M I N I S T RY O F E D U C AT I O N S C I E N C E A N D S P O R T S

Republic of Ghana

TEACHING SYLLABUS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY (CORE) (SENIOR HIGH SCHOOL 1 - 2)

Enquiries and comments on this syllabus should be addressed to:

The Director Curriculum Research and Development Division (CRDD) P. O. Box 2739 Accra Ghana.
Tel: 021-683668 021-683651

September, 2008

TEACHING SYLLABUS FOR INTRODUCTORY ICT

RATIONALE FOR TEACHING AND LEARNING ICT (CORE) ICT is so important in the world today that it makes it imperative for every young person to be competent in the use of ICT for the many tasks that he/she will have to accomplish. This syllabus is designed to provide basic skills in Information and Communications Technology (ICT) for Senior High School (SHS) students. It is expected that the knowledge and skills gained in this course will help students to use ICT in almost all their courses at school. The syllabus covers selected basic topics in ICT which offers hands-on activities to help students acquire the required ICT skills. GENERAL AIMS The syllabus is designed to help the student to: 1. 2. 3. 4. 5. 6. 7. acquire basic ICT literacy develop interest and use ICT for learning in other subjects acquire the knowledge for application of ICT in education and business use the Internet to communicate effectively access and share information through the Internet follow basic ethics in the use of ICT maintain high level speed in typing

SCOPE OF CONTENT The content of this course has been designed to offer basic knowledge and skills to students as a two year course to give them the opportunity to acquire a firm foundation for elective ICT in Year 2. The course is based on themes which form the basic requirements for ICT literacy. The themes are as follows:

Introduction to ICT Word Processing Internet Typing Spreadsheet Presentation

The six themes are to be covered in the first two years of Senior High School education.

PRE-REQUISITE SKILLS Students of this course should have acquired good reading, writing, numeracy and keyboarding skills and should have gone through the JHS ICT Syllabus. Behaviours required include a sense of responsibility and the ability to follow rules and regulations and perform tasks according to procedure. ORGANISATION OF THE SYLLABUS The syllabus covers the first and second year of SHS. Each years work has been divided into three terms. Each term has sections and a number of units. The structure is presented in the table below. STRUCTURE AND ORGANIZATION OF THE SENIOR HIGH SCHOOL ICT CORE SYLLABUS YEAR 1

TERM 1

TERM 2

TERM 3

SECTION 1: BASIC ICT CONCEPTS Unit 1: Information and Communications Technology (ICT) Unit 2: Introduction to Computers

SECTION 1: WORD PROCESSING APPLICATION I Unit 1: Word Processing Unit 2: Editing Text in Word Processing Document Unit 3: Formatting Word Processing Document Unit 4: Inserting Tables and Symbols in Word Processing Document Unit 5: Printing

SECTION 1: THE INTERNET Unit 1: Internet Unit2: Using the Internet to communicate Unit 3: Accessing Information from the Internet

SECTION 2: PROJECT WORK RESEARCH REPORT SECTION 2: HARDWARE AND SOFTWARE Unit 1: Hardware Unit 2: Software

SECTION 3: TYPING SPEED DEVELOPMENT Unit 1: Keyboarding and Mouse Skills Development

YEAR 2

TERM 1

TERM 2

TERM 3

SECTION 1: SPREADSHEET APPLICATION Unit 1: Introduction to Spreadsheet Application Unit 2: Application of Selected Formula and Functions Unit 3: Formatting Worksheet Unit 4: Editing and Printing Worksheet

SECTION 1: PRESENTATION APPLICATION I Unit 1: Introduction to Presentation Application Unit 2: Power Point Window Unit 3: Creating a Presentation Unit. 4: Editing and Formatting Presentation Unit 7: Working with Objects, Images and Pictures in a Presentation Unit 8: Running a Slide Show

SECTION 1: PRESENTATION APPLICATION II Unit 1: The Master Slide Unit 2: Customising Presentation Unit 3: Delivering a Presentation Unit 4: Printing Presentation Unit 5: Developing Organisation Chart

SECTION 2: PROJECT WORK Unit 1: Application of functions to Spreadsheet application.

SECTION 2: PROJECT WORK Unit1: Developing a Presentation

SECTION 2 PROJECT WORK Unit1: Creating and Delivering a Presentation of a Given Topic.

TIME ALLOCATION For Year One, Core ICT is allocated 6 periods of 40 minutes per period per week. The periods should be put into two periods. For Year Two, Core ICT is allocated 4 periods of 40 minutes per period per week. The periods should be put into two double periods.

CLASS SHS 1 SHS 2

TOTAL NUMBER OF PERIODS PER WEEK 6 4

SUGGESTIONS FOR TEACHING THE SYLLABUS The two years work has been divided into sections. Each term has sections with their general objective(s).

GENERAL OBJECTIVES General Objectives have been listed at the beginning of each section of the syllabus. The general objectives flow from the general aims for teaching ICT listed on page iii of this syllabus. The general objectives form the basis for the selection and organization of the unit topics. Read the general objectives very carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectives again to be sure you have covered both of them adequately in the course of your teaching. To make it user friendly, the syllabus has been structured into five columns. Column one is the Unit topic, Column two consists of the Specific Objectives of each units, Column three provides the content to be covered , Column four provides Teaching Learning Activities for the achievement of the Specific Objectives, while Column five provides some exercises that will be useful for assessing the knowledge and skills gained in the lesson.

COLUMN 1 - UNITS This column presents the sub topics of the major topic(s) of the section. The unit topics have been arranged sequentially to facilitate skill building. However if a teacher finds at some point that teaching and learning in his/her class will be more effective if he/she skipped to another, he/she can do so and come back later to the unit. COLUMN 2 - SPECIFIC OBJECTIVES Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. These numbers are referred to as Syllabus Reference Numbers. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit, while the third digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other words, 1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1 of Unit 2 of Section 2. Using syllabus reference numbers provides an easy way for communication among teachers and other educators. It further provides an easy way for selecting objectives for test construction. Lets say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher may want to base his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the objectives within units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class. You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in the unit. Each specific objective hence starts with the following, The student will be able to. This in effect, means that you have to address the learning problems of each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master the objectives of each unit of the syllabus.

COLUMN 3 - CONTENT The content column of the syllabus presents a selected body of information, skills and competencies that you will need in teaching the particular unit.

COLUMN 4 - TEACHING AND LEARNING ACTIVITIES (T/LA) T/L activities that will ensure maximum student participation in the lessons are presented in Column 4. Try to de-emphasize the theory and emphasize the practicals. You are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to achieve optimum student learning. As implied already, the major purpose of teaching and learning ICT is to make students acquire competent skills in ICT and use their skills in doing a variety of practical work and solve many ICT related problems.

COLUMN 5 - EVALUATION Suggestions and exercises for evaluating the lessons of some units are indicated in Column 5. Evaluation exercises can be in the form of oral questions, quizzes, class exercises and assignments, project work etc. Try to ask questions and set tasks and assignments that will challenge your students to apply their knowledge and skills to issues and problems. The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative evaluation tasks to ensure that students have mastered the skills implied in the specific objective(s) of each unit. For evaluation during class lessons, determine the mastery level you want students to achieve in their answers and responses. If for instance, you take 80% as the mastery level, ensure that each students answer to questions asked in class achieve this level of mastery.

DEFINITION OF PROFILE DIMENSIONS The concept of profile dimensions was made central to the syllabuses developed from 1998 onwards. A 'dimension' is a psychological unit for describing a particular learning behaviour. More than one dimension constitutes a profile of dimensions. A specific objective may be stated with an action verb as follows: The student will be able to describe.. etc. Being able to "describe" something after the instruction has been completed means that the student has acquired "knowledge". Being able to explain, summarize, give examples, etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, solve problems etc. means that the student can "apply" the knowledge acquired in some new context. Each of the specific objectives in this syllabus contains an "action verb" that describes the behaviour the student will be able to demonstrate after the instruction. "Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching and learning in schools. ICT is a practical subject and the learning required is best achieved by application of the skills learnt. The profile dimensions required at the SHS level are as follows: Knowledge and understanding 40% Application of knowledge 60% At the SHS level, students should be involved in solving problems using the various ICT techniques they have learnt. The application dimension has now been given a weight of 60%.

FORM OF ASSESSMENT The assessment of ICT should be based on more practical work than theory. In developing assessment procedures, try to select specific objectives in such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a criterion to be achieved by the students. The assessment procedure you use i.e. class tests, homework, projects etc. must be developed in such a way that it will consist of a sample of the important objectives taught over a period. The assessment will be based on one paper scored over 100%. The assessment should be a practical test based essentially on knowledge and understanding. Students will be expected to solve problems using the following; Introduction to ICT, Word Processing Application, Spreadsheet Application and Internet.

GUIDELINES FOR SCHOOL BASED ASSESSMENT A new School Based Assessment system (SBA), formally referred to as Continuous Assessment, will be introduced into the school system from September 2008. SBA is a very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with an internal assessment system that will help schools to achieve the following purposes: Standardize the practice of internal school-based assessment in all schools in the country Provide reduced assessment tasks for each of the primary school subjects Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks Introduce standards of achievement in each subject and in each class of the school system Provide guidance in marking and grading of test items/questions and other assessment tasks Introduce a system of moderation that will ensure accuracy and reliability of teachers marks Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve student performance

The new SBA system will consist of 12 assessments a year instead of the 33 assessments in the previous continuous assessment system. This will mean a reduction by 64% of the work load compared to the previous continuous assessment system. The 12 assessments are labeled.

as Task 1, Task 2, Task 3 and Task 4. Task 1-4 will be administered in Term 1; Tasks 5-8 will be administered in Term 2, and Tasks 9-12 administered in Term 3. Task 1 will be administered as an individual test coming at the end of the first month of the term. The equivalent of Task 1 will be Task 5 and Task 9 to the administered in Term 2 and Term 3 respectively. Task 2 will be administered as a Group Exercise and will consist of two or three instructional objectives that the teacher considers difficult to teach and learn. The selected objectives could also be those objectives considered very important and which therefore need students to put in more practice. Task 2 will be administered at the end of the second month in the term. Task 3 will also be administered as individual test under the supervision of the class teacher at the end of the 11th or 12 week of the term. Task 4 (and also Task 8 and Task 12) will be a project to be undertaken throughout the term and submitted at the end of the term. Schools will be supplied with 9 project topics divided into three topics for each term. A student is expected to select one project topic for each term. Projects for the second term will be undertaken by teams of students as Group Projects. Projects are intended to encourage students to apply knowledge and skills acquired in the term to write an analytic or investigative paper, write a poem 9 (as may be required in English and Ghanaian Languages), use science and mathematics to solve a problem or produce a physical three-dimensional product as may be required in Creative Arts and in Natural Science. Apart from the SBA, teachers are expected to use class exercises and home work as processes for continually evaluating students class performance, and as a means for encouraging improvements in learning performance. The marks derived from projects, the end of month tests and home work specifically designed for the SBA should together constitute the School Based Assessment component marked out of 60 per cent. The emphasis is to improve students learning by encouraging them to do more practice in ICT. The SBA will hence consist of: End-of-month tests Home work assignments (specially designed for SBA) Project Other regulations for the conduct of SBA will reach schools from GES.

Combining SBA marks and End-of-Term Examination Marks The new SBA system is important for raising students school performance. For this reason, the 60 marks for the SBA will be scaled to 50. The total marks for the end of term test will also be scaled to 50 before adding the SBA marks and end-of-term examination marks to determine students end of term results. The SBA and the end-of-term test marks will hence be combined in equal proportions of 50:50. The equal proportions will affect only assessment in the school system.

GRADING PROCEDURE In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, as you may be aware, consists of the points for the best answer you expect for each essay question or structured question, and the mark(s) allocated for each point raised by the student as well as the total marks for the question. For instance, if a question carries 10 marks and you expect 4 points in the best answer, you could allocate 2 marks (or part of it, depending upon the quality of the point raised by the student) to each point raised, totaling 8 marks, and then give the remaining 2 marks or part of it, for organization of answer. For objective test papers, you may develop an answer key to speed up the marking. To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for assigning grades: Grade A: Grade B: Grade C: Grade D: Grade E: Grade F: 80 - 100% 70 - 79% 60 - 69% 45 - 59% 35 - 44% 34% Excellent Very Good Good Credit (Satisfactory) Pass Fail

The grading system presented above shows the letter grade system and equivalent grade boundaries. In assigning grades to students test results, or any form of evaluation, you may apply the above grade boundaries and the descriptors. The descriptors (Excellent, Very Good etc) indicate the meaning of each grade. For instance, the grade boundary for Excellent consists of scores between 80 - 89. Writing 80% for instance, without writing the meaning of the grade, or the descriptor for the grade i.e. Excellent, does not provide the student with enough information to evaluate his/her performance in the assessment. You therefore have to write the meaning of the grade alongside the score you write. Apart from the score and the grade descriptor, it will be important also to write a short diagnosis of the points the student should consider in order to do better in future tests etc. Comments such as the following may also be added to the grades: Keep it up Has improved Could do better Hardworking Not serious in class More room for improvement, etc. Note that, the grade boundaries above are also referred to as grade cut-off scores. When you adopt a fixed cut-off score grading system as in this example, you are using the criterion-referenced grading system. By this system a student must make a specified score to earn the appropriate grade. This system of grading challenges students to study harder to earn better grades. It is hence very useful for achievement testing and grading.

SENIOR HIGH SCHOOL - YEAR 1 TERM 1

SECTION 1 BASIC ICT CONCEPTS
General Objective: The student will: 1. 2. understand the basic concepts of ICT and information processing. appreciate the impact of ICT on everyday life.

UNIT UNIT 1 INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

SPECIFIC OBJECTIVES The student will be able to: 1.1.1 explain the concept of ICT and its related terminologies.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

Definition of ICT, related basic concepts and terminologies e.g. Information and Communications Technology (ICT) Information and Communication Technologies (ICTs) Data Information e-Learning Information Processing Cycle Stage 1 - Receiving data (Input devices) Stage 2 - Processing data (Processing device) Stage 3 - Display result ( information) (Output devices) Stage 4 - Storing information (Storage devices)

Let students brainstorm and come out with the meaning of ICT and its related terminologies.

Exercise Students to explain some of the basic ICT concepts and terminologies and show the differences e.g. ICT and ICTs Data and Information

1.1.2. describe the information processing cycle.

Use a simple diagram to illustrate how data is processed into information stored and distributed using the various devices. - Input devices - keyboard, mouse, microphone, scanner -Processing devices CPU Such as Celeron, Pentiums AMD, MC68040 etc. -Output devices - printer, monitor, speakers, LCD Projector -Storage devices hard disk, pen

Exercise Students to list the devices used in the stages of information processing cycle and describe the process.

Stage 5 - Distribution of Information

UNIT 1 UNIT 1 (CONTD) INFORMATION AND COMMUNICATIONS TECHNOLOGY (ICT)

SPECIFIC OBJECTIVES

(human being, e-mail, fax etc) CONTENT

drive,TEACHING AND LEARNING CDs, DVD, tape ACTIVITIES

EVALUATION

The student will be able to: 1.1.3 outline the uses of ICT for educational/social/ economic purposes. Uses of ICT Tool In groups, students to discuss and come out with the Educational, Social, and Economic purposes of ICT.

1.1.4

analyse the impact of ICT on educational, social and economic development.

Impact of ICT on Educational, Social and Economic Development

In groups students to discuss and come out with the impact of ICT on educational, social and economic development

1.1.5

identify career opportunities in ICT education.

Career Opportunities Internet Caf administrator Programmer Database administrator Network administrator etc.

Discuss the various career opportunities with students or invite resource persons to discuss the various opportunities. Discuss the history of the development of computers.

Assignment: Students to select ICT career of their choice and find out the requirements and job description and report in class.

UNIT 2 INTRODUCTION TO COMPUTERS 1.2.1 identify types of computers. Types of Computers Digital e.g. Laptop, Desktop etc. Analogue e.g. thermometer, speedometer Hybrid e.g. money counting machine, Automated Teller Machine(ATM) Uses of Computers process and store of data and information, to enhance teaching/learning, produce documents etc Display real objects/pictures of types of computers for students to identify.

1.2.2

state the uses of computers.

In small groups, students discuss and report on the uses of computers.

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UNIT UNIT 2 (CONTD) INTRODUCTION TO COMPUTERS

SPECIFIC OBJECTIVES The student will be able to: 1.2.3 boot, reboot and shutdown computer correctly.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

Booting, Rebooting and Shutting Down of Computer

Discuss and demonstrate how to boot, re-boot and shut down a computer correctly. Stress on the correct procedure e.g. Close running Application and use the start menu button to shut down. Explain when reboot is necessary. Students to practice booting, rebooting and shutting down of computer.

Assignment : Students to write the procedure for booting, rebooting and shutting down a computer.

1.2.4

identify possible threats to computers and users.

Threats to Computers and Users Computer - e.g. viruses, dust, power fluctuation, rodents, Users posture , vision, wrist pain

Brainstorm and discuss the possible threats to computer and their users

Take students on a field trip to places to find out and report on : - Different types of computers and their uses. - Threats to computers and their users

1.2.5

demonstrate the responsible use of computers.

Responsible Use of Computers Computer ethics e.g. copyright, privacy concerns

Discuss the responsible use of the computers. Students to come out with their own rules and regulation for the responsible use of computers.

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SENIOR HIGH SCHOOL - YEAR 1

SECTION 2 HARDWARE AND SOFTWARE
General Objective: The student will: 1. recognise the different types of hardware and software and their uses. TEACHING AND LEARNING SPECIFIC OBJECTIVES CONTENT ACTIVITIES The student will be able to: 2.1.1 describe the categories of Computer Hardware. Categories of the Computer Hardware: System Unit, Input/Output and Storage and devices. The Vital Components of the Systems Unit e.g. Front Side : power switch light indicators, floppy and CD ROM drive Back side: USB ports, serial ports, power socket, Inside: motherboard, CPU, power supply, memory, hard disk, cards( e.g. sound, network) Input and Output Devices Input devices - Keyboard, Mouse scanner, joystick, trackball, bar code reader Output devices Monitors, Printers(LaserJet and DeskJet), speakers, LCD projectors etc. Types of Storage Devices CD, DVD, tape, pen drive, floppy diskette, Devices which Serve as Both Input and Output computer, head set, modem etc With the help of a computer assist students to identify and describe the categories of the computer hardware. With the help of a computer identify and describe the vital component of the systems unit. Exercise : Students to prepare a chart showing the classification of fixed and removable data storage devices

UNIT UNIT 1 HARDWARE

EVALUATION

2.1.2

identify the vital component of the Systems Unit.

2.1.3

describe commonly used Input/Output devices and their functions.

Discuss the commonly used input and output devices and their functions.

2.1.4

identify the main types of storage devices.

Display the main types of storage devices and assist students to identify and discuss them. Students to brainstorm and come out with devices that serve both input and output. Show parts to students.

2.1.5

identify devices which serve as both input and output.

Exercise : Students to show the correct procedure for attaching and removing removable data storage device for evaluation.

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UNIT UNIT 2 SOFTWARE

SPECIFIC OBJECTIVES The student will be able to 2.2.1 identify types of Software packages.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

Types of Operating Systems eg. DOS, Windows, (windows 98, 2000, ME, XP) Linux, Unix, Macintosh etc.

Discuss the types of software packages

2.2.2

distinguish between Open Source and Proprietary Software.

Differences Between Open Source and Proprietary Software

In groups, students discuss and distinguish between Open Source and Proprietary Operating Systems.

2.2.3

identify different types, examples and uses of Application software.

Types, examples and uses of Application Software e.g. Word-processing: WORD and Star Word, Writer spreadsheets: EXCEL, Lotus 123, Calc Databases: Access, Base Presentation: PowerPoint, Impress Educational: Microsoft Encarta, Mavis Beacon Games: solitaire, pinball Browsers: Opera, Internet explorer, Mozilla Firefox Authoring: Dream weaver, FrontPage, Graphics: Corel Draw, Desktop Publisher Page Maker, Publisher

Discuss type, examples and uses of Application software. Uses Word Processing - document creation. Database - Storing, sorting and retrieving large amount of data. Presentation: Presenting information in a number of attractive format etc.

Exercise: State the principles underlying: Open Source and Proprietary Software

2.2.4

launch some Application software.

Launching Application Software; e.g. Word Processor Spreadsheet Browser, Internet Explorer

Assist students to practise how to launch Applications.

13

SENIOR HIGH SCHOOL - YEAR 1

SECTION THREE TYPING SPEED DEVELOPMENT
General Objective: The student will: 1. improve typing speed UNIT SPECIFIC OBJECTIVES The pupil will be able to: UNIT 1 KEYBOARDING AND MOUSE SKILLS REVIEW 3.1.1. type 30 35 words per minute. Improving Speed in Typing Using a Typing Software: e.g. Typing Tutor or Mavis Beacon Students use the drills in the typing software to improve upon their speed. CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

NOTE: Teacher should insist on the use of the nine fingers in typing.

3.1.2

use mouse skills in document creation.

Using Mouse Skills in Document Creation.

Guide students to practise mouse skills e.g. Single clicking, Double clicking, Right click, Drag hold and drop in document creation.

Exercise: Students to create and reproduce a given document involving alpha and numeric keypad

3.1.3

use the numeric keypad.

Using the Numeric Keypad

Assist students to use the numeric keypad. Let students use the drills in Typing Tutor or Mavis Beacon to do more practise on the numeric keypad

14

SENIOR HIGH SCHOOL - YEAR 1 TERM 2

SECTION 1 WORD PROCESSING APPLICATION I
General Objectives: The student will: 1. UNIT SPECIFIC OBJECTIVES The student will be able to : 1.1.1 identify Word Processing package. Word Processing Packages and their Uses e.g. Microsoft Word Writer WordPad Text Editor Star Word Discuss Word Processing Packages and their uses. e.g. letters, memos, reports acquire basic skills creating document in Word Processing. CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 WORD PROCESSING

1.2.1

state the importance and use of Word Processing.

Importance of Word Processing

Guide students to discuss and come out with the importance of Word Processing . Exercise: Students to type a letter using, name and save in a folder

1.2.2

create a document using the Word Processor.

Creating Document Using a Word Processor

Student to type a passage using Word Processor

1.2.3

save a document using the Save As command.

Saving Document Using the Save As command

Student to save the typed document using the Save As command.

15

UNIT

SPECIFIC OBJECTIVES The student will be able to: 1.2.1 edit, and save Word document using editing tools.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 2 EDITING TEXT IN WORD PROCESSING DOCUMENT

Editing Word Document Using the Following Editing Tools: Spell check functions Copy/cut and paste facilities OVR Undo and redo keys Search and replace)

Students to type a given document, edit, and save using the given editing and formatting tools. NOTE: Teacher should stress on saving document when working to avoid losing document when power goes off. Exercise: Students to edit a given Word document and save.

UNIT 3 FORMATTING WORD PROCESSING DOCUMENT 1.3.1 format Word document using formatting tools. Formatting and saving a Word document using the formatting tools: Change font (style, size, colour etc) Text alignment Numbers and bulleting Bold Underline Italics Line spacing Change case Students open an existing document format and save using the given formatting tools. Exercise: Students to format a given Word document and save.

16

SENIOR HIGH SCHOOL - YEAR 1

SECTION 2 PROJECT WORK
General Objectives: The student will: 1. UNIT acquire basic skills in document creation TEACHING AND LEARNING ACTIVITIES

SPECIFIC OBJECTIVES The student will be able to: 2.1.1 create document-report typing.

CONTENT

EVALUATION

UNIT 1 DOCUMENT CREATION (TYPING OF REPORT)

Creating Document -(Report typing) on a given topic. e.g. What is ICT? What are benefits of ICT to learning? ICT and the Youth HIV/AIDS and the Youth

Give students a manuscript on report to type. The script should involve all the skill learnt-editing and formatting.

Project work Duration for submission: 1 week Students should produce hardcopy for assessment.

17

SENIOR HIGH SCHOOL - YEAR 1

SECTION 3 WORD PROCESSING APPLICATION II
General Objectives The student will: 1. UNIT UNIT 1 INSERTING TABLES AND SYMBOLS IN WORD PROCESSING DOCUMENT SPECIFIC OBJECTIVES The student will be able to: 3.1.1 insert tables in Word Processing document. Inserting Tables in Word Document. Guide students to practise working with tables in Word document. acquire basic skills in document creation in Word Processing application. CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

3.1.3

insert symbols and pictures in Word Processing documents.

Inserting Symbols and Pictures in Word Document.

Guide students to insert symbols and pictures.

UNIT 2 PRINTING

3.2.1

print documents using various print options.

Printing Word Documents with Various Print Options.

Guide students to: preview documents print documents with various options e.g. Page range, No. of copies, Collate

Assignment: Assign students to create document, inserting tables, symbols, pictures, save and print.

Assist students to develop a simple brochure for the school using all the features they have learned.

18

SENIOR HIGH SCHOOL - YEAR 1 TERM 3

SECTION ONE THE INTERNET
General objectives: The student will 1. acquire skills in, and appreciate the importance of using the internet. UNIT SPECIFIC OBJECTIVES The student will be able to: UNIT 1 1.1.1 THE INTERNET explain basic concepts, requirements and terminologies of internet. Concept, Requirements and Terminologies chats discussions boards synchronous and asynchronous www (world wide web) html (hypertext Markup Language) http ( hypertext transfer protocol) ftp (file transfer protocol), URL (Uniform Resource Locator)t IP (Internet Protocol) Email TCP(Transmission Control Protocol) Search engines Blogs Listservs etc Features and Use of Browser Window: Address bar History Bookmarks/Favourites Standard bar etc. Discuss World Wide Web (www) and other internet protocols, including: definitions of related terms how the internet functions requirement for internet connectivity e.g. internet Service Provider (ISP), Browser, CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

1.1.2

identify the features of browser window.

Identify and discuss the features of the browser window

19

UNIT UNIT 1(CONTD)

SPECIFIC OBJECTIVES The student will be able to:

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

THE INTERNET

1.1.3

browse the internet with the help of some features of the Browser window.

Browsing the internet with the help of some features of browser window e.g. Address, standard and formatting bars, URLs

Assist students to browse the internet with the help of the features of the Browser window

1.1.4

apply the rules and regulations in the use of the internet.

Rules and regulations in the use of internet (Netiquette) spamunsolicited mails, peoples privacy, pornography, intellectual property rights etc.

In groups, students brainstorm to come out with rules and regulations for responsible use of the internet for class discussion NOTE: Teacher should emphasise on the need for students to desist from visiting pornographic site and intruding on peoples privacy, create an e-mail account Exercise: Students to access and print email attachment.

UNIT 2 USING THE INTERNET TO COMMUNICATE 1.2.1 send and access e-mail messages with attachments. Sending, Accessing e-mail Messages with Attachments

Revise with students how to compose, and edit an e-mail message with emphasis on spell check Guide students to send and receive e-mail messages with attachments Guide students to chat in the classroom using the internet.

1.2.2

use internet to chat.

Using Internet to Chat

20

UNIT

SPECIFIC OBJECTIVES The student will be able to;

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 3 ACCESSING INFORMATION FROM THE INTERNET 1.3.1 use Uniform Resource Locators (URLs) and Search Engines to access Information. Using Uniform Resource Locators (URLs) and Search Engines to access Information. Guide students to use URLs and Search Engines to access information. Exercise: Student to access information on a given topic using URLs and Search Engines

1.3.2

download information from the internet.

Downloading Information From the Internet.

Assist students to download information from the internet.

Exercise: Student to prepare Word document using the information accessed from the internet.

1.3.3

access copy and paste information from internet to a different Application e.g. Word Processing.

Accessing, Copying and Pasting Information from Internet to a Different Application e.g. Word.

Guide students to access, copy and paste information from the internet to a different Application e.g. Word.

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SENIOR HIGH SCHOOL - YEAR 1

SECTION 2 PROJECT WORK
General Objectives: The student will: 1. SPECIFIC OBJECTIVES apply internet and Word Processing skills to produce a document CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT UNIT 1 PROJECT WORK RESEARCH REPORT

The student will be able to:

2.1.1

search for information on the internet.

Searching Information From the Internet.

Select two topics from each of the Core Subjects for students to search for information. Students to copy relevant information, paste and save in Word Processing document.

Students to produce two documents for assessment

2.2.2

copy, paste and save information from the web onto a Word Processing document. format and edit the information using format and editing tools.

Copying, pasting and saving information from the web onto Word Processing document

Document 1: Research report.

2.2.3

Formatting and Editing Information.

Students to format, edit and save information - e.g. bold main headings, underline sub headings, aligning text etc. Students to send the information to friends as an attachment.

Document 2: Attachment from friends

2.2.4

share the information by attaching it to e-mail message.

Sharing Information Through e-mail Attachment

2.2.5

access attached information and print.

Accessing and Printing Attachment

Students to access and print their own documents and those of their friends.

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SENIOR HIGH SCHOOL - YEAR 2 TERM 1

SECTION 1 SPREADSHEEET APPLICATION
General Objectives: The student will: 1. 2. UNIT SPECIFIC OBJECTIVES acquire basic skills in using Spreadsheet packages. appreciate the importance of spreadsheet in data management. CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 SPREADSHEET APPLICATION

The student will be able to; 1.1.1 identify Spreadsheet Packages. Spreadsheet Packages e.g. Excel, Quatropro, Lotus 123, Linux Related Concepts and Terminologies e.g. cell rows columns worksheet workbook Features in the Spreadsheet Window Tool Bars: formatting bar standard bar formulae bar help facilities, etc Types of Data and Their Uses e.g. number date text currency fraction Discuss Spreadsheet Packages listed in the content. Exercise: Students to label the features of a printed workbook NB: Teacher to capture a workbook, print and give to students to label.

1.1.2

explain related concepts and terminologies.

Discuss related concepts and terminologies

1.1.3

identify features in Spreadsheet window.

Guide students to identify features of Spreadsheet window

1.1.4

identify types of data and state their uses.

Assist students to discuss types of data and state their uses.

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UNIT

SPECIFIC OBJECTIVES The student will be able to: 1.1.5 launch and exit Spreadsheet Application.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 1(CONTD)

SPREADSHEET

Launching and Exiting Spreadsheet Application

Demonstrate how to launch and exit Spreadsheet Application. Guide students to launch and exist Spreadsheet Application.

Assignment: Students to enter a given data and do the following: - Find averages - Percentages

1.1.6

create and save Workbook.

Creating and Saving Workbook

Guide students to create and save workbook.

1.1.7

construct and insert simple formula.

Constructing and Inserting Simple Formula

Demonstrate and guide students on how to construct and apply a simple formula.

UNIT 2 APPLICATION OF SELECTED FORMULA AND FUNCTIONS 2.2.1 use functions common to arithtimec applications e.g. percentages, averages, count, maximum, minimum for simple calculation. Using Functions Common to Arithmetic Applications Assign students to use functions common to arithmetic applications. NOTE: Teacher should focus on the 4 operational signs addition, subtraction, multiplication and division.

UNIT 3 1.3.1 FORMATTING WORKSHEET format worksheet using formatting tools. Formatting Worksheet Using Formatting Tools. e,g Change: column width row height Insert: rows, columns, cells Delete: rows, columns, cells Merge cells Merge and centre Text wrap Cell alignment etc. Demonstrate how to format a worksheet by changing column, width and row height for students to practice. Assist students to: insert and delete rows, columns and cells create their own worksheet and format by inserting, deleting and merging. Exercise: Students to create their own worksheet and format by inserting, deleting and merging,

merge and centre data in rows and columns.

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UNIT

SPECIFIC OBJECTIVES The student will be able to; 3.4.1 demonstrate skills in editing and printing a worksheet.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 4 EDITING AND PRINTING WORKSHEET

Editing and Printing Worksheet: check spelling preview the layout review page breaks change page setup and sheet settings set print option Previewing and Changing Print Settings

Guide students to edit and print worksheet by - checking spelling - reviewing layout - reviewing page breaks - changing page setup and sheet settings

Exercise: Students to work on a given data by doing the following: Check - Spelling - Preview the Layout - Review Page Breaks - Change page setup and sheet settings - Students to print data making use of the features in the print window, e.g. print settings, colour options, number of copies to print, selecting a printer, etc -

3.4.2

demonstrate skills in previewing and printing a worksheet.

Assist students to set print options and print worksheet.

25

SENIOR HIGH SCHOOL - YEAR 2

SECTION 2 PROJECT WORK
General Objectives: The student will: 1. UNIT acquire basic skills in the application of functions in Spreadsheet application. TEACHING AND LEARNING ACTIVITIES

SPECIFIC OBJECTIVES The student will be able to; 2.1.1 develop functions common to arithmetic application.

CONTENT

EVALUATION

UNIT 1 APPLICATION OF FUNCTIONS TO SPREADSHEET APPLICATION.

Developing Functions Common to Arithmetic Application

Give students work involving the application of percentages, averages count, maximum, minimum for calculation. Teachers should contact Mathematics and Accounting teachers for questions.

Project work Duration for submission: Before end of term examination. Students should save their work on the desktop for presentation and assessment. Students to produce hardcopy of the work.

26

SENIOR HIGH SCHOOL - YEAR 2 TERM 2

SECTION 1 PRESENTATION APPLICATION I
General Objectives: The student will: 1. UNIT SPECIFIC OBJECTIVES The student will be able to: 1.1.1 state the importance of Presentation application. explain the principles for designing presentations explain the terminologies in Presentation application. Importance of Presentation Application Group students to discuss and report on the importance of Presentation application. acquire basic skills in developing presentations using Presentation Application CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 INTRODUCTION TO PRESENTATION APPLICATION

1.1.2

Principles for Designing Presentations Terminologies in Presentation Application eg.

Discuss the principles for designing presentations.

1.1.3

Assist students to list and explain the terminologies used in Presentation application.

UNIT 2 PRESENTATION APPLICATION WINDOW

1.2.1

identify the commonly used features of a Presentation application in development of presentations.

Identification of Commonly Used Features of Presentation Application Window e.g. Toolbars Different presentation view modes, views slide, slide sorter, outline etc The Use of the Help Facility in Presentation Application

Guide students to open Presentation application window identify and discuss its features.

1.2.2

demonstrate the use of the Help facility in Presentation application.

Assist students to demonstrate the use of the Help facility.

27

UNIT

SPECIFIC OBJECTIVES The student will be able to: 1.3.1 create and save presentations using a template.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 3 CREATING A PRESENTATION

Creating and Saving a Presentation Using a Template

Assist students to create and save presentation using a template.

1.3.2

create and save a presentation using auto wizard.

Creating and saving a presentation using auto content wizard

Assist students to create and save presentation using auto content wizard Guide students to apply the skills learnt in saving document to save presentation. NOTE: Teacher should encourage group work. Guide students to add new slides to existing presentation.

1.3.3

add new slide (s) to presentation.

Adding new Slide(s) to an Existing Presentation

UNIT 4 EDITING AND FORMATTING TEXT INPUT IN SLIDES 1.4.1 edit text input in slides. Editing Text Input in Slides e.g. notes pages, comments etc.

1.4.2 format text input in slides.

Formatting Text Input in Slides by: Changing text appearance: font sizes, font types. Applying text formatting such as: bold, italic, underline and case changes to text. Applying different colours and shadow to text. Aligning text: left, centre, right in a slide. Adjusting line spacing before and after bulleted and numbered points.

Let students open the file created and assist them to apply their editing skills in editing text input in the slides created.

Guide students to format text input in slides. Students to format their slides using the formatting tools indicated at the content column. Let students save their edited and formatted slides.

28

UNIT

SPECIFIC OBJECTIVES The student will be able to: 1.5.1 insert objects, images and pictures into a presentation.

CONTENT

TEACHING AND LEARNING ACTIVITIES

EVALUATION Exercise

UNIT 5 WORKING WITH OBJECTS, IMAGES AND PICTURES IN A PRESENTATION

Inserting Objects, Images and Pictures into a Presentation.

Let students open their existing files and assist them to: take pictures or download pictures and images from the internet, scan pictures copy pictures and images from a file into the presentation. Guide students to edit inserted objects, images and pictures by resizing them in their presentation.

Students to insert objects, images and pictures from the Clip Art into their presentation.

1.5.2 edit inserted objects, images and pictures in a presentation.

Editing Inserted Objects, Images and Pictures in a Presentation.

UNIT 6 RUNNING A SLIDE SHOW 1.6.1 run slide show. Running a Slide Show. View different presentation View modes views e.g. slides, slide sorter, outline, notes page and slide show Guide students to preview the slides they have created and make any necessary changes. Let students run their presentations.

29

SENIOR HIGH SCHOOL - YEAR 2

SECTION 2 PROJECT WORK
General Objectives: The student will: 2. UNIT acquire basic skills in developing presentations. TEACHING AND LEARNING ACTIVITIES

SPECIFIC OBJECTIVES The student will be able to:

CONTENT

EVALUATION

UNIT 1 DEVELOPMENT OF PRESENTATION 2.1.1 develop a presentation. Developing a Presentation on a Given Topic. e.g. What is ICT? What are the benefits of ICT to learning? ICT and the Youth HIV/AIDS and the Youth Give students some topics to develop a presentation as a project work. Teacher should encourage group work. Students should save their work on the desktop for presentation and assessment. Project work Duration for submission: 2 Weeks.

30

SENIOR HIGH SCHOOL - YEAR 2 TERM 3

SECTION 1 PRESENTATION APPLICATION II
General Objectives: The student will: 1. acquire basic skills in working on master slides and delivering presentations. 2. acquire the skills in developing organisation chart. UNIT SPECIFIC OBJECTIVES The student will be able to: 1.1.1 identify types of master slides. Types of Master Slides: Slide Master Handout Master Notes Master Formatting Text Input in Master Slides. Discuss with students the types of Master slides. Exercise Students to create a 5 slide presentation on a topic. e.g. Importance of ICT to teaching and learning. Students to apply all the skills learnt their work NOTE: Let students work on the same file they saved at the beginning of the topic. CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 THE MASTER SLIDES

UNIT 2 CUSTOMISING PRESENTATION 1.1.2 format text input in master slides.

Guide students to select the 3 master slides and format the text.

1.1.3

insert and edit pictures, images, drawn objects from a Master slide. remove pictures, images, drawn objects from a Master slide. apply preset text, image animation effects to slides.

Inserting and Editing with Pictures, Images, Drawn Objects from a Master Slide. Removing pictures, Images, Drawn Objects from a Master Slide.

Assist students to look for pictures, images, objects etc. which suit their presentations, insert and edit in the master slides. Assist students to delete unwanted pictures, images etc. in the master slides.

1.1.4

1.2.1

Applying Preset Text, Image Animation Effects to Slides. Change preset animation effects on text, images. Applying Transition Effects Between Slides. Change slide transition effects between slides. Applying Animations and Effect to Slides in the Normal View animation entrance

Demonstrate how to apply pretext text and animation effects to slides. Students to practise how to apply text and animation effects to slides. Guide students to apply transition effects between slides.

1.2.3

apply transition effects between slides.

1.2.4

apply animations and effect to slides in the normal view.

Let students apply the skills in the application of animation effect to slides to that of normal view.

31

UNIT

SPECIFIC OBJECTIVES The student will be able to:

CONTENT Customs, emphasis, exit, motion paths

TEACHING AND LEARNING ACTIVITIES

EVALUATION

UNIT 2 (CONTD) CUSTOMISING PRESENTATION

1.2.5

apply animation in the slide sorter.

Applying Animation in the Slide Sorter View animation entrance Customs, emphasis, exit, motion paths.

Students apply animation to slider sorter Let students know the effects on some motion paths and transition on slide show and assist them in the selection taking into consideration the audience

Exercise Students to customize their document by applying the skills learnt.

UNIT 3 DELIVERING A PRESENTATION 1.3.1 explain the things to consider when delivering a presentation. Things to Consider Before Delivering Presentation. Understand how audience size, room size, room lighting impacts on planning of a presentation such as: need for a microphone, need for a projector, need to adjust contrast between background and data for legibility. .understand how audience demography, knowledge of subject a presentation such as: need to present message differently based on age, educational background Understand how choice of font colours, number of colours used may elicit different responses from members of an audience such as: varying emotional responses, possible distraction from key points by excess use of colour. Be aware of colour blindness problems. Discuss with students things to consider when delivering a presentation.

Teachers to introduce and give the topics of the terms project to students to start the research work Topics: Refer to Content Column of Section Two Unit 1 at page 22

32

UNIT UNIT 3(CONTD) DELIVERING A PRESENTATION

SPECIFIC OBJECTIVES The student will be able to:

CONTENT Understand some important planning and design concepts associated with delivering a presentation such as: - ensuring slides follow a logical sequence, - tailor content to time available - consider likely attention span of audience - consider an appropriate time interval for each slide in a presentation.

TEACHING AND LEARNING ACTIVITIES Discuss importance of planning in .

EVALUATION

1.3.2

edit presentation before delivering.

Editing Presentation Before Delivering Spell-check a presentation and make changes such as: correcting spelling errors, deleting repeated words. Adding Presenters Notes to Slides and Deleting unwanted Slides.

Let students edit presentation before delivering.

1.3.4

add presenters notes to slides and deleting unwanted slides. apply transition effects on screen slide presentations.

Assist students to add presenters notes and delete unwanted slides.

1.3.5

Apply Transition Effects on Screen Slide Presentations: Define and test time periods between slide presentation. Skills in Showing Slides in a Presentation: The use of the screen menu Selection of pointer option preview slide show, start a slide show on any slide.

Guide students to apply transition effects to the presentation created. Assist them in timing of the slide show, selection of pointer option and their effect on the screen presentation. Demonstrate the skills in presenting slide to students. Let students practise the skills.

1.3.6

acquire show slides in a presentation.

33

UNIT

SPECIFIC OBJECTIVES The student will be able to:

CONTENT

TEACHING AND LEARNING ACTIVITIES -

EVALUATION

UNIT 4 PRINTING PRESENTATION

1.4.1

change slide setup.

Changing Slide Setup: slide orientation to portrait, landscape. Change paper size. Selection of Print Option Entire presentation, Specific slides, Handouts, Notes pages, Outline view of slides, Number of copies Developing an organisation chart with a labeled hierarchy using a Presentation application. (Use a builtin organisation chart feature) Changing the Hierarchical Structure of an Organisation Chart by: adding and removing managers, co-workers and subordinates in an organisation chart.

Discuss with students the slide setup Let students print their presentations.

Project Work Teacher to give students the topics for their project work in Section 2 Unit 1 to start work on it.

1.4.3

select print option for printing.

Guide students in the selection of the print options.

UNIT 5 DEVELOPING ORGANISATION CHART USING A PRESENTATION APPLICATION 1.5.1 develop organisation chart with labeled hierarchy using a Presentation application. change the hierarchical structure of an organisation chart.

Assist students to develop an organisation structure using the built-in organization chart

Assignment Students to develop the organisation structure of the school indicating the positions and titles.

1.5.2

Guide students to change the structure by adding and removing managers, coworkers, subordinates in an organisation

34

SENIOR HIGH SCHOOL - YEAR 2

SECTION 2 PROJECT WORK
General Objectives: The student will: 1. UNIT SPECIFIC OBJECTIVES The student will be able to: 2.1.1 create a presentation on a given topic. Topics for the Project: The Role of ICT in: Technical Education Vocational Education (Home Economics, Visual Art) Business Education Science Education Art Education Human Resource development Teacher to group students according to their programmes and give a topic each to the groups. Students to do a research on the topic selected and develop a presentation to be presented to the whole school or one year group. Teacher can add more topics to the suggested ones. Teacher to discuss students work once every week to keep track on what students are doing and provide assistance when necessary. Students should include the following in their presentation: Introduce animated objects by mouse click, automatically after a specified time. Change sequence of animations in a slide. Apply automatic settings so that bulleted points, drawn objects in a presentation will dim to a specified colour after animation. Apply timings to slide transitions. Apply settings to a slide show so that it loops continuously when played Students work should be assessed as part of their course work. acquire basic skills in creating and delivering presentations. CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION

UNIT 1 PROJECT WORK CREATING AND DELIVERING PRESENTATION

35