Winmat Computing FG 6

Winmat
Primary Computing
Standards-Based
Facilitator’s Guide 6
Raphael Dzakpasu, Felix Sekyi-Dadson,

Kingsley Amenuvor
Editorial Advisor
Shadrack K. Agyiri
(ICT Panel Convenor for GAST)
Published by
WINMAT PUBLISHERS LTD
No. 27 Ashiokai Street
P.O. Box 8077
Accra North
Ghana
Tel.: +233 552 570 422 / +233 302 978 784

info@winmatpublishers.com
www.winmatpublishers.com
ISBN: 978-9988-0-4442-8
Text © Raphael Dzakpasu, Felix Sekyi-Dadson, Kingsley Amenuvor 2020
All rights reserved; no part of this publication may be reproduced, stored in a

retrieval system, transmitted in any form or by any means, electronic, mechanical,
photocopying, recording, or otherwise, without the prior written permission of the publishers.
Typeset by Daniel Akrong

Cover by Daniel Akrong
Edited by Shadrach Agyiri, Kingsley Odame Asare, Gabriel Sowah and Akosua Dzifa Eghan
The publishers have made every effort to trace all copyright holders but if they have inadvertently
overlooked any, they will be pleased to make the necessary arrangements at the first opportunity.
TABLE OF CONTENTS
INTRODUCTION vii
STRAND 1 INTRODUCTION TO COMPUTERS 1
SUB-STRAND 1 GENERATION OF COMPUTERS ACCORDING TO 2

MICROPROCESSOR
LESSON 1
LESSON 2 COMPONENTS OF A COMPUTER SYSTEM 4
LESSON 3 IMPROVING MOUSE SKILLS AND KEYBOARDING TECH- 6
NIQUE
LESSON 4 SUMMARY OF GENERATION OF COMPUTERS 8
SUB-STRAND 2 11
EXPLORING THE COMPUTER DESKTOP
LESSON 1 12
LESSON 2 WORKING WITH RECYCLE BIN OR TRASH CAN 13
LESSON 3 EXPLORING MICROSOFT FILE EXPLORER 15

WINDOWS
SUB-STRAND 3 DATA, SOURCES AND USAGE 17
LESSON 1 IDENTIFICATION OF DATA TYPES 18
LESSON 2 GADGETS FOR SENDING AND RECEIVING 20

INFORMATION
LESSON 3 DATA COLLECTION, INTERPRETATION AND 22
PRESENTATION AND STORAGE
SUB-STRAND 4 TECHNOLOGY TOOLS FOR COMMUNICATION 24

LESSON 1 IN OUR COMMUNITY 25
LESSON 2 USES TECHNOLOGY IN THE COMMUNITY 27
iii
STRAND 2 30
INTRODUCTION TO MS – POWERPOINT
(TABS AND RIBBONS OF MS-POWERPOINT)
SUB-STRAND 1 30
LESSON 1 EXPLORING MS – POWERPOINT 31
STRAND 3 INTRODUCTION TO MS–WORD PROCESSING 34

(TABS AND RIBBONS OF MS- WORD
SUB-STRAND 1 PROCESSING) 35
LESSON 1 EXPLORING MS – WORD PROCESSOR 36
STRAND 5 INTRODUCTION TO DATABASES, ALGORITHM 38

AND PROGRAMMING.
LANGUAGES. (E.G. MS- EXCEL, SCRATCH,
SUB-STRAND 1 VB DOT NET, ETC.) 39
LESSON 1 EXPLORING DATABASE AND DATA STRUCTURE 41
LESSON 2 BASICS OF RELATIONAL DATA MODEL AND 44
LOGICAL DATABASE DESIGN
LESSON 3 INTRODUCTION TO ELECTRONIC SPREADSHEET 45
STRAND 6 46
NETWORK OVERVIEW
SUB-STRAND 1 47
LESSON 1 FACILITIES AND THE INTERNET 47
LESSON 2 TYPES OF INFORMATION AVAILABLE 49
ON THE INTERNET
LESSON 3 CONNECTING TO THE INTERNET 51
SUB-STRAND 2 WEB BROWSERS AND WEB PAGES 54
LESSON 1 EXPLORING WEB BROWSERS AND WEB PAGES 55
LESSON 2 UNIFORM RESOURCE LOCATOR (URLS) 56
SUB-STRAND 3 SURFING THE WORLD WIDE WEB 58
iv
LESSON 1 EXPLORING THE USE OF UNIFORM 58
RESOURCE LOCATOR
SUB-STRAND 4 FAVOURITE PLACES AND SEARCH ENGINES 60
LESSON 1 BOOKMARKS OR FAVOURITES 61
SUB-STRAND 5 ONLINE FORMS 62
LESSON 1 WORKING WITH FORMS 62
LESSON 2 WORKING WITH FORMS OFFLINE 65
SUB-STRAND 6 CUSTOMIZING YOUR BROWSERS 66
LESSON 1 CUSTOMISING THE WEB BROWSER 66
SUB-STRAND 7 ELECTRONIC MAIL (E-MAIL) 68
LESSON 1 COMPOSING AND SENDING OF EMAILS 69
SUB-STRAND 8 INTERNET OF THINGS (IOT) 70
LESSON 1 THE CONCEPT OF INTERNET OF THINGS (IOT) 70
SUB-STRAND 9 DIGITAL LITERACY 73
LESSON 1 EXPLORING THE CONCEPT OF DIGITAL LITERACY 73
SUB-STRAND 10 INTERNET ETIQUETTE 75
LESSON 1 EXPLORING THE INTERNET ETIQUETTE 75
LESSON 2 RESPONSIBLE USE OF THE COMPUTER 77
STRAND 7 79
HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND 1 80
LESSON 1 HEALTH RISK OF COMPUTER USAGE 80
GLOSSARY 82
v
vi
Introduction
INTRODUCTION
This book has been written in line with the new curriculum in Computing published by
the National Council for Curriculum and Assessment (NaCCA) of the Ministry of Education
(MoE), Ghana in 2018. It has been developed by an expert team of Ghanaian teachers and
educators and its aim is to achieve the core competencies of the new standards-based
curriculum, and also to support facilitators as they guide and work with children through
the year.
The computing course uses a child-centred approach, and works to develop the abilities
of the learners in line with the learning domains (expected learning behaviour) specified
in the curriculum document. The course is developed to help the learners to develop
computing attitudes and skills, as well as their knowledge and understanding of comput-
ing and their ability to apply that knowledge. The course is activity-based and proceeds
on the assumption that children learn best when they engage actively in the process
of teaching and learning computing. Accordingly, each strand and sub-strand(s) of the
Learner’s Book contains many activities for children to do.
This Facilitator’s Guide is designed to support facilitators as they create the teaching and
learning opportunities through which the learners will develop their computing skills, at-
titudes and knowledge and understating of computing. For each strand in the learner’s
Book, this Guide provides a list of resources required so that these can be collected be-
fore the teaching and learning activities are provided. There should be particular empha-
sis on creating opportunities for both more able and less able Learners to learn. This will
help facilitators to individualise their teaching so that they can offer the best learning
opportunities to all the children in their class.
The course also provides plenty of assessment opportunities. There are questions and
exercises for discussion throughout the Learner’s Book, and these can be used for
ongoing assessment of the learners by the facilitator. Answers to these questions are
provided in the Facilitator’s Guide.
vii
Introduction
INSIGHT INTO THE CURRICULUM

(NACCA, MINISTRY OF EDUCATION 2019)
SUBJECT AIMS
The computing curriculum is designed to help learners to:
1. Acquire basic ICT literacy
2. Communicate effectively using ICT tools
3. Develop interest and acquire skills in the use of the Internet
4. Develop basic ethics in using ICT tools
5. Acquire basic programming and database skills
INSTRUCTIONAL EXPECTATIONS
• Guide and facilitate learning by generating discourse among learners and chal-
lenging them to accept and share responsibility for their own learning, based on
their unique individual differences.
• Select computing content, adapt and plan lessons to meet the interests, knowl-
edge, understanding, abilities, and experiences of learners.
• Work together as colleagues within and across disciplines and grade levels to de-
velop communities of computing learners who exhibit the skills of computing in-
quiry and the attitudes and social values conducive to computing learning.
• Use multiple methods and systematically gather data about learners’

understanding and ability to guide computing teaching and learning, with
arrangements to provide feedback to both learners and parents.
• Design and manage learning environments that provide learners with the time,
space, and resources needed for learning computing.
viii
Introduction
ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using
the information to make decisions to improve their learning. The action verbs provided
in the learning indicators in each content standard, should help to structure teaching
and learning to achieve the desired learning outcomes. Check the learning indicators
to ensure that you have given the required emphasis to each learning domain in your
instruction and assessment.
In this curriculum, it is suggested that assessment is used to promote learning. Its purpose
is to identify the strengths and weaknesses of learners to enable facilitators ascertain
their learner’s response to instruction.
• Assessment is both Formative and Summative: Formative assessment is
viewed in terms of Assessment as learning and Assessment for learning.
• Assessment as Learning: Assessment as learning relates to engaging learners
to reflect on the expectations of their learning. Information that learners provide
the facilitator forms the basis for refining teaching-learning strategies.
Learners are assisted to play their roles and to take responsibility of their own
learning to improve performance. Learners are assisted to set their own learning
goals and monitor their own progress.
• Assessment for Learning: It is an approach used to monitor learners’ progress
and achievement. This occurs throughout the learning process.
The facilitator employs assessment for learning to seek and interpret evidence
which serves as timely feedback to refine their teaching strategies and improve
learners’ performance. Learners become actively involved in the learning process
and gain confidence in what they are expected to learn.
• Assessment of Learning: This is summative assessment. It describes the
level learners have attained in their learning, what they know and can do over a
period of time. The emphasis is to evaluate the learner’s cumulative progress and
achievement.
It must be emphasised that all forms of assessment should be based on the domains of
learning. In developing assessment procedures, try to select indicators in such a way that
you will be able to assess a representative sample from a given strand. Each indicator
in the curriculum is considered a criterion to be achieved by the learners. When you
develop assessment items or questions that are based on a representative sample of the
indicators taught, the assessment is referred to as a “Criterion-Referenced Assessment”.
In many cases, a facilitator cannot assess all the indicators taught in a term or year. The
assessment procedure you use i.e. class assessments, homework, projects etc. must be
ix
Introduction
developed in such a way that the various procedures complement one another to pro-
vide a representative sample of indicators taught over a period.
SUGGESTED TIME ALLOCATION

A total of four periods a week, each period consisting of thirty minutes, is allocated to the
teaching of computing at the Upper Primary level. It is recommended that the teaching
periods be divided as follows: One(1) period per day (30-minutes per period)
SCOPE AND SEQUENCE

The content of this textbook has been designed to offer basic knowledge and skills to
learners to give them the opportunity for further study of ICT. Learners learn from every-
thing around them. They do not separate their learning into curriculum areas. However,
it is important that we define these areas of learning and use them as tools to provide a
broad and balanced curriculum. This helps to meet the needs of individual children and
offer them the opportunities to achieve their full potential. In writing this textbook, the
following themes were considered:
NO. STRAND NO. SUB-STRANDS

Introduction to Generation of computers and parts of a computer
Computing and other gadgets.
Introduction to MS-Windows Interface (Desktop

Background and locations of the computer.)
Data, sources and usage
Technology in the community
Presentation Introduction to MS- PowerPoint
Tabs and ribbons of MS- PowerPoint
Word Processing Introduction to Word
Tabs and ribbons of word processing
x
Introduction
Desktop NOT TREATED IN BASIC SIX

Publishing
Programming and Introduction to Databases, Algorithm and
Databases Programming.
Introduction to Programming Languages

(e.g. MS- Excel, Scratch, VB dot Net etc.)
Introduction to Electronic Spreadsheet
Tabs and Ribbons Manipulation
Internet and Social Network Overview

Media
Web browsers and Web Pages
Surfing the World Wide Web
Favourite Places and Search Engine
Using Online Forms
Customising your Browser
Electronic Email
Internet of Things (IoT)
Digital Literacy
Network Etiquette
Health and Safety in Health and Safety in using ICT Tools

using ICT Tools
xi
Introduction
PRE-REQUISITE SKILLS
Learners at this stage might have acquired good reading, writing, responsible behaviour
in following rules, regulations and performing tasks according to procedure.
USING THIS GUIDE

This facilitators’ guide should be read alongside the Curriculum for your class. It provides
information about teaching the content, including what learners need to know and be
able to do before tackling the activities. It also provides pedagogical approaches for
activities and possible timings for facilitators to consider. The Learners’ books contain a
range of activity types.
Most activities are designed for differentiated whole class teaching, but sometimes
facilitators might wish to teach learners using related activities. Facilitators should not feel
constrained to teach the activities exactly as they are written. It is likely that facilitators
will want to amend, alter or omit activities according to their learners’ needs, for example
to allow learners to pursue topics that interest them in more depth, take more time than
suggested or explore more widely within the suggested topic.
Facilitators should guard against putting limits on what learners may achieve. Often
where excellence and high achievement are expected, students surprise facilitators with
what they are able to achieve.
ADVANCED PREPARATION
As a facilitator, you need to have mastery over your lesson presentation as well as class
control. In line with this, it is suggested that the facilitator reads the textbook and under-
stand every concept. You are also free to read other related references to increase your
mastery level.
In most cases you will be using the computers and their accessories and you will need to
try them and ensure that they work effectively before sending them to the classroom.
While in the class, fix the tools and try it prior to the next lesson. Technological tools can
be disappointing for various reasons. In view of this, the facilitator needs to have a back-
up of his/her information either on external media or print media.
xii
Introduction
TEACHING AND LEARNING MATERIALS (T/L/M)

You will need to use TLM to impress the learners little minds about the value of ICT in
education as a tool for development. It is most likely that your school may not have those
resources, so you may need to improvise or search for related materials from the Internet
to support your teaching and learning material. In the case where safety is assured, you
can bring real objects to improve the teaching and learning process. Mostly, your TLMs
will consist computers and their accessories.
TEACHING AND LEARNING ACTIVITIES (T/LA)

T/LA activities that will ensure maximum learners participation in the lessons are pre-
sented in each Unit’s discussion. Facilitators should try to de-emphasize theory and em-
phasize the practical lesson. You are encouraged to re-order the suggested teaching and
learning activities and also add to them where necessary in order to achieve optimum
learners’ learning. As implied earlier, the major purpose of teaching and learning is to
make learners acquire basic literacy skills and integrate their knowledge and skills to en-
hance learning. The facilitator should therefore be a facilitator by guiding learners to do
more practical work.
xiii
Introduction to Computer
STRAND ONE: INTRODUCTION TO COMPUTER
STRAND INTRODUCTION TO COMPUTING

ONE:
Sub-Strand One:
Generation of computers and parts of a computer and other gadgets
Key Ideas: Computer generations are based on when major technological
changes in computers occurred.
Generations of computers explain the history of computers based on

evolving technologies.
The generations of computer are classified in 1st, 2nd, 3rd, 4th and
5th generations.
The major components of the computer system are hardware,
software and liveware (people).
The major hardware components include input, processing, output,

storage and communication devices.
The major hardware components include input, processing, output,

storage and communication devices.
Clicking, dragging and using the scroll wheel are some of the basic
mouse skills.
Learning Indicators
By the time you finish studying the content of this strand, you will be able to:
Discuss Learn about the Generation of Computers according to their
microprocessors
Identify components of a Computer System: Hardware, Software and
Liveware.
Use the mouse skills to create, format and edit documents.
Type at least five hundred characters (500) within eight (8) minutes.
1
Strand One: Introduction to Computer
SUB-STRAND ONE: LESSON ONE
STRAND ONE: INTRODUCTION TO COMPUTING

SUB-STRAND GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND
ONE: OTHER GADGETS
LESSON ONE GENERATION OF COMPUTERS ACCORDING TO
MICROPROCESSOR
REFERENCE PAGES 3 - 15 OF LEARNER’S BOOK
TEACHING AND LEARNING MATERIAL

• Bring items such as Desktop computer, Laptop, Tablet, Calculators, Phones.
• In addition to the real objects, you can also bring pictures of Super compuer, Main-
frame Computers
• You can also take the learners to the computer laboratory for the classes.
TEACHING AND LEARNING ACTIVITIES

• Use questions and answers to help learners identify the various categories of
generation of computers based on their processing speed.
• Guide learners to explore the unique functions of all categories of computer.
• Display real objects or pictures of the computers and guide learners to name
the various major difference.
• Through questions and answers, guide learners to mention examples for the var-
ious.
THE FACILITATOR’S ROLE

In this lesson, the facilitator’s role is as follows:
• Arrest, stimulate and maintain the child’s interest throughout the learning period.
• Maintain good relationship and bond between child and facilitator.
• Create a secured, healthy and conducive learning environment for effective and
efficient teaching and learning.
• Use teaching and learning materials to make abstract teaching interesting and
real.
2
LESSON 1 Generation of Computers According to Microprocessors
SUPPLY
1. characteristics of a supercompute
• Large storage capacity
• Extremely fast
• High computational speed
• Fast retrieval of instructions
TRUE OR FALSE
2. True
3. True
4. False
5. True
Supercomputer
6. False
7. True
8. False
9. False
10. True
Laptop
3
SUB-STRAND ONE: LESSON TWO

SUB-STRAND GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND
ONE: OTHER GADGETS
LESSON TWO COMPONENTS OF COMPUTER SYSTEM

• You will need examples of computer hardware components such as system unit,
mouse, keyboard among others before you teach this topic.
• You will also need example of software (system and application) to show to learn-
ers. This could be on storage medium or the one already installed on the comput-
er.
• If it is not possible to get a these components, draw and label them on a manila
card for illustration.
• Depending on your school setup, you can visit an Internet café or computer shop.
• You may also download video tutorial on the topic “Components of the System”

• Through discussion, guide learners to explain the main function of the computer
system.
• Using the teaching and learning materials, guide the learners to identify the com-
ponents of the system.
• You can make arrangements for a field trip to a nearby Internet Café and take your
learners over to observe the system unit. Encourage them to present their report
after the field trip.
• Where the two earlier options are not available, the facilitator can use T/L/M and
other innovative ways to teach the lesson as it relates to their environment. Such
intervention include hiring or borrowing computers from community members or
inviting someone who has a computer as a resource person so that he/she can use
his/her computer to teach the skills.
4

In this lesson, the facilitator’s roles are as follows:
• Guide learners to identify why Liveware or People are part of the computer sys-
stem.
• Display the components of the computer system for learners to observe them
real.
• Ensure that learners handle the devices very carefully to avoid damage.
• Maintain good environment to ensure the safety of learners as they use the han-
dle the system unit.
LESSON 2 Components of Computer System
SELECT TYPE
1. True
2. Binary codes
3. Mainframe computers
4. Weather analysis
5. The actual executions of the instructions take place
6. Software
7. System software
8. Application software
9. Intel
10. Voice recognition
5
SUB-STRAND ONE: LESSON THREE

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON THREE IMPROVING MOUSE SKILLS AND KEYBOARDING TECHNIQUE

• You will need a computer with the basic parts, especially keyboard and mouse.
• You may need to install a typing tutor on the computer (optional)
• Depending on your school setup, you can visit an Internet café or computer shop.
• Draw and label the parts of a computer mouse and keyboard.

• Demonstrate the appropriate ways of using the mouse and keyboard for learners
to observe.
• Guide learners to practice the various mouse and keyboarding skills.
• In a group discussion, ask learners to explore the use of the various mouse skills.
• Guide learners to type simple report and save it in their names.

• Explore various ways you can explain the concept to learners.
• Make the teaching and learning process very practical for learners to understand.
• Motivate learners to share their views.
• Give assignment to check learners level of understanding of the concept.
• Encourage them to practice frequently to improve their skills and speed.
6
LESSON 3 Improving Mouse Skills and Keyboarding Technique
Matching
Match the following actions to their respective definitions
No. Action Definition

1 Single Click Press and release the left mouse button twice in rapid succession
without moving the mouse.
2 Click-and-hold Press and release the middle mouse button, without moving the
mouse.
3 Double-click Press and do not release the left mouse button.
4 Middle-click Same as click. The term ‘left-click’ is used where there might be
confusion with right-click.
5 Triple-clicks Press and release the left mouse button, without moving the
mouse.
6 Left-click Press and release the right mouse button, without moving the
mouse
7 Right-click The action of pushing the button on a mouse three times in

quick succession in order to perform a different task that would
be performed from a single-click or double-click.
7
SUB-STRAND ONE: LESSON FOUR

SUB-STRAND ONE: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER
AND OTHER GADGETS
LESSON FOUR SUMMARY OF GENERATION OF COMPUTERS
REFERENCE PAGES 37–43 OF LEARNER’S BOOK

• You can send real devices like typewriter, Gramaphone, milk tin and thread used
for making calls.
• You can send real devices like typewriter, Gramaphone, and any other old fashion
computers and accessories.
• Where the real devices are not available, you can draw them or download the images
from the web
• You may also use the pictures of the First Generation Computers in the textbook or
you can draw them and paste in on the board for more understanding.

• Explain the concept of “change” to learners. They need to understand that the
world is dynamic as well as the things in the world.
• Explain, further that human being even change as time changes. Guide them to
brainstorm about things that can change or have changed in their lives, school or
community.
• Use the concept of change to explain to learners that technologies also change
with time.
• Use the teaching and learning materials to explain how the typewriter was adored
and later the computer came.
• Use the pictures of the First Generation computers to guide learners to explore
the characteristics, advantages and disadvantages of the first generation comput-
ers.
8

• Encourage learners to accept change in their lives.
• Stress on the benefit of positive change.
• Try and identify learners who may be struggling in life due to some changes in
their lives and refer them to the school counsellor.
LESSON 4 Summary of Generation of Computers
Indicate either this statement is TRUE OR FALSE

1. True
Provide the appropriate answer to make the statement complete
2. Information
3. Super Computers
4. The supercomputer is mainly used for storing high volumes of information
5. The arithmetic and logic unit (ALU) of a computer system is the place where all
mathematical processes take place.
7. System software
9. Central Processing Unit (CPU)
10. Robots
9
SUB-STRAND TWO

Sub-Strand Two: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER.)
(REFER TP PAGE 44 OF LEARNER’S BOOK)
Key Ideas: Desktop is the first screen displayed when windows operating system
boots successfully.
The desktop background is made of icons, taskbar, notification area
(system tray), and volume, among others.
The icons on desktop can be copied, paste, moved, delete and hidden.
File explorer window helps to navigate and manage icons and files on the
computer.
You can locate the hard drives icon and the icon for other storage devices
on the computer.
You can use the File explorer window to navigation pane to access files
different locations of the computer.
Learning Indicators:
Demonstrate the use of the desktop Background, changing the themes
colours and User account.
Demonstrate the use of Copy, Paste, Delete tools, the moving of folders
by using the Desktop Pop-Up menu
Select, delete, hide and empty the Recycle bin or Trash can icons
Illustrate the use of File Explorer window and locations of the computer
10
SUB-STRAND TWO: LESSON ONE

SUB-STRAND TWO: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE
COMPUTER)
LESSON ONE EXPLORING THE COMPUTER DESKTOP

• You will need to take the learners to the computer laboratory to teach the lesson.
• In the case where there is no computer laboratory, you will need to send a com-
puter and a projector to the classroom to assist you teach this topic.
• If it is not possible to get a complete computer, then take the learners to an Inter-
net café to observe the desktop of the computer.
• You can also draw and label the desktop of the computer on a manila card for
illustration.

• Through questions and answers, explain all new concepts or terms related to
desktop background to learners.
• Guide them to identify the features of the desktop background.
• Demonstrate all activities for learners to observe and ask them to practice as well.
• Guide the learners to perform all the activities in the learner’s textbook.

• Explore various ways you can explain the concept and terms to learners.
• Supervise learners as they practice the skills.
• Provide a safe environment for the learners as they practice.
• Attend to individuals and meet their learning needs as related to computing skills.
11
LESSON 1 Exploring the Computer Desktop
SUPPLY
1. First four (4) things you will see when the computer’s windows operating system
boots
successfully.
• Taskbar
• Start button
• Desktop background image
• Recycle bin
2. My computer:
3. Microsoft Internet Explorer
4. Folder
5. Recycle bin
6. The three (3) main account types visible to most Windows users.
• Standard User
• Administrator
• Guest Accounts
SELECT TYPE
7. Standard User account
8. A pop-up menu
9. Search box
10. Navigation pane
11. Multiple users
12
SUB-STRAND TWO: LESSON TWO

SUB-STRAND INTRODUCTION TO MS-WINDOWS INTERFACE
TWO:
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
LESSON TWO WORKING WITH RECYCLE BIN OR TRASH CAN

puter and a projector to the classroom before you teach this topic.
• If it is not possible to get a complete computer, then take the learners to an
Internet café to observe the desktop of the computer before you teach.
illustration.

• Through questions and answers, explain all new concepts or terms related to
taskbar and its features to learners.
• Guide them to identify the function of the Recycle bin or Trash can.
• Through discussion, guide learners to outline the steps in emptying the recycle bin
or trash can.

• Explore various ways you can explain the concept to learners
• Make the teaching and learning process very practical for learners to understand
• Supervise the learners as they practice the skills.
13
LESSON 2 Working with Recycle Bin or Trash Can
Fill In the blanks

When you first delete a file on a 1)computer, it is moved to the computer’s 2)Recycle
Bin, Trash, or something similar depending on your operating system. When something
is sent to the Recycle Bin or 3)Trash, the 4)icon changes to indicate it contains 5)files
and if needed allows you to 6)recover a deleted file. Later, when you empty the Recycle
Bin or Trash, the icon changes back to an empty trash can and the files are deleted.
TRUE OR FALSE
12. True
13. False
14. True
15. True
16. False
14
SUB-STRAND TWO: LESSON THREE
STRAND INTRODUCTION TO COMPUTING

ONE:
SUB- INTRODUCTION TO MS-WINDOWS INTERFACE
STRAND
TWO: (DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)
LESSON THREE:
EXPLORING MICROSOFT MS FILE EXPLORER WINDOWS
REFERENCE: PAGES 66 - 82 OF LEARNER’S BOOK

puter and a projector to the classroom before you teach this topic.
• If it is not possible to get a complete computer, then take the learners to an
Internet café to observe the desktop of the computer before you teach.
illustration

• Through questions and answers, explain all new concepts or terms related to File
Explorer Window.
• Guide them to explore the Microsoft File Explorer window.
• Through discussion, guide learners to navigate the Pane of the File Explorer to
access different locations of the computer from the navigation pane.

15
LESSON 3 Exploring MS File Explorer Windows
1. Five (5) options under the “Clipboard section from File Explorers are:
• Computer
• Recycle bin
• Trash
• Icon
• File
• Recover
2. You can use the File menu from File Explorer, to quickly:
• Pinning frequent folders to File Explorer
• Open PowerShell in a specific folder
3. The Organise section of the Home tab deals with

• Moving
• Coping
• Deleting
• Renaming
4. Computer Security
5. Contextual Menu or Context Menu is a menu in the GUI(Graphical User Interface)
that appears on a user interactions such as right- mouse click operation
6. Search box
7. Navigation pane
16
SUB-STRAND THREE

SUB-STRAND THREE:
DATA, SOURCES AND USAGE
Key Ideas:
Integer, Double and Character are examples of data types.
(REFER TO PAGE 83 OF LEARNER’S BOOK)
The source of data includes; email, chat rooms, world wide web
among others
Bluetooth, telephone, infrared are gadgets for sending and receiving
information
Sorting is a way of manipulating data to get information
Data can be collected from listening to radios, reading newspapers and
interview people.
Identify the types of data
Discuss the sources of data and information
Arrange, sort and calculate sample data
Demonstrate how to manage the computer desktop
17
SUB-STRAND THREE: LESSON ONE

SUB-STRAND THREE: DATA, SOURCES AND USAGE
LESSON ONE IDENTIFICATION OF DATA TYPES

• Display pictures of places where learners are likely to get data such as the school
compound, market, classroom and the community information centre.
• You can ask learners to draw such places and submit them as class project.
• You will need to send pens, pencils, books, tape recorders, camera and computer,
phones to the class.

• Guide learners to discuss the various types of data.
• Guide them to identify the types of data in their every day activities.
• Assist learners to discuss the types of data.
• You can take learners for a field trip to places they can have access anytime.

• Use more teaching and learning materials to explain abstract concept.
• Arrange for them to go outside the classroom and school compound to collect
data.
18
LESSON 1 Identification of Data Types
1. Arrays
2. MS Excel
3. Integers
4. Character
5. Floating point number
6. arrays
TRUE OR FALSE
7. False
8. True
9. True
10. False
11. False
19
SUB-STRAND THREE: LESSON TWO

SUB-STRAND THREE: DATA, SOURCES AND USAGE
LESSON TWO GADGET FOR SENDING AND RECEIVING INFORMATION

• You will need to send pens, pencils, books, tape recorders, camera and computer,
phones to the class.
• Use gadget or devices for sending and receiving information such as Bluetooth,
Infrared, Radio, Fax and Telephones.
• In the case where you do not get some of these items, you can also draw and label
the items on a manila card for illustration.

• Guide learners to brainstorm on the sources of data in their schools, communities
and immediate environment.
• Guide them to identify the tools they can use to send and receive information.
• Assist learners to discuss the steps used in manipulating simple data.
• Let the learners brainstorm on the importance of sending and receiving informa-
tion,
• Put learners in mixed ability groups to brainstorm on how the tools can be used
send and receive data.
• Guide learners to make presentations on how to manage and use the desktop.

• Use more teaching and learning materials to explain abstract concept.
• Make the teaching and learning process very practical for learners to understand
• Arrange for them to go outside the classroom and school compound to collect
data.
20
LESSON 2 Gadgets for Sending and Receiving Information
SUPPLY
1. Four (4) of such services.
• Web Services
• Communication Services
• File transfer
• Video conferencing
2. E-Commerce
3. Modulated microwave
4. Satellite method and Terrestrial method.
5. True
6. True
7. False
21
SUB-STRAND THREE: LESSON THREE

SUB-STRAND DATA, SOURCES AND USAGE
THREE:
LESSON THREE: DATA COLLECTION, INTERPRETATION PRESENTATION
AND STORAGE

• You will need to send pens, pencils, books, calculators and computer, phones to
the class.
• In the case where you do not get some of these items, you can also draw and label
the items on a manila card for illustration.
• Draw a scene to depict someone collecting data.
• Show a chart depicting data that has been interpreted.

• Through discussion, guide learners to explain the concept: Interviews.
i) Questionnaires.
ii) Observations.
iii) Focus Groups
• With specific examples, demonstrate how to collect data and interpret data
• Put learners into groups and guide them to interpret sample data
• Assist learners to populate their data in Ms. Excel present the data by using graphs,
chart and among others

• Provide adequate task for learners to practice the new skills they have acquired
in calculation
• Explain the relevance of the data interpretation and presentation to learners
22
• Discuss where data interpretation and presentation become applicable to daily

life activities.
• Organise group competition to motivate them learn.
Data collection, interpretation and presentation and

LESSON 3 storage
1. Listening to radio
• Reading news papers
• Interviews
• Questionnaires
• Observations
• Focus Group
2. Interview: An interview is a conversation between two or more people. Interview
involves an interviewer and an interviewee. The interviewer is the one who is
questioning to obtain information from you and the interviewee is the one who
provides the information.
Focus Group Discussions: This involves groups of people who are given a topic for them
to share their views.
Observation: Observation is a systematic data collection approach where the individual
observing (Observer) uses all their senses to examine or monitor people in a natural
settings or natural occurring situations.
23
SUB-STRAND FOUR

SUB-STRAND FOUR:
TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
Key Ideas: The transmission of data from one computer to another, or from
one device to another.
A communications device is any machine that assists data trans-

mission.
Example of communication devices are modems, cables, among
others.
Briefly define term communication
Identify technological tools for communication
Discuss communication technologies in our communities
24
SUB-STRAND FOUR: LESSON ONE
SUB-STRAND FOUR: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)
LESSON ONE: TECHNOLOGY TOOLS FOR COMMUNICATION IN OUR

COMMUNITY

• You will need to send any type of technological tool, device, appliance or gadget
that you have in the school, home or community such as phone, computers, tab-
lets, electronic toy cars, digital watch and many more.
• You may ask learners to bring any technological tool, device, appliance or gadget
that they have to school.
• In the case where you do not get some specific technological tools, you can also
draw and label the items on a manila card for illustration.

• Through discussion, guide learners to explain concept associated with technolog-
ical tools for communications.
• Explore the various technological tools for communications in our homes and
communities.
• Guide learners to discuss the uses of the technological tools for communications.
• Ask learners to demonstrate or role play how to use these technological tools for
communications.

• Encourage learners to learn how to use more technological tools for communica-
tions.
• Explain the relevance of the technological tools for communications to their lives
and make it applicable to daily life activities.
25
• Arrest, stimulate and maintain the learners’ interest throughout the learning
period.
• Maintain good relationship and bond between learners and facilitator.
real.
LESSON 1 Technology Tools for Communication in our Community
SELECT TYPE
1. Communication
2. Smartphones
3. Turned in a clockwise
4. Satellite computer
5. Technology is advancing everyday
TRUE OR FALSE
6. True
7. False
8. True
9. True
10. True
26
SUB-STRAND FOUR: LESSON TWO
SUB-STRAND FOUR: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

LESSON TWO: USES TECHNOLOGY IN THE COMMUNITY

• Download videos that show the uses of technologies in our communities.
• In the case where you do not get some specific scenes, you can draw and label the
items on a manila card for illustration.

• Explore the various ways that technologies are being used in our homes and com-
munities.
• Through discussion, guide learners to brainstorm on the impact of technologies
in their lives.
• You will need to organise field trip to places in the community where technologies
are being used for effective livelihood.
• If the field trip was possible, guide learners to write report on their observation
and what they learnt.
• Discuss the negative use of the technologies and guide learners to come out with
ways they can solve the problem.

• Prepare learners for the field trip.
• Encourage learners to use digital system for the good benefits.
• Arrest, stimulate and maintain the child’s interest throughout the learning period.
• Maintain good relationship and bond between child and facilitator.
• Assist learners to perform all assigned activities in the textbook.
27
LESSON 2 Uses of Technology in our Community
SUPPLY TYPE
11. Six (6) common communication tools that people use in your community.
• Smartphones
• Laptops
• Tablets
• VOIP/Internet telephony
• Satellite
• Social networks
Technology in Business, Technology in Communication, Technology In Agriculture,
Technology in Education, Technology In Banking
S/N TECHNOLOGIES DEFINITIONS/DESCRIPTIONS

12 Technology in Nowadays you can access a full library of educational
Education, material via a mobile app or website on any smart-
phone or iPad.
13 Technology In These lifesavers allow for the quick convenient
Banking withdrawal of our money.
14 Technology in are able to accurately track current inventory and
Business needed inventory.
15 Technology In minimum-till farming practices, reduce the amount of
Agriculture work it takes to prepare the soil for planting.
16 Technology in Technology has made business meetings so simple,
Communication with the introduction of video conferencing
Observation Exercise
1. Visit any retail shop and observe if the following are being used to make work
more efficient:
a. CCTV or Video cameras
b. Scanners
c. Personal Computers
28
d. Digital receipts
e. Automatic doors
f. Counting machines, etc
2. List two (2) most common ways by which people communicate today?
3. Observe within the school community, the technological tools used by both staff and
students.
a. Projectors
b. Personal computers
c. Laptops
d. CCTV or security cameras
e. Calculators
f. Digital weighing scales
g. Digital ovens
h. Digital fridges, etc
4. What farming practice replaced the pull complex tilling machine in agriculture?
Answer: No till or Minimum-till farming practices
5. Which of the banking systems allow quick convenient money withdrawals?
Answer: ATMs
6. How is the digital thermometer used to check human temperature?
Answer: it is directed to the forehead.
29
Strand Two: Presentation
STRAND TWO
STRAND TWO: PRESENTATION

SUB-STRAND ONE:
INTRODUCTION TO MS – POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)
( REFER TO PAGE 153 OF LEARNER’S BOOK)
Key Presentation software helps the user to prepare and present informa-
Ideas: tion by using multi-media elements
The multi-media elements include; video, audio, animation, graphics,
text and more.
Presentation applications helps learners to understand abstract con-
cepts
Learning Goals:
By the time you finish studying the content of this strand, you will be able to
Demonstrate how to use File Menu in Ms- PowerPoint
Design a five (5) presentation by using the design ribbon and other tools
of Ms-PowerPoint
Demonstrate how to use icons in the text group at insert ribbon
30
Presentation
STRAND TWO: LESSON ONE
STRAND TWO: PRESENTATION

SUB-STRAND INTRODUCTION TO MS – POWERPOINT (TABS AND RIBBONS OF
ONE: MS-POWERPOINT)
LESSON ONE: EXPLORING MS – POWERPOINT

• You will need a computer laboratory or just one computer before you teach this
topic.
• If it is not possible to get a complete computer, then draw and label the Ms. Pow-
erPoint Interface on a manila card for illustration.

• Briefly explain the major function of the Presentation Software
• Guide learners to identify the the key features of Ms. PowerPoint using the TLM
available.
• Discuss the the Home Tab and Ribbons and demonstrate for learners to observe
how they are used.
• Let learners practise how to create 5 slides Ms. PowerPoint presentation correct-
ly.
• In the situation where computers and their accessories are not available, use the
TLM on the manila card to explain the concept to the learners. You can make ar-
rangements with the nearby Internet Café and take your learners over to observe
how Ms. PowerPoint is used and if possible have the chance to practice.
• Where the two earlier options are not available, the facilitator can use TLM and
other innovative ways to teach the lesson as it relates to their environment. Such
interventions include hiring or borrowing computers from community members
or inviting someone who has a computer as a resource person so that he/she can
use his/her computer to teach the skills.
31
Strand Two: Presentation

In this lesson, the facilitator’s role as follows:
• Switch on the computer for learners to practice where applicable.
• Ensure that Ms. PowerPoint application is working on the computers.
• Guide learners as they handle the computers and accessories.
real.
• Ensure that learners sit correctly behind the computer and perform activities as-
signed to them.
• Maintain good environment to ensure safety of learners as they use the comput-
er.
1. Office button
2. Allows the user to make relevant options
3. Six (6)
4. The prepare menu’s most common options are:
• Properties,
• Inspect Document,
• Mark as Final
• Run Compatibility Checker
5. The options you will see under the office logo.
• Open a document
• Create a new one
• Save your document
• Print
6. Print brings up the standard print dialog box while Quick print will print one copy
without any dialog box coming up.
32
Presentation
7. Sections under the Home Tab.

a. Clipboard
b. Slide
c. Font
d. Paragraph
e. Drawing
f. Editing
8. The four buttons of the slide section are:
• New slides,
• Layout of a slide
• Reset
• Delete
9. The sections you will you see when you click on the Insert Tab are:
• Tables
• Illustrations
• Links
• Text
• Media Clips
10. The Illustrations section under the Insert Tab allows you to insert a number of items.
They are:
• insert pictures,
• clipart,
• photo albums shapes,
• SmartArt
• charts
11. Action
12. Sound
13. Provides the tools to change the resolution of the slide show and choose which monitor
to display
14. It gives you options to add a password and protect the document. You can restrict
changes to formatting and editing or the whole document. If you use Windows Live you
can also manage permissions for specific users who also have Windows Live.
33
Strand Three: Word processing
STRAND THREE:
STRAND WORD PROCESSING

THREE:
SUB-STRAND ONE: INTRODUCTION TO MS–WORD PROCESSING (TABS AND RIB-

BONS OF MS-WORD PROCESSING)
Key Ideas:
Ms – Word is use to prepare, edit, format, save and print text –based document.
The text-based document includes letters, reports, memos,
publications and among others.
Indicate the names and functions of the Word interface compo-
nents.
Create, edit, save, and print documents to include documents
with lists and tables.
Format text and to use styles.
Add a header and footer to a document.
Add a footnote to a document.
Add a graphic to a document.
34
Word processing
STRAND THREE: LESSON ONE
STRAND THREE: WORD PROCESSING
SUB-STRAND ONE: INTRODUCTION TO MS–WORD PROCESSING (TABS AND

RIBBONS OF MS- WORD PROCESSING)
LESSON ONE EXPLORING MS–WORD PROCESSOR

topic.
• If it is not possible to get a complete computer, then draw and label the Ms-Word
Interface on a manila card for illustration.

• Briefly explain the major function of the Word Processing Software
• Demonstrate how to use the File menu and Insert, Design, and Layout Ribbons
using the TLM available.
• Guide learners to use icons in the Text group in the Insert Ribbon.
• Direct learners so they will be able to use the attributes of the ribbons studied in
a paragraph.
• Guide learners to practise how to create simple Ms-Word document correctly.
TLM on the manila card to explain the concept to the learners. You can make ar-
rangements with the nearby Internet Café and take your learners over to observe
how Ms-Word is used and if possible have the chance to practice.

35
Strand Three: Word processing
• Ensure that Ms-Word application is working on the computers

real.
signed to them.
• Maintain good environment to ensure safety of learners as they use the comput-
er.
LESSON 1 Exploring MS-Word
1. It enables the user to create his or her own tool tab. So, it is short but extends as
you add more tool.
2. The header & footer section allows you to edit the header, footer and page
numbering for your document.
3. Both perform the same function when you are already in a saved document.
• However, when you want to change location or file name, then you can use Save As.
4. The menu options under the Table section only has a drop-down menu which offers a
grid to create ………………………
• a new table,
• insert table,
• draw table,
• convert text to table for selected text,
• Excel spreadsheet,
• predefined “Quick Tables”
5. The page background section allows you to change the background colour of the
document, watermark and draft or confidential document or add borders to your
document.
6. Sections in the way they appear under the Referenced Tab.
• Table of Contents
• Footnotes
• Citations & Bibliography
36
Word processing
• Captions
• Indexes and
• Table of Authorities.
7. 2nd, Mailings
8. Review
9. Show/Hide
10. Macros
11. The split button will take your current document and show it in two frames within
the window one on top of the other.
37
Strand Five: Programming and Database
STRAND FIVE:
STRAND ONE: PROGRAMMING AND DATABASE
SUB-STRAND INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAM-

ONE: MING. LANGUAGES.
(E.g. MS- EXCEL, SCRATCH, VB DOT NET, ETC)
Key Ideas:
Database management involves collecting and controlling information that is generat-
ed by a company/organisation.
Access to data at any time.
Helps in reports and decision-making processes.
Builds a customer relationship.
Easy access to specific data by uploading and extracting data.
Briefly explain the concept of database
Discuss the fundamentals of database
Discuss the basic for relational database model
Identify the basic of logical database design
38
Programming and Database
STRAND FIVE: LESSON ONE
STRAND FIVE: PROGRAMMING AND DATABASE
SUB-STRAND INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING.

ONE: LANGUAGES. (E.g. MS- EXCEL, SCRATCH, VB DOT NET, ETC)
LESSON ONE EXPLORING DATABASE AND DATA STRUCTURE

topic.
• Make sure Database programme (SCRATCH, VB DOT NET) is installed on the com-
puter.
• If it is not possible to get a complete computer, then draw and label the Database
system Interface on a manila card for illustration.

• Briefly explain the concept of database to learners
• Guide them to identify the databases and the data structures
• Guide learners to apply the fundamental Database concepts as related in the
classroom situation
TLM on the manila card to explain the concept to the learners.
• You can make arrangements with the nearby Internet Café and take your learners
over to observe how Database system is used and if possible have the chance to
practice.

39
• Ensure that Database application is working on the computers

• Guide learners as the handle the computers and accessories.
real.
signed to them.
LESSON 1 Exploring Database and Data Structures
1. Two (2) popular Relational Database management systems.

• DB2 and Informix Dynamic Server - IBM
• Oracle and RDB – Oracle
• SQL Server and Access – Microsoft
2. Electronic database
3. Five (5) types of Database Management Systems
• Hierarchical databases
• Network databases
• Object-oriented databases
• Relational databases
• Graph databases
4. Relationships
40
STRAND FIVE: LESSON TWO
SUB-STRAND ONE: INTRODUCTION TO DATABASES, ALGORITHM AND PRO-

GRAMMING. LANGUAGES. (E.g. MS- EXCEL, SCRATCH, VB
DOT NET, ETC)
LESSON TWO BASICS OF RELATIONAL DATA MODEL AND LOGICAL DATA-
BASE DESIGN

topic.
• Make sure Database programme (SCRATCH, VB DOT NET) is installed on the com-
puter.
• If it is not possible to get a complete computer, then draw and label the Database
system Interface on a manila card for illustration.

• Lead learners to describe the basics of Relational Data model. ie. rows and col-
umns
• Guide learners to list the basics of logical database design and develop sample
database design.
• Guide learners apply the basics of relational algebra in a sample database
• Guide learners to write simple queries to retrieve specific names of learners from
a database of the names of all learners in the class database design. e.g. CREATE
DATABASE , SELECT and UPDATE.
• Guide learners to write simple queries to retrieve specific names of students from
a database of the names of all learners in class. e.g. CREATE TABLE, DELETE and
INSERT INTO.
over to observe how Database system is used and if possible have the chance to
practice.
41

• Ensure that Database application is working on the computers.
real.
signed to them.
Basics of Relational Data Model and Logical Database

LESSON 2 Design
Match the terms with their definitions on Concepts of Relational Data Model
The terms are:
S/N DEFINITIONS TERMS

Every feature has some pre-defined value and Attribute domain
scope which is known as attribute domain.
This represents the set of values for a specific Column

attribute.
Each column in a Table. They are the properties Attribute
which define a relation. e.g., Student_Rollno,
NAME, etcetera.
Every row has one, two or multiple attributes Relation key
The total number of attributes which in the Degree
relation is called the degree of the relation
Total number of rows present in the Table. Cardinality
A finite set of tuples in the RDBMS system. They Relation instance
never have duplicate tuples.
It represents the name of the relation with its Relation Schema
attributes.
It is nothing but a single row of a table, which Tuple
contains a single record
42
In the Relational model the, relations are saved in this format. It Tables
is stored along with its entities. This format has two properties
rows and columns. Rows represent records and columns
represent attributes.
12. Design your own SQL SELECT Statement in a tabular form.
43
STRAND FIVE: LESSON THREE
SUB-STRAND ONE: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAM-

MING. LANGUAGES.
(E.g. MS- EXCEL, SCRATCH, VB DOT NET, ETC)
LESSON THREE INTRODUCTION TO ELECTRONIC SPREADSHEET

topic.
• Make sure Electronic Spreadsheet software is installed on the computer.
• If it is not possible to get a complete computer, then draw and label the Electronic
Spreadsheet software Interface on a manila card for illustration.

• Briefly explain the concept of Electronic Spreadsheet software to learners
• Guide them to identify the Electronic Spreadsheet software
• Demonstrate how to use the ribbons under the home ribbons. (i.e. clip board,
styles, fonts, paragraph and editing)
• Guide learners to do a presentation on the use of the ribbons under the home
button.
• Guide learners to develop worksheet that will help in calculating multiplication,
addition and subtraction
over to observe how Electronic Spreadsheet software is used and if possible have
the chance to practice.
44

• Ensure that Database application is working on the computers
real.
signed to them.
LESSON 3 Introduction to Electronic Spreadsheet
1. Spreadsheet application
2. I. Column
II. Row
III. Cell
3. a) =B2*C2
b) =D2+D3+D4
c) =10/100*D5 or =0.1*D5
45
Strand Six: Internet and Social media
STRAND SIX:
STRAND SIX: INTERNET AND SOCIAL MEDIA
S U B - S T R A N D NETWORK OVERVIEW
ONE:
Key Ideas: Network is the connection of two or more computer and peripher-
al devices for the purpose of sharing resources.
Devices found on a network are known as Nodes
The types of networks include: PAN, LAN, MAN, WAN and internet.
Internet means International Network of Computers and Devices

Briefly explain the concept of Network
Describe the facilities that the internet offer
Discuss how to connect computers to the internet
46
Internet and Social media
STRAND SIX: LESSON ONE

SUB-STRAND ONE: NETWORK OVERVIEW
LESSON ONE FACILITIES ON THE INTERNET
REFERENCE PAGE 224 - 230 OF LEARNER’S BOOK

• You will need a computer that is connected to the internet.
• Bring to class devices that can help computers to be networked and connected to
the internet such as Modem, Router, twisted pair cable and more.
• If it is not possible to get a complete computer, then draw and label the devices
on a manila card for illustration.

• Guide learners to give examples of internet facilities i.e. e-mail, FTP’s, www, etc.
for presentation.
• Guide learners to identify and describe the types of information available on
the Internet. e.g. Educational, Financial, Entertainment, etc. Group learners into
groups to do this task.
• Put learners in mixed ability groups for them to brainstorm how to connect com-
puters to the Internet.
over to observe how the Internet works, observe some of the facilities on the
Internet and if possible have the chance to practice.

real.
signed to them.
47
LESSON 1 Facilities on the Internet

1. A
2. D
3. B
4. C
5. D
6. C
7. B
8. C
9. C
10. A
48
S U B - S T R A N D NETWORK OVERVIEW
ONE:
LESSON TWO TYPES OF INFROMATION AVAILABLE ON THE INTERNET

You will need a number of computers that have access to the Internet.
You may also task learners to go to the library to look out for books from which they may
get access to the needed information.

Through discussion, guide learners to identify and describe the types of information avail-
able on the Internet.
Put learners into groups and let each group discus the various forms of information avail-
able on the internet under the following areas: educational, financial, entertainment, etc.
Give each group about five minutes of the instructional time to present to the entire class,
their findings.
Learners to question the findings of the various groups.
Display list of names of learners on the board and ask them to identify the duplicated data.

Assist learners to discuss the various types of information that could be accessed on the
internet.
Guide learners to form their discussion groups and assist them to have meaningful
discussions in their groups.
Moderate the groups as they present to the class their findings. Apportion time equally
to the various groups.
Encourage learners to ask questions and offer constructive criticism and feedback to
the individual groups.
Display list of names of learners on the board and ask them to identify the duplicated
data.
49
LESSON 2 Types of Information Available on the Internet
1. A
2. D
3. D
4. A
5. A
6. A
7. C
8. C
9. A
10. D
50
SUB-STRAND NETWORK OVERVIEW

ONE:
LESSON THREE CONNECTING TO THE INTERNET

You may bring any of the following device or pictures of the devices that are need-
ed. For example, desktop computers, laptop computers, mobile phones, etc.
You may encourage learners to bring any of the following device or pictures of
the devices: desktop computers, laptop computers, mobile phones, etc

Through the question and answer technique, let learners mention some of the
devices and gadgets they use when accessing information on the internet.
You may also show them pictures of some devices such as the modem, laptop,
and mobile phone.
Discuss with learners how these devices may help them to connect to the
internet.

Let learners mention some of the devices and gadgets they use when accessing infor-
mation on the internet.
You may also show them pictures of some devices such as the modem, laptop, and mo-
bile phone.
Discuss with learners how these devices may help them to connect to the internet.
51
LESSON 3 Connecting to the Internet
1. The email address has three (3) parts, they are:

• a user name
• an “at” sign (@)
• the address of the user’s mail server
2. Three (3) types of information available on the internet are:
• Educational Information
• FINANCIAL INFORMATION
• ENTERTAINMENT INFORMATION
3. Three (3) ways in which Spreadsheet applications run day-to-day financial tasks are:
• such as compiling financial data
• presenting the data in an organized manner through the use of charts and graphs
• drawing budgets and calculations of complex transactions.
4. Through a network system connecting various departments.

5. E-commerce
6. Nodes
7. Network
8. PAN, LAN, MAN, WAN and internet.
9. Five (5) internet facilities are:

• The World-Wide Web (WWW)
• Electronic Mail (E-Mail)
• File Transfer Protocol (FTP)
• Search Engine
• Chatting
52
10. Four (4) components required for a videoconferencing system:

• Video input and output
• Audio input and output
• Data transfer
• Computer.
11. Enables people connected anywhere on the Internet to join in live discussions.
12. FTP
13. The transmission of messages over communications networks.
53
SUB-STRAND TWO: WEB BROWSERS AND WEB PAGES

LESSON ONE: EXPLORING WEB BROWSERS AND WEB PAGES

• You will need a computer that is connected to the internet
• If it is not possible to get a computer, then draw and label the interface of the
web browser and web pages on a manila card for illustration.

• Guide learners to identify the address or links window on phones and other elec-
tronic gadgets with browsers.
• Guide the learners to navigate using the back button to go to a previous page.
• Guide learners to carry out the stated steps.
over to observe how the URL are used and if possible have the chance to practice.

real.
signed to them.
54
LESSON 1 Exploring Web Browser and Web Pages
1. Web browser or Mozilla Firefox

2. Name the parts labeled A, B, C, D, E, F, G, H, I and J.
A. Back button
B. Title bar
C. Refresh
D. Home
E. Address bar
F. Minimize
G. Maximize
H. Close
I. Forward button
J. Status bar
3. State one function of the parts labeled A, C and H

The Back button takes the user back to a previously opened webpage
The Refresh button allows the user to get the latest version of a particular webpage by
reloading the page when it is clicked.
The Close button is used to exit the application and also closes the opened window.
55
STRAND SIX: LESSON TWO
SUB-STRAND TWO: WEB BROWSERS AND WEB PAGES

LESSON TWO UNIFORM RESOURCE LOCATOR (URLs)
REFERENCE: PAGES 252 – 258 OF LEARNER’S BOOK

• You will need a computer that is connected to the Internet.
web browser and web pages on a manila card for illustration.

• Put learners in mixed ability groups for them to discuss the properties of URLs,
their uses and where they are located.
• Guide the learners to navigate using the back button to go to a previous page.
• Guide learners to carry out the stated steps.
over to observe how the URL are used and if possible have the chance to practice.

real.
signed to them.
56
LESSON 2 Uniform Resource Locators (URLs)
1. True
2. True
3. True
4. False
5. False
6. True
7. True
8. False
Provide answers to the questions below

9. Status bar
10. Status bar
11. Scheme
12. Secure Hypertext Transfer Protocol
13. Web browser
14. Web pages
15. To see more details about a file, you can enable the Details pane using the steps below:
• Open Windows Explorer.
• Click View.
• Click the Details pane option.
16. Open Windows Explorer. • Click View. • Click the Details pane option.
57
SUB-STRAND THREE: SURFING THE WORLD WIDE WEB

LESSON ONE: EXPLORING THE USE OF UNIFORM RESOURCE LOCATOR

Home page of web site and web pages on a manila card for illustration.

• Put learners in mixed ability groups for them to discuss the properties of URLs,
their uses and where they are located.
• Guide learners to identify what URLs is.
• Put learners into groups and guide them to explore how to recognise URLs so as
to aid learners to locate a resource on the web.
over to observe how the web browsers are used and if possible have the chance
to practice.

• Switch on the computer for Learners to practice where applicable.
real.
signed to them.
58
LESSON 1 Exploring the Use of Uniform Resource Locator.
1. False
2. False
3. True
4. True
5. False
6. True
7. False

8. Basic ways of surfing through the Internet for information.
• enter the universal resource locator of a website you want to visit
• using the search engine
• finding your topic in a subject director
9. The steps you require to enter the URL of a website you want to visit
• Launch the web browser
• Locate the address bar on top of the web browser window interface
• Type the website address or the URL in the address bar
59
SUB-STRAND FOUR: FAVOURITE PLACES AND SEARCH ENGINES

LESSON ONE : BOOKMARKS OR FAVOURITES
REFERENCE: PAGES 266–273 OF LEARNER’S BOOK

• You will need a computer that is connected to the internet
• If it is not possible to get a computer, then draw and label the interface Book-
marks and Favourites on a manila card for illustration.

• Show how to create a favourite link and guide learners to create an Internet
favourite link.
• Guide learners to create a favourite folder or subfolder.
• Help learners by aiding them through the necessary steps to create a favourite
folder.
over to observe how the favourite and search engines are used and if possible
have the chance to practice.

real.
signed to them.
60
LESSON 1 Bookmarks or Favorites.
Instruction: Provide answers to the questions below

1. It is a program that searches for and identifies items in a database that correspond to
keywords or characters specified by the user, used especially for finding particular sites on
the World Wide Web.
2. Five examples of a search engine are:
• Yahoo. ...
• Mozilla Firefox
• Google Chrome
• Baidu. ...
• AOL. ...
• Ask.com. ...
• Excite. ...
• DuckDuckGo.
3. Briefly explain the usefulness of favourite places
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………
………………………………………………………………
4. Outline the steps in saving a website address in favourite places
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………........................
5. Differentiate between search engines and favourite places
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
……………………………………………………………………………………………………………………………………………
6. Outline how to search information using the search engine
a. …………………………………………………………………………………………………………………………………………
………………………………………………
61

SUB-STRAND FIVE: ONLINE FORMS
LESSON ONE: WORKING WITH FORMS

• You will need a computer that is connected to the Internet .
• If it is not possible to get a computer, then draw and label the interface of Online
Forms on a manila card for illustration.

• Discuss the types and uses of form elements.
• Guide learners to explore the uses of check boxes, radio buttons, textboxes.
• Demonstrate how to fill offline forms.
• Guide learners to open and save a page.
• Put learners into groups and guide them to investigate and identify security issues
when typing account details online (Antivirus, Credit card details, personal pass-
words etc.)
over to observe how the online forms are used and if possible have the chance to
practice.

real.
signed to them.
62
LESSON 1 Working with Forms.
1. True
2. False
3. True
4. False
5. True
6. True
7. True
8. True
9. False
10. True

11. Six (6) advantages of online forms
a. Online users do not have to travel to the location to fill the form.
b. Filling the form online reduces cost.
c. It is available to a large clientele of people who may qualify.
d. Corrections are easy to make on online forms.
e. There are no traveling risks associated with the filling of online forms.
f. Time spent in filling online forms is drastically reduced.
g. Filling the online form is easier.
h. Sending your completed form takes seconds to reach their destination.
i. Online users can access an online form anytime.
12. The field is a space where you fill in details on an online form
13. Which of the list boxes provide you with options to choose from?
• Drop-down,
• Radio,
• Check boxes
63
14. Radio buttons

15. Blank
16. Google form, Zoho form
17. The types of online forms are:
a. Application forms,
b. invoices,
c. evaluation forms,
d. contact information,
e. medical forms,
f. order forms,
g. party invites
18. The difference between an online form and a hard copy of an application form is that the:
• Online form is digital; thus, the form is filled electronically or on the computer often
through the internet
• The offline form is filled either on the computer or on a paper. Usually, the form is not
filled on the internet
19. Downloading an online form is:
The process of retrieving the online forms from the web server
20. How to input a certificate into the online form:

a. scan the certificate
b. use the link provided to insert the scanned certificate into the online form
64

SUB-STRAND FIVE: ONLINE FORMS
LESSON TWO: WORKING WITH FORMS OFFLINE

• You will need a number of computers that have access to the internet.
• You may also need a projector and a laptop.

• Guide learners to open a page on a website with a form. You may check on the
“Contact Us” pages on various websites.
• Guide learners to save the page with the form on their computers.
• Lead them to fill the forms offline.
• Lead learners to explore the upload button by adding pictures, audio, pdf etc.

• Guide learners to open a page on a website with a form. You may check on the
“Contact Us” pages on various websites.
• Guide learners to save the page with the form on their computers.
• Lead them to fill the forms offline.
• Lead learners to explore the upload button by adding pictures, audio, pdf etc.
65

SUB-STRAND SIX: CUSTOMIZING YOUR BROWSERS
LESSON ONE: CUSTOMISING THE WEB BROWSER

• If it is not possible to get a computer, then draw and label the interface of browsers

• Discuss the reasons needed for customising an item.
• Demonstrate how to set themes.
• Explore customisation, locate the more settings, Under appearance.
• Demonstrate how to customise the toolbar so learners can observe and practise.
• Lead learners to explore in customising a browser such as themes, wallpaper and
tools.
over to observe how the web browsers can be customised and if possible have
the chance to practice.

real.
signed to them.
66
LESSON 1 Customizing the Web Browser
1. Changing its appearance

2. Cookies
3. Bookmarks toolbar
4. Browsers
5. Customization features that can help customize your web browser are:
• change its appearance,
• modify toolbars,
• install add-ons
6. Themes
7. Types of cookies.
• Permanent cookies. ...
• Third-party cookies. ...
• Flash cookies. ...
• Zombie cookies.
8. Cookies save you from having to re-enter your information
9. If you remove cookies, you will be signed out of websites and your saved preferences
could be deleted
10. websites
67

SUB-STRAND SEVEN: ELECTRONIC MAIL (E-MAIL)
LESSON ONE: COMPOSING AND SENDING OF EMAILS

• If it is not possible to get a computer, then draw and label the interface of Electronic
mail on a manila card for illustration.

• Demonstrate how to create and access e-mail messages and guide learners to
receive email.
• Demonstrate how to reply to and forward received messages and guide learners
to use forward and reply buttons in email.
• Demonstrate how to delete messages and guide leaner’s to delete email messages.
• Illustrate filing of e-mail messages and guide learners to create folders in the Inbox
and sorting emails into them.
• Guide learners to create address list.
• Demonstrate how to attach files to e-mail messages.
over to observe how the electronic mail works and if possible have the chance to
practice.

real.
68
• Ensure that learners sit correctly behind the computer and perform activities
assigned to them.
• Assist learners in writing email using techniques as NOT writing in caps.
LESSON 1 Composing and Sending Emails
1. Three (3) advantages for using E-mail are:

• Productivity tools
• Access to web services
• Easy mail management
2. security reasons
3. spam
4. spam email
5. True
69

SUB-STRAND EIGHT: INTERNET OF THINGS (IOT)
LESSON ONE: THE CONCEPT OF INTERNET OF THINGS (IOT)
REFERENCE: PAGES 305– 314 OF LEARNER’S BOOK

• If it is not possible to get a computer, then draw and label the devices used for IoT

• Guide learners to discuss the IoT hardware in groups.
• Put learners in groups to brainstorm on more examples of Internet of things with
a consumer part and an industrial/business segment.
• Guide learners to list at least five gadgets used for IoT (e.g. Nest Smart Thermostat,
Samsung SmartThings Hub, August Smart Lock)
• Guide learners to discuss more terms and acronyms of IoT .
over to observe some of the hardware that are used in the Internet of things and
if possible have the chance to practice.

real.
assigned to them.
70
LESSON 1 The Concept of Internet of Things (IOT)
1. Broadband
2. Sensor
3. smart locks
4. scan
5. A network of Internet connected objects which is able to collect and exchange data.
6. “Internet of Things” has two main parts. They are:
• Internet being the backbone of connectivity
• Things meaning objects / devices.
7. Examples of Internet of Things (IoT) with a consumer part and an industrial / business
segment are:
• Connected security systems
• Thermostats
• Cars
• Electronic appliances.
8. Six (6) components of Internet of Things (IoT)

• Hardware
• Data
• Software
• Connectivity
• User Interface
• Standard and Protocols
9. True
71
10. The meaning of the following acronyms of Internet of Things are:

a. AMI Advanced Metering Infrastructure
b. DA – Distribution Automation
c. SCADA – Supervisory Control and Data Acquisition
d. IoE – Internet of Everything
e. IIoT – Industrial Internet of Things
f. IP – Internet Protocol
g. M2M – Machine-to-Machine Communication
h. RFID – Radio Frequency Identification
i. RPMA – Random Phase Multiple Access
72

SUB-STRAND NINE: DIGITAL LITERACY
LESSON ONE: EXPLORING THE CONCEPT OF DIGITAL LITERACY

• You will need a computer or Computer laboratory.

• Demonstrate how to handle private and personal information.
• Guide learners on the appropriate way to post detailed personal information
online.
• Put learners in group to brainstorm on various techniques on how to protect one-
self from online identity theft.
• Guide learners to use strong passwords or passphrases in online sites, among oth-
ers.
• Debate a spam and solicited messages.
• Guide leaners to differentiate spam from solicited messages.
• Guide learners to explain the difference between virtual friends and real friends.
over to observe some of the hardware that are used in the Internet of things and
if possible have the chance to practice.

• Switch on the computer for learners to practice wh ere applicable.
real.
signed to them.
73
LESSON 1 Exploring the Concept of Digital Literacy
Instruction: Perform the activities indicated below

7. Visit any retail shop and observe if the following are being used to make work more
efficient:
• CCTV or Video cameras
• Scanners
• Personal Computers
• Digital receipts
• Automatic doors
• Counting machines,
8. Two (2) most common ways by which people communicate today are by:
• Telephones
• Internet
9. Observe within the school community, the technological tools used by both staff and
students.
• Projectors
• Personal computers
• Laptops
• CCTV or security cameras
• Calculators
• Digital weighing scales
• Digital ovens
• Digital fridges,
10. No till or Minimum-till farming practices
11. ATMs, thus Automated Teller Machine
12. It is directed to the forehead.
74

SUB-STRAND TEN: INTERNET ETIQUETTE
LESSON ONE: EXPLORING THE INTERNET ETIQUETTE

• You will need a computer or Computer laboratory
• Download videos on the concept you want to teach and play for learners to watch

• Guide learners to explain Internet etiquette and elaborate on some rules associated
with it
o Put learners in groups to discuss the responsible use of computers.
i) Information privacy
ii) Copy right.
o Guide learners to discuss the following threats to the computer system:
i) Hardware theft,
ii) Software theft
iii) information theft

real.
assigned to them.
75
LESSON 1 Exploring Internet Etiquette

1. A
2. B
3. B
4. C
5. D
6. C
7. D
8. C
76
STRAND SIX: LESSON TWO

SUB-STRAND TEN: INTERNET ETIQUETTE
LESSON TWO: RESPONSIBLE USE OF THE COMPUTER

• You will need a number of computers that have access to the internet.
• You may also task learners to go to the library to look out for books from which
they may get access to the needed information.

• Guide learners to explain Internet etiquette and elaborate on some rules associ-
ated
with it.
• Lead learners to discuss the responsible use of computers.
• Explain information privacy.
• Discus Copyright and the various Acts that constitute copyright infringement.
• Learners to brainstorm on issues relating to hardware, software and informa-
tion theft.

• Guide learners to explain Internet etiquette and elaborate on some rules
associated with it.
• Lead learners to discuss the responsible use of computers.
• Explain information privacy.
• Discus Copyright and the various Acts that constitute copyright infringement.
• Learners to brainstorm on issues relating to hardware, software and information
theft.
77
LESSON 2 Responsible Use of the Computer

1. State 4 ways for taking good care of your ICT tools
I. Do not overuse ICT tools
II. Observe proper maintenance rules
III. Do not use any tool without permission
IIII. Use the right tool for the right job
2. Netiquette refers to the rules of proper conduct that needs to be applied while using the
internet.
3.
i) Information privacy is the protection of individuals and their personal information from
being shared to others. It also determines which information should be shared to the public
and those that cannot be shared.
ii) Copyright is a law that prevents others from making illegal copies of someone else’ cre-
ative work.
4.
Software theft is the unauthorised or illegal copying, sharing or the usage of software that
is copyright-protected. Software theft may be carried out by individuals, groups or in some
cases, organisations by distributing the unauthorized software copies to users. Illegal copy-
ing of software, also known as piracy occurs when anyone copies a software. Piracy is the
most common type of software theft.
Information theft is the act of stealing computer-based information from an ignorant victim
with the intent of compromising privacy or obtaining confidential information. If stolen, the
loss of information can cause as much damage as hardware or software theft. An example
is a disgruntled employee stealing valuable information from the company he/she works
and selling it to another competitive company.
5. Hardware theft is the act of stealing computer equipment such as mouse, keyboard,
memory, monitor, the entire computer and other physical components of the computer.
78
Health and safety in using ICT tools
STRAND SEVEN:
STRAND SEVEN: HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND ONE: HEALTH AND SAFETY IN USING ICT TOOLS

Key Ideas:
Long use ICT tools can cause health hazards among users.
Some of the health hazards include eye straining, eye
irritation and eye fatigue.
Blocking the light emitting from the computer screen
will help prevent the health hazards associated with
eyes.
Neck pains, headaches, wrist pains among other are
some health hazards associated to the use of ICT tools
Identify major health hazards associated with the long
use of ICT tools.
Discuss ways of preventing the health hazards related
to ICT tools usage.
Demonstrate some solutions for the health-related
problems in ICT tools usage.
79
Strand Seven: Health and safety in using ICT tools
STRAND SEVEN: LESSON ONE
STRAND SEVEN: HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND ONE: HEALTH AND SAFETY IN USING ICT TOOLS
LESSON ONE HEALTH RISK OF COMPUTER USAGE

REFERENCE PAGES 336–341 OF LEARNER’S BOOK

topic.
• Download videos on the concept you want to teach and play for learners to watch

• Guide learners to discuss some major health hazards associated with the use of
ICT tools.
• Guide learners to brainstorm to find the solutions to the health hazards associated
with the use of ICT tools
• Organise Field trip to workplaces where ICTs are mostly used so learners can inter-
view the works for first hand information

• Ensure that Ms. Word application is working on the computers
real.
signed to them.
• Maintain a good environment to ensure the safety of learners as they use the
computer.
80
Health and safety in using ICT tools
LESSON 1 Health Risk of Computer Usage
Instruction: Provide answers to the questions below

1. State 4 risks associated with prolong use of ICT tools
● Wrist pain
● Eye strain
● Fatigue
2. Discuss how you will prevent the health risk stated in question 1
● Look away from the monitor at regular intervals – re-focus on distant or close objects
to exercise the muscles in the eye.
● Take regular breaks.
● Use an anti-glare filter in front of the monitor to cut down on screen reflections that
can also tire the eyes.
81
Glossary
GLOSSARY
A Applications Complete, self-contained programs that perform a specific

function (ie. Spread sheets, databases)
B Bit A computer’s most basic unit of information
Boot The process of loading or initializing an operating system on a

computer; usually occurs as soon as a computer is turned on
Browser A program used to view World Wide Web pages, such as Netscape
Navigator or Internet Explorer
Bug A part of a program that usually causes the computer to
malfunction; often remedied in patches or updates to the
program
Byte Small unit of data storage; 8 bits; usually holds one character
C Click Occurs when a user presses a button on a mouse which in turn,

generates a command to the computer
CPU Central processing unit; the brain of the computer; controls the
other elements of the computer
D Database A large structured set of data; a file that contains numerous
records made up of numerous fields
Disk Drive A peripheral device that reads and/or writes information on a
disk
Diskette A small flexible disk used for storing computer data
Double Click Occurs when a user presses a button on the mouse twice in quick
succession; this generates a command to the computer
Download Transferring data from another computer to your computer
Drag Occurs when a user points the mouse at an icon or folder, presses
the button and without releasing the button, moves the icon or
folder to another place on the computer where the button is
released
Driver Software program that controls a piece of hardware or a
peripheral
82
Glossary
F FAQ Frequently asked question; documents that answer questions

common to a particular website or program
File Nameable unit of data storage; an element of data storage; a
single sequence of bytes
Folder A graphical representation used to organize a collection of
computer files; as in the concept of a filing cabinet (computer’s
hard drive) with files (folders)
Freeware Software provided at no cost to the user
G Gigabyte 1,073,741,824 bytes or 1,024 megabytes; generally abbreviated

GB
GUI Graphical user interface; uses pictures and words to represent
ideas, choices, functions, etc.
H Hard Drive A device (usually within the computer case) that reads and writes
information, including the operating system, program files, and
data files
Hardware The physical parts of a computer –
I Icon A small picture used to represent a file or program in a GUI

interface
Internet A network of computer networks encompassing the World Wide
Web, FTP, telnet, and many other protocols
IP number Internet protocol; a computer’s unique address or number on
the Internet
K Keyboard A peripheral used to input data by pressing keys
Kilobyte 1,024 bytes; usually abbreviated KB
M Megabyte 1,048,576 bytes or 1,024 kilobytes; enough storage to

approximately equal a 600 page paperback book; generally
abbreviated Mb
Memory Any device that holds computer data
Menu A list of operations available to the user of a program
Modem A peripheral device used to connect one computer to another

over a phone line
Monitor A device used to display information visually
Mouse A peripheral device used to point to items on a monitor
83
Glossary
N Network A collection of computers that are connected
NIC Network interface card; a board inserted in a computer that

provides a physical connection to a network
P Peripheral Any of a number of hardware devices connected to a CPU
Printer A peripheral device that converts output from a computer into

a printed image
R RAM Random access memory; the type of storage that changes; when
the computer is turned off, the RAM memory are erased
ROM Read-only memory; the type of storage that is not changed even
when the computer is turned off
S Scroll Bar Allows the user to control which portion of the document is
visible in the window; available either horizontally or vertically
or both
Shareware Software provided at a minimal cost to users who are on their
honor to send in payment to the programmer
Software Instructions executed by a computer
Spread sheet A program arranged in rows and columns that manipulates

numbers
T Tool Bar A graphical representation of program activities; a row of icons
used to perform tasks in a program
U URL Uniform resource locator; the address of a site on the World
Wide Web; a standard way of locating objects on the Internet
V Virus A deliberately harmful computer program designed to create
annoying glitches or destroy data
W Window A screen in a software program that permits the user to view
several programs at one time
Word A program that allows the user to create primarily text documents
Processor
84
Glossary
85

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All rights reserved; no part of this publication may be reproduced, stored in a

Typeset by Daniel Akrong

STRAND 1 INTRODUCTION TO COMPUTERS 1

SUB-STRAND 1 GENERATION OF COMPUTERS ACCORDING TO 2

LESSON 3 EXPLORING MICROSOFT FILE EXPLORER 15

SUB-STRAND 3 DATA, SOURCES AND USAGE 17

LESSON 1 IDENTIFICATION OF DATA TYPES 18

LESSON 2 GADGETS FOR SENDING AND RECEIVING 20

SUB-STRAND 4 TECHNOLOGY TOOLS FOR COMMUNICATION 24

STRAND 3 INTRODUCTION TO MS–WORD PROCESSING 34

STRAND 5 INTRODUCTION TO DATABASES, ALGORITHM 38

LESSON 1 BOOKMARKS OR FAVOURITES 61

SUB-STRAND 5 ONLINE FORMS 62

LESSON 1 WORKING WITH FORMS 62

LESSON 2 WORKING WITH FORMS OFFLINE 65

SUB-STRAND 6 CUSTOMIZING YOUR BROWSERS 66

LESSON 1 CUSTOMISING THE WEB BROWSER 66

SUB-STRAND 7 ELECTRONIC MAIL (E-MAIL) 68

LESSON 1 COMPOSING AND SENDING OF EMAILS 69

SUB-STRAND 8 INTERNET OF THINGS (IOT) 70

LESSON 1 THE CONCEPT OF INTERNET OF THINGS (IOT) 70

SUB-STRAND 9 DIGITAL LITERACY 73

LESSON 1 EXPLORING THE CONCEPT OF DIGITAL LITERACY 73

SUB-STRAND 10 INTERNET ETIQUETTE 75

LESSON 1 EXPLORING THE INTERNET ETIQUETTE 75

LESSON 2 RESPONSIBLE USE OF THE COMPUTER 77

INSIGHT INTO THE CURRICULUM

• Use multiple methods and systematically gather data about learners’

SUGGESTED TIME ALLOCATION

SCOPE AND SEQUENCE

NO. STRAND NO. SUB-STRANDS

Introduction to MS-Windows Interface (Desktop

Technology in the community

Presentation Introduction to MS- PowerPoint

Tabs and ribbons of MS- PowerPoint

Word Processing Introduction to Word

Tabs and ribbons of word processing

Desktop NOT TREATED IN BASIC SIX

Introduction to Programming Languages

Tabs and Ribbons Manipulation

Internet and Social Network Overview

Surfing the World Wide Web

Favourite Places and Search Engine

Using Online Forms

Customising your Browser

Internet of Things (IoT)

Health and Safety in Health and Safety in using ICT Tools

USING THIS GUIDE

TEACHING AND LEARNING MATERIALS (T/L/M)

TEACHING AND LEARNING ACTIVITIES (T/LA)

STRAND ONE: INTRODUCTION TO COMPUTER

STRAND INTRODUCTION TO COMPUTING

Generations of computers explain the history of computers based on

The major hardware components include input, processing, output,

The major hardware components include input, processing, output,

SUB-STRAND ONE: LESSON ONE

STRAND ONE: INTRODUCTION TO COMPUTING

TEACHING AND LEARNING MATERIAL