Weekly Learning Plan

Subject Computing Week 13 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning Explain in details the concepts of data structures and their importance in organizing and
Indicator(s) manipulating data efficiently
1. What are the key characteristics of an algorithm?
Essential Question(s) linked to the 2. How do variables play a role in algorithms?
Knowledge Hierarchy aligned with the 3. What is pseudocode, and how does it help in problem-solving?
4. How does a flowchart represent an algorithm visually?
Content Standards and Learning
5. Why is it important to follow the stages of the program development cycle?
Indicators 6. How can a flowchart be used to troubleshoot an algorithm?
7. What role does testing play in programming?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Teaching & Learning Resources Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
 academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Provide scaffolded tasks starting from simple to more complex algorithms.
2. Use visual aids such as diagrams, flowcharts, and pseudocode examples to support
Content learners' understanding.
3. Focus on individual pacing, allowing learners to work at different speeds depending on
their grasp of the topic.
4. Assign differentiated tasks to cater to learners with varying abilities.
I. Provide mixed-ability groupings to encourage peer support and collaborative learning.
II. Offer guided activities that allow hands-on practice (e.g., building flowcharts).
Process III. Engage learners with different learning styles by using a mix of verbal explanations,
visual aids, and group work.
IV. Monitor individual progress and provide additional support as needed during activities.
1. Allow learners to present their understanding through different formats such as pseudocode,
flowcharts, or presentations.
Product 2. Use peer assessments to give learners opportunities to review and critique each other’s work.
3. Offer extended tasks for advanced learners to deepen their understanding.
4. Encourage individual reflections to assess their learning and understanding of the topic.
Keywords Algorithm, Variable, Pseudocode, Flowchart, Debugging, Testing, Analysis, Design
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Introducing Variables and Activity 1: Introducing Variables Level 1 (Recall)
Algorithms (25 minutes) and Algorithms (25 minutes) 1. What is an algorithm?
Teacher introduces learners to Explain variables in programming Discuss the role of variables in a. A computer program
algorithms using a simple real-life using real-life examples, such as solving problems. b. A graph
example (e.g., cooking palm nut asking the user for their name and age. Identify the inputs and outputs of c. Step-by-step instructions
soup). Present a simple real-life algorithm
Learners discuss the step-by-step (e.g., making a meal) and prompt the real-life algorithm presented
process and identify how it can be learners to identify inputs and outputs. by the teacher.
represented algorithmically.
Activity 2: Writing Pseudocode (30 Activity 2: Writing Pseudocode
Tell learners the Strand and Sub- minutes) (30 minutes)
used to solve a problem
Strand of the lesson Share the Demonstrate how to write pseudocode Work in pairs to develop
2. State what is meant by a
indicator with learners. for a simple task, like adding two pseudocode for the task assigned
variable in programming
numbers or calculating the area of a by the teacher (e.g., calculating the
3. Name two ways to
rectangle. area of a rectangle).
represent an algorithm.
Give learners a task to write Share their pseudocode with the
pseudocode for a new problem. class and explain their process.
Level 2 (Skills & Concepts)
1. Give one similarity and
Activity 3: Flowchart Development Activity 3: Flowchart
one difference between
(35 minutes) Development (35 minutes)
pseudocode and a flowchart.
Introduce flowcharts as a visual In groups, create a flowchart based
representation of algorithms and on the pseudocode they developed.
explain the key symbols (e.g., Present their flowchart to the
terminator, input/output, process). class, explaining each symbol
Guide learners in converting their used.
pseudocode into flowcharts.
Lesson Closure (20 minutes)
Facilitate a reflection session where learners discuss how the flowchart helped clarify the algorithm.
Learner Activities
Participate in the group discussion and share reflections on how the flowchart improved understanding of the algorithm.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
 Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Problem Analysis & Activity 1: Problem Analysis &
Algorithm Design (30 minutes) Algorithm Design (30 minutes)
Teacher reviews the flowcharts Explain the stages of the program Analyze the problem presented by
created in Lesson 1 and prompts a development cycle: analysis, design, the teacher and identify inputs,
discussion on how these help in coding, and testing. processes, and outputs.
planning a program before Present a simple problem (e.g., Design an algorithm to solve the
coding. calculating the average of four problem.
numbers) and guide learners in
. analyzing the problem.

Activity 2: Debugging and Testing (40 Activity 2: Debugging and

minutes) Testing (40 minutes)
Provide learners with a faulty In groups, identify and correct Level 3: Strategic Thinking
pseudocode algorithm and guide them errors in the pseudocode provided 1. Explain the connection
through the process of identifying and by the teacher. between a problem and an
correcting errors. Test the corrected algorithm by algorithm.
Emphasize the importance of testing walking through its steps.
during the program development cycle.

Activity 3: Improving Flowcharts (30 Activity 3: Improving Flowcharts

minutes) (30 minutes)
Guide learners in refining the Refine their flowcharts based on
flowcharts they developed in the feedback from peers and the
previous lesson. teacher.
Provide feedback on the improvements Share the revised flowcharts with
they make to their flowcharts. the class and explain the changes
made.
 Lesson Closure (20 minutes)
Summarize the key learning outcomes of the day and assign homework to create a flowchart for a real-life scenario (e.g., planning a school
event).
Learner Activities
Reflect on the day’s activities and prepare to complete the homework assignment.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 14 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning 1. Explain and use Algorithms to solve a real-life problem.
Indicator(s) 2. Identify the stages in the program development cycle: Analysis, design, coding and testing.
Essential Question(s) linked to the 1. What is the role of analysis in problem-solving using algorithms?
Knowledge Hierarchy aligned with the 2. How does the design phase improve the clarity of an algorithm?
Content Standards and Learning 3. What are the steps to implement an algorithm in coding?
4. Why is testing critical to the success of a program?
Indicators
5. How do different types of test data help in debugging programs?
 6. What challenges are faced during the coding phase?
7. How does debugging improve the accuracy of a program?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Scaffold tasks by gradually increasing the complexity of algorithms.
Content 2. Use visual aids to support learners’ understanding of abstract concepts.
3. Provide multiple real-life problem scenarios for diverse applications.
4. Offer advanced problems for higher-ability learners.
1. Use group discussions to enhance collaborative learning.
2. Allow individual learners to progress at their own pace with additional support when
Process needed.
3. Use hands-on coding and debugging exercises to engage kinesthetic learners.
4. Adjust the teaching pace based on learners' comprehension.
Product 1. Encourage learners to present algorithms, pseudocode, and flowcharts visually or in writing.
 2. Offer varied assessment options (peer feedback, summative assessments).
3. Allow advanced learners to create complex algorithms.
4. Provide regular self-assessment opportunities.
Keywords Algorithm, Flowchart, Pseudocode, Coding, Debugging, Testing, Syntax Error, Logical Error.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Introduction to Program Activity 1: Introduction to Level 1: Recall
Development Cycle (30 minutes) Program Development Cycle (30 1. Name the first four
Introduce the class to a familiar Explain the concept of the program minutes) phases/stages of the Program
task, such as organizing a school development cycle (analysis, design, Discuss the first essential Development Cycle.
event. coding, and testing). question: "What is the role of 2. What is the second stage
Ask learners to reflect on how Provide visual aids, showing how each analysis in problem-solving?" of the SDLC?
analysis helps in breaking down stage leads to successful problem- Analyze a given problem (e.g., 3. At what stage of the
the event into manageable steps. solving. calculating the area of a circle), program development cycle
Encourage them to think of how identifying inputs, processes, and would a wireframe of the
the task would be solved outputs. This allows learners to user interface be created?
differently if analysis were see the value of analysis in a. Analysis stage
skipped. ensuring clarity in problem- b. Design stage
Activity 2: Algorithm Design (35 solving. c. Testing stage
minutes)
Guide learners through the design Activity 2: Algorithm Design (35
phase, explaining how creating minutes)
pseudocode ensures clarity before Design an algorithm using
moving to coding. pseudocode for a real-life problem
Reinforce the second essential (e.g., finding the average of test
question: "How does the design phase scores). Focus on the clarity of the
improve the clarity of an algorithm?" steps.
Engage in group discussions on
 how the design phase helps them
Activity 3: Introduction to Flowcharts avoid mistakes in later stages.
(35 minutes)
Demonstrate how to represent Activity 3: Introduction to
pseudocode using flowcharts, Flowcharts (35 minutes)
explaining each symbol. Convert their pseudocode into
Guide the learners to revisit the third flowcharts and explain the steps in
essential question: "What are the steps their algorithms.
to implement an algorithm in coding?" Discuss how the flowchart makes
Show them how clear flowcharts make coding simpler, relating it to the
coding easier. essential question.
Lesson Closure (20 minutes)
1. Reinforce the importance of the design phase and how it prepares them for coding and testing.
2. Assign homework: create a flowchart for a task that requires analysis, design, coding, and testing.
Learner Activities
1. Reflect on the lesson’s essential questions and how they answered them throughout the lesson.
2. Complete the assigned task, emphasizing the analysis and design phases.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Introduction to Coding (40 Activity 1: Introduction to Level 2: Skills and Concepts
minutes) Coding (40 minutes) 1. Describe what is meant by
Begin by reviewing the essential Demonstrate how to turn a flowchart Work individually or in pairs to a logical error. State one
questions and prompting learners into actual code, emphasizing syntax write code from their flowcharts.
to reflect on the coding challenges and logical errors. Share challenges they encounter
they expect to encounter. Discuss the essential question, "What and discuss how to address them.
Discuss how debugging can help challenges are faced during the coding
solve coding issues. phase?"
example of pseudocode
Activity 2: Debugging (30 minutes) Activity 2: Debugging (30
containing a logical error to
Introduce the process of debugging and minutes)
support your answer.
provide examples of errors (syntax, Debug their own code and
logic, runtime). document the errors they find.
Level 3: Strategic Thinking
Focus on the essential question: "How Reflect on how debugging helps
1. When executed, the
does debugging improve the accuracy improve their programs.
program shown in Figure
of a program?"
14:4 generates a run-time
error.
Activity 3: Program Testing (30 Activity 3: Program Testing (30
Explain why this is so.
minutes) minutes)
message = "Happy Birthday
Explain the importance of testing and Test their code using various sets
to you!" print(message1
how to use normal, extreme, and of data and make improvements.
exceptional test data. Document their results and note
Ask learners to reflect on the essential how different test data uncovered
question: "How do different types of errors.
test data help in debugging programs?"

Lesson Closure (20 minutes)

Summarize the key learning outcomes of the day and assign homework to create a flowchart for a real-life scenario (e.g., planning a school
event).
Learner Activities
Reflect on the day’s activities and prepare to complete the homework assignment.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 15 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning Explain in details the concepts of data structures and their importance in organizing and
Indicator(s) manipulating data efficiently.
1. What is a data structure, and why is it important in programming?
2. How do linear and non-linear data structures differ?
Essential Question(s) linked to the 3. What is the role of static and dynamic data structures in efficient memory management?
Knowledge Hierarchy aligned with the 4. How can we decide which data structure is best for a specific task?
Content Standards and Learning 5. Why are operations like insertion, deletion, searching, and sorting important in data
Indicators structures?
6. What are the advantages of dynamic data structures over static ones?
7. How do operations like searching and sorting affect program performance?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
 Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Use both visual and hands-on activities to reinforce the concept of data structures.
2. Provide examples ranging from simple to complex data structures.
Content 3. Offer scaffolded support for learners who may struggle with abstract concepts.
4. Challenge advanced learners with tasks involving real-world applications of dynamic and
non-linear data structures.
1. Include group discussions to allow peer learning and collaboration.
2. Allow learners to progress at their own pace, providing additional support where needed.
Process
3. Use a mix of individual and group tasks to suit different learning preferences.
4. Include coding exercises for learners who grasp the concepts quickly.
1. Encourage learners to present their solutions in various formats (e.g., diagrams, Python code).
2. Provide varied assessment opportunities (e.g., peer review, presentations, coding tasks).
Product
3. Allow learners to choose their own real-world problem to solve using data structures.
4. Offer self-assessment tools so learners can monitor their progress.
Keywords Data Structure, Linear, Non-linear, Static, Dynamic, Insertion, Deletion, Searching, Sorting.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Starter Main Lesson drawing on Concepts, Skills and Competencies to Assessment DoK aligned to
 the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Introduction to Data Activity 1: Introduction to Data Level 1: Recall
Structures (30 minutes) Structures (30 minutes) 1. State the name of two data
Engage learners by using a real- Introduce the concept of data structures Discuss the importance of structures used in
life analogy, like comparing data with a focus on their role in organizing organizing data efficiently. programming.
structures to organizing items in a and storing data. In groups, identify examples of 2. A data structure is a
home.
Use visuals (charts or diagrams) to data structures from everyday particular way of storing and
For instance, ask learners how
they would store cloths in a show the difference between simple scenarios (e.g., bookshelves, organizing data in a
wardrobe, utensils in a kitchen, data types (e.g., integers, strings) and organizational charts) and relate computer so that it can be
or books in a library more complex data structures (e.g., them to linear and non-linear used efficiently.
This sets the stage for arrays, stacks, trees). structures. a. True
understanding the role of data b. False
structures in programming. Activity 2: Classification of Data Activity 2: Classification of Data
Structures (35 minutes) Structures (35 minutes)
Explain the classifications of data Work in pairs to classify real-
structures: linear vs non-linear and world examples (e.g., library
static vs dynamic. systems, road networks) into linear
Provide examples of each type (e.g., and non-linear data structures.
arrays and linked lists for linear Present their findings and engage
structures, trees and graphs for non- in discussions.
linear structures).

Activity 3: Exploring Operations on Activity 3: Exploring Operations

Data Structures (30 minutes) on Data Structures (30 minutes)
Explain the common operations on In small groups, learners will
data structures: insertion, deletion, simulate these operations on
searching, sorting. simple data structures (e.g., an
Use an array or linked list as an array of numbers) using pen and
example to show how insertion and paper.
deletion work. Discuss the efficiency of these
 operations and how different data
structures handle them.
Lesson Closure (20 minutes)
1. Summarize the key points discussed in the lesson.
2. Assign a homework task where learners choose a real-world scenario and suggest the most suitable data structure for organizing its data.
Learner Activities
1. Reflect on the lesson’s essential questions and complete the homework task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Static vs Dynamic Data Activity 1: Static vs Dynamic Level 3: Strategic Thinking
Structures (35 minutes) Data Structures (35 minutes) 1. As a member of the
Begin with a quick recap of the Introduce the differences between Work in pairs to discuss the
computing club in your
static and dynamic data structures, advantages and disadvantages of
different types of data structures school, imagine you need to
emphasizing memory allocation. static vs dynamic data structures.
and ask learners to brainstorm Use Python code to demonstrate how Experiment with Python code to manage an ever-changing list
situations where dynamic data arrays (static) and linked lists create and manipulate static and of member names with
structures (like linked lists) would (dynamic) are declared and dynamic structures. frequent additions and
be more efficient than static ones manipulated. deletions.
(like arrays). Activity 2: Exploring Searching a. Which would be more
Activity 2: Exploring Searching and and Sorting Algorithms (30 suitable for this task: a static
Sorting Algorithms (30 minutes) minutes)
Explain how searching (e.g., linear or a dynamic data structure?
In small groups, simulate
search, binary search) and sorting (e.g., searching and sorting operations Justify your choice of
bubble sort, quick sort) are performed on arrays and linked lists. answer. b. Identify at least
 on different data structures.
Use visual aids (e.g., flowcharts) to Present their findings, discussing
show the steps involved in these which data structure is more
algorithms. efficient for each operation.
two operations that would be
Activity 3: Choosing the Right Data regularly performed on the
Structure (30 minutes) Activity 3: Choosing the Right chosen data structure.
Pose a complex problem (e.g., Data Structure (30 minutes) c. Describe possible uses of
managing a dynamic list of students’ Work in teams to solve the these operations in this
grades) and ask learners to suggest the problem using the data structure scenario.
most suitable data structure. they find most appropriate.
Guide learners in reflecting on the Present their solutions and justify
advantages and limitations of different their choice of data structure.
structures.
Lesson Closure (20 minutes)
1. Summarize the key learning outcomes of the day and assign homework to create a flowchart for a real-life scenario (e.g., planning a
school event).
Learner Activities
1. Reflect on the day’s activities and prepare to complete the homework assignment.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Weekly Learning Plan
Subject Computing Week 16 Duration 240 minutes Form Year 1
Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning
Differentiate between the types of Data Structures.
Indicator(s)
1. What is an array, and how does it help organize data in programming?
Essential Question(s) linked to the 2. How does a one-dimensional array differ from a two-dimensional array?
Knowledge Hierarchy aligned with the 3. What are the advantages and disadvantages of arrays?
4. How does memory allocation work in arrays, and why is it important?
Content Standards and Learning
5. Why is it important to choose the right type of array (1D vs 2D) for specific problems?
Indicators 6. What are the real-world applications of 2D arrays in computing?
7. How do static arrays differ from dynamic arrays in terms of memory allocation?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Teaching & Learning Resources Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
 Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Provide scaffolding for complex concepts like 2D arrays and dynamic arrays.
2. Use real-life examples to simplify abstract programming concepts.
Content 3. Offer additional materials (e.g., videos, diagrams) to support learners who need more
guidance.
4. Challenge advanced learners with tasks involving dynamic arrays and practical applications.
1. Use group discussions to facilitate peer learning and support.
Process 2. Offer independent coding tasks for advanced learners who progress faster.
3. Allow students to work at their own pace, offering extra support as needed.
4. Incorporate hands-on activities to engage kinesthetic learners.
1. Encourage students to present their arrays in various formats (written, coded, diagrams).
Product 2. Provide multiple assessment opportunities (peer review, presentations, coding exercises).
3. Allow advanced learners to solve more complex problems using dynamic arrays.
4. Encourage self-assessment through reflection tasks.
Keywords Array, One-dimensional, Two-dimensional, Static, Dynamic, Insertion, Deletion, Memory
Allocation.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Activity 1: Introduction to Arrays (30 Activity 1: Introduction to Arrays
minutes) (30 minutes)
Engage learners with a visual Introduce arrays as a data structure Discuss why using arrays is more
demonstration using a real-life using simple Python examples to show efficient than using multiple
analogy, like organizing books on how arrays store related data variables.
shelves (1D) vs organizing them efficiently. In pairs, learners will create a list
in a library catalog (2D). Explain how indexing works in 1D of classroom items using a 1D
Prompt students to think about arrays using a practical example such array and access specific items
how they would locate a book in as a list of student names. using indexing.
each system.
Activity 2: Differences Between
Activity 2: Differences Between 1D 1D and 2D Arrays (35 minutes) Level 3: Strategic Thinking
and 2D Arrays (35 minutes) In small groups, compare 1D and As a Year 1 Computing
Explain the difference between 1D and 2D arrays by creating a matrix learner, you are tasked to
2D arrays. Use a matrix of student test representing test scores and store data for the sitting plan
scores in various subjects to illustrate a demonstrating how to retrieve for your class.
2D array. specific data (e.g., scores for a Which type of array would
Show how to access data in both types particular student in a specific you choose to use and why
of arrays using indices. subject).
Activity 3: Advantages and
Activity 3: Advantages and Disadvantages of Arrays (30
Disadvantages of Arrays (30 minutes) minutes)
Guide learners in identifying the pros Learners will list three advantages
and cons of arrays (e.g., fast access and three disadvantages of using
through indexing vs. fixed size). arrays and share their answers in
Use practical examples to discuss the small groups.
implications of these advantages and Each group will present one
disadvantages in programming. advantage and one disadvantage to
the class.
Lesson Closure (20 minutes)
1. Summarize the key points from the lesson, focusing on the role of arrays in programming.
2. Assign a homework task: Write a Python program using a 1D array to store and retrieve five names of their classmates.
Learner Activities
 - Reflect on the lesson’s essential questions and complete the assigned task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Practical Applications of Activity 1: Practical Applications

2D Arrays (35 minutes) of 2D Arrays (35 minutes)
Begin with a recap of the different Present examples of real-world Learners will work in small groups
types of arrays. Use an interactive applications of 2D arrays (e.g., to create a 2D array representing a
class activity where learners must spreadsheets, game boards, pixel seating plan for their classroom.
classify problems (e.g., seating grids). Each group will present their array
plans, timetables) as 1D or 2D Show how to implement a 2D array in and explain how they would
arrays. Python to represent a seating access a particular seat.
arrangement or chessboard.
Activity 2: Static vs Dynamic Arrays Activity 2: Static vs Dynamic
(30 minutes) Arrays (30 minutes)
Introduce static and dynamic arrays. Work in pairs to discuss the
Explain how static arrays allocate benefits of using dynamic arrays
memory upfront, while dynamic arrays in situations where the size of the
can grow or shrink as needed. data is not known ahead of time.
Use code examples to show the Experiment with Python code to
difference in memory allocation create dynamic arrays and modify
between static and dynamic arrays. their size during program
execution.
 Activity 3: Common Operations on Activity 3: Common Operations
Arrays (30 minutes) on Arrays (30 minutes)
Demonstrate common operations like Learners will practice performing
insertion, deletion, and searching in insertion and deletion operations
arrays. Explain how these operations on both 1D and 2D arrays in small
differ in 1D vs 2D arrays. groups.
Provide Python examples where Each group will share how long
learners can observe the time these operations take and how they
complexity of each operation. impact the array's structure.
Lesson Closure (20 minutes)
1. Summarize the lesson, focusing on how choosing the right array type improves program efficiency.
2. Assign homework: Write a Python program that allows users to insert and delete elements from a 2D array representing a game board.
Learner Activities
1. Reflect on how they applied the essential questions to their work and complete the homework assignment.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 17 Duration 240 minutes Form Year 1
Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning
Differentiate between the types of Data Structures.
Indicator(s)
1. What is a linked list, and how does it differ from an array?
2. How does a singly linked list differ from a doubly linked list?
Essential Question(s) linked to the 3. What are the advantages of using a linked list over other data structure?
Knowledge Hierarchy aligned with the 4. What are the key features and applications of stacks?
Content Standards and Learning 5. Why is it important to understand the operations (push, pop) in a stack?
Indicators 6. What are the real-world applications of linked lists and stacks?
7. Why is it important to understand the performance of operations (insertion, deletion) in linked
lists?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Teaching & Learning Resources Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
 Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Provide visual aids and diagrams to support learners' understanding of abstract concepts.
2. Use real-world examples to make abstract data structures more relatable.
Content
3. Provide scaffolded tasks for learners who need additional support.
4. Offer more challenging tasks for advanced learners, such as exploring circular linked lists.
1. Encourage group discussions and peer support to facilitate collaboration.
2. Allow for hands-on activities (e.g., physical stacks) to support kinesthetic learners.
Process
3. Use guided practice and modeling for learners needing extra help with operations.
4. Adjust the pace of the lesson based on learner feedback.
1. Allow learners to present their understanding in various formats (written, diagrams,
presentations).
2. Provide opportunities for peer review and feedback.
Product
3. Challenge advanced learners with more complex scenarios (e.g., implementing stacks in a
programming language).
4. Encourage self-assessment through reflection tasks.
Keywords Linked List, Singly Linked List, Doubly Linked List, Stack, Push, Pop, Node, LIFO.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Activity 1: Introduction to Linked Activity 1: Introduction to Linked
Lists (30 minutes) Lists (30 minutes)
Start with a real-life analogy: Introduce linked lists as dynamic data Discuss how linked lists allow
Using a deck of cards, show how structures with nodes containing data efficient insertion and deletion.
removing or adding cards to the and pointers to the next node. In pairs, learners will use diagrams
top mimics’ stack operations Show diagrams of singly and doubly to trace the traversal of a singly
(push and pop). linked lists to illustrate the difference and doubly linked list.
Similarly, represent linked lists between them.
5. One way to implement a
with beads where each bead Activity 2: Advantages and Activity 2: Advantages and
stack in a program is using a
(node) links to the next. Discuss Disadvantages of Linked Lists (35 Disadvantages of Linked Lists
linked list. a. true b. false 6.
how data structures mimic these minutes) (35 minutes)
A stack is a LIFO data
real-world processes. Discuss the key advantages of linked In groups, learners will list and
structure. What does LIFO
lists over arrays, focusing on memory discuss the advantages and
stand for? 7. A linked list is
allocation and flexibility. disadvantages of linked lists and
different from an array
Guide learners in understanding the share their insights with the class.
because a. An array cannot
disadvantages, such as the lack of
be sorted, but a linked list
direct indexing.
can be b. An array is fixed in
size, but a linked list is
Activity 3: Features and Operations Activity 3: Features and
dynamically sizable. c. A
of Stacks (30 minutes) Operations of Stacks (30
linked list can handle more
Introduce stacks as LIFO structures minutes)
types of information than an
using real-life examples like undo Learners will simulate stack
array.
operations in text editors or browser operations using a physical stack
back functions. of objects (e.g., books) and
Demonstrate the push and pop explain the process of adding
operations with a stack of books. (push) and removing (pop) items.
Discuss when and why to use
stacks in programming
applications.
Lesson Closure (20 minutes)
1. Recap the differences between linked lists and stacks, focusing on their use cases and features.
2. Assign a task for learners to research a real-world application of linked lists and stacks.
Learner Activities
1. Reflect on the essential questions, noting how their understanding of data structures has improved.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Applications of Linked Activity 1: Applications of Linked Level 2: Skills and Concepts
Lists (35 minutes) Lists (35 minutes) 1. Explain how a data item in
Begin with a quick review of the Show examples of how linked lists are In pairs, learners will discuss and a linked list can be deleted.
used in web browsers (back and present examples of linked lists in
previous lesson. Use a class 2. Explain why insertions
forward buttons) and task scheduling in real-world applications.
discussion to compare how a operating systems. Work on a group task where they and deletions of data items
stack might be used in undo/redo Guide learners in exploring a music diagram a linked list used for task are faster in a linked list
functions versus how a linked list app's playlist feature as a linked list. scheduling in an operating system. compared to an array.
might manage a playlist in a
music app. Activity 2: Operations in Linked Lists Activity 2: Operations in Linked
(30 minutes) Lists (30 minutes)
Demonstrate how insertion and Learners will simulate insertion
deletion work in linked lists and and deletion in a linked list using
compare them with array operations. visual aids and discuss the
Use diagrams to show the steps of efficiency of these operations
adding and removing nodes in a singly compared to arrays.
linked list.

Activity 3: Applications of Stacks (30 Activity 3: Applications of Stacks

minutes) (30 minutes)
Show how stacks are used in real- Learners will work in groups to
world applications such as function call create and present an example
 management and browser history.
where a stack is used to manage
Provide examples of stack operations
memory allocation or function
in reversing a list of numbers or
calls.
managing undo operations.
Lesson Closure (20 minutes)
1. Summarize the lesson, focusing on the practical uses of linked lists and stacks.
2. Assign a task for learners to research and present another data structure of their choice.
Learner Activities
1. Reflect on their understanding and complete the assigned task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 18 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning Differentiate between the types of Data Structures.
Indicator(s)
1. What is a queue, and how does it differ from a stack?
2. What are the primary operations of a queue, and why are they important in real-world
Essential Question(s) linked to the applications?
Knowledge Hierarchy aligned with the 3. How do linear and circular queues differ, and when would you use one over the other?
Content Standards and Learning 4. Why is it important to maintain the order of data in a queue?
Indicators 5. What are the real-world applications of queues in computing and daily life?
6. What is a binary tree, and how does it help in organizing data?
7. What are the key operations performed on a binary tree?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
Content 1. Provide visual aids and diagrams to help learners grasp the abstract nature of queues, binary
trees, and graphs.
2. Use real-world examples (e.g., printer queues, family trees) to simplify complex concepts.
 3. Offer scaffolded tasks for learners who need more support in understanding the operations of
non-linear data structures.
4. Challenge advanced learners with more complex tasks, such as implementing a binary tree
in a coding exercise.
1. Encourage group discussions and hands-on activities to engage learners with different
learning styles.
Process 2. Allow learners to progress at their own pace, offering additional guidance where necessary.
3. Use coding exercises or simulations to reinforce learning for kinesthetic learners.
4. Adjust the pace of the lesson based on learners' progress and comprehension.
1. Allow learners to present their understanding in different formats (written explanations,
diagrams, group presentations).
Product 2. Provide opportunities for peer review and reflection.
3. Challenge advanced learners to explore more complex operations, such as balancing binary
trees.
4. Encourage self-assessment by having learners reflect on their progress and understanding.
Keywords Queue, Enqueue, Dequeue, Binary Tree, Insertion, Deletion, Traversal, Graph.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Activity 1: Introduction to Queues (30 Activity 1: Introduction to
minutes) Queues (30 minutes)
Begin with an engaging example Introduce the concept of a queue, Learners will discuss real-life
of a real-world queue, like explaining the FIFO principle with examples of queues they
waiting in line at a restaurant. Use diagrams and examples such as printer encounter (e.g., bank lines, traffic
a physical demonstration where queues and scheduling tasks. queues).
learners simulate joining and Demonstrate the basic operations of a In pairs, they will simulate
leaving the queue to illustrate the queue: enqueue and dequeue. enqueue and dequeue operations Level 1: Recall
FIFO principle. with a list of tasks, noting how the 1. A queue follows the
queue helps maintain order. a. FIFO (First In First Out)
principle
Activity 2: Types of Queues (35 Activity 2: Types of Queues (35 b. LIFO (Last In First Out)
minutes) minutes) principle
Explain the difference between linear Learners will work in groups to c. Random access principle
and circular queues, highlighting how draw a linear queue and a circular
circular queues help avoid wasted queue, showing how data moves 2. Name two basic
memory. through each. operations that can be
Use code snippets or flowcharts to Each group will present their performed on a queue.
show how each type of queue operates. findings and discuss when each
type of queue is most useful. 3. What is the name of a data
structure that operates like a
Activity 3: Applications of Queues (30 Activity 3: Applications of line where elements are
minutes) Queues (30 minutes) added at one end and
Guide learners through various In small groups, learners will removed from the other end?
applications of queues in computing simulate managing a queue for
(e.g., print jobs, task scheduling, print jobs, noting how tasks are
network data transfer). enqueued and dequeued.
Provide a real-world problem, such as They will discuss other potential
managing a print queue, and ask applications of queues and share
learners to brainstorm how a queue examples with the class.
would be used.
Lesson Closure (20 minutes)
1. Summarize the key points, focusing on the practical importance of queues in daily life and computing.
2. Assign homework: learners will research another example of a queue used in a real-world application (e.g., in transportation or networks).
Learner Activities
1. Reflect on the essential questions discussed and complete the assigned task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Introduction to Binary Activity 1: Introduction to Binary Level 2: Skills and Concepts
Trees (35 minutes) Trees (35 minutes) 1. Draw diagrams to
Start with a class activity where Introduce binary trees as a type of non- Learners will work in groups to illustrate how data items are
learners organize a set of objects linear data structure. Use diagrams to construct a binary tree from a set arranged in the following
into a tree structure (e.g., family explain the hierarchy and parent-child of data (e.g., student test scores). data structures:
trees or organizational charts). relationships in binary trees. They will practice adding new • Binary tree
Discuss how tree structures make Show examples of binary trees used in nodes and rearranging the tree. • Graph
it easier to see relationships and search engines and file systems. Each group will present their
navigate data. binary tree and discuss how the Level 4: Extended Thinking
data is organized. 1. Find out more about tree
and graph data structures.
Activity 2: Operations on Binary Activity 2: Operations on Binary Create a presentation about
Trees (30 minutes) Trees (30 minutes) these two non-linear data
Demonstrate the key operations on In small groups, learners will structures.
binary trees: insertion, deletion, and simulate performing operations on
traversal (inorder, preorder, postorder). a binary tree, practicing traversal
Provide a step-by-step guide on how to techniques.
 perform these operations using an Each group will discuss the
example tree. advantages of using a binary tree
for efficient data organization and
Activity 3: Binary Trees in Real- retrieval.
World Applications (30 minutes) Activity 3: Binary Trees in Real-
Discuss the use of binary trees in World Applications (30 minutes)
applications like search engines, where Learners will work in pairs to
they help organize large datasets research and present one real-
efficiently. world application of binary trees
Provide examples of other non-linear or graphs (e.g., organizing web
data structures like graphs and explain pages in a search engine or
their relevance in fields like social modeling social networks).
networks. Present findings to the class,
highlighting the advantages of
using trees and graphs.
Lesson Closure (20 minutes)
1. Summarize the key takeaways from the lesson, focusing on the applications of binary trees and graphs in solving complex problems.
2. Assign homework: learners should create a simple binary tree representing a hierarchy in their daily life (e.g., organizing their files or
contacts).
Learner Activities
1. Reflect on how binary trees can be applied in various contexts and complete the homework task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
 Weekly Learning Plan

Subject Computing Week 19 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand App Development
(Programming Logic) Strand
Learning Outcome(s) Apply Algorithms in various real-life and programming situations or problems
Demonstrate knowledge and understanding of Computational Thinking (Algorithms and
Content Standard
Programs)
1. Implement Algorithms into programs with the use of flowcharts, pseudocode and
Learning
programming languages such as Python, etc.
Indicator(s)
2. Explain the steps in planning a program putting actions in the right order
1. What are algorithms, and why are they essential to learners in solving programming
problems?
2. How do flowcharts and pseudocode help learners in the planning and development of
Essential Question(s) linked to the programs?
Knowledge Hierarchy aligned with the 3. What is the relationship between pseudocode, flowcharts, and actual code in Python?
Content Standards and Learning 4. Why is it important for learners to break down complex problems into smaller steps using
Indicators algorithms?
5. How can programming languages like Python be used to implement algorithms?
6. How can we use Python to manipulate data structures like arrays?
7. What are the common operations performed on arrays, and why are they important?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Teaching & Learning Resources Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
 Tablets
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Use visual aids like flowcharts and diagrams to help learners visualize programming logic.
2. Provide real-world examples to simplify complex programming concepts.
Content 3. Offer scaffolded tasks to support learners struggling with abstract ideas.
4. Challenge advanced learners with more complex problems that require advanced use of
arrays.
1. Incorporate group discussions to encourage peer learning.
Process 2. Allow learners to progress at their own pace, offering additional support as needed.
3. Use hands-on coding tasks to engage kinesthetic learners.
4. Adjust the pace of the lesson based on learners' comprehension.
1. Allow learners to present their work in various formats (e.g., pseudocode, flowcharts, code).
Product 2. Provide opportunities for peer feedback and reflection.
3. Challenge advanced learners to create more complex algorithms involving arrays.
4. Encourage self-assessment through reflection tasks.
Keywords Algorithm, Flowchart, Pseudocode, Python, Array, Built-in Methods, Sorting, Insertion.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Activity 1: Introduction to Algorithms Activity 1: Introduction to
and Their Uses (30 minutes) Algorithms and Their Uses (30
Begin with a fun, real-life Introduce algorithms as problem- minutes)
analogy: Give learners a task (e.g. solving tools. Learners will work in pairs to
baking bread) and ask them to Discuss examples of algorithms in break down a real-world task into
break down the steps involved. everyday tasks. an algorithm. Share examples with
Connect this to algorithm Use simple algorithms (e.g., finding the class.
development—how breaking the largest number in a list) to
tasks into smaller, clear steps demonstrate how they work.
leads to an organized outcome. Activity 2: Flowcharts and
Activity 2: Flowcharts and Pseudocode (35 minutes)
Pseudocode (35 minutes) In small groups, learners will
Demonstrate how to represent an create a flowchart and pseudocode
algorithm using flowcharts and for a simple algorithm (e.g.,
pseudocode. checking if a number is even or
Use an example of an algorithm (e.g., odd).
calculating the average of numbers) Present their flowcharts and
and walk learners through creating a pseudocode to the class,
flowchart and pseudocode. discussing the thought process
behind their design.

Activity 3: Translating Pseudocode to Activity 3: Translating

Python Code (30 minutes) Pseudocode to Python Code (30
Demonstrate how to translate minutes)
pseudocode into actual Python code. In pairs, learners will convert their
Use an IDE to show the coding pseudocode into Python code,
process. testing it in an IDE.
Walk learners through coding a simple Discuss how Python implements
algorithm, explaining each step. the logic of their algorithms and
present their final solutions.
Lesson Closure (20 minutes)
1. Recap the key concepts, emphasizing how algorithms, flowcharts, and pseudocode lead to efficient programming.
2. Assign a task: learners will design pseudocode and a flowchart for an algorithm that finds the smallest number in a list.
 Learner Activities
1. Reflect on the essential questions discussed and complete the assigned task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Arrays in Python (35 Activity 1: Arrays in Python (35
minutes) minutes)
Begin with a quick review of Introduce arrays as a data structure in In small groups, learners will
arrays. Ask learners to discuss Python using lists. Demonstrate basic create an array in Python and
where they see arrays in real life operations like inserting, deleting, and perform basic operations.
(e.g., seating arrangements, lists accessing elements. Present their arrays and explain
of names). This will connect Walk learners through examples in how the operations work.
arrays in programming to real- Python, showing how arrays work.
world examples. Activity 2: Built-in Python Array
Activity 2: Built-in Python Array Methods (30 minutes)
Methods (30 minutes) Learners will experiment with
Introduce built-in array methods in array methods in Python,
Python (e.g., `append()`, `pop()`, practicing operations like
`sort()`). appending and sorting elements.
Demonstrate how these methods Discuss the importance of built-in
simplify common operations. methods and how they simplify
code.
 Activity 3: Solving Problems with Activity 3: Solving Problems with
Arrays (30 minutes) Arrays (30 minutes)
Present a real-world problem that In small groups, learners will
requires the use of arrays (e.g., storingsolve the problem by planning
and sorting a list of student names). their approach, writing
Guide learners in planning the pseudocode, and coding the
algorithm, creating pseudocode, and solution.
implementing the solution in Python. Present their solutions and discuss
how arrays helped solve the
problem efficiently.
Lesson Closure (20 minutes)
1. Summarize the lesson by highlighting the importance of arrays and Python's built-in methods.
2. Assign homework: learners will write a Python program that creates an array of five numbers and sorts it in descending order.
Learner Activities
1. Reflect on how they applied algorithms and arrays in Python and complete the assigned homework task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 20 Duration 240 minutes Form Year 1

 Computational Thinking Sub-
Strand App Development
(Programming Logic) Strand
Learning Outcome(s) Apply Algorithms in various real-life and programming situations or problems
Demonstrate knowledge and understanding of Computational Thinking (Algorithms and
Content Standard
Programs)
1. Implement Algorithms into programs with the use of flowcharts, pseudocode and
Learning
programming languages such as Python, etc.
Indicator(s)
2. Explain the steps in planning a program putting actions in the right order
1. What are algorithms, and why are they essential to learners in solving programming
problems?
2. How do flowcharts and pseudocode help learners in the planning and development of
Essential Question(s) linked to the programs?
Knowledge Hierarchy aligned with the 3. What is the relationship between pseudocode, flowcharts, and actual code in Python?
Content Standards and Learning 4. Why is it important for learners to break down complex problems into smaller steps using
Indicators algorithms?
5. How can programming languages like Python be used to implement algorithms?
6. How can we use Python to manipulate data structures like arrays?
7. What are the common operations performed on arrays, and why are they important?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Teaching & Learning Resources Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
 academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Use visual aids like flowcharts and diagrams to help learners visualize programming logic.
2. Provide real-world examples to simplify complex programming concepts.
Content 3. Offer scaffolded tasks to support learners struggling with abstract ideas.
4. Challenge advanced learners with more complex problems that require advanced use of
arrays.
1. Incorporate group discussions to encourage peer learning.
Process 2. Allow learners to progress at their own pace, offering additional support as needed.
3. Use hands-on coding tasks to engage kinesthetic learners.
4. Adjust the pace of the lesson based on learners' comprehension.
1. Allow learners to present their work in various formats (e.g., pseudocode, flowcharts, code).
Product 2. Provide opportunities for peer feedback and reflection.
3. Challenge advanced learners to create more complex algorithms involving arrays.
4. Encourage self-assessment through reflection tasks.
Keywords Algorithm, Flowchart, Pseudocode, Python, Array, Built-in Methods, Sorting, Insertion.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Activity 1: Introduction to Algorithms Activity 1: Introduction to
and Their Uses (30 minutes) Algorithms and Their Uses (30
Begin with a fun, real-life Introduce algorithms as problem- minutes)
analogy: Give learners a task solving tools. Discuss examples of Learners will work in pairs to
(e.g., making a sandwich) and ask algorithms in everyday tasks. break down a real-world task into Level 1 (Recall)
them to break down the steps Use simple algorithms (e.g., finding an algorithm. Share examples with 1. What is an array, and how
involved. the largest number in a list) to the class. do you define an array in
Connect this to algorithm demonstrate how they work. Python?
development—how breaking
tasks into smaller, clear steps Activity 2: Flowcharts and Activity 2: Flowcharts and Level 2 (Skill/Concept)
leads to an organized outcome. Pseudocode (35 minutes) Pseudocode (35 minutes) 2. Write a pseudocode that
Demonstrate how to represent an In small groups, learners will explains how to find the
algorithm using flowcharts and create a flowchart and pseudocode largest number in an array of
pseudocode. for a simple algorithm (e.g., five numbers.
Use an example of an algorithm (e.g., checking if a number is even or
calculating the average of numbers) odd). Level 3 (Strategic Thinking)
and walk learners through creating a Present their flowcharts and 3. Given an array of daily
flowchart and pseudocode. pseudocode to the class, expenses, create a Python
discussing the thought process program that calculates both
behind their design. the total expenses and the
average. What steps did you
Activity 3: Translating Pseudocode to Activity 3: Translating follow, and how would you
Python Code (30 minutes) Pseudocode to Python Code (30 improve the program for
Demonstrate how to translate minutes) larger datasets?
pseudocode into actual Python code. In pairs, learners will convert their
Use an IDE to show the coding pseudocode into Python code,
process. testing it in an IDE.
Walk learners through coding a simple Discuss how Python implements
algorithm, explaining each step. the logic of their algorithms and
present their final solutions.
Lesson Closure (20 minutes)
1. Recap the key concepts, emphasizing how algorithms, flowcharts, and pseudocode lead to efficient programming.
2. Assign a task: learners will design pseudocode and a flowchart for an algorithm that finds the smallest number in a list.
 Learner Activities
1. Reflect on the essential questions discussed and complete the assigned task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Activity 1: Arrays in Python (35 Activity 1: Arrays in Python (35 Level 1 (Recall)
minutes) minutes) 1. What method would you
Begin with a quick review of Introduce arrays as a data structure in In small groups, learners will use to add an item to the end
arrays. Ask learners to discuss Python using lists. Demonstrate basic create an array in Python and of an array in Python?
where they see arrays in real life operations like inserting, deleting, and perform basic operations.
(e.g., seating arrangements, lists accessing elements. Present their arrays and explain Level 2 (Skill/Concept)
of names). This will connect Walk learners through examples in how the operations work. 2. Use a `for` loop to print
arrays in programming to real- Python, showing how arrays work. each element in an array of
world examples. Activity 2: Built-in Python Array student names. What
Activity 2: Built-in Python Array Methods (30 minutes) changes would you make to
Methods (30 minutes) Learners will experiment with print the names in reverse
Introduce built-in array methods in array methods in Python, order?
Python (e.g., `append()`, `pop()`, practicing operations like
`sort()`). appending and sorting elements. Level 3 (Strategic Thinking)
Demonstrate how these methods Discuss the importance of built-in 3. Design a Python program
simplify common operations. methods and how they simplify that uses both a `for` loop
code. and a `while` loop to process
an array of temperatures over
 Activity 3: Solving Problems with Activity 3: Solving Problems with
Arrays (30 minutes) Arrays (30 minutes)
Present a real-world problem that In small groups, learners will
a week. How would you
requires the use of arrays (e.g., storingsolve the problem by planning
modify your program to
and sorting a list of student names). their approach, writing
include temperature
Guide learners in planning the pseudocode, and coding the
conversion from Celsius to
algorithm, creating pseudocode, and solution.
Fahrenheit?
implementing the solution in Python. Present their solutions and discuss
how arrays helped solve the
problem efficiently.
Lesson Closure (20 minutes)
1. Summarize the lesson by highlighting the importance of arrays and Python's built-in methods.
2. Assign homework: learners will write a Python program that creates an array of five numbers and sorts it in descending order.
Learner Activities
1. Reflect on how they applied algorithms and arrays in Python and complete the assigned homework task.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 21 Duration 240 minutes Form Year 1

Strand Computational Thinking Sub- Algorithm and Data Structure
 (Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning
Differentiate between the types of Data Structures.
Indicator(s)
1. How to use arrays to store and manage data in Python programs?
Essential Question(s) linked to the 2. How to aid learners connect array manipulation to practical data handling scenarios?
Knowledge Hierarchy aligned with the 3. In what ways can learners explore Python’s built-in methods for effective coding?
Content Standards and Learning 4. How to help learners plan a program using flowcharts and pseudocode before writing the
Indicators actual code?
5. How to assist learners in using arrays to handle large data sets in a program?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
 Key Notes on Differentiation
1. Provide extra scaffolding and visual aids for struggling learners to help them understand
arrays.
2. Use complex real-world scenarios for advanced learners (e.g., managing an inventory system
Content using arrays).
3. Offer additional coding exercises that reinforce pseudocode writing before coding.
4. Simplify tasks for learners who struggle by reducing the complexity of the array
manipulations.
1. Provide peer support, pairing advanced learners with those who need more help.
2. Scaffold coding tasks, starting with basic array operations and gradually increasing
complexity.
Process 3. Use guided coding sessions where the teacher demonstrates step-by-step solutions before
learners attempt the task.
4. Offer alternative methods for learners to demonstrate understanding, such as flowcharts
instead of pseudocode.
1. Allow advanced learners to create more complex programs using multi-dimensional arrays.
2. Simplify the requirements for struggling learners, focusing on basic array operations.
Product 3. Provide formative feedback based on individual learner progress through small coding
challenges.
4. Encourage creativity by allowing learners to choose real-life problems to solve using arrays.
Keywords Array, Index, Loop, Pseudocode, Append, Remove, Sort, Iterate
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes)
Introduce the concept of arrays in Follow along with the teacher’s
Show an example of how daily Python. Explain that arrays (or lists) explanation and examples of
tasks involve lists or arrays, such can store multiple values in a single arrays.
as a shopping list. variable. Write down key points about how
Engage students with a real-life Provide examples of basic array arrays function and the basic
example (e.g., creating a list of operations, such as creating, accessing, operations used with arrays.
tasks for an event) and ask how and updating elements in an array.
Level 1 (Recall)
they would organize these tasks.
1. What does the Python
Activity 1 (20 minutes) Activity 1 (20 minutes)
method `remove()` do when
Learner Activities Provide a coding example where an Work in pairs to create their own
applied to an array?
Respond to teacher questions, array of student names is created, and array (e.g., an array of their
providing examples of their daily each name is printed using a loop. favorite books or sports).
Level 2 (Skill/Concept)
tasks that involve lists (e.g., Walk through how to define, access, Use Python to print each element
2. Create an array of 10
packing for school). and manipulate array elements in from the array and observe how
random numbers and sort the
Discuss how arrays can be used to Python. the array stores multiple items
array in ascending order.
manage these tasks in a program. under one variable.
What method did you use?
Activity 2 (30 minutes) Activity 2 (30 minutes)
Level 3 (Strategic Thinking)
Demonstrate the use of built-in Python Work individually or in pairs to
3. Given an array of student
list methods such as `append()`, practice using built-in list
grades, develop a program
`remove()`, and `sort()`. Show how methods, such as adding and
that sorts the array and
each method modifies the array. removing items from their arrays.
calculates the median grade.
Encourage learners to experiment with Experiment with sorting their
How would you adapt the
these methods on their arrays. arrays and observe how the order
program to handle an even
changes after applying the `sort()`
number of grades?
method.
Activity 3 (30 minutes) Activity 3 (30 minutes)
Introduce a problem where learners Work individually to create
need to create an array to store pseudocode for the problem.
numerical data (e.g., scores of students Implement the solution in Python
in a test) and calculate the average by writing code that creates an
score. array, stores scores, and calculates
Guide learners through breaking down the average score using a loop.
 the problem into steps, first using
pseudocode, then translating it into
Python code.
Lesson Closure (20 minutes)
1. Review the day's key concepts: how arrays work, how to manipulate arrays using built-in methods, and the importance of pseudocode in
problem-solving.
2. Ask learners to summarize what they learned about arrays and pseudocode.
Learner Activities
1. Recap key points on arrays and discuss the benefits of planning using pseudocode before coding.
2. Homework: Learners are tasked with creating a pseudocode and Python program to store their top 5 favorite movies and display them in
alphabetical order.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes)
Introduce the concept of manipulating Follow along with the teacher’s
Conduct a brief review of the arrays with loops (for and while loops) demonstration, noting how loops
previous lesson's key concepts, to iterate through the elements. help automate tasks with arrays.
focusing on arrays and the Show an example of using a loop to Ask questions if they need Level 1 (Recall)
importance of pseudocode. find the sum of all elements in an clarification on how the loop 1. What is the difference
Present a quick problem (e.g., array. interacts with the array. between a `for` loop and a
creating an array of five random
`while` loop in Python?
numbers) and ask learners how Activity 1 (20 minutes) Activity 1 (20 minutes)
they would approach it using Guide learners through using a `for` Write a Python program that uses Level 2 (Skill/Concept)
pseudocode. loop to access each element in an array a `for` loop to print all elements of 2. Write a program that uses
and print it to the console. an array they create (e.g., a list of a `while` loop to sum all the
Learners discuss how they would Encourage learners to experiment with school subjects). numbers in an array until it
solve the new problem using changing the loop conditions to modify Experiment with modifying the encounters a negative
pseudocode and Python. the output. loop to display the elements in number. What changes
reverse order. would you make to stop at
Activity 2 (30 minutes) Activity 2 (30 minutes) zero instead of a negative
Introduce a real-world scenario where Use Python to create an array of number?
learners need to analyze data (e.g., numbers representing daily
calculating total expenses from an expenses. Level 3 (Strategic Thinking)
array of numbers representing daily Write code to sum the values 3. Design a Python program
spending). using a `for` loop and calculate the that uses a nested loop to
Guide them in using loops to sum the total spending for the week. process a two-dimensional
elements and find the total.
array of student scores across
Activity 3 (30 minutes) multiple subjects. How
Activity 3 (30 minutes)
Work individually or in pairs to would you modify the
Introduce the concept of nested loops
solve the challenge problem using program to calculate the
for more complex array manipulations
nested loops. average score per subject?
(e.g., two-dimensional arrays).
Provide a challenge problem that Experiment with applying
involves using a nested loop to handle different array manipulations and
multi-dimensional arrays (e.g., a grid observe how the output changes.
of student scores across subjects).
 Lesson Closure (20 minutes)
1. Recap the use of loops with arrays, emphasizing how they automate tasks and make data manipulation more efficient.
2. Encourage learners to ask questions or share challenges they faced during the lesson.
Learner Activities
1. Reflect on their learning, discussing how loops and arrays have simplified their approach to problem-solving.
2. Homework: Create a Python program that uses arrays and loops to calculate the total and average of a set of exam scores for a class.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 22 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand Algorithm and Data Structure
(Programming Logic) Strand
Learning Outcome(s) Apply knowledge of data structures to explain their real-life applications effectively
Content Standard Demonstrate knowledge and understanding of Data Structures
Learning
Differentiate between the types of Data Structures.
Indicator(s)
Essential Question(s) linked to the 1. How can to use HTML tags to structure the components of a webpage?
Knowledge Hierarchy aligned with the 2. What role do images and links play in enhancing the user experience on a webpage?
Content Standards and Learning 3. Why is it important to use well-organized headings and menus on a webpage?
4. How does web development differ from web design, and why are both essential?
Indicators 5. How to promote practical application by encouraging learners to integrate various HTML
elements into a project?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
1. Use simple HTML templates for learners who need extra support.
2. Provide complex CSS tasks (e.g., creating hover effects) for advanced learners.
Content 3. Offer visual guides and tutorials on how to structure HTML and CSS.
4. Allow students to experiment with different types of webpages (e.g., personal blogs,
portfolios).
Process 1. Pair struggling learners with more advanced peers for additional support.
2. Scaffold tasks, starting with basic HTML and CSS structures before introducing more
complex styles.
 3. Offer extra one-on-one support for learners having trouble with linking CSS files to HTML.
4. Use guided practice sessions where the teacher walks through each step while learners follow
along.
1. Advanced learners can create more complex, multi-page websites with more advanced
styling.
2. Simplify requirements for struggling learners, focusing on creating functional one-page
Product websites with basic styling.
3. Allow students to present their work and explain the elements they used.
4. Encourage learners to submit both the HTML and CSS files as part of their final project for
review.
Keywords HTML, CSS, Tags, Headings, Links, Images, Styles, Web Development
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes) Level 1 (Recall)
Introduce HTML tags, explaining how Learners follow along by taking 1. What HTML tag is used to
Show a live example of a simple they define different elements of a notes on the tags introduced. create a hyperlink?
webpage and ask learners to webpage. Ask questions to clarify how each
identify its components (headings, Demonstrate the syntax of basic tag contributes to the overall Level 2 (Skill/Concept)
menus, text, links, images). HTML tags, such as `<h1>`, `<p>`, structure of a webpage. 2. Create a basic webpage
`<img>`, and `<a>`. with a heading, a paragraph,
Learner Activities and an image. What tags did
Learners observe the webpage Activity 1 (20 minutes) Activity 1 (20 minutes) you use, and why?
and participate by identifying the Guide learners through creating a Work in pairs to create their own
components. simple webpage layout with headings HTML document, writing code for Level 3 (Strategic Thinking)
Share their ideas on the purpose and paragraphs using HTML. basic headings and text 3. After creating a webpage
of each component and how it Provide step-by-step instructions on paragraphs. with images and links, how
helps the user navigate the page. how to set up an HTML document Test their code in a web browser would you modify the page
(using a text editor) and structure it and ensure the webpage displays to make it accessible for
 with `<html>`, `<head>`, and `<body>` correctly.
tags.
Activity 2 (30 minutes) Activity 2 (30 minutes)
Demonstrate how to insert images Individually practice inserting an
(`<img>`) and links (`<a>`) into the image of their choice into their
HTML page. webpage.
Explain how images enhance the visual Add a link to a favorite website or
appeal and how links enable navigation another section of their webpage
between different pages or external and test the functionality in their users with visual
websites. browser. impairments?
Activity 3 (30 minutes)
Challenge learners to create a webpage Activity 3 (30 minutes)
that includes a heading, a paragraph, an Complete the challenge by adding
image, and a link. Encourage them to all the required elements to their
experiment with different heading sizes webpage.
and image alignments. Test the webpage in a browser,
- Circulate around the room, ensuring that all components work
providing individual support as needed. correctly.
Lesson Closure (20 minutes)
1. Review the key HTML elements covered in the lesson (headings, text, images, and links).
2. Emphasize the importance of structure in web development and how HTML is the foundation for building webpages.
Learner Activities
1. Recap what they learned and ask any lingering questions about HTML tags or webpage structure.
2. Homework: Plan the layout for a personal webpage (e.g., about their favorite hobby), sketching the structure and labeling the HTML elements
they will use.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
 Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes) Level 1 (Recall)
Explain how CSS (Cascading Style Take notes on CSS rules and 1. What attribute is used in
Conduct a quick review of the Sheets) works with HTML to improve syntax. the `<img>` tag to specify
previous lesson by asking learners the appearance of a webpage. Ask questions to clarify how CSS the image source?
to explain how headings, images, Demonstrate simple CSS styles to is applied to HTML elements.
and links were used in their change text color, font size, and Level 2 (Skill/Concept)
webpages. background color. 2. Add links to your
Introduce the concept of styling a Activity 1 (20 minutes) webpage that allow users to
webpage using CSS. Activity 1 (20 minutes) Create a basic CSS file and link it navigate between different
Guide learners through creating a to their webpage. sections. How did you
Learners’ will follow along with simple CSS file and linking it to their Experiment with changing the ensure the navigation is user-
the introduction to CSS. HTML document. colour of headings and the friendly?
Show how to apply styles like background color of their
changing the background color and webpage. Level 3 (Strategic Thinking)
adjusting font sizes for different 3. Design a multi-page
Activity 2 (30 minutes)
headings. website that includes images,
Apply margin and padding to their
Activity 2 (30 minutes) links, and a navigation menu.
webpage elements, experimenting
Demonstrate more advanced CSS How would you structure the
with spacing between headings,
properties such as margin, padding, website to ensure optimal
text, and images.
and text alignment. Explain how these user experience?
Use CSS to center align text and
properties improve the visual layout of
images, observing how it changes
a webpage.
the look of the webpage.
Show examples of before and after
using these styles on a webpage.

Activity 3 (30 minutes) Activity 3 (30 minutes)

Provide a design challenge: Learners Work individually to apply
must improve the look of their personal multiple CSS styles to their
 webpage using the CSS styles learned webpage, making it visually
(color, fonts, alignment, spacing). appealing.
Encourage creativity and guide Test the webpage in their browser
learners through the process as they and compare it to the unstyled
enhance their webpage layout. version.
Lesson Closure (20 minutes)
Teacher Activities**:
- Recap the role of CSS in enhancing the appearance of webpages and how it works alongside HTML.
- Ask learners to reflect on how the styling improved the usability and aesthetics of their webpages.

- **Learner Activities**:
- Share their updated webpages with the class, explaining the styling choices they made.
- Homework: Complete their personal webpage by refining the layout and styles, ensuring it includes headings, text, images, links, and CSS.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 23 Duration 240 minutes Form Year 1

Strand Computational Thinking Sub- Web Technologies and Databases
 (Programming Logic) Strand
Explain the basic principles of web design and identify the modern technologies used in web
Learning Outcome(s)
design.
Content Standard Demonstrate knowledge and understanding of Web Development
Learning
Draw and explain 2 web outline plans showing the wireframes.
Indicator(s)
Essential Question(s) linked to the 1. How to aid learners create an effective layout for a webpage using a wireframe?
Knowledge Hierarchy aligned with the 2. What is the purpose of a sitemap in organizing website content?
3. How do wireframes help in communicating design ideas to others?
Content Standards and Learning
4. What are the key components of a web outline plan?
Indicators 5. How to apply learned concepts about wireframes and sitemaps to create a website prototype?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
 1. Provide simple wireframe templates for learners who need extra support.
2. Challenge advanced learners to create interactive prototypes with advanced features (e.g.,
animations).
Content
3. Offer visual aids and examples to clarify complex concepts related to wireframes and
sitemaps.
4. Allow students to choose the type of website they want to design based on their interests.
1. Pair learners who need support with those who are more experienced in digital design tools.
2. Use scaffolded lessons that build on each concept gradually.
Process
3. Provide one-on-one support for students struggling with specific design tools or concepts.
4. Encourage collaborative group work to foster a supportive learning environment.
1. High achievers can create complex, multi-page prototypes that include user interactions.
2. Struggling learners can focus on simpler wireframes and basic sitemaps.
Product
3. Allow students to present their designs in various formats (digital, poster, verbal).
4. Encourage creativity in the final product, allowing for personalized touches in their designs.
1. Wireframe, Sitemap, Prototype, Navigation, User Interface (UI), User Experience (UX), Web
Keywords
Outline Plan, Design Process etc.
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes)
Explain the purpose of wireframes and Take notes and ask questions to
Show examples of wireframes sitemaps in the web design process. clarify their understanding of the
and completed websites side by Define key terms such as wireframe, concepts introduced. Level 1 (Recall)
side. sitemap, and web outline plan. 1. What is a wireframe, and
Allow learners to participate in Activity 1 (20 minutes) Activity 1 (20 minutes) why is it important in web
discussion by pointing out Demonstrate how to create a wireframe Create a basic wireframe for a design?
differences and similarities using a simple tool (like paper or a personal project (e.g., a portfolio
Level 2 (Skill/Concept)
between the wireframes and the wireframing software). site) using either paper or a digital
2. Design a wireframe for an
final websites. Show how to include different tool, applying the concepts shown e-commerce website
components such as headers, footers, by the teacher. homepage. What layout
Share their thoughts on why content areas, and navigation menus. choices did you make, and
wireframes are necessary in the Activity 2 (30 minutes) Activity 2 (30 minutes) why?
design process. - Introduce the concept of a sitemap. In pairs, learners create a sitemap
Discuss its importance in organizing a for their wireframe project, Level 3 (Strategic Thinking)
3. After creating a wireframe
Introduce the day's topic and website's content and enhancing user outlining the main pages and sub-
for a school website, how
essential questions. navigation. Provide examples of simple pages of their website. would you adapt the design
sitemaps. based on feedback from
Activity 3 (30 minutes) Activity 3 (30 minutes) potential users?
- Guide learners through a group Present their wireframes and
exercise where they share their sitemaps to the class, explaining
wireframes and sitemaps. Facilitate a their design choices. Provide and
discussion on the strengths and receive constructive feedback
weaknesses of each design. from peers.
Lesson Closure (20 minutes)
1. Summarize the day's key learnings about wireframes and sitemaps.
2. Discuss how these tools will help in future web development tasks.
Learner Activities
1. Reflect on the importance of planning in web design.
2. Write a short paragraph on how they will use wireframes and sitemaps in their future projects.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes) Level 1 (Recall)
Explain the process of prototyping, Take notes on prototyping and ask 1. What is the purpose of a
Review key concepts from the emphasizing how wireframes lead to questions about the tools sitemap in web
previous lesson by asking interactive prototypes. Introduce tools mentioned. development?
students to share what they that can be used for prototyping.
learned about wireframes and Activity 1 (20 minutes) Level 2 (Skill/Concept)
sitemaps. Activity 1 (20 minutes) Follow along as the teacher 2. Create a sitemap for a
Demonstrate how to convert a demonstrates, setting up their blog website with at least
wireframe into a clickable prototype accounts on the prototyping tool if five main sections. What
using a prototyping tool (e.g., Figma, necessary. structure did you use, and
Adobe XD). Show how to link why?
different sections of the wireframe.
Level 3 (Strategic Thinking)
Activity 2 (30 minutes) Activity 2 (30 minutes) 3. Design a sitemap for a
- Guide learners as they work to Create a prototype based on their large company website. How
create their own prototypes from their wireframe, linking the pages and would you organize the
wireframes. Provide tips on adding testing their navigation content to improve
interactivity and testing navigation. functionality. navigation for users?

Activity 3 (30 minutes) Activity 3 (30 minutes)

- Facilitate a gallery walk where Present their prototypes and gather
learners can present their prototypes to feedback from peers. Take notes
the class. Encourage students to give on suggestions for improvements.
 feedback and discuss improvements.
Lesson Closure (20 minutes)
1. Recap the importance of wireframes, sitemaps, and prototypes in web design.
2. Discuss how these elements contribute to the final product's usability.
Learner Activities
1. Reflect on what they learned and how they can apply these concepts in their future web projects.
2. Write down one aspect they want to improve in their designs moving forward.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?

Weekly Learning Plan

Subject Computing Week 24 Duration 240 minutes Form Year 1

Computational Thinking Sub-
Strand Web Technologies and Databases
(Programming Logic) Strand
Explain the basic principles of web design and identify the modern technologies used in web
Learning Outcome(s)
design.
Content Standard Demonstrate knowledge and understanding of Web Development
Learning
Draw and explain 2 web outline plans showing the wireframes.
Indicator(s)
 1. How to focus on learners’ ability to visualize and structure their webpage layout?
Essential Question(s) linked to the 2. What are the key features of a good prototype, and how do they differ from wireframes?
Knowledge Hierarchy aligned with the 3. How does creating wireframes and prototypes improve the web design process?
4. What steps should be followed in guiding learners in applying practical steps from concept to
Content Standards and Learning
implementation?
Indicators 5. How to encourage learners’ reflection on the importance of user-centered design in web
development?
Project-Based Learning;
Talk for Learning;
Experiential learning;
Pedagogical Strategies Group work/collaborative learning.
Think-pair-share,
Questioning
Demonstration
Notepad or exercise book
Pen
Smartphones
Laptop computers
Desktop computers
Tablets
TV
Teaching & Learning Resources Radio
Productivity tools
Open Educational Resources (Including: YouTube, MOOCS-Udemy/ Coursera, khan
academy, TESSA)
The iBox (CENDLOS)
Subject based application software
Instructional Laboratories (with multimedia equipment and smartboards)
Maintenance and repair workshops
Key Notes on Differentiation
Content 1. Provide simplified wireframe templates for learners who need additional support.
2. Allow advanced learners to explore creating high-fidelity prototypes with interactive features.
3. Offer visual aids and step-by-step guides to help learners understand complex design
concepts.
 4. Allow students to choose different types of websites (e.g., personal blog, e-commerce) based
on their interests.
1. Use mixed-ability pairing to support struggling learners with peers who can guide them
through the design process.
2. Scaffold tasks by breaking down the wireframing and prototyping process into manageable
Process steps.
3. Provide hands-on demonstrations for each stage of creating wireframes and prototypes.
4. Incorporate collaborative group work to enhance learning through peer support and idea
sharing.
1. Encourage advanced learners to create multi-page prototypes with complex interactions.
2. Simplify tasks for struggling learners, allowing them to focus on one-page designs with basic
Product elements.
3. Allow students to present their prototypes in various formats (digital, paper, verbal).
4. Encourage creativity by allowing learners to incorporate personal interests into their designs.
Keywords 1. Wireframe, Prototype, User Persona, Interactivity Feedback, Design Process, Usability,
Sitemap
Lesson 1
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

 Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes)
Explain what wireframes are, their Take notes on the definition and
Show examples of wireframes purpose in web design, and the basic purpose of wireframes. Ask
and prototypes, highlighting their elements included in a wireframe (e.g., questions to clarify their
differences. layout, content placement). understanding.
Level 1 (Recall)
Allow learners to participate in a
1. What is the difference
brief discussion on what they Activity 1 (20 minutes) Activity 1 (20 minutes)
between a wireframe and a
think wireframes and prototypes Demonstrate how to create a simple In pairs, learners sketch a
prototype?
are and share any previous wireframe using a whiteboard or digital wireframe for a given scenario
experiences they have had with tool (e.g., Figma or Lucid chart). Show (e.g., a homepage for a local
Level 2 (Skill/Concept)
these concepts. how to represent key elements like business) using paper or digital
2. Create a clickable
headers, navigation, and content areas. tools.
prototype based on the
wireframe of a two-page
Activity 2 (30 minutes) Activity 2 (30 minutes)
website. What elements did
Introduce the concept of a prototype. Collaborate in small groups to
you make interactive?
Explain how prototypes are more discuss the features they would
detailed and interactive than include in their prototype based on
Level 3 (Strategic Thinking)
wireframes. Provide examples of their wireframe. Plan how they
3. How would you improve a
prototypes in web design. would present their content
prototype after user testing
interactively.
revealed issues with
Activity 3 (30 minutes) Activity 3 (30 minutes)
navigation and page layout?
Guide learners in creating their first Create a simple prototype based
prototype using wireframing tools. on their earlier wireframe,
Demonstrate how to add interactivity incorporating links and interactive
to their wireframes. elements. Test each other’s
prototypes within their groups.
Lesson Closure (20 minutes)
1. Recap the importance of wireframes and prototypes in the design process.
2. Highlight the benefits of creating these tools before developing a website.
Learner Activities
1. Reflect on what they learned and share one new idea or insight gained from the lesson.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?
Lesson 2
Theme/Focal Area (s)/Sub-Strand Area (SSA)
Assessment DoK aligned to
Main Lesson drawing on Concepts, Skills and Competencies to
Starter the Curriculum and
reenforce as in the Subject Manual
Subject Manual

TEACHER ACTIVITY LEARNER ACTIVITY

Activity (10 minutes) Introduction (10 minutes) Introduction (10 minutes)

Explain the iterative design process Take notes and prepare to create
Review wireframes and and how feedback is integral to user personas for their projects. Level 1 (Recall)
prototypes by engaging learners refining wireframes and prototypes. 1. What is a prototype, and
in a quick quiz or game to recall Introduce the concept of user personas. how is it used in web design?
definitions and purposes of Activity 1 (20 minutes) Activity 1 (20 minutes)
wireframes and prototypes. Facilitate a session on how to create Work in pairs to create a user Level 2 (Skill/Concept)
user personas. Provide examples and persona for their website project, 2. Present your prototype to
templates for learners to use. considering their target audience a group for feedback. What
and user needs. changes would you make
Activity 2 (30 minutes) Activity 2 (30 minutes) based on their suggestions?
Guide learners on how to incorporate Simulate a feedback session where
user feedback into their designs. they present their prototypes to Level 3 (Strategic Thinking)
Discuss strategies for gathering another pair, taking notes on 3. Design a fully interactive
feedback (e.g., surveys, focus groups). suggestions and comments for prototype for a mobile app.
improvement. After testing it with users,
Activity 3 (30 minutes) Activity 3 (30 minutes) how would you optimize the
Assist learners in refining their Make adjustments to their design to address issues with
prototypes based on the feedback prototypes according to the responsiveness and
received. Encourage them to focus on feedback gathered, and prepare for usability?
improving usability and aesthetics. a final presentation of their
designs.
 Lesson Closure (20 minutes)
1. Summarize the key takeaways from the lessons on wireframes and prototypes.
2. Highlight how these tools can lead to better web design outcomes.
Learner Activities
1. Share their updated prototypes with the class in a gallery walk format, explaining the changes made and the rationale behind their design
choices.
Reflection & Remarks
What did I do right in today’s lesson and how can I create more situations?
Which activity did learners enjoy most in today’s lesson?
Were the different subgroups in the class catered for?
What were my challenges in today’s lesson?
What must I do to improve on the challenges in the next lesson?