Ges New Jhs Syllabus Computing CCP Curriculum b7 b10 Draft Zero

GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)
REPUBLIC OF GHANA
COMPUTING
COMMON CORE PROGRAMME CURRICULUM
(BASIC 7 - 10)
FEBRUARY 2020
Computing Curriculum for B7- B10
Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh
INTRODUCTION
In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasizes a set of high, internationally-
benchmarked career and tertiary education ready standards. Learners need to acquire these for post-secondary education, the workplace or both. The standards articulate
what learners are expected to know, understand and be able to do by focusing on their social, emotional, cognitive and physical development. The (CCP) runs from Basic 7
through Basic 10.
The common core attributes of the learner, which describe the essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective), are at the
centre of the CCP (see Figure 1). Inspired by the values which are important to the Ghanaian society, the CCP provides an education of the heart, mind and hands in
relation to on the learner’s lifetime values, well-being, physical development, metacognition and problem-solving. Ultimately, this will produce character-minded learners
who can play active roles in dealing with the increasing challenges facing Ghana and the global society.
The features that shape the common core programme are shown in Figure 1. These are
• learning and teaching approaches – the core competencies, 4Rs and pedagogical approaches
• learning context – engagement service and project
• learning areas – mathematics, science, computing, language and literacy, career technology, social
studies, physical and health education, creative arts and design and religious and moral education.
These are elaborated subsequently:
Learning and teaching approaches
• The core competences: Describe the relevant global skills for learning that the CCP helps learners to
develop in addition to the 4Rs. The global skills for learning allow learners to become critical thinkers,
problem-solvers, creators, innovators, good communicators, collaborators, digitally literate, culturally
and globally sensitive citizens who are life-long learners that have keen interest in their personal
development.
• Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are anchored on
authentic and enquiry-based learning, collaborative and cooperative learning, differentiated learning, and
holistic learning as well as cross disciplinary learning.
• The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, aRithmetic and cReativity, which all
learners must become fluent in.
Learning context
The CCP places emphasis on engagement of learners in the classroom activities, projects (in and outside the classrooms). These projects can involve individual or group
tasks which all learners are required to complete by the end of Basic 10. The CCP project provides learners with contexts to demonstrate creativity and inventiveness in
various areas of human endeavor. Community service offers opportunity for learners to nurture, love and care for their community and solve problems in the community.
© NaCCA, Ministry of Education 2020 1

Learning Areas
The CCP comprises the following subjects:
1. Languages (English, Ghanaian Languages, French, Arabic)
2. Mathematics
3. Science
4. Creative Arts and Design
5. Career Technology
6. Social Studies
7. Computing
8. Religious and Moral Education (RME)
9. Physical and Health Education
This document sets out the standards for learning COMPUTING in the Common Core Programme (CCP). The standards in the document are posited in the expectation
that CCP (B7 – B10) will offer quality education for all types of learners. The design of this curriculum is based on the features of the CCP as shown in Figure 1. It
emphasizes a set of high internationally-benchmarked career and tertiary education ready standards. Learners need to acquire these competencies in COMPUTING for
post-secondary education, the workplace training or both. The curriculum has been designed to be user friendly because it provides a detailed preamble that covers the
rationale, philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills, attitudes and values), pedagogical approaches, core competencies and the 4Rs,
assessment practices and instructional expectations.
RATIONALE FOR COMPUTING

To facilitate the implementation of a flexible, coherent and diversified curriculum for Basic Schools, the Ministry of Education is continuing with the
implementation of the standard based curriculum for Basic 7 to 10 in the common core.
This Curriculum is designed to provide the rationale, philosophy and aims of the curriculum, followed by core competences, profile of the expected learning behaviours,
attitudes, values and process skills.
The Curriculum encourages creative and inclusive pedagogies, extensive assessments, and learner centred experiences to achieve the instructional expectations.
Computing is one of the essential school subjects that permeates and can be applied to all areas of learning. This is because it provides students with access to important
computing ideas, knowledge and skills that they can draw on in their personal and work lives, as well as their learning of other school subjects.
Computing learning provides the opportunity for learners to develop essential skills and competencies, and motivates them to become flexible problem solvers and life-
long learners. In an increasingly technological age, the possession of problem-solving and decision-making skills is an essential pre-requisite and these are acquired in the
learning of computing.

PHILOSOPHY
TEACHING PHILOSOPHY
The teaching is focused around a supportive and inclusive learning environment by positively engaging teacher-learner relationships. Teachers/facilitators have the
responsibility to create a cooperative learning environment where learners feel safe and secure. In addition, appropriate improvisation techniques would be used to
represent the actual devices when they are not available.
Relevance, engagement and problem-solving best describe the computing teaching philosophy. In other words, teaching of computing adopts the hands-on approach that is,
the tactile/kinesthetic approach. Students learn computing subject best when they are actively involved in the learning process, and that an engaging classroom best
facilitates this. Learners should be engaged in computing by using diverse teaching methods, encouraging the use of a variety of their cognitive skills. The more learners
process data, the more likely they would be able to apply, analyse, synthesise, and evaluate the information.
Teaching of computing should enable learners know how data can be used to understand themselves, explain situations they find themselves in, describe the why and how
some things happened or predict what might happen in the future.
LEARNING PHILOSOPHY
Computing education develops a wide range of skills including problem solving, design construction, communication, critical thinking, analysis, synthesis and evaluation. The
skills learnt can then be applied to other fields of endeavour. Learners should have freedom of expression and creativity. Learners should be able to experiment and to
realize their strengths and weaknesses in the computing subject. Each learner’s learning style should be tied into the learning of computing so as to enable learners grow
and learn on their own. Learners should be given the chance to pose their own questions and try to answer them independently. Learners should be encouraged to find
information in a variety of ways. Learners should also be encouraged to work on projects in groups to foster collaborative learning.
AIMS
The computing curriculum is designed to help learners to:

1. acquire basic ICT literacy
2. communicate effectively using ICT tools
3. develop interest and acquire skills in the use of the internet
4. develop basic ethics in using ICT tools
5. acquire basic programming and database skills.

PROFILE OF EXPECTED LEARNING BEHAVIOURS
A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are:
- Knowledge, Understanding and Application
- Process Skills
- Attitudes and Values
KNOWLEDGE, UNDERSTANDING AND APPLICATION
Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by comparing, summarising, re-writing
etc. in their own words and constructing meaning from instruction. The learner may also apply the knowledge acquired in some new contexts. At a higher level of learning
behaviour, the learner may be required to analyse an issue or a problem. At higher levels, the learner may be required to synthesize knowledge by integrating a number of
ideas to formulate a plan, solve a problem, compose a story, or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept. At
the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours “knowing”, “understanding”,
“applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and Application”.
In this curriculum, learning indicators are stated with action words to show what the learner should know and be able to do. For example, the learner will be able to
describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to
explain, summarise, and give examples etc. means that the learner has understood the concept taught.
Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the indicators in
the curriculum contains an “action word” that describes the behaviour the learner will be able to demonstrate after teaching and learning has taken place. “Knowledge,
Understanding and Application” is a domain that should be the prime focus of teaching and learning in schools. Teaching in most cases has tended to stress knowledge
acquisition to the detriment of other higher level behaviours such as applying knowledge.
Each action word in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning domain towards which you have to
teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there is fact memorisation, heavy reliance on formulae, remembering
facts without critiquing them or relating them to real world – surface learning – to a new position called – deep learning.Learners are expected to deepen their learning
by knowledge application to develop critical thinking skills, explain reasoning, and to generate creative ideas to solve real life problems in their school lives and later in their
adult lives. This is the position where learning becomes beneficial to the learner.

The keywords and explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:
Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to remember or recall
material already learned and this 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 concepts that may be verbal, pictorial, or symbolic.
Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles, theories,
etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover etc.
Analysing: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate, identify significant points etc.,
ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.
Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, revise, organise, create,
generate new ideas and solutions.
Evaluating: The ability to appraise, compare features of different things and make comments or judgment, criticise, justify, support, discuss, conclude, make
recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.
Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.
From the foregoing, creating is the highest form of thinking and learning and is therefore the most important behaviour. This, unfortunately, is the area where most
learners perform poorly. In order to get learners to develop critical thinking, it is advised that you do your best to help your learners to develop analytical skills and
processes as we have said already.
ATTITUDES, VALUES AND PROCESS SKILLS
To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should be exposed to situations that
challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them
participate in debates and take a stand on issues affecting them and others. The computing curriculum thus focuses on the development of attitudes and values.
The computing curriculum aims at helping learners to acquire the following:
1. Commitment: determination to contribute to national development.

2. Tolerance: willingness to respect the views of others.
3. Patriotism: readiness to defend the nation.
4. Flexibility in ideas: willingness to change opinion in the face of more plausible evidence.
5. Respectforevidence: willingness to collect and use data on one’s investigation, and also have respect for data collected by others.
6. Reflection: the habit of critically reviewing ways in which an investigation or observation has been carried out to see possible faults and other ways in which the
investigation or observation can be improved upon.
7. Comportment conforming to acceptable societal norms.
8. Co-operation the ability to work effectively with others.
9. Responsibility: the ability to act independently and make decisions; morally accountable for one’s action; capable of rational conduct.
10. EnvironmentalAwareness: being conscious of one’s physical and socio-economic surroundings.
11. Respect for the Rule of Law: obeying the rules and regulations of the land.
The teacher should ensure that learners cultivate the above attitudes and skills as basis for living in the nation as effective citizens.
VALUES:
At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum, including the related pedagogy,
should be consistent with the following set of values.
Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.
Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all
persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion.
Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources based on the unique
needs of learners and schools. Ghana’s learners are from diverse backgrounds which require the provision of equal opportunities to all, and that, all strive to care for each
other.
Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum and persist in doing their best in
whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative and critical thinking and the use of contemporary technology.
Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also means that learners should have
an attitude of tolerance to be able to live peacefully with all persons.
Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences, be morally upright
with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be willing to live the values of honesty and compassion. Equally

important is the practice of positive values as part of the ethos or culture of the workplace, which includes integrity and perseverance. These values must underpin the
learning processes to allow learners to apply skills and competences in the world of work.
The action words provided in the learning indicators in each content standard, should help you to structure your teaching and learning to achieve the desired learning
outcomes. Check the learning indicators to ensure that you have given the required emphasis to each learning domain in your instruction and assessment
ASSESSMENT IN THE CCP

Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning. Assessment may be
formative, summative, diagnostic, or evaluative depending on its purpose. It is integral to the teaching-learning process, promotes student learning and improves instruction.
In CCP, it is suggested that assessment involves assessment for learning, assessment of learning and assessment as learning, which are described in the subsequent
paragraphs.
Assessment for Learning (AfL)
Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learner is in their learning,
where they need to be (the desired goal), and how best to get them there. AfL is one of the most suitable methods for improving learning and raising standards (Black and
Wiliam, 1998) 1. Assessment for Learning also refers to all their activities undertaken by teachers and/or by their learners, which provide information to be used as
feedback to modify the teaching and learning activities in which they are engaged. AfL can be achieved through processes such as sharing criteria with learners, effective
questioning, and feedback.
AfL, therefore, provides timely feedback to ensure individual learners are assisted during the teaching and learning process using various strategies and questioning to
measure the learning that has actually taken place. It is a continuous process that happens at all stages of the instructional process to monitor the progress of a learner and
to offer feedback or change teaching strategies to achieve [performance standards of a lesson.
Assessment of Learning (AoL)
Assessment of learning provides a picture of the achieved standards of the teacher and performance of
students at the terminal stage of the learning process. This information provides data for accountability
and educational decisions such as grading, selection and placement, promotion and certification.
Through AoL, stakeholders such as parents and guardians are informed about the extent students have
attained expected learning outcomes at the end of their grade or program.
Assessment as Learning (AaL)
Assessment as Learning develops and supports students’ sense of ownership and efficacy about their
learning through reflective practices. This form of self-assessment helps in building the competencies

of learners to achieve deeper understanding of what their own learning and what they are taught.
What do we assess?
Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are essential outcomes in the three domains of learning (i.e. cognitive, psychomotor
and affective).
Knowledge and skills with emphasis on the 4Rs in the learning areas
Core competencies with emphasis on attitudes and values developed through the learning and its context as well as the pedagogical approaches. The Process is
illustrated diagrammatically in Figure 2.
How do we monitor progress?
School Based Assessments (SBA) covers all forms/modes of assessment including AfL, AaL and AoL (see Table 1), that can be undertaken by any school-level actor (learner,
teacher, head teacher) to monitor the learner’s achievement over a period of time. Data collection and keeping records of the data are central to the conduct of SBA.
Table 1 Modes of Assessment
Assessment for Learning Assessment of Learning Assessment as Learning

Class exercises Class Assessment Task (CAT) Portfolio
Quizzes End of term Journal entries
Class tests (written, oral, aural and/or practical) End of year Project work
Class Assessment Task (CAT) Checklist
Questionnaire
The following are samples of relevant records that can be kept on the student’s learning.
• Student’s Progress Record (Cumulative Record)

• Student’s Report Card
• School Based Assessment Termly Recording Register

Details of guidelines on SBA can be found in the National Pre-tertiary Learning Assessment Framework (NPLAF) document (Ministry of Education, 2020a) and the School-
Based Assessment Guidelines (Ministry of Education, 2020b).
Reporting School-Based Assessment (SBA) in the CCP
The CCP uses a criterion-referenced model of presenting and reporting school-based assessment data. School-based assessment throughout the four-year duration of
CCP, is done against criteria linked to performance standards and not against the work of other learners. The CCP provides levels of proficiency to be attained and
descriptors for all grade levels of the programme (see Table 2). These levels and descriptors cannot be changed by individual schools and are, therefore, common to all
learners as well as learning areas nationwide. For each assessment criterion or (benchmark for the level of proficiency), a number of descriptors are defined as shown in
Table 2.
Table 2 Benchmarks, levels of proficiency and the grade level descriptors
Level of Proficiency Benchmark Grade Level Descriptor
1: Highly proficient (HP) 80% + Learnershows high level of proficiency inknowledge,skillsand values
andcantransferthemautomaticallyandflexibly through authentic performancetasks.
2: Proficient (P) 68-79% Learner demonstrates sufficient level of proficient knowledge, skills and core understanding;
cantransfer them independently through authentic performance tasks
3: Approaching Proficiency 54-67% Learner is approaching proficiency in terms of knowledge, skills and values with little guidance
(AP) and can transfer understanding through authentic performance tasks
4: Developing (D) 40-53% Learner demonstrates developing level of knowledge, skills and values but needs help
throughout the performance of authentic tasks
5: Emerging (E) 39% and below Learner is emerging with minimal understanding in terms of knowledge, skills, and values
but needs a lot of help.
Thegradingsystempresented,showsthelettergradesystemandequivalentgradeboundaries.
Inassigninggradestopupils’testresults,oranyformofevaluation,theabovegradeboundaries and the descriptors may be applied. The descriptors (Highly Proficient [HP],
Proficient [P], Approaching Proficiency [AP], Developing [D], Emerging [E]), indicate the meaning of eachgrade.
In addition to the school-based assessment (SBA), a national standards assessment test is conducted in Basic 8 to provide national level indicators on learners’ achievement.

CREATIVE AND INCLUSIVE PEDAGOGIES
The CCP emphasizes creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, collaborative and cooperative learning, differentiated
learning, holistic learning, cross disciplinary learning (i.e. the 4Rs across the Curriculum) as well as developing the core competencies. This section describes some of the
creative and inclusive pedagogies required for the CCP.
Core Competencies
The core competencies for computing describe a body of skills that teachers at the basic level should seek to develop in their learners. They are ways in which teachers
and learners in computing engage with the subject matter as they learn the subject. The competencies describe a connected body of core skills that are acquired
throughout the processes of teaching and learning. They are the relevant global skills for learning that allow learners to develop, in addition to the 4Rs, to become critical
thinkers, problem-solvers, creators, innovators, good communicators, collaborators, culturally identified individuals, digitally literate and global citizens who are have keen
interest in their personal development. In using this curriculum, we hope the core competencies will be developed in learners to help them develop our country, Ghana.
These competencies include:
CRITICAL THINKING AND PROBLEM SOLVING (CP)
This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem-solving skill enable learners to draw
on their own experiences to analyse situations and choose the most appropriate out of a number of possible solutions. It requires that learners embrace the problem at
hand, persevere and take responsibility for their own learning.
CREATIVITY AND INNOVATION (CI)
Creativity and innovationpromote the development of entrepreneurial skills in learners through their ability to think of new ways of solving problems and developing
technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to think
independently and creatively.
COMMUNICATION AND COLLABORATION (CC)

This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences. Learners
actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the views of others.
CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)
This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by
inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competences and attitudes acquired to contribute
effectively towards the socioeconomic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and global
trends that enable them to contribute to the global community.
PERSONAL DEVELOPMENT AND LEADERSHIP (PL)
This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling dreams and aspirations. Learners are
able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet their needs. It involves recognising the importance of values such
as honesty and empathy and seeking the well-being of others. Personal development and leadership enable learners to distinguish between right and wrong. The skill helps
them to foster perseverance, resilience and self-confidence. It helps them acquire the skill of leadership, self-regulation and responsibility necessary for lifelong learning.
DIGITAL LITERACY (DL)
Digital Literacy involvesdeveloping learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use digital media responsibly
For effective lesson planning for teaching, learning and assessment, it is suggested that teachers refer to Appendix XX for details of the components of the core
competencies. These details comprise the unpacked skills such as: listening, presenting and team work for collaboration.

CREATIVE AND INCLUSIVE PEDAGOGIES
These are the approaches, methods, strategies, appropriate relevant teaching and learning resources for ensuring that every learner benefits from the teaching and
learning process. The curriculum emphasises the:
1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning;
2. positioning of inclusion and equity at the centre of quality teaching and learning;
3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind;
4. use of Information Communications Technology (ICT) as a pedagogical tool;
5. identification of subject specific instructional expectations needed for making learning in the subject relevant to learners;
6. integration of assessment as learning, for learning and of learning into the teaching and learning processes and as an accountability strategy; and
7. questioning techniques that promote deep learning..
INCLUSION
Inclusion is ensuring access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced curriculum in every school in
Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to equal access and accessibility to quality education is met.
The Curriculum suggests a variety of approaches that addresses learners’ diversity and their special needs in the learning process. When these approaches are
effectively used in lessons, they will contribute to the full development of the learning potential of every learner. Learners have individual needs and learning
experiences and different levels of motivation for learning. Planning, delivery and reflection on daily learning experiences should take these differences into
consideration.
The curriculum therefore promotes:
1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities.
2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and solving the practical
problems of everyday life); and
3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their importance and also enabling them to
assess their own learning outcomes.

LEARNING-CENTRED PEDAGOGY
The learner is at the centre of learning. At the heart of the national curriculum for change and sustainable development is the learning progression and improvement of
learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase,
learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently
ready for the next phase a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with their cohort.
The Curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to
the learner what they are learning in school and what they know from outside of school. The learning-centred classroom is a place for the learners to discuss ideas through
the inspiration of the teacher. The learners then become actively engaged in looking for answers, working in groups to solve problems. They also research information,
analyse and evaluate information. The aim of the learning-centred classroom is to enable learners to take ownership of their learning. It provides the opportunity for deep
and profound learning to take place.
The teacher as a facilitator needs to create a learning environment that:

1. makes learners feel safe and accepted,
2. helps learners to interact with varied sources of information in a variety of ways,
3. helps learners to identify a problem suitable for investigation through project work,
4. connects the problem with the context of the learners’ world so that it presents realistic opportunities for learning,
5. organises the subject matter around the problem, not the subject,
6. gives learners responsibility for defining their learning experience and planning to solve the problem,
7. encourages learners to collaborate in learning and
8. expects all learners to demonstrate the results of their learning through a product or performance.
It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their opinions in a learning-centred
classroom.

DIFFERENTIATION AND SCAFFOLDING
Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated so that all learners in a group
have the best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and support. Differentiation as a way of ensuring each
learner benefits adequately from the delivery of the curriculum can be achieved in the classroom through (i) Task (ii) Support from the Guidance and Counselling Unit
and (iii) Learning outcomes.
Differentiation by task involves teachers setting different tasks for learners of different abilities. E.g. in sketching the plan and shape of their classroom some learners
could be made to sketch with free hand while others would be made to trace the outline of the plan.
Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and Counselling Unit for academic support.
Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more time for complicated tasks.
Scaffolding in education refers to the use of a variety of instructional techniques aimed at moving learners progressively towards stronger understanding and ultimately
greater independence in the learning process.
It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need to learn each part. The
process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them to discuss the excerpt to improve comprehension. The
teacher goes ahead to guide them through the key words/vocabulary to ensure learners have developed a thorough understanding of the text before engaging them to
read the full text.
Common scaffolding strategies available to the teacher are:
1. give learners a simplified version of a lesson, assignment, or reading, and then gradually increases the complexity, difficulty, or sophistication over time.
2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding;
3. give learners an exemplar or model of an assignment they will be asked to complete;
4. give learners a vocabulary lesson before they read a difficult text;
5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve; and
6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson

SUGGESTED TIME ALLOCATION
A total of three periods a week, each period consisting of 50 minutes, is allocated to the teaching of computing from B7 – B10. It is recommended that the teaching
periods be divided as follows:
One period per day (50-minutes per period)
INFORMATION COMMUNICATIONS TECHNOLOGY
Information Communications Technology (ICT) has been integrated into the computing curriculum as part of the core of education, alongside reading,
writing and numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent learning. For instance,
the teacher in certain instances is directed to use multimedia to support the teaching and learning process.
ICT has the potential to innovate, accelerate, enrich, and deepen skills. It also motivates and engages learners to relate school experiences to work
practices. It provides opportunities for learners to fit into the world of work.
Some of the expected outcomes that this curriculum aims to achieve are:
1. improved teaching and learning processes;
2. improved consistency and quality of teaching and learning;
3. increased opportunities for more learner-centered pedagogical approaches;
4. improved inclusive education practices.;
5. improved collaboration, creativity, higher order thinking skills; and
6. enhanced flexibility and differentiated approach of delivery.
The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides the framework for analysing
data to investigate patterns and relationships in the computing context. Once learners have made their findings, ICT can help them organize, edit and print the information
in many different ways.
Learners need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets and computers and related software like
Microsoft Office packages - Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are given from basic 7 – 10 to use ICT in exploiting
learning will build their confidence and will increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and
learning is expected to enhance the quality and competence level of learners.

ORGANIZATION AND STRUCTURE OF THE CURRICULUM(Basic 7 – 10)
The content standards in this document are organized by grade level. Within each grade level, the contents are grouped first by strands. Each strand is further subdivided
into sub-strands of related indicators.
▪ Indicators are learning outcomes that define what learners should know and be able to do.
▪ Content Standards are groups of related indicators. Note that indicators from different standards may sometimes be closely related, because computing is a
connected subject.
▪ Sub-strands are larger groups of related indicators (or computing topics to be studied). Indicators from different sub-strands may sometimes be closely related.
▪ Strands are the main branches of the computing content to be studied.
The Standards are organized under four strands as follows:

1. Introduction to Computing
2. Productivity Software
3. Communication Networks
4. Computational Thinking

The table below shows the scope and sequence of the strands addressed at the B7 – B10 phase. The remaining part of the document presents the details of the standards
and indicators for each grade level,
Strand Sub-strand B7 B8 B9 B10

Introduction to Computing Components of Computers and Computer Systems √ √ √ √
TechnologyinTheCommunity √ √ √ √
HealthandSafetyinUsing ICT Tools √ √ √ √

Productivity Software Introduction to Word Processing √ √ √ √
Introduction to Presentation √ √ √ √
Introduction to Desktop Publishing √ √
Introduction to Electronic Spreadsheet √ √ √ √
Communication Networks Computer Networks √ √ √ √
Internet and Social Media √ √ √ √
Information Security √ √ √ √
Web Technologies √ √ √ √
ComputationalThinking Introduction to Programming √ √ √ √
Algorithm √ √ √ √
Robotics √ √ √ √
Artificial Intelligence √ √ √ √

Basic 7

Strand 1: Introduction to computing
Sub-strand 1: Components of Computers and Computer Systems
CONTENT SUBJECT SPECIFIC PRACTICES AND
INDICATORS AND EXEMPLARS
STANDARD CORE COMPETENCIES
B7.1.1.1. Identify B7.1.1.1.1 Discuss the second and third generation of Creativity and innovation.
parts of a computers Exhibit strong memory, intuitive thinking; and
computer and their Exemplar respond appropriately
uses 1. Discuss the features of the second and third generation Communication and collaboration
of computers Speak clearly and explain ideas. Share a narrative
2. Identify major components on the motherboard. or extended answer while speaking to a group
3. Show pictures of parts of the system board and identify
a transistor.
B7.1.1.1.2 Demonstrate understanding of the use of Creativity and innovation.
input devices (wireless keyboard, and mouse, Exhibit strong memory, intuitive thinking; and
light pen, Touchscreen) respond appropriately
Exemplar Communication and collaboration
1. Handle/watch video/pictures of wireless keyboard and Identify underlying themes, implications and
mouse, touchscreen in class issues when listening
2. Identify the input devices listed
3. Explore areas where different types of input devices are
used.

B7.1.1.2. B7.1.1.1.4 Describe Storage devices: full-sized external Creativity and innovation.
Demonstrate the hard drives, Hard Drive Speed,Disk Caching) Exhibit strong memory, intuitive thinking; and
use of the features Exemplar respond appropriately
of the Windows 1. Explore magnetic storage devices. Communication and collaboration
Desktop 2. Bring storage devices or picture of items to class Explain ideas in a clear order with relevant
3. Discuss features of magnetic storage devices detail, using conjunctions to structure and
Explore the differences in the various Hard Disk Drives speech.
(HDD)
B7.1.1.2.1 Discover the new Windows Operating Communication and collaboration

System (Start screen, Use of tiles, Taskbar
Speak clearly and explain ideas. Share a
buttons, Preview thumbnails)
narrative or extended answer while speaking to a
Exemplar group.
1. Show the desktop, tiles, taskbar.
2. Demonstrate how to preview thumbnails
B7.1.1.2.2 Practice file management techniques (file Communication and collaboration
and folder management)
Speak clearly and explain ideas. Share a
Exemplar narrative or extended answer while speaking
to a group.
1. Demonstrate file management techniques by following
the naming conventions, organising files in folders and Creativity and innovation
subfolders.
2. Explore the types and importance of file extensions. Interpret and apply learning in new context

Sub-strand 2: Technology in the community
B7.1.2.1. B7.1.2.1.1. Describe and give examples of at least five Digital literacy.
Demonstrate the technology tools for learning in eachsubject Ability to find and consume digital content
use of Technology (e.g. spreadsheets, Encarta, virtual museum, Communication and collaboration
in the community. scrabble, presentation, scratch etc.) Speak clearly and explain ideas. Share a narrative
Exemplar or extended answer while speaking to a group.
1. Explore the various technology tools that can be used
for learning.
NB- Exploration can be done through pupils surfing

the internet or guiding them to brainstorm the ICT
tools.
B7.1.2.1.2. Demonstrate the use of at least three Communication and collaboration

technology tools identified in B7.1.2.1.1. Speak clearly and explain ideas. Share a narrative
1. Demonstrate the use of a technology tool in groups Digital literacy
and present to the whole class how that tool works. Ability to find and consume digital content
B7.1.2.1.3. Discuss the benefits of using technology Communication and collaboration
tools in learning. Speak clearly and explain ideas. Share a narrative
1. Discuss in pairs the benefits of using technology tools Digital literacy
in learning (e.g. using spreadsheet to draw graphs) Ability to find and consume digital content

Sub-strand 3: Health and Safety in using ICT tools
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
B7.1.3.1. B7.1.3.1.1 Describe Current Regulatory Requirements Communication and collaboration
Demonstrate how and Potential Computing-Related Disorders Speak clearly and explain ideas. Share a narrative
to apply Health or extended answer while speaking to a group.
Exemplar
and Safety Digital literacy
measures in using 1. Watch videos on the health hazards of prolonged use Ability to ascertain when information is needed
ICT Tools of computing devices or show pictures of bad postures and be able to identify, locate, evaluate and
and other hazards in using computing devices (e.g. effectively use them to solve a problem
radiation from mobile phones causing cancer, hearing
impairment from loud volumes of Public Address (PA)
Systems, vision impairment from the monitor,
repetitive strain injury, Carpal tunnel syndrome,
computer vision syndrome etc.
2. Identify the health hazards associated with each device.
3. Provide preventive measures of the stated health and
safety issues.

Strand 2: Productivity Software
Sub-strand 1: Introduction to Word Processing
B7.2.1.1 B7.2.1.1.1. Demonstrate how to insert, select, delete, Digital literacy.
Demonstrate how and move the text Ability to ascertain when information is needed
to use Microsoft Exemplar and be able to identify, locate, evaluate and
Word (Editing) 1. Show projected examples of MS-Word interface with effectively use them to solve a problem
the aid of a computer, projector or pictures.
2. Explore tools for editing in MS Word
3. Explore the use of the overtype, or insert option by
right-clicking the status bar.
B7.2.1.1.2. Demonstrate how to find and replace Digital literacy.
content and undo edited changes Ability to ascertain when information is needed
Exemplar and be able to identify, locate, evaluate and
1. Make use of the Find and Replace toolin MS-Word effectively use them to solve a problem
under the Home tab
2. Explore the use of the Editing group under the Home
tab
B7.2.1.1.3. Demonstrate how to spell check, content Digital literacy.
translation, language setting Ability to ascertain when information is needed
1. Demonstrate the use of the Proofing and Language effectively use them to solve a problem
group under the Review tab
2. Show how to use the Language, Spelling & Grammar,
Thesaurus and other tools in MS-Word under the
Home tab.
NB. This is to help learners with software knowledge
in office applications (word processing) to grasp the
concept better.

Sub-Strand 2: Introduction to Presentation
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND CORE
STANDARD COMPETENCIES
B7.2.2.1 Demonstrate B7.2.2.1.1. Explore features of MS PowerPoint’s interface. Digital literacy.

how to use Microsoft Ability to ascertain when information is needed and be able
PowerPoint (Editing) Exemplar to identify, locate, evaluate and effectively use them to
1.
Show projected examples of MS-PowerPoint interface with the solve a problem
aid of a projector or pictures.
2. Explore MS-PowerPoint themes and templates
3. Explore the use of the Proofing and Language group under the
Review tab
4. Demonstrate the use of the Language, Spelling & Grammar,
Thesaurus and other buttons in MS-PowerPoint under the
Review tab
B7.2.2.1.2. Demonstrate how to use Special Characters. Authora
7-slide presentation in MS-PowerPoint using the tools
of the Editing group. Creativity and innovation.
Exemplar Ability to visualise alternatives, seeing possibilities,

problems and challenges
1.
Explore the use of Special characters section under the Insert tab
under the Symbol group Communication and collaboration
2. Present a prepared project or exercise using the editing group of Ability to work with all group members to complete a task
the ribbons studied. successfully
3. Use projected examples of PowerPoint interface with the aid of a
projector or pictures.
NB: This is to help the learners with software knowledge in MS
PowerPoint, office applications to grasp the concept better.

Sub-strand 3: Introduction to Electronic Spreadsheet
B7.2.3.1. B7.2.3.1.1 Explore features of MS-Excel interface. Digital literacy.
Demonstrate how Exemplar Ability to ascertain when information is needed
to use the 1. Show projected examples of MS-Excel interface with and be able to identify, locate, evaluate and
Spreadsheet the aid of a projector or pictures. effectively use them to solve a problem
(Editing 2. Explore operations of inserting, selecting, deleting and
Worksheets). moving data.
3. Demonstrate how to insert, select, delete and move
data using a sample data set.
B7.2.3.1.2. Demonstrate how to set the cell datatype Digital literacy.
(General, Number, Currency etc.) Ability to ascertain when information is needed
1. Investigate how to set and modify the cell type of effectively use them to solve a problem
values and text.
2. Enter values, text, dates and time in worksheet cells
and change the formats for presentation as General,
Number, Currency, Accounting, Dates, Time etc.
B7.2.3.1.3. Demonstrate how to Align Text, Merge Digital literacy.
&Wrap, Borders and Shades. Ability to ascertain when information is needed
1. Demonstrate how to change text alignment effectively use them to solve a problem
(Horizontal & Vertical), merge cells and wrap text.
2. Investigate how to access border & shade features and
format the appearance of a worksheet as group work.

Strand 3: Communication Networks
Sub-strand 1: Computer Networks

B7.3.1.1. Identify the B7.3.1.1.1 Draw diagrams to illustrate features of the Creativity and innovation.
concept of network topologies (Bus, Star, Ring, Mesh)
Exhibit skill of inquisitiveness and curiosity
computer
Exemplar
networking for
global 1. Explore key hardware for setting up network systems
communications. (such as server, client, hub, switch, cable etc.) Digital literacy.
2. Explain network topologies. Communicate appropriately with digital tools
3. Discuss the features of each network topology.
4. Present in groups diagrams of well-elaborated network
topologies.
NB: Watch any appropriate video on the above
exemplars

CONTENT SUBJECT-SPECIFIC PPRACTICES
STANDARD AND CCORE COMPETENCIES
B7.3.1.1.2 Describe types of networks [Personal Creativity and innovation.
Area Network (PAN), Local Area Network (LAN), Use of skills of visualising alternatives, seeing
Metropolitan Area Network (MAN), Wide Area possibilities, problems and challenges
Network (WAN)]
Exemplar
Digital literacy.
1. Explain the various types of networks available (e.g.
PAN, LAN, MAN, WAN, WLAN, INTERNET etc.) Exhibit understanding of skills in using
digital devices
- A local area network (LAN) is the connection of
two or more computer devices for networking
within a relatively small area.
A metropolitan area network (MAN) connects local
networks across a larger geographical region.
B7.3.1.1.3 Discuss the entrepreneurial Digital literacy.
opportunities in networking computing devices.
Exemplar Exhibit understanding of skills in using
digital devices
1. Discuss the benefits and challenges of networking in
different environments (school, business, health,
etc.)
2. Identify different environments where the various
types of networks can be applied
Identify the business aspect of networking and how they
can be turned into a lucrative business.

Sub-strand 2: Internet and Social Media

B7.3.2.1 B7.3.2.1.1 Identify the various types and uses of Creativity and innovation.
Demonstrate the Social Media sites such as Social Networking Ability to select the most effective creative tools
use of Social (Facebook, LinkedIn, WhatsApp), for working and give reasons
Networking and Microblogging (Twitter, Tumblr)
Electronic Mail Exemplars
Digital literacy.
1. Illustrate the use of social networking sites such as
Use synthetic and dynamic thinking abilities to
Facebook, LinkedIn, WhatsApp etc.
create meaningful new combinations from
2. Demonstrate the use of microblogging platforms such
existing information.
as Twitter, Tumblr etc.
B7.3.2.1.2 Demonstrate the use of the following Creativity and innovation.

features of Electronic mail: Attachment, and Ability to select the most effective creative tools
Address book. for working and give reasons
Exemplar
1. Demonstrate the steps in creating, sending and
Digital literacy.
receiving of email
2. Demonstrate replying to and forwarding email Create and use digital content
3. Demonstrate with reasons for using From; To; cc; bcc;
and subject features when sending an email.
'
Sub-strand 3: Information Security
B7.3.3.1. Recognise B7.3.3.1.1 Discuss the key principles of information Digital literacy.
data threats and security (confidentiality, integrity and Recognition of societal issues raised by digital
means of protection availability). technologies
Exemplar
1. Research in pairs the key principles of information Communication and collaboration
security. Speak clearly and explain ideas. Share a narrative
2. Discuss the three key principles of information or extended answer while speaking to a group
security.
3. Research scenarios involving information security
B7.3.3.1.2 Explore the legal issues about intellectual Digital literacy.
property rights (e.g. Copyright, Patent, Trademark, Ability to ascertain when information is needed
Piracy, Copyright Infringement). and be able to identify, locate, evaluate and
Exemplar effectively use them to solve a problem.
1. Discuss issues pertaining to copyright (e.g. freeware,
shareware, crippleware). Communication and collaboration
2. Differentiate between the various legal issues Anticipate different responses from the audience
mentioned. and plan for them.
3. Discuss consequences associated with breaking legal
laws.

CONTENT SUBJECT-SPECIFIC PPRACTICES
STANDARD AND CORE COMPETENCIES
B7.3.3.1.3 Evaluate information security forensic Digital literacy.
auditing and criminal laws against
Knowledge and recognition of ethical use of
offenders.
information
Exemplar
1. Watch a video of how offenders of data security
Communication and collaboration
breach are identified.
2. Discuss the laws protecting data and their Can see the importance of including all
appropriate sanctions. team members in discussions and
actively encourage contributions from
Identify some common occurrence of data security their peers in their team
breaches that people in the community overlook
and their corresponding sanctions.

Sub-strand 4: Web Technologies
CONTENT INDICATORS SUBJECT SPECIFIC PRACTICES AND
STANDARD AND EXEMPLARS CORE COMPETENCIES
B7.3.4.1. B7.3.4.1.1 Identify the importance of the web in Creativity and innovation.
Demonstrate the learning [Virtual Learning Environments Exhibit skill of inquisitiveness and curiosity
use of a Web (VLEs)].
Browser (Search Exemplar Digital literacy.
engines) 1. Explore the importance of VLEs for learning. Communicate appropriately with digital tools
- Allows self-paced learning,
- Creates opportunity to learn new skills without
having to travel
B7.3.4.1.2 Explore the use of open learning websites in Creativity and innovation.
the classroom Use of skills of visualising alternatives, seeing
Exemplar possibilities, problems and challenges
1. Explore the uses of open learning websites in the
classroom e.g. Khan Academy, Coursera, Edx, Saylor etc. Digital literacy.
Exhibit understanding of skills in using digital
devices

CONTENT SUBJECT-SPECIFIC PPRACTICES AND
STANDARD CCORE COMPETENCIES
B7.3.4.1.3 Demonstrate techniques for evaluating web Digital literacy.
pages (Accuracy, Content, Current,
functionality) Exhibit understanding of skills in using
digital devices
Exemplars
1. Demonstrate techniques for evaluating web pages.
- Accuracy: How true is the information?
- Credibility: Who wrote the page? Is the person an
expert in the subject matter?
- Content: Is it on the correct subject matter?
- Current: Is the content up-to-date? When
was the last time it was updated?
- Functionality: Does the site work well?

Strand 4: COMPUTATIONAL THINKING
Sub-Strand 1: Introduction to Programming
B7.4.1.1. Show an B7.4.1.1.1 Demonstrate the correct use of Communication and collaboration
understanding programming terminologies. Speak clearly and explain ideas. Share a narrative
of the concept of or extended answer while speaking to a group
Exemplar
programming
1. List the terminologies in alphabetical order or grouping Digital literacy
to aid recall Evaluate the quality and validity of information
2. Explain each of the terminologies
B7.4.1.1.2 Demonstrate understanding of the use of Critical thinking and problem solving
data types (e.g., float, integer, string, char
etc.); Ability to combine Information and ideas from
several sources to reach a conclusion
Exemplar
1. Develop key questions around daily activities to identify
the data type. Example: The first name of your best Digital literacy
friend is written as a string data type. Recognition of societal issues raised by digital
technologies
B7.4.1.1.3 Demonstrate the use of constants and Communication and collaboration.
variables used in programming Explain ideas in a clear order with relevant detail,
using conjunctions to structure and speech.
Exemplar
1. Show how constants and variables are used in
programming.
2. Discuss the benefits of using variables over the
constants.

Sub-strand 2: Algorithm
B7.4.2.1. Analyse B7.4.2.1.1 Understand the use of sequence, selection Creativity and innovation.
correct step-by-step and iteration in writing a program. Describe Ability to effectively define goals towards
procedure in solving the meaning of the terms algorithm, solving a problem
any real-world decomposition and abstraction.
problem. Exemplar Critical thinking and problem solving
1. Write numbers (1-10) in an orderly arrangement to Identify extra information to solve a problem.
represent sequence. Write your itinerary for a day in a
logical order (Sequence). Ability to combine Information and ideas from
NB: Should be linear with no branching several sources to reach a conclusion
statements.
2. Present a case study where there are more than one
options to choose from and yet achieve the same
outcome. For example, tea with or without sugar
options can still meet a beverage outcome (selection).
3. Develop a solution to a problem which uses iteration
to control the flow of the program (iteration).
NB- Programs such as lightbot could be used for
practical lessons.
B7.4.2.1.2 Perform a linear search Critical thinking and problem solving
Exemplar
1. Locate a given value position out of listed values. Ability to effectively define goals towards
2. Arrange some given values or data in increasing and solving a problem
decreasing order.

Sub-strand 3: Robotics
B7.4.3.1 Discuss B7.4.3.1.1 Review the various applications of robotic Digital literacy
Robot machines in society Recognition of societal issues raised by digital
intelligence Exemplar technologies
concepts. 1. State applications and uses of robots in society (e.g.
manufacturing, health, education, assembling and packing, Critical thinking and problem solving
transport, surgery, laboratory research, and mass Ability to understand features of a problem
production of consumer and industrial goods, taking
pictures etc.)
2. Explore prospects and challenges of robots in their
operations

Sub-strand 4: Artificial Intelligence
B7.4.4.1. Discuss B7.4.4.1.1 Discuss the application of various areas of Digital literacy
Artificial artificial intelligence (Machine learning, Exhibit understanding of skills in using digital
intelligence Artificial Neural Networks, Virtual Reality, devices
concepts. Augmented reality, Mixed Reality,
Gamification)
Exemplar Speak clearly and explain ideas. Share a narrative or
extended answer while speaking to a group
1. Compare the key technologies: machine learning, Artificial
Neural Networks (ANN), Reality, Augmented reality,
Gamification, Deep learning, Artificial Data Mining and
analytics
2. Discuss the uses and importance of Artificial Intelligence
(AI) to Society.
3. Watch video/picture of the use of AI in society. (Intelligent
robots)

BASIC 8

B8.1.1.1.Examine B8.1.1.1.1. Discuss the fourth generation computers Creativity and innovation.
the parts of a Exemplar Exhibit strong memory, intuitive thinking; and
computer 1. Discuss features of fourth generation computers respond appropriately
2. Identify a microchip
3. Explore the architecture of a processor Recognise and generalise information and
experience ; search for trends and patterns

Speak clearly and explain ideas. Share a narrative
or extended answer while speaking to a group.
B8.1.1.1.2. Demonstrate understanding of the use of Communication and collaboration

input devices (barcode, scanner etc.) Speak clearly and explain ideas. Share a
Exemplar narrative or extended answer while speaking to
1. Watch video or picture of input devices in use. a group.
2. Demonstrate the use of input devices in a computer Digital literacy
laboratory/classroom Ability to find and consume digital content
3. Explore the advantages and disadvantages of input
devices

B8.1.1.1.3. Examine the uses of the output devices: Communication and collaboration
Graphing plotter, Data and Multimedia Speak clearly and explain ideas. Share a
Projectors, Pico projector narrative or extended answer while speaking to
Exemplar a group.
1. Watch video or pictures of output devices in use. Digital literacy
2. Demonstrate the use of output devices in a computer Ability to find and consume digital content
laboratory/classroom
3. Explore the advantages and disadvantages of output
devices
B8.1.1.1.4 Examine Storage portable hard drives, Communication and collaboration
Optical Discs and Drives. Speak clearly and explain ideas. Share a
E. g. Read-Only Optical Discs: CD-ROM, DVD-ROM, and BD- narrative or extended answer while speaking to
ROM Discs a group.
Recordable Optical Discs: CD-R, DVD-R, DVD+R, and BD-R Digital literacy
Discs Ability to find and consume digital content.
Rewritable Optical Discs: CD-RW, DVD-RW, DVD+RW, and
BD-RE Discs
Exemplar
1. Identify portable hard drives/Optical Discs and Drives
or picture of items to class
2. Discuss features of hard drives/Optical Discs storage
media
3. Explore the maximum capacities of these storage
devices
4. Explore the different write speeds of these storage
devices

B8.1.1.2. B8.1.1.2.1 Discover temporarily peeking into a window on a Communication and collaboration
Demonstrate the Taskbar. Speak clearly and explain ideas. Share a
use of the features Exemplar narrative or extended answer while
of a Desktop 1. Explore features of the Taskbar speaking to a group.
2. Demonstrate the preview of windows on a Taskbar
Digital literacy
Ability to find and consume digital content.
B8.1.1.2.2 Practice file management techniques (Users & Digital literacy

Accounts) Preparedness to make better decision with
Exemplar information at hand
1. Explore different account levels for users of computer
systems. Ability to find and consume digital content
2. Explore different permission levels applied to files and
folders
B8.1.1.3. B8.1.1.3.1 Learn Probabilistic Data Structures, and Distinct Communication and collaboration
Demonstrate the value Sketches Apply appropriate diction and structure
use of Data and Exemplar sentences correctly for narrative, persuasive,
identify sources of 1. Demonstrate the use of logical statements with the use of imaginative and expository purposes
data counters for increasing and decreasing values. Understand and use interpersonal skills
2. Explore the use of counters in automated systems (e.g. hotel
reservation, booking a flight etc.) Digital literacy
Preparedness to make better decision with
information at hand
Ability to find and consume digital content

Sub-strand 2: Technology in the community (communication)
B8.1.2.1. B8.1.2.1.1. Examine the negative impact of computers Communication and collaboration
Demonstrate the and computer use on the environment Speak clearly and explain ideas. Share a narrative
use of Technology in or extended answer while speaking to a group.
Exemplar
the community.
1. Observe people who use and work with computers in Explain ideas in a clear order with relevant detail,
the community. using conjunctions to structure and speech.
2. Visit sites or watch videos/pictures of how computers
including other electronic components aredisposed of. Digital literacy
3. Discuss the impact of computers and computer use on Recognition of societal issues raised by digital
the environment. technologies
B8.1.2.1.2. Propose environmentally responsible Cultural identity and global citizenship
practices that can be used to reduce the
Exhibit a sense of nationality and global identity
negative impact of computer and computer
use on the environment Communication and collaboration
Exemplar Speak clearly and explain ideas. Share a narrative
or extended answer while speaking to a group.
1. Brainstorm how the negative effects identified can be
reduced. Personal development and leadership
2. Evaluate environmentally responsible practices.
3. Propose how e-waste in a particular environment (e.g. Recognise one's emotional state and
Agbogbloshie) can be managed. preparedness to apply emotional intelligence
Critical thinking and problem solving
Ability to combine Information and ideas from

CONTENT SUBJECT-SPECIFIC PPRACTICES AND
STANDARD CCORE COMPETENCIES
B8.1.2.1.3. Create a component from disposed Creativity and innovation
computer parts.
Ability to merge simple/ complex ideas to create
Exemplar novel situation or thing
1. Collect disposed computer/electronic parts from the
community.
Personal development and leadership
2. Watch a video/picture of recycling of computer parts.
Recognise one's emotional state and
3. Develop a component from the collected electronic preparedness to apply emotional intelligence
parts.
Ability to manage and resolve conflict

Sub-strand 3: Health and safety in using ICT tools
B8.1.3.1. B8.1.3.1.1 Examine Workstation Risk Assessments Personal development and leadership.
Demonstrate how
Exemplar Recognise one's emotional state and preparedness
to apply Health and
to apply emotional intelligence
Safety measures in 1. Explore the risks associated with workstations and
Using ICT Tools how to overcome them (e.g. furniture and sitting
posture, wrist pains, eye problems, back and neck
pains, faulty electrical connections etc.) Ability to manage and resolve conflict
2. Identify measures that will help to eliminate Critical thinking and problem solving
workstation hazards and if it is not possible, how to
minimize the risks. (e.g. evaluating display screen, Provide new insight into controversial
adjusting the chair for comfort, avoiding potential situation or task
slips and falls, positioning of devices etc.)


B8.2.1.1 B8.2.1.1.1. Demonstrate how to use text-decoration, Digital literacy.
Demonstrate how change text case, text size and colour.
Ability to ascertain when information is needed
to use Microsoft
Word (Formatting
effectively use them to solve a problem
Text) 1. Explore the use of the Font group under the Home
tab
2. Demonstrate the use ofsentence case, font size,
colour and font decoration features in MS- Word Creativity and innovation.
3. Show projected examples of MS-Word interface to Ability to visualise alternatives, seeing
learners with the aid of a projector or pictures.
possibilities, problems and challenges
B8.2.1.1.2. Demonstrate how to align text, indent Digital literacy.

paragraphs, bullet, line space and shade.
1. Explore the use of the Paragraph group, using the align
left, centre, right and justified in MS-Word under the
Home tab
2. Explore the use of the Bullets, Decrease and Increase Creativity and innovation.
Indentation, under the Home tab Ability to visualise alternatives, seeing possibilities,
3. Identify the use of the Border Button and set line
problems and challenges
spacing using the dialogue Box Launcher button us
under the Home tab

B8.2.1.1.3. Demonstrate how to set Tabs, and apply Digital literacy.
formatting
1. Explore the Tab button to set the centre and right tabs
NB. This is to help learners with software knowledge Creativity and innovation.
concept better. Ability to visualise alternatives, seeing

Sub-strand 2: Introduction to Presentation

B8.2.2.1 B8.2.2.1.1. Demonstrate how to change text case, Digital literacy.
Demonstrate how to text size, text colour and decorate text
use Microsoft
PowerPoint
(Formatting) 1. Explore the use of the Font group under the Home
tab
2. Make use of the sentence case, font size, colour and
font decoration features in MS-PowerPoint Creativity and innovation.
3. Show projected examples of PowerPoint interface to Ability to visualise alternatives, seeing
learners with the aid of a projector or pictures.
B8.2.2.1.2. Demonstrate how to align text, indent Digital literacy.
paragraphs, borders and shades.
1. Explore the use of the Proofing and Language Sections
under the Review tab
2. Use the Language, Spelling & Grammar, Thesaurus and
other buttons in MS- PowerPoint under the Review Creativity and innovation.
tab Ability to visualise alternatives, seeing

B8.2.2.1.3. Demonstrate the use of the Slide Master, Digital literacy.
design template, and be able to give a 5-
side presentation in MS-PowerPoint using
and be able to identify, locate, evaluate and
the tools of the ribbons studied.
Exemplar
1. Explore the use of Master Views group under the
View Ribbon
2. Prepare and present a prepared project or Creativity and innovation.
exercise using what has been studied in Indicator 1
and 2. Ability to visualise alternatives, seeing
3. Use projected examples of PowerPoint interface possibilities, problems and challenges
with the aid of a projector or pictures.
.
NB: This is to help the learners with software Digital literacy.

knowledge in MS-PowerPoint, Office Applications to Ability to ascertain when information is needed
grasp the concept well and be able to identify, locate, evaluate and

B8.2.3.1. B8.2.3.1.1 Demonstrate how to adjust margins, and Digital literacy.
Demonstrate how to set page orientation.
use to Format a
Worksheet
1. Demonstrate how to adjust margins and set page
orientations for printing.
2. Perform margin adjustment on different page sizes
3. Explore the display of worksheets in different views Creativity and innovation.
as listed on the View tab. Ability to visualise alternatives, seeing
B8.2.3.1.2. Demonstrate how to set upa header and a Digital literacy.
footer.
1. Demonstrate how to setup up header and footer
elements
2. Explore the use of page numbers, current date, time
and file name in setting up headers and footers.
B8.2.3.1.3. Demonstrate the use of the Autofill Digital literacy.
function in MS-Excel worksheet
1. Demonstrate the use of the Autofill function E.g to
generate the days of the week, months of the year,
set of numbers (e.g. counting numbers, odd
numbers, multiplication tables etc.)

B8 2.3.2 B8.3.2.1. Demonstrate how to create formulas Digital literacy.

Demonstrate how
Exemplar Ability to ascertain when information is needed
to use and be able to identify, locate, evaluate and
Spreadsheet 1. Create simple formulas starting with the equal sign (=)
formula



B8.3.1.1. Identify the B8.3.1.1.1 Describe the data communication models Communication and
concept of computer for networks.
networking for collaboration
Exemplar
global Demonstrate behaviour and skills of working
communication. 1. Identify the different layers in the Open System towards group goals
Interconnection (OSI) model.
2. Discuss the purpose of the communication protocols.
B8.3.1.1.2 Describe the Internet, world wide web Communication and collaboration
(www) and Internet Protocol (IP) addresses.
Identify and analyse different points of views
Exemplar of speaker
1. Describe the Internet and the classes of internet
addresses.
2. Distinguish between IPv4 and IPv6.
3. Explore the difference between internet and www


B8.3.2.1 B8.3.2.1.1 Identify the various types of Social Media Communication and collaboration.
Demonstrate the sites such as Photo sharing (Instagram,
Explain ideas in a clear order with relevant detail,
use of Social Snapchat, Pinterest) and Video sharing
using conjunctions to structure and speech.
Networking and (YouTube, Facebook Live, Periscope, Vimeo)
Electronic Mail
Exemplars
Digital literacy.
1. Discuss the use of Photo sharing sites such as
Instagram, Snapchat, Pinterest etc. Recognition of societal issues raised by digital
2. Demonstrate the use of video sharing platforms such technologies
as YouTube, Facebook Live, Periscope, Vimeo etc.
3. Illustrate the steps involved in attaching a document to
an email.
4. Explore the use of the address book as a feature of
email.


B8.3.3.1. Recognise B8.3.3.1.1 Describe the nature of four major data Communication and collaboration.
data threats and threats (Interruption, Interception, Explain ideas in a clear order with relevant detail,
security Modification, Fabrication) using conjunctions to structure and speech.
protections.
Exemplar
Digital literacy.
1. Watch a video on threats to data security.
Recognition of societal issues raised by digital
2. Discuss the threats that can prevent information from
reaching its destination. technologies
3. Discuss the threats that can cause data corruption.
4. Describe the nature of four major data threats.
B8.3.3.1.2 Map the protection methods to each of the Communication and collaboration.
four identified data threats (e.g.
Demonstrate behaviour and skills of working
Authorisation, Authentication, Encryption and
towards group goals
Decryption etc.)
Exemplar
1. Brainstorm the methods of protecting data against the Critical thinking and problem solving
four main threats. Identify extra information to solve a problem.
2. Describe the threats to data security and the methods
of preventing each threat.

B8.3.4.1. B8.3.4.1.1 Demonstrate how to effectively search from a Digital literacy.

Demonstrate the web browser. Use digital tools to create novel things
use of a Web
Exemplars
Browser (Search
engines) 1. Identify effective search techniques (e.g. using search Critical thinking and problem solving
phrases, with exact spelling, use of AND, OR, NOT etc. Ability to look at alternatives in creating new things
2. Demonstrate how to search with any of the techniques or a

combination of techniques
B8.3.4.1.2 Explore the use of more than one search Digital literacy.
engine
Ability to ascertain when information is needed and
Exemplar be able to identify, locate, evaluate and effectively
use them to solve a problem
1. Investigate the use of more than one search engine e.g.
Ask, Google, yahoo!
2. Explore different search engines with the same search
string/terms and observe the outcome Critical thinking and problem solving
3. Discuss the results of your findings in exemplar 2 above.

Strand 4: Computational Thinking
Sub-strand 1: Introduction to Programming
B8.4.1.1. Show an B8.4.1.1.1 Describe the basic concepts in Critical thinking and problem solving
understanding ofthe programming (Constants, Variables, Ability to combine Information and ideas from
concept of Expressions, Statements /Instruction, logical several sources to reach a conclusion
programming. and arithmetic operators, Operator
precedence).
Exemplar
1. Create a table to compare how the same arithmetic
notations are represented in coding and in classroom
mathematics

B8.4.2.1. Analyse B8.4.2.1.1 Apply variables, expressions, assignment Critical thinking and problem solving
correctstep-by-step statements and operator precedence order Can effectively evaluate the success of solutions
procedure in solving (BODMAS rule) to process, store numbers they have used to attempt to solve a complex
any real-world and text in a program. problem
problem.
Exemplar
1. Compute an expression following the BODMAS
principle to exemplify how computers process input
data to print out an answer.
B8.4.2.1.2 Describe and use sequence, selection and Creativity and innovation.
iteration statements in a program.
Ability to look at alternatives in creating new
Understand the difference between variables
things
and constants and be able to choose
appropriate naming conventions when
writing statements.
Exemplar
Can effectively evaluate the success of solutions
1. Draw the four basic symbols representing program they have used to attempt to solve a complex
start-stop; input-output; process and decision. problem
2. Identify a real case problem in the environment and arrange

the symbols to represent
a logical step-by-step sequence in solving that problem.
(Example, illustrate the logical
steps to prepare the land for a maize farm).

B8.4.3.1. B8.4.3.1.1 Describe the principles of operation of the Communication and collaboration.
components of a robot (Controller Mechanical,
Discuss Robot Explain ideas in a clear order with relevant detail,
Sensors).
intelligence using conjunctions to structure and speech
concepts. Exemplar
1. Explain the controller as the “brain” of the robot.
2. Demonstrate understanding of mechanical parts such as Critical thinking and problem solving
motors, pistons, grippers, wheels and gears that make the Analyse and make distinct judgment about
robot move, grab, turn around or lift. viewpoints expressed in an argument
3. Watch video/pictures of the various parts of the robot.
4. Describe how a range of sensors can be used to input data
into a computer system, including light, temperature,
magnetic field, gas, pressure, moisture, humidity, pH and
motion
5. Describe how these sensors are used in real-life scenarios,
for example: street lights, security devices, pollution
control, games, and household and industrial applications
NB: Sensors are used to estimate a robot's condition
and environment. The controller isrun by a computer
program

B8.4.4.1 Discuss B8.4.4.1.1 Discuss Artificial Neural Networks (ANN) Communication and collaboration
Artificial and compare intelligence in human, animals Understand roles during group activities
intelligence and Machines
concepts.
Exemplar
1. Compare intelligence in humans, animals and Machines.
2. Compare the limitations and capabilities of the three
intelligences in processing information
3. Discuss the difference between strong and weak artificial
intelligence.

BASIC 9

B9.1.1.1.Identify B9.1.1.1.1. Discuss the fifth generation of computers. Communication and collaboration
parts of a
computer and
technology tools 1. Discuss the features of the fifth generation computers
2. Discuss parallel processing hardware and Artificial
Intelligence (AI) software
B9.1.1.1.2. Demonstrate understanding of direct data Digital literacy
entry devices (graphic tablet, Magnetic card Ability to find and consume digital content
reader, optical card reader, QR code reader,
Radio Frequency Identification (RFID) Readers)
Exemplar
1. Identify Graphic tablet, Magnetic card reader, optical card
reader, QR code reader, Radio Frequency Identification
(RFID) Readers from video or pictures.
2. Explore features of these input devices.
3. Explore how these input devices work in real life
situations
4. Generate QR codes and link them to specific websites.

B9.1.1.1.3. Examine the uses of the output devices: Digital literacy.

Braille printers, Impact, Inkjet, Thermal, Wax), Ability to find and consume digital content
3D printers
Exemplar
1. Identify Braille printers, Impact, Inkjet, Thermal, Wax, 3D
printers from pictures or videos.
2. Explore features of these output devices.
3. Explore how these output devices work in real life
situations
B9.1.1.1.4 Describe Storage devices: Flash Memory Communication and collaboration
Storage Systems, Embedded Flash Memory Speak clearly and explain ideas. Share a narrative or
Cards and Readers USB Flash Drives, Solid extended answer while speaking to a group.
State Drives and Hybrid hard drives.
Exemplar Digital literacy
1. Illustrate the use of flash memory Storage Systems,
Embedded Flash Memory, Flash Memory Cards and
Readers, USB Flash Drives, Solid State Drives and Hybrid
hard drives.
2. Discuss features of Flash Memory Storage Systems,
Embedded Flash Memory Flash Memory Cards and
Readers

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B9.1.1.2. B9.1.1.2.1 Explore the use of the Charms bar. Digital literacy
Demonstrate the Ability to find and consume digital
Exemplar
use of features of content
the Desktop. 1. Identify the icons in the Charms bar
2. Describe features of the Charms bar icons
B9.1.1.2.2. Practice file management techniques (Drive Management) Digital literacy
Ability to find and consume digital
Exemplar
content
1. Demonstrate the file management techniques such as defragmentation,
compression of files etc.
2. Explore ways of partitioning a hard disk.

Sub-strand 2: Technology in the community
CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARD PRACTICES AND CORE
COMPETENCIES
B9.1.2.1. B9.1.2.1.1. Discuss technologies that help to improve computer Digital literacy.
Demonstrate the accessibility (adaptive and assistive technologies). Ability to find and consume digital
use of Technology Exemplar content
in the community. 1. Identify the categories of people with special needs.
2. Discuss technologies that can be used to help people with special needs Communication and
(E.g. Computer software and hardware, such as voice recognition collaboration
programs, screen readers, and screen enlargement applications, to help Speak clearly and explain ideas.
people with mobility and sensory impairments use computers and mobile Share a narrative or extended
devices etc.) answer while speaking to a group.
B9.1.2.1.2. Describe how portable computing devices affect our Leadership
everyday lives. Ability to set and maintain
Exemplar personal standards and values
1. Discuss portable computing devices that we use daily e.g. Mobile phones, Digital literacy
smart watches etc. Ability to find and consume digital
2. Describe how these devices affect our daily lives. content
Communication and
collaboration
Speak clearly and explain ideas.
Share a narrative or extended
answer while speaking to a group.

B9.1.2.1.3. Explain the issues associated with online Digital literacy.

services (e.g. social media, wikis, blogs etc.)
Exemplar
1. Identify the online services that learners normally use or
have access to.
2. Evaluate issues that are associated with online service
delivery.

B9.1.3.1. B9.1.3.1.1 Discuss Risk Reduction at Workstations Personal development and leadership.
Demonstrate
Exemplar Ability to set and maintain personal standards and
how to apply
values
Health and 1. Demonstrate the use of appropriate volumes when using
Safety measures speakers and earpieces. Digital literacy
in Using ICT 2. Demonstrate the use of screen protectors/spectacles to
Tools control the amount of light received by our eyes. Ability to find and consume digital content
3. discuss the importance of taking regular breaks from bulk
work

B9.2.1.1 B9.2.1.1.1. Demonstrate how to create a Table and Creativity and innovation.
Demonstrate hyperlinks. Ability to visualise alternatives, seeing possibilities,
how to use Exemplar problems and challenges
Microsoft Word 1. Explore the use of the Tables group under the Insert tab Digital literacy.
(Tables and 2. Create tables, columns and resize them in MS-Word Ability to ascertain when information is needed and
hyperlink Pages) 3. Explore the use of hyperlinks to create non-linear be able to identify, locate, evaluate and effectively
presentations. use them to solve a problem
B9.2.1.1.2. Demonstrate how to merge, split, add Digital literacy.
formula, borders and shades. Ability to ascertain when information is needed and
1. Explore Merging, splitting, add formulas, borders and use them to solve a problem
shades in MS-Word under the Insert tab
2. Explore the use of the Bullets, Decrease and Increase
Indentation, under the Home tab
3. Explore the use of the Border Button and set line spacing
(E.g. explore the use of the dialogue Box Launcher
button under the Home tab)
B9.2.1.1.3. Demonstrate how to format a page (e.g. page Digital literacy.
adjustment, Header and Footer, page numbers, Ability to ascertain when information is needed and
breaks and orientations) be able to identify, locate, evaluate and effectively
Exemplar use them to solve a problem
1. Demonstrate how to format pages by adjusting the
header, footer, page numbers, and page orientation
NB. This is to help the learners with software knowledge
concept better.


B9.2.2.1 B9.2.2.1.1. Demonstrate how to add pictures, Digital literacy.
Demonstrate screenshot, edit and format pictures.
how to use
Microsoft
PowerPoint 1. Explore the use of the Images Group under the Insert tab
(Multimedia) 2. Demonstrate the use of ClipArt, Photo Album and
Screenshot
3. Show projected examples of PowerPoint interface to Communication and collaboration
learners with the aid of a projector or pictures. Ability to work with all group members to
complete a task successfully
B9.2.2.1.2. Demonstrate how to add a drawing canvas, Creativity and innovation.
shapes, and also edit, format and add text to Ability to visualise alternatives, seeing possibilities,
shapes. problems and challenges
Exemplar
Digital literacy.
1. Explore the use of the Illustrations group under the
Insert tab
be able to identify, locate, evaluate and effectively
2. Illustrate the use of Shapesand SmartArt
3. Explore the use of the drawing canvas to group shapes

B9.2.2.1.3. Demonstrate how to add text to shapes, Communication and collaboration

arrange shapes.
Ability to work with all group members to
Exemplar complete a task successfully
1. Explore the use of the Format Ribbon once the shape is
selected
2. Explore editing features of the Insert Shapes and Shape Digital literacy.
Styles Ability to ascertain when information is needed and
3. Present a prepared project or exercise using what has be able to identify, locate, evaluate and effectively
been studied in Indicator 1 and 2.
NB: This is to help the learners with software knowledge
in MS PowerPoint, Office Applications to grasp the
concept well.

Sub-strand 3: Introduction to Desktop Publishing

B9.2.3.1. B9.2.3.1.1 Create and save a new document from a Creativity and innovation.
Demonstrate blank or pre-designed template.
Ability to visualise alternatives, seeing possibilities,
how to use MS-
Exemplar problems and challenges
Publisher
1. Open a desktop publishing software (e.g. MS-Publisher).
2. Create a new document from a blank publication
3. Create a new document from a pre-designed template. Digital literacy.
4. Save the document with the appropriate name. Ability to ascertain when information is needed and
B9.2.3.1.2 Demonstrate the use of the commands in MS- Communication and collaboration
Publisher ribbons under each tab (Home, Page Ability to work with all group members to
Design, Mailings, Review, View) complete a task successfully
Exemplar
Digital literacy.
1. Explore the use of the commands in a desktop publishing
software in pairs (e.g. MS-Publisher ribbons: Home, Page
Design, Mailings, Review, and View).

B9.2.3.1.3 Change the orientation and margins of a Communication and collaboration
document.
Exemplar complete a task successfully
1. Explore and change the orientation and margins of your
document in pairs
Digital literacy.
use them to solve a problem.
B9.2.3.1.4 Add and modify pictures from different Creativity and innovation.
sources.
1. Explore addition and modification of pictures from Digital literacy.
different sources to your document in pairs.

B9.2.3.1.5 Add and modify text. Digital literacy.
Exemplar Ability to ascertain when information is needed and
1. Explore addition and modification of text in your
document.
B9.2.3.1.6 Create and present a publisher document Communication and collaboration
(flyer, Advertisement, Invitation cards, business
cards)
Exemplar
1. Create a one-page publisher document e.g. flyer,
Advertisement, Invitation cards, business cards. Creativity and innovation.
2. Present documents to demonstrate creative abilities. Ability to visualise alternatives, seeing possibilities,
problems and challenges.
Digital literacy.

Sub-Strand 4: Introduction to Electronic Spreadsheet
B9.2.4.1. B9.2.4.1.1. Perform operations using functions and Built- Digital literacy.
Demonstrate in functions Ability to ascertain when information is needed and
how to use the be able to identify, locate, evaluate and effectively
Exemplar
Spreadsheet. use them to solve a problem
(using functions 1. Enumerate the difference between formulas and
and complex functions.
formulas) 2. Access built-in functions to perform operations on
sample data.
3. Demonstrate the use of common spreadsheet functions
such as; SUM, AVERAGE, COUNT, COUNTA,
COUNTIF, MAX and MIN.
B9.2.4.1.2 Demonstrate how to create complex Digital literacy.
formulas
1. Create complex formulas (e.g. finding percentages,
commissions, interest rates etc.)
Critical thinking and Problem solving

STANDARD INDICATORS AND EXEMPLARS CORE COMPETENCIES
Digital literacy.
B9.2.4.1.3. Demonstrate how to copy formulas, and
references Ability to ascertain when information is needed and
Exemplar use them to solve a problem
1. Present the ways of copying and pasting formulas in a
worksheet.
2. Explore how to reference cells and ranges in a worksheet.
3. Demonstrate the use of relative references in creating
formulas.
4. Explore how to correct common formula errors.
5. Complete a project that involves creating a set of

formulas with common functions (e.g. simple interest
formula)


B9.3.1.1. Know B9.3.1.1.1 Discuss types of E-commerce and cashless Digital literacy.
the concept of society (Bitcoin, transaction cards, Quick
computer Response code (QR) payment system).
networking for
Exemplar
global
Use synthetic and dynamic thinking abilities to
communications. 1. Explore the use of the Internet to engage in online
business; selling, buying and paying for products online. create meaningful new combinations from existing
2. Discuss the use of online banking systems (e.g. using information
mobile money, bitcoin, the use of MasterCard, Visa card,
QR code payment system etc.).
B9.3.1.1.2 Justify eLearning potentials. Communication and collaboration.
1. Explain the concept of eLearning, its benefits and
disadvantages.
2. Discuss projects on a collaborative platform (e.g. iBox
network, the use of ad hoc network to share resources, Digital literacy.
wikis [Google Docs] etc.) Ability to ascertain when information is needed and

B9.3.2.1 B9.3.2.1.1 Identify the advantages and issues in using Digital literacy.
Demonstrate the social media platforms Ability to ascertain when information is needed and
use of Social be able to identify, locate, evaluate and effectively
Exemplars
Networking and use them to solve a problem.
Electronic Mail 1. Illustrate the benefits of using social media sites
2. Discuss the issues surrounding the usage of social media
platforms and how to avoid them.
3. Explore reply, reply all, forward and forward all features
of emails

B9.3.3.1. Recognise B9.3.3.1.1 Discuss cyberbullying, cyberstalking, digital Digital literacy.
data threats and footprint, digital shadow on the Internet.
Understand sociological and emotional aspects of
means of protection
Exemplars work in cyberspace
1. Watch a film or read on cyberbullying, cyberstalking, Critical thinking and Problem solving
digital footprint, digital shadows.
2. Discuss the nature of cyberbullying, cyberstalking, Ability to identify important and appropriate
digital footprint, digital shadows. criteria to evaluate each alternatives
3. Identify examples of cyberbullying, cyberstalking, Communication and collaboration
digital footprint, digital shadows.
Can vary the level of detail and the language use
when presenting to make it appropriate to the
audience
B9.3.3.1.2 Explain 10 information hacking techniques Digital literacy.
on the Internet environment. Ability to ascertain when information is needed
Exemplars
1. Brainstorm information hacking techniques on the .
internet environment.
2. Explain 10 information hacking techniques e.g.
phishing, keyloggers, Denial of Service attack,
eavesdropping etc.


B9.3.4.1 B9.3.4.1.1 Examine the importance of creating blogs. Creativity and innovation
Demonstrate the
Exemplar Being open-minded, adapting and modifying ideas
use of a Web
to achieve creative results
Browser 1. Discuss the importance of creating blogs.
(Blogging)
Digital literacy.
B9.3.4.1.2 Develop a blog for the school or a social club. Digital literacy.
Use digital tools to create novel things
Exemplars
1. Investigate the items to include in a school or social club
blog.
2. Develop a blog for the school or a social club.
B9.3.4.1.3 Explore the steps in publishing a blog. Digital literacy.
Exemplar
1. Identify steps in publishing a blog.
2. Demonstrate publishing a blog and invite others to
comment.

Strand 4: COMPUTATIONAL THINKING
Sub-strand 1: Introduction to programming
B9.4.1.1. Show an B9.4.1.1.1 Describe the conversion of decimal into binary Critical thinking and Problem solving
understanding data type forComputer-machine to recognise Can effectively evaluate the success of solutions
of the concept of the meaning, process and store. they have used to attempt to solve a complex
programming. problem
Exemplar
1. Convert decimal, binary and hexadecimal from one
format to another.
2. Show the results of calculating two or more binary
numbers using the mathematical notation or operators in
the number base two rule.
B9.4.1.1.2 Identify the different tools which are Creativity and innovation.
accessible in Integrated Development
Ability to try alternatives and fresh approaches
Environment (IDE) to aid the development of
codes.
Exemplar Critical thinking and Problem solving
1. Explore programming languages e.g. Snap, Scratch, Preparedness to recognise and explain results after
Python to explain the key terminologies (variables, implementation of plans
operators, controls, events etc.) around the coding
environment.
2. Explore a web development program to create a simple
website.

B9.4.2.1. Analyse B9.4.2.1.1 Write a program using flowchart and Creativity and innovation.
correct step-by- Pseudocode algorithm that includes sequence,
Exhibit strong memory, intuitive thinking; and
step procedure in selection and iteration choices in the problem-
respond appropriately
solving any real- solving.
world problem.
Exemplar
1. Discuss at least three ways or processes to do proper
hand-washing, prepare beverage with or without sugar Ability to identify important and appropriate
and/or milk as an ingredient. criteria to evaluate each alternatives
2. Write an algorithm for exemplar 1 that focuses on
procedure correctness and shortest time to execute.
B9.4.2.1.2 Translate a Flowchart algorithm to Creativity and innovation.
Pseudocode format and vice versa
1. Write an algorithm using flowchart format. Convert or
translate the same flowchart algorithm into a
Pseudocode format. (Do a vice versa translation example
to enforce critical thinking analysis)


B9.4.3.1. Discuss .1 Construct a robot artefact using available lab Creativity and innovation.
Robot intelligence components and tools or Emulator/Simulator Ability to select the most effective creative tools
concepts. software pack. for working and preparedness to give
Exemplar explanations
1. Explain the three basic laws of robotics by Isaac
Asimov Critical thinking and Problem solving
2. Demonstrate how a Robot is assembled using real Generate hypothesis to help answer complex
robots’ toolkit/video/pictures. problems
3. Explore a robotic software pack, e.g. Scratch, Webot,
Snap, Mbot software, EV3. Mobile Applications such
as lightbot

B9.4.4.1 Discuss B9.4.4.1.1. Describe the knowledge-based systems Communication and collaboration
Artificial (Expert systems) as the classical Artificial Explain ideas in a clear order with relevant detail,
intelligence intelligence using conjunctions to structure and speech.
concepts.
Exemplar
1. Illustrate the use of IF-THEN control structure for Critical thinking and Problem solving
querying an expert system
2. Demonstrate how to input a request in any knowledge- Preparedness to recognise and explain results after
based system to generate an output or results. (E.g. implementation of plans
Telemedicine system, Microsoft ‘Encarta’ encyclopedia)
3. Demonstrate how to go onto the web and use Google’s
Teachable Machine demo to get a basic understanding of
how machine learning works (e.g.Whatisit as an open-
source cloud-based app which can identify the object in
the image/photo)
NB: Demonstrate how data is collected and the extent

to which information can be used and thoughts on
machine learning.
https://teachablemachine.withgoogle.com/

BASIC 10

B10.1.1.1Identify B10.1.1.1.1. Discuss the trends in the next generation Communication and collaboration
parts of a computer of computers.
Identify and analyse different points of views of
and technology tools
Exemplar speaker
1. Identify features expected in the next generation of
computers.
Provide feedback in areas of ideas, organisation,
voice, word choice and sentence fluency in
communication
B10.1.1.1.2. Examine the concept of Perceptual Communication and collaboration
Computing.
Exemplar speaker
1. Discuss the features of Perceptual Computing.
Provide feedback in areas of ideas, organisation,
voice, word choice and sentence fluency in
communication

B10.1.1.1.3 Discuss the uses of the Output devices: Communication and collaboration
Wearable Displays, E-Paper, E-Books, Kindle Identify and analyse different points of views of
speaker
Exemplar
1. Describe Wearable Displays (e.g. Google Glass),E-
Paper, E-Books (e.g. Kindle)
B10.1.1.1.4 Describe Storage Systems: Network and Digital literacy.
Cloud Storage Systems, Smart
Cards,Holographic Storage, Storage Systems
for Large Computer Systems (home servers
or media servers).
Exemplar
1. Discuss Network and Cloud Storage Systems, Smart speaker
Cards, Holographic Storage, Storage Systems for Large
Computer Systems (home servers or media servers).
2. Explore common cloud storage examples, Google
drive, One Drive, etc.
3. Discuss the pros and cons of using cloud storage

B10.1.1.2. B10.1.1.2.1 Explore personalisation of the computer. Digital literacy.
Demonstrate the Ability to ascertain when information is needed
Exemplar
use of the Desktop and be able to identify, locate, evaluate and
1. Change desktop icons. effectively use them to solve a problem
2. Change mouse pointers.
B10.1.1.2.2 Identify and use file management Communication and collaboration
techniques (Drivers and hardware)
Exemplar speaker
1. Identify and explore the use of device drivers E. g.
sound drivers, video graphic drivers
2. Explain plug-and-play devices Digital literacy.
3. Demonstrate how to install, update or delete drivers. Ability to find and consume digital content

Sub-strand 2: Technology in the Community (communication)
B10.1.2.1. B10.1.2.1.1. Evaluate problems in the community that Communication and collaboration
Demonstrate the can be solved with technology. Speak clearly and explain ideas. Share a narrative
use of Technology in Exemplar or extended answer while speaking to a group
the community. 1. Discuss problems in the community that can be solved Understand and use interpersonal skills
with technology in pairs. Critical thinking and Problem solving
B10.1.2.1.2. Propose solutions to the problems Communication and collaboration
identified. Speak clearly and explain ideas. Share a narrative
Exemplar or extended answer while speaking to a group
1. Present technological solutions to the problems
identified in B10.1.2.1.1. Critical thinking and Problem solving
B10.1.2.1.3. Design the solution selected. Creativity and innovation.
Exemplar Putting forward constructive comments, ideas,
1. Design the solution selected. explanations and new ways of doing things
2. Present the solution designed.
or extended answer while speaking to a group


B10.1.3.1. B10.1.3.1.1 Evaluate Risk Reduction at Workstations Communication and collaboration
Demonstrate how
Exemplars: • Speak clearly and explain ideas. Share a
to apply Health and
narrative or extended answer while speaking
Safety measures in 1. Discuss the use of ergonomic tools such as ergonomic to a group
Using ICT Tools keyboard, paper stand.


B10.2.1.1 B10.2.1.1.1. Demonstrate how to add Pictures, insert a Creativity and innovation.
Demonstrate how screenshot and screen clipping, and print Ability to visualise alternatives, seeing
to use Microsoft screen. possibilities, problems and challenges
Word (Multimedia) Exemplar
1. Explore the use of the clip art, screenshot and screen Digital literacy.
clipping in the Insert Ribbon. Ability to ascertain when information is needed
2. Demonstrate the use of the print screen key in and be able to identify, locate, evaluate and
capturing and inserting pictures. effectively use them to solve a problem
B10.2.1.1.2. Demonstrate the use of SmartArt Creativity and innovation.
Exemplar Ability to visualise alternatives, seeing
1. Illustrate the use of SmartArt in the Illustrations group possibilities, problems and challenges
of the Insert Ribbon.
Digital literacy.
B10.2.1.1.3. Demonstrate how to add Multimedia Creativity and innovation.
(audios, videos, animations), Charts Ability to visualise alternatives, seeing
and Hyperlinks possibilities, problems and challenges
Exemplar Digital literacy.
1. Explore the use of the clip art and screenshot in the Ability to ascertain when information is needed
Insert Ribbon. and be able to identify, locate, evaluate and

B10.2.2.1 B10.2.2.1.1. Demonstrate how to add pictures and insert Creativity and innovation.
Demonstrate screenshots. Ability to visualise alternatives, seeing possibilities,
how to use Exemplar problems and challenges
Microsoft 1. Explore the use of the clip art and screenshot in the
PowerPoint Insert Ribbon. Digital literacy.
(Multimedia) Ability to ascertain when information is needed and
B10.2.2.1.2. Demonstrate how to animate slides in a Creativity and innovation.
presentation Ability to visualise alternatives, seeing possibilities,
1. Demonstrate the use of transitions and animations.
2. Create a seven-slide presentation with animations and Digital literacy.
transitions. Ability to ascertain when information is needed and
B10.2.2.1.3. Demonstrate how to add Multimedia Creativity and innovation.
(audios,videos etc), tables and charts Ability to visualise alternatives, seeing possibilities,
1. Explore the use of the Insert Ribbon tab to add
multimedia (Eg audios, videos etc) Digital literacy.
2. Demonstrate the use of tables and charts in slides. Ability to ascertain when information is needed and

Sub-strand 3: Introduction to Desktop Publishing
B10.2.3.1. Critique a B10.2.3.1.1 Create and present a desktop published Creativity and innovation.
desktop published document. (flyer, Advertisement, Invitation
Ability to visualise alternatives, seeing
document. cards, business cards)
Exemplar
Digital literacy.
1. Create and present a four-page document with images
and overflow e.g. flyer, Advertisement, storybook. Ability to ascertain when information is needed
B10.2.3.1.2 Describe a desktop published document. Digital literacy.
1. Give out your document to another learner assigned
to you.
2. Examine the document received in terms of the Critical thinking and Problem solving
position of text and images, use of colour, mechanics, Ability to combine Information and ideas from
content accuracy etc. several sources to reach a conclusion

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
CONTENT CORE COMPETENCIES
STANDARD
B10.2.3.1.3Evaluate a desktop published document. Communication and collaboration

Exemplar Ability to work with all group members to
1. Evaluate the assigned document using but not limited
to the following criteria; position of text and images,
general layout of the document, use of color,
mechanics (punctuation, spelling, italics, capitalisation Critical thinking and Problem solving
etc.), appropriateness of the design for the intended Ability to combine Information and ideas from
purpose.

B10.2.4.1. B10.2.4.1.1 Perform data filtering, sorting, validation Digital literacy.
Demonstrate how
to use
Spreadsheet(Advanc 1. Describe Fields (columns), Records (Rows) and Tables
ed Operations) (Structured/unstructured).
2. Illustrate examples of structured and unstructured
tables.
3. Construct a structured data table of class members Critical thinking and Problem solving
(e.g. Data table may have the following fields:
(Surname, First name, Date of Birth, Sex, Home Town,
Region etc).
4. Apply validation rules to check for errors.
5. Convert data tables to a list in MS Excel.
6. Demonstrate the ease of entering data to a list. Communication and collaboration
7. Demonstrate the use of validation list in the Sex
column (in exemplar 3) to provide options in a drop-
down for data entry.
8. Demonstrate how to sort data in alphabetical order
(ascending/descending) and filter data to display only
selected data.

B10.2.4.1.2. Demonstrate how to use styles, themes, Creativity and innovation.
templates and macros
Ability to visualise alternatives, seeing
Exemplar Digital literacy.
1. Describe the difference between templates and Ability to ascertain when information is needed
macros. and be able to identify, locate, evaluate and
2. Create new spreadsheets documents from predefined effectively use them to solve a problem
templates in MS Excel.
3. Demonstrate the use of styles and themes on sample
worksheets.
4. Complete a project of formatting a dataset by applying
styles and themes. Ability to work with all group members to
5. Explore the use of macros. complete a task successfully
B10.2.4.1.3. Demonstrate the use of data tables, pivot
tables, charts and pivot charts.
Exemplar
1. Explore pivot tables and charts. complete a task successfully
2. Explore the use of a pivot table to display a summary
of the dataset (refer to indicator B10.2.4.1.1).
3. Insert a pivot chart to display the number of Males and
Females in the class. Critical thinking and Problem solving
4. Demonstrate the use of the sort and filter features of Ability to combine Information and ideas from
the pivot table.

B10.3.1.1. Know B10.3.1.1 Create an artefact to show Internet of Things Creativity and innovation.
the concept of (IoT) connectivity with sensors using a virtual
Ability to look at alternatives in creating new
computer science lab or physical laboratory tools
things
networking for (optional).
global
Exemplars:
communications.
1. Explain the meaning of the Internet of Things (IoT).
2. Identify the use of IoT in the community. Ability to combine Information and ideas from
3. Demonstrate simple examples that can be found in the several sources to reach a conclusion
home (e.g. using your smartphone to switch on your
television or air conditioner, using smartwatches to
track your daily activities. Use Raspberry-pi or Arduino
Digital literacy.
board to set up IoT network.)
B10.3.1.2 Describe cloud computing Digital literacy.
Evaluate the quality and validity of information
Exemplars:
1. Explain the meaning of cloud computing
2. Identify cloud computing systems in Ghana (e.g.
https://www.epay.gov.gh, https://passport.mfa.gov.gh/ )
3. Discuss types of cloud computing services (Software as
a service-SaaS, Infrastructure as a service-IaaS and
Platform as a service-PaaS)

INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND
CONTENT CORE COMPETENCIES
STANDARD
B10.3.1.1.2 Demonstrate how to use google GPS map Digital literacy.

for vehicle services and Ghana’s digital
address system.
Exemplars:
1. Demonstrate how to obtain digital address using the
Ghana Post GPS system Ability to combine Information and ideas from
2. Demonstrate how to obtain digital addresses anywhere several sources to reach a conclusion
in the world.
3. Explore the use of smartphones to find directions to a
place and give practical examples (e.g. taxi drivers or
drivers using google GPS map to find their directions
etc.)


B10.3.2.1 B10.3.2.1.1 Demonstrate the processes involved in Digital literacy

Demonstrate the creating accounts on social media platforms Use digital tools to create novel things
use of Social for both personal and corporate use.
Networking and
Exemplars
Electronic Mail
1. Explore the creation of accounts on social networking,
microblogging, Photo sharing and Video sharing
platforms for personal academic usage.

Sub-Strand 3: Information Security

B10.3.3.1. B10 .3.3.1.1 Demonstrate the benefits of protecting Personal development and leadership
Recognise data data. Recognise one's emotional state and preparedness
threats and means to apply emotional intelligence
of protection Exemplar Digital literacy
Adhere to behavioural protocols that prevail in
1. Discuss laws governing data protection in Ghana and cyberspace
beyond. Cultural identity and Global citizenship
2. Explore the benefits of data protection in society. Develop and express respect, recognition and
appreciation of others' culture
B10.3.3.1.2. Demonstrate how to protect data using Communication and collaboration

alphanumeric (e.g. username, passwording, Speak clearly and explain ideas. Share a narrative
passphrasing) and biometrics (e.g. facial, gait, voice, or extended answer while speaking to a group
iris, and retina recognition. It is also called multi-nodal
biometric features) Demonstrate behaviour and skills of working
Exemplar towards group goals
1. Discuss how data is protected using the username and
passwording, passphrasing, facial recognition, gait Digital literacy.
recognition, voice recognition, and iris recognition. Ability to ascertain when information is needed
2. Demonstrate data protection using alphanumeric and be able to identify, locate, evaluate and
and/or biometrics. effectively use them to solve a problem
3. Watch video or image of data protection using
biometrics.

B10.3.3.1.3 Demonstrate an understanding of data Digital literacy

protection and Software intellectual Ability to find and consume digital content
property rights
Exemplar Communication and collaboration
1. Review data protection and Software intellectual Demonstrate behaviour and skills of working
property rights as studied in B7.3.3.1. towards group goals
2. Report a community engagement on data protection
and Software intellectual property rights.


B10.3.4.1 B10.3.4.1.1 Demonstrate the tools and steps to Creativity and innovation
Demonstrate the consider in creating a webpage Identification of requirements of a given situation
use of a Web Exemplar and justification of more than one creative tool
Browser (Creating 1. Explore the tools and steps in creating a webpage e.g that will be suitable
a page) HTML, Content Management Systems (CMS)
Digital literacy
B10.3.4.1.2 Demonstrate how to add an image and text Creativity and innovation
to a webpage Identification of requirements of a given situation
Exemplar and justification of more than one creative tool
1. Demonstrate how to add images and text to a webpage that will be suitable
Digital literacy
Ability to find and consume digital content.
B10.3.4.1.3 Explore the steps in publishing a webpage Creativity and innovation
Exemplars Identification of requirements of a given situation
1. Show steps involved in publishing a webpage and justification of more than one creative tool
2. Demonstrate publishing a web page created in that will be suitable
B10.3.4.1.2.
Digital literacy

Strand 4: Computational Thinking
Sub-strand 1: Introduction to Programming and Algorithm
B10.4.1.1. Show an B10.4.1.1.1 Identify errors in programming and how to Critical thinking and Problem solving
understanding debug them (e.g. Syntax, run-time and Demonstrate a thorough understanding of a
of the concept of semantic error) generalised concept and facts specific to task or
programming. Exemplar situation
1. Explain how to detect semantic and syntax errors in
any human language. Digital literacy
2. Use code snippets to identify errors in programming. Ability to find and consume digital content
3. Explore how to debug the errors in programming.
B10.4.1.1.2 Demonstrate simple coding task on a Creativity and innovation
selected Integrated Development Ability to merge simple/ complex ideas to create
Environment (IDE) novel situation or thing
Exemplar
1. Write simple programmes using IDEs such as Scratch, Critical thinking and Problem solving
Kodu, Visual Studio, online App inventor platforms etc. Ability to combine Information and ideas from
Digital literacy

B10.4.2.1 Analyse B10.4.2.1.1 Use a trace table to follow a pseudocode Creativity and innovation
correct step-by- algorithm Ability to merge simple/ complex ideas to create
step procedure in novel situation or thing
Exemplar
solving any real-
world problem. 1. Create a trace table for a simple pseudocode algorithm. Critical thinking and Problem solving
2. Use trace tables to follow other pseudocode Ability to combine Information and ideas from
algorithms. several sources to reach a conclusion
Digital literacy
B10.4.2.1.2 Demonstrate understanding for using Creativity and innovation
logical gates in programming. Ability to merge simple/ complex ideas to create
novel situation or thing
Exemplar
1. AND gate: Draw the symbol, the switching Critical thinking and Problem solving
arrangement and derive the truth table (binary 0, 1) Ability to combine Information and ideas from
using the switching arrangement. several sources to reach a conclusion
2. OR gate: Draw the symbol, the switching arrangement
and derive the truth table (binary 0, 1) using the
switching arrangement.
3. NOT gate: Draw the symbol, the switching
arrangement and derive the truth table (binary 0, 1)
using the switching arrangement.

B10.4.3.1. Discuss B10.4.3.1.1 Discuss the principle of operation of the Critical thinking and Problem solving
the flying Robot flying robot (Drones/ Unmanned Aerial
Provide new insight into controversial situation
(Drone) Vehicle) and various productive applications
or task
in society
Exemplar
Digital literacy
1. Watch videos/pictures of drones as an example of
emergent robots (flying robots). Illustrate how drones Ability to find and consume digital content
work. (e.g. Drones being used in Ghana’s health service
delivery).
2. Explore different types of Drones and their specific
applications in society.
3. Describe how the Unmanned Aerial Vehicle
(UAV/Drone) is used for multimedia image coverage
(photography).
NB: This is to help learners appreciate the importance
of drones in our Ghanaian society.

B10.4.4.1 Discuss B10.4.3.1.1 Discuss the principle of operation of the Critical thinking and Problem solving
Artificial flying robot (Drones/ Unmanned Aerial Vehicle) and
Ability to effectively define goals towards solving a
intelligence various productive applications in society
problem
concepts.
Exemplar
1. Watch videos/pictures of drones as an example of
emergent robots (flying robots). Illustrate how drones Ability to explain plans for attaining goals
work. (e.g. Drones being used in Ghana’s health service
delivery).
2. Explore different types of Drones and their specific Digital literacy
applications in society.
3. Describe how the Unmanned Aerial Vehicle
(UAV/Drone) is used for multimedia image coverage and be able to identify, locate, evaluate and
(photography). effectively use them to solve a problem
NB: This is to help learners appreciate the importance
of drones in our Ghanaian society.
Preparedness to make better decision with
information at hand
Explain ideas in a clear order with relevant detail,
using conjunctions to structure and speech

COMPUTING SUBJECT PANEL MEMBERS
NAME INSTITUTION
Dr. Kofi Ayebi-Arthur (Leader) College of Education Studies, UCC
Dr. Eric OpokuOsei NaCCA
Mr. Frank Appoh NaCCA
Mr. KwasiAbankwaAnokye Science Education Unit, GES
Mr. Mark Anibrika Tema Meth. Day Sen. High School
Mr. Desire M. K. Ayite University Basic School-NC, UCC
Mr. Isaac Yeboah Basic Education Division, GES
Mr. Emmanuel Duncan Sch. of Education, Valley View University

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Ges New Jhs Syllabus Computing CCP Curriculum b7 b10 Draft Zero

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Ges New Jhs Syllabus Computing CCP Curriculum b7 b10 Draft Zero

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GHANA EDUCATION SERVICE

Enquiries and comments on this Curriculum should be addressed to:

© NaCCA, Ministry of Education 2020 1

RATIONALE FOR COMPUTING

© NaCCA, Ministry of Education 2020 2

The computing curriculum is designed to help learners to:

© NaCCA, Ministry of Education 2020 3

- Attitudes and Values

KNOWLEDGE, UNDERSTANDING AND APPLICATION

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ATTITUDES, VALUES AND PROCESS SKILLS

The computing curriculum aims at helping learners to acquire the following:

1. Commitment: determination to contribute to national development.

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ASSESSMENT IN THE CCP

Assessment for Learning (AfL)

Assessment of Learning (AoL)

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Table 1 Modes of Assessment

Assessment for Learning Assessment of Learning Assessment as Learning

• Student’s Progress Record (Cumulative Record)

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Reporting School-Based Assessment (SBA) in the CCP

Table 2 Benchmarks, levels of proficiency and the grade level descriptors

Level of Proficiency Benchmark Grade Level Descriptor

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CRITICAL THINKING AND PROBLEM SOLVING (CP)

CREATIVITY AND INNOVATION (CI)

COMMUNICATION AND COLLABORATION (CC)

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CULTURAL IDENTITY AND GLOBAL CITIZENSHIP (CG)

PERSONAL DEVELOPMENT AND LEADERSHIP (PL)

DIGITAL LITERACY (DL)

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The teacher as a facilitator needs to create a learning environment that:

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Common scaffolding strategies available to the teacher are:

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The Standards are organized under four strands as follows:

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Strand Sub-strand B7 B8 B9 B10

HealthandSafetyinUsing ICT Tools √ √ √ √

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B7.1.1.2.1 Discover the new Windows Operating Communication and collaboration

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NB- Exploration can be done through pupils surfing

B7.1.2.1.2. Demonstrate the use of at least three Communication and collaboration

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B7.2.2.1 Demonstrate B7.2.2.1.1. Explore features of MS PowerPoint’s interface. Digital literacy.

Exemplar Ability to visualise alternatives, seeing possibilities,

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES AND

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CONTENT SUBJECT SPECIFIC PRACTICES AND

B7.3.2.1.2 Demonstrate the use of the following Creativity and innovation.

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- Functionality: Does the site work well?

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Communication and collaboration

B8.1.1.1.2. Demonstrate understanding of the use of Communication and collaboration