STEP 1                         _________________________________________________________ 

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks.

Student Learning Outcomes 1: Students will be able to recognize various ICT devices and their applications.

Knowledge:

Students will be able to:

• Define ICT (Information and Communication Technology)
• Define ‘Computer’. 
• Summarize the different developments in the history of Computers.

Students will be able to identify the advantages and daily applications of ICT devices e.g.:

• Communication applications
• Measurement applications
• Applications in manufacturing industries
• Advantages & disadvantages of ICT devices
• Applications of the ICT devices in business and daily life

Skills:

Students will be able to:

• Identify various ICT devices
• Recognize a computer and its external components
• Apply their knowledge to operate computer devices (like mouse/keyboard/printer & touch devices)
• Identify the use of ICT devices in:

• Communication applications (print media, digital media, mobile phone, etc.)
• Measurement applications (digital experiments, weather stations, navigation, etc.).
• Applications in manufacturing industries (robotics used in manufacture and production line control).

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Problem Solving
• List 10 Things
• Examples/Non-Examples  

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1: Ask students some questions regarding the topic before starting the lesson. After getting their response, display some real objects or flashcards/printouts of different ICT devices. Ask the students to state the use of each device they identify.

Activity 2: Students can draw/find examples of various ICT devices.

STEP 1                         _________________________________________________________ 

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks.

Student Learning Outcomes 2: Students will be able to distinguish between computer hardware and software.

Knowledge:

Students will be able to:

• Define hardware and software
• Identify Hardware components of a computer:
  • Input devices (e.g. keyboard, mouse, scanner, microphone, digital camera, sensors, etc.).
  • Output Devices (LCD/LED/SMD, printer, speakers, multimedia projector, etc.)

Skills:

Students will be able to:

• Differentiate between hardware and software
• Use various input and output devices of a computer efficiently

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Matching Activities
• Open-Ended Questions
• Paper Pass

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                         _________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1:

• Divide the students into pairs.
• Ask the students to brainstorm three or four activities they can accomplish with a computer. Encourage them to think about people they know who use the computer for their studies/work/play. What is the input used for that activity? What is the output?
• Have students brainstorm within their groups, record their ideas on the activity guide/page/board/poster and ask them to make a list of input and output devices.
• Point students towards the list of inputs and outputs you have listed on the board or students have jotted down.
• Ask the students to share their ideas regarding the input and output devices.

Activity 2: (Class Activity)

Introduction: Begin by questioning students about the applications they might have heard of already, like students may already know about some computer applications such as web browsers, Word processing applications, entertainment applications, and utilities. Explain that these are applications and then define the technical terms like hardware, software, operating system, and computer applications.

STEP 1                         _________________________________________________________ 

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks.

Student Learning Outcomes 3: Students will be able to identify and analyze (basic) hardware components of a computing system (e.g. input, output, storage, and processing).

Knowledge:

Students will be able to:

• Summarize how a computer processor works (input, processing, and output)
• Differentiate between data and information, along with examples.
• Identify types of computer memory (RAM and ROM)
• Recognize the types of storage (SSD, HDD, and External storage)

Skills:

Students will be able to:

• Recognize processor, memory, and storage as essential components of a computer
• Identify various steps involved in processing information
• Categorize raw data into useful data or information
• Differentiate between RAM and ROM
• Compare the advantages, and disadvantages of various types of storage

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment. Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Peer-Assessments
• Self-Assessments
• Three-Minute Pause

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                         _________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1:

• Ask the students to work in groups and write down their thoughts about it
• Tell the students that there are many inputs and outputs on the smartphones they must have used or seen. If the students struggle here, consider asking them the following prompts:
  • “How does the phone know it has to shut down when it is too hot?”
  • “How does the phone know its location?”
  • “How does the phone know when to switch from playing music through the speakers to playing music through the headphones?”
  • “How does the phone know when to turn off the screen when you put the phone up to your ear?”
• After completing that, ask the students to present their collective thoughts as a group to the class.
• Learning activity objectives: To stimulate the higher-order thinking skills in the students ask the above-mentioned questions.

STEP 1_________________________________________________________ 

Standard: Develop various digital skills about the usage of operating systems, image processing, word processing, presentation, and data handling.

Student Learning Outcome 1: Students will be able to navigate around an Operating System (e.g. Microsoft Windows, MAC OS, Linux, Ubuntu, Android, iOS, etc.).

Knowledge:

Students will be able to:

• Define the term operating system
• Analyze the functions of an Operating System
• Differentiate between types of operating systems (Windows, MAC, Linux, and Android)
• List the functions of files, folders, shortcuts, and a drive (with examples)

Skills:

Students will be able to:

• Identify and analyze operating systems (Windows, MAC, Linux, Android, etc.).
• Navigate around an operating system by
  • Demonstrating the startup procedure of any available operating system
  • Identifying the desktop icons/tools (desktop, start button, start menu, taskbar, notification area, desktop icons) and explaining their functions
  • Demonstrating how to create, name, rename and delete a new file, folder and create a shortcut.
  • Demonstrating how to cut, copy, and paste a file/folder to another folder/location, drag and drop a file/folder to another folder/ location.

STEP 2__________________________________________________                                      _ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Know Want Learn Chart
• Quick Write
• Practice on Computer (use an operating system, create, name, rename, and delete a file or folder, create a shortcut on desktop, cut, copy, paste a file/folder)

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3__________________________________________________                                      _ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1: (Class Activity)

• Pre-organize some flashcards/ or physically arrange devices with different Operating Systems (the more variety of devices the better). 
• Choose the most popular operating systems and display their icons on the board. Challenge students to try and name them all. Explain that these are all examples of Operating Systems, also known as system software. Explain that they are responsible for managing user interface, memory, peripherals, multi-tasking, security, etc.   ("Operating Systems", 2022)
• Activity detailed materials can be found here: https://www.teachwithict.com/operating-system.html

Activity 2: (Lab Activity)

• Divide the students into pairs.
• Ask them to create a folder on the desktop and rename it.
• Instruct them to delete the folder and empty the recycle bin.
• Observe the students and guide them where help is needed.

Activity 3: (Lab Activity)

• Divide the students into pairs.
• Ask them to drag and drop the folder/file from one location to another location.
• Use the cut/copy/paste commands and also tell the shortcut keys used for these commands.
• Observe the students and guide them where help is needed.

Activity 4: (Lab Activity)

• Instructions: Students need to create a desktop shortcut of any file/folder.
• Teacher demonstration: ‘Desktop icons are designed to enable quick access to frequently used programs, files, folders, and so on. Many of these icons will be shortcuts, which are used to launch a program (or whatever) from another location. You can create desktop shortcuts for pretty much anything on your computer: programs, files, folders, windows, and the like’ ("Microsoft Windows 7 - 12 Desktop Icons", 2022)
• Detailed guideline on activity can be found here: http://www2.westsussex.gov.uk/LearningandDevelopment/IT%20Learning%20Guides/Microsoft%20Windows%207/12%20Desktop%20icons.pdf

STEP 1                         _________________________________________________________ 

Standard: Develop various digital skills related to the usage of operating systems, image processing, word processing, presentation, and data handling

Student Learning Outcomes 2: Students will be able to apply and demonstrate image-processing skills (using various software tools e.g. Paint, 3D Paint, Tux, etc.), while efficiently using computer hardware (e.g. mouse, keyboard, etc.)

Knowledge:

Students will be able to:

• Use image processing software (e.g. Paint, 3D Paint, Tux, etc.) for creating and editing images.

Skills:

Students will be able to:

• Explore image processing applications and draw freehand different brush types.
• Draw an image using 2D shapes like lines, circles, polygons, etc, and change color, outline, and position as needed.
• Add text to a drawing.
• Save a file and open saved files in paint.
• Demonstrate proficiency in using computer hardware (e.g. mouse, keyboard, etc.)
• Draw an image using 3D shapes**

STEP 2__________________________________________________                                      _ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Fist of Five
• Matching Activities
• Inside-Outside Circle
• Oral Questioning – based on how, why, what if
• Muddiest (or Clearest) Point
• Practice on Computer (draw a freehand drawing, draw 2D shape & 3D shape image, add text to the drawing and  make a greeting card, character or house, etc.)

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1: (Class Activity)

Discuss the types of software with the students. Explain the functions of application software and system software. Draw a pictograph on the board by adding the use of software for education, productivity, and entertainment by adding real-life examples.

Activity 2: (Lab Activity)

Divide the students into pairs. Explain to students that each pair is going to use an image processing software to draw a given prompt (for example, draw a house). Instruct students to open the software. Demonstrate how to use each of the "paint tools" and how to edit/erase. Demonstrate to the students how to use the spray paint, creating different shapes and colors. Students may use 3 different colors, 3 different shapes, and text. Ask if there are questions. Students will practice using the basic tools for 5 minutes. Give students 30 minutes or whatever time they need to draw and paint their house. Take a round to observe and guide the students as required. This activity is to mainly enhance a student’s fine motor skills while allowing him/her to express inner creativity.

STEP 1                         _________________________________________________________ 

Standard: Identity, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcome 1: Students will be able to identify, define and analyze a problem; and develop a step-by-step solution to solve simple problems.

Knowledge:

Students will be able to:

• Define and identify a problem.
• Analyze different techniques to deconstruct a problem.
• Differentiate between simple and complex problems.

Skills:

Students will be able to:

• Identify:
  • What is given – facts.
  • Data needed to solve the problem – input.
  • The output of the problem when given a certain input.
  • Specific instructions vs. nonspecific instructions.

Example: If a recipe is given, determine ingredients; given a maze, a robot, and a set of instructions the robot can follow; determine how to perform tasks using the given instructions; determine the task completed using given a set of instructions, etc.

• Deconstruct a problem into sub-problems (e.g. process of making fries, getting ready for school, etc.).
• Design a set of step-by-step instructions to solve a problem (e.g., giving directions using a specific set of words) through logic and reasoning.
• Integrate solutions to sub-problems to solve the main problem.
• Using given data and facts, reason about conclusion (guess the identity of a classmate given a set of qualities/features).

STEP 2                         _________________________________________________________ 

Formative Assessments

Assessment 1: Problem identification, analysis, and definition. Design a written quiz to identify and define the underlying problems in statements/situations etc.

Assessment 2: Problem-solving- Design quiz to apply all the problem-solving steps and choose the best solution out of all the available solutions; ask students to give reasons for the selection of a particular solution.

Assessment 3: Problem decomposition; Design a quiz with some simple and complex problems and ask students to differentiate between them. Ask students to deconstruct a complex problem into smaller parts.

Assessment 4: Step by step solution to a problem (Algorithm Designing by using Logic)- design a quiz to write complete step-by-step instructions to solve any problem.
 

In-class or Homework Prompt: Ask students to write 3 problems they see around them and apply all the steps from problem identification to writing step-by-step solutions to the problem.

Students can design solutions to one problem and then can compare them with their classmates to find the best solution.  

Student Self-Assessment/Reflection: Ask students to identify problems they are facing in school/ home or while coming to school/real-life/math/science and write them in a statement, find the problem solution and write down step by step solution for it. 

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations).

Students can solve the following problems by breaking down the problem into smaller parts, and then suggesting a sequence of steps to reach a solution. Activities should be in groups of 4-6 students, and the output document should include a problem statement and a step-by-step solution.

• Activity 1: (Maze/map) to reach the target where none of the paths should be repeated.
• Activity 2: Use different blocks to make shapes.
• Activity 3: Create different objects by using Origami (Boat, house, doll, robot, airplane, etc.)
• Activity 4: Identify numbers of shapes in an image.
• Activity 5: Solve a Rubik’s cube.
• Activity 6: Find the odd one out in the given objects.
  • Activity 7: Arrange a birthday party/ family dinner/find the best path to school, etc.
  • Activity 8: Solve a mathematical equation by deconstructing it into various smaller parts. (BODMAS, Finding LCM/HCF, solving algebraic equation)
  • Activity 9: Design an activity to solve a big scientific problem by deconstructing it into various smaller parts. (Life cycles of living things, change in the state of matter, etc.)
  • Activity 10: Design an activity like (draw the smiley/ draw the shape, etc.) to understand the concept of Logic; every student can have different logic and can follow different steps to solve the same problem.

STEP 1                         _________________________________________________________ 

Standard: Identity, define, and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcome:2 Students will be able to analyze and apply basic algorithmic thinking to solve different types of problems

Knowledge:

Students will be able to:

• List benefits of algorithmic thinking.
• recognize that algorithms are a sequence of precisely described instructions.
• Examine that Algorithmic thinking is breaking down a problem, identifying important information, logical thinking, and confidence in decision making.
• Define conditional statements/ selection statements that decide whether certain instructions should run (e.g. if there is rain take an umbrella)?
• Identify loops, and analyze how they allow instructions to be repeated.
• Analyze ways to solve a problem by using a combination of sequence, selection, and repetition.

Skills:

Students will be able to:

• Identify and differentiate between simple and complex problems.
• Create a sequence of steps to solve a problem.
• Relate sequence, selection, and repetition to daily life tasks.
• Create solutions to problems using sequencing, loops, and conditions.

STEP 2                         _________________________________________________________ 

 Formative Assessments

Assessment 1: Understand the algorithm as a step-by-step procedure. Design a written quiz to identify steps of a simple mathematical algorithm for adding two 3-digits integers.

Assessment 2: Design a worksheet in which they give multiple scenarios to determine which problem-solving technique (sequence, loops, and conditions) can be applied.

In-class or Homework Prompt: Ask students to write 3 problems around them and apply all the steps from problem identification to writing step-by-step solutions to the problem.

Students can design solutions to one problem and then can compare them with their classmates to find the best solution.  

Student Self-Assessment/Reflection: Ask students to identify problems in their daily routines where they can apply sequencing, conditions, and loops to determine their solution (Eg. problem of traffic can be solved through traffic lights that run in loops). 

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations. The learning activities below have been adopted from https://www.kodable.com/learn/learn-to-code-sequence/)

In-class activity 1: ALGORITHMS

The key learning is that activities should use algorithms or step-by-step processes to perform a task. Students can work in groups:

• Prompt 1: Write an algorithm that would allow a person to create a pizza with 4 toppings.
• Prompt 2: Write an algorithm that gives the steps involved with brushing your teeth.
• Prompt 3: Write an algorithm to find a path in an 8x8 box with one starting point and ending point.

In class activity 2: SEQUENCE^[1]                                                                   

The key learning is that activities should use a specific sequence to perform a task. Students can work in groups:

• Prompt 1: Apply sequencing using BODMAS to solve a mathematical problem.
• Prompt 2: ‘Divide students into pairs such that one partner is the “coder” and one partner is the “robot”. The coder decides on a simple task for their partner “robot” to do; the simpler the task, the better, like “walk across the room.” Next, the coder gives their partner “robot” step-by-step instructions, also known as an algorithm, to complete the task. “Robots” need to remember that they can only do exactly what their coder tells them to do. If one of the steps is incorrect or not specific enough, this will result in a bug in their algorithm, and it will need to be redone. Switch places when finished’ (Learning Activity, 2022).

In-class activity 3: REPETITION or LOOPS^[2]

The key takeaway is that activities should apply repetition or loops to solve a problem.

• Prompt 1: Ask the students to pick between creating a fun dance or exercise routine. Ask students to come up with three actions to perform physically e.g. for a workout routine, this could be a jumping jack, pushup, and sit-up, and for a dance routine, this could be a clap, spin, and jump. ‘Have the students decide how many times each action should be repeated, or “looped”. For example, “clap 2 times, spin 1 time, and jump 3 times”. Perform the routine altogether, looping each action the designated number of times. Then, try looping the entire routine at least twice! As an extension, invite a partner to execute the same commands and perform the routine together!’ (Flex Your Loop Skills, 2022).

In-class activity 4: CONDITIONS^[3]

The key takeaway is that activities should use conditions to solve a problem.

• Prompt 1: ‘Come up with a rule – something that always happens in the same way. For example, “I go to school on Mondays”. Then, come up with an exception, also known as a condition, to this rule. For example, “If it is a holiday, then I don’t go to school on Monday.” Write the conditional statement at the top of a piece of paper. Use the rest of the paper space to illustrate the conditional statement. In this example, you could draw a picture of your favourite holiday. Repeat this process 3 times so you have three conditional art pieces! If working in pairs, one partner can come up with the rules, and the other can come up with the condition and draw the image. Then, switch roles’ ("Learn with Conditions", 2022).

• Prompt 2: ‘Students will line up at one end of the classroom to reach the other side of the classroom. The teacher, and then the students themselves will call out conditionals and all the students will advance or not depending on the specific conditional statement. Have the students line up at one side of the room.

Explain the rules:

1. The object of the game is to get across the room first.

2. For if...then conditionals: If the condition called out is true for you, then perform the action described in the then. If the condition called out is false for you, then do nothing.

3. For if...then...else conditionals, listen carefully to the whole condition, as the else may apply to you’ ("Learn with Conditions", 2022).

Standard: Understand and apply fundamental programming constructs using visual and textual programming tools.

Student Learning Outcome 1: Students will be able to analyze the fundamentals of computer programming.

Knowledge:

Students will be able to:

• Determine the need for a programming language.
• list ways in which programming is important in today’s world.
• Define ‘Program’.
• List different applications of computer programming.
• Identify programming languages and their uses.

Skills:

Students will be able to: 

• Differentiate between an algorithm and a program.
• Convert an algorithm into a program.

Formative Assessments

Student Reflection – how many daily items use some sort of programming to work? What could be the benefits of learning programming?

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

• In-class or Homework Prompt - Describe how various industries use programming (e.g. gaming industry, automobile industry, textile manufacturing industry, farming industry, etc.)
• Research project or Homework Prompt – Students can work in groups in class or as a homework research assignment. The prompt “What kind of programming languages exist and what are their uses?”. The takeaway is to understand that programming language exists for specific purposes (e.g. HTML for web development, python for data science, Unity for game design, etc.)

Standard: Understand and apply fundamental programming constructs using visual and textual programming tools.

Student Learning Outcome 2: Students will be able to analyze and apply basic programming constructs (e.g. sequence, selection, repetition, variables, inputs/events); by creating simple single-sprite, single-script programs using visual programming tools.

Knowledge:

Students will be able to:

• List the fundamental programming constructs that enable a computer to interpret a computer program. The constructs are:
  • An event is an action from the user (or something outside the computer)
  • A sequence is a series of actions that are completed in a specific order. Computers follow all instructions in the sequence in which they are written.
  • A loop repeats instructions until a specific stopping condition is met.
  • A variable is used to store information called a value.
  • A conditional statement asks a question to figure out which path to take next.
• Analyze ways to debug a computer program.

Skills:

Students will be able to:

• Recognize that a program executes in a sequence – write computer programs accordingly.
• Write a program using the following constructs:
  • Event - take input from the user e.g. when the user presses an arrow key on the keyboard, or when the user clicks the mouse button – a certain action is executed.
  • Loop - repeats an instruction(s) a finite number of times or forever.
  • Motion - That involves the motion of a sprite/object.
  • Variable- creates and assigns values to a variable(s) (as per the event e.g. create an integer variable such as a score or a counter, and increase or decrease the value when certain events take place)
  • Conditional statement (if-else block) – running a block of code only if a specific condition is true
• Debug a computer program. 

Formative Assessments

Quiz 1 – Definitions of fundamental constructs

Quiz 2 – Explaining a computer program (i.e. code) in natural language (i.e. human language) (e.g. When the green flag is clicked, change x by 100 can be explained as when the program starts the sprite will move right by 100), and converting natural language (i.e. human language) to a computer program (i.e. code).

Student Self-Assessment/Reflection:

• What are some programming constructs that we use in our daily lives?
• The importance of following a certain sequence of instructions. The sequence of instructions to perform a certain task correctly. (e.g. breaking the eggshell and then frying the egg will work, but frying the egg and then breaking the eggshell will not work).
• The use of loops. Which instructions do we repeat in our daily lives (e.g. pour water till the glass is full)
• The use of conditional statements. Which instructions do we follow under certain occasions (e.g. take an umbrella if it is raining or sunny)

Summative Assessments:

• Term Assessment
• Mid-Year Exams
• Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Students should code the following activities, and be encouraged to test their code, and debug accordingly if the program does not meet the required outcomes.

Lab Activity or In-class Coding Task #1 – EVENTS: When the program starts (e.g. in block-coding; using the event block "When green flag clicked"), make an action happen (e.g. make a sprite do something like change color when the sprite is clicked, or display some text like “hello world”)

Lab Activity or In-class Coding Task # 2 – SEQUENCE: When the program starts, two or three instructions should be executed in sequence (e.g. in block-coding; when the player clicks a sprite, make it go to a random position, play a sound, and switch costume in that order). Reflection question – what happens when the order is changed? Add a wait block (e.g. a wait one-second block or a print statement) between each instruction to make the changes more noticeable in a sequence.

Lab Activity or In-class Coding Task # 3 (continuation of task # 2) – LOOPS: When the program starts; give an instruction that will repeat forever (e.g. take the instructions given in task # 2 and set them to repeat)

Lab Activity or In-class Coding Task # 4: VARIABLES: Create an integer variable, assign a value to the variable at the start of the program, and then change the value in response to a certain input (e.g. create a score variable. When the program starts, the score should be set to zero, and when the player presses the up-arrow key the score should increase by 1, and the score should decrease by 1 when the down arrow key is pressed)

Lab Activity or In-class Coding Task # 5 (continuation of task # 4): Run an instruction only if a specific condition is true (for example when the variable score from task # 4 reaches a certain value, a sound should play)

STEP 1                         _________________________________________________________ 

Standard: Students will be able to engage positively, critically, and competently in the digital environment.

Student Learning Outcomes 1: Students will analyze the basics of information literacy and digital civility and appropriate uses of technology.

Knowledge:

Students will be able to:

• Identify essentials of good digital citizenship such as safe and responsible technology use.
• Recognize key concepts of copyright, plagiarism, and piracy, and define ethical standards of sourcing online information.
• Examine ethical issues that arise in ICT while surfing online.
• Analyze the importance of being safe, responsible, and respectful online.
• Identify health-related issues of using ICT devices.

Skills:

Students will be able to …

• list school ICT lab rules.
• Use devices responsibly
• Demonstrate proper posture when using devices, and healthy behaviour such as taking breaks to avoid eye and body strain.
• use devices in a moderated manner (for example using devices for less time, or using age appropriate programs, or closing/shutting down and appropriately storing devices after use etc.).
• Identify steps to secure information privacy and confidentiality.
• Identify possible dangers of the internet and related security.

STEP 2                         ________________________________________________          ____ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• ReQuest/ Reciprocal Questioning
• KWL Chart
• The Minute Paper
• Quick Write
• Onion Ring
• ABCD Whisper
• Circle, Triangle, Square

Summative Assessments (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ___________                                                                                       __

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

In-class exercise or homework prompt: Students should identify and demonstrate proper posture when using devices, and know techniques for reducing eye and body strain during use. The teacher divides students into groups and assigns a device e.g. computer, TV, phone, etc. Each group then has to discuss the appropriate usage, proper posture, duration of usage, post-use storing of the device, etc. Students will present their points to the class after discussion.

In-class exercise or homework prompt: The teacher can make a worksheet on common devices, and the appropriate length of usage for health and safety reasons. Students will need to match the device to the appropriate health & safety standard on the worksheet. The teacher can support the students as required during the activity. Reflection questions to ask – did you know about the health standards of using these devices? Have you noticed anyone following unhealthy screen habits? How can you help them?

In-class activity: This activity demonstrates the importance of feeling safe online. The teacher will set the context by explaining how certain situations make us feel happy, but we should also be aware that some situations might make us feel uncomfortable and may even put us at risk. The key takeaway is that the students should be able to identify risky or uncomfortable behavior in an online setting.

Prompt: Invite the students to reflect on the following: "What should we do when something makes us feel uncomfortable, unsafe, at-risk, or scared?" Reflect together on the importance of telling a trusted adult when we feel uncomfortable, unsafe, at-risk, or scared.

“The power of the internet allows students to experience and visit places they might not be able to see in person. But, just like traveling in the real world, it's important to be safe when traveling online. On this virtual field trip, students can practice staying safe on online adventures.”

Explain to the students that you are going to talk about the internet and how to use the internet safely. Show the students the happy face and the sad face in the two corners of the room and explain that you will read a few statements. They should walk to the happy face if they think that a situation makes them feel happy or to the sad face if a situation makes them feel scared, sad, or not at ease.

They can stay in the middle of the room if they are unsure about how they feel. Readout loud the following statements: • I am eating an ice cream. • I am playing a game I like. • I can´t find my backpack. • I made a kite and I am going to try it out with my friends today. • A stranger asks me to accompany him/her to an unfamiliar location. After each statement, allow the students enough time to choose a corner of the room. Ask the students in each corner to answer and discuss the following question within their group: “How does this situation make you feel? And why?” Invite a child from each group to share a few of the answers with the class. Do not forget to involve those who chose the middle by asking: “Why have you decided to stay in the middle? How do you think you might feel in this scenario?”

In-class activity:

The Start activity is a good opportunity to discuss child safety more broadly. It is important to explain to the students that one of the key strategies when feeling unsafe or uncomfortable, whether online or offline, is to approach a trusted adult. It is recommended that you share with the students the NO-GO-TELL approach. If something or someone is making them feel uncomfortable or unsafe, they should do the following: • Say NO when someone is making you feel uncomfortable or unsafe. • Then GO: leave or run away from that person or situation. • And TELL: talk to a trusted adult about the situation.

In-class activity:

Rules on online safety vary according to the age of the child and the exposure and access that each child has to online materials. For example, younger students might accept media content at face value and therefore need extra support to make sense of what they are seeing. Below we suggest a few rules that students should follow when using the Internet. Please refer to the list if you think that the student’s notes need to be added or that the students might have missed a crucial rule. Please note that these are just suggestions: you are the expert in your classroom. Feel free to adapt the rules to what you think is appropriate in your environment.

1. I will discuss with my parents the rules for going online.

2. I will always think carefully before clicking on online content. I should not click on any content that I feel uncomfortable with or unsure about. For example, do not click on a video, if the preview video picture looks in any way scary or makes you feel uncomfortable, or if you do not understand it.

3. I will stop watching any program that makes me feel uncomfortable right away. As soon as I realize it is making me feel uncomfortable or unsafe, or I do not understand what is happening, I will turn it off.

4. I will not share personal information, such as my name, address, or phone number, without my parents’ permission.

5. I will not make friends online with people I do not know. The most important rule is that I will tell my parents or a trusted adult right away any time I come across something online that makes me feel unsafe, uncomfortable or that I do not understand

STEP 1                         _________________________________________________________ 

Standard: Students will understand and apply the tools and mindsets needed to develop and launch a business idea

Advanced SLO**

Student Learning Outcomes 1: Students will be able to define and analyze entrepreneurship, its subtypes, and the entrepreneurship process.

Knowledge:

Students will be able to:

• Define the term ‘Entrepreneurship.
• Identify different types of entrepreneurs and present a few examples of entrepreneurs.
• Differentiate between traditional & digital entrepreneurship along with examples.
• Summarize the entrepreneurship process.

Skills:

Students will be able to:

• Identify different types of entrepreneurs and present a few examples of entrepreneurs.
• Differentiate between traditional & digital entrepreneurship along with examples.
• Analyze how traditional entrepreneurs could use technology to improve or scale their business

STEP 2                         _________________________________________________________ 

Formative Assessments

Quiz – assessment on knowledge and understanding of entrepreneurship, uses of technology in business, and business plan components.

Project-based assessment – create a business plan, design a solution to a problem and identify market size, customer profile, estimated revenue, costs, and profit.

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1: Students can discuss a famous entrepreneur and their professional & personal journey, and present to the class as an individual or a group.

Activity 2: “lemonade stand” students can work in groups, come up with a small revenue-generating activity like a lemonade stand, garage sale, movie night, bake sale, art auction. They should complete the activity independently and record the funds raised, and then donate to a charity.

Self-reflection / homework: Students can watch any of these entrepreneurship-related videos and share in oral or written presentation their comments on entrepreneurship

Innoventure Jr.: What is an entrepreneur? https://www.youtube.com/watch?v=Sc-yHMF7mNo

Teaching Entrepreneurship for Students! https://www.youtube.com/watch?v=6fKVyeGdKxY

STEP 1                         _________________________________________________________ 

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks.

Student Learning Outcomes 1: Students will be able to identify the use of emerging technologies in various walks of life (e.g. artificial intelligence, biometrics, robotics, computer-assisted translation, 3D and holographic imaging, virtual reality, Cloud Computing, and open-source software).

Knowledge:

Students will be able to:

• the define and apply the following emerging technologies:
  • Robotics
  • Artificial intelligence
  • self-driving cars
  • 3D printing
  • virtual reality & augmented reality
  • 3D and holographic imaging

Skills:

Students will be able to:

• Recognize the progression in various technologies (e.g. landline phones to smartphones, 1^st generation computer processors to 12^th generation computer processors, etc).
• Describe the application and impact of emerging technologies.

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Turn and Talk
• Whip Around

Summative Assessment: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                         _________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1: Students (Individual/Group) are to research any emerging technology of their choice and present their findings to the whole class.

STEP 1                         _________________________________________________________ 

Standard: Students develop an understanding of ICT, ICT devices, computer systems (hardware), and networks.

Student Learning Outcomes 2: Students will be able to identify   (advanced) hardware components of a computing system (e.g. different types of I/O ports and different types of peripherals).

Knowledge:

Students will be able to:

• Identify different I/O ports of a computer system (USB port, Type-C port, HDMI port, SATA port, PCI-express port, etc.)
• Identify different peripherals of a computer system (e.g. graphic card, printers, scanners, mouse, keyboard, webcams, etc.)

Skills:

Students will be able to:

• Identify and describe the properties of different I/O ports.
• Identify and describe the applications of different peripherals.

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Ask
• Teach a Friend
• Think-Pair-Share

Summative Assessments: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                         _________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1: Students will be asked to inspect a computer in the lab and identify the type of port that is in use

STEP 1                         _________________________________________________________ 

Standard: Develop various digital skills about the usage of operating systems, image processing, word processing, presentation, and data handling.

Student Learning Outcome 1: Students will be able to develop and demonstrate word-processing and presentation skills (using various software tools e.g. MS Word, MS PowerPoint, Prezi, Canva, Photo Story, Movie-maker, etc.)

Knowledge:

Students will be able to:

• Describe the purpose of a word processor.
• Create and edit a document using any word processing software (e.g. MS Word, Google Docs, notepad, Open Office, etc).
• Explain the importance of a presentation tool.
• Create a presentation using any one of the word processing software.

Skills:

Students will be able to:

• Create an artifact (report, essay, etc.) using the following tools in word processing software:
  • Open a new Word document and tinker with the user interface of the word processor (MS Word).
  • Add and modify the text (underline, bold, italicize, font style, font size, font color) to a document in the word processor (MS Word).
  • Save and open files in the word processor (MS Word).
  • Format a document in the word processor (MS Word) (text alignment, bullets, page margins, page layout, spacing, indent).
  • Insert, resize and add text in images in the document.
  • Cut, copy, and paste text/image into a document.
  • Use spell-check.
  • Create and modify numbered and bulleted lists.
  • Demonstrate understanding of the difference between Save and Save as.
  • Insert and format a table.
  • Add header, footer, and page numbers in a document.
  • Advanced skill: Use thesaurus and synonym features **
  • Advanced skill: Apply a procedure to print a document**
• Create a multimedia presentation by:
  • Adding new slides.
  • Adding various objects on the slides (image, text, video, audio, etc).
  • Animating an object to appear on click.
  • Creating internal/external Hyperlinks.
  • Adding notes.
  • Creating a slideshow and an executable file.

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• Open-Ended Questions
• 3-2-1 
• Problem Solving
• Practice on Computer (draw a freehand drawing, draw 2D shape & 3D shape image, add text to the drawing, make a greeting card, character or house, etc.)

Summative Assessments (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activity 1:

• Engage students with the topic by asking them to open Microsoft Word and allowing them to navigate freely for three minutes. At the end of this time, ask them to share experiences, questions, and comments.
• Tell students they will be learning to use this program, then ask them to consider why learning to use Microsoft Word will be beneficial to them.
• Have them open a New Document.
• Have students preview the menus briefly by running their mouse across each but not opening any options under. Preview and predict what each tab does.
• Discuss features and allow students to ask questions, but instruct them to refrain from going further than exploration for now.
• Ask - Which feature will you use to:
  • Determine margins?
  • Create page borders?
  • Check spellings?
  • Add a table of contents?
  • Preview the document?

Activity 2:

 Students can prepare a presentation on the book they read last time; while incorporating all the tools.

STEP 1                         _________________________________________________________ 

Standard 1: Students will demonstrate the ability to use email.

Advanced SLO**

Student Learning Outcome 2: Students will get introduced to electronic mailing systems (e-mail) and learn appropriate usage.

Knowledge:

Students will be able to…

• List the uses of electronic mail (e-mail).
• Identify and explain the common platforms for electronic mail.
• Create an e-mail address, and how to send electronic mail (tone, language, etc).
• Demonstrate the process of authentication. ‘Any process by which you verify someone, or something (a device) is who, what, they, or it claim(s) to be. Example: Some websites use a combination of e-mail addresses and passwords as a means of authentication’ ("What is Authentication?", 2022).
• Demostrate an appropriate use of email (signing out after usage etc).
• Explain standard email protocols like SMTP and POP3 and implications for those who use them.

Skills:

Students will be able to…

• Define the following terms
  • email address
  • password
  • contacts
• Use an email service to create an email account.
• Create an electronic mail, with the appropriate subject line, content, and signature, adding in appropriate addressee, cc, bcc, and attachments
• Send and receive emails with attachments.
• Organize emails using different folders/labels.
• Demonstrate ability to log in and log out from an email inbox.
• Demonstrate ability to use email as a means of authentication for another website login password.

STEP 2                         _________________________________________________________ 

Formative Assessments:

Quiz 1 - email and standard protocols

In-class or Homework Prompt – List down appropriate uses of email.

In-class or Homework Prompt – Email the teacher something you have appreciated in school. or class

Student Self-Assessment/Reflection – How would you like to use email?

Summative Assessment: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

In-class Task #1 –Password power up ^[4]- ‘students will define the term "password" and describe a password's purpose, understand why a strong password is important, and practice creating a memorable and strong password.’ ("Password Power-Up", 2022).

In-class exercise or Homework prompt – Students should create an email address using common freely available platforms like Microsoft or Google. Teachers can conduct a demonstration, and students can follow the process and create their own email inboxes.

In-class Task – 3-2-1

Ask the students to jot down 3 things they have learned about the email, make 2 personal connections to email, or write anything 2 things they didn’t understand about email, and 1 area that needs to be discussed with the peers or teacher.

Support materials could include:

What is email: https://www.youtube.com/watch?v=VEYC1VnnEaY

Purpose structure & content of emails: https://study.com/academy/lesson/purpose-content-structure-of-emails.html

STEP 1                 _        ________________________________________________________ 

Standard: Identify, define and analyze a problem, and apply algorithmic thinking and problem-solving strategies to develop step-by-step solutions to solve problems.

Student Learning Outcome: Students will be able to apply the concept of computational thinking to handle complex problems

Knowledge:

Students will be able to:

• Explain that an algorithm is a sequence of precisely described instructions.
• Describe how to apply computational thinking to solve a complex problem (breaking down a problem, identifying important information, logical thinking, and confidence in decision making).

Skills:

Students will be able to:

• Extract relevant information required to solve the problem (abstraction).
• Break down a problem by identifying patterns/similarities to solve a complex problem.
• Write and design algorithms for complex problems.
• Draw a flowchart (input, output, process, and decisions) to graphically represent an algorithm.

STEP 2                         _________________________________________________________ 

Formative Assessments: 

Quiz 1 – Identify an example of a simple problem e.g. tie your shoes (where there is only one sequence of steps that will solve the problem), and an example of a complex problem e.g. coming to school on time (the complexity is in determining causes of late-ness, e.g. sleep time, waking up time, traffic on the route, and then coming up with multiple solutions for each issue).

Quiz 1: Writing an algorithm of a complex problem by following all the important steps.
Step 1: Problem identification in the underlying problems in statements/situations etc.

Step 2: Breaking down the problem into smaller steps.

Step 3: Write steps in sequence to solve the problems.

Step 4: Draw a flow chart of steps.

Quiz 2: Identifying the prerequisite of writing algorithms of a simple problem as well as complex problems. Design a quiz to present the problem to students where they can identify problem statements, write all the prerequisites of the problem and write a complete algorithm.

In-class assignment or homework prompt: Students should be able to write at least 2 different solutions to the same problem. Design an assessment where students should be asked to write at least 2 different step-by-step solutions to solve any problem and write algorithms.

In-class assignment or homework prompt: Students should draw the basic flowchart of any problem while identifying the inputs/outputs.

• Design an assessment and ask students to draw the flowchart of at least 3 different algorithms (Provide the algorithm; students will just draw the flowcharts).
• Design an assessment and ask students to identify the problem, follow the problem-solving process and write step-by-step solutions to the problem (algorithm) and convert the algorithm into its graphical representation (flowchart).
• Design an assessment and ask students to identify the errors in the flowchart and redraw the correct flowchart.

In-class or Homework Prompt:

• Design different problems where the student should be able to extract the relevant information to the problem (Abstraction) and recognize various patterns/similarities (Pattern recognition) and decompose a big problem into smaller parts.
• Design at least 3-5 problems where students should be able to decompose a complex problem into smaller parts and write the algorithm to solve the problem efficiently.
• Design the problems where students should not only be able to write the algorithm but also be able to draw the flowcharts.
• Design the problems where students should be able to identify the fundamental blocks in flowcharts
• Design the problems where students should be able to identify errors in the flowchart and redraw them.

Student Self-Assessment/Reflection: Ask the students to identify problems they are facing in school/ home or while coming to school/real-life/math/science and write a problem statement, find the relevant information; identify the similarities in the information; write step by step solution to the problem and then graphically represent it into the flowchart.

Summative Assessment: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

Activities should not be focused on individual working, students should also learn to work in groups while completing the activities. (A group of 4-6 students should be encouraged to work on various activities.) Each student/group should identify a problem, apply abstraction and pattern recognition, decomposition problem, write an algorithm, and should write step by step solution to the problem.

Design problem, solution, and flow chart around the following problems:

1. Activity 1:  Design activities to identify the mathematical/scientific or any other problems e.g.; sorting numbers in numerical order
2. Activity 2:  Science Problem (Digestive system, respiratory system, transport in Plant, physical & chemical changes, etc.);
3. Activity 3:  Computer problem (designing a small application like calculator, animated story, interactive presentation, etc.)

STEP 1                         _________________________________________________________ 

Standard: Identify a problem statement and apply algorithmic thinking strategies to solve problems.

Student Learning Outcome 2: Students will be able to apply concepts of conditional statements, finite, and infinite loops to write different algorithms.

Knowledge:

Students will be able to:

• Determine where to use a finite loop and infinite loop.
• Infer clear instructions to be considered for an algorithm to produce correct results.
• Recognize that more than one algorithm can solve a given problem.
• Distinguish between problems where If and If then else condition can be applied.

Skills:

Students will be able to:

• Apply finite and infinite loops in algorithm building.
• Identify problems where IF then Else condition can be applied.
• Break down a problem and create a sub-solution for each of its parts.
• Recognize whether an input is fit to determine the correct output.
• Use logical reasoning to predict outputs given varying inputs **

STEP 2                         _________________________________________________________ 

Formative Assessments: 

Assessment 1: Design assessment and present problem to students where they should be able to identify and differentiate between 3 different types of algorithmic thinking application (Sequencing/Loops/ Conditions).

Assessment 2: Design assessment where students should be able to identify errors in the algorithms. (understand clear instructions and be able to write them step-by-step).

Assessment 3: Design assessment where students should be able to predict outputs while given varying inputs.

Assessment 4: Design assessment where students should be able to identify the scenario where to apply the Sequencing.

Assessment 5: Design assessment where students should be able to identify the scenario where to apply the finite/infinite loops.

Assessment 6: Design assessment where students should be able to identify the scenario where to apply simple if and if then else conditions.

In-class or Homework Prompt: Students should be presented with different problems where they have to apply Sequencing, Loops, and Conditions concepts.

Student Self-Assessment/Reflection: Ask students to write 3 problems around them (Real Life, Mathematical, Scientific & computer problems) and identify the scenarios where to apply sequencing, Loops, and Conditions and then can compare it with the classmates to find the best solution.  

Summative Assessment: (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

 (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations).

1. Key vocabulary terms (Algorithm design, Sequencing, Loops, Conditions, Infinite, and finite loops, If & If-Then-Else conditions) are introduced as needed by the various learning activities and performance tasks.
2. Activities should not be focused on individual working, students should also learn to work in groups while completing the activities. (A group of 4-6 students should be encouraged to work on various activities.)
3. Each student/group should identify a problem and be able to understand which algorithmic thinking concept will be applied there (Sequencing, Loops, and Condition)
4. Design activities around daily life problems e.g.;
5. Design activities to identify the mathematical/scientific or any other problems e.g; Math word problems (converting decimal numbers into binary, arranging absolute numbers into ascending and descending order, applying basic operations on integers and rational numbers; working with polynomials, manipulate algebraic expressions using formulae, etc. ); Science problem (nervous system, excretory systems, chemical reactions, heat & its transfer, etc.); Computer problems (Designing a grading/ aging/ voting system, game designing with lives, levels, and obstacles, maze designing to reach certain targets, etc.)
6. Design following activities to identify, analyze and deconstruct problems:
   • Activity 1: Take a mathematical problem and identify whether it’s a sequencing/loops/condition problem or a combination of all and apply the concept and write step by step solution by applying algorithmic thinking.
   • Activity 2: Take a science problem and identify whether it’s a sequencing/loops/condition problem or a combination of all and apply the concept and write step by step solution by applying algorithmic thinking.
   • Activity 3: Take a computer problem and identify whether it’s a sequencing/loops/condition problem or a combination of all and apply the concept and write step by step solution by applying algorithmic thinking.
   • Activity 4: Design an activity like celebrating a day/planning a festivity activity (Group activity), and identify whether it’s a sequencing/loops/condition problem or a combination and apply the concept and write step by step solution by applying algorithmic thinking.

Standard: Explain and apply fundamental programming constructs using visual and textual programming tools

Student Learning Outcome 1: Students will be able to understand how computers encode and decode computer programs (i.e. conversion of decimal to binary and vice versa, conversion of texts, images and sounds in binary)

Knowledge:

Students will be able to:

• Describe that computers store information using binary codes.
• Differentiate between binary and decimal number systems.
• Explain that computer can only understand specific instructions.

Advanced SLO**:

• Text, image, and sound representation in binary numbers

Skills:

Students will be able to: 

• Convert binary numbers into decimal numbers
• Convert decimal numbers into binary numbers

Advanced SLO**:

• Encode and decode text in binary using protocols of ASCII
• Encode and decode images in binary using protocols such as RGB

Formative Assessments:

Quiz: Converting numbers from binary and decimal number systems and vice versa.

Summative Assessments:

• Term Assessment
• Mid-Year Exams
• Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

• In-class Activity #1 - Students can conduct an activity to give instructions to complete a simple task like drawing a cat or a dog. Prompt: “Make groups of two, each student should have one piece of paper and a pencil. Student 1 will draw an animal, and then using instructions only (no hand gestures or any other movement) give student 2 instructions on how to draw the same image.” The learning objective is to understand that computers need specific instructions through a programming language and that instructions need to be very specific, and there is a need for standard terminology to navigate across the paper. Students can describe what kind of instructions a computer may need to be able to run programs.
• In-class Activity #1 - Specific instructions: Students pretend to be programmers and create a list of instructions for a simple task like making roti or drawing an animal and read it to the teacher. The teacher – pretending to be the computer – needs to follow the instructions exactly, teaching students the art of being specific, or realizing the gaps if they are not specific enough (e.g. a student could say ‘roll the dough’ but not explain that the dough needs to be taken out of the mixing bowl first, or what to roll it with). Sample open-source worksheets and activity details can be found here: https://classic.csunplugged.org/documents/activities/programming-languages/unplugged-12-programming_languages.pdf
  Video of exercise can be found here: https://www.youtube.com/watch?v=Ct-lOOUqmyY
• Flashcards game: Students can learn to count using only 1 and 0. Using a set of five flashcards with 1, 2, 4, 8, and 16 dots on one side (representing a 1 in binary) and blank on the other (representing a 0 in binary). The teacher can turn over relevant cards, and students can decode numbers and vice versa.
  Sample open-source worksheets and activity details can be found here: https://classic.csunplugged.org/documents/activities/binary-numbers/unplugged-01-binary_numbers.pdf
• Worksheets for students to decode ciphers e.g. assign some numbers or letters to symbols and have students “decode” the hidden message or hidden number. Sample open-source worksheets can be found here: https://www.escapelincoln.com/wp-content/uploads/2020/03/CipherWorksheets_EscapeLincoln.pdf
   

Standard: Explain and apply fundamental programming constructs using visual and textual programming tools.

Student Learning Outcome 2: Students will be able to apply fundamental programming constructs to create multi-sprite, multi-script programs using visual programming tools.

Knowledge:

Students will be able to:

• Articulate that a combination of programming constructs can be put together to create more complex projects.
  • The concept of combining events & coordinates to allow a user to move a sprite or a sprite, to move a sprite automatically without user intervention.
  • The concept of setting a condition using mathematical operators on a variable (e.g. if the score is greater than 10, or if the timer is less than 0), or setting a condition for when two sprites collide (e.g. if touching another sprite).
  • The concept of creating, setting, and changing a variable under certain conditions to either increase value (e.g. increase the score when the player touches a sprite) or decrease in value (e.g. countdown timer).

Skills:

Students will be able to:

• Write a program that will: 
  • Allow the user to move a sprite using arrow keys.
  • Make sprites move automatically without user intervention when the program starts.
  • Award the player a score point under certain conditions, such as if they can touch another sprite that is automatically moving, or if the player clicks on a moving sprite.
  • Create a countdown timer.

Formative Assessments:

In-class Coding Tasks: The learning activities suggested below can also be used as assessments.

Quiz 1 – definitions of fundamental constructs of sequence, selection, repetition, variables, events, and motion through x-coordinates and y-coordinates

Quiz 2 – matching extracts of code to explanation (e.g. code block change x coordinate by 10 to be matched to explanation move sprite right or vice versa)

In-class exercise or homework prompt– Break down a computer/phone / online game you have played into simple instructions in the local language. Prompts/follow-up questions could include (1) What is the objective of the game? (2) How many sprites are there in the game? (3) How does the player move? (4) How does the player win (if applicable)? (5) How does the player lose (if applicable)? (6) What instructions have been given to the computer to make this game?

In-class exercise or homework prompt–What kind of events can be used by the player to move a sprite around a screen? (e.g. arrow key movement)

In-class exercise or homework prompt–Draw a three-panel story sequence, and code it.

Student Self-Assessment/Reflection– If two games use the same controls (like arrow keys) to move and award the player when why do so many of them exist? (The objective is to explain that coding itself is not sufficient, there needs to be a context in which the program exists, for example in the case of the game there is a game story that is being told with animations, character designs, music, etc. even if the code is the same)

Summative Assessments:

• Term Assessment
• Mid-Year Exams
• Final Exams

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations) (Please view activities listed below as recommendations)

• Lab Activity or In-class Coding Task– Vending machine – Create a “vending machine” by drawing or uploading a vending machine sprite, and code it so that the player presses a button or clicks on the machine, the “score” increases by 1.
• Lab Activity or In-class Coding Task - ATM – Create a “vending machine” by drawing or uploading a vending machine sprite, and code it so that the player presses a button or clicks on the machine, the “score” increases by 1.
• Lab Activity or In-class Coding Task – Create a program which uses takes input from the user to move a sprite, has at least two sprites, uses programming fundamental constructs like coordinates, conditionals, loops, and variables. Suggested prompts could be:
  • Add a player sprite and a “food” sprite that the player needs to chase.
  • Combining events and instructions to change coordinates, make the player sprite move right, left, up, and down when the player presses the upright arrow key, left arrow key, up arrow key, and down arrow key respectively.
  • Combining events and instructions to automatically move the “food” sprite (e.g. glide or go to a random position).
  • Create a score variable, set it to zero when the game starts, and use a conditional to change the variable when the player touches the second sprite.
  • Open-source project/learning materials: https://resources.scratch.mit.edu/www/guides/en/ChaseGuide.pdf
• Lab Activity or In-class Coding Task: Build mini-games using the following concepts:
  • Creating, setting, and changing integer variables for score & time.
  • Sequencing through event blocks (i.e. triggering code when a character is clicked or when the game starts).
  • Conditionals - triggering code on certain conditions such as scoring when a win condition is met, or losing when a loose condition is met.
  • Using a forever loop to repeat code.
  • Moving characters around a 2-dimensional space using coordinates.

Sample open source projects:

• • Hide & Seek Game https://www.youtube.com/watch?v=1PFlVg7cr_g
  • Table Tennis Game: https://resources.scratch.mit.edu/www/cards/en/pong-cards.pdf

In-class discussion -        Students can present and play each other’s games and explain the code.

“Speed code” competition – Students create a game within a limited time frame. First to finish a working project wins.

Coding drills – The teacher demonstrates a simple application in class, and students need to code it on their own in a timed drill.

STEP 1                         _________________________________________________________ 

Standard 1: Learn to identify and use the basics of the internet, identify risks involved in an

online exchange of information and apply digital safety protocols.

Student Learning Outcomes 1: Students will identify ways to protect against malicious activities or behaviours in the digital environment.

Knowledge:

Students will be able to:

• Explain ethics and what constitutes an ethical issue in digital environments.
• Outline the importance of being safe, responsible, and respectful online.
• Explain key concepts of copyright, plagiarism, and piracy.
• Evaluate digital media bias and messaging.

Students will identify:

• Improper use of computer resources.
• Steps to secure information privacy and confidentiality.
• Possible dangers of the internet and related security measures.

Skills:

Students will be able to:

• Identify the common uses of the internet such as business, social networking, entertainment, information/news.
• Identify appropriate and inappropriate behaviour when navigating the digital environment.
• Identify threats and know how to protect against malicious entities/activities like viruses, hacking, vandalism etc.
• Describe and use safe, appropriate, and responsible practices (netiquette) when participating online.
• Identify positive and negative impacts of using social media, both online and offline.

STEP 2                         _________________________________________________________ 

Formative Assessments (*Descriptions of Formative Assessment Strategies can be found at the end of the document in ‘Bank of Formative Assessment Strategies’.)

• P-E-O (Predict-Explain-Observe)
• Question Shells
• Heads and tails
• Mind-maps

Summative Assessments (Theory & Practical)

• Term Assessment
• Mid-Year Exams
• Final Exams

STEP 3                 _        ________________________________________________________ 

Learning Activities (The activities below are neither listed in any particular order nor is this an exhaustive list. View them as recommendations)

In-class activity

Teachers can show videos on protecting your computer in class, and lead a discussion on ways to protect computers. Reflection questions can include (but not be limited to) What are some common ways in which computers can be protected? What happens when computers are not protected? Suggested video: https://www.youtube.com/watch?v=6mMZFoXbKqI

In-class activity

Students will then work in groups and present how to protect their online identity and computer

In-class activity

The teacher will place students in groups, and request each group to prepare a chart of ethical rules regarding the use of ICT. Students will present their posters, and the teacher can display posters in class.