INFORMATION AND COMMUNICATIONS TECHNOLOGY

Weekly Learning Plan

Information & Communications 60

Subject Week 1 Duration Year 1
Technology mins. Form
Organizing, Managing and Presenting Information
Strand ICTs in the Society Sub-Strand
Using Essential Productivity Tools
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Learning 1. Describe software, hardware, and other computing features needed to create a document.
Indicator(s) 2. Create, Edit and Format text and paragraphs using desktop/online computing tools

▪ How will you explain computer hardware? Understanding

Essential Question(s) linked ▪ How are the categories of hardware related? (Understanding, analyze,)
to the Knowledge Hierarchy
▪ How do you use these hardware types in creating a document? (Understanding, analyze, evaluate)
aligned with the Content
Standards and Learning ▪ How are the types of software related? (evaluate)
Indicators ▪ What are the best approaches to teach computer hardware and computer software?
▪ In what ways can I integrate cross cutting theme GESI SEL national values in teaching components of
the computer: Hardware and Software?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Pedagogical Strategies Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
Think-pair-share,
 Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 examples of hardware and group them in their categories
Content
Limit content to at least 4 examples of hardware and group them in their categories

Limit content to at least 6 examples of hardware and group them in their categories

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups
Process

Discuss at least 2 examples of hardware and group them in their categories

 Discuss at least 4 examples of hardware and group them in their categories

Discuss at least 6 examples of hardware and group them in their categories

Accept oral responses and write-ups on
Product
▪ the categories of hardware and how they are related.
Software, Hardware, word processing application software
Keywords
input, processing, output, storage, communication, Liveware
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Brainstorming: (eg, 10 Activity 1: ▪ Level 2 Skills of
minutes) Introductory Activity 1: (eg. 15 conceptual: eg.
minutes) In small groupings, (ability, language, understanding:
• An electric train is moving
background, gender, etc.), state and
from Tamale (in the north) In small groupings (ability, ▪ State and explain
classify 10 hardware components into
to Accra (in the south). language, background, gender, etc.) input, processing, output and storage for four (4) hardware
What will be the direction let learners List at least 10 components
large group discussion.
of the smoke? hardware components and needed to create a
(understanding) categorize them into input, document
processing, output and storage for
• It is the hardware part of large group discussion.
the computer that makes
the computer intelligent
and not the software. True Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic
or False reasoning:
▪ engage learners in an ▪ engage in class discussion and
(understanding) interactive discussion and use answer questions to gain ▪ Explain the types
questioning to explain that understanding of how system software of software and
 Teacher brainstorms with without system software a is used to manage hardware and how their categories
learners to define and hardware will have no function they function as a platform for other
identify and that system software is software.
• the key points in required as a platform for other
defining computer software.
software and hardware. ▪ Discuss the various types of software
Use a concept map to ▪ In a large group discussion, let in your groups and show how the types
link the key points learners discuss the various are related in your notebooks
types of software and
• What learners use to
place calls home. ▪ How are the types of software
• The type of applications related?
on mobile phones used to
perform a task. ▪ Level 4
Extended
GESI: Providing the thinking
Activity 3:
opportunity for diverse
learners to actively ▪ follow/watch a video to create word ▪ Enter twenty
participate in all lessons in Activity3: (eg. 15 minutes) document (20) words into
an inclusive manner and a text editing
using GESI responsive ▪ Show a 2 minutes video software, using
language as pedagogy tutorial on how to create word ▪ In groups, use the hardware keyboard or
ensures; document components of the computer to create any other input
• Awareness of personal newsletter and birthday card device.
biases and stereotypes ▪ Guide learners to use these
around using appropriate hardware components to ▪ (Learners
multimedia tools create newsletters and should enter
• Respect and tolerance for birthday card. text (20 words)
individual’s uniqueness unaided – this
and peculiarities should be their
• Sensitivity to the own original
interrelatedness with work or copied
regards to integrating from given
 appropriate multimedia text).
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Describe software, hardware, and other computing features needed to create a document.
2. Create, Edit and Format text and paragraphs using desktop/online computing tools
Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 2 Duration Year 1
Technology mins. Form
Organizing, Managing and Presenting Information
Strand ICTs in the Society Sub-Strand
Using Essential Productivity Tools
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Learning Describe how to Create, Edit and Format Text and Graphs
Indicator(s)
1. How will I define productivity tools with examples? Understanding
Essential Question(s) linked
2. How will I create a word document using a productivity tool (word Processor)? Creating
to the Knowledge Hierarchy
3. How will I apply editing and formatting features on the created document? Understanding
aligned with the Content
4. What is the best approach to Create documents using appropriate computing tools?
Standards and Learning
5. In what ways can I integrate cross-cutting theme ie. 21st Century Skills, GESI, SEL and National
Indicators
Values to Create documents using appropriate computing tools?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
 Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 examples of Productivity tools and how they are used to create a document
Content
Limit content to at least 5 examples of Productivity tools and how they are used to create a document

Limit content to at least 8 examples of Productivity tools and how they are used to create a document

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Discuss at least 2 features of productivity tools and how they are used to create a document
Process
Discuss at least 5 features of productivity tools and how they are used to create a document

Discuss at least 8 features of productivity tools and how they are used to create a document
Product Accept oral responses and write-ups on
 ▪ the features of editing and formatting tools.
word processing application software, editing, formatting, creating,
Keywords
file, copy, paste, cut, bold, italic, font style, font size, font color
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as aligned to the
Starter in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking Circle: (eg, 10
minutes) ▪ Level 2 Skills of
• Let learners state the Activity 1: conceptual: eg.
things they need, to Introductory Activity 1: (eg. 15
▪ In small groupings, (ability, understanding:
create a learning minutes)
language, background, gender, etc.), ▪ State and explain
resource for their own In large groupings (ability, explain at least five (5) productivity five (5)
studies(understanding) language, background, gender, etc.) tools and how they are used to create productivity tools
let learners Explain at least 5 a document. and how they are
• It is the hardware part of productivity tools and how they are used to create a
the computer that makes used to create a document for large document
the computer intelligent group discussion.
and not the software. True
or False
(understanding)
Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic
Teacher brainstorms with reasoning:
Using talking for learning engage ▪ Create a word document with simple
learners to define and learners in a practical lesson to ▪ Use a word
words and sentences (learners
identify create a word document with simple processor to
should enter text of about 15–30
• the productivity tools and words and sentences (learners create a word
words entered unaided – this should
how they are used to should enter text of about 15–30 document
create a document. words entered unaided – this should ▪ Apply the editing
• Using a word processor be their own original work or be their own original work or copied and formatting
to create a word copied from given text. from given text. tools
document.
▪ Create a word document and apply
GESI: Providing the the editing and formatting tools
▪ In a large group discussion, let
opportunity for diverse learners create a word
learners to actively participate document and apply editing
in all lessons in an inclusive and formatting tools
manner and using GESI
responsive language as
▪ Level 4
pedagogy ensures;
Extended
• Awareness of personal
thinking:
biases and stereotypes
around using appropriate Activity 3:
multimedia tools ▪ Enter twenty
▪ follow/watch a video to create word (20) words in a
• Respect and tolerance for document
individual’s uniqueness and Activity3: (eg. 15 minutes) word
peculiarities document,
• Sensitivity to the ▪ Show a 3 minutes video using keyboard
▪ In groups, use features of a word or any other
interrelatedness with tutorial on how to create
document to edit and format the input device.
regards to integrating word document
document
appropriate multimedia
documents. ▪ Edit and
▪ Guide learners to edit and format the
format the word document. word
document

(Learners should
enter text (20 words)
unaided – this should
be their own original
work or copied from
 given text) and apply
the editing and
formatting tools.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Use a word processor and other computing features needed to create a document.
2. Create, Edit and Format text and paragraphs using desktop/online computing tools
Reflection & Remarks
Reflection

What went well in the lesson?

Were the different subgroups in the class catered for?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 3 Duration Year 1
Technology mins. Form
Organizing, Managing and Presenting Information
Strand ICTs in the Society Sub-Strand
Using Essential Productivity Tools
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Enhance lists by sorting, renumbering, and customizing list styles using desktop/online computing tools (word
Learning
processing software e.g., MS word, google docs, keyboard, mouse etc.)
Indicator(s)
1. How can I explain formatting tools? (Understanding)
2. How do the formatting tools relate? (Understanding, analyze)
Essential Question(s) linked
3. How can I effectively explain the features of a word processing application to every learner?
to the Knowledge Hierarchy
(Understanding)
aligned with the Content
4. What are the best approaches to teach computer hardware and computer software?
Standards and Learning
5. In what ways can I integrate cross cutting theme GESI SEL national values in teaching features of Word
Indicators
Processing Applications: sorting, renumbering, and customizing list styles?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Pedagogical Strategies
Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
 Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
Limit content to at least 2 features of a word processing application window

Limit content to at least 4 features of a word processing application window

Content
Limit content to at least 6 features of a word processing application window

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups
Process
Discuss at least 2 features of a word processing application window
 Discuss at least 4 features of a word processing application window

Discuss at least 6 features of a word processing application window

Accept oral responses and write-ups on
Product
▪ the features of a word processing document and their uses.
Keywords List, home tab, style edit, format, numbering, bullets, clipboard, font, text alignment, design, lines spacing.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Brainstorming: (eg, 10 Introductory Activity 1: (eg. 15 Activity 1: ▪ Level 1
minutes) minutes) Fundamental
• If you have a hundred In small groupings, (ability, language,
Knowledge: eg.
paged story book with five In small groupings (ability, background, gender, etc.), state three (3)
recall:
chapters, how will you language, background, gender, etc.) groupings under the home tab and
let learners List at least three (3) identify the various tools in each ▪ What are the 3
make the chapters
groupings under the home tab and grouping. groupings under
correspond with the pages
identify the various tool in each the home tab and
in the table of content
grouping for large group two options under
(understanding)
discussion. each

Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic

reasoning:
• Which feature in a word ▪ engage learners to practically ▪ In small groups, practically use the ▪ List 10 tools found
processing document use the options under paragraph options under paragraph grouping, to in the home table
enable users to itemize grouping, to change position of change position of text (text alignment), and classified them
options in setting text (text alignment), increase increase and decrease indent, make a under the various
examination questions for and decrease indent, make a list list in their created document and sort groupings.
learners? in their created document and
 (understanding) sort the list in both ascending the list in both ascending and
and descending order. descending order
▪ In a large group discussion, let
GESI: Providing the learners identify the various ▪ Identify the various tools under style
opportunity for diverse tools under style grouping. grouping and use them to create a
learners to actively ▪ How are the tools used to table of content for your document
participate in all lessons in generate table of content in a
an inclusive manner and document
using GESI responsive
language as pedagogy
ensures; Activity 3: ▪ Level 4 Extended
• Awareness of personal thinking:
biases and stereotypes ▪ follow/watch a video to format styles
around using appropriate Activity3: (eg. 15 minutes) in a word processing document
▪ Identify three
multimedia tools In groups, use the three different heading heading styles
• Respect and tolerance for ▪ watch a video to format styles
style and form them in an existing word and apply them to
individual’s uniqueness in a word processing
processing document. the headings and
and peculiarities document
sub headings in
• Sensitivity to the your document.
interrelatedness with Guide learners to format selected
regards to integrating and used styles in their document to
allow consistency. (Line spacing, ▪ Apply font, line
appropriate multimedia
font, text alignment etc) spacing and
documents.
numbering to the
styles

Lesson Closure (eg. 5 minutes)

Guide learners to recap their discussion and the points identified in the lesson. With this as a guiding question.
1.Create, Edit and Format text and paragraphs using desktop/online computing tools
Reflection & Remarks
Reflection

Which activity did learner participated fully in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:

Weekly Learning Plan

 Information & Communications 60
Subject Week 4 Duration Year 1
Technology mins. Form
Organizing, Managing and Presenting Information
Strand ICTs in the Society Sub-Strand
Using Essential Productivity Tools
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Learning Format the overall appearance of a page using desktop/online computing tools
Indicator(s)
1. How do I explain formatting tools? (Understanding)
Essential Question(s) linked
2. How can I effectively explain how to format individual characters or words? (analyzing)
to the Knowledge Hierarchy
3. How can I effectively explain how to format paragraphs and headings? (analyzing)
aligned with the Content
4. How do I give the shortcut keys for the various formatting tools? (Understanding, analyze, evaluate)
Standards and Learning
5. What are the best approaches to teach Formatting tools?
Indicators
6. In what ways can I integrate cross cutting theme GESI SEL national values in teaching Formatting tools?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Teaching & Learning Smartphones
Resources Laptop computers
Desktop computers
Tablets
 TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
Limit content to at least 2 features used to format individual characters or words in a word document

Limit content to at least 4 features used to format individual characters or words in a word document
Content
Limit content to at least 6 features used to format individual characters or words in a word document

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 2 features used to format individual characters or words in a word document

Discuss at least 4 features used to format individual characters or words in a word document

Discuss at least 6 features used to format individual characters or words in a word document
Accept oral responses and write-ups on
Product
▪ the features used to format individual characters or words in a word document.
Formatting tools, bold, Italics, Underlined, Capitalized, Paragraph, Indent, Spacing, Format Painter, style
Keywords
sets
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
 Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Brainstorming: (eg, 10 Activity 1: ▪ Level 1
minutes) Fundamental
• Why do we use red pens to Introductory Activity 1: (eg. 15 In small groupings, (ability, language, Knowledge: eg.
write headings and sub- minutes) background, gender, etc.), state three (3) recall:
headings in our features in formatting individual
In small groupings (ability, characters or words for large group ▪ state three (3)
notebooks? language, background, gender, etc.) discussion in each grouping. features in
(understanding) let learners explain at least three formatting
(3) features in formatting individual individual
characters or words for large group characters or
discussion. words for large
• Which feature in a word group discussion in
processing document each grouping.
enable users to
differentiate the headings Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic
and instructions from the reasoning:
▪ engage learners to practically ▪ In small groups, practically use the
main examination format paragraphs and options under the Font group to ▪ List the options
questions for learners? headings in a large group change the appearance of a paragraph under the Font
(understanding) discussion, let learners identify and heading group used to
the various tools under font change the
group. ▪ In large groupings give the shortcut
appearance of a
keys for the various formatting tools
paragraph and
GESI: Providing the ▪ Using talk for learning, let under the font group
heading
opportunity for diverse learners give the shortcut keys
learners to actively for the various formatting tools ▪ give the shortcut
participate in all lessons in under the font group keys for the various
an inclusive manner and formatting tools
using GESI responsive under the font group
language as pedagogy
ensures;
• Awareness of personal Activity3: (eg. 15 minutes) ▪ Level 4 Extended
biases and stereotypes Activity 3: thinking:
around using appropriate ▪ watch a 2mins video to in
formatting individual ▪ follow/watch a video to format in
multimedia tools ▪ use the options
characters or words for large formatting individual characters or
• Respect and tolerance for under the font
group discussion. words for large group discussion.
individual’s uniqueness group to format
and peculiarities In groups, use the options under the font the characters or
• Sensitivity to the ▪ Guide learners to format in group to format the characters or words in words in an
interrelatedness with formatting individual an existing word processing document. existing word
regards to integrating characters or words for large processing
appropriate multimedia group discussion. document.
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With this as a guiding question.
1.Create, Edit and Format text, paragraphs and headings using desktop/online computing tools
Reflection & Remarks
Reflection

What went well in the lesson?

Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 5 Duration Year 1
Technology mins. Form
Organizing, Managing and Presenting Information
Strand ICTs in the Society Sub-Strand
Using Essential Productivity Tools
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Learning Save and print document (Save, Save As, Print)
Indicator(s)
Essential Question(s) linked
to the Knowledge Hierarchy 1. Explain the importance of saving a document? (Understanding?
aligned with the Content 2. Discuss the different techniques in saving a document? (Understanding, analyze)
Standards and Learning 3. Differentiate between ‘save’ and ‘save as? (Evaluate)
Indicators 4. What are the best approaches to teach saving and printing a document?
5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching saving and
printing document?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
 Limit content to at least 1 way of saving and printing document

Content Limit content to at least 2 ways of saving and printing document

Limit content to at least 3 ways of saving and printing document

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 1 way of saving and printing a document.

Discuss at least 2 ways of saving and printing a document.

Discuss at least 3 ways of saving and printing a document

Product Accept practical responses and write-ups on steps of saving and printing a document.

Keywords Save, Save As, File, File format, create, print,

Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10 Introductory Activity 1: ▪ Level 2 Skills of
minutes) Introductory Activity 1: (eg. 15 conceptual: eg.
• discuss, why you lock minutes) In small groupings, (ability, language, understanding:
your trunks and chop background, gender, etc.), discuss at
▪ List 3 different
 boxes. In small groupings (ability, least three different ways of saving a ways of saving a
(understanding) language, background, gender, etc.) document. document.
let learners discuss at least three
different ways of saving a document
• It is important to save a
file with a file name.
Activity 2: (eg. 15 minutes) Activity 2:
(True/False)
(understanding) ▪ engage learners in an ▪ engage in class discussion and
interactive discussion and use answer questions to gain ▪ Level 3 Strategic
Teacher brainstorms with questioning to explain that understanding of how important it is reasoning:
learners to discuss and without file names, it will be to save a document with a file name. ▪ Explain the steps
identify difficult to locate and open for saving a
• the key points to note in existing document for printing document in
saving a document. ▪ Discuss the steps in saving a document various location on
• How useful are ▪ In a large group discussion, let the computer.
and list them in their notebooks
learners’ names to them learners discuss the steps in
in their homes and at saving a document in various
school? location on the computer.

GESI: Providing the

Level 4 Extended
opportunity for diverse
thinking:
learners to actively
participate in all lessons in Activity3: (eg. 15 minutes)
an inclusive manner and Open an existing
▪ Show a 2 minutes video document and design
using GESI responsive Activity 3:
tutorial on how to open and their personal learning
language as pedagogy print existing document (In ▪ follow/watch a video to open existing time table, resave
ensures; the absence of a video, open document, make changes to the changes made to the
• Awareness of personal and print document for document and resave the changes with document with a new
biases and stereotypes learners to see) a new file name. file name and print.
around using appropriate
multimedia tools
• Respect and tolerance for Guide learners to open and print In groups, use computer and other
individual’s uniqueness existing document. computing devices to open and print (Learners should print
and peculiarities existing document. document and keep as
• Sensitivity to the their own). The printed
interrelatedness with document should
regards to integrating contain the school
appropriate multimedia rules and regulations
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Create, Edit and Format text and paragraphs using desktop/online computing tools
Reflection & Remarks
Reflection

What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 6 Duration Year 1
Technology mins. Form
Organizing, Managing and Presenting Information
Strand ICTs in the Society Sub-Strand
Using Essential Productivity Tools
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Learning Save and print document (Save, Save As, Print)
Indicator(s)

Essential Question(s) linked 1. Explain the importance of saving document in a specific location? (Understanding)
to the Knowledge Hierarchy 2. Discuss the different locations on the computer where files can be saved? (Understanding)
aligned with the Content 3. Discuss the examples of files and their appropriate file type or format. (Understanding, analyze)
Standards and Learning 4. What are the best approaches to teach examples of files and their format or file types?
Indicators 5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching examples of
files and their format or file types?
Pedagogical Strategies Problem-Based Learning;
 Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 file locations on the computer.

Content Limit content to at least 3 file locations on the computer.

Limit content to at least 4 file locations on the computer.

 Using think-pair-share in smaller groups,
(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 2 file locations on the computer.

Discuss at least 3 file locations on the computer.

Discuss at least 4 file locations on the computer

Product Accept practical, oral responses and write-ups on steps of saving files in different locations on the computer.

Keywords File format, multimedia, PDF, Excel, Video, images, kilobyte, location
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10 Level 4: (Extended
Introductory Activity 1: (eg. 15
minutes) Thinking)
minutes) Introductory Activity 1:
• Discuss, possible places •Demonstrate the
to keep our valuable items In small groupings (ability, In small groupings, (ability, language, steps for saving a
from friends in the language, background, gender, etc.) background, gender, etc.), discuss at document in a
dormitories so they don’t let learners discuss at least four least four different locations on the specified location
get stolen. different locations on the computer computer for saving a document.
(understanding) for saving a document.
▪ Level 3 Strategic
• Explain the why some file reasoning:
cannot be opened with Activity 2: (eg. 15 minutes) Activity 2:
▪ Explain the steps
 others applications on the ▪ Engage learners in an ▪ In mixed ability/gender sensitive for saving a
computer? interactive discussion and use groups share their ideas with peers and document in 3
(Critical thinking) questioning to explain that files accept constructive feedback that file different file
formats are created based on the formats are created based on the formats.
Teacher brainstorms with applications used to create them applications used to create them
learners to
▪ In a smaller group discussion, ▪ Discuss and use four plug ins to open
let learners brainstorm and other files on the computer
▪ Discuss and identify
discuss why some files cannot
example of files and
be opened
their corresponding
file extension or
format
▪ How useful are
learners’ surnames to Activity 3:
them in their homes Activity3: (eg. 15 minutes) ▪ Watch a picture of other of files online ▪ Open an
and at school? on the computer and other computing existing
▪ Show a 2 minutes video devices. document and
GESI: Providing the tutorial on how to save and type four new
opportunity for diverse print files online (In the ▪ In groups, use computer and other words, resave
learners to actively absence of a video, create computing devices to open and print changes made
participate in all lessons in internet connectivity and three existing files types from at least to the
an inclusive manner and allow learners to browse and three different locations. document with
using GESI responsive access files other files online a new file
language as pedagogy and print name and print
ensures;
• Awareness of personal ▪ (Learners
biases and stereotypes ▪ Guide learners to open and should print
around using appropriate print existing document. document and
multimedia tools keep as their
• Respect and tolerance for own).
individual’s uniqueness
and peculiarities
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Create, Edit and Format text and paragraphs using desktop/online computing tools
Reflection & Remarks
Reflection

Were the different subgroups in the class catered for?

Which activity did learner participated fully in today’s lesson and how can I create more situations?
What went well in the lesson?
What must I do to improve on the challenges in the next lesson?
What did not go well in today’s lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 7 Duration Year 1
Technology mins. Form
Strand ICTs in the Society Sub-Strand Emerging Technologies and Applications
Learning Outcome(s) Create multimedia documents using appropriate computing tools
Demonstrate knowledge and understanding of the use of various computing tools to create multimedia
Content Standard
documents.
Learning Explain digital devices and their importance
Indicator(s)

▪ How will you explain a Digital Learning? (understanding)

Essential Question(s) linked ▪ How can I give advantages and disadvantages of a digital learning? (Understanding, analyze,)
to the Knowledge Hierarchy
▪ How can I promote Digital learning? (analyze)
aligned with the Content
Standards and Learning ▪ How can I differentiate between Digital learning and e-learning?
Indicators ▪ What are the best approaches to teach Digital learning?
▪ In what ways can I integrate cross cutting theme GESI SEL national values in teaching Digital
learning?
Problem-Based Learning;
Project-Based Learning;
Pedagogical Strategies Talk for Learning;
Experiential learning;
Group work/collaborative learning.
 Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 ways we can promote digital learning

Content Limit content to at least 4 ways we can promote digital learning

Limit content to at least 6 ways we can promote digital learning

Using mixed groupings

Process
(Ability, gender, shy learners, etc.) assign roles to learners in their groups
 Discuss at least 2 ways we can promote digital learning

Discuss at least 4 ways we can promote digital learning

Discuss at least 6ways we can promote digital learning

Accept oral responses and write-ups on
Product
▪ the ways of promoting digital learning.
Digital devices, Digital learning, e-learning, online games,
Keywords Multimedia, internet, social media

Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
▪ Level 2 Skills of
Talk for learning: (eg, 10 Activity 1: (eg. 15 minutes) conceptual: eg.
Activity 1: understanding:
minutes) ▪ In small groupings (ability,
How will you want to get language, background, ▪ In small groupings, (ability,
more information about a gender, etc.) let learners language, background, gender, ▪ Discuss digital
topic without checking discuss digital learning and etc.), discuss digital learning and learning and its
through books? its forms its forms. forms
(understanding)

Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic

• Identify examples of some reasoning:
▪ Using Talk for learning, ▪ In collaborative learning, engage in
devices that will help in engage learners in an class discussion and answer ▪ Summarize the
 learning online. interactive discussion and questions to gain understanding on advantages and
(Critical thinking) use questioning to provide the advantages and disadvantages of disadvantages of
oral and/or written digital learning in everyday life. digital learning
Teacher brainstorms with description on the
learners to define and advantages and ▪ Differentiate between digital learning
and e-learning ▪ differentiate
identify disadvantages of digital between digital
• Digital learning and learning in everyday life. learning and e-
some forms learning
• The advantages and ▪ Using think-pair-share,
disadvantages of digital differentiate between digital
learning. learning and e-learning in
groups
GESI: Providing the
opportunity for diverse
learners to actively
participate in all lessons in
an inclusive manner and Activity 3:
using GESI responsive
language as pedagogy Activity3: (eg. 15 minutes) ▪ follow/watch a video on how to
promote digital learning in schools ▪ Level 1 recall:
ensures; ▪ Show a 2 minutes video
• Awareness of personal tutorial on how to promote ▪ In groups, list five ways of ▪ List five ways
biases and stereotypes digital learning in schools promoting digital learning in of promoting
around using appropriate
schools digital learning
multimedia tools ▪ Guide learners to list five in schools.
• Respect and tolerance for ways of promoting digital
individual’s uniqueness learning in schools
and peculiarities
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.
 Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Explain a digital learning
2. Give five forms of digital learning
3.Write the advantages and disadvantages of a digital learning
Reflection & Remarks
Reflection

Did the students learn what I had intended?

What went well in the lesson?
Were the strategies and activities important?
What did not go well in today’s lesson?
What must I do differently if I get the opportunity to teach this lesson again?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 8 Duration Year 1
Technology mins. Form
Strand ICTs in the Society Sub-Strand Emerging Technologies and Applications
Learning Outcome(s) Explain and apply digital and social media platforms
Content Standard Demonstrate knowledge and understanding of Emerging Technologies.
Learning Differentiate between desktops, laptops, smart gadgets (tablet) servers
Indicator(s)

Essential Question(s) linked 1.How will you explain what Digital Devices are? (Understanding)
to the Knowledge Hierarchy 2.How do I differentiate among laptops, tablets, desktops and servers? (Understanding, analyze,)
aligned with the Content 3.How do I classify computers by size and give their examples? (analyze)
Standards and Learning 4.What are the best approaches to teach Emerging Technologies?
Indicators 5.In what ways can I integrate cross cutting theme GESI SEL national values in teaching learning in
Emerging Technologies?
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Pedagogical Strategies
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
 Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Notepad or exercise book
Pen
Smartphones
Laptop computers
Teaching & Learning Desktop computers
Resources Tablets
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Instructional Laboratories (with multimedia equipment and smartboards)
Key Notes on Differentiation

Limit content to at least 2 classifications of computers by size and their examples

Content Limit content to at least 3 classifications of computers by size and their examples

Limit content to at least 4 classifications of computers by size and their examples

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 2 classifications of computers by size and their examples

Discuss at least 3 classifications of computers by size and their examples

Discuss at least 4 classifications of computers by size and their examples

 Accept oral responses and write-ups on
Product
▪ the classifications of computers by size and their examples.
Digital devices, laptops, tablets, desktops and servers,
Keywords Supercomputers, mainframe computers, minicomputers, microcomputers or Personal computers

Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Brainstorming: (eg, 10 Activity 1: ▪ Level 2 Skills of
minutes) conceptual: eg.
Activity 1: (eg. 15 minutes)
• why do teachers ▪ In small groupings, (ability, understanding:
normally tell the short ▪ In large groupings (ability, language, background, gender, etc.), ▪ Differentiate
ones to sit in front? language, background, gender, differentiate among laptops, tablets, among laptops,
(understanding) etc.) let learners differentiate desktops and servers in a group tablets, desktops
among laptops, tablets, discussion. and servers
• Why do teachers make desktops and servers
sure each created group in
class contain good
students, average and Activity 2: (eg. 15 minutes) Activity 2:
▪ Level 3 Strategic
normal students? ▪ engage learners in an ▪ engage in class discussion and reasoning:
(understanding) interactive discussion and use answer questions to gain
questioning to provide oral understanding on the classification of ▪ Classify computers
and/or written description on computers by size and give their by size and give
GESI: Providing the the classification of computers examples their examples
opportunity for diverse by size and give their examples
learners to actively
participate in all lessons in
an inclusive manner and ▪ Level 4 Extended
using GESI responsive thinking:
Activity 3:
language as pedagogy
ensures; Activity3: (eg. 15 minutes) ▪ In large groupings, discuss the ▪ discuss the
• Awareness of personal differences between the super computers,
▪ Using questioning, discuss differences
biases and stereotypes mainframe, mini and microcomputers
with learners the differences between the super
around using appropriate computers,
multimedia tools between the super computers, ▪ In groups, draw a tree for the
mainframe, mini and classification of computers. mainframe, mini
• Respect and tolerance for and
individual’s uniqueness microcomputers
microcomputers.
and peculiarities
• Sensitivity to the ▪ Guide learners to draw a tree
interrelatedness with for the classification of ▪ In groups, draw a
regards to integrating computers. tree for the
appropriate multimedia classification of
documents. computers.

Lesson Closure (eg. 5 minutes)

Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Classify computers by size and give their examples
2. discuss the differences between the super computers, mainframe, mini and microcomputers.
Reflection & Remarks
Reflection

Did the students learn what I had intended?

What went well in the lesson?
Were the strategies and activities important?
What did not go well in today’s lesson?
What must I do differently if I get the opportunity to teach this lesson again?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 9 Duration Year 1
Technology mins. Form
Strand ICTs in the Society Sub-Strand Emerging Technologies and Applications
Learning Outcome(s) Explain and apply digital and Social Media platforms
Content Standard Demonstrate knowledge and understanding of Emerging Technologies
Learning Explore the purpose and uses of smartphones, digital cameras, wearable devices, game devices, e-book
Indicator(s) readers, portable and digital media players
Essential Question(s) linked
to the Knowledge Hierarchy 1. Explain the emerging technologies and applications with examples? (Understanding)
aligned with the Content 2. Discuss the how digital and Social Media platforms are applied in everyday life? (Analyze)
Standards and Learning 3. Discuss the benefits of digital and social media platform to learners as a tool of development? (evaluate)
Indicators 4. What are the best approaches to emerging technologies and applications?
5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching examples
of emerging technologies and applications?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Content
Limit content to at least 2 emerging technologies and their uses.
 Limit content to at least 3 emerging technologies and their uses.

Limit content to at least 4 emerging technologies and their uses.

Using think-pair-share in smaller groups,

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 2 emerging technologies and their uses in everyday life.

Discuss at least 3 emerging technologies and their uses.in everyday life.

Discuss at least 4 emerging technologies and their uses.in everyday life.

Product
Accept oral responses and write-ups emerging technologies and their uses.
Keywords Digital, social, media, malware, download, install, memory, storage, virus, website, technology
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talk for learning: (eg, 10 Introductory Activity 1: (eg. 15 Introductory Activity 1: ▪ Level 3: Strategic
minutes) minutes) reasoning
How will you want to access ▪ In small groupings, (ability,
your saved money from the ▪ In small groupings (ability, language, background, gender, etc.), ▪ explain the uses
bank? language, background, gender, discuss at least six examples of of 6 computing
etc.) let learners discuss at computing devices and their uses in device in
(understanding) least six examples of everyday life. everyday life
 computing devices that are
used in everyday life.
• Identify examples
emerging technologies for
accessing monies from the
bank.
(Critical thinking) Activity 2: (eg. 15 minutes) Activity 2:
▪ Level 3 Strategic
▪ Engage learners in an ▪ In mixed ability/gender sensitive reasoning:
GESI: Providing the interactive discussion and use groups share their ideas with peers and
▪ Explain the steps
opportunity for diverse questioning to explain the uses accept constructive feedback the uses of
for saving a
learners to actively of six computing devices in six computing devices in everyday life.
document in 3
participate in all lessons in everyday life
different file
an inclusive manner and ▪ In a smaller group discussion, formats.
using GESI responsive ▪ Discuss and use how to access
let learners brainstorm and
language as pedagogy information through digital and social
discuss how to access
ensures; media platforms.
information online through
• Awareness of personal digital social medial platforms.
biases and stereotypes
around using appropriate Activity 3: Level 4(Extended
Activity3: (eg. 15 minutes)
multimedia tools thinking)
▪ visit their social medial handle and
• Respect and tolerance for ▪ Provides internet connectivity
other digital platforms to access
individual’s uniqueness for learners to visit their ▪ Sate and explain
information individually
and peculiarities social medial handle and 3 emerging
• Sensitivity to the other digital platforms to ▪ Using talk for learning, share technologies and
interrelatedness with access information. information accessed on your social
the importance to
regards to integrating media page and other digital platform
the Ghanaian
appropriate multimedia with each other.
▪ Guide learners to to visit their society.
documents. social medial handle and ▪ Discuss the relevance of the
other digital platforms to information accessed to daily life. (Learners to
access information. identify emerging
technologies and
 the importance in
the Ghanaian
society).
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Explain examples of emerging technologies and application with examples and how effectively they can be used in everyday life.
Reflection & Remarks
Reflection

Were the different subgroups in the class catered for?

Which activity did learner participated fully in today’s lesson and how can I create more such activities?
What went well in the lesson?
What must I do to improve on the challenges in the next lesson?
What did not go well in today’s lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 10 Duration Year 1
Technology mins. Form
Strand ICTs in the Society Sub-Strand Emerging Technologies and Applications
Learning Outcome(s) Explain and apply digital and Social Media platforms
Content Standard Demonstrate knowledge and understanding of Emerging Technologies
Learning Explore the purpose and uses of smartphones, digital cameras, wearable devices, game devices, e-book
Indicator(s) readers, portable and digital media players

▪ How can I explain what a cloud computing is? (Understanding)

Essential Question(s) linked ▪ How can I differentiate between a public cloud and a private cloud computing? (Understanding,
to the Knowledge Hierarchy analyze,)
aligned with the Content
Standards and Learning ▪ How can give the uses of computing devices? (evaluate)
Indicators ▪ What are the best approaches to teach cloud computing?
▪ In what ways can I integrate cross cutting theme GESI SEL national values in teaching cloud
computing?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Pedagogical Strategies
Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
 Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 3 Computing devices and their uses

Content
Limit content to at least 5 Computing devices and their uses

Limit content to at least 8 Computing devices and their uses

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups
Process
 Discuss at least 3 Computing devices and their uses

Discuss at least 5 Computing devices and their uses

Discuss at least 8 Computing devices and their uses

Accept oral responses and write-ups on
Product
▪ Examples of Computing devices and their uses.
Computing devices, Cloud computing, public cloud and private cloud computing, smartphones, digital cameras,
Keywords
wearable devices, game devices, e-book readers, portable and digital media players
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Brainstorming: (eg, 10 Activity 1: ▪ Level 2 Skills of
minutes) conceptual: eg.
Is it possible for two Activity 1: (eg. 15 minutes) ▪ In small groupings, (ability, understanding:
people in different language, background, gender, etc.), ▪ explain a
countries to play the same ▪ In small groupings (ability, explain a cloud computing and how
language, background, gender, cloud
video game? it works in a small group discussion computing
(Understanding) Explain etc.) let learners explain a
cloud computing and how it and how it
why works in a
works in a small group
discussion. small group
How is it possible for discussion
Teacher brainstorms with
learners to define and
identify? Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic
• A Cloud Computing and reasoning:
• engage learners in an • engage in class discussion and
how it works interactive discussion and use answer questions to gain ▪ Explain examples
 • The Differences questioning to explain the understanding the differences of digital devices
between a public cloud Differences between a public between a public cloud and a private and how they aid
and a private cloud cloud and a private cloud cloud computing. in teaching and
computing. computing. learning
the uses of some computing devices
• the uses of computing
devices. ▪ the uses of some computing
▪ Discuss the various examples of
devices. digital devices and how they aid in
GESI: Providing the ▪ In a large group discussion, let teaching and learning
opportunity for diverse learners discuss the various
learners to actively examples of digital devices and
participate in all lessons in how they aid in teaching and
an inclusive manner and learning
using GESI responsive
language as pedagogy ▪ How are the examples related?
ensures;
• Awareness of personal
biases and stereotypes Activity 3:
Activity3: (eg. 15 minutes)
around using appropriate ▪ In groups, discuss the uses of
multimedia tools Level 4 Extended
▪ Using questioning, Discuss computing devices thinking:
• Respect and tolerance for the uses of some computing
individual’s uniqueness devices ▪ Discuss the
and peculiarities uses of
• Sensitivity to the computing
▪ Guide learners to discuss
interrelatedness with devices
the uses of computing
regards to integrating devices
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Explain a Cloud Computing and how it works.
2. The Differences between a public cloud and a private cloud computing
3. Explain the uses of computing devices
 Reflection & Remarks
Reflection

What did I do to actively engage the students?

Did I alter my goals, strategies, student groupings as I taught?
What went well in the lesson?
Was my assessment useful and effective to my learners and me?
What did not go well in today’s lesson?
What must I do differently if I get the opportunity to teach this lesson again?

Remarks:

Weekly Learning Plan

 Information & Communications 60
Subject Week 11 Duration Year 1
Technology mins. Form
Strand ICTs in the Society Sub-Strand Connecting And Communicating Online
Learning Outcome(s) Discuss and use Internet Applications
Content Standard Demonstrate knowledge and understanding of the use of the internet.
Learning Describe the evolution of the internet and identify internet service providers and their functions.
Indicator(s)

▪ How is an Internet defined? Understanding

Essential Question(s) linked ▪ How can I describe evolution of the internet? (Understanding, analyze,)
to the Knowledge Hierarchy
▪ In what way can I explain how the internet works? (understanding))
aligned with the Content
Standards and Learning ▪ What is the type of computer networks and how are they related? (evaluate)
Indicators ▪ What are the best approaches to teach the use of the internet?
▪ In what ways can I integrate cross cutting theme GESI SEL national values in teaching the use of the
Internet?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Teaching & Learning Pen
Resources Smartphones
Laptop computers
 Desktop computers
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Key Notes on Differentiation

Limit content to at least 1 type of Computer network and its function

Content Limit content to at least 2 types of computer network and their functions

Limit content to at least 3 types of computer network and their functions

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 1 type of computer network and how its function.

Discuss at least 2 types of computer network and their functions

Discuss at least 3 types of computer network and their functions

Accept oral responses and write-ups on
Product
▪ The examples of computer networks
Keywords Internet, History, Evolution, Arpanet, WWW., HTTP, HTML, LAN, WAN, WLAN, Verizon, Spectrum, AT&T
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in Assessment DoK
Starter
the Subject Manual aligned to the
 Curriculum and
Subject Manual
Teacher Activity Learner Activity
In talking circles, which ▪ Level 2 Skills of
Activity 1:
mobile network service do Activity 1: (eg. 15 minutes) conceptual: eg.
you use at home and in ● In small groupings, (ability, language, understanding:
● In small groupings (ability,
school? background, gender, etc.), Engage
language, background, gender, ▪ Explain an internet
(understanding) learners in interactive multimedia
etc.) Engage learners in ▪ Describe the
presentations to explain internet and
interactive multimedia evolution of the
describe the evolution of the internet.
presentations to explain internet
• Explain at lea.st three internet and describe the
service that their mobile evolution of the internet.
networks provide them on
their phones
(Critical thinking) Activity 2: (eg. 15 minutes) Activity 2:
▪ engage learners in an ▪ engage in class discussion and
GESI: Providing the interactive discussion and use answer questions to gain ▪ Level 3 Strategic
opportunity for diverse questioning to explain that understanding of how the internet reasoning:
learners to actively without the internet human will works. ▪ Explain how the
participate in all lessons in take days to complete a small internet works
an inclusive manner and task.
▪ Discuss importance of the internet ▪ State the
using GESI responsive
▪ In a small group discussion let importance of the
language as pedagogy
learners discuss how the internet
ensures;
internet works
• Awareness of personal
biases and stereotypes ▪ In a large group discussion, let
around using appropriate learners discuss importance of
multimedia tools the internet?
• Respect and tolerance for
individual’s uniqueness Activity3: (eg. 15 minutes)
and peculiarities (Join free online
• Sensitivity to the ▪ Show a 5 minutes video Activity 3: classes on ICT)
interrelatedness with tutorial on how to use the .
regards to integrating ▪ follow/watch a video to download past
internet in classroom
appropriate multimedia questions online.
documents. Guide learners to use the internet to▪
download past questions online.
▪ In groups, let students join free online
Guide students to join free online class on ICT
classes
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Explain an internet, Describe the evolution of the internet
2. state the types of internets and their functions, Explain how the internet works
Reflection & Remarks
Reflection

What did I do to actively engage the students?

Did I alter my goals, strategies, student groupings as I taught?
What went well in the lesson?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Information & Communications 60
Subject Week 12 Duration Year 1
Technology mins. Form
Strand ICTs in the Society Sub-Strand Connecting and Communicating Online
Learning Outcome(s) Discuss and use internet applications
Content Standard Demonstrate knowledge and understanding on the use of the internet
Learning Describe the evolution of the internet and identify internet service providers and their functions.
Indicator(s)

Essential Question(s) linked 1. How can I effectively describe the evolution of the internet to all learners? (Understanding)
to the Knowledge Hierarchy 2. What do I need to connect to the internet? (analyze)
aligned with the Content 3. Who are Internet Service Providers? (Understanding)
Standards and Learning 4. What are the best approaches to Internet Service Providers and their functions?
Indicators 5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching Internet
Service Providers and their functions
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Pedagogical Strategies
Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
 Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 3 internet services

Content Limit content to at least 4 internet services

Limit content to at least 5 internet services.

Using think-pair-share in smaller groups,

Process (Ability, gender, shy learners, etc.) assign roles to learners in their groups

Explain at least 3 internet services.

 Explain at least 4 internet services.

Explain at least 5 internet services.

Product Accept oral responses and write-ups internet services.

Communication, Services, Retrieve, File, Transfer, WWW, Web Service, Directory, Network, Configuration, Address,
Keywords Network Management Services, ISP, Usenet, News Group, Ecommerce

Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
In talking circles, which ▪ Level 1:
mobile network service do Reproduction
you use at home and in Introductory Activity 1: (eg. 15 Introductory Activity 1:
school? minutes) ▪ Using talking circles in smaller ▪ What are the
(understanding) ▪ In smaller groupings (ability, groups, (ability, language, commonly used
language, background, gender, background, gender, etc.), discuss at mobile network
etc.) let learners discuss at discuss at least four mobile network services in
• Explain at lea.st three least four mobile network services commonly used in Ghana. Ghana?
service that their mobile service providers in Ghana.
networks provide them on
their phones
(Critical thinking)
▪ Level 3: Strategic
Activity 2: (eg. 15 minutes) Activity 2: reasoning
GESI: Providing the ▪ Engage learners in an ▪ In mixed ability/gender sensitive ▪ Explain four
opportunity for diverse interactive discussion and use groups share their ideas with peers and internet services.
learners to actively questioning to explain how they accept constructive feedback on how
participate in all lessons in are able to communication with they communicate with others using
an inclusive manner and other through WhatsApp on services provided by the internet service
using GESI responsive their smartphone providers.
language as pedagogy
ensures; ▪ In a smaller group discussion,
• Awareness of personal let learners brainstorm and
▪ Discuss and use how to access
biases and stereotypes discuss how to access other services on the internet.
around using appropriate services on the internet.
multimedia tools
▪ Level
• Respect and tolerance for
Activity 3: 4(Extended
individual’s uniqueness
Activity3: (eg. 15 minutes) thinking)
and peculiarities ▪ In a larger group, watch a 2 minutes
• Sensitivity to the video on steps to list tools needed to
▪ Show a 2 minutes video on ▪ State and how
interrelatedness with connect to the internet.
the step-by-step procedures to your parents or
regards to integrating
connect to the internet. ▪ Individually, follow the steps in the guidance get
appropriate multimedia
documents. video to connect to the internet and your reports
▪ Guide learners to connect to opened the homepage of any mobile without coming
the internet on the computers. network service provide. the school for it.

(Learners to identify
internet services).
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Describe the evolution of the internet and identify internet service providers and their functions
2. Explain the uses of internet services

Reflection & Remarks

Reflection
Were the different subgroups in the class catered for?
Which activity did learner participated fully in today’s lesson and how can I create more such activities?
What went well in the lesson?
What must I do to improve on the challenges in the next lesson?
What did not go well in today’s lesson?

Remarks:

Weekly Learning Plan

Information & Communications 60

Subject Week 13 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Guided And Unguided Network Systems
Strand Sub-Strand
Information
Learning Outcome(s) Connect and use wired and wireless networks
Content Standard Demonstrate knowledge and understanding of guided and unguided network systems.
Learning Classify network types and topologies
Indicator(s)

▪ How do I explain a computer networking and its classification? (Understanding)

Essential Question(s) linked ▪ How can I explain how a computer network works? (Understanding, analyze,)
to the Knowledge Hierarchy
▪ How can I categorize computer network designs? (Understanding, analyze, evaluate)
aligned with the Content
Standards and Learning ▪ How do I know the factors to consider when choosing an appropriate Topology? (Understanding)
Indicators ▪ What are the best approaches to teach Network Type and Topologies?
▪ In what ways can I integrate cross cutting theme GESI SEL national values in teaching Network Type
and Topologies?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Teaching & Learning
Laptop computers
Resources
Desktop computers
Tablets
TV
 Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 1 difference between a Client-Server architecture and a peer-to-peer architecture
Content
Limit content to at least 2 differences between a Client-Server architecture and a peer-to-peer architecture

Limit content to at least 3 differences between a Client-Server architecture and a peer-to-peer architecture
Using mixed groupings
(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 1 difference between a Client-Server architecture and a peer-to-peer architecture
s
Discuss at least 2 differences between a Client-Server architecture and a peer-to-peer architecture

Discuss at least 3 differences between a Client-Server architecture and a peer-to-peer architecture

Accept oral responses and write-ups on
Product
▪ the differences between a Client-Server architecture and a peer-to-peer architecture.
Network, network topology, s, LAN, MAN, WAN, PAN, Computer network designs
Keywords
Client-Server Architecture, Peer-Peer Architecture
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
 Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talk for learning: (eg, 10 Activity 1: ▪ Level 2 Skills of
minutes) conceptual: eg.
▪ In small groupings, (ability, understanding:
Discuss how you are able Activity 1: (eg. 15 minutes) language, background, gender,
to communicate with your etc.), explain a computer network ▪ Explain a
friends during vacation In small groupings (ability, computer
language, background, gender, etc.) and its classification.
network and
Teacher brainstorms with let learners explain a computer its
learners to define and network and its classification. classification
identify
• A computer network
and its classification. ▪ Level 3 Strategic
• How a computer network reasoning:
works Activity 2:
• Categories of computer Activity 2: (eg. 15 minutes)
▪ engage in class discussion and ▪ Summarize how a
network designs? ▪ Using Demonstration let answer questions to gain computer network
• The factors to consider learners show how a understanding on how a works.
when choosing an computer Network works computer Network works
appropriate Topology
▪ In a large group
GESI: Providing the discussion, let learners ▪ Differentiate
▪ differentiate between the computer between the
opportunity for diverse differentiate between the
network types computer network
learners to actively computer network
participate in all lessons in designs? types
an inclusive manner and
using GESI responsive
language as pedagogy
ensures; ▪ Level 4
Activity3: (eg. 15 minutes) Activity 3:
• Awareness of personal Extended
biases and stereotypes ▪ Using think-pair-share, let ▪ In groups, discuss the factors to Thinking:
around using appropriate learners discuss the factors to consider when choosing an
multimedia tools consider when choosing an appropriate topology ▪ Discuss the
• Respect and tolerance for appropriate topology factors to
individual’s uniqueness consider when
and peculiarities ▪ Guide learners to discuss the choosing an
• Sensitivity to the factors to consider when appropriate
interrelatedness with choosing an appropriate topology
regards to integrating topology
appropriate multimedia .
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Explain a computer network and its classification
2. Summarize how a computer network works.
3. Discuss the factors to consider when choosing an appropriate topology
Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 14 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Guided And Unguided Network Systems
Strand Sub-Strand
Information
Learning Outcome(s) Connect and use wired and wireless networks
Content Standard Demonstrate knowledge and understanding of guided and unguided network systems.
Learning Classify network types and topologies
Indicator(s)
Essential Question(s) linked 1. How do I explain a network topology? (Understanding)
to the Knowledge Hierarchy 2. How can I differentiate between network types? (Understanding, analyze,)
aligned with the Content 3. How can I categorize computer networks? (Understanding, analyze, evaluate)
Standards and Learning 4. What are the best approaches to teach types of computer networks and topology?
Indicators 5. In what ways can I integrate cross cutting theme GESI SEL national values in teaching types of
computer networks and topology?

Project-Based Learning;
Talk for Learning;
Group work/collaborative learning.
Pedagogical Strategies
Small group and large group discussion
Questioning
Demonstration
Brainstorming
Notepad or exercise book
Pen
Smartphones
Laptop computers
Teaching & Learning
Desktop computers
Resources
Tablets
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Instructional Laboratories (with multimedia equipment and smartboards)
Key Notes on Differentiation

Limit content to at least 2 types of network topology

Content
Limit content to at least 3 types of network topology

Limit content to at least 4 types of network topology

Using mixed groupings

Process (Ability, gender, shy learners, etc.) assign roles to learners in their groups
 Discuss at least 2 types of network topology

Discuss at least 3 types of network topology

Discuss at least 4 types of network topology

Accept oral responses and write-ups on
Product
▪ Types of networks and topology.
Network, wired, wireless, WI-FI, ethernet, WAN, LAN, WLAN, MAN, PAN, topology, switch, node
Keywords
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talk for learning: (eg, 10 Activity 1: ▪ Level 2 Skills
Activity 1: (eg. 15 minutes) of conceptual:
minutes)
Learners discuss among In small groupings (ability, ▪ In small groupings, (ability, eg.
themselves their friends, language, background, gender, etc.) language, background, gender, understanding:
location of the friends and let learners; etc.), identify and explain types of ▪ State and explain
how to communicate with ▪ Identify types of computer computer network for large group four (4) computer
each other in everyday network discussion. network.
life. (understanding) ▪ discuss of types of computer
networks for large group
discussion.
 Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic
GESI: Providing the
reasoning:
opportunity for diverse ▪ engage learners in an ▪ engage in class discussion and
learners to actively interactive discussion and use answer questions to discuss the types ▪ Explain four types
participate in all lessons in questioning to identify the types of computer network topologies. of computer
an inclusive manner and of computer network topologies network topologies.
using GESI responsive
language as pedagogy ▪ In a large group discussion, let ▪ differentiate between the types of ▪ differentiate
ensures; learners differentiate between computer network topologies between four types
• Awareness of personal types of computer network of computer
biases and stereotypes topologies. network topologies
around using appropriate
multimedia tools Activity3: (eg. 15 minutes)
• Respect and tolerance for Activity 3: ▪ Level 3 Extended
▪ Use talking circles to discuss
individual’s uniqueness thinking:
types of topologies used in 3 ▪ In groups, identify and discuss types
and peculiarities
types of computer networks of topologies used in 4 types of
• Sensitivity to the ▪ Identify four
computer networks
interrelatedness with computer network
regards to integrating ▪ Guide learners identify the
network topologies used in the and tell the type
appropriate multimedia of topology
documents. various types of computer
networks. required to set up
each.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Demonstrate knowledge and understanding of guided and unguided network systems.
2. Connect and use wired and wireless networks.
Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:

Weekly Learning Plan

Information & Communications 60

Subject Week 15 Duration Year 1
Technology mins. Form
 Network Systems for Transmitting Guided and Unguided Network Systems
Strand Sub-Strand
Information
Learning Outcome(s) Connect and use wired and wireless networks
Content Standard Demonstrate basic knowledge and understanding of Guided and Unguided Network systems.
Learning Classify Network Types and Topologies
Indicator(s)

1. How can I differentiate between the types of Network Topology? (Understanding, Analyze)
Essential Question(s) linked
2. How can I give advantages of the types of Network Topologies? (Understanding)
to the Knowledge Hierarchy
3. How can I give disadvantages of the types of Network Topologies? (Understanding)
aligned with the Content
4. What are the best approaches to teach Guided and Unguided Networks?
Standards and Learning
5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching Guided and
Indicators
Unguided Networks?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Teaching & Learning
Laptop computers
Resources
Desktop computers
Tablets
TV
 Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 1 advantage of a Hybrid Topology and a disadvantage

Content Limit content to at least 2 advantages of a Hybrid Topology and disadvantages

Limit content to at least 3 advantages of a Hybrid Topology and disadvantages

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 1 advantages of a hybrid Topology and a disadvantage

Discuss at least 2 advantages of a Hybrid Topology and disadvantages

Discuss at least 3 advantages of a Hybrid Topology and disadvantages

Accept practical responses and write-ups on:

Product
▪ steps of Network Types and Topology.

Network, Topology, Bus Topology, Star Topology, Tree Topology, Ring Topology, Mesh Topology, Hybrid
Keywords
Topology
Lesson 1
 Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10 ▪ Level 2 Skills of
minutes) Introductory Activity 1: (eg. 15 conceptual: eg.
• discuss, how you minutes) Introductory Activity 1: understanding:
communicate to your
▪ In small groupings (Ability, ▪ In small groupings, (ability, ▪ Summarize four
parents as you are in
language, background, language, background, gender, different ways of
school in case you need
gender, etc.) let learners etc.), discuss at least four how Network
something
discuss at least four different ways of how the Topologies work.
(understanding)
different ways of how the network Topology works.
network Topology works.
• It is necessary to get a
good network connection Activity 2: (eg. 15 minutes) Activity 2:
on your phone before you
▪ engage learners in an ▪ engage in class discussion and ▪ Level 3 Strategic
can make a call.
interactive discussion and use answer questions to gain reasoning:
(True/False)
questioning to explain the understanding of the advantages of the
(understanding) ▪ Explain the
advantages of the types of types of network topologies.
advantages and
network topologies.
In groups let learners disadvantages of
summarize a way of how ▪ In a large group discussion, let the types of
network topologies work ▪ Discuss the disadvantages of the types Network
learners discuss the of Network Topologies. Topologies.
disadvantage of the types of
GESI: Providing the Network Topologies.
opportunity for diverse
learners to actively
participate in all lessons in
Activity3: (eg. 15 minutes) ▪ Level 4 Extended
an inclusive manner and
using GESI responsive ▪ Use think-pair-share to draw thinking:
language as pedagogy a diagram on types of network Activity 3:
ensures; Topologies) ▪ Create diagrams
• Awareness of personal ▪ In groups, use computer and other on the types of the
biases and stereotypes computing devices to draw a diagram network
around using appropriate ▪ Guide learners to draw a on the types of the network Topologies. Topologies.
multimedia tools diagram on type of network On the computer and
• Respect and tolerance for Topologies). Using the use different colors to
individual’s uniqueness computer distinguish them
and peculiarities
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Explain 3 Network Topology and how they work
2. Discuss some Advantages and disadvantages of the types of Network Topologies
Reflection & Remarks
Reflection

What went well in the lesson?

Were the strategies and activities important?
What did not go well in today’s lesson?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 16 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Guided and Unguided Network Systems
Strand Sub-Strand
Information
Learning Outcome(s) Connect and use wired and wireless networks
Content Standard Demonstrate basic knowledge and understanding of Guided and Unguided Network systems.
Learning Classify Transmission media used to send and receive data in a network environment
Indicator(s)
 1. How is a Transmission medium defined? (Understanding)
2. How do I define guided and unguided media? (Understanding)
Essential Question(s) linked
3. How can I state the features of a guided and unguided media? (Understanding, analyze)
to the Knowledge Hierarchy
4. How can I state the types of Guided and Unguided media and how they are related? (Understanding,
aligned with the Content
analyze, evaluate
Standards and Learning
3. What are the best approaches to teach Guided and Unguided media?
Indicators
4. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching Guided and
Unguided media?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Teaching & Learning
Tablets
Resources
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
 Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 1 type of Transmission medium and how it works

Content Limit content to at least 2 types of Transmission medium and how they work

Limit content to at least 3 types of Transmission medium and how they work

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 1 type of transmission medium and how it works.

Discuss at least 2 types of transmission medium and how they work.

Discuss at least 3 types of transmission medium and how they work.

Accept practical responses and write-ups on:

Product
▪ The types of Transmission medium and how they work.

Transmission Medium, Guided media, Unguided media, Twisted Pair Cable, Unshielded Twist Pair,
Keywords Applications
Coaxial cable, Optical Fiber Cable, Stripline, Microstripline, Radio waves
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in Assessment DoK
Starter
the Subject Manual aligned to the
 Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10
minutes) ▪ Level 2 Skills of
Introductory Activity 1:
• discuss, how information Introductory Activity 1: (eg. 15 conceptual: eg.
from the head master minutes) ▪ In small groupings, (ability, understanding:
reaches the student’s body. language, background, gender, ▪ Classify
▪ In small groupings (ability,
(understanding) etc.), discuss transmission transmission
language, background,
gender, etc.) let learners medium and its types. Using medium and how
discuss transmission think-pair-share they work.
• Can students get hold of medium and its types.
examination questions
without the help of an
invigilator?
Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3 Strategic
(Yes/No)
reasoning:
(understanding) ▪ Using think-pair-share engage ▪ engage in class discussion and ▪ Explain the
learners in an interactive answer questions to gain features of guided
Teacher brainstorm with discussion and use questioning understanding of the features of
leaners to classify and unguided
to explain the features of guided guided and unguided media media
transmission medium and and unguided media
how they work ▪ Explain the
▪ In a small group discussion, let advantages and
▪ In groups discuss the advantages and
GESI: Providing the learners discuss advantages disadvantages of
disadvantages of guided and unguided
opportunity for diverse and disadvantages of guided guided and
media.
learners to actively and unguided media. unguided media
participate in all lessons in
an inclusive manner and
using GESI responsive ▪ Level 4
language as pedagogy Extended
ensures; Activity3: (eg. 15 minutes) thinking:
• Awareness of personal ▪ Use project-based learning, Activity 3:
biases and stereotypes let learners draw the types of ▪ use computer
around using appropriate ▪ In groups, use computer and other
transmission medium and and other
multimedia tools computing devices to draw a
their types for learners to see) computing
• Respect and tolerance for diagram on the types of
transmission medium and their devices to
individual’s uniqueness draw a
and peculiarities types
▪ Guide learner to draw a diagram on
• Sensitivity to the diagram on the types of the types of
interrelatedness with transmission medium and transmission
regards to integrating their types. medium and
appropriate multimedia their types
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Explain a Transmission Medium, Guided media, and an Unguided media.
2. State 2 advantages and disadvantages each of the types of a transmission medium
3. Explain 3 features each of a guided and unguided media
Reflection & Remarks
Reflection

What did I do to actively engage the students?

Did the students learn what I had intended?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson??

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 17 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Guided and Unguided Network Systems
Strand Sub-Strand
Information
Learning Outcome(s) Connect and use wired and wireless networks
Content Standard Demonstrate basic knowledge and understanding of Guided and Unguided Network systems.
Learning Classify transmission media used to send and receive data in a network environment
Indicator(s)
Essential Question(s) linked
to the Knowledge Hierarchy 1. How do I use transmission mode to send and receive data in a network environment? (Understanding)
aligned with the Content 2. How do I define Simplex and Half duplex mode? (Understanding, analyze)
Standards and Learning 3. How can I differentiate between Simplex and Half duplex mode? (Understanding, analyze, evaluate)
Indicators 4. What are the best approaches to teach Transmission mode?
5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching
Transmission Mode?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
 Limit content to at least 2 differences between Simplex mode and a half duplex mode

Content Limit content to at least 3 differences between Simplex mode and a half duplex mode

Limit content to at least 4 differences between Simplex mode and a half duplex mode

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 2 differences between Simplex mode and a half duplex mode

Discuss at least 2 differences between Simplex mode and a half duplex mode

Discuss at least 2 differences between Simplex mode and a half duplex mode

Accept practical responses and write-ups:

Product
▪ on the differences between Simplex mode and Half duplex mode.

Keywords Transmission modes, network environment, simplex mode, Half duplex mode, full duplex mode
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
 Talking circle: (eg, 10 ▪ Level 2 Skills of
minutes) Introductory Activity 1: (eg. 15 conceptual: eg.
minutes) Introductory Activity 1: understanding:
• discuss, how students’
provisions get to them in ▪ In large groupings (ability, ▪ In small groupings, (ability, ▪ Summarize the
school when their parents language, background, language, background, gender, three (3) types of
are not coming to the gender, etc.) let learners etc.), discuss the types of transmission mode.
school (understanding) discuss the types of Transmission mode.
Transmission mode.

• It is necessary to get a
good network connection
on your phone before you Activity 2: (eg. 15 minutes) Activity 2:
can make a call. ▪ Level 3 Strategic
▪ engage learners in an ▪ engage in class discussion and
(Yes/No) reasoning:
interactive discussion and use answer questions to gain
(understanding) ▪ Explain the
questioning to explain the understanding of the difference
difference between simplex and between simplex and half duplex. differences
In Group Collaboration, between simplex,
half duplex.
let learners draw a table ▪ Discuss the differences between half duplex and
to differentiate between ▪ In a large group discussion, let simplex, half duplex and full duplex. full duplex.
simplex, half duplex and a learners discuss the difference
full duplex mode between simplex, half duplex
and full duplex.

GESI: Providing the

opportunity for diverse Activity3: (eg. 15 minutes) ▪ Level 4 Extended
learners to actively thinking:
participate in all lessons in ▪ Use project-based learning let
an inclusive manner and learners draw a table to Activity 3:
▪ Draw a table to
using GESI responsive differentiate between simplex, ▪ In groups, use computer and other differentiate
language as pedagogy half duplex and full duplex. computing devices to draw a table to between simplex,
ensures;
half duplex and
• Awareness of personal differentiate between simplex, half full duplex mode.
biases and stereotypes ▪ Guide learners to draw a duplex and full duplex mode.
around using appropriate table to differentiate
multimedia tools between simplex, half duplex
• Respect and tolerance for and full duplex mode.
individual’s uniqueness
and peculiarities
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Define a Transmission mode and its types
2.Differentiate between a simplex mode, half duplex mode, Full duplex mode.
Reflection & Remarks
Reflection

What did I do to actively engage the students?

Did I alter my goals, strategies, student groupings as I taught?
What went well in the lesson?
Was my assessment useful and effective to my learners and me?
What must I do differently if I get the opportunity to teach this lesson again?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 18 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Computer and Information Security
Strand Sub-Strand
Information
Discuss physical safety risk (Electrocution, Fire Hazard, Tripping Hazard, Personal Injury) in the use of
Learning Outcome(s)
Computers.
Content Standard Demonstrate knowledge and understanding of Safety and security issues in the use of Computer.
Learning Discuss physical safety risk (Electrocution, Fire Hazard, Tripping Hazard, Personal Injury) in the use of
Indicator(s) Computers.
Essential Question(s) linked
to the Knowledge Hierarchy 1. How is Physical Safety risk in computing defined? (Understanding)
aligned with the Content 2. How will I identify some health and safety risk in the use of computers? (Understanding, analyze)
Standards and Learning 3. What are the best approaches to teach Physical Safety risk in the use of Computers?
Indicators 4. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching Physical
Safety risk in the use of Computers?
Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Pedagogical Strategies Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Brainstorming
Brain writing
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
Teaching & Learning TV
Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Content
Limit content to at least 2 health risk in the use of a computer
 Limit content to at least 3 health risk in the use of a computer

Limit content to at least 4 health risk in the use of a computer

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 2 health risk in the use of a computer

Discuss at least 3 health risk in the use of a computer

Discuss at least 4 health risk in the use of a computer

Accept practical responses and write-ups on:

Product
▪ the health risk in the use of a computer.

Physical Safety Risk, Health Risk, Safety Risk, Computer Safety, Internet Safety, Physical Hazards, Repetitive
Keywords
Strain Injury Strained Eyes, Stress
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in aligned to the
Starter the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10 ▪ Level 2 Skills of
minutes) Introductory Activity 1: (eg. 15 conceptual: eg.
• Learners discuss among minutes) Introductory Activity 1: understanding:
themselves why they wear ▪ Using collaborative learning, ▪ discuss four health
 a hand glove when using ▪ Using collaborative learning (ability, language, background, risk in the use of a
power zone to scrub the (ability, language, background, gender, etc.), discuss four health risk computer.
dormitory washrooms. gender, etc.) let learners in the use of a computer
(understanding) discuss four health risk in the
use of a computer

• It is good to where a boot Activity 2: (eg. 15 minutes) Activity 2:

when playing ball on the ▪ engage learners in an ▪ engage in class discussion and ▪ Level 3 Strategic
field? And why? interactive discussion and use answer questions to gain reasoning:
(understanding) questioning to explain the safety understanding of the safety risk in the ▪ Explain the safety
risk in the use of a computer use of a computer risk in the use of a
Teacher brainstorms with
learners to discuss and ▪ Using Collaborative learning, ▪ Discuss the safety risk in the use of a computer
identify let learners discuss four safety computer
• the safety and health risk in the use of a computer.
risk in the using of a
computer.

GESI: Providing the ▪ Level 4 Extended

opportunity for diverse thinking:
learners to actively Activity3: (eg. 15 minutes) Activity 3:
participate in all lessons in ▪ In small groups, guide ▪ Use computer to
an inclusive manner and ▪ In groups, use computer to type some
learners to discuss some type some health
using GESI responsive health and safety risk in the use of a
health and safety risk in the and safety risk in
language as pedagogy computer and paste it in the IT lab.
use of a computer and paste it the use of a
ensures; in the IT lab. computer and
• Awareness of personal paste it in the IT
biases and stereotypes lab
around using appropriate
multimedia tools
• Respect and tolerance for
individual’s uniqueness
and peculiarities
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Discuss some health risk in the use of a computer
2 Discuss some safety risk in the use of a computer
Reflection & Remarks
Reflection

What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 19 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Data and Information Security
Strand Sub-Strand
Information
Learning Outcome(s) Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
Content Standard Demonstrate knowledge and understanding of Safety and security Issues in the use of computers.
Discuss Physical Safety Risk (Electrocution, Fire hazard, Tripping hazard, Personal injury) in the use of
Learning
computers
Indicator(s)
1.What are they Safety and physical risk in using computer? (Understanding)
2.How do I explain the safety and physical risk of using computers for all learners to understand learners?
Essential Question(s) (Understanding)
linked to the Knowledge 3.How can I make learners differentiate between the positive and negative effects of when using computer in
Hierarchy aligned with the their everyday life? (Understanding, analyze,)
Content Standards and 4.What are the best approaches to teach Physical safety hazards and their prevention in the use of
Learning Indicators computers?
5.In what ways can I integrate cross cutting theme GESI SEL national values in teaching Physical safety
hazards and their prevention in the use of computers?
 Project-Based Learning;
Talk for Learning;
Group work/collaborative learning.
Pedagogical Strategies
Small group and large group discussion
Questioning
Demonstration
Brainstorming
Smartphones
Laptops
Desktop computers
Tablets
TV and Radio
Teaching & Learning
Productivity tools
Resources
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 physical safety hazards and their prevention in the use of computers.

Content Limit content to at least 3 physical safety hazards and their prevention in the use of computers.

Limit content to at least 5 physical safety hazards and their prevention in the use of computers.

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups
Process
Discuss at least 2 physical safety hazards and their prevention in the use of computers
 Discuss at least 3 physical safety hazards and their prevention in the use of computers

Discuss at least 5 physical safety hazards and their prevention in the use of computers
Accept oral responses and write-ups on
Product
▪ physical safety hazards and their prevention in the use of computers.
Safety, precaution, hazard, self-esteem, Electrocution, injury, cyberbully etc.
Keywords
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as
to the Curriculum and
Starter in the Subject Manual
Subject Manual
Teacher Activity Learner Activity
▪ Level 3: (Strategic
Talk for learning: (eg, 10 Activity 1: (eg. 20 minutes) Activity 1:
Thinking/Reasoning)
minutes) In small groupings (ability, ▪ In small groupings, (ability, • Identify and explain 5
• Learners discuss language, background, gender, etc.) language, background, gender, physical and health
among themselves let learners; etc.), identify five physical and hazards in using
why they wear • Identify the five physical health hazards posed by computers.
protective clothes and health hazards posed by computers.
in the science computers.
laboratory during
• discuss five physical and ▪ Discuss five physical and health
science practical hazards posed by computers.
health hazards posed by
lesson? life.
computers (large group
(understanding).
discussion using talk for
learning)
 Activity 2: (eg. 20 minutes) Activity 2: ▪ Level 3 Strategic
• In a larger group,
learners explain ▪ Using brainstorming and ▪ In small groupings, discuss the reasoning:
the importance of talking for learning, engage preventive measure to control physical ▪ Explain five safety
protective cloths learners in an interactive and health hazards in using precautions in using
in the lap discussion on preventive computers. computers.
measure against physical and
health hazards posed by ▪ Using talking circles, share at least
GESI: Providing the computers three safety precautions in using
opportunity for diverse computers
learners to actively ▪ Learners share with each other
participate in all lessons in the safety precautions in using
an inclusive manner and computer.
using GESI responsive Activity 3:
language as pedagogy
ensures; ▪ In groups, identify and discuss health
• Awareness of personal hazards in using computers with
Activity3: (eg. 10 minutes) their appropriate safety precautions ▪ Level 3 Extended
biases and stereotypes
in their daily life thinking:
around using ▪ Use talking circles guide to
appropriate multimedia match five health hazards in
tools using computers with their ▪ Identify and explain
• Respect and tolerance appropriate safety precautions five dangers posed
for individual’s in their daily life by computer usage
uniqueness and and state ways to
peculiarities prevent these
• Sensitivity to the dangers in our
interrelatedness with everyday life.
regards to integrating
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
2.Demonstrate knowledge and understanding of Safety and security Issues in the use of computers.
Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 20 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Data and Information Security
Strand Sub-Strand
Information
Learning Outcome(s) Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
Content Standard Demonstrate knowledge and understanding of Safety and security Issues in the use of computers.
Learning Discuss Causes of Physical Safety Risk of computer equipment
Indicator(s)
6. What are the Physical Safety Risks of computer equipment? (Understanding)
7. How do I explain the causes of Physical Safety Risk of computer equipment for all learners to
Essential Question(s) linked
understand? (Understanding)
to the Knowledge
8. How can I make learners identify the causes and their respective preventive measures ofPhysical Safety
Hierarchy aligned with the
Risk of computer equipment? (Understanding, analyze,)
Content Standards and
9. What are the best approaches to teach Physical Safety Risk of computer equipment?
Learning Indicators
10. In what ways can I integrate cross cutting theme GESI SEL national values in teaching Physical Safety
Risk of computer equipment.?

Project-Based Learning;
Talk for Learning;
Group work/collaborative learning.
Pedagogical Strategies
Small group and large group discussion
Questioning
Demonstration
Brainstorming
Teaching & Learning Smartphones
Resources Laptops
 Desktop computers
Tablets
TV and Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 Physical Safety Risks of computer equipment and their causes

Content Limit content to at least 3 Physical Safety Risks of computer equipment and their causes

Limit content to at least 4 Physical Safety Risks of computer equipment their causes

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Discuss at least 2 Physical Safety Risks of computer equipment and their causes
Process
Discuss at least 3 Physical Safety Risks of computer equipment and their causes

Discuss at least 4 Physical Safety Risks of computer equipment and their causes
Accept oral responses and write-ups on
Product
▪ Physical Safety Risk of computer equipment and their causes.
Safety, precaution, ventilated, obstructed, equipment, non-conductive, unplugged, tripping etc.
Keywords
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
 Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as aligned to the
Starter in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Activity 1: (eg. 15 minutes) Activity 1: ▪ Level 3: (Strategic
Talk for learning: (eg, 10 Thinking/Reasoning)
minutes) In small groupings (ability, ▪ In small groupings, (ability, • Identify and explain
Learners discuss among language, background, gender, etc.) language, background, gender, etc.), 5 causes of Physical
themselves why they let learners; identify causes of Physical Safety Safety Risks of
unplug their irons from • Identify the four causes Risks of computer equipment computer
the electric sockets after 0fPhysical Safety Risks of equipment.
▪ Discuss causes Physical Safety
ironing their school computer equipment Risks of computer equipment.
uniforms? • discuss causes Physical
(understanding). Safety Risks of computer
equipment large group
discussion using talk for
learning)
GESI: Providing the ▪ Level 3
Activity 2: (eg. 15 minutes) Activity 2:
opportunity for diverse Strategic
learners to actively ▪ Using brainstorming and ▪ In small groupings, discuss the reasoning:
participate in all lessons in talking for learning, engage preventive strategies against causes
an inclusive manner and learners in an interactive Physical Safety Risks of computer ▪ Explain five on
using GESI responsive discussion on preventive equipment preventive strategies
language as pedagogy strategies against Physical against strategic
ensures; Safety Risks of computer ▪ Using talking circles, share at least preventive measures
• Awareness of personal equipment four preventive strategies against on causes Physical
biases and stereotypes causes Physical Safety Risks of Safety Risks of
around using appropriate ▪ Learners share with each computer equipment computer equipment
multimedia tools other the preventive
strategies on causes
• Respect and tolerance for Physical Safety Risks of
individual’s uniqueness computer equipment
and peculiarities
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.

Activity 3: Level 3 Extended

thinking:
▪ In groups, identify and discuss four
Activity3: (eg. 15 minutes) causes of Physical Safety Risks of
computer equipment with the ▪ Identify and explain
▪ Use talking circles guide to appropriate preventive measures in causes of Physical
match five on preventive their daily life Safety Risks of
strategies against causes of computer equipment
Physical Safety Risks of with the appropriate
computer equipment with the preventive measures
appropriate preventive in their daily life and
measures in their daily life state ways to prevent
these dangers in our
everyday life.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
2. Discuss Causes of Physical Safety Risk of computer equipment
Reflection & Remarks
Reflection
What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:

Weekly Learning Plan

 Information & Communications 60
Subject Week 21 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Data and Information Security
Strand Sub-Strand
Information
Learning Outcome(s) Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
Content Standard Demonstrate knowledge and understanding of Safety and security Issues in the use of computers.
Learning Discuss Causes of Physical Safety Risk of computer equipment
Indicator(s)
1.What are the health hazards of computer devices to users? (Understanding)
Essential Question(s) 2.What are the effects of the health hazards of computers? (Understanding)
linked to the Knowledge 3. How can I relate this knowledge to the use of other electric gadget in our daily life? (Understanding,
Hierarchy aligned with the analyze,)
Content Standards and 4.What are the best approaches to teach health hazards of computer and safety?
Learning Indicators 5.In what ways can I integrate cross cutting theme GESI SEL national values in teaching health hazards of
computer and other computing devices.?

Project-Based Learning;
Talk for Learning;
Group work/collaborative learning.
Pedagogical Strategies
Small group and large group discussion
Questioning
Demonstration
Brainstorming
Smartphones
Laptops
Desktop computers
Tablets
Teaching & Learning
TV and Radio
Resources
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
 Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 health hazards and the safety precautions of computer.
Content
Limit content to at least 3 health hazards and the safety precautions of computer

Limit content to at least 4 health hazards and the safety precautions of computer.
Using mixed groupings
(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Discuss at least 2 health hazards and the safety precautions of computer.

Process
Discuss at least 3 health hazards and the safety precautions of computer.

Discuss at least 4 health hazards and the safety precautions of computer.

Accept oral responses and write-ups on
Product
health hazards and the safety precautions of computer.
Keywords Safety, precaution, Repetitive, posture, eye strain, lumbar, slouching, footrest
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as
to the Curriculum and
Starter in the Subject Manual
Subject Manual
Teacher Activity Learner Activity
 Talking circle: (eg, 10 Activity 1: (eg. 15 minutes) Activity 1: ▪ Level 3: (Strategic
minutes) Thinking/Reasoning)
Learners recall the national In small groupings (ability, ▪ In small groupings, (ability, ▪ Identify and explain
core value and sing the language, background, gender, etc.) language, background, gender, 5 health risks of
song. let learners; etc.), identify causes of Physical prolong use of
(understanding) ▪ Outline at least for the Safety Risks of computer computer.
health risks associated with equipment
In smaller groups, name prolong and wrong use of ▪ Identify and Discuss at least
each group with a national computer fourhealth risks associated with
core value and make them ▪ discuss at least four health wrong and prolong use of
sing the song of national risks associated with computer
core values, each group prolong use of computer
mentions the group name in (using talk for learning)
the song appropriately.
Activity 2: (eg. 20 minutes) Activity 2:
▪ Level 3 Strategic
(understanding). ▪ Using brainstorming and ▪ In small groupings, discuss the reasoning:
talking for learning, engage safety precautions of the health
learners in an interactive hazard associated with the use of ▪ Explain two health
discussion on preventive computer Using talking circles, share risks of using
GESI: Providing the measures for health risks of at least four preventive strategies computing and their
opportunity for diverse prolong use of computer on the against causes Physical Safety Risks safety precautions.
learners to actively computer user of computer equipment
participate in all lessons in
an inclusive manner and ▪ Learners share with each other
using GESI responsive health hazards and the safety
language as pedagogy precautions of computer.
ensures; Activity 3: ▪ Level 4 Extended
• Awareness of personal
Activity3: (eg. 10 minutes) ▪ In groups, identify and discuss at thinking:
biases and stereotypes
around using ▪ Use talking circles guide to least four health risk of computer and ▪ Identify and explain at
appropriate multimedia match at least four health risk their safety precautions. least five other electric
tools devices that can pose
• Respect and tolerance of computer and their safety ▪ Discuss in groups at least five other health risks to people
for individual’s precautions. electric devices that can pose health in their everyday life
uniqueness and risks to people and their safety and their safety
peculiarities ▪ Identify electric devices that precautions
precautions
• Sensitivity to the can pose health risks to people
interrelatedness with and how one can stay safe
regards to integrating from it
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
2. Discuss Causes of Physical Safety Risk of computer equipment
Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What were the challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 22 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Data and Information Security
Strand Sub-Strand
Information
Learning Outcome(s) Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
Content Standard Demonstrate knowledge and understanding of Safety and security Issues in the use of computers.
Learning Discuss Causes of Physical Safety Risk of computer equipment
Indicator(s)
1. What are the health risks associated with computer to users? (Understanding)
Essential Question(s) linked 2. How do I stay safe from computer related health problems when using computer? (Understanding)
to the Knowledge Hierarchy 3. How can I relate this knowledge to the use of other electric gadget in our daily life?
aligned with the Content (Understanding, analyze,)
Standards and Learning 4. What are the best approaches to teach health hazards of computer and safety?
Indicators 5. In what ways can I integrate cross cutting theme GESI SEL national values in teaching health
hazards of computer and other computing devices.?
Pedagogical Strategies
Project-Based Learning;
 Talk for Learning;
Group work/collaborative learning.
Small group and large group discussion
Questioning
Demonstration
Brainstorming
Smartphones
Laptops
Desktop computers
Tablets
TV and Radio
Teaching & Learning
Productivity tools
Resources
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation

Limit content to at least 2 health hazards and the safety precautions of computer.
Content
Limit content to at least 3 health hazards and the safety precautions of computer

Limit content to at least 4 health hazards and the safety precautions of computer.
Using mixed groupings
(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Discuss at least 2 health hazards and the safety precautions of computer.

Process
Discuss at least 3 health hazards and the safety precautions of computer.

Discuss at least 4 health hazards and the safety precautions of computer.

 Accept oral responses and write-ups on
Product
health hazards and the safety precautions of computer.
Keywords Safety, precaution, Repetitive, posture, eye strain, lumbar, slouching, footrest
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as aligned to the
Starter in the Subject Manual Curriculum and
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10 Activity 1: (eg. 15 minutes) Activity 1: ▪ Level 3: (Strategic
minutes) Thinking/Reasoning)
Learners recall the national In small groupings (ability, ▪ In small groupings, (ability, ▪ Identify and explain
core value and sing the song. language, background, gender, etc.) language, background, gender, etc.), 5 safety precautions
(understanding) let learners; identify safety precautions when using
▪ Outline at least five health associated with the health hazards computers.
In smaller groups, name each risks associated with prolong of computer usage.
group with a national core and wrong use of computer ▪ Identify and Discuss at least five
value and make them sing the ▪ discuss at least five safety ways of staying safe when using
song of national core values, precautions when using computer.
each group mentions the computer (using talk for
group name in the song learning)
appropriately. Activity 2: (eg. 15 minutes) Activity 2: ▪ Level 3
Strategic
▪ Using brainstorming and ▪ In small groupings, discuss the safety reasoning:
(understanding). talking for learning, engage precautions of the health hazard
learners in an interactive associated with the use of computer ▪ Explain two health
discussion on preventive Using talking circles, share at least risks of using
measures for health risks of four preventive strategies against computing and their
GESI: Providing the prolong use of computer on the causes Physical Safety Risks of safety precautions.
opportunity for diverse computer user computer equipment
learners to actively
participate in all lessons in ▪ Learners share with each other
an inclusive manner and health hazards and the safety
using GESI responsive precautions of computer.
language as pedagogy Activity 3:
ensures; ▪ Level 4
• Awareness of personal Activity3: (eg. 15 minutes) ▪ In groups, identify and discuss at least Extended
biases and stereotypes four health risk of computer and their
▪ Use talking circles guide to thinking:
around using appropriate safety precautions.
match at least four health risk ▪ Identify and explain
multimedia tools ▪ Discuss in groups at least five other
of computer and their safety at least five other
• Respect and tolerance for electric devices that can pose health
precautions. electric devices that
individual’s uniqueness risks to people and their safety
and peculiarities ▪ Identify electric devices that can pose health risks
precautions. to people in their
• Sensitivity to the can pose health risks to people
interrelatedness with and how one can stay safe from everyday life and
regards to integrating it their safety
appropriate multimedia precautions
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
2. Discuss Causes of Physical Safety Risk of computer equipment
 Reflection & Remarks
Reflection

What was my best moments in today’s lesson and how can I create more situations?
What went well in the lesson?
Were the different subgroups in the class catered for?
What did not go well in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:

Weekly Learning Plan

 Information & Communications 60
Subject Week 23 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Computer and Information Security
Strand Sub-Strand
Information
Learning Outcome(s) Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
Content Standard Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
Learning Apply preventive measures on physical safety risk
Indicator(s)
1. What are the preventive measures on physical safety risks? (Understanding)
2. Discuss the preventive measures on physical safety risk and its implementation? (Understanding,
Essential Question(s) linked to
analyze)
the Knowledge Hierarchy
3. How can I implement the preventive measures on physical safety risk in the science laboratory?
aligned with the Content
(Understanding, evaluate)
Standards and Learning
Indicators
4. What are the best approaches to teach the preventive measures on physical safety risk?
5. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching the
preventive measures on physical safety risks?

Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Pedagogical Strategies
Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Teaching & Learning Resources
Laptop computers
Desktop computers
Tablets
 Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Key Notes on Differentiation

Limit content to at least 3 ways of applying preventive measures on physical safety risks
Content
Limit content to at least 4 ways of applying preventive measures on physical safety risks

Limit content to at least 5 ways of applying preventive measures on physical safety risks

Using mixed groupings

(Ability, gender, shy learners, etc.) assign roles to learners in their groups

Process Discuss at least 3 ways of applying preventive measures on physical safety risks.

Discuss at least 4 ways of applying preventive measures on physical safety risks.

Discuss at least 5 ways of applying preventive measures on physical safety risks

Product Accept practical responses and write-ups on of applying preventive measures on physical safety risks

Keywords VPN, surfing, policies, security threats, sniffing, portable drives,

Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
to the Curriculum and
Starter Subject Manual
Subject Manual
Teacher Activity Learner Activity
 Talking circle: (eg, 10 Introductory Activity 1: (eg. 15 Introductory Activity 1: ▪ Level 2 Skills of
minutes) minutes) conceptual: eg.
discuss, how you protect ▪ In small groupings, (ability,
understanding:
yourself from been abused ▪ In small groupings (ability, language, background, gender, etc.),
language, background, gender, discuss at least five different ways of ▪ List at least five
online
etc.) let learners discuss at protecting themselves when using different ways of
(understanding)
least five different ways of computers in a public place protecting
protecting themselves when themselves when
using computers in a public using computers in
place a public place.
Teacher brainstorms with Activity 2: (eg. 15 minutes) Activity 2:
learners to discuss and
identify ▪ engage learners in an ▪ engage in class discussion and ▪ Level 3 Strategic
• Ways of stay to prevent interactive discussion and use answer questions to identify ways of reasoning:
cyberbully on the questioning to identify ways of protecting themselves when using ▪ Explain the steps
internet. protecting themselves when computer and other computing for saving a
using computer and computing devices in a public place to access the document in
GESI: Providing the opportunity devices in a public place to internet. various location on
for diverse learners to actively access the internet. the computer.
▪ Discuss t ways to protect themselves
participate in all lessons in an
▪ In a large group discussion, let from potential predators in a library
inclusive manner and using GESI
learners discuss ways to protect or a school using a computer to catch
responsive language as
themselves from potential up on email or the news in a public
pedagogy ensures;
• Awareness of personal
predators in a library or a place.
biases and stereotypes school using a computer to
around using appropriate catch up on email or the news
multimedia tools in a public place.
• Respect and tolerance for
individual’s uniqueness and
Activity 3:
peculiarities ▪ Level 3
• Sensitivity to the Activity3: (eg. 15 minutes) ▪ follow/watch a video on how a (Strategic Thinking/
interrelatedness with computer user failed to stay protected Reasoning):
 regards to integrating ▪ Show a 5 minutes video on in using computer in a public and the ▪ Explain Preventive
appropriate multimedia how computer user failed to effects on the user. measures you will
documents. stay protected in using adopt to protect
computer in a public and the your computer in
▪ In groups, deduce and discuss five
effects on the user. your school.
things the user failed to do and the
▪ Guide learners to open and effect on the user for not doing those
print existing document. things.

Lesson Closure (eg. 5 minutes)

Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1. Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
2. Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
Reflection & Remarks
Reflection

What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks:
 Weekly Learning Plan

Information & Communications 60

Subject Week 24 Duration Year 1
Technology mins. Form
Network Systems for Transmitting Computer and Information Security
Strand Sub-Strand
Information
Learning Outcome(s) Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
Content Standard Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
Learning Apply preventive measures on physical safety risk.
Indicator(s)
6. What are the risks of accidents in the work place?
Essential Question(s) linked to
7. How can I reduced reduce the risk of accidents in the work places?
the Knowledge Hierarchy
8. What precautions do I take to reduce accidents in the work place?
aligned with the Content
9. What are the best approaches to teach safety precautions to reduce accident in the work place?
Standards and Learning
Indicators
10. In what ways can I integrate cross-cutting themes GESI, SEL and national values in teaching the
safety precautions to reduce accident in the work place?
Pedagogical Strategies
 Problem-Based Learning;
Project-Based Learning;
Talk for Learning;
Experiential learning;
Group work/collaborative learning.
Small group and large group discussions,
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Teaching & Learning Resources Tablets
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Key Notes on Differentiation

Limit content to at least 3 safety precautions to reduce accident in the work place.
Content
Limit content to at least 4 safety precautions to reduce accident in the work place.

Limit content to at least 5 safety precautions to reduce accident in the work place.

Using mixed groupings

Process (Ability, gender, shy learners, etc.) assign roles to learners in their groups

Discuss at least 3 safety precautions to reduce accident in the work place.

 Discuss at least 4 safety precautions to reduce accident in the work place.

Discuss at least 5 safety precautions to reduce accident in the work place.

Product Accept practical responses and write-ups on of applying safety precautions to reduce accident in the
work place
Keywords Accident, ventilation, dangerous, fire extinguisher, policies, security threats,
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned
Main Lesson drawing on Concepts, Skills and Competencies to reinforce as in the
to the Curriculum and
Starter Subject Manual
Subject Manual
Teacher Activity Learner Activity
Talking circle: (eg, 10 Introductory Activity 1: (eg. 15 Introductory Activity 1: ▪ Level 2 Skills of
minutes) minutes) conceptual: eg.
Learners recall the national In small groupings, (ability, language,
understanding:
core value and sing the song. In small groupings (ability, language, background, gender, etc.), identify at
background, gender, etc.) let learners least 5 accidents that can occur in the ▪ List at 5 accidents
(understanding)
identify 5 accidents that can occur in work place that can in the
the work place work place.
In smaller groups, name each
group with a national core Activity 2: ▪ Level 3 Strategic
Activity 2: (eg. 15 minutes) reasoning:
value and make them sing the
song of national core values, ▪ engage in class discussion using
▪ engage learners in an
each group mentions the questions and answer identify what to ▪ Identify and
interactive discussion and use
group name in the song do to prevent accident in the work explain 5 ways to
questioning to identify what to
appropriately. place. prevent accident at
do to prevent accident in the
work place. ▪ Discuss safety precautions to reduce the work places
Teacher brainstorms with accident in the work place (Use talk
learners to discuss and ▪ In a large group discussion,
for learning)
identify let learners discuss what to do
• Ways of stay to prevent to prevent accident in the work
cyberbully on the place.
internet.

GESI: Providing the opportunity Activity 3:

for diverse learners to actively follow/watch a video on an accident
participate in all lessons in an Activity3: (eg. 15 minutes) that occurred in the Chemistry Level 4:
inclusive manner and using GESI
▪ Show a 5 minutes video on an laboratory during a practical lesson (Extended Thinking/
responsive language as
accident that occurred in the Reasoning)
pedagogy ensures; ▪ In groups, deduce and discuss from
Chemistry laboratory during a Identify and explain 5
• Awareness of personal the video the cause of the accident things you will do to
biases and stereotypes practical lesson. and how it could have been
around using appropriate prevent fire outbreak in the
▪ Guide learners to deduce from prevented. school community when
multimedia tools
• Respect and tolerance for the video the cause of the using computer equipment
individual’s uniqueness and accident and how it could
peculiarities have been prevented.
• Sensitivity to the
interrelatedness with
regards to integrating
appropriate multimedia
documents.
Lesson Closure (eg. 5 minutes)
Guide learners to recap their discussion and the points identified in the lesson. With the following as guiding questions;
1.Discuss and evaluate the Physical safety hazards and their prevention in the use of computers
2.Demonstrate knowledge and understanding of Safety and security Issues in the use of computers
Reflection & Remarks
Reflection

What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Remarks: