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0547824419
COMPUTING ANNUAL SCHEME OF LEARNING-BASIC 7

WEEKS FIRST TERM SECOND TERM THIRD TERM

Components of Computers and Introduction to

1 Web Technologies
Computer Systems Presentation

Components of Computers and Introduction to

2 Web Technologies
Computer Systems Electronic Spreadsheet
Components of Computers and Introduction to Introduction to
3
Computer Systems Electronic Spreadsheet Programming
Introduction to Introduction to
4 Technology in the community
Electronic Spreadsheet Programming

Introduction to Introduction to
5 Technology in the community
Electronic Spreadsheet Programming

6 Technology in the community Computer Networks Algorithm

Health and Safety in using ICT

7 Computer Networks Algorithm
tools
Health and Safety in using ICT Internet and Social
8 Robotics
tools Media
Introduction to Word Internet and Social
9 Artificial Intelligence
Processing Media
Introduction to Word
10 Information Security Artificial Intelligence
Processing
Introduction to Word
11 Information Security
Processing

12 Introduction to Presentation

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 FIRST TERM SCHEME

CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD

Introduction to Components of
1 B7.1.1.1 B7.1.1.1.1-2
computing Computer Set of computer,
Video /pictures
Introduction to Components of
2 B7.1.1.1 B7.1.1.1.3-4
computing Computer

Introduction to Computer
3 B7.1.1.1 B7.1.1.2.1-2
computing Systems Set of computer,
Video /pictures

Introduction to Technology in the

4 B7.1.2.1 B7.1.2.1.1-2.
computing community

Introduction to Technology in the

5 B7.1.2.1 B7.1.2.1.3-4.
computing community Set of computer,
Video /pictures
Introduction to Technology in the
6 B7.1.2.1 B7.1.2.1.5-6.
computing community

Introduction to Health and Safety

7 B7.1.3.1. B7.1.3.1.1-2 Set of computer,
computing in using ICT tools
Video /pictures
Introduction to Health and Safety
8 B7.1.3.1. B7.1.3.1.3-4
computing in using ICT tools
Productivity Introduction to
9 B7.2.1.1 B7.2.1.1.1-2.
Software Word Processing Mobile phones
with social media
Productivity Introduction to handles
10 B7.2.1.1 B7.2.1.1.3-4.
Software Word Processing

Productivity Introduction to
11 B7.2.1.1 B7.2.1.1.5-7.
Software Word Processing Set of computer,
Video /pictures
Productivity Introduction to
B7.2.2.1 B7.2.2.1.1-3.
Software Presentation

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 SECOND TERM SCHEME

WEEKS STRAND SUB STRANDS INDICATORS RESOURCES

Productivity Introduction to Word

1 B7.2.1.1.1-3.
Software Processing Set of computer,
Video /pictures
Productivity Introduction to Word
2 B7.2.1.1.4-7.
Software Processing

Productivity Introduction to Electronic

3 B7.2.3.1.1-2 Set of computer,
Software Spreadsheet
Video /pictures

Productivity Introduction to Electronic

4 B7.2.3.1.3-4
Software Spreadsheet

Productivity Introduction to Electronic

5 B7.2.3.2.1-2 Set of computer,
Software Spreadsheet
Video /pictures
Productivity Introduction to Electronic
6 B7.2.3.2.3-4
Software Spreadsheet

7 Communication Computer Networks B7.3.1.1.1

Set of computer,
Networks
Video /pictures

8 Communication Computer Networks B7.3.1.1.2-3

Networks

9 Communication Internet and Social Media B7.3.2.1.1

Networks Mobile phones with
social media handles
10 Communication Internet and Social Media B7.3.2.1.2
Networks

11 Communication Information Security B7.3.3.1.1-2

Networks Set of computer,
Video /pictures

12 Communication Information Security B7.3.3.1.3

Networks

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 THIRD TERM SCHEME

CONTENT
WEEKS STRAND SUB STRANDS INDICATORS RESOURCES
STANDARD

Communication
1 Web Technologies B7.3.4.1 B7.3.4.1.1-2 Set of
Networks computer,
Video
Communication /pictures
2 Web Technologies B7.3.4.1 B7.3.4.1.3
Networks

Computational Introduction to
3 B7.4.1.1 B7.4.1.1.1 Set of
Thinking Programming computer,
Video
/pictures
Computational Introduction to
4 B7.4.1.1 B7.4.1.1.2
Thinking Programming

Computational Introduction to
5 B7.4.1.1 B7.4.1.1.3 Set of
Thinking Programming computer,
Video
Computational /pictures
6 Algorithm B7.4.2.1 B7.4.2.1.1
Thinking

Computational Set of
7 Algorithm B7.4.2.1 B7.4.2.1.2 computer,
Thinking
Video
Computational /pictures
8 Robotics B7.4.3.1 B7.4.3.1.1
Thinking
Computational
9 Artificial Intelligence B7.4.4.1 B7.4.4.1.1 Set of
Thinking computer,
Video
Computational /pictures
10 Artificial Intelligence B7.4.4.1 B7.4.4.1.1
Thinking

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 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 1
Date: 16th SEPT, 2022 DAY: Subject: Computing
Duration: Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the use B7.3.4.1.1 Identify the importance of the web in
of a Web Browser learning [Virtual Learning Environments] 1 of 2
Performance Indicator: Core Competencies:
Learners can identify the importance of the web in learning CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Describing the
videos importance of
In pairs, discuss: True or False: You can find information about Virtual Learning
everything on the internet. Environments
Have learners present their findings to the class for further discussion.

 What type of information can we find on the internet?

 What do you use those information for?
 Can you information about everything on the internet?

Share performance indicators and introduce the lesson.

Main (35 mins)

Brainstorm learners for the important of the internet.

 What are some of the importance of using the internet?

Their responses must include; for learning.

In groups, have learners to discuss how we can use the internet to learn.

Brainstorm learners for the meaning of Virtual Learning Environments (VLEs.)

Virtual Learning Environments is a web-based platform for the digital aspects of
courses of study, usually within educational institution.

Engage learners to research on the internet for more information and Ghanaian
instructions that run the Virtual Learning Environments.
They can start with www.elearning.presbyunversity.edu.gh

Put learners in groups of five. Let them explore the importance of VLEs for
learning.

Using the ICT center, allow self-paced learning (E-learning) among learners.
Allow learners to take notes on;
 Self-discipline
  Health Hazards
 Sense of isolation
 Level of understanding
 The use of data bundle
 Availability of TLMs

Create opportunity to learn new skills without having to use a regular

classroom.

Assessment
What is Virtual Learning Environments?
What is the impact of Virtual Learning Environments on learners?
What are the characteristics of Virtual Learning Environments?
State three function of Virtual Learning Environments
Write four benefits/importance of Virtual Learning Environments

Reflection (10 mins)

What have we learnt today?

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Identify four advantages of VLEs
 State four disadvantages of VLEs
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: 16th SEPT, 2022 DAY: Subject: Computing
Duration: 60MINS Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the use of a Web B7.3.4.1.2 Explore the use of open learning websites
Browser (Search engine) in the classroom 2 of 2
Performance Indicator: Core Competencies:
Learners can describe the use of open learning websites in the classroom CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Describing use of
videos open learning
Using questions and answers, revise the previous lesson with learners. websites in the
 What are Virtual Learning Environments? classroom
 What is the impact of Virtual Learning Environments on learners?
 What are the characteristics of Virtual Learning Environments?
 State three function of Virtual Learning Environments
 Write four benefits/importance of Virtual Learning Environments

Share performance indicators and introduce the lesson.

Main (35 mins)

In groups, let learners research on open learning websites.

Learners present their findings to the class for discussion.
 what is an open learning websites?
 What are some examples of open learning websites?
 Is open learning an LMS?

Guide learners to explain the meaning of open learning websites.

Open learning is an online learning platform that goes beyond content delivery to focus on
community, connectedness and learner engagement.

Engage learners to come up with some examples of open learning websites.

Examples: Khan Academy, edX, Udemy, Udacity, etc.

Assessment
In groups, let learners research for more information on the examples of
the open learning websites identified.

Each group is supposed to prepare a flow chart of the content and uses of
the open learning websites.

Demonstrate and explore the uses of open learning websites in the

classroom e.g., Khan Academy, Coursera, Edx, Saylor, etc.

 Khan Academy – it is a study website that offers in-depth subjects. This site
is useful to match your learning goals
 EdX – it is one of the best free online courses’ providers. It offers university-
level courses in varieties of disciplines.

Assessment
 What is a Learning Management Systems (LMS)?
 Identify and describe five examples of open learning websites
 What are open learning websites?
 Give five examples of open learning websites.

Reflection (10 mins)

What have we lean today?

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Explain the concept of Learning Management Systems (LMS)
 Give examples of Learning Management Systems (LMS).
 Is open learning website an LMS?
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 2
Date: 23rd SEPT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the use of a Web B7.3.4.1.3 Demonstrate the techniques for
Browser evaluating web pages 1 of 2
Performance Indicator: Core Competencies:
Learners can demonstrate the techniques for evaluating web pages CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrating the
videos techniques for
Prepare flash cards of the key words with the words on one side of the card evaluating web
and the meaning on the reverse of the flash card. pages
Issue each learner with a flash card.
Get all the learners with the same key word to come to the front of the class to
try to explain in their own words what they think it means and let the rest of
the class choose the explanation that best fits the correct meaning.

 Did you enjoy the game?

 What words did you learn in the game?

Share performance indicators and introduce the lesson.

Main (35 mins)

Brainstorm learners for the meaning of website.

Website is a collection of webpages linked to one another by hyperlinks.

Have learners explore the features of a website and tell its significance.

In groups, let learners discuss the types of web pages. The present their findings
to the class.
 What are the five types of web pages?
 How do you identify a type of web page?

Guide learners to identify and describe the types of web pages.

Example: personal websites, portfolio websites, small business websites,
ecommerce websites and blog websites.

Assessment
What is the difference between a website and a webpage?
What does a webpage consist of?
State and explain the types of web pages.
Reflection (10 mins)
Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Is Google a website or webpage? Discuss.
What is the difference between a website and a webpage?

Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
Date: 23rd SEPT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Web Technologies
Content Standard: Indicator: Lesson:
B7.3.4.1. Demonstrate the use of a Web B7.3.4.1.3 Demonstrate the techniques for
Browser evaluating web pages 1 of 2
Performance Indicator: Core Competencies:
Learners can demonstrate the techniques for evaluating web pages CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19
Keywords: Authority: Accuracy: Credibility: Content: Current , Functionality

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrating the
videos techniques for
Prepare flash cards of the key words with the words on one side of the card evaluating web
and the meaning on the reverse of the flash card. pages
Issue each learner with a flash card.
Get all the learners with the same key word to come to the front of the class to
try to explain in their own words what they think it means and let the rest of
the class choose the explanation that best fits the correct meaning.

 Did you enjoy the game?

 What words did you learn in the game?

Share performance indicators and introduce the lesson.

Main (35 mins)

In groups, learners research the criteria in evaluating a web page.

Have learners to present their findings to the class for discussion.
 How do you evaluate a webpage?
 What are the ways of evaluating a webpage?
 What is the importance of evaluating a webpage?

Demonstrate with learners the techniques for evaluating web pages.

 Authority: Who owns the content on the page.
 Accuracy: How true is the information?
 Credibility: Who wrote the page? Is the person an expert in the subject
matter?
 Content: Is it on the correct subject matter?
 Current: Is the content up-to-date? When was the last time it was updated?
 Functionality: Does the site work well?

In turns, learners state and explain a criteria for evaluating a web page

Through a whole discussion, guide learners to talk of the importance of

evaluating a webpage.

Assessment
 How do you evaluate a webpage?
 What are the ways of evaluating a webpage?
 What is the importance of evaluating a webpage?

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 How do you evaluate a webpage?
 What are the ways of evaluating a webpage?
 What is the importance of evaluating a webpage?
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
The facilitator/teacher can arrange to use a nearby Senior High School (SHS) ICT laboratory
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 3
Week Ending: 30th SEPT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept of B7.4.1.1.1 Demonstrate the correct use of
programming programming terminologies 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and List the
videos programming
Ask learners questions to review what they already know about terminologies in
programming. alphabetical order
or grouping to aid
 What makes your computers and phone work? recall.
 Do you know how your favorite game was developed?

Share performance indicators and introduce the lesson. Explain each of the
terminologies.

Main (35 mins)

Guide learners to list the terminologies relating to programming to aid recall.

E.g. algorithm, source code, compiler, etc.

In groups, learners explain each of the terminologies listed above.

 Algorithm is a set of steps used to complete a specific task. They are the
building blocks for programming, and they allow things like computers,
smartphones and websites to function and make decisions.

 Source code is the list of human-readable instructions that a programmer

writes (in word processing program) when he is developing a program.

 Compiler is a special program that translates a programming language’s

source code into machine code. It is written high level, human readable
language such as Java or C++.

Develop a puzzle or game that will aid understanding the concept of

programming.

Assessment
Explain the following as used in programming.
i. loop,
ii. function,
iii. class

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List and explain, with practical examples, the terminologies relating to programming in alphabetical order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 30th SEPT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept of B7.4.1.1.1 Demonstrate the correct use of
programming programming terminologies 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and List the
videos programming
Ask learners questions to review what they already know about terminologies in
programming. alphabetical order
or grouping to aid
 What makes your computers and phone work? recall.
 Do you know how your favorite game was developed?

Share performance indicators and introduce the lesson. Explain each of the
terminologies.

Main (35 mins)

Guide learners to list the terminologies relating to programming to aid recall.

E.g. data type, variable, conditional array, etc.

In groups, learners explain each of the terminologies listed above.

 Data type is a classification that specifies which type of value a variable has
and what type of mathematical, relational or logical operations can be
supplied to it without causing an error.
Types of data include integral, floating point, character string and composite
types

 Variable is a value that can change, depending on conditions or on

information passed to the program.

 Loop is a sequence of instructions that is continually repeated until a

certain condition is reached.

Develop a puzzle or game that will aid understanding the concept of

programming.

Assessment
Explain the following as used in programming.
i. constant,
ii. algorithm,
iii. compiler

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List and explain, with practical examples, the terminologies relating to programming in alphabetical order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 4
Week Ending: 7th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept of B7.4.1.1.1 Demonstrate the correct use of
programming programming terminologies 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and List the
videos programming
Ask learners questions to review what they already know about terminologies in
programming. alphabetical order
or grouping to aid
 What makes your computers and phone work? recall.
 Do you know how your favorite game was developed?

Share performance indicators and introduce the lesson. Explain each of the
terminologies.

Main (35 mins)

Guide learners to list the terminologies relating to programming to aid recall.

E.g. data type, variable, conditional array, etc.

In groups, learners explain each of the terminologies listed above.

 Data type is a classification that specifies which type of value a variable has
and what type of mathematical, relational or logical operations can be
supplied to it without causing an error.
Types of data include integral, floating point, character string and composite
types

 Variable is a value that can change, depending on conditions or on

information passed to the program.

 Loop is a sequence of instructions that is continually repeated until a

certain condition is reached.

Develop a puzzle or game that will aid understanding the concept of

programming.

Assessment
Explain the following as used in programming.
i. constant,
ii. algorithm,
iii. compiler

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List and explain, with practical examples, the terminologies relating to programming in alphabetical order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 7th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept of B7.4.1.1.2 Demonstrate understanding in the use of
programming data types (e.g. float, integer, string, char, etc.) 1 of 2
Performance Indicator: Core Competencies:
Learners can use of programming terminologies correctly CI 6.3: DL5.1:
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners should be
videos able to
Using questions and answers, revise the terminologies of Programming 1. Identify the
with learners. various data types.
2. Explain what
 Define the Following; data types are.
1. Algorithm 3. Explain the
2. Source Code function and
3. Compiler importance of data
types.
Share performance indicators and introduce the lesson.

Main (35 mins)

Briefly explain what data type is.

Guide learners to identify and list the various data types such as float,
integer, string, char, etc.

In groups, learners explain and give uses of each of the data types listed
above.
 Integer (int): Numeric data type for numbers without fractions.
Example: All whole numbers e.g. 50, 400, 30 etc.
 Floating Point (float): Numeric data type for numbers with fractions.
Example: All numbers with points in them e.g. 101.1, 0.7, 405.8 etc.
 String (str or text): Sequence of characters, digits. Example: hello,
0244443344 etc.
 Character (char): Single letter, digit, punctuation mark, symbol, or
blank space. Example: a, 1, !

In Groups, learners develop key questions around daily activities to

identify the data type.
For example, the first name of your best friend is written as a string data
type

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.
Homework/Project Work/Community Engagement Suggestions
 Develop three (3) questions based on daily activities to identify the data types
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 5
Week Ending: 14th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept of B7.4.1.1.3 Demonstrate the use of constants and
programming variables used in programming 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CI 6.3: DL5.1:
programming
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrate
videos the use of
Ask learners questions to review what they already know about constants and
programming. variables used in
 What makes your computers and phone work? programming
 Do you know how your favorite game was developed?

Share performance indicators and introduce the lesson.

Main (35 mins)

This activity should be done groups. Write down these questions each on a
paper.
1. What is computer programming?
2. State and explain any four terminologies used to describe
programming concepts.
3. Identify and explain the various data types.

Give learners enough time to finish the task. Call group 1 to do a presentation
to the whole class. Allow learners to ask questions for more clarification.

Revise with learners on the meaning of programming.

Programming is the process of creating a set of instructions that tell a computer
how to perform a task.

Remind learners that programming is done using a variety of computer

programming languages, such as JavaScript, Python and C++.

Have learners mention some computer application softwares they know.

Example: Microsoft Office, Mavis Beacon, FIFA, etc.

Learners describe and demonstrate how these softwares work.

Guide learners to discuss the use of variables and constants as useful
ingredients for defining values that are used within a function or
program.
 Learners to understand that in programming, constants are used
to store information that is never going to change.
 Learners to understand variables in programming as any
characteristics, number, or quantity that can be measured or
counted.
E.g. age, sex, country of birth, class grades, eye color, etc.

Have learners use the internet to search for more practical example of
variables and constants in programing.
Example:
During the running of a program, there will be times when the program
needs to remember/ sort a value so it can be read and used later on.

Variable name Value Constant Name value

Level 4 VAT 20
High score 1202 Days 365
Surname Smith Bonus 100

In groups, learners discuss the benefits of using variables instead of

constants in a program.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 State three benefits of using variables and constants in a program.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 14th OCT, 2022 DAY: Subject: Computing
Duration: 50mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Introduction to Programming
Content Standard: Indicator: Lesson:
B7.4.1.1.1 understanding of the concept of B7.4.1.1.3 Demonstrate the use of constants and
programming variables used in programming 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CI 6.3: DL5.1:
programming
Reference: Computing Curriculum P.g. 19

Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Demonstrate
videos the use of
Ask learners questions to review what they already know about constants and
programming. variables used in
 What makes your computers and phone work? programming
 Do you know how your favorite game was developed?

Share performance indicators and introduce the lesson.

Main (35 mins)

This activity should be done groups. Write down these questions each on a
paper.
4. What is computer programming?
5. State and explain any four terminologies used to describe
programming concepts.
6. Identify and explain the various data types.

Give learners enough time to finish the task. Call group 1 to do a presentation
to the whole class. Allow learners to ask questions for more clarification.

Revise with learners on the meaning of programming.

Programming is the process of creating a set of instructions that tell a computer
how to perform a task.

Remind learners that programming is done using a variety of computer

programming languages, such as JavaScript, Python and C++.

Have learners mention some computer application softwares they know.

Example: Microsoft Office, Mavis Beacon, FIFA, etc.

Learners describe and demonstrate how these softwares work.

Guide learners to discuss the use of variables and constants as useful
ingredients for defining values that are used within a function or
program.
  Learners to understand that in programming, constants are used
to store information that is never going to change.
 Learners to understand variables in programming as any
characteristics, number, or quantity that can be measured or
counted.
E.g. age, sex, country of birth, class grades, eye color, etc.

Have learners use the internet to search for more practical example of
variables and constants in programing.
Example:
During the running of a program, there will be times when the program
needs to remember/ sort a value so it can be read and used later on.

Variable name Value Constant Name value

Level 4 VAT 20
High score 1202 Days 365
Surname Smith Bonus 100

In groups, learners discuss the benefits of using variables instead of

constants in a program.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 State three benefits of using variables and constants in a program.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 6
Week Ending: 21st OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Indicator: Lesson:
B7.4.2.1.Analyse the correct step-by-step B7.4.2.1.1 Understand the use of sequence,
procedure in solving any real-world problem selection and iteration in writing a programme. 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CC8.2: CP6.1
programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Write numbers (1-10) in an orderly arrangement to represent sequence. Write down any
Have learners observe the pattern and talk about it. set of numbers
(e.g. 1-10) in an
Task learners to write thier itinerary for the day in a logical order to orderly
depict sequence. arrangement to
represent a
Share performance indicators and introduce the lesson. sequence.

2. Present a case
Main (35 mins) study where
there is more
Brainstorm learners for the meaning of sequence, selection and iteration than one option
in writing a programme to choose from
Sequence is the order in which the statements in programing are executed one after and still the same
another. The sequence of a program is extremely important as carrying out outcome is
instructions in the wrong order leads to a program performing incorrectly. achieved.
Show pictures to learners to see a practical example of how a computer 3. Develop a
boots. solution to a
problem which
uses iteration to
control the flow
of the program.
Explain sequencing as the means through which the computer runs a
code in order, one line at a time from the top to the bottom of a
program. It starts at line 1, then executes line 2, then line 3 and so on
until it reaches the last line of the program.

Present a case study that has more than one option to choose from and still
achieve the same outcome with any option chosen. For example, tea with or
without sugar options can still meet a beverage outcome (selection).

Develop a solution to a problem which uses iteration to control the flow of the
programme (iteration).

Guide la to describe the meanings of the term’s algorithm, decomposition and

abstraction.

Demonstrate practically by using Programs such as lightbot for practical lessons.

Assessment
Present a case study where there is more than one option to choose
from, and yet any option selected leads to the same outcome

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List a set of numbers (61-100) in an orderly arrangement to represent a sequence.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 21st OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Indicator: Lesson:
B7.4.2.1.Analyse the correct step-by-step B7.4.2.1.1 Understand the use of sequence,
procedure in solving any real-world problem selection and iteration in writing a programme. 2 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CC8.2: CP6.1
programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Write numbers (1-10) in an orderly arrangement to represent sequence. Write down any
Have learners observe the pattern and talk about it. set of numbers
(e.g. 1-10) in an
Task learners to write thier itinerary for the day in a logical order to orderly
depict sequence. arrangement to
represent a
Share performance indicators and introduce the lesson. sequence.

2. Present a case
Main (35 mins) study where
there is more
Brainstorm learners for the meaning of sequence, selection and iteration than one option
in writing a programme to choose from
Sequence is the order in which the statements in programing are executed one after and still the same
another. The sequence of a program is extremely important as carrying out outcome is
instructions in the wrong order leads to a program performing incorrectly. achieved.
Show pictures to learners to see a practical example of how a computer 3. Develop a
boots. solution to a
problem which
uses iteration to
control the flow
of the program.

Explain sequencing as the means through which the computer runs a

code in order, one line at a time from the top to the bottom of a
program. It starts at line 1, then executes line 2, then line 3 and so on
until it reaches the last line of the program.
Present a case study that has more than one option to choose from and still
achieve the same outcome with any option chosen. For example, tea with or
without sugar options can still meet a beverage outcome (selection).

Develop a solution to a problem which uses iteration to control the flow of the
programme (iteration).

Guide la to describe the meanings of the term’s algorithm, decomposition and

abstraction.

Demonstrate practically by using Programs such as lightbot for practical lessons.

Assessment
Present a case study where there is more than one option to choose
from, and yet any option selected leads to the same outcome

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 List a set of numbers (61-100) in an orderly arrangement to represent a sequence.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 7
Week Ending: 28th OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Lesson:
Indicator:
B7.4.2.1.Analyse the correct step-by-step
B7.4.2.1.2 Perform a linear search.
procedure in solving any real-world problem 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CC8.2: CP6.1
programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Revise with learners to review their understanding in the previous 1. Locate a given
lesson. value position
out of a listed set
Share performance indicators and introduce the lesson. of values.

2. Arrange a
Main (35 mins) given set of
values or data in
Guide learners to understand that linear search, also known as sequential increasing and
search, is a process that checks every element in the list sequentially until the decreasing order.
desired element is found.

Demonstrate ability to locate a given value position out of a listed set of values.
A suggested example is the use of the match function in MS Excel.

Guide learners to list their ages, and use the list to demonstrate how they can
arrange the given data in increasing and decreasing order

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to list the ages of five (5) family members and arrange the ages in increasing and decreasing
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 28th OCT, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Algorithm
Content Standard: Lesson:
Indicator:
B7.4.2.1.Analyse the correct step-by-step
B7.4.2.1.2 Perform a linear search.
procedure in solving any real-world problem 1 of 2
Performance Indicator:
Core Competencies:
Learners can demonstrate the use of constants and variables used in
CC8.2: CP6.1
programming
Reference: Computing Curriculum P.g. 21
Keywords: Algorithm, source code, compiler, data type, variable, constant, conditional, array, loop, function, class

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Pictures and Learners will be
videos able to;
Revise with learners to review their understanding in the previous 1. Locate a given
lesson. value position
out of a listed set
Share performance indicators and introduce the lesson. of values.

2. Arrange a
Main (35 mins) given set of
values or data in
Guide learners to understand that linear search, also known as sequential increasing and
search, is a process that checks every element in the list sequentially until the decreasing order.
desired element is found.

Demonstrate ability to locate a given value position out of a listed set of values.
A suggested example is the use of the match function in MS Excel.

Guide learners to list their ages, and use the list to demonstrate how they can
arrange the given data in increasing and decreasing order

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to list the ages of five (5) family members and arrange the ages in increasing and decreasing
order
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 8
Week Ending: 4th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Robotics
Indicator: Lesson:
Content Standard:
B7.4.3.1.1 Review the various applications of
B7.4.3.1 Discuss Robot Intelligence Concepts
robotic machines in society. 1 of 2
Performance Indicator:
Core Competencies:
Learners can review the various applications of robotic machines in
CC8.2: CP6.1
society
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source State the
lesson. applications and
uses of robots in
Share performance indicators and introduce the lesson. society. 2. Relate
the uses of
robots to real-life
Main (35 mins) situations. 3.
Explore the
Guide learners to understand what a robot is. prospects and
problems of using
Brainstorm learners to describe the work of robots. Learners relate to robots in
some robots they saw on TVs and social media. everyday
activities..
Have learners recall some of the causes of unemployment as the
introduction of robots in the production of goods and services.

Guide learners to state the applications and uses of robots in society

(e.g. manufacturing, health, education, assembling and packing, transport,
surgery, laboratory research, mass production of consumer and
industrial goods, taking pictures, etc.)

Brainstorm learners for the meaning of Robotics.

Robotics involves the design, construction, operation, and use of robots.
The goal of robotics is to design machines that can help and assist
humans.

In groups, ask learners to bring to class simple gadgets to create simple

robots.
Example: fan using motor, Lego cars, cardboard robot, cardboard train,
torchlight, etc.
Explore prospects and challenges of using robots in various operations

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Task learners to explain in detail the importance of robots in relation to health delivery, manufacturing and
transportation
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 4th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Communication Networks
Class: B7 Class Size: Sub Strand: Robotics
Indicator: Lesson:
Content Standard:
B7.4.3.1.1 Review the various applications of
B7.4.3.1 Discuss Robot Intelligence Concepts
robotic machines in society. 1 of 2
Performance Indicator:
Core Competencies:
Learners can review the various applications of robotic machines in
CC8.2: CP6.1
society
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source State the
lesson. applications and
uses of robots in
Share performance indicators and introduce the lesson. society. 2. Relate
the uses of
robots to real-life
Main (35 mins) situations. 3.
Explore the
Guide learners to understand what a robot is. prospects and
problems of using
Brainstorm learners to describe the work of robots. Learners relate to robots in
some robots they saw on TVs and social media. everyday
activities..
Have learners recall some of the causes of unemployment as the
introduction of robots in the production of goods and services.

Guide learners to state the applications and uses of robots in society

(e.g. manufacturing, health, education, assembling and packing, transport,
surgery, laboratory research, mass production of consumer and
industrial goods, taking pictures, etc.)

Brainstorm learners for the meaning of Robotics.

Robotics involves the design, construction, operation, and use of robots.
The goal of robotics is to design machines that can help and assist
humans.

In groups, ask learners to bring to class simple gadgets to create simple

robots.
Example: fan using motor, Lego cars, cardboard robot, cardboard train,
torchlight, etc.

Explore prospects and challenges of using robots in various operations

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.
Homework/Project Work/Community Engagement Suggestions
 Task learners to explain in detail the importance of robots in relation to health delivery, manufacturing and
transportation
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 9
Week Ending: 11th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of various
B7.4.4.1. Discuss Artificial intelligence concepts
areas of artificial intelligence 1 of 2
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source Compare the key
lesson. technologies such
as machine
Share performance indicators and introduce the lesson. learning, Artificial
Neural
Networks
Main (35 mins) (ANN), virtual
reality,
Divide the emerging technologies under artificial intelligence and show a augmented
short video (1-5 mins) or documentary on the principles of operation to reality,
generate classroom interaction. gamification,
deep learning,
Consider each emerging technology and discuss the history, principle of data mining.
operation, real-world applications, advantages and disadvantages in
society Discuss the uses
and importance
Where the technology is available, allow learners to use. For example, of Artificial
you can engage them to write a documentary or report on specific sites Intelligence (AI)
explored using the virtual reality. to society
Assessment
Leaners must investigate the things human intelligence can do in terms of
reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 11th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of various
B7.4.4.1. Discuss Artificial intelligence concepts
areas of artificial intelligence 1 of 2
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source Compare the key
lesson. technologies such
as machine
Share performance indicators and introduce the lesson. learning, Artificial
Neural
Networks
Main (35 mins) (ANN), virtual
reality,
Divide the emerging technologies under artificial intelligence and show a augmented
short video (1-5 mins) or documentary on the principles of operation to reality,
generate classroom interaction. gamification,
deep learning,
Consider each emerging technology and discuss the history, principle of data mining.
operation, real-world applications, advantages and disadvantages in
society Discuss the uses
and importance
Where the technology is available, allow learners to use. For example, of Artificial
you can engage them to write a documentary or report on specific sites Intelligence (AI)
explored using the virtual reality. to society
Assessment
Leaners must investigate the things human intelligence can do in terms of
reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 10
Week Ending: 18th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of various
B7.4.4.1. Discuss Artificial intelligence concepts
areas of artificial intelligence 1 of 2
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source Compare the key
lesson. technologies such
as machine
Share performance indicators and introduce the lesson. learning, Artificial
Neural
Networks
Main (35 mins) (ANN), virtual
reality,
Divide the emerging technologies under artificial intelligence and show a augmented
short video (1-5 mins) or documentary on the principles of operation to reality,
generate classroom interaction. gamification,
deep learning,
Consider each emerging technology and discuss the history, principle of data mining.
operation, real-world applications, advantages and disadvantages in
society Discuss the uses
and importance
Where the technology is available, allow learners to use. For example, of Artificial
you can engage them to write a documentary or report on specific sites Intelligence (AI)
explored using the virtual reality. to society
Assessment
Leaners must investigate the things human intelligence can do in terms of
reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 18th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of various
B7.4.4.1. Discuss Artificial intelligence concepts
areas of artificial intelligence 1 of 2
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source Compare the key
lesson. technologies such
as machine
Share performance indicators and introduce the lesson. learning, Artificial
Neural
Networks
Main (35 mins) (ANN), virtual
reality,
Divide the emerging technologies under artificial intelligence and show a augmented
short video (1-5 mins) or documentary on the principles of operation to reality,
generate classroom interaction. gamification,
deep learning,
Consider each emerging technology and discuss the history, principle of data mining.
operation, real-world applications, advantages and disadvantages in
society Discuss the uses
and importance
Where the technology is available, allow learners to use. For example, of Artificial
you can engage them to write a documentary or report on specific sites Intelligence (AI)
explored using the virtual reality. to society
Assessment
Leaners must investigate the things human intelligence can do in terms of
reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
 Fayol Inc. 0547824419

TERM THREE
WEEKLY LESSON NOTES – B7
WEEK 11
Week Ending: 25th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of various
B7.4.4.1. Discuss Artificial intelligence concepts
areas of artificial intelligence 1 of 2
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source Compare the key
lesson. technologies such
as machine
Share performance indicators and introduce the lesson. learning, Artificial
Neural
Networks
Main (35 mins) (ANN), virtual
reality,
Divide the emerging technologies under artificial intelligence and show a augmented
short video (1-5 mins) or documentary on the principles of operation to reality,
generate classroom interaction. gamification,
deep learning,
Consider each emerging technology and discuss the history, principle of data mining.
operation, real-world applications, advantages and disadvantages in
society Discuss the uses
and importance
Where the technology is available, allow learners to use. For example, of Artificial
you can engage them to write a documentary or report on specific sites Intelligence (AI)
explored using the virtual reality. to society
Assessment
Leaners must investigate the things human intelligence can do in terms of
reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties
Learners may not easily understand the concepts and terminologies under programming
Week Ending: 25th NOV, 2022 DAY: Subject: Computing
Duration: 60mins Strand: Computational Thinking
Class: B7 Class Size: Sub Strand: Artificial Intelligence
Indicator: Lesson:
Content Standard:
B7.4.4.1.1 Discuss the application of various
B7.4.4.1. Discuss Artificial intelligence concepts
areas of artificial intelligence 1 of 2
Performance Indicator: Core Competencies:
Learners can discuss the application of various areas of artificial intelligence CC8.1: DL6.5
Reference: Computing Curriculum P.g. 22
Keywords: Artificial intelligence, machine learning, neural networks, virtual reality, augmented reality, gamification

Activities For Learning & Assessment Resources Progression

Starter (5 mins) Computer/lapto Learners will be
p, internet able to;
Revise with learners to review their understanding in the previous source Compare the key
lesson. technologies such
as machine
Share performance indicators and introduce the lesson. learning, Artificial
Neural
Networks
Main (35 mins) (ANN), virtual
reality,
Divide the emerging technologies under artificial intelligence and show a augmented
short video (1-5 mins) or documentary on the principles of operation to reality,
generate classroom interaction. gamification,
deep learning,
Consider each emerging technology and discuss the history, principle of data mining.
operation, real-world applications, advantages and disadvantages in
society Discuss the uses
and importance
Where the technology is available, allow learners to use. For example, of Artificial
you can engage them to write a documentary or report on specific sites Intelligence (AI)
explored using the virtual reality. to society
Assessment
Leaners must investigate the things human intelligence can do in terms of
reasoning that computer/artificial intelligence cannot do.

Reflection (10 mins)

Use peer discussion and effective questioning to find out from learners
what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Homework/Project Work/Community Engagement Suggestions
 Leaners must investigate the things human intelligence can do in terms of reasoning that computer/artificial
intelligence cannot do.
Cross-Curriculum Links/Cross-Cutting Issues
None
Potential Misconceptions/Student Learning Difficulties