ST’ PAULS SECONDARY SCHOOL

JUNIOR SECONDARY ICT

SCHEMES OF WORK FOR FORM 1
NAME: SHIMOTWE LYANDILA ARTHUR TERM 1 YEAR: 2025
WEEK TOPIC SUB-TOPIC SPECIFIC COMPETENCES LEARNING ACTIVITIES EXPECTED RESOURCES/TEACHING
STANDARD MATERIALS
6 1.1 1.1.1 Role of ICT in 1.1.1.1 Explain the  Discussing real-life  Learners  Computers
Introduction Daily Life importance of ICT in examples of ICT use in appreciate and
 Projector
to ICT communication, education, group activities. articulate the
and business.  Creating a poster relevance of ICT.  Charts
showing ICT applications.
 Compiled notes
videos demonstrating
ICT in various industries.  online tutorials
 Conduct a class survey
 AI tools
on ICT tools used at
home.  ICT modules
 Writing a short essay
 pupils books
about the impact of ICT
on education.  websites

7 Introduction 1.1.1 Role of ICT in 1.1.1.1 Explain the  Discussing real-life  Learners  Computers
to ICT Daily Life importance of ICT in examples of ICT use in appreciate and
 Projector
communication, education, group activities. articulate the
and business.  Creating a poster relevance of ICT.  Charts
showing ICT applications.
 Compiled notes
videos demonstrating
ICT in various industries.  online tutorials
 Conduct a class survey
 AI tools
on ICT tools used at
home.  ICT modules
 Writing a short essay
 pupils books
about the impact of ICT

1
 on education. websites
8 1.1.2 Types of ICT 1.1.2.1 Identify various ICT  Match ICT tools to their  Learners identify  Computers
Tools tools and their purposes respective functions in a and use ICT tools
 Projector
worksheet. appropriately.
 Demonstrate the use of  Charts
basic tools (e.g., email).
 Compiled notes
 Creating a chart
categorizing ICT tools  online tutorials
into hardware and
 AI tools
software.
 Visit an ICT store or  ICT modules
website to explore
 pupils books
modern tools.
 Role-play scenarios using websites
different ICT tools.
9 1.3. Types and 1.3.1 Hardware 1.3.1.1 Identify and name 1. Hardware Identification Learners can name,  Computers
Components basic hardware components and Labeling describe, and
 Projector
of Computer (CPU, RAM, ROM,  Provide learners with a compare basic
Systems input/output devices). disassembled computer hardware  Charts
1.3.1.2 Describe the role of or images of its components.
 Compiled notes
each component in components.
computer operation.  Ask them to identify  online tutorials
and label each
 AI tools
hardware component,
such as the CPU, RAM,  ICT modules
ROM, and input/output
 pupils books
devices.
 Include a guided websites
worksheet with
descriptions and hints
for each part to
facilitate learning.
2. Interactive Digital
Simulation

2
  Using an online
computer assembly
simulator or software to
allow learners to
virtually explore and
assemble a computer.
 Learners can drag and
drop components into
their appropriate slots
and receive feedback on
their placement.
 Encourage discussions
about the purpose and
function of each
component
3. Scavenger Hunt Activity
 Creating a classroom
scavenger hunt where
learners search for
hardware components
(or images) placed
around the room.
 Each station can have a
card describing the
component's function
and importance.
 Learners can record their
findings and share them
with the group
afterward.

10 1.3. Types and 1.3.1 Hardware 1.3.1.3 Compare and 4. Group Presentation Task Learners can name,  Computers
Components contrast internal and Divide learners into small describe, and
 Projector
of Computer external hardware groups and assign each compare basic

3
Systems components. group a hardware hardware  Charts
component (e.g., CPU, RAM, components.
 Compiled notes
ROM, input/output devices).
 Groups research their  online tutorials
assigned component and
 AI tools
Creating a short
presentation with visuals  ICT modules
explaining its role in a
 pupils books
computer system.
 Presentations can websites
include diagrams,
examples, and real
world applications of
the component.
 Using visual aids to
identify and label
hardware
components.
 Performing a hands-
on activity where
learners open a
computer and
identify internal
components.
 Watching a video
explaining the role of
CPU and RAM.
 Completing a quiz on
identifying different
hardware
components.
 Discussing the
importance of each
hardware

4
 component in
computer operation.

11 1.4. Input and 1.4.1 Input Devices 2.4.1.1 Identify and name 1. Classroom Show-and-Tell Learners can  Computers
Output different input devices Bring various input devices identify, explain, and
 Projector
Devices (keyboard, mouse, scanner, to class (e.g., keyboard, demonstrate the use
etc.). mouse, scanner) and ask of input devices.  Charts
2.4.1.2 Explain the function learners to identify and
 Compiled notes
of each input device and its name them as you explain
advantages. their functions.  online tutorials
2.4.1.3 Demonstrate the use 2. Device Matching Game
 AI tools
of common input devices in Preparing cards with pictures
practice. of input devices and cards  ICT modules
with their names. Let
 pupils books
learners match the picture to
the correct name in groups websites
or pairs.
3. Real-Life Observation Take
learners to a computer lab or
library and ask them to point
out output devices they can
see. They can write down
the names and functions of
each.
4. Labelling Diagrams
Provide worksheets with
images of computers and
their connected
12 1.4. Input and 1.4.2 Output Devices 2.4.2.1 Identify and name 1. Classroom Show-and-Tell Learners can  Computers
Output different output devices Bring various output devices identify, explain, and
 Projector
Devices (monitor, projector, touch to class (e.g., monitor, demonstrate the use
screen, etc.). printer, speakers) and ask of output devices.  Charts
2.4.2.2 Explain the function learners to identify and
 Compiled notes
of each output device and its name them as you explain

5
 advantages. their functions.  online tutorials
2.4.2.3 Demonstrate the use 2. Device Matching Game
 AI tools
of common output devices in Preparing cards with pictures
practice. of output devices and cards  ICT modules
with their names. Let
 pupils books
learners match the picture to
the correct name in groups websites
or pairs.
3. Real-Life Observation Take
learners to a computer lab or
library and ask them to point
out output devices they can
see. They can write down
the names and functions of
each.
4. Labelling Diagrams
Provide worksheets with
images of computers and
their connected
13 test test Sit for end of term 1 test Test papers