COMPUTER FORM 3 SCHEMES OF WORK – TERM 1

WE LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING

EK SO ACTIVITIES RESOURCES
N

1 1 Data DEFINITION & By the end of the lesson,  Questions and  computer
Representati INTRODUCTION the learner should be able answers keyboard
on in a to  Discussions in  electronic
computer groups circuits
 Define data  brainstorming  Charts
 Define  Photographs
information  Pictures from
 Classify books
computers
according to
functionality with
illustration

2 DATA By the end of the lesson,  Discussions in  Charts

REPRESENTATION the learner should be able groups  Floppy diskettes
to  Exercises by the  Compact disk
teacher  Electronic circuit
 Represent data in
digital computers
(i) On electronic
circuits
(ii) On magnetic
media
(iii) Optical media

3-4 Data DATA By the end of the lesson,  Discussions  charts

Representati REPRESENTATION the learner should be able  Question and
on to answer

 Give reasons why

binary system is
used in
computers
 Define bits, bytes,
nibble and word

2 1 Data NUMBER SYSTEMS By the end of the lesson,  Group discussions  Charts
Representati the learner should be able  Exercises given and  Simple
on to marked by the calculations
teacher
  Define decimal
number
 Represent data in
decimal number
system
 Represent data in
actual number
system

2 NUMBER SYSTEM By the end of the lesson,  Group discussions  charts

the learner should be able  Questions and  simple
to answering calculations
 exercises  Computer
 Represent data in
actual number
system
 Represent data in
Hexadecimal
number system
QUIZ AND PROBLEM SOLVING

3/4 Teacher administers small assignment and revises for better retention

3 1 Data FURTHER By the end of the lesson,  Questions and  Charts

representatio CONVERSION OF the learner should be able answers  Simple
n NUMBER SYSTEMS to  Discussions in calculations
groups  Questions
 Convert binary papers
number to
decimal number
system
 Convert decimal
numbers to
binary numbers

2 “ “ By the end of the lesson,,  Discussions  Charts

the learner should be able  Questions and  Simple
to answers calculations
 Questions
 Convert binary papers
fraction to
decimal number
system
 Convert a decimal
fraction to binary
PROBLEM SOLVING AND QUIZ
 3-4 Teacher administers questions and answer session for better retention

4 1 DATA Converting octal By the end of the lesson,  Discussion  Chart

REPRESENTA numbers to the learner should be able  Question and
TION decimal and binary to answer
numbers
 Convert octal
numbers to
decimal numbers
 Convert octal
numbers to
binary numbers

2 DATA Converting By the end of the lesson,  Discussions  Charts

REPRESENTA hexadecimal the learner should be able  Question and  Simple
TIONS numbers to binary to answer calculations
number  Computers
 Convert  Scientific
hexadecimal to calculators
decimal numbers
 Convert
hexadecimal
numbers to
binary numbers
3-4 QUIZ AND PROBLEM SOLVING

Can be inform of a question/answer session for retention

5 1 DATA Symbolic By the end of the lesson,  Discussions  Charts

REPRESENTATI Representation the learner should be able  Question and  Scientific
ONS using coding to answer Calculators
schemes
 Explain the binary
coded decimal
code as a
representation
Scheme (BCD)
 Explain the
extended Binary
coded decimal
interchange code
(EBCDIC)

2 DATA Symbolic By the end of the lesson,  Discussion in groups  Charts

REPRESENTATI Representation the learner should be able  Scientific and
simple calculato
 ON using coding to  computer
schemes
 Explain the
American
standard code for
information
interchange code
(ASCII) as a
representation
scheme
3- QUIZ FOR TETENTION
4
Administer a small exam

6 1 BINARY By the end of the lesson,  Teacher  Simple

ARITHMETIC the learner should be able demonstrates calculators
OPERATIONS to  Group discussions  PDA’s
 Questions and  charts
 Represent signed answering
binary numbers
using prefixing an
extra sign bit to a
binary number
and ones
complement

2 BINARY By the end of the lesson,  Teachers “

ARITHMETIC the learner should be able demonstrates
OPERATIONS to  Question and
answer
 Represent signed  Group discussions
binary numbers
using two’s
complement

3- BINARY ADDITION By the end of the lesson,  Demonstration by  Charts

4 the learner should be able the teacher
to  Teacher gives and
marks questions
 Perform seven  Group discussions
possible binary
additions
 Outline the
procedure for
binary additions
7 1 BINARY By the end of the lesson,  Discussions  Charts
ARITHMETIC the learner should be able  Demonstration by  calculator
OPERATIONS to teacher
 Question and
 Perform direct answer
subtraction
 Perform
subtraction using
ones complement

2 BINARY By the end of the lesson,  Discussions  Charts

ARITHMETIC the learner should be able  Demonstration by  calculator
OPERATIONS to teacher
 Question and
 Perform answer
subtraction using
twos complement

3- QUIZ AND PROBLEM SOLVING

4
Teacher evaluates by giving questions to ascertain whether objectives are achieved

8 1 Data DEFINITION AND By the end of the lesson,  Group discussions  charts
Processing INTRODUCTION the learner should be able  Question and  computer
to answering
 brainstorming
 Define data
information and
data processing
 Describe the data
processing cycle
 Give methods of
data collection

2 Data DATA PROCESSING By the end of the lesson,  Group discussions  charts
Processing CYCLE the learner should be able  Question and  computer
to answering
 Brainstorming
 List stages for
data processing
 Describe the
listed data
processing cycle
stage

By the end of the lesson,  Discussion in groups  Flash cards

 3- Data DATA PROCESSING the learner should be able  Question and  Charts
4 Processing CYCLE to answer  computer
 Assignments
 Give the errors marked by the
that influence the teacher
accuracy of data
and information
output
 Explain the errors
in data processing

9 1 Data DATA INTEGRITY By the end of the lesson,  Discussion in groups  Flash cards
processing the learner should be able  Illustrations by the  Simple
to teacher information
 Question and system
 Define data answer
integrity
 Give the
measurements of
data integrity
 Accuracy
 Timelines
 Relevance
 Describe the
listed data
integrity
measurements

2 Data DATA PROCESSING By the end of this lesson,  Flash cards

processing METHODS the learner should be able  Simple
to  Discussion in groups information
 Illustrations by the system
 State the ways of teacher
minimizing threat  Question and
to data integrity answer
 List and describe
the methods of
data processing

3- Data COMPUTER FILES By the end of the lesson,  Discussion in groups  Charts
4 processing the learner should be able  Illustrations by the
to teacher
 Question and
 Define a answer
computer file
 Give the types of
computer files
 State the
 advantages of
computerized
filing

10 1 Data ELEMENTS OF By the end of the lesson,  Discussion in groups  database

processing COMPUTER FILE the learner should be able  Question and  chart with
to answer relation
 demonstration database
 List the elements
of a computer file
 Describe the
listed elements of
a computer file

2 Data CLASSIFICATION OF By the end of the lesson,  Illustration by the  Floppy diskette
processing COMPUTER FILES the learner should be able teacher  Compact disc
to  Computer video
tape
 Classify computer
files
 Differentiate
between logical
and physical
computer files

3- Data COMPUTER By the end of the lesson,  Discussions  Charts

4 processing PROCESSING FILES the learner should be able  Illustration by the  Flash cards
to teacher
 Question and
 Give the types of answer
processing files
 Describe the
listed types of
processing files
 Master files
 Transaction file
 Reference files
 Backup files
 Sort files

11 1 Data FILE By the end of the lesson,  Question and  Floppy diskettes
processing ORGANIZATION the learner should be able answer  Compact disk
METHODS to  Brainstorming  Video tapes
 Discussions in
 Define file groups
organization
 List the methods
 of organizing files
on a storage
media
 Describe the
listed methods of
file organization

2 Data ELECTRONIC DATA By the end of the lesson,  Discussions in  Charts

processing PROCESSING the learner should be able groups  Flash cards
to  Question and
answer
 Give the data  Illustration by the
processing modes teacher
 Describe
(i) Online
processing
(ii) Real-time
processing
(iii) Distributed
processing

3- Data ELECTRONIC DATA Bythe end of the lesson,  Discussions in  Charts

4 processing PROCESSING the learner should be able groups  Flash cards
MODES to  Question and
answer
 Describe  Illustration by the
(i) Time- sharing teacher
(ii) Batch
processing
(iii) Multi
processing
(iv) Multi-tasking
(v) Interactive
processing

12 END OF TERM EXAMS AND CLOSING OF SCHOOL

-
13
COMPUTER FORM 3 SCHEMES OF WORK – TERM 2

WE LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING

EK SO ACTIVITIES RESOURCES
N

1 1 ELEMENTARY DEFINITION OF By the end of this lesson,  Question and  Charts

PROGRAMMI PROGRAMMING the learner should be able answer  Books
NG to  Discussion in  Journals
PRINCIPLES groups  Software
 Define  Illustration by the  computer
programming teacher
 List the terms used
in programming
 Describe the listed
terms
 Differentiate
between source
program and
object program

2 ELEMENTARY LEVELS OF By the end of the lesson,  Demonstration  Flash cards

PROGRAMMI PROGRAMMING the learner should be able  Q/A  Charts
NG LANGUAGE to  books
PRINCIPLES
 Classify the
programming
languages
 Describe the low
level programming
language

3-4 ELEMENTARY LEVELS OF By the end of the lesson,  Q/A  Flash cards
PROGRAMMI PROGRAMMING the learner should be able  Discussion  Charts
NG LANGUAGE to
PRINCIPLES
 Describe the high
level language
 State the
 advantages and
disadvantages of
low-level and high
level languages

2 1 ELEMENTARY PROGRAM By the end of the lesson,  Question and  Flash cards
PROGRAMMI DEVELOPMENT the learner should be able answer  charts
NG to  Discussion in
PRINCIPLES groups
 List the stages in
program
development
 Describe
(i) program
recognition
(ii) program
definition

2 ELEMENTARY PROGRAM By the end of the lesson,  Demonstration  Computer

PROGRAMMI DEVELOPMENT the learner should be able  Illustrations by software
NG to teacher
PRINCIPLES
 Describe
(i) Program
design
(ii) Program
coding

3-4 ELEMENTARY PROGRAM By the end of the lesson,  Discussions in  Flash cards
PROGRAMMI DEVELOPMENT the learner should be able groups  charts
NG to  Illustrations by the
PRINCIPLES teacher
 Describe  Question and
(i) program answer
testing
(ii) Program
implementati
on and
maintenance

3 1 ELEMENTARY PROGRAM By the end of the lesson,  Discussions in  Chalkboard

PROGRAMMI DOCUMENTATION the learner should be able groups  charts
NG to  Illustrations by the
PRINCIPLES teacher
 Define the term  Question and
program answer
 documentation
 State the forms of
documentation
 Describe the target
groups for
documentation

2 ELEMENTARY DEVELOPMENT OF By the end of the lesson,  Discussion in  Chalkboard

PROGRAMMI ALGORITHMS the learner should be able groups  Charts
NG to  Question and  Flash cards
PRINCIPLES answer
 Define algorithm  Illustration by the
 List tools used in teacher
algorithm
 Distinguish
between pseudo
code and flow
charts
DESIGNING MORE
COMPLEX
3-4 ELEMENTARY ALGORITHMS By the end of the lesson,  Question and  Charts
PROGRAMMI the learner should be able answer
NG to  Demonstration by
PRINCIPLES the teacher
 Give comparison  Group discussions
between a pseudo
code and a flow
chart
 Design complex
algorithms

4 1 ELEMENTARY PROGRAM By the end of the lesson,  Discussions in  Charts

PROGRAMMI CONTROL the learner should be able groups  chalkboard
NG STRUCTURES to
PRINCIPLES
 Define program
control structures
 List three control
structures
 Describe sequence
as a control
structure

2 ELEMENTARY PROGRAM By the end of the lesson,  Discussion in  Charts

PROGRAMMI CONTROL the learner should be able groups  chalkboard
NG STRUCTURES to
 PRINCIPLES  Describe the use of
iteration (looping)
as a control
structure

3-4 ELEMENTARY Program control By the end of the lesson,  Illustration by the  Chart
PROGRAMMI structures the learner should be able teacher  chalkboard
NG to  Discussion in
PRINCIPLES groups
 Describe selection  Question and
as a control answer
structure
 Design a more
complex algorithm

5 1 PROBLEM SOLVING

2 SYSTEM Definition By the end of the lesson,  Discussion  Charts

DEVELOPMEN the learner should be able  Question and  Chalkboard
T to answer  Journals
 Computer
 Define the term  books
system
 Describe a system
list
 List the
characteristics of a
system

3-4 SYSTEM Information By the end of the lesson,  Discussion in  Charts

DEVELOPMEN system the learner should be able groups  Flash cards
T to  Illustration by the  Chalkboard
teacher  Computer
 Describe the listed  Books
characteristics of a
system
 Define information
system

6 1 SYSTEM Information By the end of the lesson,  Discussion  Charts

DEVELOPMEN system the learner should be able  Illustrations by the  Flash cards
T to teacher  Computer
 Question and
 State the main answer
 purpose of an
information system
 Give reasons why
information system
is developed
 State the role of
information system
analyst

2 SYSTEM Theories of By the end of the lesson,  Discussions in  Chalk board

DEVELOPMEN system the learner should be able groups  Flash cards
T development to  Illustration by the  Charts
teacher
 Describe tradition
approach
 Describe rapid
application
development

3-4 Theories of By the end of the lesson,  Discussions in  Chalk board

system the learner should be able groups  Flash cards
development to  Illustration by the  Charts
teacher
 Describe the
structured
approach
 Give examples of
ways of
information of
gathering

7 1 Stages of system By the end of the lesson,  Illustration by the  Chalk board
development the learner should be able teacher  charts
SYSTEM to  Question and
DEVELOPMEN answer
T  State and define all
the stages of
system
development

2 SYSTEM Stages of system By the end of the lesson,  Demonstration  Chalk board
DEVELOPMEN development the learner should be able  Discussion  Charts
T to

 Give the methods

used in
information
 gathering
 Describe
interviews studying
of available
documents as used
in information
gathering

3-4 SYSTEM Stages of system By the end of the lesson,  Discussions in  Sample
DEVELOPMEN development the learner should be able groups questionnaire
T to  Question and  Chalkboard
answer
 Prepare a  Illustration by the
questionnaire teacher
 Prepare and
present a fait
finding report
 Describe how
automated
methods are used

8 1 SYSTEM Requirements By the end of the lesson,  Discussions  Chalkboard

DEVELOPMEN specification the learner should be able  Question and  Charts
T to answer

 Describe output
specification
 Describe input
specification

SYSTEM By the end of the lesson,  Discussions  Chalkboard

DEVELOPMEN the learner should be able  Question and  Charts
T Requirements to answer
specification
 Describe file/data
stores
 Describe hardware
and software
requirements

SYSTEM System design By the end of the lesson,  Chalkboard

DEVELOPMEN the learner should be able  Charts
T to  Discussions
 Question and
 Define system answer
flowchart
 Identify common
 flowchart symbols

9 1 SYSTEM Designing a By the end of the lesson,  Discussions  Charts

DEVELOPMEN system flowchart the learner should be able  Question and  Chalkboard
T to answer
 Illustration by the
 Identify guidelines teacher
fro designing
system flowcharts
 Write a system
flowchart using a
case study

2 Designing a By the end of the lesson,  Illustration by the  Charts

system flowchart the learner should be able teacher  Chalkboard
to  Discussion in
groups
 Write a simple
book borrowing
module flowchart
 Write cleaners
information system
flowchart

3-4 Designing a By the end of the lesson,  Question and  Chalkboard

system flowchart the learner should be able answer  chart
to  Discussion in
groups
 Write a sample
library books
management
system flowchart
 Use data flow
diagrams

10 1 SYSTEM System By the end of the lesson,  Question and  Charts

DEVELOPMEN Construction the learner should be able answer  Chalkboard
T to  Discussion in  Information
groups system (Cleaner)
 Define the term
system
construction
 Identify number of
technique that can
be used to
construct a
 designed system

2 System By the end of the lesson,  Illustrations by the  Charts

Implementation the learner should be able teacher  chalkboard
to  discussion

 Define system
implementation
and file conversion
 Describe factors
considered during
file conversion

3-4 Change over By the end of the lesson,  Discussions  Flash card
strategies the learner should be able  Question and  Charts
to answer  chalkboard

 Define the term

changeover
 List the system
change over
strategies
 Describe three
listed changeover
strategies

11 1 System By the end of the lesson,  Illustration by the  Charts

maintenance and the learner should be able teacher  Flash cards
revision to  Question and
answer
 Define system
maintenance
 Define system
review
 Describe security
control measures

2 System By the end of the lesson,  Illustration by the  Charts

documentation the learner should be able teacher  Flash cards
to  Question and
answer
 Write a report on
case study
 3-4 System By the end of the lesson,  Illustration by the  A chart
documentation the learner should be able teacher  Computer
to  Discussions  Printer
 Chalkboard
 Develop a system
using a case study

12 1 System By the end of the lesson,  Discussions  Charts

documentation the learner should be able  Question and  Computer
to answer

 Identify
comprehensive
system
documentation
details
 Write a report on
the case study
2,3
&4
PRACTICALS

END OF TERM EXAMINATION

COMPUTER FORM 3 SCHEMES OF WORK – TERM 3

WE LES TOPIC SUB - TOPIC OBJECTIVES LEARNING/TEACHING LEARNING/TEACHING

EK SO ACTIVITIES RESOURCES
N
1 1 PROGRAMMIN Definition By the end of the lesson,  Demonstration by  Chalkboard
G WITH the learner should be able the teacher  Computer
VISUAL AIDS to  Discussions  chart
 Question and
 Define the term answer
visual basic
 Start up visual
basic
 Identify features of
visual basic

2 PROGRAMMIN Visual basic
G toolbox
Bythe end of the lesson, the  Demonstration  Chalkboard
learner should be able to  Question and  Photograph
answer  computer
 Identify parts of
the visual basic
tool box
 Describe parts of
the visual basic
toolbox

3-4 Saving a visual By the end of the lesson,  Demonstration by  Computer

project the learner should be able the teacher  Chalkboard
to  Question and
answer
 Save a visual basic  Practical
project
 Open an existing
visual basic project

2 1 Visual basic By the end of the lesson,  Discussions  Chalkboard

fundamental the learner should be able  Questions and  Charts
concepts to answer  Computer
 Simple
 Identify the visual calculators
basic fundamental
concepts
 Describe the listed
fundamental
concepts

2 Mathematical By the end of the lesson,  Discussions  Chalkboard

operators the learner should be able  Question and  Charts
to answers  Computer
  Identify  Simple
mathematical calculators
operators
 Describe the listed
mathematical
operators

3-4 Numeric strings By the end of the lesson,  Illustrations by the  Charts
and values the learner should be able teacher  computer
to  Discussions
 Question and
 convert a numeric answer
string to a value
 Convert a value to
a string

3 1 Project By the end of the lesson,  Discussion in  Charts

developments the learner should be able groups  Computer
to  Illustrations by the
teacher
 Create a program
used to calculate
the area of a
rectangle

 Charts
2 Project By the end of the lesson,  Discussion in  Computer
developments the learner should be able groups
to  Illustrations by the
teacher
 Write a program
used to find roots
of a quadratic
expression

3-4 Case construct By the end of this lesson,  Demonstration by  Chart

the learner should be able the teacher  Chalkboard
Looping construct to  Discussion  Computer
 Question and  printer
 Use case answer
statement that can
display the name
of a weekday when
its number is
provided
 Write a program
using do-loop
  Write a program
using FOR-NEXT
LOOP

4 1 Working with By the end of the lesson,  Demonstration  chart

graphical objects the learner should be able  Question and  computer
to answer
 discussion
 Insert a picture
using picture box
 Define module and
procedure
 Declare general
subroutines

2 Working with By the end of the lesson,  Demonstration  computer

graphical objects the learner should be able  Question and  printer
to answer  chart
 practical  chalkboard
 Write a general
subroutine that
solves y= xn given
that the value of n
are integers

3-4 Creating means By the end of the lesson,  Demonstration  computer

and dialog boxes the learner should be able  Discussions  printer
to  Question and  chart
answers  chalkboard
 Create a dropdown
menu
 Create a message
and dialog boxes

1 List boxes and By the end of the lesson,  Discussion  Chart

control boxes the learner should be able  Demonstration  Photograph
to  Practical  Computer
 chalkboard
 Define list box and
combo box
 Create a list box
and a combo box
 Create a project
that loads a list of
items
5 2 Visual basic data By the end of the lesson,  Discussion  Chart
structures the learner should be able  Demonstration  Photograph
to  Practical  Computer
 chalkboard
 Define the term
arrays
 Declare an array

3-4 Visual basic data By the end of the lesson,  Discussion  Chart
structures the learner should be able  Demonstration  Photograph
to  Practical  Computer
 chalkboard
 Declare two
dimensional arrays
 Write array of
records

6 1 Data files By the end of the lesson,  Demonstration  Chart

the learner should be able  Practical  Computer
to  Discussion  chalkboard

 Define a file
 Identify types of
files recognized by
visual basic
 Link visual basic to
data base

2 INTRODUCTIO Definition By the end of the lesson,  Demonstration  Chart

N TO DATA the learner should be able  Practical  Computer
BASE DESIGN to  Discussion  chalkboard

 Define database
 Identify
relationships in
database

3-4 Defining By the end of the lesson,  Question and  computer

attributes the learner should be able answer  chart
to  Practical  chalkboard
 Demonstration
 Define a foreign  discussions
key
  Distinguish
between an entity
and attributes
 Create one to
many relationships

7 1 File table By the end of the lesson,  Demonstration  Computer

structure the learner should be able  Discussion  Chart
to  Practical  Chalkboard

 Create a table
 Set primary key
and foreign key

2 Enforcing By the end of the lesson,  Demonstration  Computer

Referential the learner should be able  Discussion  Chart
integrity to  Practical  Chalkboard

 Enforce referential
integrity between
tables
 Normalize table

3-4 Forms and By the end of the lesson,  Discussion in  Computer

commands the learner should be able groups  Chart
to  Demonstration  Chalkboard
 Practical
 Create a form/  Question and
interface answer
 Call for commands

8 1 Creating reports By the end of the lesson,  Discussion in  Chart

the learner should be able groups  computer
to  Demonstration
 Practical
 Describe the tools  Question and
used to automate answer
database
 Create a
switchboard

2 Automating By the end of the lesson,  Discussion in  Chart

the learner should be able groups  computer
 database to  Demonstration
 Practical
 Describe the tools  Question and
used to automate answer
database
 Create a
switchboard

3-4 By the end of the lesson,  Demonstration  Computer

the learner should be able  Assignment  Chart
Automating to
database
 Create macros
 Develop a system
using a case study
REVISION AND END TERM EXAMS