ICT FOR GENERAL EDUCATION

Senior 5

TEACHER’S BOOK

Experimental version

Kigali September 2022

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 © 2022 Rwanda Education Board
All rights reserved.
This document is the property of Rwanda Education Board,

TABLE OF CONTENT
PART I. GENERAL INTRODUCTION ........................................................................................ 8
I.0. About the Teacher’s guide .................................................................................................... 8
I.1. The structure of the guide ..................................................................................................... 8
I.2. Methodological guidance .................................................................................................... 10
I.2.1. Developing competences.............................................................................................. 10
I.2.2. Attention to special educational needs and inclusive education .................................. 12
I.2.3. Guidance on assessment ............................................................................................... 14
I.2.4. Guidance on assessment ............................................................................................... 14
I.2.5. Students’ learning styles and strategies to conduct teaching and learning process ..... 15
I.2.6. Teaching methods and techniques that promote the active learning ............................ 16
PART II. SAMPLE LESSON PLAN ........................................................................................... 20
PART III. UNIT DEVELOPMENT ............................................................................................. 22
UNIT 1: ADVANCED SPREADSHEET II ................................................................................. 22
1.1. Key unit competence: ..................................................................................................... 22
1.2. Prerequisite knowledge and skills: ................................................................................. 22
1.3. Cross-cutting issues to be addressed: ............................................................................. 22
1.4. Guidance on the introductory activity ............................................................................ 22
1.5. List of lessons ................................................................................................................. 23
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 Logical functions ................................................................................................................... 23
Advanced Math Spreadsheet functions ................................................................................. 23
Advanced Statistical spreadsheet functions ........................................................................... 23
Text spreadsheet functions .................................................................................................... 23
1.6. Summary of the unit ........................................................................................................... 33
1.7. Additional information ....................................................................................................... 34
1.8. End Unit Assessment Answers .......................................................................................... 36
1.9. Additional Activity............................................................................................................. 36
1.9.1. Remedial activity ......................................................................................................... 36
1.9.2. Consolidation activities ............................................................................................... 37
1.9.3. Extended activities ....................................................................................................... 37
UNIT 2. ADVANCED POWER POINT PRESENTATION ....................................................... 38
2.1. Key unit competence .......................................................................................................... 38
2.2. Prerequisite ......................................................................................................................... 38
2.3. Cross-cutting issues to be addressed .................................................................................. 38
2.4. Guidance on the introductory activity ................................................................................ 39
2.5. List of lessons ..................................................................................................................... 39
2.6. Summary of the unit ........................................................................................................... 49
2.7. Additional information ....................................................................................................... 49
2.8 Answers of End unit assessment ......................................................................................... 50
2.9. Additional activities ........................................................................................................... 51
2.9.1. Remedial activities ...................................................................................................... 51
2.9.2. Consolidation activities ............................................................................................... 51
2.8.3. Extended activities ....................................................................................................... 51
UNIT 3. COMPUTER GRAPHICS TOOLS ............................................................................... 52
3.1. Key unit competence: ..................................................................................................... 52
3.2. Prerequisite ..................................................................................................................... 52
3.3. Cross-cutting issues to be addressed .............................................................................. 52
3.4. Guidance on the introductory activity ............................................................................ 52
3.5. List of lessons ................................................................................................................. 53
LESSON 1: Introduction to computer graphics .................................................................... 53

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 LESSON 2: Image formats .................................................................................................... 54
LESSON 3: Image capturing tools ........................................................................................ 55
LESSON 4: Screenshot capturing ......................................................................................... 56
LESSON 5: Graphic software -Paint ..................................................................................... 57
3.6. Summary of the unit ....................................................................................................... 58
3.7. Additional information ................................................................................................... 59
3.8. End unit assessment ....................................................................................................... 60
3.9. Additional activities ....................................................................................................... 61
3.9.1. Remedial activities ...................................................................................................... 61
3.9.3. Extended Activities and Answers ........................................................................... 62
Unit 4: E commerce, social media and online services ................................................................ 63
4.1. Key unit competence: ......................................................................................................... 63
4.2. Prerequisite knowledge and skills: ..................................................................................... 63
4.3. Cross-cutting issues to be addressed: ................................................................................. 63
4.4. Guidance on the introductory activity ............................................................................ 63
4.5. List of lessons ..................................................................................................................... 64
4.6. Summary of unity ............................................................................................................... 75
4.7. Additional Information ....................................................................................................... 75
4.8. End Unit Assessment Answers........................................................................................... 76
4.9. Additional Activity ............................................................................................................. 76
4.9.1. Remedial activity ......................................................................................................... 76
4.9.2. Consolidation activities ............................................................................................... 77
4.9.3. Extended activities ....................................................................................................... 78
UNIT 5: DATABASE BASICS.................................................................................................... 79
5.1 Key unit competence: ..................................................................................................... 79
5.2 Prerequisite knowledge and skills: ................................................................................. 79
5.3 Cross-cutting issues to be addressed: ............................................................................. 79
5.4 Guidance on the introductory activity ............................................................................ 79
5.5 List of lessons ................................................................................................................. 79
5.6 Summary of the unit ....................................................................................................... 85
5.7 Additional information ................................................................................................... 85

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 5.8 End unit assessment ....................................................................................................... 86
5.9 Additional activities ....................................................................................................... 87
5.9.1. Remedial activities ...................................................................................................... 87
5.9.2. Consolidation activities ............................................................................................... 87
5.9.3 Extended Activities and Answers ........................................................................... 87
BIBLIOGRAPHY ......................................................................................................................... 88

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FOREWORD
Dear teacher,

Rwanda Basic Education Board is honored to present Senior Five 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 students 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 tutors’ pedagogical approaches, the
assessment strategies and the instructional materials available. Special attention was
paid to the activity that facilitate the learning process in which students can develop
ideas and make new discoveries during concrete activity carried out individually or
with peers.

With the help of teachers, students 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 students 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 students considering the importance of social
constructivism suggesting that learning occurs more effectively when the learner
works collaboratively with more knowledgeable and experienced people.
• Engage students through active learning methods such as inquiry methods, group
discussions, research, investigative activity and individual work activity.
• Provide supervised opportunities for students 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 students 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
Student 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 book, particularly REB staff who organized the whole process from its inception.
Special gratitude goes to the University of Rwanda which provided professionals in
nursing who worked diligently for the successful completion of this book. Any
comment or contribution would be welcome for the improvement of this

Teacher’s Book for the next edition.

Dr. MBARUSHIMANA Nelson

Director General of REB

ACKNOWLEDGMENT
Writing a Teacher’s book is a team effort, and this one is no exception. I wish to express
my appreciation to all the people who played a major role in development of this ICT
Teacher’s book. It would not have been successful without active participation of
different education stakeholders.

I owe gratitude to different universities, schools in Rwanda that allowed their staff to
work with REB in the production of general education book. I wish to extend my
sincere gratitude to lecturers, teachers and all other individuals whose efforts in one
way or the other contributed to the successful writing of this Teacher’s Book.

Finally, my word of gratitude goes to the Rwanda Basic Education Board staff
particularly those from the Curriculum, Teaching and Learning Resources Department
(CTLRD) who were involved in the whole process of Associate Nursing textbooks
production.

MURUNGI Joan,
Head of CTLR Department/REB
PART I. GENERAL INTRODUCTION
I.0. About the Teacher’s guide

This book is a Teacher’s guide for senior 5 General Education combinations (excluding
MCE and MPC). It is designed to help teachers in the implementation of competence
based curriculum specifically ICT syllabus.
As suggested by its name, this is a guide that will help teachers in their daily
preparations of lessons. Teachers will take advice provided for in this book but are
advised to be more creative and consider their specific classes’ contexts and prepare
accordingly.
I.1. The structure of the guide
This section outlines the general structure whereby the content is organized in units and
the subheading structure in order to provide to teachers more understanding of the
different sections of this guide and what they should expect to find in each section.
Overall structure
This consists of three main parts:
 Part I: General Introduction.
This part provides general guidance on how to develop the generic competences, how
to integrate cross cutting issues, how to take into consideration special educational
needs, active methods and techniques of teaching ICT and guidance on assessment.
 Part II: Sample lesson plan
This provides to Teachers a model lesson plan that they can learn from in devising their
own lesson plans.
 Part III: Unit development
This is the main part of the guide in which each unit is thoroughly developed. 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)
The section indicates knowledge, skills and attitudes required for the successful
carrying out of the unit. The competence-based approach requires 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 integrated depending on the unit
content. It gives guidance on how to integrate those issues. The suggested issues are
indicative and teachers are free to take any other cross-cutting issue which is related to
the learning environment.
- Guidance on the introductory activity
Each unit begins with an introductory activity in the student’s book. This section of the
teacher’s guide provides guidance on how to conduct this activity and related answers.
Students are not expected to necessarily give right solutions but are invited to provide
possible solutions or answers through discovery activities organized at the beginning
of lessons or during the lesson.
- List of lessons
The section of “list of lessons” provides a 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’s guide provides the following sections:
Summary of the unit which provides the key points of content developed in the
Student’s book.
Additional information which provides additional content compared to the
Student’s book for the teacher to have a deeper understanding of the topic.
End unit assessment which provides the answers to questions of end unit
assessment in the textbook and suggests additional Answers 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 end unit assessment results.
Structure of each sub heading
Each lesson/sub-heading is made of the following sections:
Lesson title 1: ……………………………..
a) Learning objectives:
States the main points that have to be achieved by the end of the lesson. The proof of
achievement of these objectives is got through evaluation done at the end of the
lesson.
b) Teaching resources
This section provides suggestions on the teaching aid or other resources needed with
activities in order to achieve the learning objectives. Teachers have full ownership of
which teaching aid they can use depending on those available in their working
environment.
c) Prerequisites/Revision/Introduction:
The section provides clear instruction to teachers on how to begin the lesson
d) 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 text
book:
e) Exercises/application activities
This provides Answers for exercises/application activities

I.2. Methodological guidance

I.2.1. Developing competences
Since the introduction of the competency based curriculum for pre-primary, primary
and general secondary education in 2015 Rwanda shifted from the knowledge based
system to new way of teaching and learning which puts the student at the center. In this
new approach teachers are not only responsible for the transfer of knowledge but also
for enhancing student’s learning achievement, and creating safe and supportive
learning environment. It implies also that students will have to show what they are able
to do using the knowledge, skills, values and attitude acquired in a new or different
situation.

The competence-based curriculum approach bases teaching and learning on discrete

skills rather than relying on only knowledge or the cognitive domain of learning. It puts
an emphasis on what students can do rather than what they 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 student-centered rather than the
traditional didactic approach. The student is evaluated against set standards to achieve
before moving on.

Adding to specific subject competences, students also get an opportunity to develop

generic competences which are transferable throughout a range of learning areas and
situations in life. Below are examples of how generic competences can be developed
in ICT:

Generic competence Examples of activities that develop generic

competences
Critical thinking - Compare the protected computer to the computer
exposed to various security threats
- Demonstrate the advantage of programming.
 Research and - Research using internet or books from the library
Problem
solving - Use the different office programs to solve problems
related to elaborating professional documents

Innovation and creativity - Bring advanced embellishments in excel and

PowerPoint documents

-
Cooperation, Personal and Sharing resources using social media
-
Interpersonal management Protecting his/her own data and school or institution
and life skills data to virus attacks
- Work in Pairs, small group work and large group
work
Communication - Organise and present in writing and verbally a
complete and clear report of their activities
- Select and use appropriate formats such as tables,
graphs and diagrams.
Lifelong learning Exploit all opportunities available to improve on
knowledge and skills. Use open source technologies
and other digital materials to keep informed

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 need to address all of them whenever an opportunity arises. In addition,
students 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 ICT:
Cross-cutting Examples on how to integrate the cross-cutting issue
issue
Inclusive Involve all students in all activities without any bias.
education Eg:
- Allow a student with physical disability (using wheelchair) to take notes or
lead the team during computer lab activities.
- Student teacher without arms can learn ICT using their toes.
- Sign language can be used to address the need of Student teachers with
hearing impairments.
Gender - Involve both girls and boys in all activities: No activity is reserved only to
girls or boys.
- Teachers should ensure equal participation of both girls and boys during
activities as well as during cleaning and tidying up related activities after
computer lab activities.
- During group activities, debates and presentations, the Teacher will
Peace and Values
Education encourage students to help each other and to respect opinions of colleagues.
- Student teachers must be warned about cyber security crimes and enabled to
prevent hacking and stealing one's data or prevent unauthorized access of
data of a person or institution.
- Student teacher must develop values of browsing relevant content on the
internet (Student teachers should not spend their time browsing irrelevant and
harmful content)

- Student teachers should be familiar with standards used in computers in their

Standardization
culture daily interaction with different tools used in Online communications

Financial - Student teacher should develop this by comparing the use of digital
Education technologies with the traditional paper based practices and analyze the
benefits of the new ways
- Different technologies used in networking should be an opportunity to study
cost implication of individual technology
- Student teachers do analysis of financial benefits of using a computer
- Student teachers must be aware of loss that can be caused by lacking security
in computing

I.2.2. Attention to special educational needs and inclusive education

In the classroom, Students learn in different ways depending on 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 teachers need to
understand that student with special needs, have 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, teachers need 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 limit 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. 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. Both Students
will benefit from this strategy;
• 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 a Student 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 student has some sight, ask him/her what he/she can see.
• Make sure the student has a group of friends who are helpful and who allow him/
her to be as independent as possible.
• Plan activities so that students work in pairs or groups whenever possible
Strategies to help a student with hearing disabilities or communication
difficulties:
• Always get the student’s 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.
• Keep background noise to a minimum.

Strategies to help a student with physical disabilities or mobility difficulties:

• Adapt activities so that students who use wheelchairs or other mobility aids, 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.
• Get advice from parents or a health professional about assistive devices.
I.2.3. 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 students; slow, average and gifted students
respectively.
I.2.4. Guidance on assessment
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 students’ 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 should play a big role in teaching and learning process. The teacher should
encourage individual, peer and group evaluate the work done in the classroom and uses
appropriate competence-based assessment approaches and methods.

In senior 5 ICT textbook, formative assessment principle is applied through checking

up 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.
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. Students’ 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
objectives; instructional materials available; the physical/sitting arrangement of the
classroom, individual students’ needs, abilities and learning styles.
There are mainly four different learning styles as explained below:
a) Active and reflective students

Active students tend to retain and understand information best by doing something
active with it, discussing or applying it or explaining it to others. Reflective students
prefer to think about it quietly first.

b) Sensing and intuitive students

Sensing students tend to like learning facts; intuitive students often prefer discovering
possibilities and relationships. Sensors often like solving problems by well-stablished
methods and dislike complications and surprises; intuitive students like innovation and
dislike repetition.

c) Visual and verbal students

Visual students remember best what they see—pictures, diagrams, flow charts, time
lines, films, demonstrations, etc.; verbal students get more out of words—written and
spoken explanations.

d) Sequential and global students

Sequential students tend to gain understanding in linear steps, with each step following
logically from the previous one. Global students tend to learn in large jumps, absorbing
material almost randomly without seeing connections, and then suddenly “getting it.”
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 what they are doing. In active learning, students 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 students’
contributions in the class activities.

The role of students in active learning

Students 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 student
engaged in active learning:
- Communicates and shares relevant information with other students through
presentations, discussions, group work and other student-centered activities (role
play, case studies, project work, research and investigation)
- Actively participates and takes responsibility for his/her 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.

Some active techniques that can be used in ICT

The teaching methods strongly emphasized in the Competence Based Curriculum

(CBC) are active methods.
When a Teacher is planning his/her lesson, he/she should establish criteria for
performance and behavior changes at the beginning of a unit. Then at the of end of
every unit, the teacher should ensure that all the students have mastered the stated key
unit competences basing on the criteria stated, before going to the next unit. The teacher
will assess how well each student masters both the subject and the generic competences
described in the syllabus and from this, the teacher will gain a picture of the all-round
progress of the student. The teacher will use one or a combination of the following: a)
Manipulation, (b)Computer and task/practice (c) observation, (d) pen and paper, and
(e) oral Answering
A. Computing activities
Many of the activities suggested in the ICT curriculum as well as in the Student’s book
are practical activities and projects.

Practical activities are mandatory in learning ICT; 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.
A practical lesson is done in following stages:
• Preparation: Checking materials, computers and install required programs to
ensure they are available and at good state; try the activity before the lesson; think
of safety rules and give instructions to lab technician if you have any.
• Performance: Arrangement of students and hand-on of individual student.
Preparing the next generation of experts in the field of ICT require student to
experience what they are learning; Let the students perform and facilitate
accordingly.
• Debugging: In ICT student may not arrive at the desired output, inspire him/her to
debug from his/her own work without starting from scratch where applicable.
• Discussion: student should discuss what they are doing and challenges they are
facing. They should discuss also the implications of the results of their activities.

In some cases, demonstration by the teacher is recommended when for example the
activity requires the use of sophisticated materials or very expensive materials or when
safety is a major factor like disassembling a laptop in laboratory and it needs specific
skills to be learnt first.

In case your school does not have enough computers, activities and projects can be
done in groups but make sure every student participates.
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 forms and discussed in class.

C. Computer Based project

ICT teachers are encouraged to sample and prepare project works and engage their
Students in, 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
complex Answer, 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
students' 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. Students may visit any computer related work or equipment in an
institution around the school to satisfy their inquiries and curiosity.
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. Below are those main part 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 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 students’ 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 lets 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 students’ productions
- In this episode, the teacher invites representatives of groups to present the students’
productions/findings.
- After three/four or an acceptable number of presentations, the teacher decides to
engage the class into exploitation of the students’ productions.

 Exploitation of student’s productions

- The Teacher asks the students to evaluate the productions: which ones are correct,
incomplete or false
- Then the teacher judges the logic of the students’ products, corrects those which
are false, completes those which are incomplete, and confirms those which are
correct.
 Institutionalization (summary/conclusion/ and examples)
- The teacher summarizes 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 Answers 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.
 PART II. SAMPLE LESSON PLAN

Term Date Subject Class Unit Lesson Duration Class

size
I X ICT Year II Computer Screenshot 80Minutes 40
graphics capturing tools

Type of Special Educational Needs to be catered for in None

this lesson and number of student teachers in each
category
Unit title: Computer graphics

Key unit competence: To be able to use graphic tools in capturing and editing images

Title of the lesson: Screenshot capturing tools

Instructional At the end of the lesson students will be able to take images using
objectives different tools and manipulate them properly

Plan for this class This class will be held in computer lab and Students will be
organize in small groups
Learning materials( Computers with different needed applications for each student
For all student
teachers)
References ICT for General Education Student ’s Book Senior 5

Timing for Description for teaching andGeneric competences

each step learning activity and cross cutting issue
Answers and answers technique is used addressed + a short
to facilitate students, group activities explanation
and presentation of findings is used for
students to describe the ways of taking a
screenshot of a current working window
or any wanted window from computer
program.
Teacher activity Student activity

Introduction *Students observe Communication

*Teachers facilitate the images presented
10 Minutes student to go in their on wall by teacher. Cooperation
 respective working
groups. *Students will Interpersonal
respond to the asked management
* By asking the Answers by giving
Answers, the teacher different ways or Gender through mixing
helps students to methods to take a boys and girls to do
discover the topic of picture of a working activity
the lesson window of any
computer program Inclusive education, by
encouraging Student
teachers to speak loudly
so that the one with
hearing impairment can
hear what have been
said
Lesson Form groups of two In group, students Communication through
development students on 1 computer discuss what a presentations and discussing
(25 minutes) screenshot is and in groups.
The teacher monitors the how it can be taken.
group work keeps focus Cooperation when working
on student with together in groups
understanding what is a
screenshot and the way to *Students ask Cross cutting issues: Gender,
take it Answers for peace and value education
clarifications while and inclusive education:
The teacher asks students discussing in groups during group work encourage
to present their findings peers to speak loudly and if
and give additional possible use total
comments to the students communication to help the
‘work *Students present one with hearing impairment
their findings to participate in the group
Teacher helps students to
apply two ways in Critical thinking and
screenshot capturing interpersonal cooperation
*By using snipping
tool and PRT SC
key, students take
the screenshot of
their working
window from
computer programs
Conclusion The teacher concludes Students write
(5 minutes) the lesson by asking individually on a
Answers to the students, sheet of a paper the
 to know the achievement answers of
of the objective application activity
Answers and show
to the teacher the
saved snip.

PART III. UNIT DEVELOPMENT

UNIT 1: ADVANCED SPREADSHEET II
1.1. Key unit competence:
Use the full potential of the spreadsheet to manipulate data.
1.2. Prerequisite knowledge and skills:
Student should have knowledge and skills related to spreadsheet learnt in senior two
in Spreadsheet Basics
1.3. Cross-cutting issues to be addressed:
Financial education: While exploring different templates used in Excel, students are
made familiar with the loan amortization template and here learn concepts related to
loans, interest rates, capital. They evaluate the interest paid for different interest rates.
Standardization culture: while learning excel formula, students become aware that
those are the same as the ones learnt in Mathematics and therefore are aware that
mathematics is applicable in life
1.4. Guidance on the introductory activity

• The teacher organizes students into pairs.

• The teacher asks students to do the introductory activity in their respective pairs.
• The teacher moves around to see how students are working and provides guidance
where it is needed.
• The teacher invites some pairs to presents their findings to the class
• The teacher asks students to evaluate findings.
• The teacher tells the students that in the coming lessons they will have complete
answers.
• If there is a question that cannot be answered, the teacher explains that by the end
of the unit they will be able to answer each question

Answer of introductory activity

a. Cell that has more expectant mothers to receive super nets is cell that has more
children under age Two is Ngoma (Use Max function to get the answer)
b. Cell that has more children under age Two is Ngoma (Use Max function to get the
answer)
c. The average number of children to receive mosquito nets in Ngoma Sector is 12
children. This is got by using the Average () function
d. Cell that has less children under age Two is Kinazi (Use Min function to get the
answer)

1.5. List of lessons

# Lesson title Learning objective Number of

periods
1 Logical Explain the use of logical functions and apply 2
functions them in doing different calculations
2 Advanced Math Recognize the importance of math functions 3
Spreadsheet and apply them
functions
3 Advanced Apply statistical functions to carry out different 3
Statistical calculations
spreadsheet
functions
4 Text Use text Excel functions to manipulate text and 3
spreadsheet appreciate the importance of these functions in
functions easing the work on text
5 Using formula Explain the need to use formula and functions 2
& functions from different sheets and use them
from different
sheets
6 Protecting Apply spreadsheet security features to protect 2
worksheet style, them against unwanted changes
contents and
elements
 7 Data validation Protect and secure a spreadsheet or cells within 2
a spreadsheet
8 Using other Use various Excel templates to make different 2
Excel templates excel documents
End unit Answer the Answer of End unit assessment 1
assessment

LESSON 1: Logical functions

a) Learning objective
Explain the use of logical, functions and apply them in doing different
calculations
b) Teaching resources:
Students need to use computers in the computer laboratory for practicing, Projector for
projecting what they discussed, textbooks and internet connectivity to facilitate research
c) Prerequisites
Students are now familiar with application programs installed in computers. As they
learnt in Unit 4: Spreadsheet Basics learnt in Senior Two, they can therefore apply the
same reasoning on Logical functions now to be learned in Year Two.
d) Learning activities:
Guidance:
• The lesson starts by analyzing questions in the activity 1.1. If answers can’t be
found, students are told that by the end of the lesson they will be able to answer them
• By the guidance of the teacher students explain what Logical Function is and
brainstorm on it.
• Students give examples of Logical Function
• Individually and under the guidance of the teacher, students discuss the different
types of logical function use each one of them
• Students do the questions in the activity 1.1 that were not answered at the beginning
of the lesson.
• The teacher gives guidance on how to do application activity 1.1
• Answers for activity 1.1
Names Marks in Marks in Rewarded with a Rewarded Not
Biology Chemistry laptop with a rewarde
dictionary d
Kabera 70 92 Not Yes Not
Umutoni 84 88 Yes Not Not
Mugabo 60 75 Not Not Yes
Isimbi 90 93 Yes Not Not
Uwase 55 70 Not Not Yes
Uwacu 70 81 Not Yes Not
Gihozo 98 95 Yes Not Not
Rugwiro 83 78 Not Yes Not
 Kamikazi 62 68 Not Not Yes
Gakuru 80 82 Yes Not Not
Total laptops/dictionaries given

a. Excel function to find students who are to be rewarded with a Laptop,

b. 3
c. dictionary and not rewarded is =IF(C6>80,” Yes”,”No”).
d. 4 laptops and 3 dictionaries
e. Chemistry
f. Biology

e) Application activities 1.1

Answers:

a) Students answer the questions using students’ book

b) Second

LESSON 2: Advanced Math Spreadsheet functions

a) Learning objective
Recognize the importance of math functions and apply them

b) Teaching resources:
Computers in the Computer Lab with Microsoft Office 2013 and above installed,
Projector, Internet, textbooks to facilitate the research

c) Prerequisites
Students are now familiar with Microsoft excel spread sheet. As they learnt in Unit 1:
advance spreadsheet in the section on logical function, then student can therefore apply
the same reasoning on Advanced Math Spreadsheet functions.

d) Learning activities:
• Guidance:
• The activity is going to be done individually.
• By the guidance of the teacher, s t u d e n t s explain what Advanced Math
Spreadsheet functions is and brainstorm on its history
 • Student gives examples of Advanced Math Spreadsheet functions
• In individually and under the guidance of the teacher, students discuss the
different types of Advanced Math Spreadsheet functions
• For each mathematical function given, a practical example is demonstrated and
the whole class practice using that function
• Students do the questions of activity 1.2 that were not answered at the
beginning of the lesson
• The teacher gives guidance on how to do the Application Activity 1.2

Answers for activity 1.2

(1& 2 & 3)

Name ICT/50 English/50 Roman Average Root

Munezero 35 28 XXXV 32 5,6124861
Iradukunda 28 29 XXVIII 29 5,3385391
Bagwaneza 40 33 XL 37 6,041523
Bamurange 35 28 XXXV 32 5,6124861
Kwizera 27 33 XXVII 30 5,4772256
Butera 42 29 XLII 36 5,9581876
Uwase 35 15 XXXV 25 5

4) The conversion from roman style to Arabic style number is done by the
function ROMAN ( )

e) Answers of application activity 1.2

1. Students answer the questions using student’s book
a) ARABIC(“MCCIII)=1203
b) ARABIC(“XLIX”) =49 c) ARABIC(“CMV”) = 905
d) ARABIC(“XXIII”) =23

1
LESSON 3: Advanced Statistical Spreadsheet functions

a) Learning objective
Apply statistical functions to carry out different calculations

b) Teaching resources:
Computers in the computer laboratory and preferably one for each learner,
Projector, textbooks and internet connectivity to facilitate research

c) Prerequisites
Students are now familiar with Microsoft excel spread sheet as they learnt in Unit 1:
advance spreadsheet in section logical function. Students can therefore apply the same
reasoning on Advanced Statistical Spreadsheet functions.

d) Learning activities:
• Guidance:
• Students analyze the table in the activity 3 and try to fill it by doing
calculations (but not using Excel).
• The teacher then introduces the lesson by stating that such calculations will be
done using Excel
• By the guidance of the teacher, students explain the term Advanced Statistical
Spreadsheet functions and brainstorm on it.
• Students give examples of Advanced Statistical Spreadsheet functions
• Individually and under the guidance of the teacher; students discuss the
different types of Advanced Statistical Spreadsheet functions and do
practice on them
• Using Excel Students do questions in the activity 1.3
• The teacher gives guidance on how to do the application activity 1.3

• Answers for activity 1.3

a) =AVERAGE(B2:D2) this formula must be applied in the first cell then apply
it to other cells by scrolling it down.
Name ICT Biology Mathematics Total Average
Marks
Rutikanga 98 78 95 271 90
Mukagasana 99 86 60 245 82
Murekatete 60 90 92 242 81
Gatete 90 73 50 213 71

b) i) Mukagasana ii) Murekatete iii) Rutikanga

Those with more marks in a subject are got by using the max function and
searching for the name having those marks.
 e) Answer Application activity 1.3
Answers to question a, b, c and d are in the table below:

LESSON 4: Text spreadsheet functions

a) Learning objective
Use text Excel functions to manipulate text and appreciate the importance of these
functions in easing the work on text.

b) Teaching resources:
Computer laboratory which contain a computer for each student teacher, Projector,
textbooks and internet to facilitate research.

c) Prerequisites
Students are now familiar with Microsoft excel spread sheet as they learnt in Unit 1:
advance spreadsheet in section logical function. Students can therefore build on the
skills and knowledge acquired in that and understand easily the new lesson.

d) d) Learning activities
• Guidance:
• The teacher presents the scenario in the activity 1.4 to the students and the whole
class debate on it by brainstorming on the size of work if the problem is manually
solved
• By the guidance of the teacher, students explain what Text spreadsheet functions
is and brainstorm on it.
• Students give examples of Text spreadsheet functions they may know
 • In pairs and under the guidance of the teacher, Students discuss the different
types of Text spreadsheet functions and practice using them following an example
given on the black board
• Students do the questions of the activity 1.4. which were not solved at the
beginning of the lesson
• The teacher gives guidance on how to do the application activity 1.4.

a) Answers for activity 1.4

Answer 1: As Mukamana is not familiar with the text manipulation functions she will
use copy/ paste function to make Table 1 look like table 2. This will take her a lot of
time.
Answer 2: If combining names by copy and paste takes one second and combining
phone numbers also takes one second working on one row will take two seconds
meaning that the whole document will take 2000 seconds (2*1000) equivalent to 33
minutes
Answer 3: To make Table 1 look like Table 2 first make the Last Name be in capital
letter by using the UPPER ( ) function and make the First Name be in small letter with
the first letter in capital by using the PROPER ( ) then combine the two rows by using
the CONCATENATE ( ) but don’t forget to insert in space.
The phone number columns are combined into one column by using the concatenate
function but remember also to put in the “or” text
Answer 4: Using the UPPER ( ) function, the PROPER ( ) function and the
CONCATENATE ( ) function in order to make Table 1 look like Table 2 can take less
than 30 seconds.

e) Answers of Application activity 1.4

Answers:1. d
2. =CONCATENATE (A1&” ,”&A2&” ,”&A3)
The & symbol is used to insert in the final results characters that were not in
the cells A1, A2 and A3.

LESSON 5: Using formula & functions from different sheets

a) Learning objectives
Explain the need to use formula and functions from different sheets and use them

b) Teaching resources:
Computer Lab., Projector, textbooks to facilitate the research

c) Prerequisites
Students are now familiar with Microsoft excel spread sheet. As they learnt in Unit 1:
advance spreadsheet in section logical function, therefore they can apply the same
reasoning on Using formula & functions from different sheets.

d) Learning activities:
Guidance:
• The lesson is started by presenting the scenario in the activity 1.5 or any other
scenario made by the teacher to make learners understand that there is always a
need to combine data from different sheets
• The teacher gives an exercise that learners do in a short time. Learners who did the
exercise properly explain how they did it
• An explanation on how to use formula and functions on data from different sheets is
done
• Exercises are given so as to master using those formula and functions
• Teacher ask others students to comments on the results presented.
• Teacher gives instructions on how to do the Application activity 1.5

• Answers for activity 1.5

Learners discuss how they can combine data from different sheets. The teacher guides
them to make sure the discussion is accurate.

e) Application activity 1.5

Answers: Students calculate the average by using formula which fetch data from all
the three sheets.

LESSON 6: Protecting worksheet style, contents and elements

a) Learning objectives
Apply spreadsheet security features to protect them against unwanted changes

b) Teaching resources
Computer Lab, Projector, textbooks and internet connectivity to facilitate
research

c) Prerequisites
Students are now familiar with Microsoft excel spread sheet. As they learnt in Unit 1:
advance spreadsheet in section logical function, then students can therefore apply the
same reasoning on Protecting worksheet style, contents and elements.

d) Learning activity
• Guidance:
• The teacher presents a scenario to make learners discover that protection of excel
documents and sections is necessary
• Teacher asks students to read the activity 1.6 and give an advice as requested
• The teacher demonstrates how to protect and unprotect a worksheet, how to lock
and unlock cells and for each demonstration students are given an exercise
• Teacher walks among learners to help those having difficulties in doing the
exercises given
• Teacher gives instructions to do the Application activity 1.6

• Answers for activity 1.6

a) The Advice to the head teacher is to protect cells of first and second term
in worksheet
b) The only thing to do is to unprotect cells protected

e) Application activity 1.6

1&2&3) Students answer the questions 1, 2 and three by referring themselves to
the steps given in the Student Teacher’s book.

LESSON 7: Data validation

a) Learning objectives
Protect and secure a spreadsheet or cells within a spreadsheet

b) Teaching resources:
Computers in the computer lab to make sure every learner has one, Projector,
textbooks and internet connectivity to facilitate research

c) Prerequisites
Students are now familiar with Microsoft excel spread sheet. They learnt in Unit 1:
advance spreadsheet in section logical function. Learners can therefore apply the same
reasoning on Data validation
 d) Learning Activity
• Guidance:
• Teacher organizes students in pair in order to do activity 1.7 in 10 minutes
• Teacher walks around and sees if students are doing activity in their respective pairs
• In Pairs, Students present their findings on Data validation.
• The teacher demonstrates how to protect data and learners follow suit
• The teacher gives guidance on how to do the application activity1.8

• Answers for activity 1.7

• Learners discuss how to fix the length of the ID so that some users don’t enter
more than 16 digits
• The suggested message to appear in case the entered word is not valid is “The
entered number is not in range “

e) Application activity 1.7

1&2) Learners answer question 1 and 2 by referring themselves to the content in the
Student teacher’s book and the teacher makes sure the learners reasoning is correct.
1. Learners apply validation on the given table to make sure an input
message on Idnumber is created
2. Learners create the validation to make the IdNumber be between 1000 and
7777

LESSON 8: Using other Excel templates

a) Learning objectives
Use various Excel templates to make different excel documents

b) Teaching resources:
Computers in the computer laboratory, Projector for displaying examples to
learners, textbooks and internet to facilitate the research

c) Prerequisites
Students are now familiar with application programs installed in computers. They learnt
in Unit 4: Spreadsheet Basics learnt in senior two. They can therefore apply the same
reasoning on using other Excel templates.

d) Learning activity
• Guidance
• The teacher presents the scenario to make learners be motivated to know about the
different templates which are loan amortization template, calendar, monthly
company budget, student schedule, etc
• By the guidance of the teacher; students open excel and cite the different
templates
• With learners; the teacher explores the excel templates and demonstrate how to use
them
• For each template demonstrated, learners practice using them
• Students choose projects that they will do as homework. Here the teacher makes
sure all templates are covered
• The teacher gives guidance on how to do application activity 1.8

Answers for activity 1.8

Answer 1: ICT Club members in order to make a school calendar, they are going to use
“Excel Academic calendar Template”
Answer 2: a&b)
The answer is summarized in the table below:
LOAN SUMMARY
Scheduled payment 108,712
Scheduled number of payments 60
Actual number of payments 60
Total interest 1,522,726.92

e) Answer of application activity 1.8

The questions in this application activity can be answered by referring to the student
teacher’s book content

1.6. Summary of the unit

This unit was entitled “Advanced spread sheet functions”. It deals in general with
complex functions / advanced excel function like logical functions, statistics function,
text function, Microsoft excel validation and Microsoft excel template. The present unit
greatly focused on detailing possible results which are got by using functions and
formula.
The first section of this unit deals with possible Logical Function as a features in Excel
that allows excel users to introduce automated decision-making when executing
formulas and functions like “If”, “and”, “or”, “not” etc. The next step is advanced
Math Spreadsheet functions that helps to perform operations on a cell content based
on special criteria set by the writer or commanding man. Some of the functions
discussed were Abs ( ), Arabic ( ), Roman ( ), Base ( ), Mod ( ) and Sqrt ( ).
All of these functions are helpful in the elaboration of statistical data needed in the
spreadsheet space.
Lastly, the unit assessed the essential of validation and template forms which can be
used in Microsoft excel. A validation rule controls any kind of data that can be entered
into a certain cell. Microsoft Excel template is a powerful part of Excel experience and
a great way to save time. Excel templates help to create consistent and attractive
documents that impress like calendars.

1.7. Additional information

Percentage function
Enter a Percentage
To enter a percentage in Excel, execute the following steps.

Step 1: First, enter a decimal number.

Step 2: On the Home tab, in the Number group, click the percentage symbol to apply
a Percentage format.

Result.

Note: to change the percentage in cell A1, simply select cell A1 and type a new
percentage (do not type a decimal number).
Percentage of Total
To calculate the percentage of a total in Excel, execute the following steps.
Step 1: Enter the formula shown below. This formula divides the value in cell A1 by the
value in cell B1. Simply use the forward slash (/) as the division operator. Don’t forget,
always start a formula with an equal sign (=).

Step 2: On the Home tab, in the Number group, click the percentage symbol to apply
a Percentage format.

Result.

Step 3: On the Home tab, in the Number group, click the Increase Decimal
button once.

Result.
Note: Excel always uses the underlying precise value in calculations, regardless of
how many decimals you choose to display.

1.8. End Unit Assessment Answers

Answer 1:

Answer 2:
To convert the names use the following formula:
=LOWER(KAMANA)
=LOWER(MUTONI)
=LOWER(MUREZI)

Answer 3:
=CONCATENATE(A2,””,A5)

Answer 4:
To answer question 4 use, the content in the student teacher’s book.

1.9. Additional Activity

1.9.1. Remedial activity
The table below contains students’ marks.
Name French English Mathematics Total Average
Uwera 92 74 93
Munezero 94 86 65
Munyana 65 93 92
Umulisa 94 77 55
Answer the questions that follow:
a) Calculate the Total and average marks of every student
b) Give the name of the one who has more marks in:
i) French
ii) English
iii) Mathematics
1.9.2. Consolidation activities
You are given the following data in Microsoft Excel data sheet.
Name ICT/50 English/50 Kinyarwanda/50 Roman Square Root
Rugwiro 35 28 25
Iradukunda 28 29 32
Bajeneza 40 33 43
Bamurange 35 28 37
Mizero 27 33 45
Buregeya 42 29 28
Uwase 35 15 20

Answer the questions below:

1. Convert ICT marks into roman style
2. Discuss how to calculate the total and average of students
3. Calculate the square root of Kinyarwanda marks?
4. Convert Mizero and Iradukunda into capital letter
1.9.3. Extended activities
You are given the following data in Microsoft Excel data sheet.

Name Age School Marks

Kalisa 12 G.S Mushubati 70
Gatete 15 G.s MWENDO 73
Kamana 20 ESC.RUHANGO 70
Tumushime 17 TTC MUHANGA 73
a) Find the youngest student?
b) Find the absolute value of Marks?
c) Find the mode value of age?
d) Convert TTC MUHANGA and ES.RUHANGO into lowercase?
e) Find the medium marks value of age
UNIT 2. ADVANCED POWER POINT PRESENTATION

2.1. Key unit competence

Create a power point presentation to address a bigger audience.

2.2. Prerequisite
Students have knowledge and skills related to presentation as they learnt Unit 6 on
Presentation in Senior 3. The basic knowledge they got in this unit will enable them to
easily learn this new unit
2.3. Cross-cutting issues to be addressed
Peace and value education: Students must be aware that presentations should not be
offensive, they should use appropriate language while presenting and should consider
that in the audience there are people of different culture who can be offended easily.
Gender education: learners are to be aware that to conduct a good presentation or for a
presentation to be good the presenter does not have to be male or female
Standardization culture: While presenting, students must have the culture of not
using terms, words, pictures and gestures that are against the Rwandan culture.
2.4. Guidance on the introductory activity
• The teacher organizes learners into pairs and instructs them to answer
questions in the introductory activity
• The teacher gives guidance wherever learners want one.
• The teacher invites pair to present their findings by using a projector
• The teacher asks students to evaluate findings and decide whether PowerPoint
presentation program is necessary or can be replaced by other programs.

Answers to the introductory Activity

Answer 1: The application program that is opened in the projection is “Ms
Office Power Point “
Answer 2: Ms Office PowerPoint is the application program used in presentation
document.
Answer 3: Learners connect a projector to a desktop computer or to a laptop
computer.

2.5. List of lessons

# Lesson title Learning objective Number of
periods
1 Creating, copying and Creating presentations and insert in new 2
inserting slides slides
Manipulate the created presentation by
using different options like copy, hide…

2 Managing slides Managing slides by using the different 2

options so as to make the presentation more
professional
3 Apply design themes Create a presentation and apply themes to 2
and format slides and format background
background
4 Adding notes and Insert meaningful header & footer and 2
comments, inserting comments to a PowerPoint Presentation
header and footer
 5 Add sound and Add sound and animation into slides and 2
animation to slides appreciate its importance in a presentation

6 Add audio and video Create a presentation and insert audio and 2
content video to make it more entertaining

7 Slide transition Apply different transitions to slides into 2

created presentation
8 Presenting using Conduct an effective presentation using 1
power point PowerPoint and a projector
9 End unit assessment 1

LESSON 1: Creating, copying and inserting slides

a) Learning objectives
• Creating presentations and insert in new slides
• Manipulate the created presentation by using different options like copy, hide.
b) Teaching resources:
Computer laboratory containing at least one computer for each learner., Projector,
internet, textbooks and internet connectivity to facilitate the research

c) Prerequisites
Students are now familiar with programs installed in computers as they learnt Unit 6 in
senior 3 on presentation; they can therefore apply the same reasoning in using
PowerPoint.

d) Learning activities:
• Guidance:
• Under the guidance of the teacher, students open PowerPoint
• The teacher demonstrates how to create slides, inserting slides, copying
slides
• The teacher instructs learners to create a PowerPoint presentation on Good
• Money Habit as instructed in the activity 2.1
• The teacher moves to help learners in their writing of the presentation
• Learners present some of their presentations
• Teacher gives guidance on how to do application activity 2.1
 Answers for activity 2.1

Answer 1: learners give answer to the question but the following elements should
be in the answer:
Content of the presentation:
• Design the PowerPoint correctly by not making longer paragraphs and making
text have appropriate size (preferably not below 28)
• If possible provide notes and comments in the provided area that will help you
while presenting.

36
Presenting:
• Master the content to present, present with poise and use appropriate language
• Know that what you are presenting is not only on the screen so have broader
knowledge of your presentation so as to provide additional explanations which are
not necessarily in the presentation
• Involve the audience for better understanding of your presentation

Answer 2: Steps to do this Answer 2 are available in the Students book.

e) Application activities 2.1

(1&2) Students choose a topic in “Kwita Izina” and create a presentation on it. They
also present their topics to their colleagues using a projector
3) Presenting using paper notes without computers and projectors is less attention
captivating to the audience and will require distributing printouts which is time
consuming and more expensive

LESSON 2: Managing slides

a) Learning objectives
Managing slides by using the different options so as to make the presentation more
professional

b) Teaching resources:
For this lesson to be properly conducted every learner should have a computer for
practice. There is also a need for a projector to be used by the teacher for demonstration,
textbooks and internet connectivity for research.

c) Prerequisites
Students are now familiar with Microsoft Office programs installed in computers. As
they learnt Unit 6 in senior 3 on presentation. They can apply knowledge acquired to
this lesson to be learnt.

d) Learning activities:

• Guidance:
Under the guidance of the teacher, students in pairs, create a PowerPoint
presentation on the importance of ICT.
After observing the demonstration of the teacher; students practice hiding,
moving, rearranging, deleting and dividing slides into sections using the
presentations they created
Teacher walks around and sees if learners are practicing as per the example given
and provide support to the needy learners
A few pair of students show the presentation to the rest of class
Teacher shows students how they arrange the slides in the presentation
Teacher gives instructions on how to do the Application activity 2.2

• Answers for activity 2.2

Students create a PowerPoint presentation having 10 slides and hide the last two
slides

e) Answers of application activity 2.2

Steps to Create distinctive sections in the presentation are available in students’ books.
Therefore; they create a presentation” The role played by ICT in the country
development “and create in that presentation 3 sections namely a section on “Benefits
of using ICT in Rwanda as a country”; another on “Importance of technology in the
development of the country” and the last section on “Role of ICT in bringing about
changes”

LESSON 3: Apply design themes and format back ground

a) Learning objectives
Create a presentation, apply themes to slides and format background

b) Teaching resources:
For this lesson, every student will have a computer for practice
Computer Lab, Projector, internet, textbooks to facilitate the research

c) Prerequisites
Students are now familiar with Microsoft Office programs installed in computers. They
learnt Unit 6 in senior 3 on presentation; they can therefore apply the acquired
knowledge in learning this lesson

d) Learning activities
Guidance:
• The teacher shows to learners a PowerPoint presentation having all the features
to learn
• Methodically and step by step learners under the guidance of the teacher discover
how to insert the features like the ones in the teacher’s presentation.
• Teacher moves among students to help those having difficulties an practicing the
creation of the show features
• A few pairs of students show the presentation to the rest of the class
• Teacher give instructions to do the Application activity 2.3

Answers for activity 2.3

Tips used to make effective and more attractive PowerPoint presentations are shown in
the student book in the section “Apply Design themes and format background”.

e) Answers of application activity 2.3

Students create presentation “Understanding Gender Equality”. All steps to apply
themes, change background and adding a section to the existing presentation are
available in the students’ book.

LESSON 4: Adding Notes and Comments, Inserting Header and Footer

a) Learning objectives
Insert meaningful header & footer and comments to a PowerPoint Presentation

b) Teaching resources:
For this lesson the teacher and students will need computers for each learners,
Computer lab, Projector, internet, textbooks to facilitate the research

c) Prerequisites
Students are now familiar with programs installed in computers. As they learnt Unit 6
in senior 3 on presentation; they can therefore apply the same reasoning in inserting
header and footer.

d) Learning activities
• Guidance:
• Teacher shows to the learners a PowerPoint presentation in which notes,
comments, header and footer have been inserted
• Learners discover the name of what they see (notes, comments, header and
footers) in the shown presentation
• Under the guidance of the teacher and after the teacher’s demonstration,
learners practice inserting notes, comments, header and footer in a PowerPoint
presentation document.
• The teacher moves among the learners to help those that may be facing
difficulties
• The teacher instructs learners to do a PowerPoint presentation on “Inborn
reflexes” containing at least 15 slides as it is asked in the activity 2.4
• Teacher gives instructions to do the Application activity 2.4

• Answers for activity 2.4

Students create a presentation with 15 slides “on Inborn Reflexes”, they add notes,
comments and a header on slide of the presentation. All steps to do this activity are
available in the student teacher’s book.

e) Answers of application activity 2.4

(1&2) learners differentiate header and footers and discuss the importance of notes and
comments by referring themselves to the Students’ book in the section on “Adding notes
and comments, inserting header and footer”
3) Learners create a presentation on “Quality and Accessibility of ICT services in
Rwanda”. They get the content to use from the internet or any related book

LESSON 5: Add Sound and Animation to Slides

a) Learning objectives
Add sound and animation into slides and appreciate its importance in a presentation

b) Teaching resources:
For this lesson, every learner will need a computer. There will also be a need of a
projector to facilitate demonstration by the teacher and books & internet connectivity
to facilitate research.

c) Prerequisites
Students are now familiar with PowerPoint, how to apply themes and change
background formats. As they learnt importance of theme and fonts in slides in previous
lessons. They can therefore apply the acquired knowledge in this lesson.
d) Learning activities:
• Guidance:
• The teacher shows a PowerPoint presentation containing sounds and animations
• The teacher asks questions related to the observed slides. They identify that the
observed slides have sounds inserted and slides are animated
• The teacher demonstrates how to insert a picture in slides, instructs learners to do
the same and moves to help those having difficulties
• As on inserting pictures, the teacher shows how to animate text or a picture, how
to set an animation delay and how to customize animation effects. For each item,
the teacher does a demonstration, instructs learners to apply the shown steps to do
the same and helps those that may be having difficulties.
• Under the guidance of the teacher, students do the activity 2.5. Some students
show the presentation to the rest of class
• The teacher gives guidance on how to do application activity 2.5

• Answers for activity 2.5

Answer 1: Benefits of using multimedia in presentation are: providing more details or

explanation to the content, helping the audience to understand more about the
presentation, giving good appearance and more attraction to the presentation
Answer 2: Students improve the presentation on “Quality and Accessibility of ICT
services in Rwanda “by adding in images that are related to the context.

e) Answers of application activity 2.5

Students create a PowerPoint presentation on “The use of ICT in teaching science in
the classroom” and insert pictures animate the presentation as instructed in the
question by using the steps shown in the Student teacher’s book.

LESSON 6: Add audio and video content to slides

a) Learning objectives
Create a presentation and insert audio and video to make it more entertaining

b) Teaching resources:
For this lesson to be conducted there will be a need for a computer for each learner, a
projector to facilitate demonstration, textbooks and internet connectivity for research.

c) Prerequisites
Learners are familiar with PowerPoint presentation learnt in Senior 3 and have learned
some lessons in this unit which can serve as prerequisites to the new lesson.

d) Learning activities:
• Guidance:
• The teacher starts the lesson by asking students the role of video and audio in a
presentation.
• Students give their views on the role of video and audio in a presentation.
• Under the guidance of the teacher and after the teacher’s demonstration,
students practice inserting audio or video, inserting a recording and inserting a
screen capture
• The teacher moves among learners to help those having difficulties
• Under the guidance of the teacher, students do the activity 2.6.
• Teacher walks around and sees if students are doing activities individually
• Some students show the presentation to the rest of class
• The teacher gives guidance on how to do application activity 2.6

• Answers for activity 2.6

All the steps to insert a video into a slide are in the students ’ book. Students can
refer to those steps to do the activity.

e) Answer of application activity 2.6

Students create the requested PowerPoint presentation by using the steps shown in
the student teacher’s book.

LESSON 7: Slide transitions

a) Learning objectives
Apply different transitions to slides into created presentation
b) Teaching resources:
For this lesson there will be a need for computers (a computer for each learner), a
projector to facilitate demonstrations by the teacher, textbooks and internet connectivity
to facilitate research

c) Prerequisites
Students are now familiar with PowerPoint as they learnt it in Ordinary level and in some
lessons learnt in this unit. This knowledge can serve as a prerequisite.

d) Learning activities
• Guidance:
• Teacher plays a slideshow of a presentation having slides transitions
• Students discuss what they saw in the presentation and the importance those new
features may have in improving the qualities of a presentation
• The teacher shows the different slide transitions and how to use them
• Students practice using the different slide transitions and make a presentation on
“Saving culture” as asked in activity 2.7
• Teacher walks around and sees if learners are doing the exercises properly and
provides help where needed
• Some students show the presentation to the rest of class
• Teacher give instructions to do the Application activity 2.7

• Answers for activity 2.7

Learners do the activity by referring themselves to the Students’ book in which are all
the steps on how to apply slide transition.

e) Answers of application activity 2.7

Students create a PowerPoint presentation on “Education for all”. They use the steps
shown in the Students’ book or do their own discoveries in order to change the font,
change the animation, …

LESSON 8: Presenting using power point

a) Learning objectives
Conduct an effective presentation using PowerPoint and a projector
b) Teaching resources:
For this lesson every learners will need a computer for creating PowerPoint
presentations, a projector to conduct presentations, a printer to print handouts.
 c) Prerequisites
Students are now familiar with power point; they know each necessary point to make a
good presentation and to make it more attractive. They can now use all learnt in
previous lessons to make a good presentation to the big audience.

d) Learning activities
• Guidance:
• Teacher organizes students in groups of 5 to do the activity 2.8 which can
take up to 10 minutes
• The teacher demonstrates how to connect and use a projector
• Students are aware that handouts are necessary in a presentation and
discuss their role in making a good presentation
• Students discuss the points that have to be met to make a good presentation
• Groups are given time to improve the presentation they made at the
beginning of the lesson and print handouts to use
• Sample groups present in front of the whole class and other students ask
questions
• At the end of each presentation, a criticism on each is done to evaluate the
effectiveness of the presentation
• Teacher give instructions to do the Application activity 2.8

• Answers for activity 2.8

Answer 1:
Students answer this question by showing that for a presentation to be effective, it
must be thoroughly prepared by making sure that the presenter master what to present
and that all tools are in place and properly working
Know also that feedback is necessary and have a good attitude even toward negative
feedback
Answer 2: Doing presentation using papers is very problematic because audience will
lose focus easily. Reaching the effectiveness will be hard.

e) Answer of Application Activity 2.8

Answer 1:
Qualities a presentation should have:
• Short and concise sentences which are bulleted
• Highlight important points by using animations and transitions
 • For long slides provide short partial synthesis to make the audience keep track
of what is so far presented
• Rehearse the presentation and use scripts and notes to help you not forget the
important points to mention
• Be polite and use appropriate language.

Answer 2: Options to use when a projector is connected to a computer are:

• Disconnect projector
• Duplicate
• Extend
• Projector only
To reach these options hit the windows key in combination with the letter “P” key

2.6. Summary of the unit

PowerPoint is a complete presentation Graphics package. It gives everything that we

need to produce a professional-looking presentation to big audience.

Using Projector, big screen or a wall, PowerPoint is the best way to present to the big
audience.

PowerPoint offers word processing software, outlining, drawing, graphing, and

presentation management tools- all designed to be easy to use and learn.

To give more appearance and more attractiveness to the presentation, PowerPoint offers
different options to apply to slides created in the presentation. It gives different ways to
animate the slides and contents, and also gives the ways to use sounds and video in
presentation.

In PowerPoint, there is a last option to print out the handouts; either they can be given
to the audience or they can be kept as hardcopies of the presentation.

2.7. Additional information

Shapes
A shape is an outline form of an object. In office applications such as Microsoft
PowerPoint, you can add shapes such as boxes, circles and arrows to your slide show
presentation.

Insert a shape

Use the steps given below and insert any type of shape you want. Open Nature-protect
file or create a new presentation. In the open file create a new slide for your shape(s)
as slide 10.

Step 1: Click on Insert tab.

Step 2: Click Shapes from the Illustrations group.

Step 3: Select a shape such as a rectangle and then click and drag to draw the shape
in the desired place.

After drawing a shape, you can add text, bullets and numbering to them. You
can also change their fill, outline and other effects on the Format tab.

2.8 Answers of End unit assessment

Students create a presentation of 12 slides on the topic “Nature-Protect”

by using the knowledge acquired throughout the lessons of Unit 2.
2.9. Additional activities
2.9.1. Remedial activities

1. Define a presentation
A presentation is an organized report or message prepared as a talk before an
audience, with the help of a computer program.

2. Differentiate a page to a slide

A slide refers to a single page of presentation while a page is one or both sides
of a sheet of paper in a book or in word document

3. Create a presentation with 3 slides, and apply the following activities:

• Write Hello world in first slide
• In second slide, introduce your self
• Copy the third slide and make a presentation of 4slides.

4. Save your presentation as My presentation

2.9.2. Consolidation activities

1.Create a presentation on early marriage in Rwanda society. Your presentation must

have 5 slides with animation in the last slide.

2.8.3. Extended activities

Create a presentation on early pregnancy in Rwandan young girls

a) On slide 2, select the text box that contains presentation title, and add a Pulse
animation from the Emphasis group.
b) In the same text box, add a Wipe animation from Entrance group.
c) Change the Effect Options so it wipes From Left.
d) Add note and comments to help the presenter
e) Change the Start options for the Pulse animation so it starts After Previous.
f) Add sound and video to make audience more attentive
g) Add date on slides as footer
h) Save the presentation.
With the guidance from the teacher, connect the computer to the projector and present
to the rest of the class.
UNIT 3. COMPUTER GRAPHICS TOOLS

3.1. Key unit competence:

To be able to use graphic tools in capturing and editing images

3.2. Prerequisite
Students should have knowledge and skills related to computer graphics learnt in senior
3, unit 7 introductions to computer graphics.

3.3. 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: Learners with and without disabilities participate together in the
same classes during teaching and learning process.
Gender education: All students must get involved in class activities regardless of
gender
Peace and value education: Students must be aware of crimes that are committed
using computer graphics on different websites or in magazines.
They must also use the photo of others with their permissions, if not; this can cause
conflict.
Environment and sustainability: Students should be informed about the
refurbishment and disposal of perished photo capturing tools.
Standardization culture: Students must have the culture of not taking and keeping
pictures that are against Rwandan culture.

3.4. Guidance on the introductory activity

 Teacher organize student teachers into pairs in order to observe the image in the
introductory activity and answer related questions
 Teacher gives students time to discuss about the image observed
 The teacher asks students to do the introductory activity in their respective pairs.
 Teacher asks the students to work independently for 10 minutes into their pairs.
 Teacher moves around to see how students are working and provides guidance.
 Teacher invites some pairs to presents their findings
 Teacher asks students to evaluate the findings.
3.5. List of lessons

# Lesson title Learning objective Number

of periods
1 Introduction to Explain different concepts related to 2
computer graphics computer graphics
2 Image formats Differentiate the types of image 3
formats and calculate their size
3 Image capturing tools - Identify and describe the parts 3
a camera and scanner
- Use a camera and a scanner
4 Screen shot capturing Identify ways of capturing a screenshot 2
from a computer and apply them
5 Graphics software-paint Edit digital graphics images using MS- 3
Paint
End unit assessment Answer the Answers of End unit 2
assessment

LESSON 1: Introduction to computer graphics

a. Learning objectives
Explain different concepts related to computer graphics
b. Teaching resources:
For this lesson the Teacher will need a video to explain the concepts like morphing, 2D
image, 3D image. There is also a need to have a digital camera, a scanner and
computers. For additional research textbooks and internet connectivity are needed
c. Prerequisites
Student teachers already learnt the Unit 7 in senior 3 on Introduction to computer
Graphics. The prerequisites got in that unit will enable learners easily learn this new
unit and lesson.
d. Learning activities:

 Guidance:

 The Teacher shows a scanned student ID card and an ID taken with a smart
phone and the class discuss on their difference
 The Teacher ask questions which will make learners come up with the term
“computer graphics”
  Learners define what computer graphics is and suggest different hardware
tools that are used in computer graphics
 Under the guidance of the Teacher learners explain the different terms that are
found in the computer graphics world. Such terms are: pixel, 2D, 3D,
morphing, random scan, etc
 The activity is done individually.
 Teacher give instructions to do the Application activity 3.1

 Answers of activity 3.1

a. The difference between the scanned ID card and the picture of the ID card taken by
the Smart phone is the quality of the picture. The picture of the photo taken by
smartphone is clear (beautiful) than the scanned one.
Note: Be careful of the Camera used doing this activity. We recommend where it is
possible to use High definition camera.
b. The cause of this difference is the resolution.

e. Answers of application activity 3.1

Answers for the application activity 3.1 are available in the content of the student
teacher book.

LESSON 2: Image formats

a. Learning objectives
Differentiate the types of image formats and calculate their size

b. Teaching resources:
For this lesson to be efficiently conducted there is a need for computers to view
different image formats and image size. There is also a need for a projector, textbooks
and internet for additional research.
c. Prerequisites
Student teachers have some knowledge on computer graphics as they learnt it in
Introduction to computers in Senior 3. These acquired knowledge will help learners in
understanding this lesson.
d. Learning activities:
 Guidance:
 The Teacher shows different images having different formats and learners
differentiate them
 Under the guidance of the Teacher, student teachers practice image compression,
and calculating an image size
 Teacher give instructions on how to do the Application activity 3.2

 Answers of activity 3.2

The Answer 1 & 2 in activity requires the learner to describe the image formats in in
the activity and to differentiate the image formats they see..
Answer 3: Save a document in proper file extension allows the operating system of the
computer to identify the application software that opens it. It also prevents the file for
not being lost and it helps to keep its originality.

e. Answers of application activity 3.2

Answers for questions 1 to 4 of the application activity 3.2 can be answered by reading
the content available in student teacher’s book
Answer 5:
To answer this question first we need to have the size of the flash disk in MB and in
KB.
The size of flash disk in MB= 32* 1024=32,768 Mb
The size of the flash disk in Kb is 32768*1024= 33,554,432KB
The number of films can be kept on the flash= 32,768/ 600= 54 films
The number of documents= 33,554,432/900=37,282 Documents

LESSON 3: Image capturing tools

a. Learning objectives
- Identify and describe the parts a camera and scanner
- Use a camera and a scanner

b. Teaching resources:
Computer Lab, digital camera, scanner, internet, textbooks to facilitate the research
c. Prerequisites
Student teachers are now familiar with computer graphics and images. As they learnt
Unit 7 in senior 3 on Introduction to computer Graphics; they can therefore apply the
same reasoning on image capturing tools and how to use them.
d. Learning activities:
 Guidance

 The Teacher ask questions so that they discover different image capturing tools
 Under the guidance of the Teacher student teachers describe the parts of each
image capturing tool (camera, scanner) and their parts
 The Teacher demonstrates how to use a camera and a scanner and student
teachers follow the examples
 The Teacher gives guidance on how to do the application activity 3.3

 Answers of activity 3.3

Answer 1: The observed figure are: Digital camera and Scanner.

Answer 2: In our days, the device which is most useful in photo capturing is Digital
camera.
e. Answers of application activity 3.3

Answers for the application activity 3.1 are available in the student teacher book.

LESSON 4: Screenshot capturing

a. Learning objectives
Identify ways of capturing a screenshot from a computer and apply them

b. Teaching resources:
This lesson requires that every learners have a computer with Windows operating
system so as to have access to the snipping tool. These computers also have to have a
keyboard with a PrtSC (Print Screen) key. There will also be a need for textbooks and
internet connectivity for more researches
c. Prerequisites
Student teachers are familiar with the keyboard and know its different keys, they know
copying and pasting which they will use to copy and paste images taken using the print
screen key or the window snipping key

d. Learning activity
 Guidance

 The Teacher ask learners to identify specific keys that are on the keyboard so
that they discover the print screen key
 Under the guidance of the Teacher, student teachers practice using the print
screen key. They paste the taken images of the screen in word and edit them
using the image tools
 Under the guidance of the Teacher, student teachers explore programs found in
the Accessories and identify the one used to take screen images
  The Teacher demonstrates how to use the Snipping tool, how to paste an image
in word and how to edit it and learners follow suit.
 The Teacher gives guidance on how to do the application activity 3.4

 Answer of activity 3.4

Answer 1: Student teachers give various answers, the right answer is that they are
screenshots
Answer 2: There is various tools used to take a screenshot, the most used are:
snipping tools and PrtSc (Print Screen)
Answer 3: Using snipping tools and PrtSc (Print Screen), you can take a picture of
active window. More details are explained in the student teacher book.

e. Answers of application activity 3.4

1. The difference between an image and a snip is that Image is a visual

representation of something while a snip is a small piece that is snipped off.
2. All steps to do to Answer 2 &3 are available in student teacher book.

LESSON 5: Graphic software -Paint

a. Learning objectives
Edit digital graphics images using MS-Paint
b. Teaching resources:
Computer Lab, internet, textbooks to facilitate the research
c. Prerequisites
Student teachers are familiar with image tools as they applied them while learning
the snipping tool and the print screen tools. This knowledge can be used for more
understanding of the lesson on Paint.
d. Learning activities:
 Guidance:

 The Teacher instructs learners to explore the Accessories programs and show
the one used in manipulating images (Paint)
 The Teacher instructs learners to open the Paint program
 Under the guidance of the Teacher, student teachers identify the environment
of different Paint tools and identify their use.
 Under the guidance of the Teacher, student teachers draw different shapes by
using Paint
 Teacher walks around and sees if students are practicing well and provides help
to those that may be having difficulties
  Teacher give instructions on how to do the Application activity 3.5

 Answers of activity 3.5

All steps to do the activity 3.5 are available in student teacher book.

e. Answers of application activity 3.5

Answer 1: The difference between computer graphics and Paint is that computer
graphics is the use of a computer and specialized programs to produce and manipulate
pictorial images while paint program is a software that allows the user to draw or paint
bitmapped images on a computer.
Answer 2: Paint is used for basic drawing and shape manipulation. It is used for pasting
the screenshots from other applications and it is used for changing images from one
format to another.
Answer 3: Paint is used to create, edit and modify pictures which can be used in
advertisement which is a communication through various mass media, including
traditional media such as newspapers, magazines, television, radio, outdoor advertising
or direct mail; and new media such as search results, blogs, social media, websites or
text messages,
Answer 4: The difference between the use of fill color tool and pick color tool is that
Fill color tool is used to fill an area of similar color with another color while pick color
tool is used to select a color on the active layer. By clicking a point on a layer, you can
change the active color to that which is located under the pointer.
Answer 5&6) All steps to do Answer 5 & 6 are available in student teacher book.

3.6. Summary of the unit

Computer Graphics is an art of drawing pictures, lines, charts, etc, using computers
with the help of computer programs. The term refers to computer-generated image data
created with help from specialized graphical hardware and software.
Image compression is minimizing the size pf a graphics file without degrading the
quality of the image to an unacceptable level. The reduction in file size allows more
files to be stored in a given amount of disk or memory space.
The determination of an image’s file size and dimensions differs according to the
Operating System being used; On MS Windows computers, Open the image in
Windows Explorer to check dimensions and file size by clicking the Windows Start
button on the taskbar. After opening the folder containing the image, right clicking the
icon of the image file, and in the pop up menu, click on property and details.
Image file formats are standardized means of organizing and storing digital images.
Image files are composed of digital data in one of the formats that can be rasterized for
use on a computer display or printer. Image file format including TIFF, JPEG, GIF and
PNG.
The images or pictures are captured or taken by different tools such as digital camera,
those mobile phones, scanners etc. But those tools are different according to their parts
and function.
A digital camera and a mobile telephone are devices which produce digital images that
can be stored in a computer and displayed on screen while a scanner is an electronic
device which can capture images from physical items (printed text, handwriting,
photographic prints, posters, magazine pages, and similar sources) and convert them
into digital formats, which in turn can be stored in a computer and viewed or modified
using software applications.
Without using any tools, a picture of a working or a current window can be taken in
two different ways: using snipping tool or using a Prt SC key
The environment should generally include hardware for display of pictures, and
software tools that written programs can use to perform the actual drawing of pictures.
There are commonly used software for producing graphics. An example of such
software is Microsoft Paint.
Microsoft Paint or MS Paint is a basic graphics/painting utility that is used to draw,
color and edit pictures, including imported pictures from a digital camera or somewhere
else.

3.7. Additional information

In engineering and architectural systems, the products are modeled using computer
graphics commonly referred to as CAD (Computer Aided Design). In many design
applications like automobiles, aircraft, spacecraft, etc., objects are modeled in a
wireframe outline that helps the designer to observe the overall shape and internal
features of the objects.
Computer Art:
A variety of computer methods are available for artists for designing and specifying
motions of an object. The object can be painted electronically on a graphic tablet using
stylus with different brush strokes, brush widths and colors. The artists can also use
combination of 3D modeling packages, texture mapping, drawing programs and CAD
software to paint and visualize any object.
Entertainment:
Computer graphics methods are widely used in making motion pictures, music videos
and television shows. Graphics objects can be combined with live actions or can be
used with image processing techniques to transform one object to another.
Education and training:
Computer graphics can make better the understanding of the functioning of a system.
In physical systems, biological systems, population trends, etc., models make it easier
to understand. In some training systems, graphical models with simulations help a
trainee to train in virtual reality environment. For example, practice session or training
of ship captains, aircraft pilots, air traffic control personnel.
Image processing:
Image processing provides techniques to modify or interpret existing images. One can
improve picture quality through image processing techniques. For instance, in medical
applications, image processing techniques can be applied for image enhancements and
is been widely used for CT (Computer X-ray Tomography) and PET (Position
Emission Tomography) images.
Graphical User Interface:
GUI is commonly used to make a software package more interactive. There are
multiple window systems, icons, menus, which allow a computer setup to be utilized
more efficiently.
a. Logo (abbreviation of logotype, from Greek: is a graphic mark, emblem, or symbol
used to aid and promote public recognition. It may be of an abstract or figurative design
or include the text of the name it represents as in a logotype or word-mark.
b. An illustration is a decoration, interpretation or visual explanation of a text, concept
or process, designed for integration in published media, such as posters, flyers,
magazines, books, teaching materials, animations, video games and films.
c. A magazine is a publication, usually a periodical publication, which is printed or
electronically published (sometimes referred to as an online magazine). Magazines are
generally published on a regular schedule and contain a variety of content.

3.8. End unit assessment

Answer 1:
a. a pixel is a minute area of illumination on a display screen, one of many from which
an image is composed.
b. a snipe is a cut made by snipping tool
c. Morphing is a technique which involves using a computer to make an image on
film or television appear to change shape or change into something else.
d. Paint: A paint program is a software graphics program that allows the user to draw
or paint bitmapped images on a computer.
e. Aperture is camera part that affects the image’s exposure by changing the diameter
of the lens opening, which controls the amount of light reaching the image sensor.
Answer 2:
JPEG: Joint Photographic Experts Group
PNG: Portable Network Graphics
CMOS: Complementary Metal Oxide Semiconductor
Answer 3: The importance of computer graphics in decoration services is that it is used
to create decoration items
Answer 4: The file size of a color image in megabytes is: width * height * 3 =
780*1024*3=2,452,320 KB/(1024*1024)= 2.33 GB
Answer 5: the names of the different parts are available in the student book.

Skills Lab
By using Paint and text, make a pictured story on importance of using computer
graphics in advertisement. Be creative! The short story bellow is an example:

3.9. Additional activities

3.9.1. Remedial activities
1. Define computer graphic
Answer of this Answer refer to section 3.1 in student book
2. What does it mean by Morphing?
3. Differentiate digital camera to scanner
Answer of this Answer is referred to lesson 3.3
1. Draw a blue car and save it.
3.9.2. Consolidation activities

1. What is image compression?

Image compression is minimizing the size in of a graphic file without degrading the
quality of the image to an unacceptable level
2. Compare Random scan to Raster scan
Random Scan Raster Scan
It has high Resolution Its resolution is low.
It is more expensive It is less expensive
 Any modification if needed is easy Modification is tough
Refresh rate depends or resolution Refresh rate does not depend on the
picture.
Only screen with view on an area is Whole screen is scanned.
displayed.

3. Now days, youth like posting their nakedness pictures on social media. Discuss
the inconvenient.
4. Use Paint to create the following effects:
Draw a picture of some people stick figures. Be creative! The figure bellow is an
example:

3.9.3. Extended Activities and Answers

1. By definition, differentiate SLR to DSLR
SLR: Single Lens Reflex camera; which is a camera that typically uses a mirror
and a prism system that permits the photographer to view through the lens and see
exactly what will be captured while DSLR; is a digital camera that combines the
optics and the mechanisms of a single lens reflex camera with a digital imaging
sensor.

2. List and show different parts of scanner cover

 3. You have a flash disk of 16GB. How many documents each of 800Kb can it
keep. Give the size of free space after keeping the documents
The size of flash disk in KB = 16*1024* 1024= 16,777,216 KB
The number of documents that can be kept on the flash= 16,777,216/800=
20,971 docs
Free space=16,777,216-( 800* 20,971) = 416KB
4. Discuss the importance of using a screen shot to the computer users

Unit 4: E commerce, social media and online services

4.1. Key unit competence:
To be able to request for online services and access social media
4.2. Prerequisite knowledge and skills:
Students should have knowledge and skills related to online services and access social
media learnt in Senior two on Network Components and Social Media Applications.
4.3. Cross-cutting issues to be addressed:
Peace and values Education: student must be aware of crimes that are committed
using online services and social media while using them in the different activities, and
student will be aware of friendship developed through social media.
Gender education: student should be informed that online services and social media
are all used by male and female.
Standardization culture: While presenting their works, students must be aware that
pictures may have copyright issues attached to them and therefore should not be used
in social media posts. They have also to be aware that posting nude pictures is against
Rwandan culture. Pictures that make people feel concerned, worried, grieved should be
avoided.

4.4. Guidance on the introductory activity

• The teacher organizes students into groups of 4 students.

• The teacher asks students to do the Introductory Activity in their respective
groups.
• The teacher moves around to see how students are working and provides
guidance to needy groups
• The teacher invites representatives of groups to presents their findings
• At the end of each presentation, students give inputs and the teacher help them
by making sure that the overall help comes at the end of all the presentations
• The teacher tells the students that in the coming lessons they will have
complete answers.
Answer Introductory Activity
Answer a: The ways the manager can use to communicate with the supplier to obtain
the price of the goods are:
• He can send an email directly to the suppliers
• He can text the supplier through WhatsApp messaging or through any other
social media
Answer b: There are various businesses that can be conducted on the Internet which
all can be summarized under the name of online shopping, e-banking, e-payment and
e-commerce
Answer c: Social media platforms that are used for daily communication are
Facebook, Instagram, Twitter, WhatsApp and many others
Answer d: The way can be used for payment are bank cheque, wiring transfer, Used of
credit card, mobile money

4.5. List of lessons

# Lesson title Learning objective Number
of periods
1 E-Commerce & E Understand ecommerce and apply E commerce 3
commerce models principles to purchase goods and services online

2 Online Payment Understand the payment methods used in online 3

methods shopping
3 Facebook Use facebook to inform and be informed 2
4 Twitter Understand the importance, usage of 2
Twitter in our daily life

5 Instagram Understand
Use Twitter the importance
to be ofbe informed
inform and 2
Instagram and use it in every day’s life

6 WhatsApp Understand the importance and usage of 2

WhatsApp in daily life and use it
7 E Banking and e Understand e banking and e payment and their 3
payment roles in requesting and providing online services
8 Irembo local online Request for online services using 2
services Irembo
 End Unit 2
Assessment

LESSON 1: E commerce

a) Learning objectives
Understand e commerce and apply E commerce principles to purchase goods and
services online

b) Teaching resources:
Students and the teacher need to use computers in the computer laboratory for
practicing, projector for displaying the content of the lesson, Internet and textbooks to
facilitate the research

c) Prerequisites
Students are now familiar with browsing the Internet as they learnt the access social
media in Senior two. The skills acquired in this unit will enable them to properly learn
this new lesson.

d) Learning activities:

Guidance:
• The lesson is started by reading the scenario in the activity 4.1.
• The teacher asks the students t o answer the questions in activity 4.1 individual
and independently for 10 minutes
• Teacher walks around and sees if students are doing activity individually
• Few students present their findings to the rest of the class
• Teacher ask others students to comments on the results presented.
• Under the guidance of the teacher; students explore the Amazon and Kikuu
shopping platforms
• Teacher gives instructions to do the Application activity 4.1

Answers for activity 4.1

Answer 1:
Answer a: Kamikazi must have an account on the online shopping platform that sells
the book then will have to place an order of the Psychology book and thereafter
pays the book using one of the paying method available on the platform. The company
selling the book on the website will deliver the book at Kamikazi‘s address.
Answer b:
- Local online platform are vubavuba ,Kikuu shopping
- Global online platform are Amazon, Alibaba
- And many others. (Students explore as many online platforms as they can)
Answer 2: The consumer provides goods or services to the company.

e) Answer to application activity 3.1

All answers for the application activity 3.1 are available in student teacher’s book.

LESSON 2: Online Payment methods

a) Learning objective
Understand the payment methods used in online shopping
b) Teaching resources:
For this lesson students and the teacher will need to have a projector, a mobile telephone
to exercise themselves on mobile money, any debit or credit card, computers with
internet connectivity and textbooks for more research.

c) Prerequisites
Students are familiar with local online payment methods like MTN Mobile Money,
Tigo cash and AirTel Money as they learnt this in Senior Two Unit 2: ICT in financial
transactions. They also learnt the first lesson in this unit which cleared their minds on
the concept of online payment methods

d) Learning activities

Guidance:

• The teacher shows to students an image in the activity 4.2 showing the
different payment methods
• Students analyze the image and identify the different payment methods
shown on the image
 • Students differentiate cash payment and online payment
• Under the guidance of the teacher; students identify the different parts of a
debit/credit card
• If means allow it, students practice paying using a debit/credit card and
phone based money under the guidance of the teacher.
• Teacher gives instructions to do the Application activity 4.2

Answers for activity 4.2

Answer 1: Payment method used in Rwanda are: MTN Mobile money, Airtel
money, Visa card and Master card.
Answer 2: answers for this question are available in student teacher’s book.

e) Answers of application activity 4.2

1. All answers for question 1available in the students’ book
2. Students discuss the payment methods used at their schools which vary
depending on the school
3. Mobile Money has the following advantages:
- Money can be transferred almost anywhere, even when there are no
banks nearby.
- It enables cashless payments which reduces dependency on cash
- Customers need not require middlemen for money transfers
- It avoids long travel to send/receive money or to pay bills by standing
in long queues.
- It allows purchasing of online goods and services
- It allows providing services to the people who are geographically
inaccessible
LESSON 3: Facebook

a) Learning objective
Use facebook to inform and be informed

b) Teaching resources:
Students need to have computers with internet connectivity so that they can have access
to facebook and do additional researches. There will also be a need of projector to
display and do demonstrations to students.

c) Prerequisites
Students are now familiar with social media as they learnt Unit 8: Network
components and social media applications in Senior Two. The knowledge acquired
in this unit can be applied in learning this lesson

d) Learning activities:
Guidance:
• The teacher opens facebook and asks questions on the opened window.
• The questions aim at discovering the role of facebook and how to access its full
functionalities.
• Under the guidance of the teacher, students create facebook accounts.
• The teacher moves in the class to help those facing difficulties.
• After creating accounts the teacher demonstrates how to edit the profile and
students follow suit
• The teacher demonstrates how to get friends and students do the same by
befriending their classmates
• Under the guidance of the teacher; students create posts
• Teacher give instructions to do the Application activity 4.3

Answers for activity 4.3

Answer 1: The figure in the activity is part of the facebook homepage
Answer 2: Social media are interactive computer-mediated technologies that facilitate
the creation and sharing of information, ideas, career interests and other forms of
expression via virtual communities and networks

Answer 3: Positive Effects of Social Media

• Social networking sites allow people to communicate and remain in contact

with friends as well as meet new people.
• The use of social networking helps to improve technological skills of students,
and exposes them to many diverse views about things.

e) Answers of application activity 4.3

All answers for the application activity 4.3 are in the content of the students’ book.

LESSON 4: Twitter

a) Learning objectives
Understand the importance, usage of Twitter in our daily life
• Use Twitter to be inform and be informed

b) Teaching resources
Students need to use computers in the computer laboratory or mobile telephones to
have access to Twitter, a projector is needed for doing demonstrations by the teacher,
textbooks for additional reading and internet connectivity for having access to twitter
by using a computer or a mobile telephone.
c) Prerequisites
Students are now familiar with social media as they have already learnt how to use
facebook. They also learnt Twitter in Unit 8: Network components and social media
applications in Senior Two. The knowledge acquired in the previous lesson and the unit
in Senior Two can be applied in learning this lesson.
d) Learning activities:
Guidance
• Teacher asks students to read the activity 4.4 and answer related questions
• Under the guidance and demonstration of the teacher, students create
Twitter accounts
• Teacher walks around and sees if students are not facing difficulties in
creating accounts
• Students edit their twitter account profiles and post their tweets.
• Thereafter students follow each other on twitter
• The teacher walks among students to make sure everyone has created a
twitter account and has posted a tweet
• Students identify the different icons found in Twitter and how to use them
• Teacher gives instructions to do the Application activity 4.4

Answers for activity 4.4

Answer a: The figure in the activity is logo of Twitter

Answer b: Twitter is used as a social media through which users write tweets in the
form of text, images or videos that will be viewed by an account follower or whoever
search for it on twitter
e) Answers of application activity 4.4
All questions in the application activity 4.4 can be answered by reading the content of
the students’ book, in the section on Twitter.
LESSON 5: Instagram
a) Learning objective
Understand the importance of Instagram and use it in every day’s life

b) Teaching resources:
Teacher needs a computer with internet connectivity or a mobile phone with Instagram
installed, he/she will also need a projector for projecting in front of the class. Students
will need computers connected to the internet and textbooks for additional reading.

c) Prerequisites
Students are now familiar with social media as they learnt different social media in the
previous lessons of this unit and learnt the unit 9: Computer Network and Data
Communication in Senior three (S3).

d) Learning activities:
Guidance:
• The teacher shows an image in which are icons of different social media and
students identify which one is for Instagram.
• Students describe the Instagram icon and guess that Instagram is used more for
images basing on the fact that its icon looks like a camera
• After the teacher’s demonstration, students open their Instagram accounts.
• The teacher moves among students to help those that may be facing
difficulties
• Under the guidance of the teacher, students identify the different Instagram
icons and practice using them
• Students follow each other on Instagram and create posts
• Teacher give instructions on how to do the Application activity 4.5

Answers for activity 4.5

Answer a: Instagram is a free, online photo-sharing application and social network

platform that was acquired by Facebook in 2012. Instagram allows users to edit and
upload photos and short videos through a mobile app.

Answer b: basing on what they have already learnt and by doing additional researches
on the internet students differentiate Instagram, Twitter, WhatsApp and facebook.
Answer c: The Instagram icon is a camera. This symbolizes the fact that it focuses on
posting images and videos online which are then commented by viewers.

e) Answers of application activity 4.5

All answers for the application activity 4.5 are available in student teacher book.

LESSON 6: WhatsApp

a) Learning objectives
Understand the importance and usage of WhatsApp in daily life and use it

b) Teaching resources:
For this lesson there will be a need of smart phones on which to install WhatsApp with
internet connectivity. Where those telephones cannot be got they will use an Android
simulator which, once installed on a computer (laptop) will allow the installation of
Android applications (like WhatsApp) on that computer.
This lesson will also need to have a projector and textbooks for additional reading.

c) Prerequisites
Students are now familiar with social media, they know how to send and receive a
message and write posts. This necessary prerequisite was got not only in Senior Two
but also in the previous lessons of this unit.

d) Learning activities
Guidance
The teacher shows an image of a smart phone screenshot like the one in the
activity 6.1 and ask them to show the one for WhatsApp
Under the guidance of the teacher; students brainstorm the use of WhatsApp

The teacher demonstrates how to download applications from Play Store

including the WhatsApp application.
Teacher explains what Play/ Apple Store is.
The teacher demonstrates and explains the steps to install WhatsApp
Students create their WhatsApp accounts using their computers (on which
Nox player was installed to allows WhatsApp installation), change their
profiles and send each other WhatsApp messages
Sample students have their computers connected to the projector to see if their
WhatsApp accounts were created
Teacher gives instructions to do the Application activity 4.6
 Answers for activity 4.6
Answer 1: Umurerwa should use WhatsApp which is the second from the left.
Answer 2: One like Umurerwa can choose to use WhatsApp because it allows real time
chat, send and receiving images, video and other files and allow video calls

e) Answers of application activity 4.6

Answer 1: Students discuss the improvements that WhatsApp has
brought about in the communication field in Rwanda
Answer 2: Difference between WhatsApp and Instagram are:
a) Whatsapp:
- it is a free messages services with free VoIP calling and video calling
- no profile
- No Sign Up & Sign In.
b) Instagram
- It is a photo and video sharing
- It is a sells advertising
- You need account for signing in or signing out

LESSON 7: E Banking and e payment

a) Learning objectives
Understand e banking and e payment and their roles in requesting and providing online
services

b) Teaching resources:
Students use Computer Lab for doing the practice and receiving message using online
service, Projector for projecting what they discuss or what they are taught, internet for
creating account, sending and receiving a massage, and textbooks to facilitate research.

c) Prerequisites
Students are familiar different payment methods seen in the previous lesson on Online
Payment methods. The knowledge acquired in this lesson will enable them understand
the new one

d) Learning activity
Guidance:
The teacher makes one learner read the scenario in the activity 7.1 and the
whole class debate on it by answering its questions
The teacher writes a question on the black board that the whole class is
going to discuss in groups. The question is: “Discuss in details the terms e-
banking and e-payment by showing its advantages and possible
disadvantages”. To do this questions students have to be provided with internet
for research.
Groups present their findings in front of the whole class and other students
provide inputs.
A summary basing on what has been presented is realized
Teacher give instructions to do the Application activity 4.7
Answers for activity 4.7
Answer 1: Using the school’s telephone Kamana will call his parents and inform them
of the school fees issue and Kamana’parents will inform the school bursar that they are
going to solve the problem using Funds transfer to the school account or MTN
Mobile Money.
Answer 2: Services that can be paid electronically in Rwanda are Electricity, water and
many others

e) Answer of application activity

Answer 1: Mobile money generally refers to payment services operated under financial
regulation and performed via a mobile device while credit card is where the cards pull
the money from your bank account.

Answer 2: For this question, students do a research by reading books or using the internet
and present the findings to the class so as to draw a common conclusion

LESSON 8: Irembo local online services

a) Learning objectives
Request for online services using Irembo online platform

b) Teaching resources:
Students need to use computers with internet connectivity for doing practice and
sending a request using Irembo, projector for projecting what they learn and textbooks
for additional reading.

c) Prerequisites
Students are now familiar with online services as they saw them in lesson one of
this unit on E Commerce. They browsed online shopping platforms like Amazon and
Kikuu. They are also familiar with the payment methods which are also used to pay for
services requested on irembo

d) Learning activities
Guidance
• The teacher asks students to brainstorm the steps to go through in order to get
registered to sit for a provisional driving license test. In the answer the Irembo
platform must be mentioned
• Under the guidance of the teacher, students discuss in groups the problems that
Irembo came to solve. Sample groups present their findings and receive feedbacks
from other groups
• Under the guidance of the teacher, students explore different services available on
Irembo
• Students create Irembo accounts after the teacher’s demonstration. They must be
aware that once an id number is entered in the platform it is not possible to create
another account. For this reason they must remember their credentials
• The teacher demonstrates how to request a service. It is better to request for a
service which is really needed in order to avoid tampering with the Irembo system.
• Teacher give instructions to do the Application activity 4.8

Answers for activity 4.8

Answer: Here are different categories of services available at Irembo: Immigration and
emigration, Land, Local government, National ID, Notarization and Gazette services,
Police, Rwandans living abroad, Media, Education and many others. They all respond
to local citizens’ need.

e) Answer of application activity 4.8

All answers for the application activity 3.8 are available in student teacher’s book.
4.6. Summary of unity
This unit entitled “e commerce, social media and online service” is very useful and
interesting in nowadays technology. Business contributes to the human living condition
by ameliorating the future capability in problem solving and self-management.
Normally E-Commerce or Electronic Commerce known also as “eBusiness”, is the buying
and selling process via internet. Historically it started very soon in the
21st century. E commerce goes hand in hand with payment method such as debit/credit
card, mobile phone based money and so many others.
The unit goes hand in hand with social media usage. Social media are online
communication means or channels that are spread in the community to enable users to
create or share valuable contents together with participating in business and leisure
attachments. Examples of social media highlighted in this book are Facebook, twitter,
WhatsApp, Instagram, etc.
Undoubtedly e commerce and social media are inseparable with online service. One is
an agent of another in the achievement of any task. Therefore online services are
information and services provided over the Internet. It is not only communication but
also giving a clear unlimited access to information and online services.

4.7. Additional Information

How to connect with users on social media
Social media marketing, like all marketing, centers on getting the attention of your
target audience and forging a connection. While social media can be used to directly
promote products and deals, it is not an effective means to connect with new users on
networks such as Facebook and Twitter. Social media is a place to genuinely interact
with users and tell them what makes your business unique

Instead, success on social media is built on the creation and sharing of relevant,
interesting content. This can range from something as simple as posting a photo on
Facebook to creating and tweeting a link to your latest blog post.
Grabbing a user’s attention on social media begins with something they’re interested
in, not something you want them to do. By demonstrating your topical expertise and
introducing people to the voice of your brand, interested users then have a reason to
visit your website and see what you have to offer.

Content and social sharing

In addition to driving traffic to your site directly, the communal nature of social
networks provides an extra benefit: organic customer acquisition. If you provide content
that users find relevant to their interests, they will share it with their friends and contacts.
Essentially, your potential customers will actually be marketing for you. Even better,
since the content is being referred from a friend or family member rather than directly
from a business it is seen less like an advertisement and more as trusted information
from a verified source. Many customers become acquainted with a brand via
informational content, then come to find out about their products or services.

Decide which social media platform is best for your business

Facebook: The world›s largest social network, Facebook›s massive audience is
highly coveted by online businesses. A regular presence of informational content,
industry news, and product promotions can generate brand loyalty and increased sales.
Instagram: Ecommerce performance is highly impacted by product images highly
impacted by product image, making this visually-dominated social platform a key
driver of brand awareness for online businesses. Regularly sharing product images and
lifestyle posts relevant to a brand can go a long way to expanding your audience.
Twitter: Popularity and engagement on Twitter can be just as effective as
Facebook, when done properly. Staying active and engaging with other users
combined with content marketing strategies employed on Facebook can reinforce
your presence on other social media platforms and generate awareness among new
prospects.
LinkedIn: The most-used professional networking platform enables companies and
individuals with similar interests to connect. LinkedIn is best suited for thought
leadership content, particularly for high-end and high-AOV brands. Many executives
and CEOs share business wisdom and culture pieces to indirectly promote their
company.

4.8. End Unit Assessment Answers

All the questions in the end unit assessment can be answered by referring to the
content related to this unit available in the student teacher’s book.

4.9. Additional Activity

4.9.1. Remedial activity

1. Buying and selling the products over the Internet is called
a. Electronic Commerce
b. EDI
c. Electronic Market d) E-Shopping
d. None of the above
2. E-Commerce means
b) Education Version of Commerce
c) Buying and selling product and service over the internet c) Account
 d) D.All above
e) None of these
3. Disadvantage of E- Commerce is
a) Distribution delivery
b) Problem of controlling privacy and security
c) New technology
d) High price
4. What is the difference between e-commerce and traditional commerce?
5. What are the different e-commerce business models?

4.9.2. Consolidation activities

1. E-Commerce provides customer service
a) Worse
b) Better
c) Same
d) All of above
e) e) None

2. In E-commerce, customer is
a) Purchaser
b) Cyber surfer
c) Seller
d) Player
e) None

3. Currency can be replaced with……………transaction for payment in E-

commerce

a) Credit Card
b) Password
c) Login User
d) Barcode system
 4. Give characteristics of a strong password for your social media login?
5. Explain the advantages to society because of e-commerce?

4.9.3. Extended activities

1. Internet can be used for ………………………….. parts of trade cycle
a. Search
b. Order
c. Invoice
d. None
e. All
2. Internet commerce support ……..
a. Paypal
b. Online Payment
c. Cash Payment
d. Net Banking Payment
e. Cheque Payment

3. …………………is used to identify of each person in an electronic transaction

a. Digital transaction
b. Digital Certificate
c. License
d. Password
4. Disadvantage of E- Market
a) Reduce search cost
b) Market is available round the clock
c) Dialogue between seller and customer are not possible d) Customer are
not aware of new technology
d) None
5. Discuss the best time to discuss your vacation and post pictures on social media?
UNIT 5: DATABASE BASICS
5.1 Key unit competence:
Explain the different concepts used in database management
5.2 Prerequisite knowledge and skills:
Students have learnt in the previous Unit 1 the advance spreadsheet II, this unit will
help students to understand the basic of database and why it is important in data
management process.
5.3 Cross-cutting issues to be addressed:
Peace and values Education: student teacher must be aware of crimes that are
committed using online services and social media while using them in the different
activities, and student teacher will be aware of friendship developed through social
media.

Gender education: student teacher should be informed that online services and social
media are all used by male and female.

5.4 Guidance on the introductory activity

• The teacher organizes students into pairs.

• The teacher asks students to do the Introductory Activity in their respective pair.
• Students observes the image in the Introductory activity and respond the
questions.
• The teacher moves around to see how students are working and provides
guidance to needy pair.
• The teacher invites representatives of each pair to presents their findings
• At the end of each presentation, teacher give his/her inputs on the presentations
• The tutor tells the students that in the coming lessons they will have complete
answers.

Answer Introductory Activity

1. File can be stored in computerized manner or in manual ways.
2. Having a database is the best way of keeping tract on files.
3. According to the scenario, it is hard to store files.
4. Lost file, mismatch information.
5. The solution to the issue is the creation of a database.

5.5 List of lessons

 # Lesson title Learning objective Number
of
periods
1 Introduction to Understand the database concepts 1
database
2 Database approach Understand the database approaches and 3
where these approach are applied in to
real life
3 Area where database Understand the use of database into the 1
can be applied real life
4 Database access Understand the importance of access 3
level and users level of the various database users in
data management process.
5 Relational model Understand the use of the relational 3
model in the database
END UNIT 1
ASSESSMENT

LESSON 1: Introduction to database

a) Learning objectives

Understand the database concepts

b) Teaching resources

Students and the teacher need to use computers in the computer laboratory for doing
research, projector for displaying the content of the lesson, Internet and textbooks to
facilitate the research

c) Prerequisites

Students have learnt in the previous Unit 1 the advance spreadsheet II. In this lesson,
students will be introduced to the database concept.

d) Learning activities:
Guidance:

The lesson is started by reading the scenario in the activity 5.1.

The teacher asks students to answer the questions in activity 5.1 individually and
independently for 10 minutes
Teacher walks around and sees if students are doing activity individually
Few students present their answers to the rest of the class
Teacher asks others students to comments on the results presented.
 Under the guidance of the teacher, students get to know the difference between data
and information
Teacher gives instructions to do the Application activity 5.1

• Answers of activity 5.1

1. Data collection can be done through Interview, questionnaire and other technique
available in data collection
2. Data need for each student may be: Names, Name of both parent, Date of birth,
address (Umudugugu, Umurenge, Akarere, Intara) an other
3. In a spreadsheet
4. Information
5. Database for students
6. Other teachers, school administration and parent

e) Answer to application activity 5.1

All answers for the application activity 5.1 are available in students’ book.

LESSON 2: Database Approach

a) Learning objectives
Understand the database approaches and where these approach are applied in to real
life

b) Teaching resources:
Students and the teacher need to use computers in the computer laboratory for doing
research, projector for displaying the content of the lesson, Internet and textbooks to
facilitate the research

c) Prerequisites

Students have learnt in the previous Unit 1 the Advance Spreadsheet II. In this lesson,
students will be introduced to the database Approach and they are being used.

d) Learning activities:

Guidance:

• The lesson is started by reading the scenario in the activity 5.2.

• The teacher asks students to answer the questions in activity 5.2 individually and
independently for 10 minutes
• Teacher walks around and sees if students are doing activity individually
• Few students present their answers to the rest of the class
• Teacher asks others students to comments on the results presented.
• Under the guidance of the teacher, students get to know the difference between data
and information
• Teacher gives instructions to do the Application activity 5.2

Answers of activity 5.2

1. Data in these 3 department are not organized. It is not easy to update them.
2. The best suggestion is to have all data organized into table. Such as salary table,
restaurant and dispensary.

e) Answer to application activity 5.2

All answers for the application activity 5.2 are available in students’ book.

LESSON 3: Area where database can be applied

a) Learning objectives
Understand the importance of access level of the various database users in data
management process.
b) Teaching resources:
Students and the teacher need to use computers in the computer laboratory for doing
research, projector for displaying the content of the lesson, Internet and textbooks to
facilitate the research

c) Prerequisites

Students have learnt in the previous Unit 1 the advance spreadsheet II. In this lesson,
students will be introduced to the database concept.

d) Learning activities:

Guidance:

The lesson is started by reading the scenario in the activity 5.3

The teacher asks students to answer the questions in activity 5.3 individually
and independently for 10 minutes
Teacher walks around and sees if students are doing activity individually
Few students present their answers to the rest of the class
Teacher asks others students to comments on the results presented.
Under the guidance of the teacher, students get to where database is used on
the everyday basis.
Teacher gives instructions to do the Application activity 5.3
 Answers of activity 5.3

1. Mr. Mugabo can improve his shop management by introducing database system.
2. Advantage of database management system are available in the students ‘book

e) Answer to application activity 5.3

All answers for the application activity 5.3 are available in students’ book.

LESSON 4: Database Access levels and users

a) Learning objectives
Understand the importance of access level of the various database users in data
management process.
b) Teaching resources:
Students and the teacher need to use computers in the computer laboratory for doing
research, projector for displaying the content of the lesson, Internet and textbooks to
facilitate the research

c) Prerequisites

Students have learnt in the previous Unit 1 the advance spreadsheet II. In this lesson,
student will be introduced to the database concept.

d) Learning activities:

Guidance:

The lesson is started by reading the scenario in the activity 5.4.

The teacher asks students to answer the questions in activity 5.4 in pair for 10
minutes
Teacher walks around and sees if students are doing activity in pair
Few students present their answers to the rest of the class
Teacher asks others students to comments on the results presented.
Under the guidance of the teacher, students get to know the difference between data
and information
Teacher gives instructions to do the Application activity 5.4

Answers of activity 5.4

The figure shows the access the level of the database and database users.

e) Answer to application activity 5.4

1. Answers for the question:
a. Hidden: no access to the database, this user can be anyone outside of your
shool
b. Read: This user can only read; this can be a student or a parent
c. Read and write: this user can read and write, it means, he/she can add new
record in the database but he/she is not able to change(update)and delete
any record into the database.
d. Read, write and Update: this user can read, write and update, it means,
he/she can add new record and change (update) record in the database but
he/she is not able to delete any record into the database.
e. The use has total access to the database.
2. The difference between logical independence and physical independence is give in
the students ‘book.

LESSON 5: Relational database

a) Learning objectives
Understand the use of the relational model in the database
b) Teaching resources:
Students and the teacher need to use computers in the computer laboratory for doing
research, projector for displaying the content of the lesson, Internet and textbooks to
facilitate the research

c) Prerequisites

Students have learnt in the previous Unit 1 the advance spreadsheet II. In this lesson,
student will be introduced to the database concept.

d) Learning activities:

Guidance:

The lesson is started by reading the scenario in the activity 5.5

The teacher asks students to answer the questions in activity 5.5 individually and
independently for 10 minutes
Teacher walks around and sees if students are doing activity individually
Few students present their answers to the rest of the class
Teacher asks others students to comments on the results presented.
Under the guidance of the teacher, students get to know the difference between data
and information
Teacher gives instructions to do the Application activity 5.5

Answers of activity 5.5

The other database models are:
 - Hierarchical model
- Relational database model
- Network database model
- Object oriented database model

e) Answer to application activity 5.5

All answers for the application activity 5.1 are available in students’ book.

5.6 Summary of the unit

The database basic unit introduces to students the database concepts. In this unit,
students discover the importance of databases in every activity. The unit also
discusses the database approaches where the traditional database management and
computerized database management system.

The database access level is well discussed combined with the database user, in order
to achieve the data independence. Finally, the relation database model is introduced to
the students.

5.7 Additional information

The difference between Data Consistency and data Inconsistency

The data Inconsistent problems occurred when there is data redundancy. data
redundancy occurs when the data/ file/database file contains redundant (unnecessarily
duplicated data).

Data consistency means that the changes made to the different occurrences of data
should be controlled and managed in such a way that all the occurrences have the
same value for any specific data item.
Data inconsistency leads to a number of problems such as: including loss of information
and incorrect results. In the database approach, it is controlled because data is shared
and consistency is controlled and maintained.

Data consistency meaning is the validity, accuracy and usability of related data. It
ensures that each database user observes a consistent(Same) view of the data, including
changes made by the user’s own transactions and transactions of other users.

Data Inconsistency: means that there are different versions of the same data appear
in different places.

5.8 End unit assessment

1. Database users are:

i. The database administrator (DBA): Responsible for authorizing
access to the database, for coordinating and monitoring its use,
acquiring software and hardware resources, controlling its use and
monitoring efficiency of operations.
ii. The database designer: Responsible to define the content, the
structure, the constraints, and functions or transactions against the
database. They must communicate with the end-users and understand
their needs.
iii. The end-user, who accesses: End-users, they use the data for queries,
reports and some of them update the database content.

2. The difference between File Processing System and Database Management

System approach. The Traditional File System is basically a way of
arranging the files in a storage medium like a hard disk. The file system
organizes the files and helps in the retrieval of files when they are required.
File systems consist of different files which are grouped into directories. The
directories further contain other folders and files. The file system performs
basic operations like management, file naming, giving access rules, etc. while
the Database Management System is basically software that manages the
collection of related data. It is used for storing data and retrieving the data
 effectively when it is needed. It also provides proper security measures for
protecting the data from unauthorized access.
3. Data independence is the ability to modify the scheme without affecting the
programs and the application to be rewritten. Data is separated from the
programs, so that the changes made to the data will not affect the program
execution and the application
4. The uses of databases in business environment.
Customer Relationship Management
Inventory Tracking Database.
Payroll and Scheduling Database.
Business Data Analysis.

5.9 Additional activities

5.9.1. Remedial activities
1. List any eight applications of DBMS?
2. Define database management system?
3. What are problems with traditional file processing system?

5.9.2. Consolidation activities

1. What are the disadvantages of file processing system?

2. What are the advantages of using a DBMS?
3. Give the levels of data abstraction?

5.9.3 Extended Activities and Answers

1. Give at least 3 roles of the following database users:

i. Database administrator
ii. Database designer
iii. End users
2. Differentiate data and information?
3. What do you understand by data redundancy?
 BIBLIOGRAPHY

1.National Curriculum Development Centre (NCDC). (2011). ICT Syllabus for Upper
Secondary. Kigali.
2.MYICT. (2011). National ICT strategy and plan NICI III-2015.Kigali.
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Secondary Education. Kigali.
4.Pearson Education. (2010). Computer Concepts.
5.Rwanda Education Board (REB), (2019), ICT Syllabus for TTC, (2019), Kigali
6.Rwanda Education Board (REB) (2019), Computer Science S5 student's book
7.Rwanda Education Board (REB) (2019), Computer Science S6 student's book
8.Rwanda Education Board (REB) (2019), Information and Communication
Technology for Rwandan Schools Secondary 1 Students’ Book
9.Rwanda Education Board (REB) (2019), Information and Communication
Technology for Rwandan Schools Secondary 1 Students’ Book
10. Rwanda Education Board (REB) (2019), Information and Communication
Technology for Rwandan Schools Secondary 2 Students’ Book
11. Longhorn Publishers (2016) Computer Science For Rwandan Schools Senior
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12. Fountain Publishers (2016) Information and Communication Technology
(ICT) for Rwanda Schools Learner’s Book Senior Three
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