Ict Elective Syllabus

M I N I S T RY O F E D U C AT I O N
Republic of Ghana
TEACHING SYLLABUS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY (ELECTIVE)
(SENIOR HIGH SCHOOL 1-3)
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: 0302-683668
0302-683651
September, 2010
i
RATIONALE FOR TEACHING AND LEARNING ICT (ELECTIVE)
This syllabus is designed to provide advanced 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 prepare students to pursue ICT courses in years ahead and provide them with the basic skills needed for
the ICT job market. The syllabus covers selected topics in ICT which offer hands-on activities to help students acquire the required ICT skills.
GENERAL AIMS
The syllabus is designed to help the student to:

1. acquire advanced ICT literacy
2. develop enough interest to pursue ICT as a course at the tertiary level
3. acquire proficiency in the use of ICT tools
4. use ICT as a tool for learning other subjects
5. acquire the basic skills needed for the ICT job market
SCOPE OF CONTENT
This syllabus has been planned at a higher content level than the ICT content at the Core ICT level. This has been done to equip students with the necessary
knowledge and skills for the job market and for pursuing further ICT course. The themes of this course are as follows:
 Information and Communications Technology

 Hardware
 Introduction to software development
 PC Hardware Maintenance and Software Installation
 Desktop Publishing Software and its functionality
 Word Processing
 Spreadsheet
 Introduction to Data Processing Systems
 Introduction to Programming
 Basic Networking
 Data Communications
 Introduction to Educational Technology
The twelve themes are to be covered in Years 1, 2 and 3 of Senior High School education.
ii
STRUCTURE AND ORGANISATION OF THE ICT ELECTIVE SYLLABUS
SHS 1 SHS 2
SHS 3
SECTION ONE SECTION ONE

SECTION ONE
INFORMATION AND COMMUNICATIONS SPREADSHEET
TECHNOLOGY IN EVERYDAY LIFE NETWORKING
Unit 1: Editing Worksheet
Unit 1: Networking Concepts
Unit 1: Introduction to Information System Unit 2: Formatting Worksheet
Unit 2: Types of Network
Unit 2: Introduction to Digital Technology Unit 3: Data Handling
and Culture Unit 3: Network Topology
Unit 4: Data Security
Unit 4: Network Transmission media
SECTION TWO Unit 5: Using Function
Unit 5: Network Configuration
COMPUTER HARDWARE Unit 6: Basic Analysis
Unit 6: Data communication
Unit 1: Hardware Components. SECTION TWO
Unit 7 Data Security and Control
INTRODUCTION TO DATA PROCESSING
Unit 2: Primary and Secondary Storage Media
and their Devices
SYSTEMS SECTION TWO
Unit 3: Data Representation Unit 1: Concept, Principles and Terminologies INTRODUCTION TO WEBSITE DESIGNING
of Database Application
SECTION THREE Unit 1: Introduction to HTML.
Unit 2: Creating a Database
COMPUTER SOFTWARE
Unit 2: Basic HTML Tags.
Unit 3: Managing Data in a Database
Unit 1: Introduction to Computer Software
Unit 3: Designing Website Using HTML
Unit 4: Working with Queries
Unit 2: Utility Programs
Unit 5: Working with Forms
Unit 3: Application Programs
Unit 6: Working with Reports,
Unit 7: Designing a Class Database System
iii
SHS 1 SHS 2
SHS 3
SECTION FOUR SECTION THREE

SECTION THREE
PERSONAL COMPUTER, HARDWARE SECTION FOUR
MAINTENANCE AND SOFTWARE INTRODUCTION TO PROGRAMMING
PROJECT-BASED ACTIVITY
INSTALLATION
Unit 1: Introduction to Programming
Languages Unit 1: Project Work:
Unit 1: Personal Computer (PC) Diagnostic - Desktop Publishing
and Maintenance Unit 2: Features of Programming - Database
Languages - Programming - Website Designing
Unit 3: Program Development Life Cycle

SECTION FIVE
Unit 4: Algorithms
USING ICT TO LEARN
Unit 5: Flow Charts
Unit 1: Technology in Education
Concepts and Terminologies SECTION FOUR
Unit 2: Multimedia in Education DESKTOP PUBLISHING APPLICATION
Unit 1: Desktop Publishing Application

Window
Unit 2: Principles of Designing Publication
Unit 3: Designing Publication
Unit 4: Editing Publication
Unit 5: Formatting Publication
Unit 6: Printing Publication
iv
TIME ALLOCATION
A minimum of six (6) periods a week each of 40 minutes is recommended for teaching SHS Elective ICT (as shown in the table below). As per the teaching
arrangements and SBA it is expected that there will be 10 weeks for effective teaching per term. This results in 60 periods per term and subsequently180 periods
st nd
per school year (1 and 2 years). However due to the final exams in the third term of the third year, the there will be 120 periods for that year. Appendix A is a
guide for allocation of periods to each unit.
TOTAL NUMBER OF PERIODS

CLASS PER WEEK
SHS 1 6
SHS 2 6
SHS 3 6
GENERAL OBJECTIVES
General Objectives have been listed at the beginning of each section of the syllabus. The general objectives specify the skills and behaviours the student should
acquire after learning the units of a section. 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 unit, 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. Let‟s 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
v
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.
PROFILE DIMENSIONS
A central aspect of this syllabus is the concept of profile dimensions that should be the basis for instruction and assessment. A „dimension‟ is a psychological unit
for describing a particular learning behaviour. More than one dimension constitutes a profile of dimensions. A specific objective as follows, “The student will be
able to describe…etc.”, contains an action verb, “describe” that indicates what the student will be able to do after teaching and learning had taken place. Being
able to “describe” something after the instruction has been completed means that the student has acquired “knowledge”. Being able to explain, summarise, give
examples etc. means that the student has understood the lesson taught. Similarly, being able to develop, plan, construct etc. means that the student can “apply”
the knowledge acquired in some new context. You will note that each of the specific objectives in this syllabus contains an “action verb” that describes the
behaviour the student will be able to display after the instruction. “Knowledge”, “Application” etc. are dimensions that should be the prime focus of teaching and
learning in schools. Instruction in most cases has tended to stress knowledge acquisition to the detriment of other higher level behaviours such as application,
analysis etc. Education in the present time and in the future requires that students apply their knowledge, develop analytical thinking skills, synthesize information,
and use their knowledge in a variety of ways to deal with learning problems, and with problems and issues in their lives. The new type of education aims at
producing problem solving persons. Each action verb indicates the underlying profile dimension of each particular specific objective. Read each objective
carefully to know the profile dimension toward which you have to teach.
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 (TLA)

T/L activities that will ensure maximum student participation in the lessons are presented in Column four. 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 we have 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 student‟s answer to questions asked in
class achieve this level of mastery.
DEFINITION OF PROFILE DIMENSIONS

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 35%

Application of knowledge 65%
vi
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 65%.
The explanation of the key words involved in each of the profile dimensions is as follows:
Knowledge and Understanding (KU)
knowledge The ability to:

Remember, recall, identify, define, describe, list, name, match, state principles facts and concepts.
Knowledge is simply the ability to remember or recall material already learned and constitutes the lowest
level of learning.
understanding The ability to:

explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some material that may be verbal, pictorial, or symbolic.
Use of Knowledge (UK)
The ability to use knowledge or apply knowledge, as implied in this syllabus, has a number of learning/behaviour levels. These levels include application, analysis,
synthesis, and evaluation. These may be considered and taught separately, paying attention to reflect each of them equally in your teaching. The dimension “Use of
Knowledge”, is a summary dimension for all four learning levels. Details of each of the four sub levels are as follows:
application The ability to:

apply rules, methods, principles, theories, etc. to concrete situations that are new and unfamiliar. It also involves the ability to produce, solve,
operate, plan, demonstrate, discover etc.
analysis The ability to:

break d own a piece of material into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc.,
recognise unstated assumptions and logical fallacies, recognize inferences from facts etc. Analytical ability underlies discriminative thinking.
synthesis The ability to:

put parts together to form a new whole. It involves the ability to combine, compile, compose, devise, suggest (an idea, possible ways), plan,
revise, design, organize, create, and generate new ideas and solutions. The ability to synthesize underlies convergent thinking.
evaluation he ability to judge the worth or value of some material based on some criteria. It also involves the ability to:
appraise, compare features of different things and make comments or judgment, contrast, criticize, justify, support, discuss, conclude, make
recommendations etc.
A number of examination questions at the secondary school level begin with the word “Discuss”. Discuss belongs to the evaluation thinking skill and implies the ability to analyze,
compare, contrast, make a judgment etc. The word “discuss” asks for a variety of thinking skills and is obviously a higher order thinking behaviour. Students consequently do poorly
on examination questions that start with “Discuss”. For this reason, and also for the reason that discussion of issues, discussion of reports etc., are some of the major intellectual
activities students will be engaged in, in work situations and at higher levels of learning after they have left secondary school, it will be very helpful if teachers would emphasize
discussion questions etc. both in class and in the tests you set.
The action verbs provided under the various profile dimensions should help the teacher to structure teaching such as to achieve the effects needed. Select from the action verbs
provided for teaching, in evaluating learning before, during and after the instruction. Use the action verbs also in writing test questions. This will give students the chance to develop
good thinking skills, and the capacity for excellent performance in examinations and in practical life situations. .
Teachers should note that the emerging trend in ICT learning is to refer to Bloom‟s Digital Taxonomy. For more information on this phenomenon refer to Appendix A.
vii
PRACTICAL SKILLS
Practical skills involve demonstration of manipulative skills using equipment and materials to carry out practical operations for solving problems. The teaching and
assessment of practical skills should involve projects and creative practical tasks. Skills required for effective practical work include:
HANDLING EQUIPMENT/MATERIALS:
The learner should be able to handle and use of ICT equipment and materials efficiently.
OBSERVATION
The learner should be able to use the senses to make accurate observation of skills and techniques during teacher demonstrations. The learner should be able to
apply the techniques observed for performing other tasks.
PERCEPTION
The learner should be able to coordinate most of the senses (touch, feel, sight etc) for every project or task undertaken.
COMMUNICATION
The learner should be guided to develop effective oral and written communication skills necessary for work production.
COMMITMENT
The learner should be encouraged to uphold the ethical standards in the use of technology e.g. netiquette
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 a two-paper scored over 100%. Paper 1 which will test the practical skills will carry 40 marks. Paper 2 will be in two sections
(Section A and B). Section A will consist of 40 compulsory multiple choice objective questions and carry 20 marks; Section B will comprise six (6) questions out of
which students will answer four (4). This will carry 40 marks. The assessment should be a practical test based essentially on knowledge and skills acquired.
Students will be expected to solve problems using the following;
Information and Communications Technology

Word Processing
Desktop Publishing Software and its functionality
Spreadsheet
Hardware
Introduction to software development
PC Hardware Maintenance and Software Installation
Data Communications
Basic Networking
Introduction to Data Processing Systems
Introduction to Programming
Introduction to Educational Technology
.
viii
NOTE:
The questions should reflect high order thinking.
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.
ix
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: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Credit (Satisfactory)
Grade E: 35 - 44% - Pass
Grade F: ≤ 34% - 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.
x
SENIOR HIGH SCHOOL - YEAR ONE
SECTION ONE
INFORMATION AND COMMUNICATIONS TECHNOLOGY IN EVERYDAY LIFE
General Objective(s): The student will:
1. understand how information is generated and managed.

2. be aware of the role of information technology in the development of society.
TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
UNIT ACTIVITIES
The student will be able to:

UNIT 1 Students to give
1.1.1 explain the term Information System e.g. Let students brainstorm and come more definitions of
INTRODUCTION TO Information system.
1. A se Definition : A set of interrelated out with the explanation of ICT.
INFORMATION SYSTEMS component working together to Information system
collect, retrieve, process, store and
disseminate information for the NOTE
purpose of facilitating planning, Teacher to note that there are
controlling, coordination and decision other definitions of information
making. system.
Exercise
1.1.2 discuss the media types Media Types Used in Presenting Discuss with students the media
in presenting Information e.g. types used to present Students to
information text, information. conduct a
research on the
pictures – both still and moving,
internet on
sound, different
graphics, definitions of
statistics, information
systems and
animation
media types
1.1.3 distinguish between Put students into groups to
Differences Between Manual and
manual and brainstorm and report on the
Computerise Information System
computerised differences between manual and
Information. computerise information system
1.1.4 discuss the types of Types of Information Systems Discuss the types of information
information systems. • Transaction Processing Systems systems
• Office Automation Systems
• Knowledge Work Systems
• Decision Support Systems
UNIT ACTIVITIES
UNIT 1 (CONT’D) The student will be able to: • Management Information .

Systems
INTRODUCTION TO • Executive Support Systems Assignment
INFORMATION
1.1.5 describe the
SYSTEMS Attributes of a Good Information Guide students to describe the Describe three attributes
attributes of a good
System attributes of a good information of good information
information system.
• Completeness and Timeliness system system.
• Accuracy
• Clarity and concise
• Relevance
• Trustworthiness
• Cost
• Relevant for its purpose
1.1.6 outline the Let students revise information
Processes (building blocks)for the
processes (building processing cycle and the
development and presentation of
blocks) for the relationship between data and
information
development of information
- Creating
Information.
- Collecting Assist students to determine the
- Organising processes for the development
- Manipulating and presentation of information
- storing (saving), retrieving, NOTE: (highlighting the role
communicating technology plays at each stage).
1.1.7 distinguish among Types of Information Students to brainstorm and come

different types of  By framework within which data out with the differences among the Exercise
information. is used types of information and their
1.
- International features Students to describe the
- National process for the
- Corporate development of
- Departmental information
- Individual
Differentiate between
 By Business categorisation types of information
- Strategic
- Tactical
- Operational
 By Time
- Past
- Present
- Future
 By Quantifiable
- Quantitative
- Qualitative
2
UNIT ACTIVITIES
UNIT 1 (CONT’D) The student will be able to:
INTRODUCTION TO 1.1.8 indicate the role of The Role of Information in Society Lead students to discuss the role
INFORMATION information in e.g. keeps people informed on current played by information in our society
SYSTEMS society. issues, enables people have facts for
decision making etc. Discuss general issues:
- on the use of Technology,
especially the Internet and
computers
- of computers and crime,
plagiarism
- of changing the mind set
with regards to the use of
Information Technology
UNIT 2 Assignment
INTRODUCTION TO 1.2.1 explain general The role and impact of Information In groups, students to discuss and Discuss the impact of
DIGITAL TECHNOLOGY issues concerning Technology on everyday life e.g. report on the main uses of information technology
CULTURE Information information technology in everyday on
Technology. The digital culture: life. - education
- The internet - Business
- Computer Crime - Health and
- Society
Assist students to analyse the
Role and impact
1.2.3 analyse the role and contributions of information
- e-business, technology in everyday life
impact of Information - e-learning,
Technology on - e-governance,
everyday life. - e-health,
- e-mail
- Computer Based Training (CBT)
- Computer Assisted Learning
(CAL),
- Computer Aided Design
(CAD,
- Computer Assisted
Manufacturing (CAM)
3
SECTION TWO
COMPUTER HARDWARE

1. be able to recognise the importance of backup storage media devices.
2. understand the working of the Central Processing Unit.

UNIT ACTIVITIES
UNIT 1 The student will be able to:
HARDWARE 2.1.1 describe functions of The Hardware Components of a Lead students in the revision of the
COMPONENTS hardware components Computer System and Their various hardware components.
of a computer system. Functions
2.1.2 identify the types of Types of Input and Output (I/O) Teacher displays the types of input Assignment
Input and Output devices Devices and output devices for students to Identify and describe
Input devices e.g. identify and report. the different
- Keyboards, technology that drives
- Pointing devices various types of the
- Source data entry Discuss the technology that drives same I/O devices.
the Input and Output devices Students to determine
Output device when it is appropriate
- Printers This activity can be done in groups. to use particular types
- Monitors of specific I/O devices
- Plotters
Exercise
2.1.3 identify the main parts The Main Parts of a Central Assist students to identify the parts
of the CPU. Processing Unit (CPU) - The of the CPU. Describe the
Processor processes involved in
Control unit the machine cycle.
Arithmetic Logic Unit (ALU)
2.1.4 describe the processes How the CPU Works (Machine Guides students to find out the
involved in the machine Cycle) processes involved in the machine
cycle cycle e.g.
e.g. Data stored on the main memory is
1 fetching fetched, decoded and given to the
2 decoding ALU to work on. It is then sent back
3 executing to the main memory for temporal
4 storing storage before giving it out as
information
4
UNIT ACTIVITIES
2.1.5 define the terms Terms Associated with the workings of Guide students to understand the
associated with the CPU terminologies associated with the
workings of the CPU. Main memory and addresses workings of the CPU.
Address bus and address space
Data bus and word length
The instruction set
UNIT 2 Processor speed etc.
PRIMARY AND 2.2.1 identify the main and Primary and Secondary Storage Media Discuss with students the Primary and Exercise
SECONDARY backup storage and their Devices Secondary Storage Media and their
STORAGE MEDIA media and their Devices Discuss the
AND THEIR devices. Primary storage media e.g. differences between:
DEVICES Random Access Memory (RAM) Lead student to discuss and come out
Cache memory with the differences between the devices 1. optical and
and their media magnetic storage
Secondary storage media e.g. e.g. devices and media
Magnetic disk - hard disk Media are the hardware
component on which data or 2. Primary and
Optical disc – DVD/CD ROM
information is stored secondary media
devices and their
Devices e.g.
Devices are the hardware media.
Hard disk drive
component that read or write
DVD/CD drive
data or information on the media
Floppy disk drive
2.2.2 discuss the functions Functions of the Primary and Secondary Students to discuss and come out with
of the primary and Storage Media and their Devices the functions of Primary and Secondary
secondary storage Storage Media and their Devices
media and their
devices
2.2.3 distinguish between Differences between the Primary and Assist students to identify primary and
the primary and secondary storage media secondary storage media in terms of
secondary storage Speed, capacity and storing of data
media.
2.2.4 describe the disk The Disk Filing System and Hierarchical Discuss the disk filing system and
filing system and Directory Structure structure.
hierarchical directory e.g.
structure. Storage blocks,
Disk directory,
File allocation
5
UNIT ACTIVITIES

UNIT 3
DATA 2.3.1 identify data types. Data Types and Representation Discuss the different data types. Exercise
REPRESENTAT e.g. integers, real numbers,
ION strings. Mention 3 types of data and
explain how they are
2.3.2 explain units of storage Units of data storage Discuss unit of data storage e.g. represented by computer
E.g. bits and bytes bits and bytes system.
2.3.3 explain how characters Characters Representation Discuss the various ways data is
are represented. represented
2.3.4 explain coding Coding Information Using a Bit Pattern Discuss how characters are
information using a bit represented
pattern.
2.3.5 perform binary Performing Binary Arithmetic. Coding information using a bit
arithmetic. pattern.
2.3.6 convert from decimals to Converting From Decimals to Binary Explain and demonstrate the
binary coded decimal Coded Decimal and Vice Versa working of binary arithmetic and let
and vice versa. students work binary arithmetic.
2.3.7 convert octal and Converting octal and hexadecimal Assist students convert from
hexadecimal numbers to numbers to binary, and vice versa decimals to binary coded decimal
binary, and vice versa. and vice versa.
.
Assist students to convert octal and
hexadecimal numbers to binary,
and vice versa.
6
SECTION THREE
COMPUTER SOFTWARE
1. acquire an in-depth knowledge of the workings of computer software.

2. be aware of the rudiments in computer software.
UNIT ACTIVITIES
UNIT 1 The student will be able to: .

Types of Computer Software
INTRODUCTION 3.1.1 distinguish among the System software e.g. Operating Assist students to distinguish
TO COMPUTER various types of System and Utility Programs among various types of computer
SOFTWARE computer software Application software e.g. Productivity software and give examples of
and Educational software each.
3.1.2 discuss the types of Types of Operating Systems Discuss the types of operating Students to discuss
Operating System e.g. systems and give examples of the various types of
Single-user or personal user each computer software
Multi-user and give examples.
Networked
Single programming
Multi-programming.
3.1.3 explain the functions of Functions of Operating System. Lead students to discuss the
the Operating System e.g. functions of the Operating
(OS). System.
Resource management Functions
- Virtual storage/ memory
- Paging
- Real time OS
- Batch OS
- Time sharing OS
- Multitasking/multi processing
Supporting modes and Configurations

- Text editor
- Library programs
- Language translators
- Utility programs
7
UNIT ACTIVITIES
The student will be able to: File management

- Copy
- Delete Exercise:
- Folders etc
- Check Disk (Chsdsk), Defrag Distinguish between
UNIT 2 Disk Operating System and
Application Software.
UTILITY 3.2.1 identify and state the Utility Programs and their Uses Guide students to come out with
PROGRAMS uses of Utility e.g. scandisk various utility programs and their Give at least 2 examples in
Programs. uses each case.
3.3.1 distinguish among Types of Application Software Assist students to distinguish

UNIT 3 the different types of e.g. among the types of Application
Application software. Productivity – Word Processing, software and give examples of
APPLICATION Spreadsheet etc each
SOFTWARE
Education/Reference – e-books,
e-libraries etc
3.3.2 discuss the functions Functions of Application Software Group students to brainstorm and
of the Application report on the functions of
software Application Software
8
SECTION FOUR
PERSONAL COMPUTERS (PC) HARDWARE MAINTENANCE AND SOFTWARE INSTALLATION
General Objective: The student will:
1. acquire the skills in software PC maintenance.

2. acquire the skills in software installation and upgrading.

UNIT ACTIVITIES
PERSONAL 4.1.1 identify common problems Common Problems Associated Assist students to identify common Exercise
COMPUTER associated with PCs and with PCs and Their Suggested problems associated with PCs and their
(PC) their suggested solutions. Solutions associated solutions. Analyse why computers
DIAGNOSTIC slow down their
AND 4.1.2 perform routine PC PC Maintenance Routine Demonstrate how to carry out a routine PC processing speed and
MAINTENANCE maintenances. e.g. maintenance for students to practise. suggest solution to
 Blowing dust from solve the problems
computer
 Scan for virus
 Defragment hard disk
4.1.3 perform basic computer System Trouble Shooting Skills. Demonstrate trouble shooting skills for
system Trouble Shooting. e.g. students to practice.
 Finding out why computer
slows down
 Why a computer is not
booting
 Why monitor is not
displaying
 Why a printer is not
printing
4.1.4 mount and set up a Setting up a computer Demonstrate how to setup a computer for
computer. students to practise.
4.1.5 install and/upgrade Installation and Upgrading of Demonstrate the installation and
software on a computer Computer Software upgrading of computer software.
Give students some software to install.
9
SECTION FIVE
USING ICT TO LEARN
1. understand the concept of educational technology and apply to learning.

UNIT ACTIVITIES
The student will be able to: Project Work

UNIT 1
CONCEPTS AND 5.1.1 explain concepts Concepts of Terminologies
TERMINOLOGIES associated used in Integrating ICT in In groups, students to brainstorm and Preparation of
IN INTEGRATING with ICT in education Education come out with terminologies used in ICT in Multimedia Packages
ICT IN e.g. Education.
EDUCATION Multimedia, Students to design,
Instructional design create and use
Linear multimedia packages
Non linear based on topics from
other subject using
known ICT tools such
as Presentation,
UNIT 2 5.2.1 state the requirements for Requirements for Integrating Assist students to discuss requirements Desktop Publishing and
MULTIMEDIA IN designing, creating and Multimedia in Education. needed to integrate multimedia in Graphic Packages.
EDUCATION using multimedia in education.
education.
5.2.2 list the advantages of Advantages of Using Multimedia Let students come out with the advantages
using multimedia in in Education or disadvantages of using multimedia in
education. e.g. education.
:
Computer aided learning
(CAL)
Virtual reality (training of
doctors, flight
simulation,)
Computer-aided design
(CAD): engineering
drawing
10
SENIOR HIGH SCHOOL - YEAR TWO
SECTION ONE
SPREADSHEET APPLICATION
1. acquire the skills in formatting and editing worksheet

2. acquire skills in generating and managing data.

UNIT ACTIVITIES
UNIT 1 .
EDITING
WORKSHEET 1.1.1 enter and save data. Entering and saving data Teacher to give students data to enter,
edit and save as revision
1.1.2 edit data Editing Data

Unconditional formatting Guide students to apply various editing
Custom number format tools such as those listed under content Exercise
Import text file to edit worksheet Students to be given a
Paste special option etc. data to type and
perform the following
operations:
Rename the
1.1.3 demonstrate the various Displaying Data worksheet
ways of displaying data Freeze row, column, title Students to practise various ways of used
What-if tables displaying data Freeze the
row
1.1.4 apply protection Data Protection containing
techniques to data Adding and removing Guide student to apply protection to data the heading
password Apply
boarders to
the active
cells
UNIT 2 Save it on the
Formatting Numbers, Decimal Points, Give students data which contains desktop.
1.2.1 format numbers, decimal
FORMATTING Date, Time. decimals, date and time to enter.
points, dates, times.
WORKSHEET
11
UNIT ACTIVITIES

Exercise
1.2.2 highlighting values that Highlighting Values That Meet Specified Assist students to highlight values that Type the given data
meet specified Conditions meet specific condition and to apply the
conditions. following editing and
Guide students to practise merging formatting :
Merging and Splitting Cells Columns and
1.2.3 merge and split cell and splitting cells, column and rows
. Rows apply 2
NOTE: decimal
Editing and formatting tools mentioned places to
in this syllabus are not exhaustive. the figures
Teacher should expose students to
more editing tools Merge and
1.3.1 sort and query for centre the
information. Guide students to practice sorting, main
Sorting and Querying for Information
UNIT 3 filtering and querying data in a heading
e.g.
DATA HANDLING worksheet
Sorting data by multiple
columns. Wrap text in
some
Performing custom sorts.
selected
Creating a single or multiple
cells
criteria query using available
options.
Using advanced query/filter
Using graphs and charts to Exercise
represent data in a worksheet.
Students to create a
chart on a given
1.3.2 create graphs and Creating Graphs and Charts to Students to enter data and use it to data.
charts to represent data. Represent Data in a Worksheet. create chart of graphs
The chart should be
created as a new
1.3.3 edit and format charts Editing and Formatting Charts Guide students through the process of sheet on the
Adding and changing text creating chart. e.g. worksheet bar
and data in charts, 1 Select data
Changing placement of 2 Click on Insert and select
charts, etc. Chart
Formatting legends and 3 Select a chart of your choice
details in charts, 4 Click Next to follow the next
Changing scales of charts, steps to complete the chart.
Presenting alternative charts
for data including pie charts, Assist students to format the chart
bar charts.

UNIT 12 ACTIVITIES
UNIT 4 1.4.1 protect data and Providing Security for Data and Discuss the importance of Exercise
worksheets. Worksheets e.g. protecting documents.
DATA SECURITY Protecting a workbook, Students to create a data and
worksheet or designated cells in Assist students to create save it with a password.
a worksheet. password and secure
e.g. worksheets and data.
Protecting a worksheet
1. Open worksheet
2. Click on Tools on the Menu bar Students to create data and
3. Select Protect and click protect it with a password and
4. Type Password and click on OK save it.
5. Retype Password to confirm
6 Click on OK
Removing protection from a workbook,

worksheet. or designated cell in a
worksheet.
Removing worksheet protection Students to remove the

1. open worksheet protection and re-create.
2. click on Tools on the Menu bar
3. click on Unprotect
4. Type Password and click on OK
UNIT 5
1.5.1 work with functions in Working with Functions in Spreadsheet Discuss the different functions Give students more
USING spreadsheet Application e.g. used in Spreadsheet Application. exercises involving the use of
FUNCTIONS applications. different functions
Date and time functions: e.g. Demonstrate and assist students
TODAY; DAY; MONTH; YEAR. to practise the various functions
in Spreadsheet Application
Mathematical functions: e.g.
SUMIF; SUMPOSITIVE; Give students more exercises
ROUND. to do to practise the functions.
Statistical functions:
e.g. COUNT; PURECOUNT;
COUNTA; COUNTIF.
Text functions:
e.g. PROPER; UPPER;
LOWER; CONCATENATE.

UNIT 13 ACTIVITIES
UNIT 5 Financial functions: e.g.
FV; NPV; PMT; PV; RATE.
USING FUNCTIONS Exercise
Lookup and reference
(CONT‟D) functions: e.g. LOOKUP; Students to be given data to
VLOOKUP. type and apply some given
functions.
Logical functions: e.g. IF;
AND; OR; IFERROR.
available database
functions: e.g.DSUM;
DMIN;DMAX and
DCOUNT
1.5.2 state the importance Importance of the “Help Facility” in

of the “Help Facility” Let students apply the "Help"
Spreadsheet Application. facility and encourage them to use it
in Spreadsheet
Application. when in difficulty.
UNIT 6 1.6.1 analyse data in a Analysing Data Using Pivot

worksheet using pivot Assist students to analyse data by:
Tables/Dynamic Crosstab e.g.
BASIC ANALYSIS tables/dynamic e.g.
crosstab. - Creating pivot table /
Create pivot table / crosstab
crosstab
Modify data source and - Modifying data source
refresh pivot table / and refreshing pivot table
crosstab / crosstab
Display data in a pivot
table / - Displaying data in a
crosstab by a defined pivot table /
criterion crosstab by a defined
criterion
SENIOR HIGH SCHOOL - YEAR TWO

14
SECTION TWO
INTRODUCTION TO DATA PROCESSING SYSTEMS
1. be able to use Database application to create and manage data in database.

UNIT ACTIVITIES

CONCEPT AND
TERMINOLOGIES OF 2.1.1 explain concepts and Database concepts and Discuss concepts and terminologies
DATABASE terminologies associated terminologies associated with databases
APPLICATION with databases. Data Let students come out with the
Relationship definition of the terms.
Views
Primary key
Fields Exercise
Tables
Forms
- Create a table
Queries etc.
for a class
UNIT 2 database and
CREATING A 2.2.1 design and create a Creating a data base Students to load Database application. save in a
DATABASE database using a variety Proper planning Demonstrate how to design and create folder.
of ways. Working with tables a database
(defining table - Populate the
structure) table created.
Assigning primary key
Entering data - Sort data, find
Printing tables and delete
Modifying table structure duplicate
UNIT 3 records and
MANAGING DATA IN A 2.3.1 administer a Administering a database Guide students to administer a index the table.
DATABASE database.  Add, delete and edit database.
data, - Print the table
 Select, copy and move Teacher should let students practise in data sheet
data, the processes thoroughly to acquire view.
 Sort data, the skills
 Find data using filters,
using expressions in
filters,
 Index a table,
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
15
UNIT 3 (CONT’D) The student will be able to:  Find and delete duplicate NOTE Exercise
MANAGING DATA IN A records, Data could be information about
DATABASE  Rename table the class and it should contain Teacher to give data to
duplicate records. students to do the following
exercise:
UNIT 4 2.4.1 create and use a Creating Queries Using a Variety Guide students to:
query. of Ways e.g.  Use the auto wizard and
WORKING WITH - auto wizard the design view to design
QUERIES, - design view and create queries
 Create queries using Design a form and use the
complex criteria form to update the database
expressions created in the previous
 Query multiple table exercise
UNIT 5
2.5.1 create and use Creating Forms. Students to Query the database created
WORKING WITH forms.  Design and create forms in the previous exercise and
FORMS  Create forms based on produce reports.
multiple tables
 Update a database using
forms NOTE:
 Format forms Queries and reports
 Print a form For this particular exercise
could be based on:
UNIT 6  List of boys
 List of girls
WORKING WITH Designing and Managing Reports. Assist students to  Age group
REPORTS 2.6.1 design and manage  Create reports based on  Houses etc
reports. tables, queries
 Sort and group records
within a report, Project Work
 Create mailing lists and design, create and manage a
mailing labels, database for the school with
 Calculate totals and not less than 100 and not
using expressions more than 150 record
 Print reports
NOTE:
The project work should form
part of the term‟s work.
16
SENIOR HIGH SCHOOL – YEAR TWO
SECTION THREE
INTRODUCTION TO PROGRAMMING
1. be able to understand the different Programming Languages, their features and terms.

UNIT ACTIVITIES

UNIT 1
INTRODUCTION TO 3.1.1 explain Programming Programming Language Students to brainstorm to come out
PROGRAMMING Language. a standardized communication with the definition for Programming
LANGUAGES technique for expressing Language.
instructions to a compute.
3.1.2 trace the The Development of Programming Discuss the development of Exercise
development of Language. Programming Language since 1954
programming Students to carry out a
languages from 1954 research on the
to date. Internet on the
development of
Programming
3.1.3 identify the Guide students to identify the Languages.
Categories of Programming
categories of Language e.g different categories of Programming Students are to
programming of languages present their findings
High-Level Programming
languages. using a three column
Language
- JAVA, table which should
- C++ include:
- Name of
Low-Level Language e.g programme
- Machine Language
- Assembly Language - Originators of
the Language
- Year/Period of
3.1.4 state the differences Differences Between the Categories Guide students to differentiate release
between the of Programming Languages. between the various categories of
categories of Programming Language
Programming
Language.
17
UNIT ACTIVITIES
FEATURES OF 3.2.1. describe the features Features of Programming Languages

PROGRAMMING of particular
LANGUAGES Programming The features to be looked at include but are Guide students to discuss at least 3
Languages. not limited to the following: popular Programming Languages
Data types, based on the features indicated in the
Constants and variables, content column.
Expressions and assignments,
Operators and precedence, Some of the languages that could be Exercise
Input/output statements, discussed include the following Students are to state
Built-in functions, 1. Visual Basic 3 differences and 3
Sequential and conditional 2. C++. similarities among 3
execution, 3. Ruby programming
languages they are
Looping constructs,
familiar with
Single dimensional arrays.
Nested Loops
3.2.2 explain common Terminologies Associated with Students discuss and come out with
terminologies Programming. E.g. common definitions for common
associated with High-Level Language, terminologies associated with Assignment
programming. Machine Language/Code programming Students to carry out
Source Code research on the
Boolean Expression Internet before class
Class on common
Comment terminologies
Compiler associated with
Debugging programming.
Event Procedure
Students are to
Syntax
present their findings
Variables Compile-Time Error to the class for
Syntax Errors discussion.
Runtime Errors
Coding
OOP
18
UNIT ACTIVITIES
PROGRAMME 3.3.1 state the basic Program development life cycle Students are to discuss the Assignment
DEVELOPMENT LIFE steps involved in Problem Definition basic steps involved in the Students are to write
CYCLE the development of Problem Analysis development of a program. a short essay
a computer Algorithm design and representation explaining the steps
program. Actual coding involved in developing
Testing and debugging a computer program.
Complete documentation and operator
procedures ready for implementation
UNIT 4 The Algorithm Concept Assist students to discuss the

3.4.1 explain the concept
They are a sequence of steps concept of Algorithms.
of Algorithms.
ALGORITHMS
They are a set of instructions(method)
which if faithfully followed will produce a
solution to a given problem
3.4.2 explain the Techniques for Representing Algorithms Discuss the techniques for
techniques used for Pseudo code representing Algorithms.
representing them. Flowcharts
Actual code
3.4.3 state the Algorithm Algorithm Building Blocks Guide students to identify the
building blocks. All problems can be solved by Algorithm building blocks.
employing any one of the following
building blocks or their combinations.
Sequences
A sequence of instructions that are executed in
the precise order they are written in:
statement block 1
statement block 2
statement block 3
19
UNIT ACTIVITIES
UNIT 4 The student will be able to: .

(CONT’D) Conditionals
Select between alternate courses of
ALGORITHMS action depending upon the evaluation
of a condition
If ( condition = true )
statement block 1
Else
statement block 2
End if
Loops Research work

Loop through a set of statements as Students are to research on
long as a condition is true Algorithms (concepts and
building blocks) and share their
Loop while ( condition = true ) findings with their colleagues
statement block using a presentation package
End Loop
3.5.1 explain the concept Flow chart concept Assist students to discuss the concept
UNIT 5 of flow chart. Flowcharting is one method of of using flowcharts in programming
pictorially representing a procedural
FLOW CHARTS (step-by- step) solution to a problem
before you actually start to write the
computer instructions required to
produce the desired results.
20
UNIT ACTIVITIES
The student will be able to: .

UNIT 5(CONT’D)
Factors to Consider in Constructing
3.5.2 explain the factors to Flowcharts
FLOW CHARTS consider in .
think through the problem
constructing
solution step-by- step.
flowcharts.
analyse the specifications in
terms of Let students brainstorm and come
- the required inputs out with the factors that need to be
- the output desired considered in constructing
- the operations and flowcharts
procedures required to
produce the output
clarify the problem by having a
narrative definition of the
problem definition
develop a flowchart showing the

logic, steps, and sequence of
steps you want the computer to
execute in order to solve the
problem.
3.5.3 construct a flow Constructing a Flow Chart:

chart. This should be made up of a
number of flowchart project)
3.5.4 identify flowchart Flowchart Symbols

They are graphic symbols used Demonstrate how to construct a
symbols
to specify arithmetic operations flow chart.
and relational conditions. Guide students to logically analyse
a problem and construct a flowchart
based on the analysis.
3.5.5 identify types of Types of flow Charts
e.g. System (data) flowcharts Provide opportunities for students to
flowchart
defines the major phases of the familiarize themselves with the
processing, as well as the various data flowchart symbols. (Refer to
media used Appendix B)
Assist students to identify types of

flowchart and discuss
21
SENIOR HIGH SCHOOL - YEAR 2
SECTION FOUR
INTRODUCTION TO DESKTOP PUBLISHING APLPLICATION

1. acquire skills in using appropriate Desk Top Publishing application
2. acquire skills in producing textual and graphical publications

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
UNIT 1
4.1.1 identify the types of Types of Desktop Publishing Lead students to discuss Desktop
DESKTOP Desktop Publishing Application package Publishing application package
PUBLISHING application e.g.
APPLICATION Package PageMaker
WINDOW QuarkXpress
Publisher
4.1.2 identify the features Features of the Desktop Publishing Let students open Desktop Publishing
of the Desktop Application. application window and discuss the
Publishing application Features: features with them.
Toolbars : object, ruler,
standard, formatting, connect
boxes Assignment
Task pane Students to write a
Colour scheme report on the field trip.
Font scheme
Publication option
Discuss the terminologies associated
Terminologies in Desktop
4.1.3 explain the with Desktop Publishing application
Publishing Application e.g.
terminologies in Desktop Assist students to identify some the
Publishing application. feature that could be seen in the
Publication gallery - task pane that
window.
display all the designs available for
publication type
Field Trip
Design checker – a tool that checks
Teacher should organise a field trip to
publications for design consistency
a commercial printing house for
and alerts the user to a potential
students to actively observe the
problems
processes involved in publishing
Frames - holds objects such as text,
pictures and graphics
22
UNIT ACTIVITIES

Colour scheme - Pane which displays
colours
UNIT 2
PRINCIPLES OF 4.2.1 explain the principles Principles of Designing Publications: Group students to brainstorm and
DESIGINNING of designing e.g. report on the principles and
PUBLICATIONS publications. Principles terminologies in designing
Balance publications.
Unity
Harmony
Emphasis
Variety
Rhythm Exercise
Contrast Design:
UNIT 3 1. A business card
4.3.1 plan a publication for Planning a Publication for Designing : Using illustrations, discuss with for
DESIGNING designing. Design students how to plan a your parent.
PUBLICATION Paper size publication. 2. A success card
Format for your
Colours etc friend.
43.2 design publications. Designing publication Guide students to design a

e.g. Greeting cards, Invitation Cards, publication using either Microsoft
Posters, Business Cards, Letterheads, Publish or Corel Draw Project work
Certificates Let students setup the margins
Banners, Brochures, Post card before designing Topics for the term‟s
project should be
Students to save the publication given to students to
for subsequent exercises start planning.
UNIT 4
4.4.1 edit publication. Editing Publication e.g.
EDITING - fonts ,typefaces and images Assist students to edit the
PUBLICATION - adjust point sizes, publication designed.
headings, and alignment
etc.
23
UNIT ACTIVITIES

Exercise
FORMATTING 4.5.1 format background of Formatting Background of Guide students to format the Use the following tools to
PUBLICATION publication. Publication: background and the text in the format a document.:
e.g. publications designed , applying WordArt
- apply texture, pattern shadows background options
Text orientation
watermark etc to background
Text colour
Shadow
4.5.2 format text in a Formatting text in a publication. Students to format text in the
publication. - Word Art, Text orientation, publication designed.
colour. etc
Project Work
UNIT 6 In groups of 3 design the

PRINTING Printing a publication Guide students to select print option one of the following
4.6.1 print publication. publication and print:
PUBLICATION and print publication e.g.
Paper size, 2 sided or single sided,  Brochure for the
paper orientation etc. school
 Business card
 School letterhead
24
SENIOR HIGH SCHOOL - YEAR 3
SECTION ONE
NETWORKING
1. acquire the skills in setting up a network

2. recognise the forms and components of data communication
UNIT ACTIVITIES
UNIT 1
NETWORK CONCEPTS 1.1.1 explain concepts of Concepts of Networking Discuss the concept of networking.
networking.
 Terminologies associated with
networking e.g. topology,
UNIT 2 gateway router, server, client.
TYPES OF NETWORKS 1.2.1 state the types of Types of Networks Assist students to discuss the various Exercise:
networks. e.g network types and their features Students to state
- LAN (similarities, differences advantages the types of
- MAN and disadvantages). networks and
- WAN discuss their
differences.
UNIT 3 1.3.1 identify types of Types of Network Topology Discuss the characteristics of various .
NETWORK TOPOLOGY network topology. e.g. ring, star, tree etc. network topologies.
Securing data transmission
backup
ethical and legal issues
physical security -password, fire wall,
anti-virus, monitoring
1.3.2 identify various Network Architecture Assist students to discuss the various
Network Peer –to- peer network architecture and their features.
Architecture. Client – server
File- server
25
SPECIFIC OBJECTIVES CONTENT TEACHING AND LEARNING ACTIVITIES EVALUATION
UNIT

UNIT 4
NETWORK 1.4.1 discuss the media Types of Network Transmission Media In groups students to brainstorm and report
TRANSMISSION used in network wireless system – Bluetooth, on the types of network transmission media
MEDIA transmission infra red, Wireless Fidelity
(WiFi), satellite etc. dish
cabling system – twisted pair,
coaxial cable. Fibre optic etc
Exercise:
Configuring a Network Demonstrate how to set up a simple
UNIT 5 1.5.1 configure a simple Network Protocols and network Students to setup
NETWORK network. Standards. Students to practise what has been network and configure
CONFIGURATION demonstrated.
1.6.1 explain data Concepts of Data Communication Discuss the concepts of data
communication and Data communication is the sending of communication.
UNIT 6 its related concepts data between geographically separated
DATA computers.
COMMUNICATION
1.6.2 discuss the role of Components of Data Communication Display hardware components and assist
hardware, software students to identify the components of data
and communication Hardware Components of Data communication and state their uses.
channels play in Communication e. g. Servers,
data communication. bridges, modems, v-sat, cables
Software Component of Data Assist students identify software

Communication e.g. components of data communication and the
Communication Software role they play in data communication.
Communication Channels e.g. Let students identify the various

physical structure communication channels and their
components.
1.6.3 discuss the various Direction of Data Transmission Discuss the various directions for data Exercise
directions for Simplex transmitting data Discuss the forms of
transmitting data data transmission
Half duplex
signals..
Full duplex
1.6.4 discuss the various Lead students to brainstorm and come out
Forms of Data Transmission Signals
forms of data with the forms of transmission signals.
transmission signals Analog
Digital
26
UNIT ACTIVITIES
Group Project Activity
1.6.5 discuss the various Forms of Data Communication Lead students to discuss the various
forms of data e.g. forms of data communication Design a simple network
communication
Information Services Lay network cables
. Electronic Funds Transfer
Telecommuting Correctly terminate the
. The Internet services ends of a network cable
E-mail (Electronic Mail) using the appropriate
connectors
Configure a simple
UNIT 7 2.5.1 discuss the ways of Data Transmission Security Discuss the steps to be taken to ensure network
DATA SECURITY AND data security over a e.g. secured data transmission.
CONTROL transmission media - Password Troubleshoot a simple
- Data encryption network
- Error code
- Destination code NOTE:
Teacher should make

necessary materials and
tools available for students
to use.
27
SENIOR HIGH SCHOOL - YEAR THREE
SECTION TWO
WEBSITE DESIGNING
1. be able to design a personal website using a coding language (HTML)

UNIT ACTIVITIES

UNIT 1
INTRODUCTION TO 2.1.1 explain the term Understanding the term HTML Students to research on the Project Work
HTML HTML. Definition meaning of HTML on the Internet Teacher should let
Hyper Text Mark Up Language and to share their findings with students start their terms
their classmates. project work
(see Unit of this section).
2.1.2 state the basic Basic structure of HTML coding Discuss the basic structure of
structure for HTML Basic Structure HTML coding.
coding. <html>
<head>
<title> < title >
<Body>
</Body>
</html>
UNIT 2 2.2.1 use basic HTML tags. Using Basic HTML Tags e.g Teacher to demonstrate the use of
BASIC HTML TAGS common basic HTML tags, for
<br> -line break </br> Students to practise.
<b> bold </b>
<u> underline </u> NOTE:
<i> italics </i> Give students ample time for the
<hr>-Horizontal rule/line </hr> practise.
<p>-paragraphs </
28
UNIT ACTIVITIES

UNIT 3
DESIGNING 2.3.1 explain some best Best Practices in Website Designing Students in groups, to research on the
A WEBSITE practices in website e.g. internet for best practises in website
USING HTML designing. Thorough Planning (on paper) designing and share with their classmates.
Choice of colours
Using images in website NOTE:
development Use notepad as the text editor to do the
coding.
When saving the files relate to one website

in the same folder. Exercise
Students to create a
Save the files with the extension html. table with three rows and
four columns.
2.3.2 create Tables using Creating Tables Using HTML Assist student to create tables using the
HTML code Code appropriate HTML code(s).
table>
<tr>
<td> </td>
</tr>
</table>
2.3.3 format tables (width, Formatting Table Using HTML Student to format tables using the
height, cell padding, appropriate HTML code(s).
boarder). Width
Code
<table width=”300”> .
(the table width in the example above is
300)
Height
Code
<table height=”300”>
Cell padding
Code
<table cell padding=”3”>
Boarder
Code
<table border=”3”>
29
UNIT ACTIVITIES
UNIT 3 (CONT’D) The student will be able to:

Example of a Table Created Using
DESIGNING A HTML
WEBSITE USING <table>
HTML <table height=”300”width=”300”
border=”2” cell padding="3">
<tr>
<td width=”210”>A</td>
<td width=”45>B</td>
<td width=”45>C</td>
</tr>
</table>
2.3.4 insert text into table. Inserting Text into Table Students to insert text in tables
<table>
<table height=”300”width=”300”
border=”2” cell padding="3">
<tr>
<td width=”210”>My personal website.
You are most welcome</td>
</tr>
</table>
2.3.5 format text using Formatting Text Using HTML Code Assist students to format text using
HTML code. HTML code
Heading ( heading, colour, font face, size,
<h1>Heading </h1> alignment)
<h2>Heading </h2>
<h3>Heading </h3>
<h4>Heading </h4>
<h5>Heading </h5>
<h6>Heading </h6>
Colour
<font color="FF0000">
Font size and face
30
UNIT ACTIVITIES
UNIT 3 (CONT’D) The student will be able to: .

<font size="3" face="sans-serif">
DESIGNING A .
WEBSITE USING Alignment
HTML <p align="center">Aligning text to the
center</p>
Example of text formatted using HTML

<html>
<head>
<title>Formatting Text</title>
</head>
<body>
<p align="center">Aligning text to the

center</p>
<font size="3">This line is shown in the

normal font.</font><br/>
<font size=+3>Up 3 to change the font
size to 6.</font><br/>
<font size="3" face="sans-serif">
Changing the font face</font><br/>

<font color="FF0000">Text color changes
to red.</font><br/>
</body>
</html>
31
UNIT ACTIVITIES
DESIGNING A WEBSITE 2.3.6 create an ordered Preparing a List Using HTML Assist student to create ordered
USING HTML and unordered list. Ordered list and unordered lists using the
<html> appropriate HTML code(s)
<head>
<title>Bulletin</title>
</head>
<h3>Learn about bulletin.</h3>
<Menu>
<li> Breakfast:Porridge</li>
<li> Lunch:Red Red</li>
<li> Super:Akple and okro
soup</li>
</Menu>
</body>
</html>
Ordinary list
<html>
<head>
<title>Bulletin</title>
</head>
<h3>Learn about list.</h3>

<Menu>
<ul> Breakfast: Porridge</ul>
<ul> Lunch: Red Red</ul>
<ul> Super: Akple and
Okro soup</ul>
</Menu>
</body>
</html>
32
UNIT ACTIVITIES

DESIGNING A Project work:
WEBSITE USING 2.3.7 insert images. Inserting images Assist student to insert images
HTML <img src="mypicture.gif" /> using the appropriate HTML In groups of 4 students to
code(s) design a website
Note:
image to be inserted should be in the The information on the
same folder together with the other files website should include.
associated with the website Information
about
2.3.8 insert hyperlinks. Hyperlinks themselves with
<a href="skoool.com.gh> Assist student to insert hyperlinks pictures
using the appropriate HTML
Note: code(s) Information
skoool.com.gh is the name of the about school
website being linked. with pictures
Students are to demonstrate the
ability to design a simple website
using the skills learnt. Brief description
. about projects/
research work
they have
undertaken
Find resources
on a chosen
topic in a
subject area
Links the
website to
skoool.com.gh
The project work should

form part of the terms
work.
Project should be
introduced to students
early in the term
33
SENIOR HIGH SCHOOL - YEAR THREE
SECTION THREE
PROJECT-BASED ACTIVITY
1. be able to apply the ICT skills learnt (Presentation, Desktop Publishing, Database, Graphic packages etc.) in practical situations.

UNIT ACTIVITIES
UNIT 1 The student will be able to: Teacher to provide a number of project .
topics.
PROJECT WORK:
- DESKTOP
PUBLISHING 4.1.1 create a published Production of a Students to select one of the topics and
document, database - published document, either produce a published document, a
- DATABASE or website applying all - simple database or a simple database or a simple website.
the skills learnt on this - simple website.
- WEBSITE course.
DESIGN
4.1.2 write a report using Writing a project report using a Students to write a report on the project
skills learnt in using word processing application. using a Word Processing application.
Word Processing
applications.
4.1.3 prepare a simple Preparing a Budget Using a Students to prepare a simple budget using a
project budget using Spreadsheet Application. spread sheet application.
skills learnt in using
spread sheet
applications.
34
APPENDIX A
GUIDE FOR ALLOCATING PERIODS TO EACH UNIT
Year 1 (180 Periods) Year 2 (180 Periods) Year 3 (120 Periods)

Section Unit Suggested Total Section Unit Suggested Total Section Unit Suggested Total
No. Of No. Of No. Of
Periods Periods Periods
Needed To Needed To Needed To
Teach Unit Teach Unit Teach Unit
1 1 12 1 1 8 1 1 6
2 12 2 6 2 6
24 3 8 3 6
2 1 12 4 6 4 6
2 12 5 12 5 9
3 12 6 6 6 9
36 44 7 24
3 1 12 2 1 6 66
2 12 2 6 1 6
3 14 3 6 2 2 6
38 4 8 3 9
4 1 9 5 8 4 9
9 6 26 30
5 1 6 60
2 6 3 1 6 4 1 18
12 2 6 18
3 6
4 12
5 6
4 1 4
2 4
3 4
35
Year 1 (180 Periods) Year 2 (180 Periods) Year 3 (120 Periods)
Section Unit Suggested Total Section Unit Suggested Total Section Unit Suggested Total
No. Of No. Of No. Of
Periods Periods Periods
Needed To Needed To Needed To
Teach Unit Teach Unit Teach Unit
3 4
4 4
5 12
22
Total Periods 119 Total Periods 164 Total Periods 96

Extra Left For Contingencies 61 Extra Left For Contingencies 16 Extra Left For Contingencies 24
Total 180 Total 180 Total 120
36
APPENDIX B
FLOW CHART SYMBOLS
37
PROCESS SYMBOL is used to
represent general processing functions not represented by other symbols. It depicts the process of operations resulting in a change of value, form, or
location of information.
INPUT/OUTPUT SYMBOL is
used to represent any function of an I/O device. Making information available for processing is an Input function; recording processed information is an
Output function.
DECISION SYMBOL is used to depict a point in a program at which a branch to one of two or more alternate paths is possible.
TERMINAL, INTERRUPT SYMBOL start, stop, halt, delay, or interrupt.
CONNECTOR SYMBOL represents a junction in a line of flow to another part of the flowchart. A common identifier, such as an alphabetic character,
number, or mnemonic label, is placed within the exit and its associated entry.
FLOWLINE SYMBOL is used to represent flow direction by lines drawn between symbols. Normal direction of flow is left to right and top to bottom. If
the direction of flow is other than normal, arrowheads are required at the point of entry.
START/STOP flow chart at this point.
This represents the EXIT point and the ENTRY point in a flowchart.
38
APPENDIX D
FLOW CHART
INPUT
EMPLOYEE #
HOUR RATE
COMPUTE
HOURS
REGULAR PAY
> 40
COMPUTE
REGULAR PAY
PRINT PAY
CHECK
39
Blooms Digital Taxonomy
Source: Churches A, 2007, Edorigami, blooms taxonomy and digital approaches

http://edorigami.wikispaces.com/Bloom%27s+and+ICT+tools
40
21st Century Skills
The 21st century skills as identified by the Partnership for 21st Century Skills
LEARNING AND INNOVATION SKILLS
Creativity and Innovation

Demonstrating originality and inventiveness in work
Developing, implementing and communicating new ideas to others
Being open and responsive to new and diverse perspectives
Acting on creative ideas to make a tangible and useful contribution to the domain in which the innovation occurs
Critical Thinking and Problem Solving

Exercising sound reasoning in understanding
Making complex choices and decisions
Understanding the interconnections among systems
Identifying and asking significant questions that clarify various points of view and lead to better solutions
Framing, analyzing and synthesizing information in order to solve problems and answer questions
Communication and Collaboration

Articulating thoughts and ideas clearly and effectively through speaking and writing
Demonstrating ability to work effectively with diverse teams
Exercising flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
Assuming shared responsibility for collaborative work
INFORMATION, MEDIA AND TECHNOLOGY SKILLS
Information Literacy
Accessing information efficiently and effectively, evaluating information critically and competently and using information accurately and
creatively for the issue or problem at hand
Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
Media Literacy
Understanding how media messages are constructed, for what purposes and using which tools, characteristics and conventions
Examining how individuals interpret messages differently, how values and points of view are included or excluded and how media can
influence beliefs and behaviors
Possessing a fundamental understanding of the ethical/legal issues surrounding the access and use of information
41
ICT (Information, Communications and Technology) Literacy
Using digital technology, communication tools and/or networks appropriately to access, manage, integrate, evaluate and create
information in order to function in a knowledge economy
Using technology as a tool to research, organize, evaluate and communicate information, and the possession of a fundamental
understanding of the ethical/legal issues surrounding the access and use of information
LIFE AND CAREER SKILLS
Flexibility and Adaptability

Adapting to varied roles and responsibilities
Working effectively in a climate of ambiguity and changing priorities
Initiative and Self-Direction

Monitoring one’s own understanding and learning needs
Going beyond basic mastery of skills and/or curriculum to explore and expand one’s own learning and opportunities to gain expertise
Demonstrating initiative to advance skill levels towards a professional level
Defining, prioritizing and completing tasks without direct oversight
Utilizing time efficiently and managing workload
Demonstrating commitment to learning as a lifelong process
Social and Cross-Cultural Skills

Working appropriately and productively with others
Leveraging the collective intelligence of groups when appropriate
Bridging cultural differences and using differing perspectives to increase innovation and the quality of work
Productivity and Accountability

Setting and meeting high standards and goals for delivering quality work on time
Demonstrating diligence and a positive work ethic (e.g., being punctual and reliable)
Leadership and Responsibility

Using interpersonal and problem-solving skills to influence and guide others toward a goal
Leveraging strengths of others to accomplish a common goal
Demonstrating integrity and ethical behavior
Acting responsibly with the interests of the larger community in mind
Source: Partnership for 21st Century Skills (www.21stcenturyskills.org).
42

Ict Elective Syllabus

Uploaded by

Copyright:

Available Formats

Ict Elective Syllabus

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Ict Elective Syllabus

Uploaded by

Copyright:

Available Formats

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

TEACHING SYLLABUS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY (ELECTIVE)

(SENIOR HIGH SCHOOL 1-3)

Enquiries and comments on this syllabus should be addressed to:

The syllabus is designed to help the student to:

 Information and Communications Technology

SECTION ONE SECTION ONE

Unit 7: Designing a Class Database System

SECTION FOUR SECTION THREE

Unit 3: Program Development Life Cycle

Unit 2: Multimedia in Education DESKTOP PUBLISHING APPLICATION

Unit 1: Desktop Publishing Application

Unit 2: Principles of Designing Publication

Unit 3: Designing Publication

Unit 4: Editing Publication

Unit 5: Formatting Publication

Unit 6: Printing Publication

TOTAL NUMBER OF PERIODS

COLUMN 2 - SPECIFIC OBJECTIVES

COLUMN 4 - TEACHING AND LEARNING ACTIVITIES (TLA)

DEFINITION OF PROFILE DIMENSIONS

Knowledge and understanding 35%

Knowledge and Understanding (KU)

knowledge The ability to:

understanding The ability to:

Use of Knowledge (UK)

application The ability to:

analysis The ability to:

synthesis The ability to:

Information and Communications Technology

GUIDELINES FOR SCHOOL BASED ASSESSMENT

Grade A: 80 - 100% - Excellent

INFORMATION AND COMMUNICATIONS TECHNOLOGY IN EVERYDAY LIFE

General Objective(s): The student will:

1. understand how information is generated and managed.

TEACHING AND LEARNING

The student will be able to:

UNIT 1 (CONT’D) The student will be able to: • Management Information .

1.1.7 distinguish among Types of Information Students to brainstorm and come

UNIT 1 (CONT’D) The student will be able to:

General Objective(s): The student will:

TEACHING AND LEARNING

UNIT 1 The student will be able to:

The student will be able to:

The student will be able to:

General Objective(s): The student will:

1. acquire an in-depth knowledge of the workings of computer software.

UNIT 1 The student will be able to: .

Supporting modes and Configurations

The student will be able to: File management

3.3.1 distinguish among Types of Application Software Assist students to distinguish

PERSONAL COMPUTERS (PC) HARDWARE MAINTENANCE AND SOFTWARE INSTALLATION

General Objective: The student will:

1. acquire the skills in software PC maintenance.

TEACHING AND LEARNING

UNIT 1 The student will be able to:

Give students some software to install.

USING ICT TO LEARN

General Objective: The student will: