ICT

ASSOCIATE NURSING PROGRAM

TEACHER’S BOOK

SENIOR 4
 © 2022 Rwanda Education Board
All rights reserved.
This book is the property of Government of Rwanda
Credit should be given to REB when the source of this book is quoted.
FOREWORD

Dear Teacher,
Rwanda Education Board is honored to present Senior Four Teacher’s Book
which serves as a guide to competence-based teaching and learning to ensure
consistency and coherence in the learning of the ICT subject. The Rwandan
educational philosophy is to ensure that student achieve full potential at every level
of education which will prepare them to be well integrated in society and exploit
employment opportunities.
In line with efforts to improve the quality of education, the government of Rwanda
emphasizes the importance of aligning teaching and learning materials with the
syllabus to facilitate their learning process. Many factors influence what they learn,
how well they learn and the competences they acquire. Those factors include
the relevance of the specific content, the quality of the teacher’s pedagogical
approaches, the assessment strategies and the instructional materials available.
Special attention was paid to the activity that facilitate the learning process in which
student teachers can develop ideas and make new discoveries during concrete
activity carried out individually or with peers. With the help of teachers, student
teachers will gain appropriate skills and be able to apply what they have learnt in
real life situations. Hence, they will be able to develop certain values and
attitudes allowing them to make a difference not only to their own lives but also to
the nation.
This is in contrast to traditional learning theories which view learning mainly as
a process of acquiring knowledge from the more knowledgeable who is mostly
the teacher. In competence-based curriculum, learning is considered as a process
of active building and developing of knowledge and understanding, skills, values
and attitudes by the learner, where concepts are mainly introduced by an activity,
situation or scenario that helps the learner to construct knowledge, develop skills
and acquire positive attitudes and values.
In addition, such active learning engages student teachers in doing things and
thinking about the things they are doing. They are encouraged to bring their own
real experiences and knowledge into the learning processes. In view of this, your
role is to:
• Plan your lessons and prepare appropriate teaching materials.
• Organize group discussions for student teachers considering the importance
of social constructivism suggesting that learning occurs more effectively when
the learner works collaboratively with more knowledgeable and experienced
people.

ICT - Teacher’s Guide - Senior 4 iii

 • Engage student teachers through active learning methods such as inquiry
methods, group discussions, research, investigative activity and individual
work activity.
• Provide supervised opportunities for student teachers to develop different
competences by giving tasks which enhance critical thinking, problem solving,
research, creativity and innovation, communication and cooperation.
• Support and facilitate the learning process by valuing learners’ contributions
in the class activity.
• Guide student teachers towards the harmonization of their findings.
• Encourage individual, peer and group evaluation of the work done in the
classroom and use appropriate competence-based assessment approaches
and methods.
To facilitate you in your teaching activity, the content of this Teacher’s Book is self-
explanatory so that you can easily use it. It is divided in 3 parts:
The part 1: Explains the structure of this book and gives you methodological
guidance;
The part 2: Gives the sample lesson plans as reference for your lesson
planning process;
The part 3: Provides details on the teaching guidance for each concept given
in the student teacher’s book.
Even though this Teacher’s Book contains the answers for all activity given in the
learner’s book, you are requested to work through each question and activity before
judging learner’s findings.
I wish to sincerely appreciate all people who contributed towards the development
of this Teacher’s Book, particularly REB staff who organized the whole process from
its inception. Special gratitude goes to the University of Rwanda which provided
experts in design and layout services and teachers who diligently worked to the
successful completion of this book.
Any comment or contribution would be welcome for the improvement of this
teacher’s guide for the next edition.

Dr. NDAYAMBAJE Irénée

Director General of REB

iv ICT - Teacher’s Guide - Senior 4

ACKNOWLEDGEMENT
I wish to express my appreciation to all the people who played a major role
in the development of this ICT Teacher’s book for Year One in TTC options.
It would not have been successful without active participation of different
education stakeholders.
I owe gratitude to different universities and schools in Rwanda that allowed
their staff to work with REB in the production of these textbooks. I wish
to extend my sincere gratitude to lecturers from the University of Rwanda,
teachers from schools and TTCs, and all other individuals whose efforts in
one way or another contributed to the success of writing of this textbook.
Special acknowledgement goes to the University of Rwanda which provided
experts in design and layout services.
Finally, my word of gratitude goes to the Rwanda Education Board staff
particularly those from the Curriculum, Teaching and Learning Resources
Department (CTLR) who were involved in the whole process of writing
Associate Nursing program textbooks.

Joan MURUNGI,
Head of CTLR Department

ICT - Teacher’s Guide - Senior 4 v

Table of Content
FOREWORD. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
ACKNOWLEDGEMENT. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v
I.0. The structure of the guide ............................................................................ 1
PART I: GENERAL INTRODUCTION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
I.1. Methodological guidance.............................................................................. 3
I.1.1. Developing competences.......................................................................... 3
I.2.2. Addressing cross cutting issues................................................................. 5
I.2.3. Attention to special educational needs specific to each subject................ 6
I.2.4. Guidance on assessment.......................................................................... 8
I.2.5. Student teachers’ learning styles and strategies to conduct teaching and
learning process................................................................................................. 9
I.2.6. Teaching methods and techniques that promote the active learning....... 10
PART II. SAMPLE LESSON PLAN . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

PART III. UNIT DEVELOPMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

UNIT 1: COMPUTER MAINTENANCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

1.1. Key Unit competence ................................................................................ 19
1.2. Prerequisites ............................................................................................. 19
1.3. Cross-cutting issues to be addressed ....................................................... 19
1.4. Guidance on introductory activity .............................................................. 19
1.5. List of lessons............................................................................................ 20
1.6. Summary of the unit................................................................................... 30
1.9.1. Remedial activities.................................................................................. 32
1.9.2. Consolidation activities........................................................................... 32
1.9.3. Extended activities.................................................................................. 32
UNIT 2: ADVANCED WORD PROCESSING . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
2.1. Key unit competence:................................................................................ 33
2.2. Prerequisite................................................................................................ 33
2.3. Cross-cutting issues to be addressed:....................................................... 33
2.4. Guidance on introductory activity............................................................... 33
2.5 List of lessons............................................................................................. 34
2.6. Summary of the unit................................................................................... 39

vi ICT - Teacher’s Guide - Senior 4

 2.7. Additional Information for teachers............................................................ 40
2.8. End unit assessment................................................................................. 40
2.9. Additional activities.................................................................................... 40
2.9.1. Remedial activities.................................................................................. 40
2.9.2. Consolidation activities........................................................................... 40
2.9.3. Extended activities.................................................................................. 41
UNIT 3: ADVANCED SPREDSHEET I : ADVANCED SPREDSHEET I. . . . . . . 42
3.1. Key unit competence:................................................................................ 42
3.2. Prerequisite................................................................................................ 42
3.3. Cross-cutting issues to be addressed:....................................................... 42
3.4. Guidance on introductory activity............................................................... 42
3.5. List of lessons............................................................................................ 42
3.6. Summary of the unit................................................................................... 46
3.7. Additional Information................................................................................ 46
3.8. End unit assessment................................................................................. 47
3.9. Additional activities.................................................................................... 48
3.9.1 Remedial activities................................................................................... 48
3.9.2. Consolidation activities........................................................................... 48
3.9.3. Extended activities.................................................................................. 49
UNIT 4: SEARCHING THE INTERNET . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
4.1 key unit competence................................................................................... 50
4.2. Prerequisites.............................................................................................. 50
4.3. Cross-cutting issues to be addressed........................................................ 50
4.4. Guidance on introductory activity............................................................... 50
4.5. List of lessons............................................................................................ 51
4.6. Summary of the unit................................................................................... 59
4.7. Additional information for teachers............................................................ 59
4.8 End Unit assessment (answers)................................................................. 60
4.9 Additional activities..................................................................................... 60
4.9.1. Remedial activities.................................................................................. 60
4.9.2. Consolidation activities........................................................................... 61
4.9.3. Extended activities.................................................................................. 61
BIOGRAPHY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 62

ICT - Teacher’s Guide - Senior 4 vii

 PART I: GENERAL INTRODUCTION

About the teacher’s guide

This book is a teacher’s guide for ICT subject, for senior four in Associate Nursing
program. It is designed to accompany student book and intends to help teachers
in the implementation of competence based curriculum specifically ICT syllabus.
As the name says, it is a guide that teachers can refer to when preparing their
lessons. Teachers may prefer to adopt the guidance provided but they are also
expected to be more creative and consider their specific classes’ contexts and
prepare accordingly.

I.0. The structure of the guide

This section presents the overall structure, the unit and sub-heading structure to
help teachers to understand the different sections of this guide and what they will
find in each section.
Overall structure
The whole guide has three main parts as follows:
➢ Part I: General Introduction.
This part provides general guidance on how to develop the generic
competences, how to integrate cross cutting issues, how to cater for students
with special educational needs, active methods and techniques of ICT and
guidance on assessment.
➢ Part II: Sample lesson plan
This part provides a sample lesson plan, developed and designed to help the
teacher develop their own lesson plans.
➢ Part III: Unit development
This is the core part of the guide. Each unit is developed following the
structure below. The guide ends with references.
Each unit is made of the following sections:
– Unit title: from the syllabus
– Key unit competence: from the syllabus
– Prerequisites (knowledge, skills, attitudes and values)
This section indicates knowledge, skills and attitudes required for the success of

ICT - Teacher’s Guide - Senior 4 1

the unit. The competence-based approach calls for connections between units/
topics within a subject and interconnections between different subjects. The teacher
will find an indication of those prerequisites and guidance on how to establish
connections.
– Cross-cutting issues to be addressed
This section suggests cross cutting issues that can be addressed depending on
the unit content. It provides guidance on how to come up with the integration of the
issue. Note that the issue indicated is a suggestion; teacher are free to take another
cross-cutting issue taking into consideration the learning environment.
– Guidance on the introductory activity
Each unit starts with an introductory activity in the teacher’s book. This section of
the teacher’s guide provides guidance on how to conduct this activity and related
answers. Note that students may not be able to find the right solution but they are
invited to predict possible solutions or answers. Solutions are provided by students
gradually through discovery activities organized at the beginning of lessons or
during the lesson.
– List of lessons/sub-heading
This section presents in a table suggestion on the list of lessons, lesson objectives
copied or adapted from the syllabus and duration for each lesson. Each lesson /
subheading is then developed.
– End of each unit
At the end of each unit the teacher provides the following sections:
• Summary of the unit which provides the key points of content developed in
the teacher’s book.
• Additional information which provides additional content compared to the
student book for the teacher to have a deeper understanding of the topic.
• End unit assessment which provides answers to questions of the end unit
assessment in the teacher’s book and suggests additional questions and
related answers to assess the key unit competence.
• Additional activities :( remedial, consolidation and extended activities). The
purpose of these activities is to accommodate each student (slow, average
and gifted) based on the end of unit assessment results.
Structure of each sub heading

2 ICT - Teacher’s Guide - Senior 4

Each lesson/sub-heading is made of the following sections:
Lesson /Sub heading title 1:
– Prerequisites/Revision/Introduction:
This section gives a clear instruction to teacher on how to start the lesson.
– Teaching resources
This section suggests the teaching aids or other resources needed in line with the
activities to achieve the learning objectives. Teachers are encouraged to replace
the suggested teaching aids by the available ones in their respective schools and
based on learning environment.
– Learning activities
This section provides a short description of the methodology and any important
aspect to consider. It provides also answers to learning activities with cross
reference to student’s book.
– Exercises/application activities
This provides questions and answers for exercises/ application activities.

I.1. Methodological guidance

I.1.1. Developing competences
Since 2015 Rwanda shifted from a knowledge based to a competence based
curriculum for pre-primary, primary and general secondary education. For TTCs,
it is in 2019 that the competence based curriculum was embraced. This called
for changing the way of learning by shifting from teacher centered to a learner
centered approach. Teachers are not only responsible for knowledge transfer but
also for fostering teacher’s learning achievement, and creating safe and supportive
learning environment. It implies also that a student has to demonstrate what he/she
is able to do using the knowledge, skills, values and attitude acquired in a new or
different or given situation.
The competence-based curriculum employs an approach of teaching and learning
based on discrete skills rather than dwelling on only knowledge or the cognitive
domain of learning. It focuses on what learner can do rather than what learners know.
Students develop basic competences through specific subject unit competences
with specific learning objectives broken down into knowledge, skills and attitudes.
These competences are developed through learning activities disseminated in
learner-centered rather than the traditional didactic approach. The students are
evaluated against set standards to achieve before moving on.
In addition to specific subject competences, students also develop generic
competences which are transferable throughout a range of learning areas and

ICT - Teacher’s Guide - Senior 4 3

situations in life. Below are examples of how generic competences can be developed
in Biology:
Examples of activities that develop generic
Generic competence
competences
Critical thinking Describe the relationship and interdependence of
sciences
Observe, record, interpret data recorded during
experiments
Identify and use the applications of ICT concepts to
solve problems of life and society

Research and Problem Research using internet or books from the library
solving
Design a project for making bioplastics
Design a questionnaire for data collection during
field visit

Innovation and creativity Create an experiment procedure to prove a point

Develop a graph to illustrate information
Design a data collection survey/questionnaire
Conduct experiments with objectives, methodology,
observations, results, conclusions
Identify local problems and ways to resolve them

Cooperation, Personal Work in Pairs

and Interpersonal
Small group work
management and life
skills Large group work

Communication Organise and present in writing and verbally a

complete and clear report of an experiment
Observe, record, interpret the results of a
measurement accurately.
Select and use appropriate formats and
presentations, such as tables, graphs and diagrams.

Lifelong learning Exploit all opportunities available to improve on

knowledge and skills. Reading scientific journals to
keep updated.

4 ICT - Teacher’s Guide - Senior 4

I.2.2. Addressing cross cutting issues
Among the changes in the competence based curriculum is the integration of cross
cutting issues as an integral part of the teaching learning process-as they relate to
and must be considered within all subjects to be appropriately addressed. The eight
cross cutting issues identified in the national curriculum framework are: genocide
studies, environment and sustainability, gender, Comprehensive Sexuality Education
(CSE), Peace and Values Education, Financial Education, standardization Culture
and Inclusive Education.
Some cross cutting issues may seem specific to particular learning areas or subjects
but the teacher needs to address all of them whenever an opportunity arises. In
addition, student should always be given an opportunity during the learning process
to address these cross cutting issues both within and out of the classroom so as to
progressively develop related attitudes and values.
Below are examples on how crosscutting issues can be addressed in
Biology:
Cross-cutting issues Examples on how to integrate the cross-cutting
issues
Inclusive education Involve all students in all activities without any bias.
Eg: Allow a student with physical disability (using
wheelchair) to take notes or lead the team during an
experiment.
Gender Involve both girls and boys in all activities: No activity is
reserved only to girls or boys.
Teacher should ensure equal participation of both girls
and boys during experiments as well as during cleaning
and tidying up related activities after experiments.
Peace and Values During group activities, debates and presentations, the
Education teacher will encourage studentsto help each other and to
respect opinions of colleagues.
Standardization Some lessons involve carrying out experiments.
culture Instruction should be clear for students to always check
if they are not using expired chemicals or defective
apparatus.
In addition, when performing experiments students have
to record data accurately.
For tasks involving calculations, they have to always
present accurate results.

ICT - Teacher’s Guide - Senior 4 5

 Environment and In order to avoid the environment pollution, before,
sustainability during or after experiments students avoid throwing
away chemicals anywhere; special places or appropriate
containers should be used.
Students also have to be aware of the impacts of the use
of hydrocarbons as fuels, halogenoalkanes, and plastics
on the environment.
Financial Education When performing experiments, students are encouraged
to avoid wasting chemicals by using the quantities that
are just required. They are required to also avoid spoiling
equipments and other materials…

I.2.3. Attention to special educational needs specific to each

subject
In the classroom, studentslearn in different way depending to their learning pace,
needs or any other special problem they might have. However, the teacher has the
responsibility to know how to adopt his/her methodologies and approaches in order
to meet the learning needs of each student in the classroom. Also teacher must
understand that students with special needs need to be taught differently or need
some accommodations to enhance the learning environment. This will be done
depending on the subject and the nature of the lesson.
In order to create a well-rounded learning atmosphere, teacher needs to:
• Remember that students learn in different ways so they have to offer a variety
of activities (e.g. role-play, music and singing, word games and quizzes, and
outdoor activities).
• Maintain an organized classroom and limits distraction. This will help students
with special needs to stay on track during lesson and follow instruction easily.
• Vary the pace of teaching to meet the needs of each student-teacher. Some
students process information and learn more slowly than others.
• Break down instructions into smaller, manageable tasks. Students with special
needs often have difficulty understanding long-winded or several instructions
at once. It is better to use simple, concrete sentences in order to facilitate
them understand what you are asking.
• Use clear consistent language to explain the meaning (and demonstrate or
show pictures) if you introduce new words or concepts.
• Make full use of facial expressions, gestures and body language.
• Pair a student who has a disability with a friend. Let them do things together
and learn from each other. Make sure the friend is not over protective and
does not do everything for the student-teacher. Both students will benefit from
this strategy

6 ICT - Teacher’s Guide - Senior 4

 • Use multi-sensory strategies. As all students learn in different ways, it is
important to make every lesson as multi-sensory as possible. Students with
learning disabilities might have difficulty in one area, while they might excel in
another. For example, use both visual and auditory cues.
Below are general strategies related to each main category of disabilities and how
to deal with every situation that may arise in the classroom. However, the list is not
exhaustive because each student is unique with different needs and that should be
handled differently.
Strategy to help students with developmental impairment:
– Use simple words and sentences when giving instructions.
– Use real objects that the student can feel and handle, rather than just working
abstractly with pen and paper.
– Break a task down into small steps or learning objectives. The student should
start with an activity that s/he can do already before moving on to something
that is more difficult.
– Gradually give the student less help.
– Let the student work in the same group with those without disability.
Strategy to help students with visual impairment:
– Help students to use their other senses (hearing, touch, smell and taste) to
play and carry out activities that will promote their learning and development.
– Use simple, clear and consistent language.
– Use tactile objects to help explain a concept.
– If the students has some sight, ask them what they can see. Get information
from parents/caregivers on how the student manages their remaining sight at
home.
– Make sure the student has a group of friends who are helpful and who allow
the students to be as independent as possible.
– Plan activities so that students work in pairs or groups whenever possible.
Strategy to help students with hearing impairment:
– Strategies to help students with hearing disabilities or communication
difficulties
– Always get the students attention before you begin to speak.
– Encourage the student to look at your face.
– Use gestures, body language and facial expressions.
– Use pictures and objects as much as possible.
– Ask the parents/caregivers to show you the signs they use at home for
communication use the same signs yourself and encourage other students to

ICT - Teacher’s Guide - Senior 4 7

 also use them.
– Keep background noise to a minimum.
Strategies to help children with physical disabilities or mobility difficulties:
– Adapt activities so that student who use wheelchairs or other mobility aids, or
other students who have difficulty moving, can participate.
– Ask parents/caregivers to assist with adapting furniture e.g. The height of a
table may need to be changed to make it easier for a student to reach it or fit
their legs or wheelchair under.
– Encourage peer support friends can help friends.
– Get advice from parents or a health professional about assistive devices.

I.2.4. Guidance on assessment

Each unit in the teacher’s guide provides additional activities to help students
achieve the key unit competence. Results from assessment inform the teacher
which student needs remedial, consolidation or extension activities. These activities
are designed to cater for the needs of all categories of learners; slow, average and
gifted learners respectively.
Assessment is an integral part of teaching and learning process. The main purpose
of assessment is for improvement. Assessment for learning/ Continuous/ formative
assessment intends to improve student-teachers’ learning and teacher’s teaching
whereas assessment of learning/summative assessment intends to improve the
entire school’s performance and education system in general.
Continuous/ formative assessment
It is an ongoing process that arises out of interaction during teaching and learning
process. It includes lesson evaluation and end of sub unit assessment. This formative
assessment plays a big role in teaching and learning process. The teacher should
encourage individual, peer and group evaluation of the work done in the classroom
and uses appropriate competence-based assessment approaches and methods.
In Year two textbook, formative assessment principle is applied through application
activities that are planned in each lesson to ensure that lesson objectives are
achieved before moving on. At the end of each unit, the end unit assessment is
formative when it is done to give information on the progress of students and from
there decide what adjustments need to be done. Assessment standards are taken
into consideration when setting tasks.

8 ICT - Teacher’s Guide - Senior 4

Summative assessment
The assessment done at the end of the term, end of year, is considered as
summative. The teacher, school and parents are informed on the achievement of
educational objectives and think of improvement strategies. There is also end of
level/ cycle assessment in form of national examinations.

I.2.5. Student teachers’ learning styles and strategies to conduct

teaching and learning process
There are different teaching styles and techniques that should be catered for. The
selection of teaching method should be done with the greatest care and some of
the factors to be considered are: the uniqueness of subjects, the type of lessons,
the particular learning objectives to be achieved, the allocated time to achieve the
objective, instructional available materials, the physical/sitting arrangement of the
classroom, individual student teachers’ needs, abilities and learning styles.
There are mainly four different learning styles as explained below:
a) Active and reflective learners
Active learners tend to retain and understand information best by doing something
active with it, discussing or applying it or explaining it to others. Reflective learners
prefer to think about it quietly first.
b) Sensing and intuitive learners
Sensing learners tend to like learning facts while intuitive learners often prefer
discovering possibilities and relationships. Sensors often like solving problems by
well-established methods and dislike complications and surprises; intuitive learners
like innovation and dislike repetition.
c) Visual and verbal learners
Visual learners remember best what they see (pictures, diagrams, flow charts, time
lines, films, demonstrations, etc).; verbal learners get more out of words (written
and spoken explanations).

d) Sequential and global learners

Sequential learners tend to gain understanding in linear steps, with each step
following logically from the previous one. Global learners tend to learn in large
jumps, absorbing material almost randomly without seeing connections, and then
suddenly “getting it.”

ICT - Teacher’s Guide - Senior 4 9

I.2.6. Teaching methods and techniques that promote the active
learning
The different student learning styles mentioned above can be catered for, if the
teacher uses active learning whereby students are really engaged in the learning
process.
What is Active learning?
Active learning is a pedagogical approach that engages students in doing things and
thinking about the things they are doing. In active learning, learners are encouraged
to bring their own experience and knowledge into the learning process.
The role of the teacher in active learning
– The teacher engages students through active learning methods such as
inquiry methods, group discussions, research, investigative activities and
group and individual work activities.
– He/she encourages individual, peer and group evaluation of the work done
in the classroom and uses appropriate competence-based assessment
approaches and methods.
– He provides supervised opportunities for students to develop different
competences by giving tasks which enhance critical thinking, problem solving,
research, creativity and innovation, communication and cooperation.
– Teacher supports and facilitates the learning process by valuing student-
teachers’ contributions in the class activities.
The role of learners in active learning
Learners are key in the active learning process. They are not empty vessels to fill
but people with ideas, capacity and skills to build on for effective learning. A learner
engaged in active learning:
– Communicates and shares relevant information with other learners through
presentations, discussions, group work and other learner-centred activities
(role play, case studies, project work, research and investigation)
– Actively participates and takes responsibility for their own learning
– Develops knowledge and skills in active ways
– Carries out research/investigation by consulting print/online documents and
resourceful people, and presents their findings
– Ensures the effective contribution of each group member in assigned tasks
through clear explanation and arguments, critical thinking, responsibility and
confidence in public speaking
- Draws conclusions based on the findings from the learning activities.

10 ICT - Teacher’s Guide - Senior 4

Some active techniques that can be used in Biology
The teaching methods strongly emphasised in the competence Based Curriculum
(CBC) are active methods. Below are some active techniques that apply in sciences:

a. Practical work/ experiments:

Many of the activities suggested in ICT curriculum as well as in the teacher’s book
are practical works or experiments.
Practical work is vital in learning Biology; this method gives the student the
opportunity to implement a series of activities and leads to the development of both
cognitive and hands-on skills. The experiments and questions given should target
the development of the following skills in student-teachers: observation, recording
and report writing, manipulation, measuring, planning and designing.
A practical lesson/Experiment is done in three main stages:
– Preparation of experiment: Checking materials to ensure they are available and
at good state; try the experiment before the lesson; think of safety rules and
give instructions to lab technician if you have any.
– Performance of experiment: Sitting or standing arrangement of student-teachers;
introduction of the experiment: aims and objectives; setting up the apparatus;
performing the experiment; write and record the data.
– Discussion: Observations and interpreting data; make generalisations and
assignment: writing out the experiment report and further practice and
research.
In some cases, demonstration by the teacher is recommended when for example
the experiment requires the use of sophisticated materials or very expensive
materials or when safety is a major factor like dangerous experiments and it needs
specific skills to be learnt first.
In case your school does not have enough laboratory materials and chemicals,
experiments can be done in groups but make sure every student participates. You
can also make arrangements with the neighbouring science school and take your
students there for a number of experiments.
b. Research work
Each student or group of students is given a research topic. They have to gather
information from internet, available books in the library or ask experienced people
and then the results are presented in verbal or written form and discussed in class.
c. Project work
ICT teachers are encouraged to sample and prepare project works and engage their
studentsin, as many as possible. Students in groups or individually, are engaged in
a self-directed work for an extended period of time to investigate and respond to a

ICT - Teacher’s Guide - Senior 4 11

complex question, problem, or challenge. The work can be presented to classmates
or other people beyond the school. Projects are based on real-world problems that
capture learners’ interest. This technique develops higher order thinking as the
students acquire and apply new knowledge in a problem-solving context.
d. Field trip
One of the main aims of teaching ICT in Rwanda is to apply its knowledge for
development. To achieve this aim we need to show to students the relationship
between classroom science lessons and applied sciences. This helps them see the
link between science principles and technological applications.
To be successful, the field visit should be well prepared and well exploited
after the visit:
Before the visit, the teacher and student:
– agree on aims and objectives
– gather relevant information prior to visit
– brainstorm on key questions and share responsibilities
– discuss materials needed and other logistical and administrative issues
– discuss and agree on accepted behaviours during the visit
– Visit the area before the trip if possible to familiarise yourself with the place
After the visit
When students come back from trip, the teacher should plan for follow-up. The
follow-up should allow studentsto share experiences and relate them to the prior
science knowledge. This can be done in several ways; either: Students write a
report individually or in groups and give to the teacher for marking. The teacher
then arranges for discussion to explain possible misconceptions and fill gaps. Or
students write reports in groups and display them on the class notice board for
everyone to read.
Main steps for a lesson in active learning approach
All the principles and characteristics of the active learning process highlighted
above are reflected in steps of a lesson as displayed below. Generally, the lesson
is divided into three main parts whereby each one is divided into smaller steps to
make sure that students are involved in the learning process.

12 ICT - Teacher’s Guide - Senior 4

Below are those main parts and their small steps:
1) Introduction
Introduction is a part where the teacher makes connection between the current
and previous lesson through appropriate technique. The teacher opens short
discussions to encourage students to think about the previous learning experience
and connect it with the current instructional objective. The teacher reviews the prior
knowledge, skills and attitudes which have a link with the new concepts to create
good foundation and logical sequencings.
2) Development of the new lesson
The development of a lesson that introduces a new concept will go through the
following small steps: discovery activities, presentation of student-teachers’ findings,
exploitation, synthesis/summary and exercises/application activities, explained
below:
➢ Discovery activity
Step 1
– The teacher discusses convincingly with students to take responsibility of
their learning
– He/she distributes the task/activity and gives instructions related to the
tasks (working in groups, pairs, or individual to instigate collaborative
learning, to discover knowledge to be learned)
Step 2
– The teacher let the students work collaboratively on the task.
– During this period the teacher refrains to intervene directly on the
knowledge
– He/she then monitors how the students are progressing towards the
knowledge to be learned and boost those who are still behind (but without
communicating to them the knowledge).
➢ Presentation of student-teachers’ productions
– In this episode, the teacher invites representatives of groups to present
the student-teachers’ productions/findings.
– After three/four or an acceptable number of presentations, the teacher
decides to engage the class into exploitation of the student-teachers’
productions.
➢ Exploitation of student-teachers’s productions
– The teacher asks the students to evaluate the productions: which ones
are correct, incomplete or false

ICT - Teacher’s Guide - Senior 4 13

 – Then the teacher judges the logic of the student-teachers’ products,
corrects those which are false, completes those which are incomplete,
and confirms those which correct.
➢ Institutionalization (summary/conclusion/ and examples)
– The teacher summarises the learned knowledge and gives examples
which illustrate the learned content.
➢ Exercises/Application activities
– Exercises of applying processes and products/objects related to learned
unit/sub-unit
– Exercises in real life contexts
– Teacher guides students to make the connection of what they learnt to
real life situations. At this level, the role of teacher is to monitor the fixation
of process and product/object being learned.
3) Assessment
In this step the teacher asks some questions to assess achievement of instructional
objective. During assessment activity, students work individually on the task/activity.
The teacher avoids intervening directly. In fact, results from this assessment inform
the teacher on next steps for the whole class and individuals. In some cases, the
teacher can end with a homework assignment.

14 ICT - Teacher’s Guide - Senior 4

 Term Date Subject Class Unit No Lesson No Duration Class size
I X ICT Senior Four 1 40 35

Type of Special Educational Needs to be Mild hearing impairment (1)

Low vision (1)
catered for in this lesson and number of
learners in each category
Unit title ADVANCE WORD PROCESSING
Key Unit Apply advanced skills to create suitable word documents
Competence:
Title of the Formatting a document
Lesson

Instructional Describe different way of formatting a text

Objective Apply different methods to format a text of a word document

ICT - Teacher’s Guide - Senior 4

Plan for this The lesson is to be conducted in the Computer Lab facilities
Class (location:
in / outside)

Learning Materials (for all Computer Desktop or Computer Laptop for every student
learners)
PART II. SAMPLE LESSON PLAN

References ICT Student Book Senior Four

15
 Timing for Description of teaching and learning activity Generic competences

16
each step and cross cutting
issues addressed
Using Word processing program, students are given texts to format by applying
different methods used in formatting a text using a word processing programs,
demonstrations on how to apply various formats in the Word document program is
done, and finally, the text after the application of a specific format is analyzed by
learners.

Teacher activities Learner Activities

Introduction Using a projector, the teacher displays Students observe the displayed text / Communication in
(20 min) unformatted text / document document official
languages
Teacher ask students various questions students respond to the teacher r’s
concerning the way the text/document is questions
presented

The teacher announces that at least everyone

ICT - Teacher’s Guide - Senior 4

will be able to format a text or document by
the end of the lesson and write the new topic

The topic of the day is written on the writing

board
 Development The tutor asks students Learners respond by opening Ms Creativity
Of the lesson to open Ms Word on their Word on computers to Students
(50 min) computers. explain the role of each Ribbon Tab
Name available in Ms Word.
The teacher asks
students to show and Responses on the roles of different
A) Analysis I
explain the role various tabs are given
Ribbon Tab Name that
make of Ms Word

Teacher asks Students discover Word Processing environment that consist of

students to select various Ribbon Tab and grouping
write down a
given a text into
Word processing
program
Teacher does
select (highlight)
the text

ICT - Teacher’s Guide - Senior 4

B) Analysis II • The teacher asks students to • Students change the existing Font Creativity and innovation:
change the existing Font Type Type to new Font Type.
while changing Font Type& Color
to new Font Type. • Students change the existing font
Critical thinking:
• The teacher asks students to color to new Font Color
change the existing font color • Students make text bold, italic, While changing text to Bold, Italic
to new Font Color and Underline
and underlined
• Teacher asks students to make • Students change text case
text bold, italic, and underlined
• They create rectangles on their
• Teacher demonstrates how to XO laptops by modifying square
codes

17
Changing text case
18
C)Synthesis II • Teacher guides • Students use the instruction
students to apply given by teacher to apply different
different methods methods to format a text of a
to format a text of a word document
word document
Summary on the Students discover various method
application of dif- to apply different while formatting a
ferent methods to text of a word document
format a text of a
word document
Conclusion Teacher gives home- Homework: Using
work tasks to con- different methods to format a text of
solidate what has a word document
10 min been learnt and one
example is done for/
by learners

Teacher self evaluation

ICT - Teacher’s Guide - Senior 4

PART III. UNIT DEVELOPMENT
UNIT 1 COMPUTER MAINTENANCE

1.1. Key Unit competence

To maintain a computer in good working condition and describe the role of each of
its components.

1.2. Prerequisites
Students have learnt some concepts of computer hardware and software in Ordi-
nary level. They ideally have some knowledge and skills related to computer hard-
ware and computer software. This concept will help students to apply computer
maintenance principles, to install some software from known source.

1.3. Cross-cutting issues to be addressed

Throughout every lesson, cross cutting issues must be addressed. Addressing
cross cutting issues makes a lesson not to be an isolated entity but relate the
lesson with the issues in real world. Here below are some cross-cutting issues to
be addressed:
Inclusive Education: Students with and without disabilities participate together in the
same classes during teaching and learning process.
Standardization Culture: to be covered when explaining the standards required during
installation of system software and application software and factors that need to be
considered in order to minimize health risks such as RSI (Repetitive Strain Injuries)
and eye strain while using computer. Students must be familiar with the standards
of computer hardware devices and software by making sure that they always have
to use devices and software from known manufactures
Gender education: All students must get involved in class activities regardless of
gender

1.4. Guidance on introductory activity

Though the guidance of the teacher, referring to the image in student book
instruct students to observe the image on the computer being repaired carefully
Teacher let students discuss about the image observed

ICT - Teacher’s Guide - Senior 4 19

1.5. List of lessons
# Lesson title Learning objectives Periods
Elements of the computer Identifying the elements of the 1
1 system unit and their roles: computer system unit and give
their roles
Computer maintenance Apply computer maintenance 1
principles principles to ensure that
2
computer remains in normal
working condition
Computer capacity: Identify the measurements of 1
computer capacity and read
3
memory size and processor
speed of a computer
Identifying and addressing Identify and address 1
4 hardware issues
hardware problems and fix them

Assembling a computer & To assemble and disassemble 1

5 Disassembling a computer a computer by respecting the
procedural steps
Software installation Identify types of computer 1
principles software and system
6
requirement to install any
software
Computer software issues: Identify operating system issues 1
7 and software issues and fix
them
Computer software Explain and apply different steps 1
8 installation: to install an operating system
Installation of an OS,
Computer software Explain and apply different steps 2
installation: to install an application software
9
Installation of an
Application software
End Unit assessment 1

Lesson 1: Elements of the computer system unit and their role

20 ICT - Teacher’s Guide - Senior 4

 a. Learning objectives
Identifying the elements of the computer system unit and give their roles
b. Teaching resources:
This lesson needs regular used materials such as computers connected to the
internet to conduct more research, projector, computers for maintenance, a student
text book with teacher’s guide and manufacturer’s manual.
c. Prerequisites:
Students have basic knowledge and skills about input and output devices learnt in
ordinary level, they should also be familiar with some internal components that they
find in phones and other electronic devices.
d. Learning activities
Guidance
• This topic introduces the students to the various components found inside
system unit of a typical computer. Due to the sensitivity of most of these
components, during demonstration intended to practically identify these
components, let the students observe caution when handling the components.
In this case:
• Under the guidance of the students observe the image in the activity 1.1.
They identity the parts they see in the image
• Teacher opens the computer case of some available computers for the
students to be able to see the internal components.
• Students identify the different components and their roles
• The teacher gives guidance on how to do activity 1.1 and application activity
1.1
Answers to Activity 1.
a&b) Through observations students teachers identify various components inside
the system unit and their role.
Application activity
Answers to application activity 1.1
Teacher guides students to identify different ports available on either laptop or
desktop such as: Mouse port and keyboard sometime known as PS2 port, VGA
Port, USB Port, Parallel Port, Serial port, HDMI port, Digital Video Interface (DVI),
Audio Ports etc After searching the internet students explain primary, secondary
and tertiary memory
Primary storage: Also known as Main memory is a type of storage that is directly
accessible by the processor. Example of primary memory are ROM and RAM

ICT - Teacher’s Guide - Senior 4 21

Secondary storage: Secondary storage, also referred to as auxiliary storage,
are devices that provide alternative long-term storage for programs, data and
information. Because of their large capacity they also referred to as mass storage
devices. They are regarded as secondary because unlike primary storage, they are
not directly accessible by the CPU.
Tertiary storage: The main purpose of tertiary computer storage is to store data on
a very large scale. This includes optical jukeboxes and tape libraries. They require
a database to organize the data stored in them.
Some storage devices are called mass storage because they can store large
amount of data for a long time.
Lesson 2: Computer maintenance principles
a. Learning objectives
Apply computer maintenance principles to ensure that computer remain in normal
working condition
b. Teaching resources:
Devices like computers, projector, and repair tool kit, some samples of ergonomics
equipment like mouse, keyboard, screen, and chair are needed to conduct the
lesson in an effective manner.
c. Prerequisites
Students are aware and familiar with the problems related to malfunction of
electronic devices such as radio, computer and printer. They also have knowledge
and skills on proper use of cleaning tools learnt in ordinary level
d. Learning activities
Guidance
Teacher groups students into small groups so that they share ideas on the
principles of maintaining a computer
Teacher walk around the group to guide the groups and to make sure every
member is participating
Group representative to present their finding to the rest of the class
With the guidance of the teacher a summary on computer maintenance
principles is done
Answers to Activity 1.2
• The activity in question one requires the student to identify factors such as
poor sitting posture, prolonged use of computers, ventilation, poor display
unit and electric shock, etc.

22 ICT - Teacher’s Guide - Senior 4

 • Drinks by drop on computer accessories causing short circuit or damage to
electrical parts while solid food substances may cause blockage of moving
parts or keys on the keyboard
Application activity
Answers to application activity 1.2
• Maintenance keeps the computer working at optimum level and prevents
unnecessary breakdowns caused by dirt, water or other kinds of misusing
computer.
• Use different preventive maintenance such as using blower to blow out dust,
wipe the computer clean with a soft absorbent piece of cloth and non-water
based cleaner liquid,etc.
Lesson 3: Computer capacity
a. Learning objectives
Identify the measurements of computer capacity and read memory size and
processor speed of a computer
b. Teaching resources:
This lesson could be conducted in computer lab with a projector for presentation,
different removable devices such as flash disk, memory card, hard disk, CD/DVD
will also be needed for more clarification on memory capacity. The syllabus and the
student book are also needed.
c. Prerequisites:
Students have knowledge about the size of different storage devices (memory card,
flash disk, CD/DVD) used in some electronic devices such as phone, radio and
computers
d. Learning activities
• Guidance
• On the instruction of the teacher, students analyze the scenario in the activity
1.3 and answer the questions in that activity
• Students identify the measurements of the computer capacity (memory and
processor speed) and brainstorm on how to view those properties in the
computer
• The teacher demonstrates using a projector how to view the memory size and
processor speed of a computer and students follow suit
• Teacher walks around and checks if students doing as per the given
demonstration.
• Teacher gives guidance on how to do application activity 1.3.

ICT - Teacher’s Guide - Senior 4 23

Answers to Activity 1.3
• The activity 1.3 require students to use their brainstorming, some suggestions
may be to advise Peter to buy a flash a disk of higher capacity
• The size of each film is 512 MB as 1GB is equivalent to 1024MB but for
simplicity reasons 1GB is equal to 1000MB.
Answers to application activity 1.3
• First convert the capacity of the DVD in MB
The 4.7GB are equal to 1024MB * 4.7=4812.8MB
The number of CDs in one DVD equal to 4812.8MB/700MB= 6.87
As there cannot be parts of a CD the total number of CDs is 7 (A DVD can store
data that can be stored on 7 CDs)
• 4Gb is equivalent to 4*1024MB=4096Mb
If 4Mb are downloaded in to 6sec
Then 1 MB is downloaded in 6sec/4
Therefore, 4GB will be downloaded in 6sec/4*4096 seconds (which is 6144
seconds)
Lesson 4: Identifying and addressing hardware issues
a. Learning objectives
Identify and address hardware problems and fix them
b. Teaching resources
The needed resources are computers as the lesson will be conducted in the
computer, there is also a need for a projector for displaying examples to students
and a tool to use in case the issue requires opening the computer case. The lesson
will also require having the student book and the syllabus. c. Prerequisites
Students should have knowledge and skills related to computer maintenance,
General precautions, power connectivity and precautions for connecting the
mouse, keyboard, and other external peripherals. They will have acquired these
basic competences from lower secondary.
c. Learning activities
Guidance
• The teacher takes one computer with an issue and present it to the class
under the guidance of the students identify the problem may have
• The teacher switch on a computer with improperly fixed hardware component
so that the computer emits a POST sound of warning
• For every other problem (Blank monitors, Mouse Problems. Computer does

24 ICT - Teacher’s Guide - Senior 4

 not recognize USB, Keyboard Problems, Power Cord Problems …) the
teacher shows a computer or an image or a video with such a problem and
students brainstorm on it.
Answers to Activity 1.4
To connect both projector and monitor to a single computer requires that the
computer have two VGA ports or an adapter having two VGA ports
Application activity
Answers to application activity 1.4
This activity requires students to discuss about hardware problems of their school
computer lab. Students also discuss about possible solutions to the identified
problems.
Lesson 5: Assembling a computer & disassembling a computer
a. Learning objectives
To assemble and disassemble a computer by respecting the procedural steps
b. Teaching resources:
The needed materials for this lesson are: computer preferably with internet
connectivity to facilitate additional researches, projector, screw driver set, electric
blower, internal parts of a computer that can be used to replace those with issues.
c. Prerequisites
Students have knowledge of tools used to open and connect together electronic
devices like radio, phones and some of them are similar to those to assemble
and disassemble a computer. They are familiar with some problems of computers
though they are not able to solve them.
d. Learning activities
Guidance
This topic requires practical approach to take the students through step-by step
process of assembling and disassembling a computer.
• The teacher shows the different components found in the computer case and
tells students that they are going to assemble them in the computer case
• Step by step and under the guidance of the students assemble the dismantled
computer
Answers to Activity 1.5
This is an observation activity that requires the students to identify various tools
such as extended extractor, antistatic wrist member, screw drivers and Ethernet
crimping tools in a computer repair toolbox.

ICT - Teacher’s Guide - Senior 4 25

Students explain the reason s that may prompt a technician to remove any internal
part of a computer
Application activity
Answers to application activity 1.5
This is a practical activity that requires the guidance of the teacher or qualified
lab technician to assist the students mount amotherboard in the system unit. This
procedure should be handled with care to avoid electric shock or damaging the
motherboard.
The question 2 in application activity require teacher to let student to use their
brainstorming and discuss about different types of expansion card here below are
some suggestion:
• Industry Standard Architecture (ISA), Extended ISA (EISA),
• Peripheral Component Interconnect (PCI);
• Accelerated Graphics Ports (AGP);
• Video Electronics Standards Association (VESA);
• Audio Modem Riser (AMR);
• Communication Network Riser (CNR). Network Card, Sound Card, Video
capture card, Video Card, etc.
Lesson 6: Software installation principles
a. Learning objectives
Identify types of computer software and system requirement to install any software
b. Teaching resources:
Student book, manual user guide and computer, internet connectivity for research,
different software to install, computers to use in carrying out installations
c. Prerequisites
Students have knowledge and skills on computer capacity learned in “lesson 3:
Computer capacity” in which they were also taught about processor speed
d. Learning activities
Guidance
• Before the introduction of this topic, it is important that teacher searches for
basic requirement needed so that user can install any software. The reason
is not every computer can support any software and run it. This depends on
the different factors like processor speed and memory.
• The teacher connects a computer to a projector and tries to install a software
on a computer that does not have the necessary system requirements

26 ICT - Teacher’s Guide - Senior 4

 • Students brainstorm the reason why the software failed to install
• Students brainstorms the system requirements for common software found in
the school’s computers
• Under the guidance of the teacher system requirements of Windows 10 are
discussed and examples of applications software incompatible with it are also
discussed
Answers to Activity 1.6
1. Importance of reading the user manual before installing new software is
helpful for different reasons such as: The manufacture’s user manual is
important in identifying the hardware specifications required in order to
install the new software; It helps to know the procedures to follow in order to
install the new software, it can also help to know whether the software being
installed is genuine or not
2. Students give the factors to consider while purchasing application software
3. For this question refer to the student book
e. Application activity
Answers to application activity 1.6
Students do the questions in application activity 1.6 and the teacher guides them
Lesson 7: Computer software issues
a. Learning objectives
Identify operating system issues and software issues and fix them
b. Prerequisites:
• Students are familiar with the use of computer and other electronic devices
they also have basic knowledge bad software like viruses as they learnt it in
ordinary level
c. Teaching resources
• To teach this lesson requires:
• Having computers preferably one for each student,
• Computer with software issues that are going to be solved
• Internet connectivity for additional researches and downloading some
software that will be needed
• ICT student’s book and the syllabus

ICT - Teacher’s Guide - Senior 4 27

 d. Learning activities
Guidance
• teacher asks questions to students aimed at finding answers to questions in
activity 1.7
• teacher shows computers with issues presented in the student book. Where
such a computer cannot be found the teacher uses an image or a video
• For each issue, students identify the causes, the symptoms and how to solve
the issue
Answers to Activity 1.7
Let students carry out the activity in their respective groups and guide them to
describe what happens to the computers after doing the activity. Let students
discuss the measure that can be taken
Application activity
Answers to application activity 1.7
1. The first question in application activity 1.7 requires the student to search
on the internet other common sources of computer virus that have not been
seen in student book
2. This is an exploratory activity that requires the student to brainstorm on
various means of acquiring software such as download, buying from vendors
or developing their own software.
3. The activity requires the student practically perform disk cleanup procedure
by following the steps provided in the student’s book or using cleanup in the
search box to display Disk Cleanup utility on the startup menu.
Lesson 8: Computer software installation
(Installation of an Operating System)
d. Learning objectives
Explain and apply different steps to install an operating system
e. Teaching resources
For teaching this lesson we will need Computers, Projector, Software, External
Hard Disk, bootable Flash Disk or Windows Genuine installation DVD.
f. Prerequisites
Students are familiar with software installation skills applied in ordinal level senior
three. They may also have basic skills about the installation of some application
software in the phones.

28 ICT - Teacher’s Guide - Senior 4

 g. Learning activities
Guidance
• This activity takes place in the computer lab where teacher form group of at
least five students
• Teacher starts the lesson by asking student to give the name of the program
they likely to use
• The teacher asks students to carry out Activity 1.8 in their respective groups.
• An operating system is installed on a computer connected to the projector
and at each step of the installation student describe what they see.
• In groups students install an operating system and describe each step
Answers to Activity 1.8
The first program that teacher or lab technician need to install first is the operating
system because it is the only software which manages hardware and application
software resources and without operating system computer cannot boot.
Application activity
Answers to application activity 1.8
Referring to the steps provided in the student book, students do questions in
application activity 1.8
Lesson 9: Computer software installation
(Installation of application software)
a. Learning objectives
Explain and apply different steps to install an application software
b. Teaching resources
To conduct this lesson requires having computers as the lesson will be conducted
in the computer lab. There will also be a need of a projector for displaying examples
to students, installation CD/DVD for Microsoft Office 2013, flash disk to use for
installation. There will be a need for internet connectivity in case some software
need to be downloaded.
c. Prerequisites
• Students are already familiar with installation of some application in their
smart phone which is so much like the installation of application software into
a computer. They also have basic skills and knowledge about installation of
software from known manufactures acquired in senior three

ICT - Teacher’s Guide - Senior 4 29

 d. Learning activities
Guidance
• The teacher starts the lesson by doing a theory recapitulation on basic
principle of software installation together with the process of installing
operating system.
• teacher organizes students in pairs in order to do the lesson’s activity.
• Students give examples of application softwares and state which ones they
know to install
• One student comes and install office by using a computer connected to a
projector. With other students each step reached is explained
• Students install other application software on their computers like VLC,
YouTube downloader, …
Answers to Activity 1.9
a&b) Teacher summarizes the contents and explains to students that the problem
of John’s computer is regarding to the missing of specialized programs to carry out
each desired task.
To overcome the issue John needs to install appropriate program to play music VLC
for example and other appropriate program to helping him to open his document
such as Microsoft office
Application activity
Answers to application activity 1.9
This activity requires the students to install Microsoft Office 2016 by referring to
General procedure to Install Software in student book

1.6. Summary of the unit

Hardware refers to any physical or tangible part of a computer. It can be either ex-
ternal or internal. Internal components are all components that are found inside the
system unit such as disk drives, motherboard, processor power supply, memory,
etc. While external components of a computer also known as peripherals refer to
all external devices connected to central housing known as the system unit such
as mouse, keyboard, scanner, monitor, printer or storage devices such as a hard
drive or flash drive, memory card. Peripherals devices are connected to the system
unit through port.

30 ICT - Teacher’s Guide - Senior 4

Computer maintenance can be done on hardware and software. It requires ad-
dressing hardware and software issues and finding solutions to overcome those
issues. In this topic computer Assembling and disassembling procedures have
been discussed together with how to install software such as operating system and
application software.

1.7. Additional information for teachers

To conduct computer maintenance students must be participative because most
lessons of the topic require practical activities; different devices for practical should
also be made available in order to enhance learning.

The use of modern technology such as us projector and internet is crucial because
this enhance the quick lesson delivery and make students to be more attractive
during the lesson delivering.

1.8. End Unit assessment

1. Students reflect on the rules followed while being in either computer lab,
chemistry lab or physics lab.
2. This is a practical activity that requires the guidance of the teacher or
qualified lab technician to assist students identify and replace CMOS battery
mounted on a motherboard. The same procedure is repeated to replace the
RAM. Notice that these procedures should be handled with care to avoid
electric shock or damaging the motherboard
3. a) An operating system refers to a type of system software that manages the
hardware resources and control execution of application programs installed
on the computer.
b) The three phases taken by operating system during its installation
are: copying files, installing features and drivers, and lastly configuring
settings.
Basic functions of operating system:
4. The operating system is a resource manager. All the functions it performs are
aimed at efficiently and effectively managing the resources of the computing
machine. In groups students discuss the functions and present them to the
class.
5. There are many factors to consider before purchasing application software
some of them are software license, the use needs, the operating system
environment, the hardware requirements needed to run the software, etc.
6. Motherboard is the first element to be installed because it is where all internal
components of computer are interconnected and communicate one each
other. Thus, you need to first install it and attach another internal device after

ICT - Teacher’s Guide - Senior 4 31

The reason why it is the last to be uninstalled is that during uninstall process you
start by disconnecting all those parts connected to it and thus terminate by remov-
ing the motherboard which hold any attachable device.

1.9. Additional activities

1.
a. Open at least three different documents from different application program
installed on your computer
b. Press a combination of CTLR +ALT+ Delete. Go to the Task Manager.
c. Right click on first document, click on End Task. What do you observe? Does
it still open or not? In which condition does the above combination can be
helpful can be
2. Explain the steps followed once you need to uninstall application software from
a computer:

1.9.1. Remedial activities

1. Discuss the following:
a. Various input devices and their functions
b. Various output devices and their functions
c. Storage devices
d. What are common problems of some of the devices cited in (a), (b) and (c)
2. The Central Processing Unit is the most important part of computer and is
considered as brain of computer
a. Explain why this part is considered as brain of computer?
b. What is the function of the CPU
c. List and explain the parts of the central processing unit

1.9.2. Consolidation activities

1. a) Differentiate the term scanning from updating
b) Why is it advisable to scan any storage device connected to a computer
2. The process of installing more than one operating system inside one
computer is known as “multi booting system” then you are asked to install
window 10 and window 8 into your computer. Search on internet how to
proceed this activity.

1.9.3. Extended activities

Define the term e-waste

The power supply inside the computer is used to convert alternative current
into direct current, explain how you can replace it once damage.

32 ICT - Teacher’s Guide - Senior 4

UNIT 2 ADVANCED WORD PROCESSING

2.1. Key unit competence:

Apply advanced skills to create suitable word documents

2.2. Prerequisite
Students learnt in ordinary level how to open Microsoft word, save a document,
identify Microsoft word tool bar, insert object, etc. they have basic skills which
can allow them to acquire competences they are supposed get in advanced word
processing.

2.3. Cross-cutting issues to be addressed:

• Financial education: Through typing scenario related to money management
and do related application
• Gender education: All students must get involved in class activities regardless
of gender
• Inclusive Education: Learners with and without disabilities participate together
in the same classes during teaching and learning process
• Peace and value through typing a text describing peace

2.4. Guidance on introductory activity

• The activities shown in the introductory activity are given to students as a
homework at the end of Unit 2. The only thing to do in class is to project the
different elaborated documents.
• Teacher makes students read the questions in the introductory activity and
discuss on them
• Students are put into groups so as to perform activities shown in the introductory
activity which is given to them as a homework
• Time is set aside to project the different groups’ documents
• By analyzing the look of different documents presented the teacher
becomes aware of the level of students in word and builds on that

ICT - Teacher’s Guide - Senior 4 33

2.5 List of lessons
# Number of
Lesson title Learning objectives periods

1 Formatting a Describe different way of formatting a 2

Document text
Apply different methods to
format a text of a word document
2 Paragraph group Create and insert footnotes and 2
endnotes
3 Referencing a State the steps of creating and 2
updating a table of content, referencing
word document
,and protecting a document
4 Creating and Create and update a table of content 2
updating a table of
contents
5 Page layout tab Make page set up by putting margin, 1
command page orientation and column

6 Protecting a Practice the way of protecting 1

document from documents from unauthorized changes
unauthorized and authorize reviewer to insert
access and comment and tracked changes only
changes
7 End Unit 1
Assessment

Lesson 1: Formatting a document

a. Learning objective
• Describe different way of formatting a text
• Apply different methods to format a text of a word document
b. Teaching resources
Instructional materials required for teaching and learning this lesson are Computers,
projector, soft documents, text books, and the internet
c. Prerequisites
Ordinary level ICT: how to underline text, put it in italic, use bullets numbering etc.

34 ICT - Teacher’s Guide - Senior 4

d. Learning activities
Guidance
• Teacher tell students to type a text and apply the required steps to change
font type, font size, font color,.
• Under the teacher’s guidance students put written text in upper case, underline
it , make it bold and put it in italic

Answers to activity 2.1

Students do this activity individually. Students open a blank document in Ms Word
then type in the document this text “Hano Hari inzu ikodeshwa “and save it as”Inzu.
docx” then apply on it the following:
1. Changing the font size to 36
2. Changing the font – type to Book Antiqua.
3. Changing the text font colour to red.
4. Changing text to Bold Italic and Underline it.
5. Changing text to the UPPERCASE.
All steps on how to accomplish this are available in the students’ book.
Application activity 2.1
1. Students type the text of 3 paragraph describing peace and apply on it
different font following the steps provided in students book: Change the first
and second sentence to the font type =”Poor Richard” ,font size =”14” , font
color =”Blue” and finally make sentences italic
2. Individually; students change the third and fourth sentence to the font type
”Tahoma”, font size ”12”, font color ”Red” and underline those sentences of
the PEACE document all question two question will be done using steps
found in students book on section formatting a document
Lesson 2: Paragraph group
a. Learning objective
Create and insert indent, spacing, bullets, numbering and alignment
b. Teaching resources
Computers, projector, soft documents, text books, and the internet
c. c. Prerequisites
Students have prior knowledge about bullets numbering and numbering list, add or
remove borders, shading paragraph, find on paragraph group of Home tab.

ICT - Teacher’s Guide - Senior 4 35

 d. Learning activity
Guidance
• Students write the text that is going to be used in different formatting
• Teacher demonstrates how to perform different actions shown in the student
book and learners follow suit
• As students are doing what is demonstrated, the teacher moves
• around to help those that may be having difficulties

Answers to activity 2.2

1. Students type text which describe last holidays and try to apply on asked
paragraph format find in paragraph group. And Teacher facilitate them so that to
enter in new lesson with prior knowledge/ skills.
Application activities
Application activity 2.2
Student has to type a text from an English book and apply on it all asked format
following all steps in student book: indenting the first sentence, changing the font
type to “Time New Roman “ , size =”12” , line spacing =”2.0, changing the alignment
from Left to Justified alignment
Lesson 3: Referencing a word document
a. Learning objective
Create and insert footnotes and endnotes
b. Teaching resources
Computers, projector, soft documents, text books, and the internet
c. Prerequisites
In Ordinary level ICT, student learnt how to insert page number as they read book
they always seen the header, footer even if they not yet know how to call them.
This, will facilitate them to acquire new knowledge of describing inserting header,
footer, footnote, endnote, based on that past experience
d. Learning activity 2.3
Guidance
• Teacher introduces new lesson by asking students to brainstorm in pairs the
meaning the following term: footnote, endnote, header, footer.
• Teacher asks students to take hard book and look on the top and the bottom
of page and tell him/ her what they see. Which is header and footer. From
there ask them to state common things find in header and footer like date,
authors, chapter, unit title, etc.

36 ICT - Teacher’s Guide - Senior 4

 • Teacher guides students to follow the steps of inserting header, footer,
endnote, foot note and converting footnote into endnote.

Answers to activity 2.3

1&2&3) For answers to question 1, 2 and 3 consult the Student book in the section
on Header and Footer
Application activities 2.3
1. Difference between footnotes and endnotes is that footnotes appear at the
bottom of the same page, while endnotes appear at the end of the paper.
2. Students open file crated in activity 2.3 and create 5 endnote on their choice
in that document
3. Here the students convert the above created endnote to footnote.

Lesson 4: Creating and updating a table of contents

a. Learning objectives
Create and update a table of content

b. Teaching resources
In teaching and learning this lesson, computers, projector, soft documents, text
books, and the internet for research are needed for effective learning.

c. Prerequisites
Students learnt in ordinary level Microsoft words window environment and have
prior knowledge about Heading on home tab. And while reading books they often
looking in table of content of given book. So constructing new knowledge, skills, will
be based on that past experience.

d. Learning activity 2.4

Guidance
• Teacher asks and guides students to brainstorm the advantages of creating
table of content in pairs
• For managing time, teacher tells students to copy a text of 3 pages from the
softcopy book available on REB website.
• Using projector, teacher demonstrate step by step the process of creating
table of content. And on their computers, students follow all the steps shown
by teacher then create table of content
• After creating table of content, teacher demonstrate how to update created
table of content then the students practice the process on their computers

ICT - Teacher’s Guide - Senior 4 37

Answers to activity 2.4
Students copy a text of 3 page which describe computer hardware and software
save it as “information, communication technology” from softcopy books available
on REB website. The process of applying all asked things on this activity is shown
in students book on both two sections font and creating table of content.

Answer to Application activity 2.4

1&2) Students create headings as instructed in the question
Lesson 5: Page layout tab command
a. Learning objective
Make page set up by putting margin, page orientation and column
b. Teaching resources
Instructional materials needed for this lesson are Computers, projector, soft
documents, text books, and the internet for more research.

c. Prerequisites
Students have basic skills in Word got from Ordinary Level in ICT subject

d. Learning activity 2.5

Guidance
• To start this lesson teacher tells learners to click on layout tab and discuss on
the use of the page setup items.
• Using projector, teacher model the steps of setting marge and guide
learners to apply this process in their computers
• Students apply the process of page orientation guided by teacher’s
demonstration
• Using required steps students create predefined column and user defined
column helped by teacher
Answer to activity 2.5
1&2&3) For answers to question 1, 2 and 3 consult the Student book in the section
on page setup
Application activity 2.5
To answer this application activity, the student writes a document which describe
their school environment then split the paragraph into 2 columns. For making the
page Landscape follow the steps in students ‘book.

38 ICT - Teacher’s Guide - Senior 4

Lesson 6: Protecting a document from unauthorized access and changes
a. Learning objective
Practice the way of protecting documents from unauthorized changes and authorize
reviewer to insert comment and tracked changes only
b. Teaching resources
Instructional materials needed for this lesson are Computers, projector, soft
documents, text books, and the internet for more research.
c. Prerequisites
Students are familiar with word as they learnt it in Ordinary Level ICT
d. Learning activity 2.6
Guidance
• Teacher asks students to discuss the benefits of protecting a document in
small groups
• Teacher demonstrates the steps of protecting a document from unauthorized
users and then the students practice the process on their computers
• Guided by teacher; students do practice on how to unlock protected documents
• Individually students practice on how to set permission on making change to
restricted document.
Answer to activity 2.6
The process of protecting a document with password is in student book on
section Protecting Word files with a password
Answer to application activity 2.6
Answer
1. Open a document which describes the benefits of learning in your option
that you protected and remove password. The steps are available in the
Students Book on section of unlock protected document.
2. After typing a text related their career, students apply the steps of Protect it
and mark the parts that can be changed

2.6. Summary of the unit

Advanced Word Processing enables learners to acquire skills in referencing a
word document where Header and footer, Creating and inserting footnotes and
endnotes, converting footnotes to endnotes, Creating and updating a table of
contents are given much emphasis. Learners also study Page layout tab command
which include Page set up group, Margin, Orientation and Column.

ICT - Teacher’s Guide - Senior 4 39

Students have acquired skills to secure a word document by protecting it from
unauthorized changes, setting a password to open and modify a document,
restricting formatting and editing of a document, allowing editing in a protected
document, authorizing reviewers to insert comments and track changes only,
authorize reviewers to insert comments only and removing document protection

2.7. Additional Information for teachers

How to Cross Reference Footnotes and Endnotes?
If you want to use the same footnote or endnote more than once throughout the
text, there’s an easy way to do it without having to insert the same thing over and
over again.
Step 1: Place your insertion point where the reference is inserted in the text. On the
References tab, click the “Cross-Reference” button.
Step2: In the Cross-Reference window, choose either “Footnote” or “Endnote”
from the “Reference Type” dropdown menu.
Step 3: Next, click the “Insert Reference To” dropdown menu.
Word lets you create hyperlinks between cross-references so you can easily
find the same footnote everywhere it appears in the document.

2.8. End unit assessment

(Answers)
1. The answer of both concept formatting and paragraph are in students book
in section of formatting a document
2. 2To answer this question, students have to type a document (one page)
about XO laptop hardware apply all asked font, insert given footer, and
header and protect created document with a password

2.9. Additional activities

2.9.1. Remedial activities
Write a paragraph of at least 4 lines and do the following:
1. First line: Arial 16, bold 3
2. Second line: 14, bold, underlined 4.
3. Bullets: right aligned

2.9.2. Consolidation activities

40 ICT - Teacher’s Guide - Senior 4

 1. Write a text on any topic of ICT and do the following
a. Change the Header “your name at the top left of the top margin”
b. Change the Footer : “I am enjoying the ICT class “
c. Change your left and right margins to 1.5”, double space, Centre the page
when finished.
2. Write a text on why to make a budget and format it accordingly to make it
look more beautiful. This text should have at least 5 lines.

2.9.3. Extended activities

Make a text on the use of money that you are going to get from the internet and do
the following:
1. Create a space at the top of the document and type the heading “Make budget
plan”, font size 20 points, italicized, bold, centered, and underlined.
2. Change the line spacing of the second paragraph to 1.5 spacing.
3. Split text into 2 columns

ICT - Teacher’s Guide - Senior 4 41

 UNIT 3 ADVANCED SPREDSHEET I

3.1. Key unit competence:

Apply conditional formatting and filtering and integrate spreadsheet to other
applications

3.2. Prerequisite
Students have learnt Microsoft Excel in Ordinary Level, Mathematics (Statistics)
which will facilitate them to learn some skills related to advanced spreadsheet.

3.3. Cross-cutting issues to be addressed:

• Financial Education: Is covered when students working on sales data in
conditional formatting, through interpreting chart created in spreadsheet.
• Gender education: Students must be aware that both girls and boys must
be involved equally in all teaching and learning activities. Programming is
appropriate for both sex not for boys.

3.4. Guidance on introductory activity

Learners open Spreadsheet software available in the school computer. They create
a Spreadsheet file and save it as “Burera Ltd Sales data” into ICT work folder at the
desktop.
After saving the file, learners enter data into Spreadsheet software. Burera Ltd
sales data describe sales of 6 months in Burera Ltd. This file is going to be used
throughout this unit.

3.5. List of lessons

# Number of
Lesson title Learning objectives periods

1 Conditional Apply conditional 2

formatting
formatting to cells
2 Charts • Create, and format charts, labels and 2
axes
• Interpret a chart data

42 ICT - Teacher’s Guide - Senior 4

 3 Data Use sorting and filtering technique in 2
organization worksheet
(sorting,
filter)
4 Integrating Export excel data to other applications 2
with other
applications

5 End unit 2
Assessment

Lesson 1: Conditional Formatting

a. Learning objective:
Apply conditional formatting to cells

b. Teaching resources:
The required materials are Computers, Projector and Excel applications

c. Prerequisites
As students learnt some topics in Microsoft excel such as cell formatting, in-
serting formula in ordinary level, logic in mathematics, they have prior knowledge
which facilitate them to learn conditional formatting in spreadsheet.

d. Learning Activity 4.1

Guidance
• Teacher introduces the lesson by guiding students to brainstorm the meaning
of conditional formatting and asking them the necessity of applying conditional
formatting on given data in small group. Then teacher add explanation on
student’s findings.
• Using projector, the teacher demonstrates the steps of highlighting cell rules
and students themselves do that practice on their computer using inserted
data in activity 4.1
• Students apply the steps of clearing rules and discuss reason of clearing cell
rules.
• Teacher guide learners the benefit of creating top/bottom rules and follow the
steps of creating top/bottom rules
• Teacher present available options of creating a formula based conditional
formatting and choose one or two options to follow their steps together with
student teacher on their computers.

ICT - Teacher’s Guide - Senior 4 43

Answers to activity 4.1
1&2&3) For answers to question 1, 2 and 3 consult the Student book in the section
on conditional formatting
Application activity 4.1
1&2&3) Students use conditional formatting to highlight certain cells which meet the
criteria shown in the question 1, 2 and 3
Lesson 2: Charts
a. Learning objective
• Create, and format charts, labels and axes
• Interpret a chart data
b. Teaching resources:
Needed materials to conduct this lesson: Computers, Projector and Excel
applications, students book
c. Prerequisites
In mathematics, especially I statistics lesson, students learnt how to create different
types of charts and interprets them which facilitate them to make graph here in
advanced spreadsheet.
d. Learning Activity 4.2
Guidance
• Students open the spreadsheet software and enter data in the table below
and save the file as “Cereal Production”
• With the help of the teacher, students in pairs are going to use them to create
a Chart
Answers to activity 4.2
1&2) Students enter the given data and create a graph looking like the one given in
the student book by using the steps given in the student book
e. Application activity 4.2
1&2) Students create charts as instructed in the questions and by using the steps
shown in the student book.

Lesson 3: Data organization

a. Learning objectives:
Use sorting and filtering techniques in worksheet
b. Teaching resources:

44 ICT - Teacher’s Guide - Senior 4

For effectively facilitating this lesson, the needed instructional materials are:
Computers, projector and Excel applications, student book, internet connection for
more research.
c. Prerequisites
Students learnt in early age how to sort number, or object in ascending and
descending order so this will facilitate them to learn data filtering and sorting data
easily
d. Learning Activity 4.3
Guidance
• Guided by teacher, Students open Burera Ltd Sales data using spreadsheet
software. Students update the worksheet by adding a new column “Region”.
• Using updated Burera Ltd Sales file, students start to do the activity 4.3 and
apply there the process of filtering and sorting data
Answers activity 4.3
1)a&b)For answers to this question, consult the Student book in the section on data
organization
Application activities 4.3
1)a&b) Students open Burera Ltd Sales data using spreadsheet software. Students
update the worksheet by adding a new column “Product” and answer other questions
accordingly.
Lesson 4: Integrating with other applications
a. Learning objective:
Export excel data to other applications
b. Teaching resources:
Computers, Projector and Excel applications, students’ book
c. Prerequisites
Students know that sometimes it may be necessary to copy text from one program
to another. Build on this to introduce the lesson
d. Learning activity 4.4
Guidance
• Teacher asks students to brainstorm the importance to export excel files to
PDF
• Students open Burera Ltd Sales data using spreadsheet software. Then
teacher use that file demonstrate them how to export excel files to PDF, other
file types and students do the same.

ICT - Teacher’s Guide - Senior 4 45

Answers to activity 4.4
1) For answers to this question, consult the Student book in the section on
Exporting Excel files to PDF or other file types
e. Application activities
1. Students export Burera Ltd Sales Data File to web page file format y using
the steps described in the student book
2. For this question students will apply the process of exporting the above file
to PDF and discuss the benefit of saving excel worksheet tom PDF

3.6. Summary of the unit

In this Unit: Advanced Spreadsheet, learners got advanced skills in Conditional
Formatting by applying highlight cell rule, top/bottom rule, and a new rule to selected
data. It includes also Charts and Data organization where students learnt various
techniques of sorting and filtering.

Finally, learners integrated spreadsheet files with other applications. The integration
is done by exporting data from Excel to another file type such as pdf, Web page,
Xps and etc.

3.7. Additional Information

How to filter with a search
Excel allows you to search for data that contains an exact phrase, number, date,
and more. This can be done in this way:
Step 1: Select the Data tab, and then click the Filter command. A drop- down arrow
will appear in the header cell for each column.
Note: If you’ve already added filters to your worksheet, you can skip this step.
Step 2: Click the drop-down arrow for the column you want to filter.
Step 3: The Filter menu will appear. Enter a search term into the search box. Search
results will appear automatically below the Text Filters field as you type. Click OK
when done

46 ICT - Teacher’s Guide - Senior 4

3.8. End unit assessment
Referring to the table below:

1. Calculate total for each subject

2. Calculate the grand total
3. Highlight in red and bold students who scored less than 5 points in each
subject
4. Use Green fill and with dark green text to highlight students who have
total above 12 in any subject
5. Using blue highlight show all students who score 55 and above
6. Sort Grand Total in descending order

ICT - Teacher’s Guide - Senior 4 47

3.9. Additional activities
3.9.1 Remedial activities
Consider the table below:
SN Items Unit Price Qty(Kgs) Total cost Tax (10)
(Frws)
1 Bananas 200 240
2 Beans 350 400
3 Potatoes 150 300
4 Rice 700 200
5 Sugar 800 350
Grand Total

1. Calculate the total cost and the tax

2. Make the Pie chart of items and unit price
3. Show data label and Give the chart title

3.9.2. Consolidation activities

Considering the table below:
Name 50 50 100 50 50 100 50 50 100 50 50 100
Math English Physics Computer
Name Test Exam Total Test Exam Total Test Exam Total Test Exam Total GT Average
Yves 13 20 25 18 32 28 21 16
Batesi 2 23 48 13 34 27 10 18
Hirwa 21 34 35 28 36 23 22 29
Cyeza 5 26 25 16 37 30 10 22
Cyiza 25 28 28 24 33 31 15 21
Uwera 43 38 43 26 47 44 31 44

Calculate total for each subject

i. Calculate the Grand Total and Average
ii. Highlight in red and bold students who scored less than5 points in each
subject
iii. Use Green fill and with dark green text to Highlight students who have total
above 15 in any subject
iv. Using blue highlight show all students who score above the average
v. Create a bar column

48 ICT - Teacher’s Guide - Senior 4

3.9.3. Extended activities
Considering the table below:
Name Chemistry English Math Total Aver- Maxi- Mini-
100 100 100 age mum mum

1 KANEZA 45 90 64

2 RUKUNDO 80 76 44

3 AKEZA 88 89 79

4 HIRWA 76 56 95

5 SHEMA 45 77 65

6 ISIMBI 56 36 33

7 SUGIRA 60 95 69

AVERAGE

MINIMUM

MAXIMUM
Display in red color the Total Points of KANEZA in 3 subjects.
i. Display in blue color the Average Points of RUKUNDO in 3 subjects.
ii. Highlight Maximum Points of all these Students in these 3 Subjects?
iii. What is the Minimum Points of all these Students in these 3 Subjects?
iv. Did ISIMBI and SUGIRA fail or pass?
v. If they Failed or Passed, Display the Formula.
vi. Display the Average point of all Students in Chemistry only.
vii. Display the Minimum and Maximum points of all Students in English and Math.
viii. Sort Students Names in Ascending Order.
ix. Which Steps we follow to create a Chart of the whole table.

ICT - Teacher’s Guide - Senior 4 49

 UNIT 4 SEARCHING THE INTERNET

4.1 key unit competence

Use ethically the internet in doing researches

4.2. Prerequisites
Students are familiar with the internet as they learned related concepts in Ordinary
level and use it for research in everyday lesson activities

4.3. Cross-cutting issues to be addressed

Inclusive Education: students with and without disabilities participate and learn
together in the same classes.
Peace and Values Education: students must be aware of internet-based crimes
like hacking and prevent accessing people’s data without permission
Financial Education: to be covered when explaining students cost related to anti
spyware and firewall used in the web security
Standardization culture: To be covered through the rationalization of internet
ethics relating to the increasing technology of computing device and to avoid
actions that are against Rwandan culture such as pornography, hacking …

4.4. Guidance on introductory activity

• The teacher makes students observe the image and describe what they see
• Student teachers brainstorm the importance of such a room and the materials
needed to create one
• Guide students to list all possible elements that make this communication
possible
• Teacher guides students to identify devices and transmission medium used to
facilitate sending and reception of the email
• Teacher let students express themselves about the use of emails. Remember
the goals/objective is to introduce students to the concept of internet ethics.
Therefore, do not spend much time on email.

50 ICT - Teacher’s Guide - Senior 4

4.5. List of lessons
Number
# Lesson title Learning objectives of periods
Show interest in using internet 1
appropriately by respecting all
1 Internet ethics
the related ethic principles

Web security: spyware, Describe various web security 1

2 hacking, firewall mechanism and tools

URL and its parts: Identify and explain compo- 1

Protocol, host name, do- nents of URL
3
main name, sub domain

Search on the internet: Explain the internet search 1

Simple search tech- strategies for better search
4
niques results
(keyword searching)
Search on the internet: Apply internet search tech- 1
Advanced search tech- niques so as to get better
niques (Boolean opera- search results
5
tors,
quotation marks, tilde
sign…)
Search on the internet: 1
Searching for docu- Apply acquired knowledge to
6
ments, books, images, request for a service online
video on the internet
Search on the internet: Apply acquired knowledge 1
7 Searching by image and skills to request for infor-
mation online
Browser’s Techniques Apply different mechanism of 1
for remembering: revisiting a website easily.
8 Cookies, Bookmark, Understand strategies used to
Cache and Browser make the internet remember
history its users

9 End Unit assessment 2

ICT - Teacher’s Guide - Senior 4 51

Lesson 1: Internet ethics
a. Learning objectives
Show interest in using internet appropriately by respecting all the related ethic
principles
b. Teaching resources
Computers with internet connectivity and internet browsers, Projector, books
c. Prerequisites:
Students have learnt some concepts of computer internet in Ordinary level. They
ideally have some knowledge and skills related to computer network and data
communication.
d. Learning activities
Guidance
• Teacher guide students by forming small group of at least five students per
group
• Teacher guide student to think about the scenario in the activity 4.1
• Teacher walks around to see if everyone is participating actively
• The teacher can use this exercise to make students aware that in today’s
world people pretend to be who they are not and may trick someone using
the internet
• Groups present their ideas on the given scenario and present other behaviors
that are against internet ethics
Answers to Activity 4.1
The activity 4.1 requires student to use their brain storming as there is no specific
answer
Answers to application activity 4.1
The application activity 4.1 requires student to appreciate the impact of ICT and
internet on ethics, privacy and intellectual property. Let the students explore various
policy that safeguard or regulate effects of internet on the these issues
Lesson 2: Web security: spyware, hacking, firewall
a. Learning objective
Describe various web security mechanism and tools
b. Teaching resources
Computer lab, Internet and textbooks to facilitate research

52 ICT - Teacher’s Guide - Senior 4

 c. Prerequisites
Students and teacher are aware with computer security; they also have knowledge
about internet ethics issues learnt from previous lesson.
d. Learning activities
Guidance
The activity 4.2 in student book is used to introduce the lesson. Students visit the
school computer lab and observe how computers are arranged and protected.
The teacher asks students to take notes of what they observed and to reply the
questions in the activity. By using technical explanations teacher helps students to
understand the importance of computer security.
Teacher organizes students in pairs in order to do activity.
• Teacher asks students to form small groups to do the learning activity 4.2 and
to state other ideas related to Web security spyware, hacking, firewall
• Teacher walks around and sees if students are doing the given activity
• Teacher lets students present their answer to the rest of class.
• Teacher lets Students react on the finding/ answers from other groups.
• From the presentations and additions by the teacher, a summary on Web
security spyware, hacking, firewall is done
Answers to Activity 4.2
In the computer lab, some computers are secured with password other are not.
Depending on students’ reaction some measures that can be taken are the following:
installing anti-virus in all computers, Protect all computers with password, etc.
The second question require students to reflect about the malpractices done on
internet such as stealing the identity of customer bank and get the money without
permission, stealing information(hacking) using internet, different online harmful
services such as human trafficking, etc.
Answers to application activity 4.2
1. Importance of web security is summarized here below:
• Web security helps to keep safely data and equipment functioning and provide
access only to appropriate people.
• Web security is important as it helps keep information protected. Helping to
prevent uploading or downloading malware and helping programs run more
smoothly.
• Web security is important for preventing theft of data, software, services and
equipment

ICT - Teacher’s Guide - Senior 4 53

 a. The type of security used here is authentication
b. It is important because authentication grant someone permission to do or
have something.
2. The activity requires students to use internet to search about the five categories
of firewall. The five types of firewalls are these: Packet filtering firewall, circuit-level
gateway, stateful inspection firewall, Application-level gateway, Next-generation
firewall. Students describe them extensively.
Lesson 3: URL and its parts (Protocol, host name, domain name, sub
domain)
a. Learning objective
Identify and explain components of URL
b. Teaching resources
The successful implementation of this lesson requires students and teacher the
need of regular materials such as Computers with internet connectivity and internet
browsers, Projector. There will also be a need for a student book books.
c. Prerequisites
Students have basic knowledge about the use of internet acquired in ordinal level
senior one and senior three.
d. Learning activities
Guidance
• Teacher organizes students into groups in order to do the activity. 4.3. They
identify the different parts that the REB website name
• Students in groups, discuss probable ways used to get their result from REB’s
website
• Teacher walks around and sees if each student is participating in group
activity.
• Teacher lets students share their answers in presentation.
• Teacher lets students react on the findings from their colleagues
• Teacher gives the instructions on how to write the REB’s web address into
address bar of any browser
Answers to Activity 4.3
1. The first activity require student to discuss in groups the steps that each one have
used in order to obtain his or her result. Thereafter they share their findings and
these findings lead them to conclude about the asked question 2&3) Explanations
on these terms are in the student book

54 ICT - Teacher’s Guide - Senior 4

Answers to application activity 4.3
1&2&3) For answers to question 1, 2 and 3 consult the Student book in the section
on URL and its parts
Lesson 4: Search on the internet: Simple search techniques
(keyword searching)
a. Learning objectives
Apply different simple search techniques to search information on internet
b. Prerequisites
Students have basic skills and knowledge about the use of internet. They also have
knowledge about internet ethics learnt in previous lesson
c. Teaching resources
Computer lab with internet connectivity and different internet browsers, Projector,
books are needed.
d. Learning activities
Guidance
• This lesson has to be conducted inside computer lab where teacher guide
student to start their computer. These computers have to be connected to the
internet.
• Teacher guide student to open any browser.
• Teacher help each student to type the search engine in ULR of opened
browser by doing a demonstration using a projector
• For each strategy to get better search results the teacher does a demonstration
using a projector and students discuss the accuracy of the results got
• Students enters search terms in their browsers following the teacher’s
demonstration
Answers to Activity 4.4
The parts labeled from A to G A: Title Bar B: Address bar C: Menu Bar D: Control
button E: Search query F: Search Text Box G: Search Button
The second activity require students to make peer group and discuss the impact of
ICT in Rwandan school and thereafter open the computer internet to search about
the related question
Answers to application activity 4.4
This practical activity requires students to conduct research by typing the search
keywords (impact of gira inka munyarwanda, rwandan prime ministers) in search

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box of used search engine. The search engine to use is Google.
For question 2 better use the website: minaloc.gov.rw”prime ministers”
Lesson 5: Advanced search techniques
(Boolean operators, quotation marks, tilde sign…)
a. Learning objectives
Explain the internet search strategies for better search results
b. Prerequisites
Students have basic skills and knowledge about the use of internet they also have
knowledge about internet ethics learnt in pervious lesson
c. Teaching resources
This lesson requires regular material such as Computer lab with internet connectivity
and different internet browsers to carry out more practice and doing research.
Teacher will need a projector for displaying information to the student without
walking around each student. Student book and teacher guide will be additional
tools.
d. Learning activities
Guidance
• The guidance of this learning is the same as the one for the previous lesson
except addition instruction from the teacher to include advanced searching
techniques seen in student book.
• Using computers connected to the internet students to open any browser.
• The teacher demonstrates search techniques one after another. For each
search technique a demonstration is done, students interpret the results and
do the same using their computers
Answers to Activity 4.5
Students conduct researches using different techniques which are Boolean
operators, quotation marks, tilde sign…
Application activity
Answers to application activity 4.5
• Students conduct search in each previous learnt subject activity using different
advanced search techniques seen in student book
• Students discuss the use of NEAR keyword and use it in searches

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Lesson 6: Searching for documents, books, images, video on the internet
a. Learning objectives
Apply acquired knowledge to request for a service online
b. Prerequisites
Students and teacher are familiar with the use of internet and they have basic skills
about searching on internet learnt from previous lessons
c. Teaching resources
Material such as Computer lab with internet connectivity and different internet
browsers to carry out more practice and doing research, Projector for displaying
guideline.
d. Learning activities
Guidance
• Students brainstorms on which kind of resources found on the internet
(documents, books, images, video) and give examples of websites that have
got those resources
• For each kind of search, students give ideas on how it is done, the teacher
demonstrate using a projector the results given by the students’ ideas
• The teachers improve the student’s ideas and demonstrate the search
techniques he/she wants to convey
• Students discuss the accuracy of the results got and apply the same
techniques by searching using their computers
Answers to Activity 4.6
Student use different techniques and search for the video related to the asked
question is student book, some students will have to display the video using
projector.
Answers to application activity 4.6
Students search for grain germination videos, Imigani Miremire book/text, current
map of Rwanda. They discuss the results got in terms of accuracy.
Lesson 7: Searching by image
a. Learning objective
Apply acquired knowledge and skills to request for information online using image
b. Teaching resources
The use of regular material such as computer with internet connection, different
web browsers add-on software, projectors together with student book.

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 c. Prerequisites
Students have basic skills about searching on internet using different techniques
acquired from previous lessons
• Learning activities
Guidance
• This lesson has to be taught in computer lab trough this activity:
• Teacher send downloaded image to every student using email or any
removable device.
• Teacher asks students to copy the shared image
• Teacher guide student by showing them the area where to paste the copied
image
• Teacher asks students to observe careful the search engine result and
describe their observation
Answers to Activity 4.7
The practical activity requires students to conduct the research for the content and
other related image using the shared image
Answers to application activity 4.7
Students download ICT books using learned techniques
Lesson 8: Browser’s techniques for remembering:
Cookies, Bookmark, Cache and Browser history
a. Learning objectives
Apply different mechanism of revisiting a website easily and understand strategies
used to make the internet remember its users
b. Teaching resources
Computers with internet connectivity and internet browsers, Projector and the
student book.
c. Prerequisites
Student and teacher are familiar with the use of internet such as using email or
other social media like face book
d. Learning activities
Guidance
• The lesson starts with the interpretation of the image in the activity 4.8. This
is compared to the cookie technique used by browsers

58 ICT - Teacher’s Guide - Senior 4

 • For each technique the teacher displays a demonstration using a projector
and an interpretation of the technique is done
Answers to activity 4.8
Referring to the cord found in the bible students will brainstorm on its role
There are some special program used by the browser that helps to store username
but they do not save password for security purpose
Answers to application activity 4.8
The purpose of Bookmark, cookies Cache and Browser history have been discussed
in student book
The activity requires students to use internet to search for different way the user
can view bookmarks using different browsers.

4.6. Summary of the unit

Internet ethics means acceptable behavior of using internet, throughout this lesson
some ethics have been discussed together with internet issues that can arise while
using internet in improper way.
The unit covers the information about web security together with how to prevent
unauthorized access by using different techniques such as using firewall. The web
address also known as URL with its part has been discussed. Least but not last,
this unit covered also the searching on internet using simple search techniques
together with advanced search techniques (Boolean operators, quotation marks,
tilde sign…), the unit covered the process of searching for documents, books,
images, video on the internet lastly browser’s techniques for remembering have
been pointed on.

4.7. Additional information for teachers

Internet ethic refers to acceptable behavior of using internet, there are some
commandments that have to be respected while using internet. Web security have
to be applied in order to avoid network attach by hackers for example
The access to internet requires the use of web browsers such as Chrome, Firefox,
Internet Explorer, Opera, Safari etc; the search of the document, image or videos
online using search engine require different techniques
Once the searched item from internet need to be reused it is advisable to clarify the
source in order to avoid plagiarism.

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4.8 End Unit assessment (answers)
1. a) URL stands for Uniform Resource Locator
b) Parts of URL are: Protocol, Domain, sub domain, Top Level Domain and
Path for more explanation refers to student book
2. The https:// stands for Hypertext Transfer Protocol Secure; it is the protocol
that govern how data is transmitted over a network
3. This is practical activity requires students to open any browser and try to
open many windows regarding to the provided site and try to navigate them.
4. The term web browsing history refers to a list of web pages a user has
visited recently and associated data such as page title and time of visit which
is recorded by web browser software as standard for a certain period of
time. Web browsers software do this in order to provide the user with a back
button and a history list to go back to pages they have visited previously as
well as displaying visited links
5. Search Engines refer to programs that help a user to look for and identify
items that corresponds to keywords or phrases specified from the World
Wide Web. Examples include; Yahoo, Google, Bing and Ask.com among
others.
6. This activity requires the student practically perform video search procedure
by following the steps provided in the student book
7. This activity requires the student to open any browser and enter the web
address into the address bar and observe careful on the opened web page
the information regarding to the applying for ID

4.9 Additional activities

1. Discuss about ethical challenges arising from the use of computers and
other electronic devices such as phone, tablet, ipad etc..
2. Referring to web security differentiate the term authentication from
authorization

4.9.1. Remedial activities

1. On World Wide Web apart from the Google search engine, conduct research
about other ten top search engines that are commonly used
2. Explain the difference between a spyware and a spam. Identify risks that
can arise when your computer is infected with spyware.

60 ICT - Teacher’s Guide - Senior 4

4.9.2. Consolidation activities
1.Respond by true or False
a. Ethical issues are defined by laws and societal standards.
b. Handheld electronic multimedia computer devices enable communication on
the go, any time, and any place.
c. Intranets use firewalls to protect computer systems from outside intruders.
d. Privacy laws prohibit conducting research surveys on the internet.
e. Groupware can make it possible for group members to access one another’s
schedules.
f. A telecommuter works regularly from a location away from the company work
site.
g. Videoconferencing is a viable alternative to face-to-face meetings.
h. Synchronous collaborative writing is interactive.
i. If you talk on the cell phone in public, you should talk loud enough that people
around you can hear effortlessly.
j. E-mail and cell phone records are confidential and when erased cannot be
retrieved.

4.9.3. Extended activities

1. Search on internet can be carried out in different way; is there any difference
between search image and search by image o internet? If yes explain.
2. a)Define the term software add-ons
b) Research on internet about how to download and install add-ons within
any browser.

ICT - Teacher’s Guide - Senior 4 61

BIOGRAPHY
National Curriculum Development Centre (NCDC). (2011). ICT Syllabus for Upper
Secondary. Kigali.
MYICT. (2011). National ICT strategy and plan NICI III-2015.Kigali.
National Curriculum Development Centre (NCDC). (2006). ICT syllabus for Lower
Secondary Education. Kigali.
Pearson Education. (2010). Computer Concepts.
Rwanda Education Board (REB), (2019), ICT Syllabus for TTC, (2019), Kigali
Rwanda Education Board (REB) (2019), Computer Science S5 student’s book
Rwanda Education Board (REB) (2019), Computer Science S6 student’s book
Rwanda Education Board (REB) (2019), Information and Communication
Technology for Rwandan Schools Secondary 1 Students’ Book
Rwanda Education Board (REB) (2019), Information and Communication
Technology for Rwandan Schools Secondary 1 Students’ Book
Rwanda Education Board (REB) (2019), Information and Communication
Technology for Rwandan Schools Secondary 2 Students’ Book
Longhorn Publishers (2016) Computer Science For Rwandan Schools Senior Four
Student’s Book
Fountain Publishers (2016) Information and Communication Technology (ICT) for
Rwanda Schools Learner’s Book Senior Three

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