STEP6 ICT Teachers HandBook

Teacher’s Handbook ICT
STEP 6 Academic Year 2023-24
How to read this document:
Table of Contents
Scheme of Work................................................................................................................................. 4
Weekly Lesson Plan............................................................................................................................ 5
Exemplar ......................................................................................................................................... 29
Books & References ......................................................................................................................... 32
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This document is the intellectual property of STEP Schools and any unauthorized use is prohibited.
Any amendments in this document shall be controlled by the STEP Head Office only.
Important Note:
ICT curriculum is developed in such a way that it will give you brief walkthrough about the content
insights. While designing the lesson plans, make sure to revisit the teaching guidelines, teaching
strategies, warm-up and wrap activities documents carefully. During the process of developing
lesson plan don’t forget to induce the AFL technique and keeping the lesson student-centered
most of the time.
Assessment and Examination:
Assessment is an integral part of teaching and learning. STEP Schools encourage a holistic and
inclusive approach to assessment; involving multiple tools and multiple stakeholders to inform,
encourage and enhance student learning and achievement. Assessment is a collaborative,
dynamic, and continuous process to improve positive outcomes for students. It provides
teachers information to make decisions about what and how students are learning. This
information in turn helps teachers to identify the next steps in progressing students’ learning and
adapt their teaching strategies as and when required.
At the STEP Schools, assessment is about enhancing student learning and development which
encompasses the cognitive, psychomotor and affective domains of learning. It helps students
to understand and identify the difference between skills required for examinations to get good
grades, and developing a passion to recognize, learn, create and understand knowledge.
Formative assessment (AFL) is interwoven within the daily learning and provides both teachers
and students with useful feedback on how well students are understanding and applying the new
concepts, skills, and knowledge and how effective the employed teaching strategies are.
In order to be transparent to parents and students, the teachers need monitor ongoing formative
assessments that show work toward achieving the relevant Learning Objectives. Furthermore,
the PBL approach calls for authentic assessment. In a well-designed PBL project, teachers need
to make sure they are continuously assessing it to ensure students are getting the content
knowledge and skills required to complete the project.
In addition, formative assessment is used to give meaningful feedback to students. It also serves
to improve the teachers’ practice as it demands refinement and improvement in their instruction.
There are multiple strategies that the teachers can adopt to conduct AFL, each giving a unique
insight into teaching and learning. Using a variety of assessment tools, teachers develop a deeper
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and holistic understanding of student progress and competencies. Some of the most common
formative assessment (AFL) tools are listed below:
1. Observations
2. Prompt Questions
3. Quizzes
4. Discussions
5. Project Work and Presentations
6. Checklists and rubrics
7. Self-assessment
8. Peer assessment
9. Anecdotal notes
Self-assessment is a continuous process of engaging students in reflection and assessment of

their own learning.
Summative assessment (AOL) takes place at the end of the teaching and learning process, and
gives the students opportunities to demonstrate their knowledge, skills, and conceptual
understanding of what has been learnt.
Teacher’s Guideline:
The detailed version of “Teacher’s Guideline” is part of our administrative curriculum pack.
Follow the document, this will help you in making the lesson plans engaging, productive and
student centered. This document will also give you the bank of teaching strategies, warm-ups,
wrap-ups and AFL techniques.
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Scheme of Work:
Teachers are required to follow the schemes of work which include the week-wise distribution of
content. The active teaching weeks for Term 1 are 15, and for Term 2, 13. Please consult
the respective region’s academic calendar for the allocated weeks of diagnostic/orientation,
revision, and examination for both terms.
Term wise Breakup

Term 1 Term 2
15 weeks (30 lessons) 13 weeks (26 lessons)
Chapter 5: Scratch: An Introduction to
Chapter 1: The Computer System
Computer Programming
Week 1-4 = 8 lessons
weeks 1-3 = 6 lessons
Chapter 6: Basic Programming constructs with
Chapter 2: Operating Systems
Scratch
Chapter 3: Image Processing and research
Chapter 7: Digital Citizenship
skills
Chapter 8: Digital
Chapter 4: Algorithmic Thinking
Entrepreneurship
* The Introduction may include revision of key concepts from the previous academic year, discussion
on holiday’s homework, a summary of key concepts and topics to cover in the current academic year
and/or a build-up to the first topic. A generic introduction to the computer Lab and its rules as well.
* All Chapters listed above are from “Keyboard Computer Science – Grade 6”
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Weekly Lesson Plans:
Introduction
This document includes Weekly Lesson Plans for Step 5 - ICT. It includes a breakdown of units/topics to be done each week.
Teachers are required to follow the Weekly Lesson Plans below. The Academic Year 2023-24 has been distributed into two terms, the
first term having 15 weeks of teaching time, and the second term having 13 weeks of teaching time.
A detailed document (ICT – Teaching Guidelines) has been developed, having a comprehensive list of ‘teaching strategies’ to be referred
by the teachers for the details of strategies mentioned below.
The page numbers mentioned in the tables below are from “Book – Keyboard – Grade 6”, unless specified otherwise.
The different color of the “Book” row indicates different chapters from the aforementioned book
Guidelines:
• The lab activities are to be Teacher can decide whether to do the lab activities side by side after every topic
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STEP 6
Term: 1 No. of Lessons: 2 Week 1
Topic: The Computer System Book: Keyboard – Grade 6
Learning Objectives Resources Teaching Strategies
Book
The students should be able to: Pg. 2-8
- Visualization
• Summarize the different Classwork: - Flipped classroom
Relevant descriptive-type questions - Think-Pair-Share
developments in the history of from the exercise. - Brainstorming
Computers. - Computer-assisted instruction
Assessment:
• Self-assessment/evaluation
• Oral responses
• Collaboration
• Reflection
• In-class responses
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STEP 6
Book
- Visualization
• Identify the advantages and daily Classwork: - Flipped classroom
applications of ICT devices. from the exercise. - Brainstorming
• Recognize a computer and its - Computer assisted instruction
external components
• Apply their knowledge to operate
computer devices (like
mouse/keyboard/printer & touch
devices)
Assessment:
• Oral responses
• Collaboration
• Reflection
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STEP 6
Term: 1 No. of Lessons: 2 Week 3 & 4
Book
- Visualization
• Identify the use of ICT devices in: Classwork: - Flipped classroom
- Objective-type questions - Think-Pair-Share
o Communication - Relevant descriptive-type - Brainstorming
applications questions from the exercise. - Computer-assisted instruction
o Measurement applications Lab Work:
o Applications in “In the Lab” activities are required to
be conducted in the computer lab for
manufacturing industries hands-on.
• Differentiate between hardware
Teacher’s discretion:
and software
Group project
Assessment:
• Oral responses
• Collaboration
• Reflection
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STEP 6
Topic: Operating Systems Book: Keyboard – Grade 6
Book
o Identify and analyze operating systems - Visualization
(Windows, MAC, Linux, Android, etc.)
o Navigate around an operating system by:
Classwork: - Cooperative learning
o Demonstrating the startup - Objective-type questions - Flipped classroom
procedure of any available - Relevant descriptive-type - Think-Pair-Share
operating system questions from the exercise. - Brainstorming
o Identifying the icons/tools - Computer-assisted instruction
(taskbar, notification area) and
explaining their functions
Lab Work:
o Demonstrating how to create, “In the Lab” activities are required to
name, rename and delete a new be conducted in the computer lab for
file. Folder/directory and create hands-on.
a shortcut
o Demonstrating how to use
file/folder Teacher’s discretion:
Group project
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Topic: Image processing and research Book: Keyboard – Grade 6
skills
Book
The students should be able to Pg. 36-39
understand Image processing software - Visualization
MS Paint and MS 3D Paint to: Classwork: - Cooperative learning
• draw freehand using different - Objective-type questions - Flipped classroom
types of brushes - Relevant descriptive-type - Think-Pair-Share
• Draw an image using 2D shapes questions from the exercise. - Brainstorming
like lines, circles, polygons, etc. - Computer-assisted instruction
and change colour, outline, and Lab Work:
position as needed. “In the Lab” activities are required to
• Add text to a drawing be conducted in the computer lab for
• Save a file and open saved file in hands-on.
image processing software
• Demonstrate proficiency in using
a computer (e.g. mouse,
keyboard, etc.)
• Draw an image using 3D shapes
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
skills
Book
The students should be able to understand Pg. 39-42
Image processing software Tux Paint and - Visualization
Canva to: Classwork: - Cooperative learning
• draw freehand using different types - Objective-type questions - Flipped classroom
of brushes - Relevant descriptive-type - Think-Pair-Share
• Draw an image using 2D shapes like
questions from the exercise. - Brainstorming
lines, circles, polygons, etc. and
- Computer-assisted instruction
change colour, outline, and position
as needed. Lab Work:
• Add text to a drawing “In the Lab” activities are required to
• Save a file and open saved file in be conducted in the computer lab for
image processing software hands-on.
• Demonstrate proficiency in using a
computer (e.g. mouse, keyboard,
etc.)
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
skills
Book
The students should be able to understand Pg. 42-56
Image processing software Adobe Photoshop - Visualization
to: Classwork: - Cooperative learning
• draw freehand using different types - Objective-type questions - Flipped classroom
of brushes - Relevant descriptive-type - Think-Pair-Share
• Draw an image using 2D shapes like
lines, circles, polygons, etc. and
change colour, outline, and position
as needed. Lab Work:
• Add text to a drawing “In the Lab” activities are required to
• Save a file and open saved file in be conducted in the computer lab for
image processing software hands-on.
• Demonstrate proficiency in using a
computer (e.g. mouse, keyboard,
etc.)
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
skills
Book
- Visualization
• Identify the various components
of a web browser - Objective-type questions - Flipped classroom
- Relevant descriptive-type - Think-Pair-Share
• Identify the format of website questions from the exercise. - Brainstorming
addresses - Application-based questions - Computer-assisted instruction
• Identify keywords for a search Lab Work:
query “In the Lab” activities are required to
hands-on.
Group project
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
13
STEP 6
Topic: Algorithmic Thinking Book: Keyboard – Grade 6
Book
- Visualization
• Identify and differentiate
between simple and complex - Relevant descriptive-type - Flipped classroom
questions from the exercise. - Think-Pair-Share
problems.
- Brainstorming
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Book
- Visualization
• Create a sequence of steps to
solve a problem. - Relevant descriptive-type - Flipped classroom
questions from the exercise. - Think-Pair-Share
• Relate sequence to steps to solve - Brainstorming
a problem - Computer-assisted instruction
• Relate sequence, selection, and

repetition to daily life tasks.
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Book
- Visualization
• Create solutions to problems
using sequencing, loops, and - Objective-type questions - Flipped classroom
- Relevant descriptive-type - Think-Pair-Share
conditions.
- Application-based questions - Computer-assisted instruction
Lab Work:
“In the Lab” activities are required to
hands-on.
Group project
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Topic: Scratch: An Introduction to Book: Keyboard – Grade 6
computer programming
Book
- Visualization
• Determine the need for a Classwork: - Flipped classroom
programming language from the exercise. - Brainstorming
• List ways in which programming is - Computer-assisted instruction
important in today’s world.
Assessment:
• Oral responses
• Collaboration
• Reflection
17
STEP 6
Book
- Visualization
• Differentiate between an Classwork: - Flipped classroom
algorithm and a program from the exercise. - Brainstorming
• Convert an algorithm into a - Computer assisted instruction
program
Assessment:
• Oral responses
• Collaboration
• Reflection
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STEP 6
Book
- Visualization
• Identify a programming language Classwork: - Flipped classroom
- Objective-type questions - Think-Pair-Share
and its uses (to introduce scratch) - Relevant descriptive-type - Brainstorming
questions from the exercise. - Computer-assisted instruction
Lab Work:
hands-on.
Group project
Assessment:
• Oral responses
• Collaboration
• Reflection
19
STEP 6
Topic: Basic Programming Constructs Book: Keyboard – Grade 6
with Scratch
Book
• Recognize that a program - Visualization
executes in a sequence
Relevant descriptive-type questions - Flipped classroom
• Write a program using events, from the exercise. - Think-Pair-Share
- Brainstorming
loop, motion, variables,
conditional statements
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
20
STEP 6
Topic: Basic Programming Constructs Book: Keyboard – Grade 6
with Scratch
Book
• Write a program using events, - Visualization
loop, motion, variables,
- Objective-type questions - Flipped classroom
conditional statements - Relevant descriptive-type - Think-Pair-Share
• Debug a computer program - Computer-assisted instruction
Lab Work:
hands-on.
Group project
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Topic Digital Citizenship Book: Keyboard – Grade 6
Book
The students should be able to : Pg. 105-108
• Identify essentials of good digital - Visualization
citizenship such as safe and
responsible technology use from the exercise. - Think-Pair-Share
- Brainstorming
• Recognize key concepts of - Computer-assisted instruction
copyright, plagiarism, and piracy
and define ethical standards of
sourcing online information
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Book
The students should be able to: Pg. 108 - 110
• Recognize key concepts of - Visualization
copyright, plagiarism, and piracy
and define ethical standards of from the exercise. - Think-Pair-Share
- Brainstorming
sourcing online information
• Examine ethical issues that arise
in ICT while surfing internet
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Book
The students should be able to : Pg. 110 - 112
• Analyze the importance of being - Visualization
safe, responsible, and respectful
- Objective-type questions - Flipped classroom
online. - Relevant descriptive-type - Think-Pair-Share
• Identify health-related issues of - Computer-assisted instruction
using ICT devices. Lab Work:
hands-on.
Group project
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Topic: Digital Entrepreneurship Book: Keyboard – Grade 6
Book
- Visualization
• Identify different types of
entrepreneurs and present a few Relevant descriptive-type questions - Flipped classroom
from the exercise. - Think-Pair-Share
examples of entrepreneurs
- Brainstorming
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
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STEP 6
Book
Classwork: - Visualization
• Differentiate between traditional
Relevant descriptive-type questions - Cooperative learning
and digital entrepreneurship from the exercise. - Flipped classroom
- Think-Pair-Share
along with examples
- Brainstorming
Assessment:
• Self-assessment
• Reflection
• Oral responses
• Collaboration
26
STEP 6
Book
The students should be able to Pg. 118-120 - Visualization
Classwork: - Cooperative
• Analyze how traditional entrepreneurs
- Objective-type questions learning
could use technology to improve or scale - Relevant descriptive-type questions from - Flipped classroom
the exercise. - Think-Pair-Share
their businesses.
Lab Work: - Brainstorming
“In the Lab” activities are required to be - Computer-
conducted in the computer lab for hands-on. assisted
Teacher’s discretion: instruction
Group project
Assessment: • In-class responses
• Self-assessment • Oral responses
• Reflection • Collaboration
PBL
ICT
Learning objectives Process Assessment
Students should be able to identify different types of Students will explore various e-businesses and will come Presentation of the
entrepreneurs, differentiate between traditional and up with a business plan to increase their pocket money business plan.
digital entrepreneurship, and analyze how traditional
entrepreneurs could use technology to improve or
scale their businesses.
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Exemplar:
Step School
Daily Lesson Plan
Campus
Step: 6 Subject: ICT Topic /Unit Digital Literacy: Make a web page
Date & Day: Duration: 40 minutes Term: 1
Values Objective: Peace; Apply strategies as an effort to establish peace
Note: All activities must be planned keeping the AfL in mind and mention it as (AFL) where it is taking place all through the lesson.
Learning Methodology / Activity Time Resources
Objectives
At the end of this Warm up: 10
lesson, the minutes
students would be The Teacher will:
able to: • Divide the students in groups of 4
• Make a KWL table on the board and ask each group to copy it on a Chart
• Design a paper
simple • Ask each group to brainstorm about ‘designing webpages’ and fill the K
webpage and W columns (AFL)
28
with text • Ask each group to share their observations verbally with the class (AFL)
and Main Activity: 25 Hardware:
images. minutes Computer
The Teacher will: Multimedia
• Divide students in pairs
• Demonstrate the code step by step Software:
• Use the multimedia projector to project his/her computer screen, so that Web
the students can follow the steps easily. (It is important to explicitly Browser
instruct the students to closely follow all Steps) (AFL) Wix
Activity: Start designing the webpage about ‘Peace and conflict’ in the society.
1. Open the Wix web development website

2. Download the suitable pictures of conflict and peace from the internet
3. Add images in the webpage using Wix
4. Add appropriate text (description) to the images
5. Publish it on Wix
• Keep moving around the class to check the progress of students.
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• The pairs who are done with their work; ask them to assist the pairs who
are having trouble (AFL)
• Highlight the significance of promoting Peace
Written Assignments (Lab work):
Key Vocabulary: Wrap up: 5 minutes

Webpage, website,
design, text, The Teacher will:
images, browser • Ask the students to organize themselves in groups as in the Warm up
• Ask each group to will complete the L column of their chart - “What they
have learned”.
Homework: Lesson Evaluation:
Section Head/Subject Coordinator’s sign: Developed by: Date:
30
Book:
For the STEP 6, we will following “Keyboard Computer Science with Application Software for Grade 6”.
STEP Book Name ISBN
6 Keyboard Computer Science with -

Application Software
For Grade 6
Disclaimer:
All of the above content is produced with the help of Keyboard Computer Science with Application Software for Grade 6 STEP administrative
curriculum document. Reproduction, distribution, republication, and/or re-transmission of material contained within this document
are prohibited unless the prior permission.
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Teacher’s Handbook ICT

STEP 6 Academic Year 2023-24

How to read this document:

Assessment and Examination:

Self-assessment is a continuous process of engaging students in reflection and assessment of

Term wise Breakup

• Relate sequence, selection, and

1. Open the Wix web development website

• Keep moving around the class to check the progress of students.

Written Assignments (Lab work):

Key Vocabulary: Wrap up: 5 minutes

Section Head/Subject Coordinator’s sign: Developed by: Date:

STEP Book Name ISBN

6 Keyboard Computer Science with -

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