................................................................................................................................... 49
2. Key Terms/Words/Vocabulary....................................................................................................................... 49
3. Sub-Topic: Introduction to the Internet ........................................................................................................ 49
Notes ...................................................................................................................................................................... 49
4. Expected Standard........................................................................................................................................... 51
5. Summary .......................................................................................................................................................... 52
Topic 11: Digital Financial Tools .................................................................................................. 53
APPENDICES .................................................................................................................................. 57
Programming Languages ............................................................................................................................ 57
Reserved Words in selected Programming Languages ............................................................................... 58
MathemaGcal symbols ............................................................................................................................... 59
Visual Studio in SoJware Development ..................................................................................................... 59
Bibliography .................................................................................................................................... 61

v
Preface
In today's rapidly evolving world, Information and Communication Technology (ICT) plays a
pivotal role in shaping how individuals interact, learn, and work. As technology becomes
increasingly integrated into every aspect of modern life, it is essential to equip learners with the
knowledge and skills necessary to navigate and thrive in this digital age. This ICT module has
been meticulously developed to address this need, providing learners with foundational and
practical skills to harness the power of technology responsibly and effectively.

The module is designed to be comprehensive yet accessible, covering key topics such as input and
output devices, digital financial tools, and basic software applications. It aligns with the
curriculum's objectives, emphasizing interactive learning through practical activities, real-world
scenarios, and assessments that foster critical thinking and problem-solving skills.

As a director, I am proud to present this module as a resource that supports educators in delivering
engaging and impactful ICT lessons. It is our hope that this module will inspire learners to
explore, innovate, and contribute to the digital landscape, preparing them for opportunities in their
academic, professional, and personal lives.

I extend my gratitude to all contributors who have dedicated their expertise and effort to produce
this module. Let us continue to champion ICT education as a cornerstone of future-ready learning.

Charles Ndakala (Dr.)

Director - Curriculum Development

vi
Introduction
The advent of the competence-based curriculum (CBC) heralds a new era of dynamic and
practical learning experiences designed to equip learners with skills for the 21st century. This
Form 1 Information and Communication Technology (ICT) Teaching Module has been developed
to provide teachers with essential tools and guidance for effectively delivering ICT lessons to
Form 1 learners under the CBC framework.

The module serves as a crucial resource in addressing the current gap created by the absence of
approved textbooks tailored to the new curriculum. It aims to support teachers in aligning their
teaching practices with the curriculum’s objectives, while also fostering innovation and creativity
in the classroom.

Objectives of the Module:

1. To empower teachers with structured guidance on the delivery of ICT lessons based on the
CBC.
2. To provide suggested activities and assessments that are suitable for Form 1 learners,
ensuring a balance between theoretical and practical learning.
3. To encourage teachers to critically evaluate the module and identify gaps that may arise,
supplementing it with their own research and context-specific resources.

Flexibility and Adaptation: While the module offers a comprehensive set of activities and
assessments, teachers are encouraged to adapt its content to suit the unique needs of their learners
and the circumstances of their schools. This flexibility ensures that all learners, regardless of their
context, can benefit from meaningful ICT education.

As a Ministry, we have made every effort to simplify and support teachers’ transition to the
competence-based curriculum. This module is designed to not only ease the burden of navigating a
new curriculum but also to inspire confidence and creativity in the teaching process.

It is hoped that this module will be a valuable companion in your teaching journey, fostering a
generation of learners equipped with critical ICT skills and knowledge. Together, let us work
towards building a robust, technology-enabled education system that meets the demands of our
rapidly changing world.

Faculty of Technology and Entrepreneurship

The Curriculum Development Centre
Ministry of Education

vii
Guidelines for Teachers on Using ICT Modules
The ICT modules for Forms 1 to 4 are carefully designed to provide practical skills in using
technology effectively in everyday life, education, and professional environments. Teachers can
use these modules as a comprehensive guide in the absence of approved textbooks to deliver
engaging and impactful lessons.

1. Understand the Nature of ICT as a Subject

ICT (Information and Communication Technology) emphasizes the practical application of digital
tools and technologies, such as:

• Learning how to use software applications like Microsoft Word, Excel, and PowerPoint for
productivity.
• Developing the ability to use the internet for research, communication, and collaboration.
• Understanding digital ethics, cyber safety, and the responsible use of technology.

As ICT focuses on practical skills, teaching should prioritize showing learners how to use digital
tools effectively in real-life scenarios, such as preparing documents, creating presentations, or
performing data analysis.

2. Plan Lessons Based on Practical Application

• Go through each module in advance to identify the main objectives, key concepts, and
suggested activities.
• Plan lessons to include a balance of theory and practice, ensuring learners understand the
purpose of each tool before using it.
• Ensure lessons are aligned with learners’ daily experiences, such as typing assignments or
designing simple projects, to make the content relatable.

3. Facilitate Hands-On Learning

Practical learning is at the heart of ICT. To achieve this:

• Use computer labs (if available) to conduct live demonstrations of software applications
and tools.
• Give learners tasks such as typing a letter, preparing a budget using Excel, or designing a
simple presentation using PowerPoint.
• Let learners experiment with the tools, offering guidance and support as needed. For
instance, demonstrate how to format a document in Word and then assign learners to
replicate it.

viii
4. Encourage Collaborative Learning

ICT lends itself well to teamwork and collaboration. Teachers can:

• Organize group tasks where learners work together to complete projects, such as designing
a brochure or preparing a group presentation.
• Encourage peer-to-peer learning by assigning students to mentor others during practical
activities.
• Foster discussions about real-world applications of ICT, such as how businesses use
spreadsheets or databases.

5. Focus on Assessment and Feedback

Assessment in ICT should be ongoing and practical. Use the following approaches:

• Assign practical tasks, such as creating a PowerPoint presentation or formatting a Word

document, and grade learners based on accuracy and creativity.
• Use quizzes in the modules to test theoretical knowledge, such as identifying the features
of different software.
• Provide feedback promptly, highlighting areas for improvement and offering tips to
enhance learners’ skills.

6. Integrate Digital Tools into the Classroom

If access to computers is limited, teachers can still use available resources:

• Use projectors to demonstrate software features to the entire class.

• Leverage mobile devices or tablets for activities like typing or online research.
• Show videos or tutorials on basic ICT skills if equipment is not readily available.

7. Promote Digital Literacy and Safety

Digital literacy and safety are integral to ICT education. Teachers should:

• Use the modules to teach learners about online risks such as phishing, malware, and
cyberbullying.
• Demonstrate safe practices, such as using strong passwords, recognizing suspicious emails,
and protecting personal information.
• Discuss ethical use of technology, such as respecting intellectual property rights and
avoiding plagiarism.

ix
Topic 1: Introduction to ICT
Sub-Topic: Role of ICT in Daily Life

1. Introduction

• Overview: This topic introduces learners to the significance of ICT in daily life, with a
focus on its role in communication, education, and business. Learners will understand how
ICT tools and applications enhance productivity, connectivity, and learning.
• General Competence: Learners will be able to explain the importance of ICT in
communication, education, and business.
• Hook: "How do you think smartphones, emails, and online classes are changing the way
we communicate, learn, and do business? Let’s explore!"

2. Key Terms / Words / Vocabulary

• Communication tools
• Online learning platforms
• Business operations
• Digital tools
• ICT applications

3. Sub-Topic: Role of ICT in Daily Life

3.1 Introduction

This sub-topic explores how ICT is integrated into everyday life and its impact on key areas like
communication, education, and business.

3.2 Specific Competence(s):

Learners will:

1. Explain the importance of ICT in communication.

2. Discuss the impact of ICT on education.
3. Describe how ICT is used in business operations.

Notes:

1. Explain the role of ICT in communication

10
ICT (Information and Communication Technology) plays a key role in making
communication faster and more efficient. It allows people to send messages instantly
through email, messaging apps, and social media platforms. Video conferencing tools,
such as Zoom or Microsoft Teams, enable real-time communication across the globe. ICT
also helps businesses and organizations to reach a wider audience using websites and
digital marketing. Overall, it has transformed how people share information and stay
connected.

2. Discuss the impact of ICT on education

ICT has revolutionized education by providing access to vast amounts of information and
resources online. Digital tools, like e-learning platforms, allow learners to learn from
anywhere at any time. Interactive technologies, such as smartboards and simulations, make
learning engaging and practical. ICT also enables collaboration between learners and
teachers through tools like Google Classroom and Microsoft Teams. As a result, ICT
enhances both teaching methods and learning outcomes.

3. Describe how ICT is used in business operations

Businesses use ICT to streamline their operations and improve efficiency. Accounting
software simplifies financial management, while inventory systems track goods and
supplies. Communication tools like email and video calls help teams collaborate
effectively, even across different locations. ICT also supports online transactions and
customer management through e-commerce platforms and CRM software. This technology
helps businesses to grow, innovate, and stay competitive.

4. Identify real-life examples of ICT applications

ICT is present in many aspects of daily life. In healthcare, electronic medical records and
telemedicine are used to improve patient care. In education, platforms like Khan Academy
and Coursera provide online learning opportunities. In banking, mobile apps allow users to
check balances, transfer money, and pay bills. Social media platforms, such as Facebook
and Instagram, enable global communication and marketing. These examples show how
ICT is integrated into various sectors to simplify tasks and enhance services.

Competence 1: Explain the Importance of ICT in Communication

Definition of ICT: ICT (Information and Communication Technology) refers to the

technologies that provide access to information through telecommunications. Examples
include the internet, mobile phones, and computers.

Importance of ICT in Communication:

Faster Communication: ICT allows instant communication through emails, instant

messaging, and video calls, eliminating delays caused by traditional methods.

Global Connectivity: People from different parts of the world can easily connect through
social media platforms, video conferencing tools, and other online services.

11
Cost-Effectiveness: ICT reduces the cost of communication by providing free or affordable
options such as emails, VoIP (e.g., Skype), and social media platforms.

Accessibility: Communication is accessible to a wider audience, including individuals in

remote areas, through devices like mobile phones and the internet.

Ease of Sharing Information: ICT enables easy sharing of large amounts of information,
such as multimedia files and documents, across distances.

Competence 2: Discuss the Impact of ICT on Education

Positive Impacts:

Access to Information: ICT provides learners and educators with vast resources through
online libraries, research databases, and e-learning platforms.

Interactive Learning: Digital tools like interactive whiteboards, educational apps, and
virtual labs enhance engagement and understanding.

Remote Learning: ICT supports online classes and distance learning, allowing learners to
access education from anywhere.

Improved Teacher-Learner Communication: Platforms like Google Classroom and Moodle

enable seamless communication and resource sharing.

Skill Development: Exposure to ICT tools equips learners with digital literacy, which is
essential in the modern world.

Challenges:

Digital Divide: Not everyone has access to ICT due to financial or infrastructural
limitations.

Distractions: Unsupervised use of ICT devices can lead to distractions like gaming and
social media.

Competence 3: Describe How ICT is Used in Business Operations

Applications of ICT in Business:

Communication: Businesses use emails, video conferencing, and instant messaging to
communicate internally and externally.
Marketing: Digital marketing through websites, social media, and email campaigns helps
businesses reach a larger audience.
Data Management: ICT enables efficient storage, processing, and analysis of business data
using tools like spreadsheets and databases.
E-commerce: Online platforms allow businesses to sell products and services directly to
customers worldwide.
Automation: ICT tools automate repetitive tasks, improving efficiency and reducing errors.
Examples include accounting software and inventory management systems.

12
 Customer Support: Businesses use ICT solutions like chatbots and customer relationship
management (CRM) systems to improve customer service.

Benefits of ICT in Business:

Increased Productivity: Automation and efficient communication tools boost productivity.
Cost Reduction: ICT reduces operational costs, such as travel expenses and paperwork.
Enhanced Decision-Making: Real-time data analysis and reporting tools support informed
decision-making.
Global Reach: ICT enables businesses to operate on a global scale, expanding their market
base.

3.3 Specific Competence 1: Explain the importance of ICT in communication

• Learning Activities:
1. Discuss real-life examples of ICT use in communication (e.g., social media, emails,
video calls) in group activities.
2. Role-play a scenario demonstrating ICT-based communication.
3. Compare traditional communication methods to ICT-driven communication
through a class discussion.
• Content Tips:
o ICT enables instant communication through tools like email, messaging apps, and
video conferencing.
o ICT bridges long distances and supports collaboration in real-time.
• Suggested Teaching and Learning Materials:
o Multimedia presentations.
o Videos of ICT tools in action.
o Case studies of ICT use in communication.
• Assessment Questions:

1. What is ICT?

Answer: ICT stands for Information and Communication Technology, encompassing

tools and applications for communication and data handling.

2. How does ICT help learner access information?

Answer: ICT provides access to information through online libraries, educational

websites, and research databases.

3. What is one way ICT improves learning experiences in the classroom?

Answer: ICT improves learning by using interactive tools like smartboards,

educational apps, and virtual simulations.

4. Name a platform that supports remote learning.

Answer: Platforms like Google Classroom, Zoom, and Microsoft Teams support
remote learning.

13
 5. How does ICT benefit teachers in preparing for lessons?

Answer: ICT allows teachers to access a wide range of teaching resources, create
digital lesson plans, and share materials with learner easily.

6. What is one challenge faced when using ICT in education?

Answer: One challenge is the digital divide, where some learner and schools lack
access to ICT tools and the internet.

7. How does ICT help in developing students' skills for the future?

Answer: ICT helps learner develop digital literacy skills, which are essential for
careers in the modern world.

8. Why is ICT important for education in remote areas?

Answer: ICT allows learner in remote areas to access online learning resources and
participate in virtual classes, overcoming geographical barriers.

9. Name two ways ICT improves communication.

§ Answer: ICT enables instant messaging and video conferencing.

3.4 Specific Competence 2: Discuss the impact of ICT on education

Notes

Impact of ICT on Education

The integration of Information and Communication Technology (ICT) into education

has revolutionized teaching and learning, making them more interactive and engaging.
ICT tools such as computers, smartboards, and mobile devices have enhanced access
to information, providing learner and educators with a wealth of resources beyond
traditional textbooks. Online platforms and e-learning environments allow learners to
access educational materials anytime and anywhere, promoting self-paced learning.
This accessibility is particularly beneficial for learner in remote areas, bridging the gap
between urban and rural education.

Moreover, ICT fosters collaboration and communication in education. Tools such as

video conferencing, discussion forums, and collaborative software enable learner and
teachers to connect beyond physical classrooms. This global connectivity allows for
the exchange of diverse ideas and perspectives, enriching the learning experience. ICT
also supports group projects and peer-to-peer learning, helping learner develop
teamwork and problem-solving skills essential for the modern workplace.

In addition, ICT has significantly improved the efficiency of educational

administration and management. Digital tools streamline tasks such as attendance

14
 tracking, grading, and curriculum planning, reducing the workload of educators.
Advanced data analytics systems provide insights into learner performance, helping
educators identify strengths and weaknesses and tailor their teaching strategies
accordingly. Such innovations ensure a more personalized and effective approach to
education, catering to the unique needs of each learner.

However, the widespread adoption of ICT in education also presents challenges, such
as the digital divide and potential overreliance on technology. Not all learner and
schools have access to the necessary devices and internet connectivity, leading to
inequalities in educational opportunities. Additionally, excessive screen time and
reduced face-to-face interactions can impact social skills and physical health.
Addressing these challenges requires a balanced approach, ensuring that ICT
complements rather than replaces traditional teaching methods. By doing so, the
potential of ICT to transform education can be fully realized.

• Learning Activities:
1. Watch videos demonstrating ICT in education (e.g., e-learning platforms, digital
libraries).
2. Write a short essay about the impact of ICT on education.
3. Conduct a survey on ICT tools used at home or in schools (e.g., laptops, tablets).
• Content Tips:
o ICT provides access to online resources, virtual classrooms, and interactive
learning tools.
o It enhances collaboration among learners and teachers.
• Suggested Teaching and Learning Materials:
o Educational software and apps.
o Devices like tablets, projectors, and computers.
o Internet-based resources.
• Assessment Questions:

1. Mention one ICT tool used in education.

§ Answer: E-learning platforms like Google Classroom.
2. Write two ways ICT enhances learning.
§ Answer: Provides access to digital libraries and supports virtual
collaboration.

3.5 Specific Competence 3: Describe how ICT is used in business operations

• Learning Activities:
1. Discuss ICT applications in businesses (e.g., online banking, e-commerce,
customer management systems).
2. Create a poster showing ICT applications in business.
3. Brainstorm the benefits of ICT in business through group discussions.
• Content Tips:
o ICT tools streamline operations through automation, data management, and
communication.
o It facilitates e-commerce, global connectivity, and efficient customer service.
• Suggested Teaching and Learning Materials:

15
 o Business software demonstrations.
o Infographics showing ICT applications.
o Examples of ICT-driven businesses.
• Assessment Questions:

1. How does ICT support business operations?

Answer: ICT enables automation, online transactions, and efficient communication.
2. Name three examples of ICT tools used in communication.
Answer: WhatsApp, email, video conferencing.
3. How does ICT benefit education?
Answer: Enhances access to resources, enables virtual classrooms, and supports
collaborative learning.
4. Name a business process improved by ICT.
Answer: Online marketing.
5. Give an example of an input device used in ICT.
Answer: Keyboard.
6. Which ICT tool is commonly used for virtual meetings?
Answer: Zoom or Microsoft Teams.
7. What is the primary role of ICT in broadcasting?
Answer: Facilitating real-time communication and media dissemination.
8. Mention one challenge of using ICT in education.
Answer: Digital divide or lack of access to technology.
9. Name two platforms for e-learning.
Answer: Khan Academy, Coursera.
10. Define e-commerce.
Answer: E-commerce is the buying and selling of goods and services online.
11. How has ICT changed business operations?
Answer: By enabling e-commerce, improving customer service, and automating
processes.

4. Expected Standard

• Learners will appreciate and articulate the relevance of ICT in daily life.
• Assessment activities:
1. Group presentations on ICT use in specific industries.
2. Practical demonstration of ICT tools.
3. Written assessment:
§ Quizzes:
§ What is ICT?
§ Answer: Information and Communication Technology, used
for data handling and communication.
§ Name two ways ICT improves communication.
§ Answer: Enables instant messaging and video conferencing.
§ Mention one ICT tool used in education.
§ Answer: Laptops or e-learning platforms.
§ How does ICT support business operations?
§ Answer: Facilitates automation and online transactions.
§ Define e-learning.

16
 § Answer: Learning conducted via digital resources and the
internet.

5. Summary

• Key Points Recap:

o ICT plays a vital role in enhancing communication, education, and business
operations.
o It bridges geographical gaps and increases efficiency.
o ICT tools like email, e-learning platforms, and e-commerce systems are
transformative in daily life.

17
Topic 2: Introduction to ICT Tools
Sub-Topic: Types of ICT Tools

1. Introduction

• Overview: This topic introduces learners to various ICT tools, their purposes, and how
they are used in real-life situations. Learners will explore hardware and software tools and
understand their applications in communication, education, and business.
• General Competence: Learners will identify and use ICT tools appropriately.
• Hook: "How many ICT tools can you name that you use every day? Let’s discover their
functions and importance together!"

2. Key Terms / Words / Vocabulary

• ICT tools
• Hardware
• Software
• Email
• Communication devices
• Digital applications

3. Sub-Topic: Types of ICT Tools

3.1 Introduction

This sub-topic focuses on identifying various ICT tools, categorizing them as hardware or
software, and understanding their functions in daily life.

3.2 Specific Competence(s):

Learners will:

1. Identify various ICT tools and their purposes.

3.3 Specific Competence 1: Identify various ICT tools and their purposes

• Learning Activities:
1. Match ICT tools to their respective functions in a worksheet.

18
 § How it will be conducted: Provide a worksheet listing ICT tools (e.g.,
printers, projectors, emails) and their possible functions for learners to
match. Discuss the answers in groups.
2. Demonstrate the use of basic tools (e.g., email).
§ How it will be conducted: Conduct a live demonstration on sending and
receiving emails, including attaching files. Allow learners to practice on
their devices.
3. Create a chart categorizing ICT tools into hardware and software.
§ How it will be conducted: Learners will work in groups to design a chart
on poster paper or digitally, listing tools under hardware (e.g., printers) and
software (e.g., word processors).
4. Visit an ICT store or website to explore modern tools.
§ How it will be conducted: Assign learners to research or visit a store to
identify the latest ICT tools. They will document their findings and share
them in class.
5. Role-play scenarios using different ICT tools.
§ How it will be conducted: Learners will enact scenarios such as
conducting a video conference, sending an email, or troubleshooting a
technical issue using ICT tools.
• Content Tips:
o Hardware: Physical devices like computers, printers, and projectors.
o Software: Programs like Microsoft Word, Excel, and email clients.
o ICT tools streamline communication, enhance learning, and increase productivity
in business.
• Suggested Teaching and Learning Materials:
o ICT tools (e.g., laptops, projectors, printers).
o Posters and charts.
o Worksheets.
o Access to an ICT store or websit

4. Expected Standard

• Learners identify and use ICT tools appropriately.

• Assessment Activities:
1. Group presentations categorizing ICT tools and explaining their functions.
2. Practical demonstrations of using ICT tools.
3. Written assessment:
§ Quizzes:
1. What is an ICT tool?
Answer: A device or software used to process, store, or share
information.
2. Name one hardware and one software ICT tool.
Answer: Hardware: Printer, Software: Word Processor.
3. What is the purpose of email?
Answer: To send and receive messages electronically.
4. Mention two tools used in communication.
Answer: Mobile phones, video conferencing software.

19
 5. How does a printer differ from a projector?
Answer: A printer produces hard copies, while a projector displays
images on a screen.
6. Name a software tool used for spreadsheets.
Answer: Microsoft Excel.
7. What category does a mouse belong to?
Answer: Hardware.
8. Identify a modern ICT tool found in an ICT store.
Answer: Smartboard.
9. Define the term "digital application."
Answer: A software program designed to perform a specific task.
10. How does ICT improve productivity in business?
Answer: By automating tasks and enhancing communication.

5. Summary

• Key Points Recap:

o ICT tools are categorized as hardware or software.
o Examples of hardware include printers and projectors, while software includes
email clients and word processors.
o ICT tools enhance communication, education, and business operations.
o Learners should understand the relevance and proper usage of ICT tools.

20
Topic 3: Introduction to Digital Literacy
1. Introduction

• Overview: This topic introduces learners to the concept of digital literacy, emphasizing its
importance in academic, professional, and personal settings. Learners will explore basic
digital tools, understand ethical technology use, and create a digital portfolio.
• General Competence(s): By the end of this topic, learners will understand the importance
of digital literacy, identify and use basic digital tools, and demonstrate ethical use of
technology in academic contexts.
• Hook: Imagine being unable to use a computer for essential tasks like writing a report or
collaborating on a project. How would it impact your studies or career?

2. Key Terms/Words/Vocabulary

• Digital Literacy
• Ethical Technology Use
• Word Processor
• Spreadsheet
• Presentation Tools
• Digital Portfolio

3. Sub-Topic: Understanding Digital Literacy

• Introduction: This subtopic explores the foundational aspects of digital literacy, including
its importance, basic digital tools, and the principles of ethical technology use.
• Specific Competence(s) – Learners to: 3.1 Understand the importance of digital literacy.
3.2 Identify and use basic digital tools. 3.3 Practice ethical use of technology in academic
settings.

Learning Activities

1. Activity 1: Watch videos on digital literacy.

o How the activity will be conducted:
§ Learners watch short videos explaining digital literacy concepts.
§ They take notes on key ideas and discuss them in groups.
o Content Tips:
§ Digital literacy involves understanding and using technology responsibly.
§ Video examples can highlight the real-world relevance of digital skills.
o Teaching and Learning Materials:
§ Internet-enabled devices, video links.
2. Activity 2: Complete exercises using word processors, spreadsheets, and
presentations.
o How the activity will be conducted:
§ Learners practice typing, formatting text, creating tables, and designing
simple slides.
o Content Tips:
§ Word processors are for creating text documents.
§ Spreadsheets handle data organization and calculations.

21
 § Presentation tools are for visual communication.
o Teaching and Learning Materials:
§ Computers with office software installed.
3. Activity 3: Discuss responsible and ethical use of technology.
o How the activity will be conducted:
§ Instructors facilitate a discussion on topics such as cyberbullying,
plagiarism, and digital footprints.
§ Learners brainstorm ways to use technology ethically.
o Content Tips:
§ Ethical technology use promotes integrity and respect in digital spaces.
§ Examples include crediting sources and avoiding harmful behavior online.
o Teaching and Learning Materials:
§ Discussion prompts, case studies.
4. Activity 4: Create a digital portfolio showcasing their learning tools.
o How the activity will be conducted:
§ Learners compile a portfolio with examples of their work, such as
documents, spreadsheets, and presentations.
o Content Tips:
§ A digital portfolio demonstrates skills and achievements.
§ Include diverse examples to showcase versatility.
o Teaching and Learning Materials:
§ Computers, portfolio templates.
5. Activity 5: Reflect on the importance of digital literacy in daily life.
o How the activity will be conducted:
§ Learners write a short reflection on how digital skills impact their studies,
work, and personal lives.
o Content Tips:
§ Encourage learners to connect digital skills with real-world applications.
o Teaching and Learning Materials:
§ Writing prompts, examples of reflective writing.

4. Expected Standard

Learners can demonstrate understanding and ethical use of digital tools, complete basic tasks
using word processors and spreadsheets, and reflect on the importance of digital literacy.

• Assessment on Learners’ Activities: Assess learners’ abilities to:

o Summarize the concept of digital literacy.
o Complete tasks using word processors, spreadsheets, and presentations.
o Demonstrate ethical technology use through examples and reflections.
o Create and present a comprehensive digital portfolio.
• Quiz Questions:

1. What is digital literacy?

§ Answer: The ability to use digital tools effectively and responsibly.
2. Name three basic digital tools.
§ Answer: Word processors, spreadsheets, presentation tools.
3. Why is ethical technology use important?
§ Answer: It ensures respect, integrity, and responsibility in digital
environments.

22
 4. How can a digital portfolio be useful?
§ Answer: It showcases skills and achievements to potential employers or
educators.
5. Give an example of unethical technology use.
§ Answer: Plagiarizing content or cyberbullying.
6. What is a digital footprint?
§ Answer: The trace of activities and information left online by a user.
7. Name one task you can do with a spreadsheet.
§ Answer: Organizing data and performing calculations.
8. What is the purpose of presentation tools?
§ Answer: To visually communicate ideas and information.
9. How can you practice ethical use of digital tools in academics?
§ Answer: By citing sources and avoiding plagiarism.
10. Why is digital literacy important in today’s world?
§ Answer: It enables effective use of technology for education, work, and
communication.

5. Summary

• Key Points Recap:

o Digital literacy is crucial for academic, professional, and personal success.
o Basic digital tools include word processors, spreadsheets, and presentation
software.
o Ethical technology use promotes responsibility and respect online.
o A digital portfolio showcases skills and achievements effectively.
o Reflecting on digital literacy helps learners connect skills to real-life applications.

23
Topic 4: Basic Computer Skills
Sub-Topic: Introduction to Hardware

1. Introduction

• Overview: This topic introduces learners to the fundamental components of computer

hardware, categorizing them into input, output, and storage devices. Learners will explore
how these components work together to perform tasks in a computer system.
• General Competence: Learners will categorize hardware components effectively and
understand their roles in a computer system.
• Hook: "Have you ever wondered how your computer knows what to do when you click or
type? Let’s dive into the magic of hardware!"

2. Key Terms / Words / Vocabulary

• Input devices
• Output devices
• Storage devices
• Hardware
• Components
• Peripheral devices

3. Sub-Topic: Introduction to Hardware

3.1 Introduction

This sub-topic focuses on differentiating between input, output, and storage devices and
understanding their roles in a computer system.

3.2 Specific Competence(s):

Learners will:

1. Differentiate between input, output, and storage devices.

3.3 Specific Competence 1: Differentiate between input, output, and storage

devices

• Learning Activities:
1. Label parts of a computer system in a diagram.

24
 § How it will be conducted: Provide learners with a labeled diagram of a
computer system, including input (e.g., mouse, keyboard), output (e.g.,
monitor, printer), and storage devices (e.g., hard drive, USB). Learners will
color-code and label each component.
2. Visit a computer lab to identify components.
§ How it will be conducted: Organize a guided tour of a computer lab where
learners physically identify and classify the components as input, output, or
storage devices.
3. Build a hardware model using cardboard and labels.
§ How it will be conducted: In groups, learners will create models of
hardware components using cardboard, labels, and markers. Each model
should show the component's function.
4. Discuss how hardware works together during a task (e.g., printing a document).
§ How it will be conducted: Engage learners in a discussion or
demonstration where input devices (keyboard), output devices (printer), and
storage devices (hard drive) interact to print a document.
5. Watch a documentary about the evolution of computer hardware.
§ How it will be conducted: Show a documentary video highlighting the
historical development of computer hardware, followed by a Q&A session.
• Content Tips:
o Input Devices: Allow users to provide data to the computer (e.g., keyboard,
mouse, scanner).
o Output Devices: Display or produce results from the computer (e.g., monitor,
printer).
o Storage Devices: Save data for future use (e.g., hard drives, USB flash drives).
• Suggested Teaching and Learning Materials:
o Diagrams and posters of computer hardware.
o Cardboard, markers, and labels for model building.
o Access to a computer lab.
o Documentary videos on computer hardware evolution.

4. Expected Standard

• Learners categorize hardware components effectively.

• Assessment Activities:
1. Group presentations explaining hardware categories.
2. Practical identification of components in a lab.
3. Written assessment:
§ Quizzes:
1. What is an input device? Answer: A device used to provide data to
a computer (e.g., keyboard).
2. Name two examples of output devices. Answer: Monitor, printer.
3. What is the primary function of a storage device? Answer: To save
data for future use.
4. Classify a scanner as input, output, or storage. Answer: Input
device.
5. Name the device that displays the results of computer processing.
Answer: Monitor (output device).

25
 6. What type of device is a USB flash drive? Answer: Storage device.
7. Describe the role of a printer in a computer system. Answer: An
output device that produces hard copies of digital files.
8. How does a keyboard differ from a mouse? Answer: A keyboard is
used for typing text, while a mouse is used for navigating the screen.
9. What hardware component is responsible for saving permanent
data? Answer: Hard drive.
10. Why are input, output, and storage devices important? Answer:
They work together to input data, process it, and present or store the
results.

5. Summary

• Key Points Recap:

o Computer hardware is categorized into input, output, and storage devices.
o Input devices (e.g., keyboard, mouse) send data to the computer.
o Output devices (e.g., monitor, printer) display results.
o Storage devices (e.g., hard drives, USB flash drives) save data.
o Hardware components work together to perform tasks in a computer system.

26
Topic 5: Types and Components of Computer Systems
Sub-Topic: Hardware

1. Introduction

• Overview: This topic introduces learners to computer hardware, including internal and
external components. Learners will understand the roles of key hardware elements such as
the CPU, RAM, ROM, and input/output devices. Additionally, they will explore how these
components interact to perform tasks.
• General Competence: Learners will identify, name, and describe the functions of basic
hardware components and compare internal and external hardware.
• Hook: "Have you ever wondered how the devices you use daily, like a computer or
smartphone, actually work? Let’s open the box and discover the magic inside!"

2. Key Terms / Words / Vocabulary

• Hardware
• CPU (Central Processing Unit)
• RAM (Random Access Memory)
• ROM (Read-Only Memory)
• Input devices
• Output devices
• Internal components
• External components

3. Sub-Topic: Hardware

3.1 Introduction

This sub-topic focuses on identifying and understanding the roles of internal and external
hardware components and distinguishing between the two categories.

3.2 Specific Competence(s):

Learners will:

1. Identify and name basic hardware components (CPU, RAM, ROM, input/output devices).
2. Describe the role of each component in computer operation.
3. Compare and contrast internal and external hardware components.

27
3.3 Specific Competence 1: Identify and name basic hardware components

• Learning Activities:
1. Use visual aids to identify and label hardware components.
§ How it will be conducted: Display images of internal and external
hardware components. Learners will label parts like the CPU, RAM, ROM,
and input/output devices using diagrams.
2. Perform a hands-on activity where learners open a computer and identify
internal components.
§ How it will be conducted: Supervised by the teacher, learners will open a
desktop computer (or view a disassembled one) to identify components
such as the motherboard, CPU, RAM, and storage devices.
3. Watch a video explaining the role of CPU and RAM.
§ How it will be conducted: Play an educational video detailing how the
CPU processes data and how RAM temporarily stores data for quick access
during operations.
4. Complete a quiz on identifying different hardware components.
§ How it will be conducted: Learners will answer questions related to
images and functions of various hardware components.
5. Discuss the importance of each hardware component in computer operation.
§ How it will be conducted: In small groups, learners will discuss and
present why each hardware component is essential, such as how input
devices send data to the CPU or how output devices display results.
• Content Tips:
o CPU: Known as the "brain" of the computer; processes instructions.
o RAM: Temporarily stores data for quick access; volatile memory.
o ROM: Stores critical instructions for startup; non-volatile memory.
o Input Devices: Allow users to interact with the computer (e.g., keyboard, mouse).
o Output Devices: Display results from the computer (e.g., monitor, printer).
o Internal Components: Located inside the computer (e.g., motherboard, hard
drive).
o External Components: Peripherals connected externally (e.g., USB devices,
monitors).
• Suggested Teaching and Learning Materials:
o Computers (disassembled or open units)
o Visual aids (diagrams, posters)
o Videos explaining hardware components
o Worksheets for labeling exercises

4. Expected Standard

• Learners can name, describe, and compare basic hardware components.

• Assessment Activities:
1. Practical identification of hardware components using diagrams or actual devices.
2. Group discussions on the roles of hardware components in computer operation.
3. Written assessment:
§ Quizzes:
1. Name two internal hardware components. Answer: CPU, RAM.

28
 2. What is the primary function of the CPU? Answer: To process
instructions and manage data flow in a computer.
3. Explain the difference between RAM and ROM. Answer: RAM is
volatile memory used for temporary data storage during operations,
while ROM is non-volatile and stores startup instructions.
4. Give two examples of input devices. Answer: Keyboard, mouse.
5. What is the purpose of output devices? Answer: To display or
produce results from the computer’s operations.
6. List two external hardware components. Answer: Monitor, printer.
7. What does volatile memory mean? Answer: Memory that loses its
data when the computer is turned off.
8. Why is the motherboard important? Answer: It connects all internal
components and facilitates communication between them.
9. Describe the role of storage devices. Answer: To store data
permanently or temporarily.
10. Compare internal and external components with examples. Answer:
Internal components are located inside the computer (e.g., CPU,
RAM), while external components are peripherals connected to the
computer (e.g., monitor, keyboard).

5. Summary

• Key Points Recap:

o Hardware components are categorized as internal (e.g., CPU, RAM) and external
(e.g., monitor, keyboard).
o Each component plays a critical role in computer operation.
o Internal components are essential for processing and storage, while external
components facilitate input, output, and interaction.
o Understanding hardware is fundamental to using and troubleshooting computer
systems effectively.

29
Topic 6: Input and Output Devices
Sub-Topic: Input Devices

1. Introduction

• Overview: This topic introduces learners to input devices, their functions, and how they
facilitate interaction between users and computer systems. Learners will explore various
input devices such as keyboards, mice, scanners, and touchscreens and understand their
practical uses.
• General Competence: Learners will identify, explain, and demonstrate the use of input
devices effectively in real-world scenarios.
• Hook: "Imagine a world where you couldn’t interact with computers. How would you
communicate with technology without a keyboard, mouse, or even your voice? Let’s dive
into the tools that make this interaction possible!"

2. Key Terms / Words / Vocabulary

• Input devices
• Keyboard
• Mouse
• Scanner
• Touchscreen
• Voice recognition
• Digitization

3. Sub-Topic: Input Devices

3.1 Introduction

This sub-topic focuses on the identification, functions, and practical applications of input devices.
Learners will explore how these tools are used to send data and commands to computer systems.

3.2 Specific Competence(s):

Learners will:

1. Identify and name different input devices (keyboard, mouse, scanner, etc.).
2. Explain the function of each input device and its advantages.
3. Demonstrate the use of common input devices in practice.

30
3.3 Specific Competence 1: Identify and name different input devices

• Learning Activities:
1. Use a computer to practice typing on a keyboard and scanning documents.
§ How it will be conducted: Learners will practice typing a paragraph using
a keyboard and scan a document to observe how digital files are created.
2. Observe and discuss the differences in input devices (e.g., touchscreen vs.
mouse).
§ How it will be conducted: Learners will compare the functionality of
touchscreens and traditional input devices like a mouse during a guided
discussion.
3. Practice using a scanner to digitize physical documents.
§ How it will be conducted: Learners will scan a printed page, save it as a
digital file, and explain the process step-by-step.
4. Use a voice recognition tool to practice inputting text.
§ How it will be conducted: Learners will experiment with a voice
recognition tool (e.g., Google Voice or Siri) to dictate text into a document.
5. Create a comparison chart of input devices and their uses.
§ How it will be conducted: Learners will create a chart categorizing input
devices based on their functionality, examples, and advantages.
• Content Tips:
o Keyboard: Used for typing text and commands.
o Mouse: Used for navigating and interacting with the graphical user interface.
o Scanner: Converts physical documents or images into digital formats.
o Touchscreen: Combines input and display; allows direct interaction with the
screen.
o Voice Recognition Tools: Enable hands-free input by converting spoken words
into text.
• Suggested Teaching and Learning Materials:
o Computers with keyboards, mice, and scanners
o Devices with touchscreens
o Voice recognition software or apps
o Worksheets for comparison charts
o Sample documents for scanning

4. Expected Standard

• Learners can identify, explain, and demonstrate the use of input devices.
• Assessment Activities:
1. Practical demonstration of using input devices (e.g., typing, scanning, voice input).
2. Group discussions comparing input device functionalities.
3. Written assessment:
§ Quizzes:
1. Name two input devices. Answer: Keyboard, scanner.
2. What is the primary function of a keyboard? Answer: To type text
and input commands.
3. Explain how a scanner works. Answer: A scanner converts physical
documents into digital files by capturing their image.

31
 4. Give two examples of touch-based input devices. Answer:
Touchscreen, stylus.
5. What are the advantages of voice recognition tools? Answer: They
allow hands-free operation and are useful for dictating text or
commands.
6. List two devices that can input both text and images. Answer:
Scanner, touchscreen.
7. How does a mouse differ from a touchscreen? Answer: A mouse is
a handheld device used to point and click, while a touchscreen
allows direct interaction with the screen.
8. Why are input devices essential? Answer: They enable users to
communicate and interact with computer systems.
9. Describe the purpose of digitization. Answer: To convert physical
materials into digital formats for easier storage and processing.
10. Compare the advantages of a keyboard and a voice recognition tool.
Answer: A keyboard provides precise input for text, while a voice
recognition tool allows faster, hands-free text entry.

5. Summary

• Key Points Recap:

o Input devices are tools that allow users to interact with and send data to computers.
o Common input devices include keyboards, mice, scanners, touchscreens, and voice
recognition tools.
o Each device has specific functions and advantages.
o Practical knowledge of input devices is essential for effective computer use and
communication with technology.

32
Topic 7: Input and Output Devices
Sub-Topic: Output Devices

1. Introduction

• Overview: This topic introduces learners to output devices, their functions, and how they
enable communication from computer systems to users. Learners will explore various
output devices such as monitors, printers, speakers, and projectors, and understand their
practical applications.
• General Competence: Learners will identify, explain, and demonstrate the use of output
devices effectively in real-world scenarios.
• Hook: "Imagine creating a beautiful design on your computer but having no way to see or
share it. How do monitors, printers, and speakers help computers communicate with us?
Let’s discover these essential tools!"

2. Key Terms / Words / Vocabulary

• Output devices
• Monitor
• Printer
• Speaker
• Projector
• Resolution
• Visualization

3. Sub-Topic: Output Devices

3.1 Introduction

This sub-topic focuses on the identification, functions, and practical applications of output
devices. Learners will explore how these devices deliver processed data in formats such as visuals,
audio, and printed outputs.

3.2 Specific Competence(s):

Learners will:

1. Identify and name different output devices (monitor, printer, speaker, etc.).
2. Explain the function of each output device and its advantages.
3. Demonstrate the use of common output devices in practice.

33
3.3 Specific Competence 1: Identify and name different output devices

• Learning Activities:
1. Observe and discuss the differences in output devices (e.g., monitor, printer).
§ How it will be conducted: Learners will examine various output devices,
compare their functions, and engage in a class discussion.
2. Practice printing a document and projecting a presentation.
§ How it will be conducted: Learners will use a printer to print a document
and a projector to display a presentation, observing the process and
outcomes.
3. Use a scanner to practice scanning documents to monitor.
§ How it will be conducted: Learners will digitize a document using a
scanner and view the output on a monitor.
4. Listen to audio outputs using speakers.
§ How it will be conducted: Learners will play audio files on a computer and
observe how speakers deliver the output.
5. Create a comparison chart of output devices and their uses.
§ How it will be conducted: Learners will categorize output devices based
on their functionality, examples, and advantages in a chart.
• Content Tips:
o Monitor: Displays visual output, critical for graphical and textual information.
o Printer: Converts digital files into hard copies on paper.
o Speaker: Produces audio output, enabling sound playback.
o Projector: Displays visual output on large surfaces for group viewing.
• Suggested Teaching and Learning Materials:
o Computers with monitors and speakers
o Printers and projectors
o Scanners
o Audio files and documents for practice
o Worksheets for comparison charts

4. Expected Standard

• Learners can identify, explain, and demonstrate the use of output devices.
• Assessment Activities:
1. Practical demonstration of using output devices (e.g., printing, projecting, playing
audio).
2. Group discussions comparing output device functionalities.
3. Written assessment:
§ Quizzes:
1. Name two output devices.
Answer: Monitor, printer.
2. What is the primary function of a monitor?
Answer: To display visual information.
3. Explain how a printer works.
Answer: A printer converts digital files into hard copies on paper.
4. Give two examples of audio output devices.
Answer: Speakers, headphones.

34
 5. What are the advantages of using a projector?
Answer: It enables large-group viewing of presentations or videos.
6. List two devices that output both text and images.
Answer: Monitor, printer.
7. How does a speaker differ from a monitor?
Answer: A speaker produces audio output, while a monitor displays
visual output.
8. Why are output devices essential?
Answer: They enable computers to communicate processed data to
users.
9. Describe the purpose of resolution in monitors.
Answer: Resolution determines the clarity and detail of visual
output.
10. Compare the advantages of a printer and a projector.
Answer: A printer provides hard copies, while a projector enables
large-scale visual sharing.

5. Summary

• Key Points Recap:

o Output devices deliver processed data from computers to users in various formats
such as visuals, audio, and prints.
o Common output devices include monitors, printers, speakers, and projectors.
o Each device has specific functions and advantages.
o Practical knowledge of output devices is essential for effective use of technology in
daily life.

35
Topic 8: Productivity Tools
Sub-Topic: Using Software Applications

1. Introduction

• Overview: This topic introduces learners to basic software applications, including word
processors and spreadsheets. Learners will explore how to create and format documents,
use spreadsheets for organizing data, and utilize office software templates for specific
tasks.
• General Competence: Learners will navigate and use basic software tools effectively in
real-life scenarios.
• Hook: "Have you ever created a document or tracked your activities on a computer? Let’s
learn how these tools make life easier!"

2. Key Terms / Words / Vocabulary

• Word processor
• Spreadsheet
• Document
• Formatting
• Template
• Cloud platform

3. Sub-Topic: Using Software Applications

3.1 Introduction

This sub-topic focuses on using word processors and spreadsheets to perform basic tasks such as
creating documents, organizing data, and sharing files.

3.2 Specific Competence(s):

Learners will:

1. Use basic software like word processors and spreadsheets.

36
3.3 Specific Competence 1: Use basic software like word processors and
spreadsheets

• Learning Activities:
1. Create a simple document and format it.
§ How it will be conducted: Provide learners with a blank word processing
file and guide them to type a short paragraph, apply formatting such as
bold, italics, and font changes, and save the document.
2. Enter data into a spreadsheet and apply basic formatting.
§ How it will be conducted: Learners will input data (e.g., a list of items and
prices) into a spreadsheet, then format the cells by adjusting font size,
applying borders, and using color shading.
3. Create a table to track daily activities in a spreadsheet.
§ How it will be conducted: Learners will design a table in a spreadsheet to
list daily activities, their durations, and priorities. They will use functions
like merging cells and auto-sum for totals.
4. Explore templates available in office software for specific tasks.
§ How it will be conducted: Learners will open pre-designed templates (e.g.,
calendars, invoices) in office software and customize them for practice.
5. Share a document using email or a cloud platform.
§ How it will be conducted: Learners will upload a document to a cloud
storage platform or attach it to an email and share it with their peers.
• Content Tips:
o Word Processors: Tools used for creating and formatting text documents (e.g.,
Microsoft Word, Google Docs).
o Spreadsheets: Software for organizing, analyzing, and storing data in tabular form
(e.g., Microsoft Excel, Google Sheets).
o Templates: Pre-designed formats for specific tasks to save time and effort.
o Cloud Platforms: Online tools for storing and sharing documents (e.g., Google
Drive, Dropbox).
• Suggested Teaching and Learning Materials:
o Computers with word processing and spreadsheet software installed.
o Sample templates for practice.
o Access to internet for cloud sharing.

4. Expected Standard

• Learners navigate and use software tools with ease.

• Assessment Activities:
1. Practical demonstrations of creating and formatting documents.
2. Sharing a document via email or a cloud platform.
3. Written assessment:
§ Quizzes:
1. What is a word processor? Answer: A software application used for
creating and formatting text documents (e.g., Microsoft Word).
2. Name two examples of spreadsheet software. Answer: Microsoft
Excel, Google Sheets.

37
 3. What is the purpose of formatting in a document? Answer: To
enhance the appearance and readability of the document.
4. Describe a spreadsheet’s primary function. Answer: To organize
and analyze data in tabular form.
5. What is a template in office software? Answer: A pre-designed file
for specific tasks like calendars or invoices.
6. How do you share a document using a cloud platform? Answer:
Upload the document to a cloud storage platform and share the link
or grant access to others.
7. List one advantage of using a spreadsheet. Answer: It simplifies
calculations and data organization.
8. What formatting tools can you use in a word processor? Answer:
Bold, italics, underline, font size, and color adjustments.
9. Explain the role of cloud platforms in document sharing. Answer:
They allow users to store, access, and share documents online.
10. Why are software tools important in daily life? Answer: They help
perform tasks efficiently, such as writing documents or analyzing
data.

5. Summary

• Key Points Recap:

o Word processors and spreadsheets are essential software tools for everyday tasks.
o Word processors are used for creating and formatting documents.
o Spreadsheets are used for organizing, analyzing, and storing data.
o Templates save time by providing pre-designed formats for tasks.
o Cloud platforms enable easy sharing and collaboration on documents.

38
Topic: Input and Output Devices
Sub-Topic: Introduction to Hardware

1. Introduction

• Overview: This topic introduces learners to the fundamental components of computer

hardware, focusing on input, output, and storage devices. Learners will differentiate
between these types of hardware and explore their roles in the operation of a computer
system.
• General Competence: Learners will categorize hardware components effectively and
understand their functions in supporting computer operations.
• Hook: "Imagine trying to use a computer without knowing which parts do what. How do
the keyboard, monitor, and hard drive work together to help you send an email or play a
video? Let’s dive into the world of hardware!"

2. Key Terms / Words / Vocabulary

• Hardware
• Input device
• Output device
• Storage device
• CPU
• Peripheral
• Data processing

3. Sub-Topic: Introduction to Hardware

3.1 Introduction

This sub-topic provides an overview of the three main categories of hardware: input devices,
output devices, and storage devices. Learners will explore their characteristics and how they work
together to complete tasks.

3.2 Specific Competence(s):

Learners will:

1. Differentiate between input, output, and storage devices.

39
3.3 Specific Competence 1: Differentiate between input, output, and storage
devices

• Learning Activities:
1. Label parts of a computer system in a diagram.
§ How it will be conducted: Learners will study a diagram of a computer
system, identify hardware components, and label them correctly.
2. Visit a computer lab to identify components.
§ How it will be conducted: Learners will explore a computer lab, physically
identify input, output, and storage devices, and record their observations.
3. Build a hardware model using cardboards and labels.
§ How it will be conducted: Learners will create models of hardware
components, label them, and present their functions to the class.
4. Discuss how hardware works together during a task (e.g., printing a
document).
§ How it will be conducted: In groups, learners will discuss the roles of
hardware components in completing a task and present their findings.
5. Watch a documentary about the evolution of computer hardware.
§ How it will be conducted: Learners will watch a documentary, take notes,
and share interesting facts during a class discussion.
• Content Tips:
o Input devices: Enable users to input data into a computer (e.g., keyboard, mouse).
o Output devices: Deliver processed data to users (e.g., monitor, printer).
o Storage devices: Store data for short or long-term use (e.g., hard drive, USB).
o Integration: Highlight how these devices work together to execute tasks.
• Suggested Teaching and Learning Materials:
o Diagrams of computer systems
o Real computer components in a lab
o Cardboards and markers for model-making
o Documentary videos

4. Expected Standard

• Learners categorize hardware components effectively.

• Assessment Activities:
1. Group presentations on labeled diagrams and hardware models.
2. Practical activity to identify and categorize devices in the lab.
3. Written assessment:
§ Quizzes:
1. Name two input devices.
Answer: Keyboard, mouse.
2. What is the primary function of a monitor?
Answer: To display visual information.
3. Define a storage device and give an example.
Answer: A device used to store data, e.g., hard drive.
4. What is the difference between input and output devices?
Answer: Input devices send data to the computer, while output
devices deliver processed data to the user.

40
 5. List two devices that are both input and output.
Answer: Touchscreen, all-in-one printer.
6. Describe the role of a CPU in a computer system.
Answer: The CPU processes data and controls other hardware
components.
7. What are the advantages of storage devices?
Answer: They allow data to be saved and accessed later.
8. Compare the functions of a printer and a monitor.
Answer: A printer produces physical copies, while a monitor
displays digital content.
9. Why is hardware integration important?
Answer: It ensures seamless operation of tasks in a computer
system.
10. Explain how a task like printing involves all hardware types.
Answer: Input via keyboard/mouse, processing by CPU, output on
printer, and storage in hard drive.

5. Summary

• Key Points Recap:

o Hardware includes input, output, and storage devices.
o Input devices send data to the computer, output devices display results, and storage
devices retain information.
o Practical understanding of hardware helps in efficient computer use.
o Integration of hardware components is vital for executing tasks effectively.

41
Topic 8: Productivity Tools
1. Introduction
• Overview: This topic covers the use of basic productivity tools, including word processors
and spreadsheets. Learners will explore how to create, format, and manage documents and
data effectively. The importance of these skills in professional, academic, and personal
contexts will also be discussed.
• General Competence(s): By the end of this topic, learners will be able to navigate and use
basic productivity software tools to create and manage documents, spreadsheets, and other
resources efficiently.
• Hook: Have you ever wondered how professionals quickly create organized reports or
analyse data effectively? What tools do they use to make their work seamless and
impactful?

2. Key Terms/Words/Vocabulary

• Word Processor
• Spreadsheet
• Formatting
• Template
• Cloud Platform
• Table

3. Sub-Topic: Using Software Applications

• Introduction: This subtopic focuses on practical skills for using software applications
such as word processors and spreadsheets. Learners will understand the basic features of
these tools and how to apply them to solve real-world tasks.
• Specific Competence(s) – Learners to: 19.1. Use basic software like word processors and
spreadsheets.

Notes:

1. Introduction to Software Applications

• Software applications are programs designed to perform specific tasks, such as creating
documents, managing data, or making presentations.
• Common examples: Word processors (e.g., Microsoft Word) and spreadsheets (e.g.,
Microsoft Excel).
2. Word Processors

• Definition: Tools for creating, editing, and formatting text-based documents.

• Basic Features:
◦ Text formatting: Changing font style, size, and color.
◦ Page layout: Adjusting margins, orientation, and spacing.
◦ Inserting objects: Adding images, tables, and charts.
◦ Saving and printing documents.
• Real-World Applications:
◦ Writing letters, essays, and reports.
42
 ◦ Designing brochures and flyers.
3. Spreadsheets

• Definition: Tools for organizing, analyzing, and storing data in tabular form.
• Basic Features:
◦ Rows and columns: Structuring data in cells.
◦ Formulas and functions: Performing calculations (e.g., SUM, AVERAGE).
◦ Charts: Creating graphs to visualize data.
◦ Sorting and filtering: Managing large datasets efficiently.
• Real-World Applications:
◦ Budgeting and financial tracking.
◦ Managing inventories and schedules.
4. Practical Applications

• Integration: Combining word processors and spreadsheets to prepare reports with data and
charts.
• Problem-Solving: Using tools to address tasks like planning events, generating invoices, or
analyzing trends.
5. Key Skills to Master

• Navigating menus and toolbars.

• Typing and editing efficiently.
• Applying formulas and creating charts.
• Saving files in various formats (e.g., PDF, CSV).
6. Benefits of Learning These Skills

• Enhances productivity and efficiency.

• Prepares learners for academic and professional tasks.
• Develops critical thinking and organizational skills.

Learning Activities

1. Activity 1: Create a simple document and format it.

o How the activity will be conducted:
§ Learners open a word processing application.
§ They type a short paragraph describing their daily routine.
§ Learners apply formatting such as bold, italics, font changes, and paragraph
alignment.
o Content Tips:
§ Formatting enhances readability and presentation.
§ Key formatting tools include font size, style, and paragraph alignment.
o Teaching and Learning Materials:
§ Computers with word processing software, projector for demonstrations.
2. Activity 2: Enter data into a spreadsheet and apply basic formatting.
o How the activity will be conducted:
§ Learners open a spreadsheet application.
§ They input a list of five daily activities along with their respective
durations.
§ Learners apply formatting like cell borders, text alignment, and shading.
o Content Tips:

43
 § Spreadsheets are useful for organizing and analyzing data.
§ Formatting helps in visually distinguishing data points.
o Teaching and Learning Materials:
§ Computers with spreadsheet software, example datasets.
3. Activity 3: Create a table to track daily activities in a spreadsheet.
o How the activity will be conducted:
§ Learners design a table with columns for activities, time spent, and
comments.
§ They use built-in table formatting tools to enhance the appearance.
o Content Tips:
§ Tables provide a structured way to display data.
§ Use consistent formatting for clarity.
o Teaching and Learning Materials:
§ Spreadsheet templates, step-by-step instructions.
4. Activity 4: Explore templates available in office software for specific tasks.
o How the activity will be conducted:
§ Learners browse template libraries within word processors and
spreadsheets.
§ They select templates for tasks like creating resumes or budgets and
customize them.
o Content Tips:
§ Templates save time and provide professionally designed formats.
§ Common templates include calendars, reports, and invoices.
o Teaching and Learning Materials:
§ Internet access, office software with templates.
5. Activity 5: Share a document using email or a cloud platform.
o How the activity will be conducted:
§ Learners create a document and save it.
§ They attach the document to an email or upload it to a cloud service for
sharing.
o Content Tips:
§ Cloud platforms enable real-time collaboration and secure storage.
§ Ensure file permissions are correctly set before sharing.
o Teaching and Learning Materials:
§ Computers with internet access, email accounts, and cloud service accounts.

4. Expected Standard

Learners navigate and use productivity software tools with ease, demonstrating competence in
creating, formatting, and sharing documents and spreadsheets.

• Assessment on Learners’ Activities: Assess learners’ abilities to:

o Apply formatting to documents and spreadsheets.
o Create structured tables.
o Utilize templates for specific tasks.
o Share files through email or cloud platforms.
• Quiz Questions:

1. What is the primary purpose of a word processor?

§ Answer: To create, edit, and format text-based documents.

44
 2. Name three formatting options available in a word processor.
§ Answer: Bold, italics, and font size.
3. What is a spreadsheet used for?
§ Answer: Organizing, analyzing, and storing data in a tabular form.
4. How do templates benefit users?
§ Answer: They save time and provide pre-designed formats.
5. What is the advantage of using cloud platforms for document sharing?
§ Answer: Enables real-time collaboration and secure storage.
6. What is the purpose of applying cell borders in a spreadsheet?
§ Answer: To visually separate and organize data.
7. How do you adjust the alignment of text in a spreadsheet?
§ Answer: Use the alignment tools in the toolbar.
8. Why is it important to set file permissions before sharing a document?
§ Answer: To control access and ensure data security.
9. What is the difference between a table and a plain text list?
§ Answer: A table organizes data in rows and columns, while a list is
unstructured.
10. Which office software feature allows users to analyze data trends?
§ Answer: Charts and graphs in spreadsheets.

21. Summary

• Key Points Recap:

o Productivity tools like word processors and spreadsheets simplify tasks.
o Formatting enhances document readability and professionalism.
o Templates save time and provide a polished look.
o Spreadsheets organize and analyze data effectively.
o Cloud platforms enable collaboration and secure file sharing.

45
Topic 9: File Management
1. Introduction

• Overview: This topic focuses on the basics of file management, emphasizing the
organization and management of files and folders. Learners will understand the importance
of applying appropriate file naming conventions and safe file handling practices, which are
crucial in both academic and professional settings.
• General Competence(s): By the end of this topic, learners will be able to organize and
manage files and folders effectively, apply appropriate file naming conventions, and
demonstrate safe file handling practices.
• Hook: Imagine losing an important document because it wasn’t saved in the right place or
named properly. How can you ensure your files are always easy to find and manage?

2. Key Terms/Words/Vocabulary

• File Management
• Folder
• Subfolder
• File Naming Conventions
• Cloud Storage
• File Handling (Copying, Moving, Deleting)

3. Sub-Topic: Basics of File Management

• Introduction: This subtopic introduces learners to essential file management practices,

including creating and organizing folders, using proper naming conventions, and safely
handling files to prevent data loss or mismanagement.
• Specific Competence(s) – Learners to: 3.1 Organize and manage files and folders
effectively. 3.2 Apply appropriate file naming conventions. 3.3 Demonstrate safe file
handling practices (deleting, renaming, moving files).

Learning Activities

1. Activity 1: Create folders and subfolders to organize files.

o How the activity will be conducted:
§ Learners open a file explorer tool on their computer.
§ They create a main folder named "Class Project" and subfolders for
"Research," "Drafts," and "Final Submission."
o Content Tips:
§ Use a hierarchical folder structure to improve organization.
§ Ensure subfolders are appropriately named based on their purpose.
o Teaching and Learning Materials:
§ Computers or devices with file explorer tools, sample file organization
diagrams.
2. Activity 2: Practice renaming, copying, moving, and deleting files.
o How the activity will be conducted:
§ Learners select sample files provided by the instructor.

46
 § They rename files based on their content (e.g., "Essay_Draft1.docx"), copy
them to a new location, move them to specific subfolders, and delete
unnecessary duplicates.
o Content Tips:
§ Renaming files should follow consistent conventions for easy identification.
§ Deletion should be cautious to avoid accidental loss of important files.
o Teaching and Learning Materials:
§ Preloaded sample files, step-by-step instructions.
3. Activity 3: Use cloud storage to upload and organize files.
o How the activity will be conducted:
§ Learners create an account on a cloud storage platform (e.g., Google Drive,
Dropbox).
§ They upload the "Class Project" folder and organize it in the cloud
environment.
o Content Tips:
§ Cloud storage provides backup and enables access from multiple devices.
§ Use folder sharing options for collaboration.
o Teaching and Learning Materials:
§ Internet-enabled devices, accounts on cloud storage platforms.
4. Activity 4: Discuss and demonstrate file naming best practices.
o How the activity will be conducted:
§ The instructor presents examples of good and poor file naming conventions.
§ Learners practice renaming files using clear, concise, and descriptive names
(e.g., "2025_Semester1_Math_Notes.pdf").
o Content Tips:
§ Avoid special characters and excessively long names.
§ Include dates or project names for better organization.
o Teaching and Learning Materials:
§ Examples of file names, presentation slides.
5. Activity 5: Practice organizing files for a class project and share them with a peer.
o How the activity will be conducted:
§ Learners simulate a group project by creating a file structure for a specific
task.
§ They organize files, compress the folder into a ZIP file, and share it via
email or cloud storage.
o Content Tips:
§ Collaboration tools simplify teamwork and ensure consistent file
organization.
§ Compressed files save storage space and make sharing easier.
o Teaching and Learning Materials:
§ Computers, email accounts, cloud storage accounts.

4. Expected Standard

Learners can organize and manage files effectively and safely, demonstrating proficiency in
creating folder structures, applying naming conventions, and using cloud storage tools.

• Assessment on Learners’ Activities: Assess learners’ abilities to:

o Create organized folder structures.
o Apply consistent and meaningful file naming conventions.

47
 o Use cloud storage to backup and share files.
o Safely copy, move, rename, and delete files.
• Quiz Questions:

1. What is the purpose of creating subfolders?

§ Answer: To organize files in a structured and logical manner.
2. Name three best practices for file naming.
§ Answer: Use descriptive names, avoid special characters, and include
relevant dates.
3. What is the benefit of using cloud storage?
§ Answer: It provides backup and allows access to files from multiple
devices.
4. How can you recover accidentally deleted files?
§ Answer: Check the recycle bin or trash folder.
5. What is the difference between copying and moving a file?
§ Answer: Copying creates a duplicate in a new location, while moving
relocates the original file.
6. Why is it important to compress files before sharing?
§ Answer: To save storage space and make the transfer faster.
7. What is the risk of using poor file naming conventions?
§ Answer: It makes files harder to find and manage.
8. How can you share a folder with a peer using cloud storage?
§ Answer: Use the folder's sharing settings to generate a shareable link or
invite them via email.
9. What is the advantage of hierarchical folder structures?
§ Answer: It helps in categorizing files for easy retrieval.
10. What safety practice should you follow before deleting a file?
§ Answer: Ensure the file is backed up or no longer needed.

5. Summary

• Key Points Recap:

o File management involves organizing, naming, and handling files systematically.
o Proper naming conventions make files easier to locate and manage.
o Safe file handling practices prevent accidental loss of important data.
o Cloud storage provides additional backup and collaboration options.
o Hierarchical folder structures ensure better organization and accessibility.

48
Topic 10: Basic Internet and Online Tools
1. Introduction

• Overview: This topic introduces learners to the fundamental concepts of the internet,
focusing on how it works, navigating websites using a web browser, and practicing basic
online safety. These skills are essential for academic, professional, and personal digital
interactions.
• General Competence(s): By the end of this topic, learners will understand how the
internet works, navigate websites using a browser effectively, and apply basic online safety
practices.
• Hook: Imagine searching for critical information online but not knowing where to start.
How can you ensure you navigate the internet safely and effectively?

2. Key Terms/Words/Vocabulary

• Internet
• Web Browser
• Search Engine
• Online Safety
• Passwords
• Online Learning Tools

3. Sub-Topic: Introduction to the Internet

• Introduction: This subtopic explores the basics of the internet, including its functioning,
the use of web browsers for navigation, and the importance of online safety practices.
• Specific Competence(s) – Learners to:
• 3.1 Understand how the internet works.
• 3.2 Use a web browser to search and navigate websites.
• 3.3 Apply basic online safety practices.

Notes

1. What is the Internet?

• A global network of interconnected computers and servers used for communication,

information sharing, and entertainment.
• Common services include the World Wide Web (websites), email, and file sharing.

2. How the Internet Works

• Data Transmission: Information is sent and received as data packets through cables,
satellites, or wireless networks.
• IP Address: Each device on the internet has a unique address (IP address) for
identification.
• DNS (Domain Name System): Translates website names (e.g., www.example.com) into
IP addresses for easier navigation.

49
3. Web Browsers

• Software used to access and view websites on the internet (e.g., Google Chrome, Mozilla
Firefox, Microsoft Edge).
• Key functions:
o Entering website URLs.
o Using search engines to find information.
o Bookmarking favourite pages for quick access.

4. Importance of Online Safety

• Avoiding Cyber Threats: Protect against viruses, malware, and phishing scams.
• Strong Passwords: Use unique, complex passwords for accounts.
• Personal Information: Limit sharing sensitive data online.
• Secure Websites: Look for HTTPS and padlock icons in the URL bar.
• Regular Updates: Keep software and antivirus programs up to date.

5. Benefits of the Internet

• Quick access to information and educational resources.

• Easy communication through email, social media, and messaging apps.
• Entertainment options like streaming, gaming, and online reading.

6. Challenges

• Cyberbullying and online fraud.

• Over-reliance on internet resources.
• Privacy concerns.

Learning Activities

1. Activity 1: Use a web browser to access educational websites and conduct a search.
o How the activity will be conducted:
§ Learners open a web browser and visit educational websites (e.g.,
Wikipedia, Khan Academy).
§ They use a search engine to find specific topics or information.
o Content Tips:
§ Understand the role of search engines in finding information.
§ Practice entering specific keywords for efficient searches.
o Teaching and Learning Materials:
§ Internet-enabled devices, a list of recommended websites.
2. Activity 2: Identify and use popular search engines.
o How the activity will be conducted:
§ Learners explore different search engines like Google, Bing, and
DuckDuckGo.
§ They compare search results for the same query across platforms.
o Content Tips:
§ Discuss the differences in algorithms and privacy policies of search engines.
§ Encourage learners to evaluate the credibility of sources.
o Teaching and Learning Materials:

50
 § Internet-enabled devices, search engine list.
3. Activity 3: Discuss the importance of using strong passwords and browsing safely.
o How the activity will be conducted:
§ The instructor leads a discussion on online safety risks, including weak
passwords and unsafe browsing.
§ Learners create strong passwords following guidelines (e.g., using a mix of
characters).
o Content Tips:
§ Strong passwords reduce the risk of unauthorized access.
§ Safe browsing includes avoiding suspicious links and sites.
o Teaching and Learning Materials:
§ Presentation slides, password management tools.
4. Activity 4: Practice using online learning tools (e.g., Google Classroom).
o How the activity will be conducted:
§ Learners create an account on an online learning platform.
§ They explore features like assignments, announcements, and group
discussions.
o Content Tips:
§ Online tools enhance collaboration and access to resources.
§ Familiarity with these tools supports academic success.
o Teaching and Learning Materials:
§ Computers or tablets, access to an online learning platform.
5. Activity 5: Demonstrate navigating websites for academic purposes.
o How the activity will be conducted:
§ Learners practice navigating a university or library website to find
resources.
§ They bookmark useful pages for future reference.
o Content Tips:
§ Efficient navigation saves time and improves productivity.
§ Bookmarking helps in organizing frequently visited sites.
o Teaching and Learning Materials:
§ Internet-enabled devices, access to academic websites.

4. Expected Standard

Learners can use a browser effectively, navigate websites, and demonstrate online safety practices
confidently.

• Assessment on Learners’ Activities: Assess learners’ abilities to:

o Search for and locate information using a web browser.
o Identify and explain the differences among popular search engines.
o Demonstrate the use of strong passwords and safe browsing habits.
o Navigate and use an online learning tool effectively.
• Quiz Questions:

1. What is the function of a web browser?

§ Answer: To access and display websites on the internet.
2. Name three popular search engines.
§ Answer: Google, Bing, DuckDuckGo.
3. What makes a password strong?

51
 § Answer: A combination of uppercase, lowercase, numbers, and special
characters.
4. Why is it important to avoid suspicious links?
§ Answer: They can lead to malware or phishing attacks.
5. How can bookmarking help in browsing?
§ Answer: It allows quick access to frequently visited websites.
6. What is the benefit of using online learning tools?
§ Answer: They enhance learning through collaboration and resource
sharing.
7. What is the difference between a browser and a search engine?
§ Answer: A browser accesses websites, while a search engine helps find
them.
8. Name two online safety practices.
§ Answer: Using strong passwords and avoiding unsafe websites.
9. What is the role of keywords in a search?
§ Answer: Keywords help in finding relevant information efficiently.
10. Why should you compare search results from different search engines?
§ Answer: To evaluate the accuracy and credibility of the information.

5. Summary

• Key Points Recap:

o The internet enables access to vast information and resources.
o Web browsers and search engines are essential tools for navigation.
o Strong passwords and safe browsing protect online accounts and devices.
o Online learning tools enhance collaboration and academic success.
o Efficient navigation and bookmarking improve productivity and organization.

52
Topic 11: Digital Financial Tools
1. Introduction

Overview: This topic explores the use of digital financial tools to manage transactions and
budgets. Subtopics include online banking, mobile money, and financial apps. These tools are
essential in real-life situations, as they enable individuals to manage their finances efficiently,
make secure transactions, and develop financial literacy in a rapidly digitalizing world.

General Competence(s): By the end of this topic, learners will be able to effectively use digital
tools to manage financial transactions and budgets, equipping them with practical financial
management skills.

Hook: Have you ever wondered how your parents manage their monthly budgets or pay bills
online without visiting the bank? Let’s explore how digital financial tools make this possible.

2. Key Terms/Words/Vocabulary

• Online banking
• Mobile money
• Financial apps
• Budgeting
• Transactions
• Google Sheets
• Excel
• Digital finance trends

3. Sub-Topic: Online Banking, Mobile Money, Financial Apps

Introduction: This subtopic introduces learners to the world of digital financial tools, focusing on
online banking, mobile money services, and financial apps. These tools are reshaping how people
manage their finances in a connected world.

Specific Competence(s): Learners will:

1. Use digital financial tools to manage transactions and budgets.

2. Practice using financial apps like Excel and Google Sheets.

Specific Competence 1: Use digital financial tools to manage transactions and budgets

Learning Activities:

1. Simulating Online Banking and Mobile Money Transactions

o Learners will role-play creating a bank account, transferring money, and checking
balances through online banking and mobile money platforms.

53
 Content Tips: Discuss security principles such as using strong passwords and
o
recognizing phishing scams.
o Materials: Internet-connected devices, simulated accounts.
2. Comparing Financial Management Apps
o Learners will explore and compare financial management apps such as Mint,
YNAB, Excel, and Google Sheets.
o Content Tips: Highlight the features of each app, including budgeting, expense
tracking, and reporting.
o Materials: Smartphones, laptops, and preloaded apps.

Worked Examples:

1. Online money transfer of K100 to a peer’s account.

2. Budgeting monthly expenses using Excel (e.g., rent: K5000, groceries: K2000, utilities:
K1500
3. Creating a bar graph in Google Sheets to visualize spending categories.

Specific Competence 2: Practice using financial apps like Excel and Google Sheets

Learning Activities:

1. Researching Trends in Digital Finance

o Learners will research and present findings on the latest trends in digital finance,
such as cryptocurrency or fintech innovations.
o Content Tips: Provide examples of current trends and their real-world
applications.
o Materials: Access to the internet and presentation tools.
2. Demonstrating Budgeting Using Financial Tools
o Learners will create a personal budget using Excel or Google Sheets, categorizing
expenses and income.
o Content Tips: Teach formula functions in spreadsheets, such as SUM and
AVERAGE.
o Materials: Computers with Excel/Google Sheets.

Worked Examples:

1. Calculate total monthly expenses using SUM.

2. Track income vs. expenses using conditional formatting to flag overspending.
3. Create a pie chart to represent budget categories.

4. Expected Standard

Expected Standard: Learners can use digital tools for financial transactions and effectively apply
budgeting techniques using financial apps.

Assessment:

• Assessment during and after each learning activity.

54
 • Provide quizzes to evaluate understanding.

Quizzes:

1. Multiple Choice Questions:

o What is online banking?
o Name a feature of mobile money services.
o Which app can be used for budgeting? (a) Google Maps (b) Excel (c) Spotify
o Why is budgeting important?
o What is phishing in online transactions?

Answers: 1. Online banking is managing finances electronically via a bank’s website or

app. 2. Transfer of funds. 3. (b) Excel. 4. To manage expenses. 5. A scam to steal personal
information.

2. Open-ended and Closed Questions:

o List three advantages of mobile money services.
o Explain how to use SUM in Excel.
o Describe the importance of secure passwords in online banking.
o Create a personal budget in Google Sheets and share it.
o What are the challenges of digital finance tools?

Answers:

• Advantages: Fast transactions, convenience, secure.

• SUM adds a range of numbers.
• Secure passwords protect personal data.
• Share as an exercise.
• Challenges: Cybersecurity, user error, costs.

5. Summary

Key Points Recap:

• Digital financial tools include online banking, mobile money, and financial apps.
• These tools simplify financial transactions and budget management.
• Learners practiced using Excel and Google Sheets for budgeting.
• Security and understanding app features are crucial when using digital financial tools.

55
56
APPENDICES

Programming Languages
Topic Programming Language
Specialization Track - Scratch: For learning programming concepts such as
sequences, loops, conditionals, and events. It uses blocks to
create code.
- For Text-Based Programming choose Python: IDLE
(Integrated Development and Learning Environment),
Thonny, or Repl.it. Simple projects like calculators,
interactive stories, and basic games can be created.
- For dynamic web content development, choose JavaScript:
Visual Studio Code (VS Code), Repl.it, or CodePen.
- For deeper understanding of programming choose Java or
C++
- Mobile App Sotware:: Kotlin (for Android) or Swift (for
iOS), Thunkable, MIT App Inventor, Kodular,
- Distributed Systems: Java or Python
AI and Robotics Predictive Text Software: Android Keyboard Apps:
Gboard, SwiftKey. iOS Keyboard: Built-in predictive text on
iPhone.

Voice Assistance Software: Google Assistant, Siri, Amazon

Alexa, Microsoft Cortana etc.

Capstone Project - Choose based on the specialization: Example for complex

Apps development choose MIT App Inventor
-For advanced Mobile App Development choose Kodular
-For a Professional App Development Environment use
Android Studio with Kotlin or Java
- Java for Distributed Systems,

Basic Mobile App - For beginners, choose Thunkable. It allows users to build
Development apps for both Android and iOS devices using a drag-and-drop
interface
Complex Mobile App - Choose MIT App Inventor. It is a web-based integrated
Development development environment (IDE) that allows users to create
applications for Android devices using a graphical user
interface (GUI)
Advanced Mobile App - Choose Kodular it offers more advanced features
Development
Professional Mobile App - Choose Android Studio with Kotlin or Java.: It is the
Development official IDE for Android development, offering a more
professional and robust platform

57
 Hardware Requirements
Laptop, Smartphone, Tablets , ● Minimum: 4 cores (Core i3 and above), 1.6 Gigahertz
Headphones and Microphones (GHz) or faster, 64-bit.
(Processor) ● Recommended: (8 cores or more), 2 GHz or higher,
64-bit.
RAM ● Minimum: 4 GB.
● Recommended: 8 GB and above.
● Recommended: 2GB or higher for Smart phones
Hard disk space/ SSD ● Minimum: 150 GB and above.
● Minimum 16 GB for Smart phones

Reserved Words in selected Programming Languages

The following table shows some reserved words in different programming
languages:

Python:
Type Reserved Words
Control Flow if, else, else if, while, for, break, continue
Data Types int, float, str, bool, complex
Function def, return, async, await
Object-Oriented Programming class, self, super
Exception Handling try, except, raise, assert
Others import, from, as, with

Java:
Type Reserved Words
Control Flow if, else, switch, case, default, while, for, break, continue
Data Types int, float, char, Boolean, long
Function Function: void, return
Object-Oriented Programming class, extends, implements, interface, this, get, set, static,
virtual
Exception Handling try, catch, finally, throws
Others package, import, synchronized

JavaScript:
Type Reserved Words
Control Flow if, else, while, for, break, continue
Data Types var, let, const
Function function, =>, async, await
Object-Oriented Programming class
Exception Handling try, catch
Others import, export

58
 C++:
Type Reserved Words
Control Flow: if, else, while, for, break, continue
Data Types: int, float, char, double
Function: void, return
Object-Oriented Programming: class, public, private, protected, friend, virtual
Exception Handling: try, catch, throw, noexcept
Others: include, namespace, using, typedef

Please note that this list is not exhaustive, and each language has additional reserved words and
keywords beyond those listed here.

MathemaGcal symbols
The following table shows Mathematical symbols used in most programming languages:

Mathematical Meaning Symbol Example

Addition + 2+3=5
Addition assignment += a = 3; a += 2; (a is now 5)
Decrement -- a = 3; a += 2; (a is now 5)
Division / 8/4=2
Division assignment /= d = 10; d /= 2; (d is now 5)
Equality == 5 == 5 (true)
Exponentiation * 2 ** 3 = 8
Greater than > 8 > 5 (true)
Greater than or equal to >= 9 >= 10 (false)
Increment ++ x = 5; x++ = 6 (after)
Inequality != 4 != 7 (true)
Less than < 3 < 6 (true)
Less than or equal to <= 2 <= 2 (true)
Modulus % 10 % 3 = 1 (remainder)
Modulus assignment %= e = 9; e %= 4; (e is now 1)
Multiplication * 4 * 3 = 12
Multiplication assignment *= c = 4; c *= 3; (c is now 12)
Subtraction - 7–4=3
Subtraction assignment -= b = 7; b -= 4; (b is now 3)

Visual Studio in SoJware Development

This section introduces Visual Studio, a powerful integrated development environment (IDE)
widely used in software development. Visual Studio supports various programming languages and
provides a range of tools for coding, debugging, and project management.
Example: Creating a Console Application in Visual Studio

Demonstrate the basic steps of creating a simple console application using Visual Studio.

Steps:

59
1. Opening Visual Studio:
- Launch Visual Studio on your computer.
2. Creating a New Project:
- Go to the "File" menu and select "New" > "Project."
- Choose the type of project you want to create. For this example, select "Console App" under
the appropriate programming language (e.g., C).
- Provide a name for your project and choose a location to save it.

3. Writing Code:
- Once the project is created, open the main code file (e.g., `Program.cs`) in the code editor.

- Write a simple "Hello, World!" program in csharp:

4. Building and Running:

- Click on the "Build" menu and select "Build Solution" to compile the code.
- Press the "Start" button or use the "F5" key to run the application.

5. Debugging:
- Set a breakpoint by clicking in the left margin next to the line `Console. WriteLine ("Hello,
World!");
- Press "F5" to start debugging. The program will stop at the breakpoint, allowing you to inspect
variables and step through the code.

This example provides a hands-on introduction to Visual Studio by guiding learning through the
process of creating, coding, building, and debugging a simple console application. These
fundamental skills will serve as a foundation for more complex software development projects
using Visual Studio.

Including practical examples like this can help readers apply theoretical knowledge, making the
learning experience more engaging and effective.

60
Bibliography
1. Kenya Institute of Curriculum Development (KICD) (2021). Competence-Based
Curriculum Design for ICT Education. Nairobi: KICD Press.
o Provides the foundation for ICT curriculum design aligned with CBC goals.
2. Anderson, J., & van Weert, T. (2002). Information and Communication Technology in
Education: A Curriculum for Schools and Programme of Teacher Development. Paris:
UNESCO.
o Offers global standards for ICT curriculum development.
3. Nations, U. (2019). ICT Competency Framework for Teachers (Version 3). Paris:
UNESCO.
o Focuses on the integration of ICT skills into teaching practices.
4. Sharma, P. (2020). Blended Learning in ICT: Theory and Practice. New York:
Routledge.
o Discusses modern ICT instructional strategies using blended learning approaches.
5. Collins, A., & Halverson, R. (2018). Rethinking Education in the Age of Technology: The
Digital Revolution and Schooling in America. New York: Teachers College Press.
o Explores how digital tools transform learning environments.
6. Shelly, G. B., Cashman, T. J., & Vermaat, M. E. (2017). Discovering Computers:
Digital Technology, Data, and Devices. Boston: Cengage Learning.
o Offers a comprehensive introduction to ICT concepts for beginners.
7. Kraemer, K., Dedrick, J., & Sharma, P. (2019). ICT Development and Applications in
Education. Oxford: Oxford University Press.
o Focuses on the role of ICT in education and its applications in classroom settings.
8. Livingstone, S., & Sefton-Green, J. (2016). The Class: Living and Learning in the
Digital Age. New York: NYU Press.
o Examines how students engage with digital tools for learning.
9. Laurillard, D. (2013). Teaching as a Design Science: Building Pedagogical Patterns for
Learning and Technology. New York: Routledge.
o Provides a framework for integrating ICT into pedagogy.
10. BBC Bitesize ICT Resources (2023). ICT for Secondary Schools: Interactive Learning
Tools. Retrieved from https://www.bbc.co.uk/bitesize.
o Interactive learning resources for teaching ICT in secondary schools.

11. Resta, P., & Laferrière, T. (2015). Digital Equity and Inclusion in ICT Education:
Bridging the Digital Divide. Washington, D.C.: International Society for Technology in
Education (ISTE).
o Focuses on ensuring equitable access to ICT tools and skills for all learners.
12. Goyal, E. (2020). ICT in Education: Integration, Inclusion, and Innovation. New Delhi:
Sage Publications.
o Covers practical approaches to integrating ICT into teaching and learning.
13. Miller, M. D., & Bartlett, J. E. (2019). Teaching with Technology: Practical Tools and
Strategies for Modern Classrooms. London: Routledge.
o A hands-on guide for teachers on using ICT effectively in classrooms.
14. Warschauer, M. (2016). Learning in the Cloud: How (and Why) to Transform Schools
with Digital Media. New York: Teachers College Press.
o Highlights the use of cloud-based tools to enhance ICT teaching and learning.

61
15. European Schoolnet (2021). Digital Competence Framework for Educators
(DigCompEdu). Brussels: European Union.
o Provides a structured framework for developing digital competence among
teachers.

62