ICS Curriculum 2011

FORM ONE
Class Competences
By the end of form one course, the student should have ability to:
1. Use information and communication media.
2. Use computer to process data and information.
3. Demonstrate skills of computer handling.
4. Use operating system to manage files and folders.
5. Use the knowledge of historical development of computers for advancement of the technology.
Class Objectives
By the end of form one, the students should be able to:
1. Develop skills of using information and communication media.
2. Apply skills of using different accessories of the computer to process data and information.
3. Develop skills of computer handling.
4. Develop skills of using operating system.
5. Analyze stages of computer evolution.
N
IC
SUBSPECIFIC
TEACHICHING/LEARNIN TEACHING/LEARN ASSESSMENT
TOPICS OBJECTIVES G STRATEGIES
ING MATERIALS
1.1
ORMATIO Concept
of
informati
on
1.2
Informati
on
dissemin
ation
The student
1. Students to brainstorm
should be able about data.
2. The teacher to summarize
to:
1. Define data and conclude.
3. Student to use summary to
define data.
2. Relate data
and
information
1. The teacher to lead students

to discuss data and
information.
2. Students to develop the
relationship between data and
information.
Meetings
Public
speeches
Press releases
Newspapers
3. Identify
sources of
information
1. Students in groups to
discuss sources of information
2. Students to present their
findings. The teacher to clarify
and conclude.
3. Students to use summary to
identify source of information
Radio
Magazines
Journals
TV
Newspapers
Computer
4. State the
importance of
information
1. The teacher to prepare

cause studies.
2. Student to discuss the case
studies.
3.The teacher to summarize
and highlights the importance
of information
state the importance of
information
TV
Radio
Journal
Poster
Magazines
Newspaper
Banners
The students
should be able
to:
1.List the
traditional
ways of
disseminating
information
1. The teacher to assign

students to collect information
from elders on traditional
means of disseminating
information such as through
songs, stories and poems.
findings to the class
preliminary.
and conclude.
4. Student to use the summary
to list the traditional ways of
disseminating information.
Horns
Whistle
Historical sites
Resource
persons
Real objects.
Magazines,
newspapers
Radio
Journal,TV
Can a student define data
PERIODS
2. List the modern ways of disseminating

1. Students to brainstorm on modern ways of disseminating information.
TV Radio Newspaper Journal

(i) Is the student able to explain traditional ways of disseminating information? (ii) Can the student list
information.
and conclude.
Significa
should be able students to brainstorm and
3. The
to listthe
themeaning
modern of life
nce
of student
to: to use the summary
write down
1. Define a
computer
skill.
computer
2. Using written texts on life
Magazines
skills the teacher to guide
Books
students in groups to discuss
traditional ways of
and identify various life skills.
disseminating information?
3.The teacher to guide each
group to make a presentation
of its findings in class for
ways of disseminating
discussion and clarification.
2. Explain the
need for the
computer.
information.

to discuss the need for the
computer in daily life.
and conclude.
explain the need for the
computer.
3. Compare
1. The teacher to organize a
Whistle
Can a student
Theassociate
student
1.The teacher to lead students
2.2
Hardwar should be able to discus hardware.
emodern andto:
2. The teacher
to show various
telephone.
The
class debate1.on
the two
waysparts of computer hardware.
Identify
HE
1. The
teacher
to
student3. Students
different parts
to list
different
2.1Horn
guide
of a computer parts of computer.
traditional and modern
MPUTER
traditional
of disseminating information.
Drum
information?
ways of
2. Students to debate and
Magazine/Jour
2. Explain the
input,
processing and
output (IPO) as
a method of
computer
operation.
Handout of
computer
illustrations
computer?
Manila sheet
Computer
marker pen
Posters
showing the
use of
education,
banks,
hospitals,
libraries,
airports
Is the student able to

outline the need for the
computer?
Keyboard
Screen
Mouse
Disk
Hard
Computer
CD-ROM
drive
Manila sheet
Marker pen
Power cable
Data cable
Printer
System unit
Speaker
Picture of
different
hardware
Computer
visual chart
1. Students to brainstorm on
the IPO as a method of
computer operation
2. Teacher to summarize and
conclude.
3. Students to use the
summary of explain IPO as a
method of computer operation.
Flip
chart/manila
sheet
marker pen
4
Can the student define
2

explain the input/process
output of a computer?
3. Draw a
Students to draw computer
computer block block diagram
diagram
2.2.1
Input
devices
The student
should be able
to:
1. List common
computer input
devices.

in identifying various
computer input devices.
2. Students to list common
computer input devices.
2. Explain the
function of
input device.
2.2.2
Central
processin
g unit
the functions of input devices
and conclude.
3. Student to use the summary
to explain the function of
input devices.
Flip
chart/manila
sheet
marker pen
Can the student draw

computer bock diagram?
Can the student list input

Keyboard
Mouse
devices?
Scanner
Joystick
Graphic
tablets
Digital camera

Keyboard
Mouse
explain the functions of
Scanner
input devices?
Joystick
Graphics
tablets
(graphic app)
Digital camera
3. Connect
1. The teacher to demonstrate
input devices to how to connect input devices
the system unit to the computer.
2. Students to practice how to
connect input devices to the
computer.
System unit
Keyboard
Mouse
Scanner
Can the student connect

input devices to the
computer?
The student
should be able
to:
1. Explain
central
processing Unit
Flip
chart/manila
sheet
Marker pen
Picture of
Central
Processing
Unit
Picture of a
human being
Is a student able to explain 2

the Central Processing
Unit?
Flip
chart/manila
sheet
marker pen
picture of a
CPU

explain the sections of
central processing unit?
Wall socket
Power cable
Keyboard
Mouse

explain the function of
different parts of CPU?
Can the student list the

students in groups to
investigate the function of
human brain and computer.
findings.
and conclude the discussion
and relate to how CPU
function.
summary to explain CPU.
2. Describe
1. The teacher to lead the
section of CPU. students through question and
answer on the structure of
CPU.
the discussion.
summary to describe sections
of CPU.
3. List the
functions of
different parts
of CPU.

in identifying functions of
different parts of CPU.
2. Students to list the functions
of different parts of CPU
Scanner
functions of different
parts?

in identifying different output
devices.
and conclude.
list output devices.
Monitor
Printer
Plotter
Flip chart
Handout
Can the student list output

devices?
2. Explain the 1. The teacher to lead students

functions of
to discuss the functions of
output devices. output devices.
and conclude.
3. Student to use summary to
explain the function of output
devices.

explain the functions of
output devices?
Flip chart
Monitor
Beam
Projector
Handout
3. Connect
output devices
to the system
unit.

how to connect output devices
to the system unit.
discuss rules and regulations
of connecting output devices
to the system unit.
3. Students to practice how to
connect devices to the system
unit
Manila guides Can the student connect

Flip charts
output devices to the
Handout
computer?
Television
Tape recorder
Deck
the meaning of storage
devices.
and conclude.
summary to develop definition
of secondary storage.
Floppy
diskette
Flash disk
CD-ROM
Can the student define

3
secondary storage devices?
Manila sheet
Marker pen
CD-ROM
drive
Floppy
diskette

identify secondary
storage?
Floppy
diskette
Flash disk
CD-ROM

explain use of various
secondary storage devices?
The student
2.2.3
Output
should be able
Devices. to:
1. List output
devices
The student
2.2.4
Secondar should be able
y storage to:
1. Define
secondary
storage devices
2.list secondary 1.The teacher to lead students

storage devices. to identify secondary storage
devices.
2. Students to list different
storage devices
3. Explain the
use of various
secondary
storage devices.

to discuss the uses of
secondary storage.
and conclude the discussion
summary to explain the use
various secondary storage
devices.
MPUTER
TWARE
4. State advantages and disadvantages of different secondary

storage devices.
1. Students to brainstorm on the differences primary and storage devices.
2. The teachers clarify and conclude.
3. Students to use the summary to distinguish
primary and secondary storage
devices.
Hardware specification labels Computer manuals

Can the student differentiate primary and secondary storage devices?
5. Explain
1. Student to brainstorm in the
Floppy
Can the student explain
2
different
advantages and disadvantages
diskette
advantages and
capacity of
of different secondary storage
Flash disk
disadvantage of secondary
secondary
devices.
CD-ROM
storage devices?
storage devices.
2. The teacher to clarify and
summarize.
clarification.
the role of software and
hardware for the computer to
function properly.
and clarify.
summary to establish
relationship between software
and hardware.
Computer
loaded with
various
software
Is the student a able to

associate the term software
and hardware?
The student
3.2
Operatin should be able
g system to:
1. Define the
operating
system

to discuss the meaning of
operating system.
2. Students to develop
definition of operating system.
Computer
loaded with
various
software
Manila sheet
Marker pen
Can the student explain the 3

meaning of operating
system?
2. List various
type of
operating
systems

to discuss the functions of
operating system.
2. Students to state functions
of operating system.
Manila sheet
Marker pen
Computer
loaded with
various
software
Can the student list various

types of operating
systems?
3. State
functions of
operating
system.

to discuss the function of
operating system.
2. Students to state functions
of operating systems
Manila sheet
Marker pen
Computer
loaded with
various
software
Can the student state the

functions of operating
system?
Wall socket
Stabilizer
Marker
UPS
pen
Power cable
UPS
Computer
Manila sheet
Marker
pen
The student
Can the student apply

correct procedure of
Is the student
able to
switching
on/off the
3
computer?
4. Relate
software and
hardware.
The student
should be able how to use windows based
The operating1.system.
The teacher to lead
to:
4.1
student2. Student
student
1. Applying
to practice to use
correct
window based operating
procedure
of
system. should be able
Power
MPUTE
switching
Manag
to:
R
on/off the
e
ment
1. Explain the importance
DLING
computer.
of using UPS, Surge
Protectors
and Voltage
2. Use
1. The teacher
to demonstrate
Stabilizers.
operating
how to create,
delete, rename,
system to
copy, paste
andthe
folders.
2. files
Explain
effects of
manage files
2. Students
to do fluctuations.
practice on
voltage
and folders.4.2 deleting, renaming, copying
Utilityand pasting files and folders.
Programs
3. Use the help 1. The teacher to demonstrate
facility
how to use the help facility.
2. Student to practice to use of
help facility.
3.2.1
Using
Operatin
g System
3.Check the correct rating

before connecting power
supply.
4.3
Backup
data
to discuss the need of

using
should be able
UPS, Surge Protectors and
to:
Voltage Stabilizers.
The teacher
to
1.
Define
student
use operating
Manila sheet Can2.
summarize and conclude
Utilitypen
Marker
system?
the discussion
Programs
Computer
3. Student to use the
loaded
2. Usewith
utility
summary
various
programs
to explain the importance
software
of using UPS, Surge
Is the
student able
UPS
Protectors
andto Voltage
Surge
explain
the
importance
of
Stabilizers.
protector
using
power
regulators?
The student
1. The teacher to lead
Powers
shouldcables
be able
students to discuss the
Stabilizer
to:
effects of voltage levels,
Manila
1. Listsheet
types of
stability, and power
backup devices
interruption on computers.
2. The teacher to
summarize and conclude
the discussion
3. Student to use the
summary to explain the
effects of
voltage
fluctuatio
ns.
power
supply
.
1. The
teacher
and
students
to
discuss
the
correct
voltage
rating
before
connecti
ng power
supply.
2. The
teacher
to
demonstr
ate how
to check
correct
voltage
rating
before
connecti
ng
power
supply.
3.
Student
s to do
practice
on
checkin
g the
correct
voltage
rating
before
connect
ing
1. The
teacher
to lead
students
to
discuss
utility
program
s.
2. The
teacher
to
summar
ize
and
conclud
e.
3.
Student
s to use
summar
y to
define
utility
program
s.
1. The
teacher
to
demons
trate
how to
use
utility
progra
ms.
2.
Student
s to do
supervi
sed hand on
practice
using utility
program.
1. The
teacher to
demonstrate
how to
format disk.
2. Students
to do
practice to
format disk
Surge
Protectors
Powers cables
Manila sheet
Marker pen
Computer
PC Power supply
Wall socket
Powers cables
Surge
Protectors
PC Power supply
Computer
Manila sheet
Marker pen
Handouts on utilities
Computer
Manila sheet
Marker pen
Computer
Floppy diskette
Disk
2. Format disk
back up
explain the
importanc
e of
using
power
regulator
s?
Is the
studen
t able
to
explai
n the
effects
of
power
fluctu
ations
?
Can the student explain

the 2
meaning of
utility
program?
Can the student use

utility program?
Can the student format

3
d
is
k
?
Can the
student
check the
correct
power
rating?
Floppy disk
Can the student
MPUTER
LUTION
how to back up data.

2. Students to do practice use
anti-virus programs.
4.4
Compute
r
Security
5.1 Early
Compute
r
Develop
ment.
data?
Computer,
Disk
Flash disk
Disk
3. Back up data 1. The teacher and students to

discuss types of backup
devices.
and conclude.
list types of backup devices.
Writable CD
The student
should be able
to:
1. Explain the
concept of
virus.
1. Students to brainstorm the

term computer virus.
explain the concept of virus.
Computer
Software
Manila sheet
Marker pen
2. Use anti1. The teacher to demonstrate

virus programs. how to use ant virus programs.
2. Students to use supervise
hands on practice to remove
viruses in the computer
Can the student use ant

Computer
with Antivirus program to remove
virus software virus in the computer?
Manila sheet
Marker pen
3. Explain the
effects of dust,
liquid,
temperature
and humidity
on a computer
and
accessories.

effects of dust, liquid,
temperature and humidity on a
computer.
2. The teacher and students to
discuss the effects of dust,
liquid, temperature and
humidity on a computer.
Illustrations
Dust
Water
Oil
Fire
The student
should be able
to:
1. Explain in
historical
background of
development of
computer.

discuss contributions from
Leibuitz, Pascal, Babbage and
others.
and conclude.
explain early computing
devices.
Photographs Can student explain the

and pictures of meaning of computer
early
software?
computing
devices.
Manila sheet.
Marker pen
Handout
2. Identify
early
computing
devices.

to discuss the early computing
devices (Pascal, Abacus, Slide
rule)
and conclude.
identify early computing
devices.
Storage
devices
Photographs
and pictures of
early
computing
devices.
Slide rule
Abacus
Manila sheet
Marker pen
Handouts

explain the reading of
computer virus?

protect the computer from
dust, liquid, temperature
and humidity in a
computer.
(i) Is the student able to

identify early computing
device.
(ii) Can the student list
early computing devices?
5.2
Compute
r
Generati
ons
The student
should be able
to:
1. Identify the
stages of
computer
generations

discuss the stages of computer
generation
and conclude.
list stages of computer
generation.
2. Identify
different types
of computers.

discuss the types of computer
(Mainframe, Mini frame,
Super computers and
Microcomputers).
2. Students to list types of
computers
1. Students to compare and

contrast computer and other
electronic devices, such as
calculator, typewriter.
and conclude.
differentiate a computer from
other electronic devices.
3. Differentiate
a computer
from other
electronic
devices.
Manila sheet Is the student able to

explain the stages of
Marker pen
Photographic computer generation?
and pictures of
early
computers
Handout
Can the student identify

Pictures of
different types of
mainframe
Mini frame
computer?
Microcompute
r and super
computer
Manila sheet
Marker pen
Computer
Calculator
Electronic
typewriter
Telephone
Manila sheet
Marker pen

associate computer and
other electronic devices?
1.0 WODR 1.1 Starting and

PROCESS Ending a Word
ING
Processing
Program
The student should be able

to:
1. Explain the meaning of
Word Processing

discussion on word
processing.
2. Students to develop the
definition of Word
Processing.
2. Explain the importance of 1. The teacher to organize

Word Processing.
students in small groups
2. Students to discuss and
present their work in plenary
session.
3. Start and end Word

Processing program.

how to start and end a Word
Processing program.
2. Students
to practice on
FORM
TWO
operations of starting and
ending a Word Processing
program.
4. Create
Word Processing
1. The
By the end of Form Two,
the student
should have
the teacher
ability toto:demonstrate
file.
the use of keyboard in
1. Create a word document.
entering text.
2. Use computer spreadsheet to process data.
2. Students to use keyboard to
3. Use different types of networks to accessenter
information.
text.
4. Use Internet to access information.
Class Competences
Manila
sheet
Computer
Hard copy
Marker pens
Can the
student
explain the
meaning of
Word
Processing?
Manila
sheet
Computer
Is the student
able explain
the importance
of Word
Processing?
Computer
loaded with
appropriate
software
Use manual
How correctly
can the student
start and end a
Word
Processing
program?
Computer
loaded with
appropriate
software
Use manual
Can the
student create
a Word
Processing
file?
5. Save a Word Processing

file

Can the
Computer
how to save a Word
loaded with student save a
Processing file.
appropriate Word
Class Objectives
2. Students to practice on the
software
Processing
operation
of
saving
a
file.
Use
manual
file?
MAI
SUB-TOPICS SPECIFIC OBJECTIVES
TEACHING/L ASSESSM PERIOD
N
EAR NING EN
T
S How correctly
6. Close a Word Processing 1.TheTEACHIC
teacher to demonstrate
Computer
TOPI
HING/LEA
MATERIALS
file
how to close a Word
loaded with can the
C
RNI NG
Processing
file.
appropriate students close
STRATEGI
2.Students
to practice on
software
a word
ES of closing a file.
operation
Use manual processing
file?
1.2 Editing and

formating.
7. Open a Word Processing 1.The teacher to demonstrate

file.
how to open a Word
Processing file.
2.Students to practice on
operation of opening a file.

to:
1. Edit a word document
1. The teacher to lead a

discussion on what editing a
document means.
the discussion.
how to edit a document.
4. Students to edit a
document.
Computer
loaded with
appropriate
software
Use manual
Is the student
able to open a
word
processing
file?
Computer
loaded with
appropriate
software
Soft copy
Use manual
Can a student
edit a word
processing
document?
2. Format a word document.

1. The teacher to lead students to discuss how to format a word document.
2. The teacher to demonstrate how to format a document.
3. Students to format a document.
Computer loaded with appropriate software Soft copy Use manual

Can a student perform formating operation?
3. Check for errors.
Computer
Is the student
to discuss how to check for

loaded with
able to use
errors
appropriate
spell checker

software
and grammar?
how to use spell checker and
Soft copy
2.0
SPREADS
grammar.
Use manual
HEET
terminologies
1. Describe the spreadsheet

program.
2. Students to discuss the

concept of spreadsheet.
work in a plenary session.
the presentation and conclude.
Marker pen. describe the

spreadsheet
program?
2. Explain spreadsheet
terminologies.
terminologies such as row,
column, cell, cell address and
range.
and conclude.
How best can

Manila
sheet
the student to
Marker pen. explain
spreadsheet
terminologies?
1. Students, in groups to
discuss the various uses of
spreadsheet.
and conclude.
outline the uses of a
spreadsheet program.

how to start a spreadsheet
program
2. Students to perform the
operation of starting a

how to end a spreadsheet
program.
operation of ending

how to create a workbook.
2. Students to practice the
operation of creating a
workbook.

how to open a worksheet.
operation of opening a
worksheet.

how to enter data in a
worksheet.
operation of entering in a
worksheet.
3. Outline the uses of a

2.2 Starting
ending
Spreadsheet
Program

to:
1. Start a spreadsheet
program.
2. End a spreadsheet
program.
3. Create a workbook.
4. Open a worksheet.
2.3 Entering and The student should be able

Editing Data.
to:
1. Entering Data in a
worksheet.
Can the
Manila
sheet
student outline
Marker pen. uses of
spreadsheet
program?
Computer
loaded with
appropriate
software.
Use manual
How correct
can a student
start a
spreadsheet
program?
Computer
loaded with
appropriate
software.
Use manual
How correct
can the student
start a
spreadsheet
program?
Computer Can a student

loaded with create a
appropriate workbook?
software.
Use manual
Computer Can the
loaded with student open
appropriate worksheet?
software.
Use manual
Soft copy
Computer
loaded with
appropriate
software.
Use manual
Soft copy
How correct 3
can the student
enter data into
a worksheet?
2. Edit data in a worksheet.
2.4 Formating
data in a
worksheet.

to:
1. Identify various
formating features.

how to edit data in a
worksheet.
operation of editing data in a
worksheet.
various formating features
and conclude.
summary to practice
formating.
2. Use various formating

Features.
2.5 Data
Manipulation

to:
1. Identify mathematical
operators.
1. The teacher to provide an

exercise on formating (bold,
alignment, underline, shading
etc).
2. Students to do hands on
practice to use various
formatting gestures.

in identifying arithmetic
operators
2. The student to list the
operators.
2. Use mathematical
operators.
3. Use predefined
formula/functions
2.6 Data
Manipulation

to:
1. Identify various types of
1. The teacher to provide an

exercise on using
mathematical operators.
practice using on mathematic
operators.

in identifying predefined
functions.
2. Students to identify and
classify the predefined
functions.
3. The teacher to prepare a
hands on exercise.
practice.

in identifying various types of
charts
Computer Can a student

loaded with edit data in a
software.
Use manual
Soft copy
Computer
loaded with
appropriate
software.
Use manual
Soft copy
Manila
sheet
Marker pen
How correct
2
can the student
identifying the
formating
features?
Computer
loaded with
appropriate
software.
Use manual
Soft copy
How correctly
can the student
use formatting
features?
Computer
loaded with
appropriate
software.
Use manual
Soft copy
Manila
sheet
Marker pen
Is the student 4
able to
identify the
mathematical
operators?
Computer
loaded with
appropriate
software.
Use manual
Soft copy
Can the
student use the
mathematical
operators?
Computer
loaded with
appropriate
software.
Use manual
Can the
student use the
predefined
formula?
Is the student
Computer
loaded with able to
appropriate identify the
charts.
2. Students to identify and

classify the charts
2. Create charts

how to create a chart.
2. Students to do practice to
create a chart.
3. Edit charts.

how to edit a chart.
2. Students to do practice on
editing charts
2.7 Printing a
worksheet.

to:
1. Perform page setup
2. Preview a worksheet
3. Print a worksheet
1. The student to brainstorm

on the importance of page
setup. The teacher to
summarize and conclude.
how to setup worksheet.
3. Students to practice
worksheet setup operation.

on how to preview a
worksheet.
2. The student to practice the
operation of previewing a
worksheet

how to print a worksheet.
2. Students to practice
printing of a worksheet.
2.8 Help Facility The student should be able

to:
1. Use office help facility.
3.0
COMPUT
ER
NETWOR
KS AND
3.1 Introduction
to Local Area
Network (LAN)
and Wide Area
Network

to:
1. Describe a computer
network
1. The student to brainstorm

the use of the office help
facility.
on how to use help facility.
3. Students to do practice on
help facility.
1. Students to discuss in small

groups the meaning of of
computer network.
2. Students to present results
of their discussion.
software.
various types
Use manual of charts?
Soft copy
Manila
sheet
Marker peen
Computer How correctly
loaded with can the student
appropriate create charts?
software.
Use manual
Soft copy
Computer Can the
loaded with student edit
appropriate charts?
software.
Use manual
Soft copy
Computer
loaded with
appropriate
software.
Use manual
Soft copy
Can the
student
perform
worksheet
setup?
Computer
loaded with
appropriate
software.
Use manual
Soft copy
Can the
student
preview a
worksheet?
Computer Is a students
loaded with able to print a
software.
Use manual
Soft copy
Computer
loaded with
appropriate
software.
Use manual
How correctly
can the student
use help
facility?
Pictures of
various
network
Drawings
Manila
How best can 4

the student
describe a
computer
network?
COMMUN (WAN).
ICATIONS

and conclude.
describe LAN and WAN
groups the concept of local
area and wide area network.
findings.
and clarify.
explain network physical
topologies
3. State advantages and

disadvantages of each
topology.
the advantages and
disadvantages of tho
topologies.
and conclude.
state advantages and
disadvantages of each
topology.

to:
1. Describe the Internet.
the meaning of Internet.
2. Teacher to summarize and
conclude.
describe Internet.
2. Explain Local Area

Network (LAN).
4.1 Concepts
4.0 THE
INTERNE
T
2. Explain the historical

development
4.2 Search
Engines

to:
1.Describe search engine
1. The teacher to provide

library search assignments on
the historical development of
Internet.
findings.
and conclude.
the meaning of search engine.
and conclude.
2. Create electronic mail

address.
1. Students to debate on the

comparative advantages of
electronic mail over other
forms of communication.
2. Students to summarize
sheet
Marker pen
Pictures of
various
network
Drawings
Manila
sheet
Marker pen
How correctly
can the student
explain local
area network
(LAN) and
wide area
network(WAN
)?
Is the student
Manila
sheet
able to state
Marker pen the advantages
of each
physical
topology?
Computer
with
Internet
connection.
Manila
sheet.
Marker pen
How correctly 2
can the student
descride the
Internet?
Computer
with
Internet
connection
Manila
sheet.
Marker pen
Can the
student
explain the
historical
development
of computers?
Computer
connected to
the Internet
Manila
sheet.
Marker pen
Is the student 2
able to
describe
search engine?
Computer
with
Internet
connection
Manila
Can the
student
compare
electronic mail
with other
main points of the debate.

3. The teacher to conclude the
debate by commenting on key
issues.
3. Use electronic mail

how to create an electronic
mail address.
2. Students to create mail
addresses.
4. Compare electronic mail

with other communication
media.
4.3.2 Electronic
Learning.
4.3.3 Electronic
Commerce
1. Students to debate on the

comparative advantages of
electronic mail over other
forms of communication.
main points of the debate.
3. The teacher to conclude the
debate by commenting on key
issues.

to:
1. Explain electronic
learning.
1. The teacher to lead the

students to brainstorm on the
meaning of electronic
learning.
and conclude.
explain electronic learning.
2. List advantages of
electronic learning.
the advantages electronic
learning.
and conclude.
list advantages of electronic
learning.

to:
1. Explain electronic
Commerce

groups, the meaning of
electronic commerce.
and conclude.
explain electronic commerce.
2. Outline applications of
the applications of electronic
commerce.
and conclude.
outline applications of
sheet.
communicatio
Marker pen n media?
Computer
with
Internet
connection
Manila
sheet.
Marker pen
Is the student
able to create
an electronic
mail?
Computer
with
Internet
connection
Manila
sheet.
Marker pen
Can the
student
explain
electronic
learning?
Can the
Manila
sheet.
student
Marker pen. explain
electronic
learning?
Is the student
Manila
sheet.
able to list
Marker pen advantages of
electronic
learning?
Can the
Manila
sheet.
student
Marker pen explain
electronic
commerce?
Is the student
Manila
sheet.
able to outline
Marker pen applications of
electronic
commerce?
4.4 Negative
effects of the
Internet.
1. Outline Internet uses that

negatively affect our
culture.
1. Students to debate on
effects of Internet on our
culture.
2. Students to summarize the
debate.
3. The teacher to conclude
and pinpoint negative effects
of Internet on our culture.
By the end of Form Two course, the student should be able to:
1. Apply Word Processing skills for data and information processing.
2. Analyze data and information using spreadsheet.
3. Apply knowledge of computer networks to access information.
4. Develop skills of using Internet and its application.
Manila
sheet.
Marker pen
Can the
2
students
outline the
Internet uses
that negatively
affect our
culture?
FORM THREE
Class Competences
By the end of Form Three, the student should have ability to:
1. Use computer in daily life appropriately.
2. Investigate the role of Information Technology in brining about changes in organization and society.
3. Create and use websites to access and process information.
4. Create and use debates to organize, store and retrieve information.
Class Objectives
By the end of Form Three course, the student should be able to:
1. Analyze the importance of computers in the society.
2. Explain impact of information and Communication Technology (ICT) on the society.
3. Demonstrate skills of developing website.
4. Develop skills of using database for organizing information.
MAIN TOPIC
SUB-TOPICS SPECIFIC
OBJECTIVES
1.1 The role of

1.0 IMPACT
ICT in daily
OF
INFORMATIO life.
N AND
TECHNOLOG
Y ON THE
SOCIETY.
TEACHICHING/LEARNI TEACHING/LEA ASSESSMEN NUM

NG STRATEGIES
RNING
T
OF
MATERIALS
PERI
The student should be

able to:
1. Explain the role of ICT
in business, medicine,
engineering and
entertainment.
1. The teacher to organize

students in groups and
provide them with
guidelines.
2. Students to discuss
application of ICT in
business, medicine,
engineering and
entertainment.
3. Students to present results
of their discussion.
students' presentations and
conclude.
5. Students to use summary
to explain the roles of ICT
in business, medicine,
engineering and
entertainment.
2. Explain roles of ICT in

creating awareness on
Gender, HIV/AIDS, drug
and drug abuse
globalization, family life,
cultural changes,
corruption and road
safety.

students in groups to gather
information from TV,
Radio, CD-ROMs, Internet
and newspaper on Gender,
HIV/AIDS, Drug and Drug
abuse, globalization, family
life, cultural changes,
Corruption and road safety.
2. Students to organize and
present information
gathered.
and conclude students'
presentation.
roles of ICT in creating
awareness on Gender,
HIV/AIDS, drugs and other
cross cutting issues.
Flip chart
Manila
sheet.
Handouts
on impact
of ICT on
the society.
Can the
5
student explain
the application
of ICT in
business,
medicine,
engineering,
data
management
and
entertainment?
TV
Radio
computer
Manila
sheets
Marker
pen,
Textbook,
Handout
Video
Can the
student explain
the roles of
ICT in creating
awareness on
some of the
cross cutting
issues?
1.2 ICT and

Crimes
1.3
Information
security.

able to explain criminal
activities facilitated by
ICT.

able to:
1. Outline the importance
of protecting information
systems in various ways.
2. Create a password.
1.4 ICT and

employment.

able to debate on the
effects of ICT on
employment.

discussion on ICT related
crimes such as junk mail,
unauthorized electronic
money transfer, virus worms
and Trojan, undesired
contents, denial of service
and organized crimes.
intervention measure.
and conclude the discussion.
summary to explain criminal
activities facilitated by ICT.

two case studies: one a
house containing valuable
items with unlocked doors,
two, a mobile phone without
Personal Identification
Number (PIN).
intervention measures.
and highlights the
importance of physical
security, passwords,
encryption and biometrics.
summary to outline the
importance of protecting
information systems in
various ways.
1. The teacher to
demonstrate how to create a
password on a mobile
phone.
2. Students to create a
password on a mobile
phone.
3. The teacher to
password on a computer.
4. Students to create a
password on a computer.
1. The teacher to organize a

debate on whether ICT
creates employment or
unemployment.
2. The teacher to moderate
Marker
pen
Handout
on ICT and
crimes
Manila
sheet.
(i) Can the

4
student explain
criminal
activities
facilitated by
ICT?
(ii) Is the
student aware
on ICT?
(iii) How best
the student
explain the
intervention
measure?
Marker
pen
Handout
on
informatio
n security
Computer
Manila
sheet
(i) Is the
5
student able to
list
information
protection
mechanisms?
(ii) Can the
student explain
the importance
of such
protection
mechanisms?
Handout on Is the student

method of able to create a
creating a password?
password
Computer
Cell phone
Video
Handout
on ICT
Marker
pen
Manila
Can the
student
describe the
effects of ICT
on
the debate.
major issues of the debate.
conclude.
summary to understand the
effects of ICT on
employment.
1.5 ICT and
cultural
Interaction.
1.6 ICT
Hazards.

students in groups to
investigate influence of TV,
Internet, Video, Radio and
Tabloids on dressing,
language, music and food.
2. The student to discuss
and present their findings.
and conclude the
presentations.
influence of ICT on cultural
change.

able to:
1. Explain the effects of
disposing electronic
equipments to the
environment.
1.The teacher to lead

students to investigate the
effects of the industrial solid
waste products on
cleanliness vegetation and
pollution.
findings.
the effects of disposing
electronic equipment to the
environment.
and conclude the
brainstorming session.
to explain the effects of
disposing electronic
equipments to the
environment.
2. Outline the health

hazards of ITC use to
human life.

the health hazards of
watching a TV, using a
mobile phone and working
with a computer.
2. Students to present the

able to explain the
influence of ICT on
cultural change.
sheet.
employment?
Handout
on ICT
Marker
pen
Manila
sheet.
Is the student
able to analyze
the influence
of ICT on
cultural
change?
Handout
on ICT
hazards
Marker
pen
Manila
sheets.
Can the
student explain
the effects of
disposing
electronic
equipment to
the
environment?
TV
Computer
Cell phone
Marker
pen
Handout
on ICT
How can the

student
describe the
health hazards
of ICT use?
results of their discussion.

and conclude.
summary to outline health
hazards of ICT use to
human life.
2.0 WEB
DEVELOPME
NT
2.1
Introduction to
webpage
design

able to:
1.Explain the concepts of
webpage.
2. Create a webpage
3. Explain webpage
preview
1. Students to
brainstorm about a
webpage and its
structure
2. The teacher to
summarize and
conclude the
brainstorm session.
3. Students to use
summary to explain
concepts of a
webpage.

students to discuss
how to create a
webpage.
2. The teacher to
demonstrate how to
create a webpage.
3. The student to
create a webpage
individually.

students to discuss
how to preview the
webpage.
2. The teacher to
summarize and
conclude.
3. The students to
preview the
webpage
2.2 Publishing The student should be

web pages.
able to:
1. Explain the concepts of
a publishing a webpage
1. Students to
brainstorm on
concepts of
publishing a
webpage.
hazards to
human life
Manila
sheets
Video
Handout
on web
developme
nt.
Marker
pen
Manila
sheet
Is the student 7
able to explain
the meaning,
terminologies
and structure
of a webpage?
Computer
loaded
with
appropriate
software
Liquid
Crystal
Display
(LCD)
Overhead
project
(OHP)
To what extent
can a student
create a
webpage?
Computer
loaded
with
appropriate
software
Liquid
Crystal
Display
(LCD).
Overhead
Project
(OHP).
White
board
Is the student
able to explain
webpage
preview?
Manila
sheet.
Marker
pen.
Handout.
Can the
students
explain the
concepts of
publishing a
2. The teacher to
summarize and
conclude.
3. Students to use
summary to explain
the concepts of
publishing a
webpage.
webpage?
2. Outline the importance 1. The teacher to lead

of publishing a web page. students to discuss the
importance of publishing a
webpage.
to outline the importance of
publishing a webpage
3. Explain the procedure 1. The teacher to lead

of transferring webpage to students to discuss
web server.
procedures of transferring
web pages to the web
server.
2. The teacher to
demonstrate of transferring
server.
3. The students to do hands
on exercise on transferring
servers.
4. Distinguish between
webpage and websites

the difference between web
page and websites.
2. Each group to present the
discussion outcomes to the
classrooms.
and conclude the
presentation outcomes
4. Student to use summary
to distinguish between
webpage and web server.
1. Teacher to prepare an
exercise on accessing
specific information
2. The students to do hands
on practice on the website.
5. Access information on
a website.
Marker
pen
Handout
Textbook
Manila
Is the student
able to outline
the importance
of publishing a
webpage?
Manila
sheets
Marker
pens
Handout
Computer
Web server
Is the student 2
able to explain
the procedure
of transferring
web pages to
the web
server?
Marker
pen
Manila
sheets
Can the
student
distinguish
between
webpage and
websites?
Manila
sheet
Marker
pen
Computer
Can the
student access
information on
a website?
3.0
DATABASE
AS
INFORMATIO
N SYSTEMS
3.1 Manual
data
processing
System
3.2 Electronic
Data
Processing
System.
1. The teacher to set up an

office model.
2. Students to perform a role
play of a normal office
operation.
students to discuss manual
data processing system.
to describe manual data
processing system.

brainstorming session on
electronic data processing.
and conclude the
to describe electronic data
processing system.
2. Compare manual and

electronic data processing students to debate about
system.
electronic and manual data
processing systems with
focus on storage capacity,
speed and accuracy.
major issues of the debate.
conclude debate.
to compare manual and
electronic data processing
system.
3. Explain the importance 1. The teacher to organize

of data processing.
the students in groups and
prepare scenarios on student
taking notes, subject scores
processing and doctor taking
patient particulars.
discussion on the
significance of each
scenario.
3. The student to present
group discussion outcomes.
and draw conclusion on the
importance of data

able to describe manual

able to:
1. Describe electronic
Trays
Manila
sheet
Tables
Chairs
Documents
file cabinet
Marker
pen.
How well can

the student
describe
manual data
processing
system?
Manila
sheet.
Marker
pen.
Is the student 2
able to
describe
electronic data
processing
system?
Manila
sheet.
Marker
pen.
Can the
student
compare
manual and
electronic data
processing?
Manila
sheet.
Marker
pen.
To what extent
can student
able to explain
the importance
of data
processing?
processing.
to explain the importance of
data processing.
3.3 Database The student should be
concepts and able to explain database
terminologies. terminologies.
3.4 Types of
database
system.
3.5 Creating
database.
database terminologies such
as field, record, form, table
and report.
summarize.
to explain database
terminologies.

able to:
1. Explain the importance
of database system.

two scenarios the first
scenario students whose
particulars are stored proper
in school and the second
students whose particulars
are not known to the school.
2. Students to discuss
advantages and
disadvantages of the two
scenarios.
the discussion and conclude
focusing on data integrity,
sharing, security,
redundancy and
productivity.
to explain the importance of
data systems.
2. List types of database

systems.

students in identifying
different types of databases.
and conclude.
to list types of database
system.

students to discuss how to
plan for database.

able to:
1. Plan for a database
Computer
loaded
with
appropriate
software
Handout of
database
terminolog
ies.
Is the student 2
able to explain
database
terminologies?
Manila
sheet.
Marker
pen.
To what extent 2
can the student
explain the
importance of
database
system?
Manila
sheet.
Marker
pen.
Can the
1
student list the
types of
database
systems?
Manila
sheet.
Marker
pen.
Eraser
Exercise
book.
Can the
7
student able to
plan a
database?
2. Students to use link

presentation file with other
documents.
7. Save the presentation
1. The teacher to
demonstrate how to save
presentation
2. Students to save the
presentation.
2.4 Making
presentation.
Computer
loaded
with
appropriate
software.
Flash Disk
Floppy
Disk
Presentatio
n file
Can the
student save
the
presentation?
8. Exit the presentation
1. The teacher to discuss

with students how to exit the
presentation program.
2. Te teacher to demonstrate
how to exit the presentation
3. Students to exit the
presentation
Computer Can the

loaded
student exit
with
presentation?
appropriate
software.

able to:
1. Connect Liquid Cristal
Display (LCD) to the
computer.
1. the teacher to lead

students to discuss on how
to connect.
2. The teacher to
demonstrate how to connect
LCD to the computer room.
3. Students to connect LCD
to the computer..
Computer
loaded
with
appropriate
software.
LCD
projector
Electric
power
connector
Remote
Is the student
able to connect
LCD to the
computer?
FORM FOUR
Class Competences
By the end of Form Four, the student should have ability to:
1. Manage database systems.
2. Create and make presentations.
3. Produce desktop publications
4. Create Multimedia Publications
Class Objectives
By the end of form four course the student should be able to:
1. Develop skills of managing database
2. Use presentation application packages
3. Apply skills of presentation
4. Develop skills for desktop publishing
5. Demonstrate appropriate use of multimedia technology
MAIN TOPIC
SUB-TOPICS SPECIFIC
OBJECTIVES
1.1 Updating
1.0
MANAGEMEN database
T OF
DATABASE
INFORMATIO
N SYSTEM

able to:]
1.Search a record in an
existing database.
2. Modify a database file
TEACHICHING/LEARNI TEACHING/LEA ASSESS NUMBER

NG STRATEGIES
RNING
MENT PERIODS
MATERIALS
database of not more than
20 records.
2. The teacher to use
database to explain the
concept of searching for a
record.
3. The teacher to
demonstrate how to search a
record.
4. Students to practice on
how to search for a record in
an existing database.
1. The teacher to
demonstrate on how to
delete, add and edit
field/record.
2. Students to practice how
to delete, add and edit field
or record.
3. Students to modify a
database file.
1.2 Queering
database.

able to query database
using logical operators.
1.3 Generating The students should be

database of more than 100
records.
2. The teacher to use this
database to describe the
concept of queering a
database.
3. The teacher to
demonstrate how to query a
database using a logical
operators.
query database using logical
operators.
1. The teacher to guide
Computer
loaded
with
appropriate
software
Marker
pen
Manila
sheet
Database
file
Can the 3
student
search a
record in
an
existing
database
?
Computer
loaded
with
appropriate
software
Marker
pen
Manila
sheet
Database
file
Is the
student
able to
modify a
database
file?
Computer
loaded
with
appropriate
software
Marker
pen
Manila
sheet
Database
file
Guiding
manuals
Can the 3
student
query
database
using
logical
operator
s?
Computer
How can 5
Reports.
able to:
students to collect various
1. Create report layout by samples of useless reports
using design view mode. format.
2. The teacher to
report layout by using
design view mode.
3. Students to create a report
by using design view mode.
2. Perform page setup.

students to demonstrate how
to perform page setup.
2. Students to perform page
setup.
3. Preview a report.
The teacher to demonstrate

how to preview a report
preview a report.
4. Print a report.

to print a report
2. Students to print a report.
2.0
PRESENTATI
ON.
2.1 Arts and

skills of
presentation

able to:
1. Explain the concept of
presentation

and guide students in
groups.
students to investigate on
cross-cutting issues such as
loaded with
appropriate
software
Marker
pen
Manila
sheet
Samples of
reports
Database
file.
the
student
create a
report?
Computer
loaded
with
appropriate
software
Marker
pen
Manila
sheet
Database
file.
Can the
student
perform
page
setup?
Computer
loaded
with
appropriate
software
Marker
pen
Manila
sheet
Database
file.
Computer
loaded
with
appropriate
software
Marker
pen
Manila
sheet
Database
file.
Manila
sheet
White
board
Marker
pen
Is the
12
students
able to
explain a
concept
of
gender,HIV/AIDS, Road
Safety, Drug and Drug
abuse.
3. Each group to present
their findings.
and conclude.
concept of presentation.
Handouts presentat
on art and ion?
skills of
presentatio
n.

questions and answers
session to identify the
presentation delivery mode.
and conclude the session.
to mention presentation
delivery mode.
TV
Radio
Marker
pen
OHP(Overhead
Projector)
LCD
Projector
(Liquid
Cristal
Display)
Is the
student
able to
identify
presentat
ion
delivery
mode?
3. outline general arts and 1. The teacher to organize

skills of presentation.
and guide students into
groups.
students investigates the
cross-cutting issues such as
employment,
globalization,family life
education and prepare a
presentation.
assigned topics.
4. Each group to present
their findings.
presentation based on
structure, style, strategies
and supplementary
questions.
to outline general arts and
skills of presentation.
Flip chart
Manila
sheet
White
board
Marker
pen
To what
extent
can the
student
outline
arts and
skills of
presentat
ion?
4. Prepare a presentation
White
board
Marker
pen
How
best the
student
can
2. Mention presentation
delivery mode

students discuss the
significance of presentation
components such as aim,
audience, contents,
organizing content and tone
in presentation.
2. Students to prepare a
presentation.
Manila
sheet
prepare
the
presentat
ion?
Marker
pen
Manila
sheet.
Is the
2
student
able to
prepare
and
present a
paper
based
presentat
ion?
Marker
pen
Computer
loaded
with
appropriate
software
LCD
Projector
OHP
To what 14
extent
can the
student
prepare
an
electroni
c
presentat
ion?
2.2 Nonelectronic
presentation

able to:
1. Demonstrate nonelectronic presentation.

presentation on the selected
topics.
2. Students to make
presentation on assigned
topics.
3. Teacher to comment on
presentations focusing on
aim, content organization,
structure, style and
strategies.
summary to demonstrate
non-electronic presentation.
2.3 Electronic
presentation

able to:
1. Outline the art and
skills of electronic
presentation

groups.
tasks on structure, style and
strategies.
findings on structure, style
and strategies.
presentations.
conclude.
summary to outline the arts
and skills of electronic
presentation.
2. Open a presentation
program.

to open a presentation
program.
2. Students to open a
Computer
loaded
with
appropriate
software
Is the
student
able to
open a
presentat
ion
program
?
3. Prepare slides for

presentation.

students to discuss how to
prepare as slide for
presentation.
2. The teacher to
demonstrate how to prepare
Computer
loaded
with
appropriate
software
Samples of
How
best can
the
student
prepare
slides
a slide for presentation.

3. Students to prepare slides
for presentation.
4. Perform operations for
inserting and deleting
slide.
5. Prepare guiding notes

for presentation.
slides
for
presentat
ion?
Computer
loaded
with
appropriate
software
Presentatio
n file.
(i) Can
the
student
delete
slide?
(ii) Can
the
student
insert
new
slide?
Computer
loaded
with
appropriate
software
Presentatio
n file.
Is the
student
able to
prepare
presentat
ion
notes?
Computer
loaded
with
appropriate
software
Presentatio
n file.
Is the
student
able to
link
presentat
ion file?
Computer
loaded
with
appropriate
software
Flash disk
Floppy
disk
Presentatio
n file.
Can the
student
save the
presentat
ion file?
Computer
loaded
with
appropriate
software.
Can the
student
exit
presentat
ion?
Computer Is the
loaded
student
appropriate able to
1. The teacher to
demonstrate how to insert
new and delete slides.
2. Students to perform
operations for inserting and
deleting slide.
1. The teacher to
demonstrate how to prepare
presentation notes.
2. Students to prepare
presentation notes.
6. Link a presentation file 1. The teacher to the

with other documents.
to link a presentation file
with other documents
2, Students to use link
presentation file with other
documents.
7. Save the presentation
1. The teacher to
demonstrate how to save the
presentation.
2. Students to save the
presentation.
8. Exit the presentation.
2.4 Making
presentation.
1. The teacher to discuss

with student how to exit the
2. The teacher to
demonstrate how to exit the
presentation
3. Students to exit the
presentation.

able to:
1. Connect Liquid Cristal connect.
Display (LCD) to the

computer
2. The teacher to
demonstrate how to connect
LCD to the Computer room
3. Students to connect LCD
to the computer
2. Setup slide show
1. The teacher to
demonstrate how to set up
slide show.
2. Students to set up slide
show.
3. Use slide mode
2.5 Printing
presentation
document

able to:
1. Perform page set up

students to discuss the use
of slide show mode.
2. The teacher to
demonstrate how to use
slide show mode.
3. Students to use slide
show mode.

students to discuss page set
up.
2. The teacher to
demonstrate how to setup
page.
3. Students to perform page
set up.
2. Preview a presentation 1. The teacher to

demonstrate how to preview
a presentation.
2. Students to preview a
presentation.
3. Print the Slide/handout 1. The teacher to

demonstrate how to print the
software
LCD
projector
Electric
power
connector
Remote
connect
LCD to
the
compute
r?
Computer
loaded
appropriate
software
Presentatio
n file
Beam
projector
Can the
student
set up
the slide
show?
Computer
loaded
appropriate
software
Presentatio
n file
Beam
projector
Can the
student
use slide
show
mode?
Computer
loaded
with
appropriate
software
Printer
A4-papers
Paper tray
Clip pins
Office pins
Staple
machine
Paper
punching
machine
Staple pins
Is the
3
student
able to
perform
page set
up?
Computer
loaded
appropriate
software
Presentatio
n file
Is the
student
able to
preview
a
presentat
ion
documen
t?
Computer
loaded
Can the
student
Slides /handout.
2. Students to print the
slides handout.
3.0 DESKTOP
PUBLISHING
3.1
Familiarization
with desktop
publishing

able to:
desktop publishing.

students to collect printed
information from different
sources such as banners,
newspapers, newsletters,
cards, journals and
magazines.
students to investigate lead
students to identify various
features of collected
publication materials.
groups.
concept of desktop
publishing.
findings.
and highlight the
significance of desktop
publishing in creating the
identified features.
to explain the concept of
desktop publishing.
2. Examine various
features of the desktop
publishing program.

students in identifying the
features of desktop
publishing.
2. Students to identify the
features of desktop
publishing program.
3.2 Creating
and producing able to:
1. The teacher to prepare the

case study, e.g. dairy
appropriate print the

software
slide or
Presentatio handout?
n file
Printer
A4-papers
Staple
machine
Clip pins
Office pins
Banners
Newspaper
s
Newsletter
Cards
Journals
Magazine
Is the
7
student
able to
explain
the
concept
of
desktop
publishi
ng
program
?
Computer
load with
appropriate
software
Journals
Magazine
Newsletter
Page
markers
Harvard
Graphic
Is the
student
able to
examine
features
of the
desktop
publishi
ng
program
?
Computer
Dairy
Is the
student
a publication
1. Plan for a publication.
2. Design layout of the

publication.
3. Add text or graphics to

the layout of the
publication
farming, crop rotation,soil

erosion, on which students
will plan how to disseminate
information to the general
public.
2. Students to plan for
publication.
3. The teacher to assess the
plan, emphasizing on aim
content organization,
audience and structure of
the publications.
1. The teacher to
demonstrate how to design a
layout.
2. Students to design a
layout based on dairy
farming, crop rotation and
soil erosion.
Journals
4. Perform formatting of
text and graphics
5. Describe the procedure

for producing
publications
farming
Journals
Printer
Scanner
Digital
camera
A4-papers
able to
plan a
publicati
on?
Computer
Dairy
farming
Journals
Printer
Scanner
Digital
camera
Can the
student
design a
publicati
on?
Computer
Scanner
Clip Art
templates
Dairy
farming
Can the
student
add text
on the
publicati
on?
Is the
student
able to
add
graphics
to the
publicati
on?
Computer
Floppy
Disk
Flash Disk
Can the
student
format
text or
graphics
?
Computer
Printer
Textured
A4 papers
Scissors
Ribbons
Paper
punching
machine
Envelopes
How
best can
the
student
describe
the
procedur
e for
producin
g
publicati
ons?
4.0
4.1
MULTIMEDIA Multimedia
concepts
4.2

able to explain historical
development of
multimedia.

students in groups.
search literature on history
of multimedia (From
library, Internet).
findings.
and conclude.
to explain historical
development of multimedia.
Handout on
multimedia
technology
Computer
Reference
books
Textbooks
Journals
Magazine
Manila
sheet
Marker
pen.
Is the
3
student
able to
explain
the
concept
of
multime
dia?

able to:
1. List types of
multimedia devices.

students to discuss
multimedia devices.
and conclude.
to list types of multimedia
devices.
Microphon
e
Newspaper
s
Digital
Camera
Video
Camera
Scanner.
Is the
3
student
able to
identify
multime
dia
devices?
Computer
Handouts
Manila
sheet
Marker
pen
Speakers
Video play
Mouse
Is the
student
able to
outline
minimu
m
requirem
ents for
multime
dia?
Handouts
Manila
sheet
Marker
pen
Can the
student
name
ares
where
multime
dia is
used?
Television
Radio
Computer
Manila
How
5
best can
the
student
2. Outline minimum
requirements for
multimedia.
3. Name areas where

multimedia is used.
4.3 Sound and The student should be

video
able to:
1. Describe the concept of
sound and Audio

students discuss on
identifying hardware and
software requirements for
multimedia.
2. Students to list
specifications of hardware
and software for
multimedia.

area which multimedia used
such as in education,
entertainment, business,
advertising, information
distribution.
and conclude the
summary to name areas
where multimedia is used.

concept of sound and audio
conclude.
summary to describe the
concept of sound and audio.
2. Explain elements of
audio
3.Describe stage of make

sound for multimedia
4.4 Video
recording/shoo able to:
ting.
video recording.

students to listen
radio/television.
components of sound such
as frequency
and conclude.
to explain elements of
audio.

students to brainstorm on
stages of making sound for
multimedia e.g. recording,
digitizing, editing, mixing
and burning.
and conclude.
to describe stage of making
sound for multimedia.

students to discuss video
recording shooting.
concept of video recording
3.Outline the steps to

capture a multimedia
describe
the
concepts
of sound
and
audio?
Ratio
Television
Computer
Manila
sheet
Marker
pen
Is the
student
able to
explain
elements
of
sound?
Microphon
e
Computer
Disc
Manila
sheet
Marker
pen
How
best can
the
student
describe
stages
of
making
sound
for
multime
dia?
2. Outline the steps to

capture a single frame
sheet
Marker
pen

steps to captures single
frame.
and conclude.
to outline the steps to
capture a single frame.

Television
Video deck
Manila
sheet
Marker
pen
Handouts
Video
cassette
Digital
video
Video
cable
Monitor
screen
Television
Video
cassette
play
Can the
student
outline
the steps
to
capture a
single
frame?
Video
capture
How
best can
frame
4.5 Video
Editing
4.6 Video
compression
steps to capture multiple

frame.
and conclude.
to outline the steps to
capture a multiple frame.

able to:
video editing.

discussion on video editing.
the discussion and conclude.
3. students to use the
concept of video editing.
2. Use video editing

software.

students to discuss the video
editing software.
2. The teacher to
demonstrate the use of video
editing software.
3. Students to use video
editing software.

how video compression.
and conclude.
to describe video
compression.

students to discuss the video
editing software.
2. The teacher to
demonstrate the use of video
editing software.
summary to explain various
ways of carrying out video
compression

students to discuss
interactive contents.
and conclude.

able to:
1. Describe Video
compression
2. Explain various ways

of carrying out video
compression
4.7 Interactive The student should be

contents
able to:
1. Describe interactive
contents.
2. Explain ways of carrying out

interactive contents.
1. The teacher to lead students to

ways of carrying out interactive
contents.
2. The teacher to summarize and
conclude.
3. Students to use the summary
to explain the
various ways of carrying out
card
Audio
source
Software
Handout
the
student
outline
the steps
to
capture a
multiple
frame?
Video
cassette
recorder
Software
Video
cassette
Is the
4
student
able to
explain
the
concept
of video
editing?
Video
cassette
recorder
Software
Video
cassette
Computer.
Can the
student
video
editing
software
(vidEdit)
?
Manila
sheet
Marker
pen
Handout.
How
2
best can
the
student
describe
video
compres
sion?
Manila
sheet
Marker
pen
Handout.
Is the
student
able to
explain
various
ways of
carrying
out
video
compres
sion?
Computer
Manila
sheet
Marker
pen
Handout
Can the 2
student
describe
interacti
ve
contents
?
interactive
contents.
Computer
Mark
er
pen
Manila sheet
Handout.
How best can the student explain

ways of carrying out interacti ve
contents

ICS Curriculum 2011

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ICS Curriculum 2011

Uploaded by

Copyright:

Available Formats

FORM ONE

1. The teacher to lead students

1. The teacher to prepare

1. The teacher to assign

Can a student define data

2. List the modern ways of disseminating

TV Radio Newspaper Journal

1. The teacher to lead students

Is the student able to

Is the student able to

1. The teacher to lead students

Can the student draw

Can the student list input

Is the student able to

Can the student connect

Is a student able to explain 2

Is the student able to

Is the student able to

1. The teacher to assign

1. The teacher to lead students

of different parts of CPU

1. The teacher to lead students

Can the student list output

2. Explain the 1. The teacher to lead students

Is the student able to

1. The teacher to demonstrate

Manila guides Can the student connect

Can the student define

Is the student able to

Is the student able to

2.list secondary 1.The teacher to lead students

1. The teacher to lead students

4. State advantages and disadvantages of different secondary

Hardware specification labels Computer manuals

Is the student a able to

1. The teacher to lead students

Can the student explain the 3

1. The teacher to lead students

Can the student list various

1. The teacher to lead students

Can the student state the

Can the student apply

3.Check the correct rating

to discuss the need of

1. The teacher to demonstrate

Can the student explain

Can the student use

Can the student format

Can the student

how to back up data.

3. Back up data 1. The teacher and students to

1. Students to brainstorm the

2. Use anti1. The teacher to demonstrate

Can the student use ant

1. Students to brainstorm the

1. The teacher and students to

Photographs Can student explain the

1. The teacher to lead students

Is the student able to

Is the student able to

(i) Is the student able to

1. The teacher and students to

1. The teacher and students to