MINISTRY OF EDUCATION

REPUBLIC OF GHANA

COMPUTING
CURRICULUM FOR PRIMARY
SCHOOLS
(BASIC 4 - 6)
SEPTEMBER 2019

© NaCCA, Ministry of Education 2019

Computing Curriculum for Primary Schools

Enquiries and comments on this Curriculum should be addressed to:

The Executive Secretary
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PM 77
Cantonments
Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh

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FOREWORD

The new curriculum for Ghana’s primary schools is standards-based, which is our demonstration of placing learning at the heart of
every classroom and ensuring that every learner receives quality education. Provision of accessible quality education for all is non-negotiable
if we are to meet the human capital needs of our country, required for accelerated sustainable national development. It is for this reason that
the new curriculum sets out clearly the learning areas that need to be taught, how they should be taught and how they should be assessed. It
provides a set of core competencies and standards that learners are to know, understand and demonstrate as they progress through the
curriculum from one content standard to the other and from one phase to the next. The curriculum and its related teachers’ manual
promote the use of inclusive and gender responsive pedagogy within the context of learning-centred teaching methods so that every
learner can participate in every learning process and enjoy learning. The curriculum encourages the use of Information and
Communication Technologies (ICTs) for teaching and learning – ICTs as teaching and learning materials.

The new curriculum has at its heart the acquisition of skills in the 4Rs of Reading, wRiting, aRithmetic and cReativity by all learners. It is
expected that at any point of exit from a formal education, all learners should be equipped with these foundational skills for life, which are also
prerequisites for Ghana becoming a learning nation. The graduates from the school system should become functional citizens in the 4Rs
and lifelong learners. They should be digital literates, critical thinkers and problem solvers. The education they receive through the study of
the learning areas in the curriculum should enable them to collaborate and communicate well with others and be innovative. The graduates
from Ghana’s schools should be leaders with a high sense of national and global identity. The curriculum therefore provides a good
opportunity in its design to develop individuals with the right skills and attitudes to lead the transformation of Ghana into an industrialised
learning nation.

For this reason, the Ministry of Education expects that learners, as a result of the new knowledge, skills and values they have acquired
through the new curriculum, will show a new sense of identity as creative, honest and responsible citizens. These are our core values
that underpin the identification and selection of the learning areas for this curriculum. These core values serve as fundamental
building blocks for developing into our learners the spirit of teamwork, respect, resilience and the commitment to achieving excellence.
The Ministry endorses a quality learning experience as an entitlement for each of Ghana’s school-going girl and boy; the curriculum has rightly
focused on learning and learning progression. The Ministry has also endorsed accountability as a critical domain for effective workings of
standards-based curriculum.

More importantly the role of the teacher is to make this curriculum work for the intended purpose - to inculcate in learners the core
competencies and values and to make learning happen; improve learning outcomes – and the support that teachers need is duly recognised
and endorsed by my Ministry. The Ministry will support the implementation of the curriculum to include capacity development of all teachers in
the new curriculum. Teachers matter in the development and delivery of the standards-based curriculum and we will continue to support our
teachers on this journey that we have started together to put learning at the centre of what we do best; teach!

I thank all those who have contributed their time and expertise to the development of this curriculum for primary schools in Ghana.

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Dr. Matthew Opoku Prempeh
(MP) The Honourable Minister of
Education

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TABLE OF CONTENT

FOREWORD..................................................................................................................................................................................... VI
PHILOSOPHY.................................................................................................................................................................................. VIII
CORE COMPETENCES.................................................................................................................................................................. IX
ORGANIZATION OF THE STANDARDS (BASIC 4 – 6).............................................................................................................. XXI
BASIC 4........................................................................................................................................................................................... 1
STRAND 1: WORD PROCESSING..................................................................................................................................................... 2
STRAND 2: PRESENTATION.............................................................................................................................................................. 8
STRAND3: WORD PROCESSING...................................................................................................................................................... 9
BASIC 5......................................................................................................................................................................................... 10
STRAND1: INTRODUCTION TO COMPUTING............................................................................................................................ 11
STRAND 2: PRESENTATION............................................................................................................................................................ 18
STRAND 3: WORD PROCESSING................................................................................................................................................... 19
STRAND 5: PROGRAMMING AND DATABASES............................................................................................................................. 20
STRAND 6: INTERNET AND SOCIAL MEDIA................................................................................................................................... 22
STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS................................................................................................................ 33
BASIC 6......................................................................................................................................................................................... 35
STRAND 2: PRESENTATION............................................................................................................................................................ 42
STRAND 3: WORD PROCESSING................................................................................................................................................... 43
STRAND 5: PROGRAMMING AND DATABASES............................................................................................................................. 44
STRAND 6: INTERNET AND SOCIAL MEDIA................................................................................................................................... 48
STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS................................................................................................................ 60

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RATIONALE FOR PRIMARY COMPUTING

Computing is one of the essential school subjects that permeates and can be applied to all areas of learning. This is because it provides
students with access to important computing ideas, knowledge and skills that they can draw on in their personal and work lives, as well as
their learning of other school subjects.
Computing learning provides the opportunity for students to develop essential skills and competencies, and motivates learners to become
flexible problem solvers and life-long learners. In an increasingly technological age the possession of problem solving and decision-making
skills is an essential pre-requisite and these are acquired in the learning of computing.

PHILOSOPHY

TEACHING

PHILOSOPHY

The teaching is focused around a supportive and inclusive learning environment by positively engaging teacher-student relationships. Teachers
have the
responsibility to create a cooperative learning environment where students feel safe and secure. In addition, appropriate improvisation
techniques would be used to represent the actual devices when they are not available.
Relevance, engagement and problem solving best describe the computing teaching philosophy. In other words, teaching of computing adopts
the hands-on approach that is, the tactile/kinaesthetic approach. Students learn computing subject best when they are actively involved in the
learning process, and that an engaging classroom best facilitates this. Students should be engaged in computing by using diverse teaching
methods, encouraging the use of a variety of their cognitive skills. The more students process data, the more likely they would be to apply,
analyse, synthesise, and evaluate the information.
Teaching of computing should enable learners know how data can be used to understand themselves, explain situations they find themselves
in, describe the why and how some things happened or predict what might happen in the future.

LEARNING PHILOSOPHY

Computing education develops a wide range of skills including problem solving, design construction, communication, critical thinking, analysis,
synthesis and evaluation. The skills learnt can then be applied to other fields of endeavour. Learners should have freedom of expression and
creativity. Learners should be able to experiment and to realize their strengths and weaknesses in the computing subject. Each
learner’s learning style should be tie into the learning of computing so as to enable learners grow and learn on their own. Learners
should be giving the chance to pose their own questions and try to answer them independently. Learners should be encouraged to find
information in a variety of ways. Learners should also be encouraged to work on projects in groups to foster collaborative learning.
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SUBJECT AIMS

The computing curriculum is designed to help learners to:

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

INSTRUCTIONAL EXPECTATIONS

1. Guide and facilitate learning by generating discourse among learners and challenging them to
accept and share responsibility for their own learning, based on their unique individual differences.
2. Select computing content, adapt and plan lessons to meet the interests, knowledge,
understanding, abilities, and experiences of learners.
3. Work together as colleagues within and across disciplines and grade levels to develop
communities of computing learners who exhibit the skills of computing inquiry and the attitudes and social values conducive to
computing learning.
4. Use multiple methods and systematically gather data about learner understanding and
ability to guide computing teaching and learning, with arrangements to provide feedback to both learners and parents.
5. Design and manage learning environments that provide learners with the time, space,
and resources needed for learning computing

CORE COMPETENCES

The core competences for computing studies describe a body of skills that teachers in computing at all levels should seek to develop in their
learners. They are ways in which teachers and learners in computing engage with the subject matter as they learn the subject. The
competences presented here describe a connected body of core skills that are acquired throughout the processes of teaching and learning.
These include:

CRITICAL THINKING AND PROBLEM SOLVING

This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem solving
skill enables learners to draw on their own experiences to analyse situations and choose the most appropriate out of a number of

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possible solutions. It requires that learners embrace the problem at hand, persevere and take responsibility for their own learning.

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CREATIVITY AND INNOVATION

Creativity and Innovation promotes entrepreneurial in learners skills through their ability to think of new ways of solving problems
and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners
having this skill are also able to think independently and creatively.

COMMUNICATION AND COLLABORATION

This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about
themselves and their life experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to
and learning from them. They also respect and value the views of others.

CULTURAL IDENTITY AND GLOBAL CITIZENSHIP

This competence involves developing learners to put country and service foremost through an understanding of what it means to be active
citizens. This is done by inculcating in learners a strong sense of social and economic awareness. Learners make use of the knowledge,
skills, competences and attitudes acquired to contribute effectively towards the socioeconomic development of the country and on the
global stage. Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the global
community.

PERSONAL DEVELOPMENT AND LEADERSHIP

This competence involves improving self-awareness and building self-esteem. It also entails identifying and developing talents, fulfilling
dreams and aspirations. Learners are able to learn from mistakes and failures of the past. They acquire skills to develop other people to meet
their needs. It involves recognising the importance of values such as honesty and empathy and seeking the well-being of others. Personal
development and leadership enables learners to distinguish between right and wrong. The skill helps them to foster perseverance,
resilience and self-confidence. PL helps them acquire the skill of leadership, self- regulation and responsibility necessary for lifelong
learning.

DIGITAL LITERACY

Digital Literacy involves developing learners to discover, acquire, and communicate through ICT to support their learning. It also makes them
use digital media responsibly.

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LEARNING DOMAINS (EXPECTED LEARNING BEHAVIOURS)

A central aspect of this curriculum is the concept of three integral learning domains that should be the basis for instruction and assessment. These are
- Knowledge, Understanding and Application

- Process Skills

- Attitudes and Values

KNOWLEDGE, UNDERSTANDING AND APPLICATION

Under this domain, learners acquire knowledge through some learning experiences. They may also show understanding of concepts by
comparing, summarising, re-writing etc. in their own words and constructing meaning from instruction. The learner may also apply the
knowledge acquired in some new contexts. At a higher level of learning behaviour, the learner may be required to analyse an issue or a
problem. At higher levels, the learner may be required to synthesize knowledge by integrating a number of ideas to formulate a plan, solve a
problem, compose a story, or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept. At the last
level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours “knowing”,
“understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and
Application”.

In this curriculum, learning indicators are stated with action verbs to show what the learner should know and be able to do. For example, the
learner will be able to describe something. Being able to “describe” something after teaching and learning has been completed means
that the learner has acquired “knowledge”. Being able to explain, summarise, and give examples etc. means that the learner has
understood the concept taught.

Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note
that each of the indicators in the curriculum contains an “action verb” that describes the behaviour the learner will be able to demonstrate
after teaching and learning has taken place. “Knowledge, Understanding and Application” is a domain that should be the prime focus of
teaching and learning in schools. Teaching in most cases has tended to stress knowledge acquisition to the detriment of other higher level
behaviours such as applying knowledge.

Each action verb in any indicator outlines the underlying expected outcome. Each indicator must be read carefully to know the learning
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domain towards which you have to teach. The focus is to move teaching and learning from the didactic acquisition of “knowledge” where there
is fact memorisation, heavy reliance on formulae, remembering facts without critiquing them or relating them to real world – surface
learning – to a new position called – deep learning. Learners are expected to deepen their learning by knowledge application to develop
critical thinking skills, explain reasoning, and to generate creative ideas to solve real

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life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the learner.

The explanation and the key words involved in the “Knowledge, Understanding and Application” domain are as follows:

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

Understanding: The ability to explain, summarise, translate, rewrite, paraphrase, give examples, generalise, estimate or predict
consequences based upon a trend.
Understanding is generally the ability to grasp the meaning of some concepts that may be verbal, pictorial, or symbolic.

Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods,
principles, theories, etc. to situations that are new and unfamiliar. It also involves the ability to produce, solve, plan, demonstrate, discover
etc.

Analysing: The ability to break down material/information into its component parts; to differentiate, compare, distinguish, outline, separate,
identify significant points etc.,
ability to recognise unstated assumptions and logical fallacies; ability to recognise inferences from facts etc.

Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose,
devise, plan, revise, organise, create,
generate new ideas and solutions.

Evaluating: The ability to appraise, compare features of different things and make comments or judgment, criticise, justify, support, discuss,
conclude, make recommendations etc. Evaluation refers to the ability to judge the worth or value of some material based on some criteria.

Creating: The ability to use information or materials to plan, compose, produce, manufacture or construct other products.

From the foregoing, creating is the highest form of thinking and learning and is therefore the most important behaviour. This, unfortunately, is
the area where most learners perform poorly. In order to get learners to develop critical thinking skills, beginning right from the lower primary
level, it is advised that you do your best to help your learners to develop analytical skills and processes as we have said already.

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SKILLS AND PROCESSES

Computing is the means by which a learner solves problems or seeks to gain information using technological tools. Learners should be
exposed to situations that challenge them to raise questions and attempt to solve problems using technological tools. The more often they
are faced with these challenges, the more likely they are to develop a positive attitude toward computing, and the more likely they are to
develop relevant computing skills. The skills and processes that learners need to develop in computing are as follows:

Mouse skills
This is the skill of using the mouse to perform various functions.

Keyboarding skills
This is the skill of using the keyboarding to perform various functions

Comparing
This is the skill of identifying the similarities and differences between two or more objects, concepts, information or processes.

Communicating/Reporting
This is the skill of transmitting, receiving and presenting information in concise, clear and accurate forms - verbal, written, pictorial, tabular or graphical.

Analysing
This is the skill of identifying the parts of objects, information or processes, and the patterns and relationships between these parts.

Evaluating
This is the skill of assessing the reasonableness, accuracy and quality of information, processes or ideas. This is also the skill of assessing the
quality and feasibility of objects or information.

Designing
This is the skill of Visualizing and drawing new objects or gargets from imagination.

Interpreting
This is the skill of evaluating data in terms of its worth: good, bad, reliable, unreliable; making inferences and predictions from written or
graphical data; extrapolating and deriving conclusions. Interpretation is also referred to as “Information Handling”.

Learners therefore need to acquire positive attitudes, values and psychosocial skills that will enable them participate actively in lessons and
take a stand on issues affecting them and others.

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ATTITUDES

To be effective, competent and reflective citizens, who will be willing and capable of solving personal and societal problems, learners should
be exposed to situations that challenge them to raise questions and attempt to solve problems. Learners therefore need to acquire positive
attitudes, values and psychosocial skills that will enable them participate in debates and take a stand on issues affecting them and
others. The computing curriculum thus focuses on the development of attitudes and values.

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

1. Commitment: determination to contribute to national development.

2. Tolerance: willingness to respect the views of others.
3. Patriotism: readiness to defend the nation.
4. Flexibility in ideas: willingness to change opinion in the face of more plausible evidence.
5. Respect for evidence: willingness to collect and use data on one’s investigation, and also have respect for data collected by others.
6. Reflection: the habit of critically reviewing ways in which an investigation or observation has been carried out to see possible faults
and other ways in which the investigation or observation can be improved upon.
7. Comportment conforming to acceptable societal norms.
8. Co-operation the ability to work effectively with others.
9. Responsibility: the ability to act independently and make decisions; morally accountable for one’s action; capable of rational conduct.
10. Environmental Awareness: being conscious of one’s physical and socio-economic surroundings.
11. Respect for the Rule of Law: obeying the rules and regulations of the land.

The teacher should ensure that learners cultivate the above attitudes and skills as basis for living in the nation as effective citizens.

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VALUES:

At the heart of this curriculum is the belief in nurturing honest, creative and responsible citizens. As such, every part of this curriculum,
including the related pedagogy, should be consistent with the following set of values.

Respect: This includes respect for the nation of Ghana, its institutions and laws and the culture and respect among its citizens and friends of Ghana.

Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be
taught to respect the views of all persons and to see national diversity as a powerful force for nation development. The curriculum
promotes social cohesion.

Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of
resources based on the unique needs of learners and schools. Ghana’s learners are from diverse backgrounds which require the provision of
equal opportunities to all, and that, all strive to care for each other.

Commitment to achieving excellence: Learners must be taught to appreciate the opportunities provided through the curriculum
and persist in doing their best in whatever field of endeavour as global citizens. The curriculum encourages innovativeness through creative
and critical thinking and the use of contemporary technology.

Teamwork/Collaboration: Learners are encouraged to be committed to team-oriented working and learning environments. This also
means that learners should have an attitude of tolerance to be able to live peacefully with all persons.

Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the
consequences, be morally upright with the attitude of doing the right thing even when no one is watching. Also, be true to themselves and be
willing to live the values of honesty and compassion. Equally important is the practice of positive values as part of the ethos or
culture of the work place, which includes integrity and perseverance. These values must underpin the learning processes to allow
learners to apply skills and competences in the world of work.

The action verbs provided in the learning indicators in each content standard, should help you to structure your teaching and learning to
achieve the desired learning outcomes. Check the learning indicators to ensure that you have given the required emphasis to each
learning domain in your instruction and assessment.

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ASSESSMENT
Assessment is a process of collecting and evaluating information about learners and using the information to make decisions to improve their learning.

In this curriculum, it is suggested that assessment is used to promote learning. Its purpose is to identify the strengths and weaknesses of
learners to enable teachers ascertain their learner’s response to instruction.

Assessment is both formative and summative. Formative assessment is viewed in terms of Assessment as learning and Assessment for learning.

Assessment as learning: Assessment as learning relates to engaging learners to reflect on the expectations of their learning. Information
that learners provide the teacher forms the basis for refining teaching-learning strategies. Learners are assisted to play their roles and to
take responsibility of their own learning to improve performance. Learners are assisted to set their own learning goals and monitor their own
progress.

Assessment for learning: It is an approach used to monitor learner’s progress and achievement. This occurs throughout the learning process.
The teacher employs assessment for learning to seek and interpret evidence which serves as timely feedback to refine their teaching
strategies and improve learners’ performance. Learners become actively involved in the learning process and gain confidence in what they
are expected to learn.

Assessment of learning: This is summative assessment. It describes the level learners have attained in the learning, what they know and
can do over a period of time. The emphasis is to evaluate the learner’s cumulative progress and achievement.

It must be emphasised that all forms of assessment should be based on the domains of learning. In developing assessment procedures, try to
select indicators in such a way that you will be able to assess a representative sample from a given strand. Each indicator in the curriculum is
considered a criterion to be achieved by the learners. When you develop assessment items or questions that are based on a representative
sample of the indicators taught, the assessment is
referred to as a “Criterion-Referenced Assessment”. In many cases, a teacher cannot assess all the indicators taught in a term or year. The
assessment procedure you use i.e. class assessments, homework, projects etc. must be developed in such a way that the various procedures
complement one another to provide a representative sample of indicators taught over a period.

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SUGGESTED TIME ALLOCATION

A total of four periods a week, each period consisting of thirty minutes, is allocated to the teaching of computing at the Lower Primary level.
It is recommended that the teaching periods be divided as follows:

1(one) period per day (30-minutes per period)

PEDAGOGICAL APPROACHES

These are the approaches, methods, strategies, appropriate relevant teaching and learning resources for ensuring that every learner
benefits from teaching and learning process. The curriculum emphasises the:
1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning.
2. positioning of inclusion and equity at the centre of quality teaching and learning
3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind
4. use of Information Communications Technology (ICT) as a pedagogical tool
5. identification of subject specific instructional expectations needed for making learning in the subject relevant to learners
6. integration of assessment as learning, for learning and of learning into the teaching and learning processes and as an accountability strategy
7. questioning techniques that promote deep learning

LEARNING-CENTRED PEDAGOGY

The learner is at the centre of learning. At the heart of the national curriculum for change and sustainable development is the learning
progression and improvement of learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and
cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning experiences to progress
seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a compensatory
provision through differentiation should be provided to ensure that such a learner is ready to progress with his/her cohort. At the
primary school, the progression phases are KG1 to KG2 and B1 to B6.

The Curriculum encourages the creation of a learning centred classroom with the opportunity for learners to engage in meaningful “hands-on”
activities that bring home to the learner what they are learning in school and what they know from outside of school. The learning
centred classroom is a place for the learners to discuss ideas through the inspiration of the teacher. The learners then become actively
engaged in looking for answers, working in groups to solve problems. They also research for information, analyse and evaluate

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information. The aim of the learning-centred classroom is to enable learners take ownership of their learning. It provides the opportunity
for deep and profound learning to take place.

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The teacher as a facilitator needs to create a learning environment that:
1. makes learners feel safe and accepted
2. helps learners to interact with varied sources of information in a variety of ways
3. helps learners to identify a problem suitable for investigation through project work
4. connects the problem with the context of the learners’ world so that it presents realistic opportunities for learning
5. organises the subject matter around the problem, not the subject
6. gives learners responsibility for defining their learning experience and planning to solve the problem
7. encourages learners to collaborate in learning
8. expects all learners to demonstrate the results of their learning through a product or performance

It is more productive for learners to find answers to their own questions rather than teachers providing the answers and their
opinions in a learning- centred classroom.

INCLUSION

Inclusion is ensuring access and learning for all learners, especially, those disadvantaged. All learners are entitled to a broad and balanced
curriculum in every school in Ghana. The daily learning activities to which learners are exposed should ensure that the learners’ right to
equal access and accessibility to quality education is met. The Curriculum suggests a variety of approaches that addresses learners’
diversity and their special needs in the learning process. When these approaches are effectively used in lessons, they will contribute to the
full development of the learning potential of every learner. Learners have individual needs and learning experiences and different levels of
motivation for learning. Planning, delivery and reflection on daily learning experiences should take these differences into consideration.
The curriculum therefore promotes:
1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities.
2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general
capabilities and solving the practical problems of everyday life); and
3. the active involvement of the learners in the selection and organisation of learning experiences, making them aware of their
importance and also enabling them to assess their own learning outcomes.

DIFFERENTIATION AND SCAFFOLDING

Differentiation is a process by which differences (learning styles, interest and readiness to learn) between learners are accommodated
so that all learners in a group have best chance of learning. Differentiation could be by content, tasks, questions, outcome, groupings and
support. Differentiation as a way of ensuring each learner benefits adequately from the delivery of the curriculum can be achieved in
the classroom through i) Task ii) Support from the Guidance and Counselling Unit and iii) Learning outcomes.
Differentiation by task involves teachers setting different tasks for learners of different abilities. E.g. in sketching the plan and shape of
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their classroom some learners could be made to sketch with free hand while others would be made to trace the outline of the plan.

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Differentiation by support involves the teacher giving needed support and referring weak learners to the Guidance and
Counselling Unit for academic support.

Differentiation by outcome involves the teacher allowing learners to respond at different levels. Weaker learners are allowed more
time for complicated tasks.

Scaffolding in education refers to the use of variety of instructional techniques aimed at moving learners progressively towards stronger
understanding and ultimately greater independence in the learning process.

It involves breaking up the learning task, experience or concepts into smaller parts and then providing learners with the support they need
to learn each part. The process may require a teacher assigning an excerpt of a longer text to learners to read and engaging them
to discuss the excerpt to improve comprehension. The teacher goes ahead to guide them through the key words/vocabulary to ensure
learners have developed a thorough understanding of the text before engaging them to read the full text. Common scaffolding strategies
available to the teacher are:

1. give learners a simplified version of a lesson, assignment, or reading, and then gradually increases the complexity, difficulty, or sophistication over
time
2. describe or illustrate a concept, problem, or process in multiple ways to ensure understanding
3. give learners an exemplar or model of an assignment they will be asked to complete
4. give learners a vocabulary lesson before they read a difficult text
5. describe the purpose of a learning activity clearly and the learning goals they are expected to achieve
6. describe explicitly how the new lesson builds on the knowledge and skills learners were taught in a previous lesson

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 INFORMATION COMMUNICATIONS TECHNOLOGY

Information Communications Technology (ICT) has been integrated into the computing curriculum as part of the core of education, alongside
reading, writing and numeracy. Thus, the curriculum is designed to use ICT as a teaching and learning tool to enhance deep and independent
learning. For instance, the teacher in certain instances is directed to use multimedia to support the teaching and learning process.

ICT has the potential to innovate, accelerate, enrich, and deepen skills. It also motivates and engages learners to relate school experiences to
work practices. It provides opportunities for learners to fit into the world of work. Some of the expected outcomes that this curriculum aims to
achieve are:
1. improved teaching and learning processes
2. improved consistency and quality of teaching and learning
3. increased opportunities for more learner-centered pedagogical approaches
4. improved inclusive education practices.
5. improved collaboration, creativity, higher order thinking skills
6. enhanced flexibility and differentiated approach of delivery

The use of ICT as a teaching and learning tool is to provide learners access to large quantities of information online and offline. It also provides the
framework for analysing data to investigate patterns and relationships in the computing context. Once learners have made their findings, ICT
can help them organize, edit and print the information in many different ways.

Learners need to be exposed to various ICT tools around them including calculators, radios, cameras, phones, television sets and
computers and related software like Microsoft Office packages - Word, PowerPoint and Excel as teaching and learning tools. The
exposure that learners are given at the primary school level to use ICT in exploiting learning will build their confidence and will increase
their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to
enhance the quality and competence level of learners.

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ANNOTATION
A unique annotation is used to label the class, strands, sub-strands, content standards and learning indicators in the curriculum for the
purpose of easy referencing. The annotation is defined in figure 1:
Class Content Standard number

Learning Indicator number

B1. 1. 2. 1. 1

Strand number Sub-strand number

Figure 1: Curriculum Reference Numbers

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ORGANIZATION OF THE STANDARDS (Basic 4 – 6)
The content standards in this document are organized by grade level. Within each grade level, the contents are grouped first by strands. Each strand
is further subdivided into sub-strands of related indicators.
 Indicators are learning outcomes that define what learners should know and be able to do.
 Content Standards are groups of related indicators. Note that indicators from different standards may sometimes be
closely related, because computing is a connected subject.
 Sub-strands are larger groups of related indicators (or computing topics to be studied). Indicators from different sub-strands
may sometimes be closely related.
 Strands are the main branches of the computing content to be studied.

The Standards are organized at the KG1 – B6 phase under seven strands:
1. Introduction to computing 2. Presentation
3. Word processing 4. Desktop Publishing
5. Programming and databases 6. Internet and social media
7. Health and safety in using ICT tools

The table below shows the scope and sequence of the strands addressed at the KG1 – B6 phase. The remaining part of the document
presents the details of the standards and indicators for each grade level,

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SCOPE AND SEQUENCE
Sn Strand Sub-strands KG1 KG2 B1 B2 B3 B4 B5 B6 B7 B8 B9 B10 B11 B12
1 Introduction to Generation of computers and
computing parts of a computer and other
gadgets. ( Identify Parts of a
Computer and Technology √ √ √ √ √ √ √ √ √ √ √ √ √ √
Tools
)
Introduction to MS-Windows
Interface (Desktop
√ √ √ √ √ √ √ √ √ √
Background and locations of
the computer.)
Data, sources and usage √ √ √ √ √ √ √ √ √ √ √ √

Technology in the community

√ √ √ √ √ √ √ √ √ √ √ √ √ √
(communication)
2 Presentation Introduction to MS-
√ √ √ √ √ √ √ √ √ √
PowerPoint
Tabs and ribbons of MS-
√ √ √ √ √ √ √ √ √
PowerPoint
3 Word processing Introduction to Word
√ √ √ √ √ √ √ √ √ √
Processing
Tabs and ribbons of word
√ √ √ √ √ √ √ √ √
processing
4 Desktop Publishing Introduction to MS-Publisher √ √ √

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5 Programming and Introduction to databases,
√ √ √ √ √ √ √ √
databases algorithm and programming.
Introduction to programming
languages (e.g.MS- Excel, √ √ √ √ √ √ √ √
Scratch, VB dot Net etc.)
Introduction to Electronic
√ √ √ √ √ √ √ √
Spreadsheet
Tabs and ribbons
√ √ √ √ √ √ √ √
manipulation
6 Internet and social Network Overview √ √ √ √ √ √ √ √
media
Web browsers and Web Pages √ √ √ √ √ √ √ √

Surfing the world wide web √ √ √ √ √ √ √ √

Favourite places and Search

√ √ √ √ √ √ √ √
engine
Using Online Forms √ √ √ √ √ √ √ √

Customising your browser √ √ √ √ √ √ √ √

Electronic Email √ √ √ √ √ √ √ √

Internet of things (IoT) √ √ √ √ √ √ √ √

Digital Literacy √ √ √ √ √ √ √ √

Network Etiquette √ √ √ √ √ √ √ √

7 Health and safety in Health and safety in using ICT √ √ √ √ √ √ √ √

using ICT tools tools

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 BASIC 4

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 B4
STRAND 1: WORD PROCESSING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER
GADGETS

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B4.1.1.1: Identify B4.1.1.1.1. Identify parts of a computer and technology 1.Creativity and innovation.
parts of a computer tools (the mouse, keyboard, monitor, system unit and its 2.Communication
and technology tools components (memory, hard disk drive, CD-ROM etc.), and collaboration
speakers, and peripherals. 3.Cultural identity and
Bring items such as memory(i.e. memory cards, memory sticks),hard global citizenship.
disk drive, CD-ROM etc. or pictures of these items to class and ask 4.Personal development
the learners to label selected items or computer parts in their and leadership.
note books. 5.Digital literacy.

B4.1.1.1.2. Describe the types of input devices of a Subject Specific Practices

computer and their uses. E.g. joystick, light pen, mouse, 1.Hardware Manipulation Skill
pointing stick etc. Bring input devices to class.
Guide learners to explore the types of input devices and their uses.

B4.1.1.1.3. Differentiate between RAM and ROM.

Bring a RAM or ROM to class or a picture of RAM and ROM to
class. Guide learners to differentiate between ROM and RAM.

B4.1.1.1.4. Type short phrases.

Guide learners to type different phrases using any Word Processing
Application.

B4.1.1.1.5. Summarise the first generation of computers

which used vacuum tubes as a major piece of technology.
Guide learners to discuss about the first generation of computers. e.g.
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 ENIAC,
EDVAC, UNIVAC, IBM-701 etc.

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 SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS
INTERFACE (DESKTOP BACKGROUND AND LOCATIONS OF
THE COMPUTER.)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES

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 B4.1.2.1: Demonstrate B4.1.2.1.1. Describe the desktop background and explain 1.Creativity and innovation.
the use of the Desktop its features (e.g. image, icons and Taskbar of the 2.Communication
Background as well as background). and collaboration
working with folders. NB. This is to help the learner with software knowledge 3.Cultural identity and
such as in office applications. global citizenship.
Guide learners to explore the desktop background and explain its 4.Personal development
features (i.e. wallpaper, icons of files and folders you have or may have and leadership.
saved to the desktop, taskbar etc.). Show different desktop background 5.Digital literacy.
images to learners. Assist them to explain its features.
Subject Specific Practices
1.Software Manipulation Skill

1.Creativity and innovation.

B4.1.2.1.2. Demonstrate how to Personalise the Desktop 2.Communication
Background using required tools and settings; and collaboration
Show projected examples of personalised Desktop Background to 3.Cultural identity and
learners with the aid of a projector or pictures. global citizenship.
Guide learners to personalise the Desktop Background using the 4.Personal development
required tools and settings. and leadership.
5.Digital literacy.
B4.1.2.1.3. Demonstrate the use of the Sections of the
Taskbar; Start Menu (Location and Launching only), Pinned Subject Specific Practices
Applications (Launched / Minimised programmes) and Hardware Manipulation Skill
Notification Area or system tray (Date & Time, and Volume).
Guide learners to explore the use of the Taskbar, Start Menu, and Pinned
Applications and Notification Area.

B4.1.2.1.4. Adding and removing icons from the desktop.

Guide learners to add and remove icons from the desktop

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
SUB-
STRAND 2 .
CONTI’D
B4.1.2.1.5. Moving, selecting and hiding multiple icons 1.Creativity and innovation.
B4.1.2.1: on the desktop. 2.Communication
Demonstrate the use Guide learners to move, select and hide icons on the desktop. and collaboration
of the Desktop 3.Cultural identity and
Background as well B4.1.2.1.6. Creating, naming and renaming a folder. global citizenship.
as working with Guide learners to create, name and rename a folder. 4.Personal development
folders. NB: and leadership.
1.Learners can practice with the keyboard only in the 5.Digital literacy.
absence of the applications.
2.Learners should be guided to play computer Subject Specific Practices
games to re- enforce keyboard and mouse skills. 1. Hardware
Manipulation Skill

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 SUB-STRAND 3: DATA, SOURCES AND USAGE

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.3.1. Identify B4.1.3.1.1. Use strategies for identifying data in 1.Creativity and innovation.
Data and collect data conversation and newspapers. 2.Communication
from different Guide learners to discuss strategies, which can be used to identify data and collaboration
sources. and information. Use different approaches to aid identify data in 3.Cultural identity and
conversation and newspaper e.g. grouping students, role play etc. global citizenship.
4.Personal development
B4.1.3.1.2. Use strategies for classifying data into and leadership.
information (i.e. sorting and classifying) 5.Digital literacy.
Guide learners to identify and record data in the different forms (e.g. age,
shoe size, etc.) Assist learners to extract and classify the relevant data into Subject Specific Practices
information. 1.Communication
2.Arithmetic
B4.1.3.1.3. Identify primary sources of information
(photographs, audio recordings, video recordings, film,
letters and diaries, speeches, published books, newspapers
and magazines, government publications, oral histories,
etc.)
Guide learners in groups to discuss where one can get data and
information and make a presentation on it to the class.

B4.1.3.1.4. Demonstrate Sending and sharing information to

and from other gadgets. e.g., radio, fax, telephones calls,
SMS etc.
Guide learners to mention or talk about where one can receive or share
information in the community and the world as a whole.
NB: recall content in B3 and add to this activity.

B4.1.3.1.5. Demonstrate basic calculations on sample data

e.g. sum, percentage, average etc.
Guide learners to perform basic calculations on sample data they have

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 been made to collect using sum, average, percentages etc.
NB: This is to help the learner with fundamental principles
of problem-
solving in computing and Computer science.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES

B4.1.3.2. Demonstrate
data collection using B4.1.3.2.1. Identify the steps and issues involved in data 1.Creativity and innovation.
Data collection tools. collection. 2.Communication and
Guide learners to explore collaboration
CONTI’D I. the steps and issues involved in collection of data: 3.Cultural identity and
a)identify the reason(s) for collecting data. global citizenship.
b)select from the list of reasons for collecting the data and set goals. 4.Personal development
c)plan an approach and methods to collecting data and and leadership.
d. collect the data and interpret the data 5.Digital literacy.

II. the issues involved in collection of data: Subject Specific Practices

a) Unavailability of data 1.Data Collection Skill
b) Intentional manipulation of data
c) Random errors etc.
B4.1.3.2.2. Describe various tools or techniques of data
collection e.g. interview, observation, checklist etc.
Guide learners to explore the tools for collecting data and aid them to
make practical examples of the various tools.
B4.1.3.2.3. Draw or sketch maps of the area to be
surveyed.
Bring diagrams or pictures of area(s) surveyed. Guide learners to sketch
maps of an area to be surveyed by them.

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 SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B4.1.4.1. Demonstrate B4.1.4.1.1. Describe how digital systems are used and 1.Creativity and innovation.
the use of technology could be used at home, in school and the local 2.Communication and
in the community community. collaboration.
Guide learners to mention and describe how digital systems 3.Cultural identity and
(computers, mobile phones, megaphones etc.) are used and could be global citizenship.
used at home, in school and the local community. 4.Personal development
and leadership.
B4.1.4.1.2. Identify and list common examples of energy- 5.Digital literacy.
efficient gadgets and techniques used in homes, in schools
and in the local communities e.g. using the appropriate Subject Specific Practices
energy-efficient gadgets - energy saving bulbs …, 1. Phonics
choosing the right appliances, cleaning your stove often 2. Skill development
(soot removal), reducing overall cooking time etc.
Bring pictures of energy-efficient gadgets or devices to class e.g. energy
saving light bulbs, energy-efficient cooking stoves, toilet water saver,
solar chargers, energy saving shower heads etc. to class. Guide learners
to discuss in groups of five or less and present to the whole class
examples of energy-efficient devices and techniques.

B4.1.4.1.3. Describe how a range of digital systems

(hardware and software) and their peripheral devices
can be used for different purposes in the community.
Guide learners to discuss in groups of three to five, the range of digital
systems and their peripheral devices. How they can be used for different
purposes in the community. Let learners present their findings to the
class.

NB: technological tools stated here should be different

from those stated in B3.
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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B4.2.1.1. 1.Creativity and innovation
Demonstrate the use B4.1.4.1.4. Identify technological changes in the community 2.Communication and
of MS- PowerPoint (e.g. Using automated irrigation for farming, eco-friendly collaboration
pesticides and manure, etc.) 3.Cultural identity and
Guide learners to explore technological changes in the community or global citizenship
in the world. Let learners find examples of technological changes in the 4.Personal development
community or world around them. They should be encouraged to present and leadership
their findings to the class. 5.Digital literacy.

Subject Specific Practices

1.Software Manipulation Skills

STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-
POWERPOINT)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B4.2.1.1. B4.2.1.1.1. Demonstrate the use of clipboard, slides, 1.Creativity and innovation
Demonstrate the use fonts, paragraph and editing in the ribbons under the 2.Communication and
of MS- PowerPoint home ribbons section. collaboration
Guide learners to explore the use of the clipboard, slides, fonts, 3.Cultural identity and
paragraph, and editing features in MS- PowerPoint under the Home tab. global citizenship
4.Personal development
B4.2.1.1.2. Show a 3-slide presentation using clipboard, and leadership
slides, fonts, paragraph and editing of the ribbons studied. 5.Digital literacy.
Guide learners to prepare and present a prepared project or
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 exercise using clipboard, slides, fonts, paragraph and editing of the Subject Specific Practices
ribbons studied their work in MS-PowerPoint to the class. 1.Software Manipulation Skills
NB: This is to help the learners with software
knowledge in Ms PowerPoint, office applications to
grasp the concept well

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 STRAND3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD
PROCESSING)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B4.3.1.1. Demonstrate B4.3.1.1.1. Demonstrate how to use the clipboard, styles, 1.Creativity and innovation.
understanding of the fonts, paragraph and editing. 2.Communication and
use of word processing Guide learners to use clipboard, styles, fonts, paragraph and editing in collaboration.
application the Home Tab of MS –Word. 3.Cultural identity and
global citizenship.
B4.3.1.1.2. Illustrate the use of the clip board, styles, fonts, 4.Personal development
paragraph and editing. and leadership.
Guide learners to use the clipboard, styles, fonts, paragraph and editing 5.Digital literacy.
feature under the Home tab and let learners explore on a simple
word document. Subject Specific Practices
NB. This is to help the learners with software knowledge in office applications 1 Software Manipulation Skills
(word processing) to grasp the concept better.

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 BASIC 5

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 Basic 5

STRAND1: INTRODUCTION TO COMPUTING

SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER
GADGETS

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.1.1.1: Identify parts B5.1.1.1.1. Recognise and use output devices. 1.Creativity and innovation.
of a computer and Guide learners to recall what they learnt in the previous classes and ask 2.Communication
technology tools them to mention computer devices that produce output and collaboration.
Softcopy- computer monitor/projector, audio electrical 3.Cultural identity and
signals etc. Hardcopy- printed images, pictures global citizenship.
documents, 4.Personal development
NB: This is to help the learner with hardware knowledge. and leadership.
5.Digital literacy.
B5.1.1.1.2. Describe the types of output device and identify
their uses. Guide learners to identify types of output devices and their Subject Specific
uses. Assist them to list them on the board as well as their uses. Practices 1 Software
Manipulation Skills
B5.1.1.1.3. Distinguish the difference and similarities
between analogue and digital devices e.g. telephone,
mobile phone, radio, tablets, satellite etc.
Guide the learners to identify the similarities and differences between
analogue and digital devices. Present examples of analogue and digital
devices to learners. Aid them to mention other examples of analogue
devices and digital devices as well as noticing the differences.

B5.1.1.1.4. Identify the left, right mouse button, holding of

mouse, performing single, double and triple clicking and

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 dragging object.
Guide learners to use the mouse to perform performing single, double
and triple clicking and dragging object into a folder or bring picture(s)
describing the processes; single, double and triple clicking and dragging
objects into a folder and ask
leaners to point out a mentioned process.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.1.1.1: Identify parts B5.1.1.1.5. Identify home row keys, top row, bottom row keys,
of a computer and numerical pad and type (short sentences).
technology tools Guide learners to type using top row keys (Q, W, E, R, and T keys for the 1.Creativity and innovation.
left-hand and Y, U, I, O, and P keys for the right-hand), bottom row keys 2.Communication
CONT’D (Z, X, C, V, and B keys for the left-hand and N, M, comma, period, and and collaboration.
forward slash keys for the 3.Cultural identity and
right-hand), numerical pad (1, 2, 3, …9. etc.) and type an essay (50 global citizenship.
words) using Word Processor or typing tutorial 4.Personal development
and leadership.
B5.1.1.1.6. Introduction to Windows Interface. 5.Digital literacy.
Guide learners to list the features (i.e. Start Menu Returns, Cortana on
Desktop, Xbox App, Project Spartan Browser, etc.) and compatibility Subject Specific Practices
issues of Windows 10. Do this by using leading questions, or any other 1. Software Manipulation
method. Skills

B5.1.1.1.7. Summarise the generation of computers.

Guide learners to recall what has been learnt in previous classes and ask
leading questions, use scenarios to help learners identify the difference
between the types of computers, their advantages and disadvantages.

NB: Learners can practice with the keyboard only in the

absence of the applications.
Learners should be guided to play computer games to re-
enforce keyboard and mouse skills.

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 SUB-STRAND 2:
INTRODUCTION TO MS-WINDOWS INTERFACE (DESKTOP BACKGROUND AND LOCATIONS OF
THE COMPUTER)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES

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B5.1.2.1. Demonstrate B5.1.2.1.1. Personalise the Desktop Background and edit 1.Creativity and innovation.
the use of the Desktop its images (e.g. image, icons and Taskbar of the 2.Communication
Background as well as background). and collaboration.
working with folders. Guide learners to create their own background picture using any application
3.Cultural identity and
(e.g. paints). Guide them to use it as background picture. global citizenship.
4.Personal development
B5.1.2.1.2. Recognise how to customise the Desktop and leadership.
Background using Change Background, Start menu and Pin to 5.Digital literacy.
taskbar or start menu.
Guide learners to identify and use task bar, start menu, etc. Subject Specific Practices
1. Software Manipulation
B5.1.2.1.3. Describe how to Personalise the Desktop Skills
Background using advance tools and settings.
Guide learners to customize the Start Menu and the Notification Area.

B5.1.2.1.4. Creating a short cut, adding or removing

common icons on the desktop.
Guide learners to create shortcuts of icons on the computers’ desktop.

B5.1.2.1.5. Moving, copying and pasting a file or icon into

and from a folder on the desktop
Guide learners to copy and paste a file or icon into and from a folder on
the desktop.

B5.1.2.1.6. Demonstrate understanding of the File Explorer

window and locations of the computer through the file
explorer.
Guide learners to use the file explorer to locate files.

NB: This is to help the learner with the fundamental skills of

creativity in computing and Computer Science.

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 SUB-STRAND 3: DATA, SOURCES AND USAGE

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.3.1. Illustrate the B5.1.3.1.1. Use Strategies for identifying data from results 1.Creativity and innovation
use of Data and of an experiment. 2.Communication and
identify their sources. Guide learners to identify the types of data (qualitative and quantitative) by collaboration
asking 3.Cultural identity and
leading questions. Task them to convert data from one format to another global citizenship
without losing its value. 4.Personal development
B5.1.3.1.2. Identify primary sources of information e.g. and leadership
photographs, audio, video recordings, letters etc. 5.Digital literacy.
Guide learners to mention or talk about primary sources of information.
Task learners to record data from the primary source and bring them Subject Specific Practices
to class for discussion. List items recorded and ask learners to group 1. Software Manipulation Skills
according to their similarities. 2. Communication
B5.1.3.1.3. Identify secondary sources of information e.g.
radio, fax, telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or send
information by asking leading questions. Task learners to record data
from the news on the radio and bring to class for discussion. List items
recorded and ask learners to group according to their similarities.
B5.1.3.1.4. Demonstrate sending and sharing information e.g.
arranging data, sorting and calculations etc.
Task learners to sort data in alphabetical order (increasing and
decreasing order) and perform basic calculations such as multiplying,
dividing and adding vales of sample data. Learners can also be guided to
generate age data from their dates of birth.
NB: recall content in B4 and add to it.
B5.1.3.1.5. Demonstrate basic calculations on sample data
e.g. arranging and summing and averaging data.
Guide learners to add and find the average data collected and present their
findings
to the class
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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.1.3.1. Illustrate the B5.1.3.1.6. Recognise data types (integer, double, float). 1.Creativity and innovation.
use of Data and Divide learners into two groups and ask one group to mention a number 2.Communication
identify their sources. and the other group to identify the type of data mentioned and collaboration.
3.Cultural identity and
CONT’D B5.1.3.1.7. Demonstrate sending and sharing information. global citizenship.
Guide learners to send messages to each other via SMS, email. etc. 4.Personal development
and leadership.
NB: This is to help the learner with fundamental principle of 5.Digital literacy.
problem solving skills and creativity in computing and
computer science. Subject Specific Practices
1.Arithmetic
B5.1.3.1.8 Select the samples and collect data (e.g. listening 2.Data Manipulation Skill
to radio, newspaper, talking to people etc.) 3.Communication
Put learners into groups, task them to interview teachers using simple 4.Critical Thinking
questionnaire, and record the data in books.

B5. 1.3.1.9 Make simple tables and diagrams from the

collected data. Bring tools or pictures of the tools in a box or
container and ask learners to select tools for collecting data out of the
box or container. Alternatively, ask learners to bring tools for collecting
data for a class discussion.

B5. 1.3.1.10 Analyse tables, maps, diagrams, photographs

and charts, and generalize the results and make suggestions
(e.g. Finding sum or grand total).
Task learners to calculate the average, mean, sum and difference between
data collected in an earlier class. NB: This is to help the learner with
fundamental
principle of problem solving skills and creativity in computing and computer
science.

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 SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS
CORE COMPETENCES
B5.1.4.1. Demonstrate B5.1.4.1.1. List the effects of technology on the community. 1.Creativity and innovation
the use of Technology Guide learners to investigate the types and types importance of 2.Communication
in the community compression of document and collaboration
Positive effects – health care, education, manufacturing, 3.Cultural identity and
agriculture etc. Negative effects – resource depletion ,pollution, global citizenship
privacy and security etc., 4.Personal development
and leadership
B5.1.4.1.2. Explain the fundamentals of digital system 5.Digital literacy.
components (hardware, software and networks).
Guide learners to brainstorm the basics of digital system components such Subject Specific
as hardware, software and networks). Practices
1. Software Manipulation
B5.1.4.1.3. Discuss how technology is used to save lives in Skills
community and how they are used 2. Communication
Guide learners to explore how technology is used to save lives in
communities. Group them into groups of a maximum of five and let them
present their findings to the class.

B5.1.4.1.4. Discuss the effects of technology on the

community.
Guide learners to brainstorm the effects of technology on the community.
Show learners videos or pictures of effects of technology on the community.
Let them discuss in groups, the effects of technology on their own
community.
Positive effects – health care, education, manufacturing,
agriculture etc. Negative effects – resource depletion, pollution,
privacy and security etc.

NB: This is to help the learners to have fundamental

knowledge of hardware such as robots and sensors).

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 STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-
POWERPOINT)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.2.1.1. Demonstrate B5.2.1.1.1. Show the use of Insert, design, animation and 1.Creativity and innovation.
how to use Microsoft transition in the ribbons section. (New, Open, Save, Save As, 2.Communication
PowerPoint Print and Close) and the Insert and design ribbon. and collaboration.
Ask learners to use “File menu”, “Insert” and “Design Ribbons” to 3.Cultural identity and
create a new MS-PowerPoint slide and use shapes in the “Insert ribbon” to global citizenship.
draw the Ghana flag”. 4.Personal development
and leadership.
B5.2.1.1.2. Show a 5-slide presentation using of Insert, 5.Digital literacy.
design, animation and transition of the ribbons studied.
Ask learners to use “File menu”, “Insert” and “Design Ribbons” to design Subject Specific Practices
a colourful 5-paged MS-PowerPoint on the topic “Myself” 1.Software Manipulation Skills
NB. This is to help learners with software knowledge). to understand the 2.Communication
concept well in office applications (Microsoft PowerPoint)

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 STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD
PROCESSING)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.3.1.1. Illustrate the B5.3.1.1.1. Demonstrate the use of Insert, Design, and 1.Creativity and innovation.
use of word processing Layout (New, Open, Save, Save As, Print and Close) and 2.Communication
Insert, Design, and Layout ribbons. (i.e. clipboard, slides, and collaboration.
fonts and paragraph). 3.Cultural identity and
Guide learners to use File menu, Insert, Design and Layout Ribbon. global citizenship.
4.Personal development
B5.3.1.1.2. Illustrate the use Insert, Design and Layout. and leadership.
Guide the learners to create and format a document. 5.Digital literacy.

NB. This is to help learners with software knowledge such as Subject Specific Practices
office applications (word processing). 1.Software Manipulation Skills

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 STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING.

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS
CORE
COMPETENCES
B5.5.1.3. Demonstrate B5.5.1.3.1. Describe databases. 1.Creativity and innovation.
how to use Databases Guide learners to identify the features of a database and the types of 2.Communication
databases that exist. Ask learners to select the databases form a list of items and collaboration.
written on the board. 3.Cultural identity and
global citizenship.
B5.5.1.3.2. Discuss the importance and uses of database. 4.Personal development
Play a video of the importance and uses of databases and ask learners to and leadership.
mention other uses of database and their importance. Assist learners to 5.Digital literacy.
realise that Database designers typically organise the data to model aspects
of reality in a way that supports processes requiring information. Subject Specific
Practices
B5.5.1.3.3. Describe the types of 1. Data Manipulation Skills
database. Guide learners to describe the
types of database.

B5.5.1.3.4. Identify types of databases and data.

Guide learners to investigate on the types of databases and data. Let
learners present their findings to the class.

B5.5.1.3.5. Explain fundamental database concepts.

Guide learners to explore the fundamental database concepts e.g. tables and
data types, data selection and manipulation, security, and backup and
restore.

B5.5.1.3.6 Discuss programming languages and

their use (e.g. scratch, vb.net etc.)
Guide learners to investigate in groups on the programming languages and
their use (e.g. scratch, vb.net etc.) NB: This is to give a foundation to the
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 learner in computing and Computer Science which is more concerned
with uses of and development of programming together with fundamental
principles of problem-solving and creativity.

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 SUB-STRAND 2 : INTRODUCTION TO ELECTRONIC SPREADSHEET(TABS AND RIBBONS
MANIPULATION)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.5.1.2. Demonstrate B5.5.1.2.1. Identify Electronic Spreadsheets and their uses. 1.Creativity and innovation.
how to use Electronic Play video on Electronic Spreadsheets and their uses in society. Assist 2.Communication and
Spreadsheet. learners to list examples of Electronic Spreadsheets (MS Excel, Numbers, collaboration
Google sheets, Lotus 1-2-3 etc.). Guide learners to explore the uses of 3.Cultural identity and
electronic spreadsheets. global citizenship.
4.Personal development
B5.5.1.2.2. Learners discuss the importance of Electronic and leadership.
Spreadsheets. Guide learners to discuss the importance of Electronic 5.Digital literacy.
Spreadsheets and what they are used for.
Subject Specific Practices
B5.5.1.2.3. Learners get familiar with the interface of 1. Software Manipulation
MS-Excel Guide Learners to demonstrate how to access MS-Excel Skills
on any computer or gadget and display text in MS-Excel. 2. Communication skills

NB. This is to help the learner with an understanding of

application softwares (Electronic Spreadsheet application).

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 STRAND 6: INTERNET AND SOCIAL MEDIA SUB-STRAND 1: NETWORK OVERVIEW

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.6.1.1. Demonstrate B5.6.1.1.1. Explain what a network is. 1.Creativity and innovation.
how to Network Guide the learners to discuss how devices communicate. Demonstrate 2.Communication
computers. simple connectivity between nodes. and collaboration.
3.Cultural identity and
B5.6.1.1.2. Describe how the internet works. global citizenship.
Guide learners to distinguish between PAN, LAN, MAN, WAN and 4.Personal development
Internet. and leadership.
5.Digital literacy.
B5.6.1.1.3. Explain what the Internet is.
Guide learners to discuss the inter-connection of the internet computers Subject Specific Practices
(learners should be made to realise that the internet is a network of 1. Communication skills
networks).
Also, guide learners to come out with examples of Internet Communication.

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 SUB-STRAND 2: WEB BROWSERS AND WEB PAGES

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS
CORE
COMPETENCES
B5.6.2.1. Demonstrate B5.6.2.1.1. Explain what a web browser is and its use. 1.Creativity and innovation.
how to use Web Pages. Guide learners to understand the concept and use of browsers through 2.Communication
practical lessons. Show interfaces or images of browsers to learners. and collaboration.
3.Cultural identity and
B5.6.2.1.2. Identify web browsers. global citizenship.
Guide learners to list the various types of browsers e.g. Firefox, Internet 4.Personal development
Explorer, Chrome etc. through practical lessons or the use of pictures and leadership.
5.Digital literacy.
B5.6.2.1.3. Demonstrate the use of MS-Internet Explorer.
Guide learners to launch MS-Internet Explorer and use the components Subject Specific Practices
(navigation, browse, etc.) 1. Communication skills
2. Internet skills
B5.6.2.1.4. Show how to create and remove a favorites link.
Guide learners to practice how to create or remove favorite links in practical
session(s).

B5.6.2.1.5. Create favorites folder.

Guide learners to practice how to create a favorites folder through
practical session(s)

B5.6.2.1.6. Use the links toolbar.

Guide learners to practice the use of link toolbar through practical session(s).
NB: This is to help the learner with the fundamental skills of creativity in
computing and Computer Science.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.6.2.1. Demonstrate B5.6.2.1.7. Explain what a Web Page is. 1.Creativity and innovation.
how to use Web Pages Guide learners to explore features of a Web Page (text, graphics, audio, 2.Communication
CONT’D video, animation etc. through practical lessons) and collaboration.
3.Cultural identity and
B5.6.2.1.8. Explain what a home page is. global citizenship.
Guide learners to identify a home page from other web pages, through 4.Personal development
practical lessons. and leadership.
5.Digital literacy.
B5.6.2.1.9. Movement within and between web pages using
hyperlinks. Guide learners to practice clicking hyperlinks, through Subject Specific Practices
practical lessons. NB: This is to help the learner with the fundamental skills 1. Internet Skills
of creativity in computing and Computer Science. 2. Communication

SUB-STRAND 3: SURFING THE WORLD WIDE WEB

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES

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B5.6.3.1. Demonstrate B5.6.3.1.1. Show how to create a favorite link. 1.Creativity and innovation.
how to use Favorite Guide learners to create a favorite link. . 2.Communication
places and collaboration.
B5.6.3.1.2. Demonstrate deleting favorite links. 3.Cultural identity and
Guide learners to delete favorite links they have created in the previous global citizenship.
lesson. 4.Personal development
and leadership.
B5.6.3.1.3. Create favorite folder. 5.Digital literacy.
Guide learners to create a favorite folder.
Subject Specific
B5.6.3.1.4. Use the links toolbar. Practices
Guide learners to use the links toolbar. 1. Communication
NB: This is to help the learner with the fundamental skills of
surfing and navigating the internet.

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 SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE
SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.6.4.1. Demonstrate B5.6.4.1.1. Identify common search engines. 1.Creativity and innovation.
how to use Search Guide learners to discuss search engines and the different types search 2.Communication
Engines. engines (Google, DuckDuckGo, Yahoo etc.) and collaboration.
3.Cultural identity and
B5.6.4.1.2 Explore how smart search engines work. global citizenship.
Guide learners to how smart search engines work (i.e. how professionals or 4.Personal development
people seek information for their work or interests and what information and leadership.
they draw from it). 5.Digital literacy.
B5.6.4.1.3. Demonstrate how to handle search results.
Guide learners to explore how to handle search results from a search Subject Specific
engine. Practices
1.Communication Skills
NB: This is to help the learner with the fundamental skills of 2.Research Skills
surfing and navigating the internet.

SUB-STRAND 5: USING ONLINE FORMS

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES

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B5.6.5.1. Demonstrate B5.6.5.1.1. Identify and describe forms in a web page. 1.Creativity and innovation.
the Usage of Forms Guide learners to fill out dropdown boxes, combo box, Text fields etc. 2.Communication
and collaboration.
B5.6.5.1.2. Demonstrate working on or offline. 3.Cultural identity and
Guide learners to register or fill out online forms as well as offline through global citizenship.
practical sessions. Learners can be guided to use created PDF or Word 4.Personal development
forms to practice filling out forms offline. and leadership.
5.Digital literacy.
B5.6.5.1.3. Demonstrate downloading of files (e.g. Subject Specific
pictures, audio, pdf etc.). Practices
Guide learners to download a file through practical session(s). 1. Communication
2. Software Manipulation
Skill development

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 SUB-STRAND 6: CUSTOMIZING YOUR BROWSER

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS
CORE
COMPETENCES
B5.6.6.1. Show how to B5.6.6.1.1. Demonstrate how to set default search engines. 1.Creativity and innovation.
Customize a Browser Guide learners to set default search engines. 2.Communication
and collaboration.
B5.6.6.1.2. Show how to set homepages. 3.Cultural identity and
Guide learners to set homepages. global citizenship.
4.Personal development
B5.6.6.1.3. Show how to make Browser apps, add-ons, plug- and leadership.
ins, and extensions. 5.Digital literacy.
Guide learners to make Browser apps, add-ons, plug-ins, and extensions.
Subject Specific
B5.6.6.1.4. Illustrate how to customise the browser Practices
toolbar. Facilitate learners to customise the browser toolbar. 1. Internet Skill Development
2. Communication
B5.6.6.1.5. Identify cookies in web browsers.
Aid learners to recognize cookies in web browsers.

B5.6.6.1.6. Illustrate how to set disk space or

cache usage. Guide learners to set disk space or
cache usage.

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 SUB-STRAND 7: ELECTRONIC EMAIL

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.6.7.1. Demonstrate the B5.6.7.1.1. Identify the various e-mail service providers. 1.Creativity and innovation
use of Electronic Mail 2.Communication
Guide learners to explore on the various email service providers (email, and collaboration
outlook.com, icloud mail). 3.Cultural identity and
global citizenship
B5.6.7.1.2. Demonstrate the use of internet e-mail addresses. 4.Personal development
Guide learners to start an email address. Assist learners to use email and leadership
address. 5.Digital literacy.

B5.6.7.1.3. Creating an email account e.g. Yahoo mail or Subject Specific

Gmail account. (Yahoo Mail or Gmail account.). Practices
Guide learners to create email account (i.e. the possible steps). 1. Communication
2. Software Manipulation
B5.6.7.1.4. Illustrate viewing received messages and Create Skill development
or Compose messages. Guide learners to write messages, format
text, etc.

SUB-STRAND 8: INTERNET OF THINGS (IOT)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES

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 B5.6.8.1. Demonstrate the B5.6.8.1.1 Describe the purpose Internet of Things. 1.Creativity and innovation.
use of Internet of Things Guide learners to discuss the IoT in groups. 2.Communication
(IoT) and collaboration.
B5.6.8.1.2. Give examples of Internet of Things with a 3.Cultural identity and
consumer part and an industrial/business segment. global citizenship.
Guide learners to give, explore and present in class examples of Internet of 4.Personal development
Things with a consumer part and an industrial/business segment. and leadership.
5.Digital literacy.
B5.6.8.1.3. Identify components of Internet of Things.
Guide learners to explore the components of the Internet of Things. e.g.
Hardware, Data, Software and Connectivity.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B5.6.8.1. Demonstrate the B5.6.8.1.4. Identify the role of smart sensors in the Internet Subject Specific
use of Internet of Things of Things. Guide learners to the explore the role of smart sensors in the Practices
(IoT) Internet of Things e.g. Sensing and data collection capability such as climatic 1.Communication
change (e.g. Electronic Doors, RFID, CCTV camera, etc.), define at least 2.Software Manipulation
CONT’D five terms and acronyms of IoT. Skill development
NB: This is to help the learner to fundamental knowledge of hardware such
as
robots and sensors).

SUB-STRAND 9: DIGITAL LITERACY

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARD
PRACTICES AND
S
CORE
COMPETENCES
B5.6.4.9.1. B5.6.4.9.1.1. Describe private and personal information. 1.Creativity and innovation.
Demonstrate Encourage learners to tell you what they know about private and 2.Communication
proficiency in personal information online. Ask leading questions to help them bring out and collaboration.
Digital Literacy. points they could not make out 3.Cultural identity and
global citizenship.
B5.6.4.9.1.2. Discuss various techniques on online protection 4.Personal development
from online identity theft. and leadership.
Guide learners to discuss security measures online such as logging out after 5.Digital literacy.
browsing, etc.
Subject Specific
Practices
1. Communication
2. Phonics
3. Skill development

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 SUB-STRAND 10: DIGITAL LITERACY

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS
CORE COMPETENCES
B5.6.10.1. Demonstrated B5.6.10.1.1. Define digital footprint. 1.Creativity and innovation.
the application of Guide learners to explain digital footprint 2.Communication
Network Etiquette and collaboration.
(Netiquette). B5.6.10.1.2. Illustrate how to keep some information from 3.Cultural identity and
public when using the internet. global citizenship.
Guide learner to avoid posting personal information 4.Personal development
and leadership.
5.Digital literacy.

Subject Specific
Practices
1.Communication
2.Phonics
3.Skill development

STRAND 7: HEALTH AND SAFETY IN USING ICT

TOOLS SUB-STRAND 1: HEALTH AND SAFETY IN
USING ICT TOOLS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND
STANDARD
CORE COMPETENCES
S
B5.7.1.1. Demonstrate B5.7.1.1.1. Identify some major health hazards associated 1.Creativity and innovation.
the application of Health with the use of ICT tools’ use. 2.Communication
and safety measures, in Guide the learners to discuss wrist pain and sitting posture (neck, back and and collaboration.
using ICT tools. waist pain). 3.Cultural identity and
global citizenship.
B5.7.1.1.2. Describe proper sitting posture. 4.Personal development
Guide learners in groups to discuss, identify and practise the proper sitting and leadership.
posture (i.e. siting at 90 degrees, wrist should be supported with a wrist 5.Digital literacy.
pad, take short breaks etc.) when using the computer.
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 Subject Specific
Practices
1. Communication

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 BASIC 6

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 Basic 6
STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.1.1.1: Identify parts B6.1.1.1.1. Learn about the Generation of Computers 1.Creativity and innovation.
of a computer, Guide learners to discuss the Generation of Computers. 2.Communication
technology tools and Microprocessors - Super Computers, Mainframe, and collaboration.
history of computers Minicomputers and 3.Cultural identity and
Microcomputers, Mobile Phones, etc global citizenship.
4.Personal development
B6.1.1.1.2. Identify components of a Computer System: and leadership.
Hardware, Software and Liveware. 5.Digital literacy.
Guide learners to identify Hardware (input, output, storage and
communication), Software, Liveware and discuss the components and Subject Specific Practices
how they are used 1. Communication
NB: the discussion should be limited to definition level. 2. Phonics
3. Skill development
B6.1.1.1.3. Identify the left, right mouse button, holding of
mouse, performing single, double and triple clicking,
dragging object and using the scroll wheel
Guide learners to master the use of mouse through practical sessions and
games.

B6.1.1.1.4 Demonstrate proper use of keyboarding technique.

Guide learners to type stories using Word Processor or typing tutorial (e.g.
Mavis Beacon) to improve typing speed

B6.1.1.1.5. Summarise the generation of computers

(second generation of computers.)
Group learners into groups. Guide them to summarise the generation of

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 computers. After, let them present their findings in groups to the class. eg.
First generation, Second generation, Third generation etc.

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 SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS
INTERFACE (DESKTOP BACKGROUND AND LOCATIONS
OF THE COMPUTER)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.1.2.1. Demonstrate B6.1.2.1.1. Explore the use of the desktop Background, 1.Creativity and innovation.
the use of the Desktop changing the themes colours and User account. (e.g. classic, 2.Communication
Background as well as icons and Taskbar of the background) and collaboration.
working with folders. Guide learners to the use of the desktop Background, change the themes 3.Cultural identity and
colours and the User account. global citizenship.
4.Personal development
B6.1.2.1.2. Demonstrate the use of the Recycle Bin or Trash and leadership.
Can. 5.Digital literacy.
Guide learners to use the recycle bin by deleting and viewing deleted files.
Subject Specific Practices
B6.1.1.1.3 Perform permanent delete or Empty Trash can and 1. Skill development
restoring files or icons in the recycle bin. 2. Communication
Support learners to liken the Recycle bin and its use to the real-world
office trash can.

B6.1.2.1.4. Explore the use of Copy, Paste, Delete tools, the

moving of folders by using the Desktop Pop-Up menu.
Guide learners to the use of the Copy, Paste, Delete tools, the moving of
folders by using the Desktop Pop-Up menu.

B6.1.2.1.5. Illustrate the use of File Explorer window and

locations of the computer through the file explorer.
Guide learners to the use File Explorer window and locations of the
computer through the file explorer.

B6.1.2.1.6. Locate the hard drives, and other removable

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 storage icons in the File explorer.
Guide learners to locate the hard drives and other removable storage icons
in the
File explorer.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.1.2.1. Demonstrate B6.1.2.1.7. Use the File Explorer Ribbon (Home Ribbon 1.Creativity and innovation.
the use of the Desktop only), that is, the use of the Clipboard and Organise tools of 2.Communication
Background as well as the Home Ribbon of the File Explorer, as well as the Open and collaboration.
working with folders. New Window and Close tools of the File Menu of the File 3.Cultural identity and
Explorer. global citizenship.
CONT’D Guide learners to use the File Explorer Ribbon (Home Ribbon only); the use 4.Personal development
of the Clipboard and Organise tools of the Home Ribbon of the File and leadership.
Explorer, and Open New Window and Close tools of the File Menu of 5.Digital literacy.
the File Explorer.
Subject Specific
B6.1.2.1.8. Demonstrate the use of the navigation Pane of Practices
the File Explorer to access different locations of the 1. Skill development
computer from the navigation pane. 2. Communication
Guide learners to the use of the navigation Pane of the File Explorer to 3. Phonics
access different locations of the computer from the navigation pane.

B6.1.2.1.9. Demonstrate the use of Frequent Folders Section

of the File Explorer to access frequently used locations of the
computer.
Guide learners to explore the use of Frequent Folders Section of the File
Explorer to access frequently used locations of the computer.

B6.1.2.1.10. Demonstrate the use of Recent Files Section of

the File Explorer to access frequently used files of the
computer.
Guide learners to explore the use of Recent Files Section of the File
Explorer to access frequently used files of the computer.

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 SUB-STRAND 3: DATA, SOURCES AND USAGE

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.1.3.1. Demonstrate B6.1.3.1.1. Identify types of data. (Integers, double, 1.Creativity and innovation.
the use of Data and characters, float etc.) 2.Communication
identify sources of Guide learners to identify and record data in the different forms. and collaboration.
data 3.Cultural identity and
B6.1.3.1.2. Identify more sources of data and information e.g. global citizenship.
internet (emailing, Skype, SMS etc.) 4.Personal development
Guide learners to discuss where one can get data and information. and leadership.
5.Digital literacy.
B6.1.3.1.3. Demonstrate sending and receiving information
from other gadgets e.g. Bluetooth, Infrared, Radio, Fax, Subject Specific Practices
Telephones calls, SMS etc. Guide learners to mention or talk about 1. Skill development
where one can receive or send information 2. Communication
3. Phonics
B6.1.3.1.4. Demonstrate basic manipulations on sample 4. Arithmetic
data e.g. arranging data in a matrix table, sorting and
calculations etc.
Guide learners to sort data in alphabetical order (increasing and
decreasing order) and perform basic calculations such as multiplying,
dividing and adding vales of sample data. Learners can also be guided to
generate age data from dates of birth.

B6.1.3.1.5. Demonstrate how to manage users of the Desktop

Guide learners to brainstorm how to manage users of the Desktop. Use
videos or pictures that show how to manage users of the Desktop.
Facilitate learners to do same.

NB: This is to help the learner with fundamental principle of problem

solving skills and creativity in computing and computer science.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.1.3.1. Demonstrate B6.1.3.1.6. Demonstrate how to collect data (e.g. listening 1.Creativity and innovation
the use of Data and to radio, reading newspapers, interviews use of 2.Communication
identify sources of questionnaires etc.) and collaboration
data Lead learners to collect data the community using simple questionnaire, 3.Cultural identity and
surveys, documents, observations, and record their findings data global citizenship
CONT’D 4.Personal development
B6.1.3.1.7. Demonstrate the use of the tools for collecting and leadership
data. 5.Digital literacy.
Bring tools or pictures of the tools for collecting data e.g. case studies,
interviews, checklists, etc. Subject Specific Practices
1.Skill development
B6.1.3.1.8. Demonstrate data interpretation by computing 2.Communication
data to gain required information (e.g. Finding sum or 3.Phonics
grand total using Electronic Spreadsheet). 4. Arithmetic
Guide learners to make meanings out of data collected using tables,
charts or Spreadsheet.

B6.1.3.1.9. Demonstrate data presentation in different forms.

Guide learners to write data in tables, pictures, charts, maps, words etc.
as well as type them in a Spreadsheet.

B6.1.3.1.10. Demonstrate how to store data.

Guide learners to use the tools stated above to store data in different
formats. eg. handwriting, phone recording, magnetic tapes, optical
disc etc.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.1.3.1. Demonstrate B6.1.3.1.11. Manipulate data to gain required output (e.g. 1.Creativity and innovation.
the use of Data and Finding sum, mean, grand totals, maximum, minimum, mode, 2.Communication
identify sources of division, multiplication etc.) and collaboration.
data Guide learners to find the mode, product, minimum value, maximum value 3.Cultural identity and
etc. global citizenship.
CONT’D 4.Personal development
NB: This is to help the learner with fundamental principle of and leadership.
problem solving skills and creativity in computing and 5.Digital literacy.
Computer Science.
Subject Specific Practices
1.Arithmetic
2.Skill development
3.Communication

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© NaCCA, Ministry of Education 0
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 SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND
STANDARDS CORE
COMPETENCES
B6.1.4.1. Demonstrate B6.1.4.1.1. Define communication. 1.Creativity and innovation.
the use of Technology Put learners into groups, to discuss communication and present findings to 2.Communication
in the community. the class. and collaboration.
3.Cultural identity and
B6.1.4.1.2. Identify three more technological tools for global citizenship.
communication in the community. 4.Personal development
Guide learners to mention and describe the importance of technology in and leadership.
communication 5.Digital literacy.

B6.1.4.1.3. Demonstrate communication with others. Subject Specific Practices

Guide learners to demonstrate communication (explain how 1. Communication
communication is done via TV, radio, phone call, satellite etc.). 2. Phonics
3. Skill development
B6.1.4.1.4. Identify three more importance of technology in
communication.
Guide learners to mention the importance of technology in communication

NB: Technological tools stated here should be different from

those stated in B5.This is to help the learner to fundamental
knowledge of hardware such as robots and sensors).

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© NaCCA, Ministry of Education 1
2019
 STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.2.1.1 Demonstrate B6.2.1.1.1. Demonstrate how to use the File menu, the Insert 1.Creativity and innovation.
how to use Microsoft and Design Ribbon from B5. 2.Communication and
PowerPoint Guide learners to use File menu, Insert and Design Ribbons. collaboration
3.Cultural identity and
B6.2.1.1.2. Demonstrate how to use icons in the Text group global citizenship.
in the Insert Ribbon. 4.Personal development
Guide learners to properly use the icons in the Insert Ribbon. and leadership.
5.Digital literacy.
B6.2.1.1.3. Be able to give a 5-side presentation in MS-
PowerPoint using the tools of the ribbons studied. Subject Specific Practices
Guide learners to present their work to the class 1. Skill development
2. Communication
NB. This is to help the learner with software knowledge such 3. Phonics
as in office applications (Presentation software).

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© NaCCA, Ministry of Education 2
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 STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCES
B6.3.1.1. Illustrate B6.3.1.1.1. Demonstrate how to use the File menu and Insert, 1.Creativity and innovation
the use of word Design, and Layout Ribbons from B5. 2.Communication and
processing Guide learners to use File menu, Insert, Design and Layout Ribbon. collaboration
application 3.Cultural identity and
B6.3.1.1.2 Demonstrate how to use icons in the Text group in global citizenship
the Insert Ribbon. 4.Personal development
Guide learners to properly use the icons in the Insert Ribbon. and leadership
5.Digital literacy.
B6.3.1.1.3 Be able to use the attributes of the ribbons studied
in a paragraph. Subject Specific Practices
Guide the learners to create and format text in a document 1. Skill
development
NB. This is to help the learner with software knowledge such 2.Communicati
as in office applications (word processing). on
3. Phonics

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© NaCCA, Ministry of Education 3
2019
 STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND
PROGRAMMING. LANGUAGES (e.g. MS- EXCEL, SCRATCH, VB DOT NET ETC.)

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND
CORE
COMPETENCES
B6.5.1.1. Demonstrate B6.5.1.1.1 Describe Databases. 1.Creativity and innovation.
how to manipulate Guide learners through discussion in groups, to list and describe databases. 2.Communication
data in Databases and collaboration.
B6.5.1.1.2 Identify databases and data structures. 3.Cultural identity and
Guide learners to identify databases structures. ie. database structure is global citizenship.
the collection of record type and field type definitions that comprises of 4.Personal development
the database. and leadership.
5.Digital literacy.
B6.5.1.1.3. Explain Fundamental Database concepts.
Guide learners apply the fundamental database concepts to a sample Subject Specific
database in a class discussion Practices
1. Skill development
B6.5.1.1.5. Describe the basics of Relational Data model. 2. Communication
Lead learners to describe the basics of Relational Data model. ie. rows and
columns

B6.5.1.1.6. Identify the basics of logical Database Design.

Guide learners to list the basics of logical database design and develop
sample database design.

B6.5.1.1.7. Illustrate basics of relational algebra.

Guide learners apply the basics of relational algebra in a sample database.

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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.5.1.1. Demonstrate B6.5.1.1.8. Operate basics SQL: querying and manipulating 1.Creativity and innovation.
how to manipulate data. 2.Communication
data in Databases Guide learners to write simple queries to retrieve specific names of and collaboration.
students from a database of the names of all students in class database 3.Cultural identity and
CONT’D design. eg. CREATE DATABASE , SELECT and UPDATE global citizenship.
4.Personal development
B6.5.1.1.9. Operate basics SQL: querying and manipulating and leadership.
data. 5.Digital literacy.
Guide learners to write simple queries to retrieve specific names of students
from a database of the names of all students in class. e.g CREATE Subject Specific
TABLE, DELETE and INSERT INTO, Practices
1. Skill development
NB: This is to give a foundation to the learner in 2. Arithmetic
computing and Computer Science which is more 3.Communicati
concerned with uses of and development of programming on
together with fundamental principles of problem-solving
and creativity.

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© NaCCA, Ministry of Education 5
2019
 SUB-STRAND 2: INTRODUCTION TO ELECTRONIC
SPREADSHEET (TABS AND RIBBONS
MANIPULATION)

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.5.3.1. Demonstrate B6.5.3.1.1 Demonstrate how to use the ribbons under the 1.Creativity and innovation.
how to use home ribbons. (i.e. clip board, styles, fonts, paragraph and 2.Communication
Spreadsheet. editing) and collaboration.
Guide learners to do a presentation on the use of the ribbons under the 3.Cultural identity and
home button. global citizenship.
4.Personal development
B6.5.3.1.2. Learners to create basic worksheets using and leadership.
Microsoft Excel 2016. 5.Digital literacy.
Guide learners to develop worksheet consisting of list of names ie.
teachers, students, friends, families, etc. Subject Specific
Practices
B6.5.3.1.3. Perform calculations in an MS-Excel worksheet. 1.Skill development
Guide learners to develop worksheet that will help in calculating multiplication, 2.Arithmetic
addition and subtraction

B6.5.3.1.4. Modify an MS-Excel worksheet.

Guide learners to modify worksheet by adding the age of learners in the
class to the list of learners created in an earlier class.

B6.5.3.1.5 Modify the appearance of data within a worksheet.

Show examples of modified data in (a) worksheet(s), either on projected
screens or pictures. Guide learners to modify the appearance of data within
a worksheet.

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© NaCCA, Ministry of Education 6
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 SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.5.3.1. Demonstrate B6.5.3.1.6. Manage Excel workbooks. 1. Creativity and innovation.
how to use Microsoft Guide learners to properly name MS-Excel workbooks and store them in 2. Communication
Excel folders for retrieval later. and
collaboration.
CONT’D B6.5.3.1.7. Print the content of an MS-Excel worksheet. 3. Cultural identity and
Guide learners to adjust margins to suit the A4 paper size for printing in global citizenship.
landscape and portrait. 4. Personal development
and leadership.
NB. This is to help the learner with software knowledge such 5. Digital literacy.
as in office applications (Electronic spreadsheet application).

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© NaCCA, Ministry of Education 7
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 STRAND 6: INTERNET AND SOCIAL
MEDIA SUB-STRAND 1: NETWORK
OVERVIEW

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.6.1.1. Demonstrate B6.6.1.1.1. Give examples of facilities the internet offers. 1.Creativity and innovation.
how to Network Guide learners to give examples of internet facilities ie. e-mail, FTP’s, www, etc. 2.Communication
computers. for presentation and collaboration.
3.Cultural identity and
B6.6.1.1.2. Describe the types of information available on global citizenship.
the Internet. Guide learners to identify and describe the types of 4.Personal development
Information available on the Internet. eg. Educational, Financial, and leadership.
entertainment, etc. Group learners into groups to do this task. 5.Digital literacy.

B6.6.1.1.3. Identify data duplication.

Display list of names of learners on the board and ask them to identify
the duplicated data.

B6.6.1.1.4. Outline what one needs to connect to the

Internet. Encourage learners to bring any device or pictures of devices
that are needed. eg. desktop computers, Laptop computers, Mobile
phones, etc.

NB: This is to help the learner with fundamental principle of

problem solving skills and creativity in computing and
computer science.

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© NaCCA, Ministry of Education 8
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 SUB-STRAND 2: WEB BROWSERS AND WEB PAGES

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.2.1. Demonstrate B6.6.2.1.1 Identify the address or links window. 1.Creativity and innovation.
the use of a Web Guide learners to identify the address or links window on phones other 2.Communication and
Browser electronic gadgets with browsers, collaboration
3.Cultural identity and
B6.6.2.1.2. Recognise the status bar and list its use. global citizenship.
Bring a picture of a window that has the status bar and ask the learners to 4.Personal development
point out the status and mention its functions and leadership.
5.Digital literacy.
B6.6.2.1.3. Illustrate using help button.
Guide learners to do an activity you have not tackle in class and ask them to
use the help button to navigate and find the steps involved. Guide learners
to carry out the stated steps.

B6.6.2.1.4. Recognise internet explorer speed keys.

Ask learners to use the speed keys to open a new browser, make font size
bigger in a browser, etc.

NB: This is to help the learner with fundamental principle of

problem solving skills and creativity in computing and
computer science.

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© NaCCA, Ministry of Education 9
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 SUBJECT
CONTEN
INDICATORS AND EXEMPLARS SPECIFIC
T
PRACTICES AND
STANDAR
CORE
DS
COMPETENCES
B6.6.2.1. Demonstrate B6.6.2.1.5. Recognise Uniform Resource Locators (URLs). 1.Creativity and innovation.
the use of a Web Guide learners to discuss the properties of URLs, their uses and where they 2.Communication and
Browser are located. collaboration
Learners can practise how to enter URLs in a browser. 3.Cultural identity and
CONT’D global citizenship.
B6.6.2.1.6. Demonstrate how to return to a URL. 4.Personal development
Guide the learners to navigate using the back button to go to a previous and leadership.
page 5.Digital literacy.

B6.6.2.1.7. Show how to find items on a page. Subject Specific Practices

Guide learners to search for items using the search textbox 1. Skill development

NB: This is to help the learner with fundamental principle of

problem solving skills and creativity in computing and
Computer Science.

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© NaCCA, Ministry of Education 0
2019
 SUB-STRAND 3: SURFING THE WORLD WIDE WEB

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCES
B6.6.3.1. Demonstrate B6.6.3.1.1. Recognize resource locators (URLs). 1.Creativity and innovation.
Surfing The World Guide learners to identify what URLs is. Group learners into groups of five 2.Communication and
Wide Web or less, to explore on how to recognise URLs so as to aid learners to collaboration
locate a resource on the web. 3.Cultural identity and
global citizenship.
B6.6.3.1.2. Illustrate how to jump directory to URLs. 4.Personal development
Give learners a project on how to jump directory to URLs. and leadership.
5.Digital literacy.
B6.6.3.1.3. Demonstrate how to return to a URL.
Guide learners to investigate how to return to a URL. Subject Specific Practices
1. Skill development
B6.6.3.1.4. Show how to find items on a page.
Guide learners to discuss on how to find items on a page. Guide learners
present their ideas or findings to class.

B6.6.3.1.5. Illustrate how to print pages.

Guide learners on how to print pages e.g. selected pages, only selected
pages etc.

NB: This is to help the learner with fundamental principle of

problem solving skills and creativity in computing and
Computer Science.

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© NaCCA, Ministry of Education 1
2019
 SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.4.1. Demonstrate B6.6.4.1.1. Show how to create a favourite link. 1.Creativity and innovation.
searching for Guide learners to create an Internet favourite link. 2.Communication and
information on the Web. collaboration
B6.6.4.1.2. Demonstrate deleting favourite links. 3.Cultural identity and
Guide learners to delete a favourite link they have created. global citizenship.
4.Personal development
B6.6.4.1.3. Create favourite folder. and leadership.
Guide learners to create a favourite folder or subfolder. Help learners by 5.Digital literacy.
aiding them through the necessary steps to create a favourite folder.
Subject Specific Practices
B6.6.4.1.4. Use the links toolbar and Favourite Places. 1. Skill development
Guide learners to use the links toolbar.

NB: This is to help the learner with fundamental principle of

problem solving skills and creativity in computing and
computer science.

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© NaCCA, Ministry of Education 2
2019
 SUB-STRAND 5: USING ONLINE FORMS

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS
STANDARDS PRACTICES
AND CORE COMPETENCES
B6.6.5.1. Demonstrate B6.6.5.1.1. Demonstrate the types and uses of form elements. 1.Creativity and innovation
the Usage of Forms Explore the uses of check boxes, radio buttons, textboxes etc. 2.Communication and collaboration
3.Cultural identity and global
B6.6.5.1.2. Demonstrate the filing of forms offline. citizenship
Guide learners to open and save a page. Lead them to fill the forms offline. 4.Personal development and
leadership
B6.6.5.1.3. Demonstrate uploading of files. 5.Digital literacy.
Lead learners to explore the upload button by adding pictures, audio, pdf
etc. Subject Specific Practices
1. Skill development
B6.6.5.1.4. Illustrate retrieving text, pictures, sounds and
programs. Lead learners to explore the download button by
downloading pictures, audio, pdf etc.

B6.6.5.1.5. Discuss more about security on the form

submission.
Guide learners to Investigate and identify security issues when typing
account details online (Antivirus, Credit card details, personal passwords
etc.)

NB: This is to give a foundation to the learner in computing

and computer science which is more concerned with uses of
and development of programming together with
fundamental principles of problem-solving and creativity.

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© NaCCA, Ministry of Education 3
2019
 SUB-STRAND 6: CUSTOMIZING YOUR BROWSER

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS
STANDARDS PRACTICES
AND CORE COMPETENCES
B6.6.6.1. Show B6.6.6.1.1. Identify reasons for customising a web browser. 1.Creativity and innovation
how to Customize Discuss the reasons needed for customising an item (i). to gain access to 2.Communication and collaboration
a Browser quick commands or information (ii) for side by side browsing (iii) for 3.Cultural identity and global
beautifications citizenship
4.Personal development and
B6.6.6.1.2. Illustrate how to set themes. leadership
Explore on customisation , locate the more settings , Under appearance 5.Digital literacy.

B6.6.6.1.3. Show how to customise the toolbar. Subject Specific Practices

Lead learners to explore in customising a browser… e.g. themes, 1.Communication
wallpaper, tools etc. 2.Skill development

B6.6.6.1.4. Set bookmarks.

Demonstrate the meaning of bookmarks - Bookmarks, makes you save
shortcuts to your favourite webpages and navigate to them in seconds
from anywhere.

B6.6.6.1.5. Show how to set cookies demonstrate the steps

in turning on cookies in a browser.
Guide learners to turn on cookies in a browser :
1. From the Tools menu, select Internet Options and enable session
cookies, click the Privacy tab.
2. From the Settings section of the tab, click Advanced.

NB: Locate and click the checkbox next to Always allow

session cookies.

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© NaCCA, Ministry of Education 4
2019
 SUB-STRAND 7: ELECTRONIC EMAIL

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.6.7.1. Demonstrate B6.6.7.1.1. Show how to create and access e-mail messages. 1.Creativity and innovation
the use of Electronic Guide learners to receive email 2.Communication
Mail and collaboration
B6.6.7.1.2. Illustrate how to reply to and forward received 3.Cultural identity and
messages. global citizenship
Guide learners to use forward and reply buttons in email 4.Personal development
and leadership
B6.6.7.1.3. Demonstrate how to delete messages. 5.Digital literacy.
Guide leaners to delete email messages.
Subject Specific Practices
B6.6.7.1.4. Illustrate filing of e-mail messages. 1.Skill development
Guide learners to create folders in the Inbox and sorting emails into them 2.Communication

B6.6.7.1.5. Create address list.

Guide learners to create an address list

B6.6.7.1.6. Demonstrate attaching files to e-mail messages.

Guide learners to attach files to email

B6.6.7.1.7. Demonstrate some e-mail tips.

Assist learners in writing email using techniques as NOT writing in caps.
Check the extension of files before downloading and use the subject line for
summary etc.
NB: This is to help the learner with the fundamental skills of creativity in
computing and computer science.

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© NaCCA, Ministry of Education 5
2019
 SUB-STRAND 8: INTERNET OF THINGS (IOT)

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS
STANDARDS PRACTICES
AND CORE COMPETENCES
B6.6.8.1. Demonstrate B6.6.8.1.1. Describe other hardware used in IoT Internet 1.Creativity and innovation
the use of Internet of of Things. Guide learners to discuss the IoT hardware in groups. 2.Communication and collaboration
Things (IoT) 3.Cultural identity and
B6.6.8.1.2. Give more examples of internet of things with a global citizenship
consumer part and an industrial/business segment. 4.Personal development and
Guide learners to list at least five gadgets used for IoT (e.g. Nest Smart leadership
Thermostat, Samsung SmartThings Hub, August Smart Lock, etc.) 5.Digital literacy.

B6.6.8.1.3. Mention at least five more terms and acronyms of Subject Specific Practices
IoT . 1.Communication
Guide learners to describe IoT use. 2.Skill development

NB: This is to help the learner to fundamental knowledge

of hardware such as robots and sensors).

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© NaCCA, Ministry of Education 6
2019
 SUB-STRAND 9: DIGITAL LITERACY

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS
STANDARDS PRACTICES AND CORE
COMPETENCES
B6.6.9.1. Demonstrate B6.6.9.1.1. Demonstrate how to handle private and personal 1.Creativity and innovation
proficiency in Digital information. 2.Communication and collaboration
Literacy Guide learners on how not post detailed personal information online. 3.Cultural identity and
global citizenship
B6.6.9.1.2. Devise various techniques on how to protect 4.Personal development and
oneself from online identity theft. leadership
Guide learners to use strong passwords or passphrases in online sites, etc. 5.Digital literacy.

B6.6.9.1.3. Debate a spam and solicited messages. Subject Specific Practices

Guide leaners to differentiate spam from solicited messages. 1.Skill development
2.Communication
B6.6.9.1.4. Differentiate between virtual friends and real
friends.
Guide leaners to characterise virtual and real friends

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© NaCCA, Ministry of Education 7
2019
 SUB-STRAND 10: INTERNET ETIQUETTE

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS
STANDARDS PRACTICES
AND CORE
COMPETENCES
B6.6.10.1. Demonstrate B6.6.10.1.1. Explain Internet etiquette and how to deal with 1.Creativity and innovation
the application of it. 2.Communication and collaboration
Internet Etiquette Guide learners to explain Internet etiquette and elaborate on some rules 3.Cultural identity and
associated with it global citizenship
4.Personal development
B6.6.10.1.2. Investigate on the responsible use of computers. and leadership
Guide learners to investigate on the responsible use of computers. 5.Digital literacy.
i. Information privacy
ii. Copy right. Subject Specific Practices
Hardware, Software and information theft 1.Communication
2.Skill development

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© NaCCA, Ministry of Education 8
2019
 STRAND 7: HEALTH AND SAFETY IN USING ICT
TOOLS SUB-STRAND 1: HEALTH AND SAFETY IN
USING ICT TOOLS

SUBJECT
CONTENT
INDICATORS AND EXEMPLARS SPECIFIC
STANDARDS
PRACTICES AND
CORE
COMPETENCES
B6.7.1.1. Demonstrate B6.7.1.1.1. Identify five (5) major health hazards 1.Creativity and innovation
how to apply Health associated with the use of ICT tools. Discuss Eye strain, 2.Communication and
and Safety measures Eye irritation and Eye fatigue. Guide learners to discuss some collaboration
in Using ICT Tools major health hazards associated with the use of ICT tools. 3.Cultural identity and
global citizenship
B6.7.1.1.2. Demonstrate solutions for the health 4.Personal development
related problems in ICT. Guide learners to brainstorm to find and leadership
the solutions to the health hazards associated with the use of ICT 5.Digital literacy.
tools.
Subject Specific Practices
1.Communication
2.Skill development

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© NaCCA, Ministry of Education 9
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COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS

NAME INSTITUTION
Writing panels
Dr Kofi Ayebi-Arthur (Lead) College of Education, UCC

Mr Frank Appoh NaCCA

Mr Callistus Nakpih College of Education, UCC

Mr Mark Anibrika Wesly Grammer School

Samuel Kwame Arthur Achimota School

Expert Reviewers
Dr Patrick Ohemeng Gyaase Dep’t of Computer Science, CUC

Mr Clifford Osei-Afriyie Kofi Annan ICT Centre

Mr Francis Avugbey MoE, Head of ICT (Retired)

Curriculum Adviser
Dr. Sam K. Awuku OPM (Oxford Policy Management)
Supervisors
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary

Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary

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© NaCCA, Ministry of Education 0
2019