Computing-Curriculum for Schools in Ghana

COMPUTING
CURRICULUM FOR SECONDARY
EDUCATION (SHS 1 - 3)
SEPTEMBER 2023
NATIONAL COUNCIL FOR
CURRICULUM & ASSESSMENT
OF MINISTRY OF EDUCATION
MINISTRY OF EDUCATION
REPUBLIC OF GHANA

COMPUTING
CURRICULUM FOR SECONDARY EDUCATION
(SHS 1-3)
September, 2023
MINISTRY OF EDUCATION
REPUBLIC OF GHANA
GHANA EDUCATION SERVICE
(MINISTRY OF EDUCATION)
REPUBLIC OF GHANA
PHYSICAL AND HEALTH EDUCATION CURRICULUM
FOR BASIC 7 – 10
(COMMON CORE PROGRAMME)
SEPTEMBER 2020

2 | COMPUTING
Enquiries and comments on this Curriculum should be addressed to:
The Director-General
National Council for Curriculum and Assessment (NaCCA)
Ministry of Education
P. O. Box CT PMB 77
Cantonments Accra
Telephone: 0302909071, 0302909862
Email: info@nacca.gov.gh
Website: www.nacca.gov.gh
©2023 National Council for Curriculum and Assessment (NaCCA)
This publication is not for sale.All rights reserved.No part of this publication
may be reproduced without prior written permission from the Ministry of
Education, Ghana.
COMPUTING

FOREWORD
Through the National Council for Curriculum andAssessment (NaCCA),Ghana’s
Ministry of Education has introduced a series of curriculum reforms to improve
the quality and relevance of learning experiences in pre-tertiary schools in
the country.These reforms will improve learning through the introduction of
innovative pedagogies that encourage critical thinking and problem-solving. For
a long time, our learners memorise facts and figures, which does not develop
their analytical and practical skills.The Ministry recognises that learners need
to be equipped with the right tools, knowledge, skills and competencies to deal
with the fast-changing environment and the challenges facing their communities,
the nation and the world.
These curriculum reforms were derived from the Education Strategic Plan
(ESP 2018-2030), the National Pre-tertiary Education Curriculum Framework
(NPTECF) and the National Pre-Tertiary Learning Assessment Framework
(NPLAF),which were all approved by Cabinet in 2018.The new standards-based
curriculum implemented in 2019 in basic schools, aims to equip learners to
apply their knowledge innovatively to solve everyday problems.It also prioritises
assessing learners’ knowledge, skills, attitudes, and values, emphasising their
achievements.The content of the basic school standards-based curriculum was
therefore designed to promote a curriculum tailored to the diverse educational
needs of the country’s youth. It addresses the current curriculum’s deficiencies
in learning and assessment, especially in literacy and numeracy.These reforms
have been carried out in phases.The curriculum for the basic school level – KG,
Primary and Junior High School (JHS) – was developed and implemented from
2019 to 2021.
The curriculum for Senior High School (SHS), Senior High Technical School
(SHTS) and Science,Technical, Engineering and Mathematics (STEM), which
constitutes the next phase, is designed to ensure the continuation of learning
experiences from JHS.It introduces flexible pathways for progression to facilitate
the choice of subjects necessary for further study, the world of work and adult
life.The new SHS, SHTS and STEM curriculum emphasises the acquisition of
21st
Century skills and competencies, character development and instilling of
national values.Social and Emotional Learning (SEL),Information Communications
Technology, Gender Equality and Social Inclusion, have all been integrated into
the curriculum.Assessment – formative and summative has been incorporated
into the curriculum and aligned with the learning outcomes throughout the
three-year programme.
The Ministry of Education’s reform aims to ensure that graduates of our secondary
schools can successfully compete in international high school competitions and,
at the same time, be equipped with the necessary employable skills and work
ethos to succeed in life.The Ministry of Education, therefore, sees the Senior
High School (SHS) curriculum as occupying a critical place in the education
system – providing improved educational opportunities and outcomes for further
studies, the world of work and adult life – and is consequently prioritising its
implementation.
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4 | COMPUTING
ACKNOWLEDGEMENTS
This standards-based SHS curriculum was created using the National Pre-
Tertiary Learning Assessment Framework (NPLAF), the Secondary Education
Assessment Guide (SEAG), and theTeacher and Learner Resource Packs which
include Professional Learning Community (PLC) Materials and Subject Manuals
for teachers and learners.All the above-mentioned documents were developed by
the National Council for Curriculum andAssessment (NaCCA).The Ministry of
Education (MoE) provided oversight and strategic direction for the development
of the curriculum with NaCCA receiving support from multiple agencies of
the MoE and other relevant stakeholders. NaCCA would like to extend its
sincere gratitude, on behalf of the MoE, to all its partners who participated in
the professional conversations and discussions during the development of this
SHS curriculum.
In particular,NaCCA would also like to extend its appreciation to the leadership
of the Ghana Education Service (GES),the National School InspectorateAuthority
(NaSIA), the National Teaching Council (NTC), the Commission for Technical
and Vocational Education and Training (Commission for TVET),West African
Examinations Council (WAEC) and other agencies of the MoE that supported the
entire process. In addition, NaCCA acknowledges and values the contributions
made by personnel from various universities, colleges of education Industry
players,Vice Chancellors Ghana,Vice Chancellors Technical Universities as well
as educators and learners working within the Ghana education landscape.
Special appreciation is extended to consultants who contributed to development
of the curriculum.The development process involved multiple engagements
between national stakeholders and various groups with interests in the curriculum.
These groups include the teacher unions, the Association of Ghana Industries,
and heads of secondary schools.

CONTENTS
FOREWORD 3
ACKNOWLEDGEMENTS 4
THE SHS CURRICULUM OVERVIEW 7
INTRODUCTION 8
PHILOSOPHY,VISIONAND GOAL OF COMPUTING 19
COMPUTING CURRICULUM DEVELOPMENT PANEL 20
SCOPE AND SEQUENCE 21
YEAR ONE
STRAND 1 COMPUTER ARCHITECTURE AND
ORGANISATION
23
SUB-STRAND 1 DATA STORAGE AND MANIPULATION 23
SUB-STRAND 2 COMPUTER HARDWARE AND SOFTWARE 27
SUB-STRAND 3 DATA COMMUNICATION AND NETWORK SYSTEMS 31
STRAND 2 COMPUTATIONALTHINKING
(PROGRAMMING LOGIC)
35
SUB-STRAND 1 ALGORITHM AND DATA STRUCTURE 35
SUB-STRAND 2 APP DEVELOPMENT 39
SUB-STRAND 3 WEBTECHNOLOGIES 43
YEARTWO
STRAND 1 COMPUTER ARCHITECTURE &
ORGANISATION
48
(PROGRAMMING LOGIC)
61
SUB-STRAND 3 WEBTECHNOLOGIES AND DATABASES 69
YEARTHREE
STRAND 1 COMPUTER ARCHITECTURE &
ORGANISATION
75
(PROGRAMMING LOGIC)
89
SUB-STRAND 3 WEBTECHNOLOGIES 97
COMPUTING | 5

THE SHS CURRICULUM OVERVIEW
The vision for this curriculum is to ensure the nation has a secondary education
system that enables all Ghanaian children to acquire the 21st Century skills,
competencies,knowledge,values and attitudes required to be responsible citizens,
ready for the world of work,further studies and adult life.The nation’s core values
drive the SHS curriculum,and it is intended to achieve Sustainable Development
Goal 4:‘Inclusive,equitable quality education and life-long learning for all’.Above
all, it is a curriculum enabling its graduates to contribute to the ongoing growth
and development of the nation’s economy and well-being.
The curriculum is inclusive,flexible,and robust.It was written under the auspices
of the National Council for Curriculum and Assessment by a team of expert
curriculum writers across Ghana. It reflects the needs of critical stakeholders,
including industry,tertiary education,theWestAfrican Examination Council,SHS
learners,teachers,and school leaders.It has been written based on the National
Pre-Tertiary Learning andAssessment Framework and the Secondary Education
Policy.
The key features of the curriculum include:
• flexible learning pathways at all levels,including for gifted and talented learners
and those with deficiencies in numeracy and literacy, to ensure it can meet
the needs of learners from diverse backgrounds and with different interests
and abilities.
• the five core learning areas for secondary education:science and technology,
language arts,humanities,technical and vocational and business;with emphasis
placed on STEM and agriculture as integral to each subject.
• a structured, standards-based approach that supports the acquisition of
knowledge, skills and competencies, and transition and seamless progress
throughout secondary education, from JHS to SHS and through the three
years of SHS.
• a focus on interactive approaches to teaching and assessment to ensure
learning goes beyond recall enabling learners to acquire the ability to
understand, apply, analyse and create.
• guidance on pedagogy, coupled with exemplars, demonstrating how to
integrate cross-cutting themes such as 21st Century skills,core competencies,
the use of ICT, literacy and mathematics, Social Emotional Learning, Gender
Equality and Social Inclusion as tools for learning and skills for life. Shared
Ghanaian values are also embedded in the curriculum.
The curriculum writing process was rigorous and involved developing and using
a CurriculumWriting Guide which provided systematic instructions for writers.
The process was quality assured at three levels:through (a) evaluation by national
experts,(b) trialling curriculum materials in schools and (c) through an external
evaluation by a team of national and international experts.Evidence and insights
from these activities helped hone the draft’s final version.The outcome is a
curriculum coherently aligned with national priorities, policies and the needs
of stakeholders.A curriculum tailored to the Ghanaian context ensures that all
learners benefit from their schooling and develop their full potential.
The following section highlights the details of the front matter of the draft
curriculum.The vision,philosophy and goal of the curriculum are presented.This is
followed by the details of the 21st Century skills and competencies,teaching and
learning approaches,instructional design and assessment strategies.The template
for the curriculum frame,which outlines the scope and sequence,the design that
links the learning outcomes to particular 21st Century skills and competencies,
as well as Gender Equality and Social Inclusion,Social and Emotional Learning and
Ghanaian values are presented together with the structure of the lesson frame
showing the links between the content standards, learning indicators with their
corresponding pedagogical exemplars and assessment strategies.
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INTRODUCTION
Effective implementation of this Senior High School (SHS) curriculum is the
key to creating a well-educated and well-balanced workforce that is ready to
contribute to Ghana’s progress by harnessing the potential of the growing youth
population, considering the demographic transition the country is currently
experiencing (Educational Strategic Plan [ESP] 2018-2030).SHS curriculum aims
to expand equitable, inclusive access to relevant education for all young people,
including those in disadvantaged and underserved communities,those with special
educational needs and those who are gifted and talented. Senior High School
allows young people to develop further skills and competencies and progress
in learning achievement, building from the foundation laid in Junior High School.
This curriculum intends to meet the learning needs of all high school learners
by acquiring 21st Century skills and competencies to prepare them for further
studies, the world of work and adult life. Changing global economic, social and
technological context requires life-long learning, unlearning, and continuous
processes of reflection, anticipation and action.
Philosophy of Senior High School Curriculum
The philosophy underpinning the SHS curriculum is that every learner can develop their
potential to the fullest if the right environment is created and skilled teachers effectively
support them to benefit from the subjects offered at SHS. Every learner needs to be
equipped with skills and competencies of interest to further their education, live a
responsible adult life or proceed to the world of work.
Vision of Senior High School Curriculum
The vision of the curriculum is to prepare SHS graduates equipped with relevant skills
and competencies to progress and succeed in further studies, the world of work and
adult life. It aims to equip all learners with the 21st Century skills and competencies
required to be responsible citizens and lifelong learners.When young people are
prepared to become effective, engaging, and responsible citizens, they will contribute
to the ongoing growth and development of the nation’s economy and well-being.
Goal of Senior High School Curriculum
The goal of the curriculum is to achieve relevant and quality SHS through the
integration of 21st Century skills and competencies as set out in the Secondary
Education Policy.The key features to integrate into the curriculum are:
• Foundational Knowledge: literacy, numeracy, scientific literacy, information,
communication and digital literacies, financial literacy and entrepreneurship,
cultural identity, civic literacy and global citizenship
• Competencies:critical thinking and problem-solving,innovation and creativity,
collaboration, and communication
• Character Qualities:discipline,integrity,self-directed learning,self-confidence,
adaptability and resourcefulness, leadership, and responsible citizenship.
The JHS curriculum has been designed to ensure that learners are adequately
equipped to transition seamlessly into SHS, where they will be equipped with
the relevant knowledge,skills and competencies.The SHS curriculum emphasises
character building, acquisition of 21st Century skills and competencies and
nurturing core values within an environment of quality education to ensure the
transition to further study, the world of work and adult life.This requires the
delivery of robust secondary education that meets the varied learning needs of
the youth in Ghana.The SHS curriculum,therefore,seeks to develop learners to
become technology-inclined,scientifically literate,good problem-solvers who can
think critically and creatively and are equipped to communicate with fluency,and
possess the confidence and competence to participate fully in Ghanaian society
as responsible local and global citizens – (referred to as ‘Glocal citizens’).
The SHS curriculum is driven by the nation’s core values of truth, integrity,
diversity, equity, discipline, self-directed learning, self-confidence, adaptability
and resourcefulness, leadership, and responsible citizenship, and with the intent
of achieving the Sustainable Development Goal 4:‘Inclusive, equitable quality
education and life-long learning for all’.The following sections elaborate on the
critical competencies required of every SHS learner:

Gender Equality and Social Inclusion (GESI)
• Appreciate their uniqueness about others.
• Pay attention to the uniqueness and unique needs of others.
• Value the perspective, experience, and opinion of others.
• Respect individuals of different beliefs, political views/ leanings, cultures, and
religions.
• Embrace diversity and practise inclusion.
• Value and work in favour of a democratic and inclusive society.
• Be conscious of the existence of minority and disadvantaged groups in society
and work to support them.
• Gain clarity about misconceptions/myths about gender, disability, ethnicity,
age, religion, and all other excluded groups in society
• Interrogate and dispel their stereotypes and biases about gender and other
disadvantaged and excluded groups in society.
• Appreciate the influence of socialisation in shaping social norms, roles,
responsibilities, and mindsets.
• Identify injustice and advocate for change.
• Feel empowered to speak up for themselves and be a voice for other
disadvantaged groups.
21st
Century Skills and Competencies
In today’s fast-changing world, high school graduates must be prepared for the
21st Century world of work.The study of Mathematics, Science, and Language
Arts alone is no longer enough. High school graduates need a variety of skills
and competencies to adapt to the global economy. Critical thinking, creativity,
collaboration, communication, information literacy, media literacy, technology
literacy, flexibility, leadership, initiative, productivity, and social skills are needed.
These skills help learners to keep up with today’s fast-paced job market.Employers
want workers with more than academic knowledge.The 21st Century skills and
competencies help graduates navigate the complex and changing workplace.
Also, these help them become active citizens who improve their communities.
Acquisition of 21st Century skills in high school requires a change in pedagogy
from the approach that has been prevalent in Ghana in recent years.Teachers
should discourage and abandon rote memorisation and passive learning.Instead,
they should encourage active learning,collaboration,and problem-solving,project-
based,inquiry-based,and other learner-centred pedagogy should be used.As well
as aligning with global best practices, these approaches also seek to reconnect
formal education in Ghana with values-based indigenous education and discovery-
based learning which existed in Ghana in pre-colonial times.This is aligned with
the ‘glocal’ nature of this curriculum, connecting with Ghana’s past to create
confident citizens who can engage effectively in a global world. Digitalisation,
automation, technological advances and the changing nature of work globally
mean that young people need a new set of skills, knowledge and competencies
to succeed in this dynamic and globalised labour market.
CriticalThinking and Problem-Solving Competency
• Ability to question norms, practices, and opinions, to reflect on one’s values,
perceptions, and actions.
• Ability to use reasoning skills to come to a logical conclusion.
• Being able to consider different perspectives and points of view
• Respecting evidence and reasoning
• Not being stuck in one position
• Ability to take a position in a discourse
• The overarching ability to apply different problem-solving frameworks to
complex problems and develop viable,inclusive,and equitable solution options
that integrate the above-mentioned competencies, promote sustainable
development,
Creativity
• Ability to identify and solve complex problems through creative thinking.
• Ability to generate new ideas and innovative solutions to old problems.
• Ability to demonstrate originality and flexibility in approaching tasks and
challenges.
• Collaborating with others to develop and refine creative ideas
• Ability to incorporate feedback and criticism into the creative process
• Utilising technology and other resources to enhance creativity
• Demonstrating a willingness to take risks and experiment with new approaches
• Adapting to changing circumstances and further information to maintain
creativity
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• Integrating multiple perspectives and disciplines to foster creativity
• Ability to communicate creative ideas effectively to a variety of audiences
Collaboration
• Abilities to learn from others; to understand and respect the needs,
perspectives, and actions of others (empathy)
• Ability to understand,relate to and be sensitive to others (empathic leadership)
• Ability to deal with conflicts in a group
• Ability to facilitate collaborative and participatory problem-solving
• Ability to work with others to achieve a common goal.
• Ability to engage in effective communication, active listening, and the ability
to compromise.
• Ability to work in groups on projects and assignments.
Communication
• Know the specific literacy and language of the subjects studied
• Use language for academic purposes
• Communicate effectively and meaningfully in a Ghanaian Language and English
Language
• Communicate confidently,ethically,and effectively in different social contexts.
• Communicate confidently and effectively to different participants in different
contexts
• Ability to communicate effectively verbally,non-verbally and through writing.
• Demonstrate requisite personal and social skills that are consistent with
changes in society
• Ability to express ideas clearly and persuasively, listen actively, and respond
appropriately
• Ability to develop digital communication skills such as email etiquette and
online collaboration.
• Ability to engage in public speaking, debate, and written communication.
Learning for Life
• Understand subject content and apply it in different contexts
• Apply mathematical and scientific concepts in daily life
• Demonstrate mastery of skills in literacy, numeracy, and digital literacy.
• Develop an inquiry-based approach to continual learning.
• Be able to understand higher-order concepts and corresponding underlying
principles.
• Participate in the creative use of the expressive arts and engage in aesthetic
appreciation.
• Use and apply a variety of digital technologies
• Be digitally literate with a strong understanding of ICT and be confident in
its application.
• Be equipped with the necessary qualifications to gain access to further and
higher education and the world of work and adult life
• Ability to apply knowledge practically in the workplace so that they are able
to utilise theory by translating it into practice.
• Develop their abilities, gifts and talents to be able to play a meaningful role
in the development of the country
• Be able to think critically and creatively, anticipate consequences, recognise
opportunities and be risk-takers
• Ability to pursue self-directed learning with the desire to chart a path to
become effective lifelong learners.
• Independent thinkers and doers who show initiative and take action.
• Ability to innovate and think creatively, building on their knowledge base so
that they take risks to achieve new goals
• Ability to think critically and solve problems so that they become positive
change agents at work, in further study and in their personal lives.
• Be motivated to adapt to the changing needs of society through self-evaluation
and ongoing training
• Be able to establish and maintain innovative enterprises both individually and
in collaboration with others.
• Be able to ethically prioritise economic values to ensure stability and autonomy
• Show flexibility and preparedness to deal with job mobility
• Be committed towards the improvement of their quality of life and that of
others
• Feel empowered in decision-making processes at various levels e.g.,personal,
group, class, school, etc.

• Be able to seek and respond to assistance, guidance and/or support when
needed.
• Ability to make and adhere to commitments.
• Adopt a healthy and active lifestyle and appreciate how to use leisure time
well.
• Be enthusiastic,with the knowledge,understanding and skill that enable them
to progress to tertiary level, the world of work and adult life.
• Ability to transition from school to the world of work or further study by
applying knowledge, skills and attitudes in new situations.
• Be independent, have academic and communication skills such as clarity of
expression (written and spoken), and the ability to support their arguments.
• Be innovative and understand the 21st Century skills and competencies and
apply them to everyday life.
Global and Local (Glocal) Citizenship
• Appreciate and respect the Ghanaian identity, culture, and heritage
• Be conscious of current global issues and relate well with people from different
cultures
• Act in favour of the common good, social cohesion and social justice
• Have the requisite personal and social skills to handle changes in society
• Appreciate the impact of globalisation on the society.
• Ability to be an honest global citizen displaying leadership skills and moral
fortitude with an understanding of the wider world and how to enhance
Ghana’s standing.
SystemsThinking Competency
• Ability to recognise and understand relationships
• Ability to analyse complex systems
• Ability to think of how systems are embedded within different domains and
different scales
• Ability to deal with uncertainty
Normative Competency
• Ability to understand and reflect on the norms and values that underlie one’s
actions
• Ability to negotiate values,principles,goals,and targets,in a context of conflicts
of interests and trade-offs, uncertain knowledge and contradictions
Anticipatory Competency
• Ability to understand and evaluate multiple futures – possible, probable, and
desirable
• Ability to create one’s vision for the future.
• Ability to apply the precautionary principle
• Ability to assess the consequences of actions
• Ability to deal with risks and changes
Strategic Competency
• Ability to collectively develop and implement innovative actions that further
a cause at the local level and beyond.
• Ability to understand the bigger picture and the implications of smaller actions
on them
Self-Awareness Competency
• The ability to reflect on one’s role in the local community and (global) society
• Ability to continually evaluate and further motivate one’s actions
• Ability to deal with one’s feelings and desires
Social Emotional Learning (SEL):Five Core Competencies with
Examples
1. Self-Awareness
Understanding one’s emotions, thoughts, and values and how they
influence one’s behaviour in various situations. This includes the ability
to recognise one’s strengths and weaknesses with a sense of confidence and
purpose. For instance:
• Integrating personal and social identities;
• Identifying personal, cultural, and linguistic assets;
• Identifying one’s emotions;
• Demonstrating honesty and integrity;
• Connecting feelings, values, and thoughts;
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• Examining prejudices and biases;
• Experiencing self-efficacy;
• Having a growth mindset;
• Developing interests and a sense of purpose;
2. Self-Management
The capacity to control one’s emotions, thoughts, and actions in a
variety of situations and to realise one’s ambitions.This includes delaying
obtaining one’s desires,dealing with stress,and feeling motivated and accountable
for achieving personal and group goals. For instance:
• Managing one’s emotions;
• Identifying and utilising stress-management strategies;
• Demonstrating self-discipline and self-motivation;
• Setting personal and group goals;
• Using planning and organisation skills;
• Having the courage to take the initiative;
• Demonstrating personal and collective agency;
3. Social Awareness
The capacity to comprehend and care for others regardless of their backgrounds,
cultures,and circumstances.This includes caring for others,understanding larger
historical and social norms for behaviour in different contexts, and recognising
family, school, and community resources and supports. For instance:
• Recognising others’ strengths
• Demonstrating empathy and compassion
• Caring about others’ feelings
• Understanding and expressing gratitude
• Recognising situational demands and opportunities
• Understanding how organisations and systems influence behaviour
4. Relationship Skills
The capacity to establish and maintain healthy,beneficial relationships and adapt
to various social situations and groups.This includes speaking clearly, listening
attentively, collaborating, solving problems and resolving conflicts as a group,
adapting to diverse social and cultural demands and opportunities, taking the
initiative, and asking for or offering assistance when necessary. For instance:
• Communicating effectively;
• Building positive relationships;
• Demonstrating cultural competence;
• Working as a team to solve problems;
• Constructively resolving conflicts;
• Withstanding negative social pressure;
• Taking the initiative in groups;
• Seeking or assisting when needed;
• Advocating for the rights of others.
5. Responsible Decision-Making
The capacity to make thoughtful and constructive decisions regarding
acting and interacting with others in various situations. This includes
weighing the pros and cons of various personal, social, and group well-being
actions. For example:
• Demonstrating curiosity and an open mind;
• Solving personal and social problems;
• Learning to make reasonable decisions after analysing information, data, and facts;
• Anticipating and evaluating the effects of one’s actions;
• Recognising that critical thinking skills are applicable both inside and outside of the
classroom;
• Reflecting on one’s role in promoting personal, family, and community well-being;
• Evaluating personal, interpersonal, community, and institutional impacts
Learning andTeaching Approaches
Learning and teaching should develop learners as self-directed and lifelong learners.
Learners must be helped to build up deep learning skills and competencies
to develop the ability to acquire, integrate and apply knowledge and skills to
solve authentic and real-life problems.Learners need to be exposed to a variety
of learning experiences to enable them to collaborate with others, construct
meaning,plan,manage,and make choices and decisions about their learning.This
will allow them to internalise newly acquired knowledge and skills and help them

to take ownership of their education.The 21st Century skills and competencies
describe the relevant global and contextualised skills that the SHS curriculum
is designed to help learners acquire in addition to the 4Rs (Reading, wRiting,
aRithmetic and cReativity).These skills and competencies,as tools for learning and
teaching and skills for life,will allow learners to become critical thinkers,problem-
solvers,creators,innovators,good communicators,collaborators,digitally literate,
and culturally and globally sensitive citizens who are life-long learners with a keen
interest in their personal development and contributing to national development.
Given the diverse needs of learners, teachers need to have a thorough grasp
of the different pedagogies as they design and enact meaningful learning
experiences to meet the needs of different learners in the classroom.The
teaching-learning techniques and strategies should include practical activities,
discussion, investigation, role play, problem-based, context-based, and project-
based learning.Active learning strategies have become increasingly popular in
education as they provide learners with meaningful opportunities to engage
with the material.These strategies emphasise the use of creative and inclusive
pedagogies and learner-centred approaches anchored on authentic and enquiry-
based learning,collaborative and cooperative learning,differentiated teaching and
learning,holistic learning,and cross-disciplinary learning.They include experiential
learning, problem-based learning, project-based learning, and talk-for-learning
approaches. Some of the pedagogical exemplars to guide learning and teaching
of the SHS curriculum include:
• Experiential Learning: Experiential learning is a hands-on approach to
learning that involves learners in real-world experiences.This approach focuses
on the process of learning rather than the result.Learners are encouraged to
reflect on their experiences and use them to develop new skills and knowledge.
Experiential learning can take many forms, including internships, service
learning, and field trips. One of the main benefits of experiential learning is
that it allows learners to apply what they have learned in the classroom to
real-world situations.This can help them develop a deeper understanding of
the material and make connections between different concepts.Additionally,
experiential learning can help learners develop important skills such as critical
thinking, problem-solving and communication.
• Problem-Based Learning: Problem-based learning is an approach that
involves learners in solving real-world problems.Learners are presented with
a problem or scenario and are asked to work together to find a solution.This
approach encourages learners to take an active role in their learning and helps
them develop important skills such as critical thinking and problem-solving.
One of the main benefits of problem-based learning is that it encourages
learners to take ownership of their learning. By working together to solve
problems, learners can develop important skills such as collaboration and
communication.Additionally,problem-based learning can help learners develop
a deeper understanding of the material as they apply it to real-world situations.
• Project-Based Learning:Project-based learning is a hands-on approach to
learning that involves learners in creating a project or product.This approach
allows learners to take an active role in their learning and encourages them to
develop important skills such as critical thinking,problem-solving,collaboration,
and communication. One of the main benefits of project-based learning is
that it allows learners to apply what they have learned in the classroom to
real-world situations.Additionally, project-based learning can help learners
develop important skills from each other and develop a deeper understanding
of the material.
• Talk for Learning Approaches: Talk for learning approaches (TfL) are a
range of techniques and strategies that are used to encourage learners to
talk by involving them in discussions and debates about the material they are
learning.This approach encourages learners to take an active role in their
learning and helps them develop important skills such as critical thinking,
collaboration and communication and also makes them develop confidence.
One of the main benefits ofTfL is that it encourages learners to think deeply
about the material they are learning. By engaging in discussions and debates,
learners can develop a deeper understanding of the material and make
connections between different concepts.
• InitiatingTalk for Learning: Initiating talk for learning requires the use
of strategies that would encourage learners to talk in class. It helps learners
to talk and participate meaningfully and actively in the teaching and learning
process.Apart from developing skills such as communication and critical
thinking, it also helps learners to develop confidence. Some strategies for
initiating talk among learners are Activity Ball;Think-Pair-Share; Always,
Sometimes, NeverTrue; Matching and Ordering of Cards.
• Building onWhat Others Say:Building on what others say is an approach
that involves learners in listening to and responding to their classmates’
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ideas.This approach encourages learners to take an active role in their
learning and helps them develop important skills such as critical thinking
and communication. One of the main benefits of building on what others
say is that it encourages learners to think deeply about the material they
are learning. By listening to their classmates’ ideas, learners can develop a
deeper understanding of the material and make connections between different
concepts.Additionally, building on what others say can help learners develop
important skills such as collaboration and reflection. Some of the strategies
to encourage learners to build on what others say are brainstorming,concept
cartoons, pyramid discussion, and 5Whys, amongst others.
• ManagingTalk for Learning:Managing talk for learning requires the use of
various strategies to effectively coordinate what learners say in class. Effective
communication is a crucial aspect of learning in the classroom.Teachers must
manage talk to ensure that learners are engaged, learning, and on-task in
meaningful and purposeful ways. Some strategies for managing learners’
contributions are debates, think-pair-share, sage in the circle etc.
• Structuring Talk for Learning: One effective way to shape learners’
contributions is to structure classroom discussions. Structured discussions
provide a framework for learners to engage in meaningful dialogue and develop
critical thinking skills.Teachers can structure discussions by providing clear
guidelines, such as speaking one at a time, listening actively, and building on
each other’s ideas.One popular structured discussion technique is the“think-
pair-share” method.In this method,learners think about a question or prompt
individually, and then pair up with a partner to discuss their ideas. Finally,
the pairs share their ideas with the whole class.This method encourages all
learners to participate and ensures that everyone has a chance to share their
thoughts.Another effective way to structure talk for learning is to use open-
ended questions. Open-ended questions encourage learners to think deeply
and critically about a topic.They also promote discussion and collaboration
among learners.Teachers can use open-ended questions to guide classroom
discussions and encourage learners to share their ideas and perspectives.
Other strategies that can be used are Concept/Mind Mapping,“Know,”“Want
to Know,” “Learned” (KWL); Participatory Feedback; and the 5Whys.
• Diamond Nine:The Diamond Nine activity is a useful tool for managing talk
for learning in the classroom.This activity involves ranking items or ideas in
order of importance or relevance.Learners work in groups to arrange cards
or sticky notes with different ideas or concepts into a diamond shape, with
the most important idea at the top and the least important at the bottom.
The Diamond Nine activity encourages learners to think critically about a
topic and prioritise their ideas.It also promotes collaboration and discussion
among group members.Teachers can use this activity to introduce a new topic,
review material, or assess student understanding.
• Group Work/Collaborative Learning: Group work or collaborative
learning are effective strategies for managing talk for learning in the classroom.
These strategies encourage learners to work together to solve problems,share
ideas,and learn from each other.Group work and collaborative learning also
promote communication and collaborative skills that are essential for success
in the workplace and in life.To implement group work effectively, teachers
must provide clear guidelines and expectations for group members.They
should also monitor group work to ensure that all learners are participating
and on-task.Teachers can also use group work as an opportunity to assess
individual student understanding and participation.
• Inquiry-Based Learning: Learners explore and discover new information
by asking questions and investigating.
• Problem-Based Learning: Learners are given real-world problems to solve
and must use critical thinking and problem-solving skills.
• Project-Based Learning: Learners work on long-term projects that relate
to real-world scenarios.
• Flipped Classroom: Learners watch lectures or instructional videos at
home and complete assignments and activities in class.
• Mastery-Based Learning: Learners learn at their own pace and only move
on to new material once they have mastered the current material.
• Gamification: Learning is turned into a game-like experience with points,
rewards, and competition.
These strategies provide learners with opportunities to engage with the material
in meaningful ways and develop important skills such as critical thinking,problem-
solving,collaboration,and communication.By incorporating these strategies into
their teaching,teachers can help learners develop a deeper understanding of the
material and prepare them for success in the real world.Effective communication
is essential for learning in the classroom.Teachers must manage talk to ensure
that learners are engaged in learning and on-task. Strategies such as structuring

talk for learning, using Diamond Nine activities, and implementing group work/
collaborative learning can help teachers manage talk effectively and promote
student learning and engagement. By implementing these strategies, teachers
can create a positive and productive learning environment where all learners
can succeed.
Universal Design for Learning (UDL) in the SHS Curriculum
The design of the curriculum uses UDL to ensure the creation of flexible learning
environments that can accommodate a wide range of learner abilities,needs,and
preferences.The curriculum is designed to provide multiple means of engagement,
representation,and action and expression,so teachers can create a more inclusive
and effective learning experience for all learners.UDL is beneficial for all learners,
but it is particularly beneficial for learners needing special support and learners
who may struggle with traditional teaching approaches.The integration of UDL
in the pedagogy is aimed at making learning accessible to everyone and helping
all learners reach their full potential. For instance, teachers need to:
• incorporate multiple means of representation into their pedagogy, such as
using different types of media and materials to present information.
• provide learners with multiple means of action and expression,such as giving
them options for how they can demonstrate their learning.
• consider incorporating multiple means of engagement into their choice
of pedagogy, such as incorporating games or interactive activities to make
learning more fun and engaging.
By doing these, teachers can help ensure that the curriculum is accessible and
effective for all learners, regardless of their individual needs and abilities.
Curriculum andAssessment Design:Revised Bloom’sTaxonomy
andWebb’s Depth of Knowledge
The design of this curriculum uses the revised Bloom’s Taxonomy and Webb’s
Depth of Knowledge (DoK) as frameworks to design what to teach and assess.
The Revised Bloom’s Taxonomy provides a framework for designing effective
learning experiences.Understanding the different levels of learning,informed the
creation of activities and assessments that challenge learners at the appropriate
level and help them progress to higher levels of thinking. Additionally, the
framework emphasises the importance of higher-order thinking skills, such
as analysis, evaluation, and creation, which are essential for success in today’s
complex and rapidly changing world.This framework is a valuable tool for
educators who want to design effective learning experiences that challenge
students at the appropriate level and help them develop higher-order thinking
skills.By understanding the six levels of learning and incorporating them into their
teaching, educators can help prepare students for success in the 21st century.
The six hierarchical levels of the revised Bloom’sTaxonomy are:
1. Remember – At the foundation is learners’ ability to remember.That is
retrieving knowledge from long-term memory.This level requires learners
to recall concepts—identify,recall,and retrieve information.Remembering is
comprised of identifying,listing,and describing.Retrieving relevant knowledge
from long-term memory includes,recognising,and recalling is critical for this
level.
2. Understand –At understanding,learners are required to construct meaning
that can be shown through clarification,paraphrasing,representing,comparing,
contrasting and the ability to predict.This level requires interpretation,
demonstration,and classification.Learners explain and interpret concepts at
this level.
3. Apply – This level requires learners’ ability to carry out procedures at the
right time in a given situation.This level requires the application of knowledge
to novel situations as well as executing, implementing, and solving problems.
To apply, learners must solve multi-step problems.
4. Analyse – The ability to break things down into their parts and determine
relationships between those parts and being able to tell the difference between
what is relevant and irrelevant.At this level,information is deconstructed,and
its relationships are understood.Comparing and contrasting information and
organising it is key. Breaking material into its constituent parts and detecting
how the parts relate to one another and an overall structure or purpose is
required.The analysis also includes differentiating, organising and attributing.
5. Evaluate – The ability to make judgments based on criteria. To check
whether there are fallacies and inconsistencies.This level involves information
evaluation, critique, examination, and formulation of hypotheses.
6. Create –The ability to design a project or an experiment.To create, entails
learners bringing something new.This level requires generating information—
planning, designing, and constructing.
COMPUTING | 15

16 | COMPUTING
Webb’s Depth of Knowledge (DoK) is a framework that helps educators and
learners understand the level of cognitive engagement required for different
types of learning tasks.The framework includes four levels.By understanding the
four DoK levels, educators can design learning activities that challenge students
to engage in deeper thinking and problem-solving. DoK is an essential tool for
designing effective instruction and assessments. By understanding the different
levels of DoK, teachers can design instruction and assessments that align with
what they intend to achieve. DoK is a useful tool for differentiating instruction
and providing appropriate challenges for all learners.Teachers can use DOK to
identify students who need additional support or those who are ready for more
advanced tasks.The four levels ofWebb’s’ DoK assessment framework are:
• Level 1: Recall and Reproduction – Assessment at this level is on recall
of facts,concepts,information,and procedures—this involves basic knowledge
acquisition.Learners are asked specific questions to launch activities,exercises,
and assessments.The assessment is focused on recollection and reproduction.
• Level 2:Skills of Conceptual Understanding – Assessment at this level
goes beyond simple recall to include making connections between pieces of
information.The learner’s application of skills and concepts is assessed.The
assessment task is focused more on the use of information to solve multi-step
problems.A learner is required to make decisions about how to apply facts
and details provided to them.
• Level 3:Strategic Reasoning –At this level,the learner’s strategic thinking
and reasoning which is abstract and complex is assessed.The assessment task
requires learners to analyse and evaluate composite real-world problems with
predictable outcomes.A learner must apply logic, employ problem-solving
strategies, and use skills from multiple subject areas to generate solutions.
Multitasking is expected of learners at this level.
• Level 4: Extended CriticalThinking and Reasoning – At this level of
assessment, the learner’s extended thinking to solve complex and authentic
problems with unpredictable outcomes is the goal.The learner must be able to
strategically analyse,investigate,and reflect while working to solve a problem,
or changing their approach to accommodate new information.The assessment
requires sophisticated and creative thinking.As part of this assessment, the
learner must know how to evaluate their progress and determine whether
they are on track to a feasible solution for themselves.
The main distinction between these two conceptual frameworks is what is
measured.The revised Bloom’s Taxonomy assesses the cognitive level that
learners must demonstrate as evidence that a learning experience occurred.
The DoK,on the other hand,is focused on the context—the scenario,setting,or
situation—in which learners should express their learning.In this curriculum,the
revised Bloom’s taxonomy guided the design, and the DoK is used to guide the
assessment of learning.The taxonomy provides the instructional framework,and
the DoK analyses the assignment specifics. It is important to note that Bloom’s
Taxonomy requires learners to master the lower levels before progressing to the
next. So, suppose the goal is to apply a mathematical formula. In that case, they
must first be able to identify that formula and its primary purpose (remember
and understand).The cognitive rigour is therefore presented in incremental steps
to demonstrate the learning progression.When measuring assessments in DoK,
learners move fluidly through all levels. In the same example, while solving a
problem with a formula,learners recall the formula (DoK 1) to solve the problem
(DoK 2 and DoK 3). Depending on the difficulty of the problem to be solved,
the learner may progress to DoK 4.
Agricultural Science
assessment task requires learners to analyse and evaluate composite real-world problems with predictable outcomes. A learner must apply logic,
employ problem-solving strategies, and use skills from multiple subject areas to generate solutions. Multitasking is expected of learners at this level.
3. Level 4: Extended Critical Thinking and Reasoning – At this level of assessment, the learner’s extended thinking to solve complex and
authentic problems with unpredictable outcomes is the goal. The learner must be able to strategically analyse, investigate, and reflect while working
to solve a problem, or changing their approach to accommodate new information. The assessment requires sophisticated and creative thinking. As
part of this assessment, the learner must know how to evaluate their progress and determine whether they are on track to a feasible solution for
themselves.
The main distinction between these two conceptual
frameworks is what is measured. The revised Bloom's
Taxonomy assesses the cognitive level that learners must
demonstrate as evidence that a learning experience
occurred. The DoK, on the other hand, is focused on the
context—the scenario, setting, or situation—in which
learners should express their learning. In this curriculum, the
revised Bloom's taxonomy guided the design, and the DoK is
used to guide the assessment of learning. The taxonomy
provides the instructional framework, and the DoK analyses
the assignment specifics. It is important to note that Bloom's
Taxonomy requires learners to master the lower levels
before progressing to the next. So, suppose the goal is to
apply a mathematical formula. In that case, they must first be
able to identify that formula and its primary purpose
(remember and understand). The cognitive rigour is
therefore presented in incremental steps to demonstrate
the learning progression. When measuring assessments in
DoK, learners move fluidly through all levels. In the same
example, while solving a problem with a formula, learners
recall the formula (DoK 1) to solve the problem (DoK 2 and
DoK 3). Depending on the difficulty of the problem to be
solved, the learner may progress to DoK 4.
The structure of teaching and the assessment should align with the six levels of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of
DoK should be used to assess specific domains of Bloom’s Taxonomy as illustrated in the table below:
Depth of Knowledge (DoK)
Assessment
Bloom’s Taxonomy applied to DoK
Level 1: Recall and Reproduction Remembering, Understanding, Application, Analysis and Creation
Level 2: Basic Skills and Concepts Understanding, Application, Analysis and Creation
Figure 1: Revised Bloom Taxonomy combined with Webb’s Depth of Knowledge for Teaching and Assessment
Remember
Understand
Apply
Analyse
Evaluate
Create
Webb’s Depth of Knowledge Assessment
Recall/
Reproduction
Basic Skills/
Concepts
Strategic
Thinking
Extende
d
Reasonin
g
DOK 1
DOK 1
DOK 2
DOK 3
DOK 2
DOK 4

The structure of teaching and the assessment should align with the six levels
of Bloom’s knowledge hierarchy and DoK shown in Figure 1. Each level of DoK
should be used to assess specific domains of Bloom’s Taxonomy as illustrated
in the table below:
Depth of Knowledge (DoK) Assessment Bloom’sTaxonomy applied to DoK
• Level 1: Recall and Reproduction • Remembering, Understanding,Application,Analysis and Creation
• Level 2: Basic Skills and Concepts • Understanding,Application,Analysis and Creation
• Level 3: StrategicThinking • Understanding,Application,Analysis, Evaluation and Creation
• Level 4: Extended Reasoning • Understanding,Application,Analysis, Evaluation and Creation
In line with the National Pre-Tertiary Learning and Assessment Framework,
the Secondary Education Assessment Guide (SEAG) requires that classroom
assessments should cover Assessment as learning (AaL),Assessment of
learning (AoL) and Assessment for learning (AfL). Therefore, teachers
should align the Revised Bloom’s Taxonomy with the DoK framework of
assessment.Formative assessments should include classroom discussions,project-
based assignments, and self-reflection exercises, while summative assessments
should include standardised tests and rubric-based evaluations of learners’ work.
It is important to seek feedback from learners themselves, as they may have
unique insights into how well they are developing these skills in the classroom.
To assess 21st
Century skills and competencies in the classroom, teachers will
have to use a combination of both formative and summative assessments to
evaluate learners’ acquisition of these skills and competencies. For instance:
• Identify the specific 21st Century skills and competencies to be assessed.For
instance, you might want to assess critical thinking, problem-solving, or creativity.
• Align the skills and competencies with the DoK levels. For example, lower
DoK levels might be more appropriate for assessing basic knowledge and
comprehension, whereas higher DoK levels might be more appropriate for
assessing more complex skills such as analysis, synthesis, and evaluation.
• Develop assessment items that align with the DoK levels and the skills and
competencies you want to assess.These items should be designed to elicit
evidence of learning across the different levels of the DoK framework.
• Administer the assessment and collect data.Analyse the data to gain insights
into student learning and identify areas where learners may need additional
support or instruction.
The DoK framework is a powerful tool for assessing the acquisition of 21st
Century skills and competencies in the classroom, helping teachers to better
understand how learners are learning and identify areas for improvement.
Educational success is no longer about producing content knowledge,but rather
about extrapolating from what we know and applying the knowledge creatively
in new situations.
The overall assessment of learning at SHS should be aligned with the National
Pre-Tertiary Learning andAssessment Framework and the Secondary Education
Assessment Guide.Formative and summative assessment strategies must be used.
COMPUTING | 17

18 | COMPUTING
Definition of KeyTerms and Concepts in the Curriculum
• Learning Outcomes: It is a statement that defines the knowledge, skills,
and abilities that learners should possess and be able to demonstrate after
completing a learning experience.They are specific,measurable,attainable,and
aligned with the content standards of the curriculum. It helps the teachers
to determine what to teach, how to teach, and how to assess learning.Also,
it communicates expectations to learners and helps them to better master
the subject.
• Learning Indicators: They are measures that allow teachers to observe
progress in the development of capacities and skills.They provide a simple
and reliable means to evaluate the quality and efficacy of teaching practices,
content delivery, and attainment of learning outcomes.
• Content Standards:It is a statement that defines the knowledge,skills,and
understanding that learners are expected to learn in a particular subject area
or grade level.They provide a clear target for learners and teachers and help
focus resources on learner achievement.
• Pedagogical Exemplars:They are teaching examples used to convey values
and standards to learners. Pedagogical Exemplars are usually demonstrated
through teacher behaviour.
• Assessment: It is the systematic collection and analysis of data about
learners’ learning to improve the learning process or make a judgement
on learner achievement levels.Assessment is aimed at developing a deep
understanding of what learners know, understand, and can do with their
knowledge because of their educational experiences.Assessment involves the
use of empirical data on learners’ learning to improve learning.Assessment is
an essential aspect of the teaching and learning process in education, which
enables teachers to assess the effectiveness of their teaching by linking learner
performance to specific learning outcomes.
• Teaching and Learning Resources: Teaching and learning resources are
essential tools for teachers to provide high-quality education to their learners.
These resources can take various forms, including textbooks, audiovisual
materials, online resources, and educational software. It is also important to
avoid stereotypes and use inclusive language in teaching and learning resources.
This means avoiding language that reinforces negative stereotypes and using
language that is respectful and inclusive of all individuals regardless of their
background. Using a consistent tone, style, and design is very important.

PHILOSOPHY,VISION AND GOAL OF COMPUTING
Philosophy
The next generation of ethical creators and developers of technology can be
empowered through observation, curiosity, exposure to related computing
concepts and opportunities that leverage hands-on activities in a learner-centred
environment leading to local and global relevance.
Vision
To prepare learners with 21st Century skills and competencies to ethically design,
develop and apply computing systems to solve real-world problems.
Goal
To equip learners with knowledge, skills and tools to create and develop
technologies in a responsible manner that will solve problems in society and
promote lifelong learning.
Contextual Issues
Ghanaian schools lack ICT infrastructure,due to the high cost of computers and
other technologies, poor internet connectivity, intermittent power fluctuations,
and teachers’ inadequate knowledge or technical know-how in using ICT tools
in teaching are the associated contextual issues with the integration of ICT.
Again,Security Concerns,Widening Skill Gaps,The Rise of Robotics,and Business
Continuity are some of the contextual issues that have been looked at in this
Computing Curriculum.
Some contemporary issues in computing that need immediate action are
cyberbullying, copyright infringement, green technology, and Internet addiction.
There is,therefore,the need to promote Computing through responsible thinking,
mutual understanding, and alertness of everyone on the Internet.
This Computing Curriculum will develop the desire and competencies in learners
to use ICTs,equip secondary school computing graduates with ICT skills,infuse
ICT into education management, and transform teacher development and
secondary education through technology-based teaching and learning.
Rationale
The accelerated expansion of computing technologies and artificial intelligence in
the world requires that learners have to understand the principles of Computing
now, more than ever before. It is necessary for learners to understand the
ethical and social role of computers in society, in the areas of digital electronics,
computing technologies, and Computational thinking, which are some of the
most fundamental skills acquired through the study of computing. It shares
characteristics with other sciences, such as problem-solving, abstraction and
logical reasoning. However, computational thinking involves the implementation
of solutions using automation, programming and computer systems. Learners
studying this subject will gain both theoretical and practical skills that are valuable
beyond the classroom and are applicable in many contexts.
COMPUTING | 19

20 | COMPUTING
COMPUTING CURRICULUM DEVELOPMENT PANEL
WRITERS
Name Institution
1. Victor King Anyanful OLA College of Education, Cape Coast
2. Kwasi Abankwa Anokye Science Education Unit, (National STEM
Resource Center), GES HQ,Accra
3. Victoria Boafo Mampong Technical College of Education,
Asante Mampong
4. Frank Appoh Regional Education Office, GES, Greater
Accra
5. Mark Anibrika Tema Metro Education Office,Tema
REVIEWERS
Name Institution
1. Dr Ephrem Kwaa-Aidoo University of Education,Winneba
2. Dr Gaddafi Abdul-Salaam Kwame Nkrumah University of Science
andTechnology, Kumasi
CURRICULUMWRITING GUIDETEAM
Name Institution
1. ProfWinston Abroampa Kwame Nkrumah University of Science
andTechnology, Kumasi
2. Cosmos Eminah University of Education,Winneba
3. Aaron Akwaboah Ministry of Education,Accra
4. Evans Odei Achimota School.Accra
5. Paul Michael Cudjoe Prempeh College, Kumasi
6. Ahmed Kobina Amihere University of Education,Winneba
TRIALLINGTEAM
Name Institution
1. Mohammed Abdul-Samed Dagbon State Senior HighTechnical School,
Yendi
2. Haruna Sulemana Dagbon State Senior HighTechnical School,
Yendi
3. Seidu Mohammed Awal Tamale Girls Senior High School,Tamale
4. Akati Kofi Pius Tamale Girls Senior High School,Tamale
5. Yabang Ambrose Kalpohin Senior High School,Tamale
6. Joseph MwinemaaluWondoh Kalpohin Senior High School,Tamale
NaCCATEAM
1. Prof K. O. Kwarteng 12. Bridget Anku
2. Prof Edward Appiah 13. Anthony Sarpong
3. Mr Matthew Owusu 14. Seth Nii Nartey
4. Reginald Quartey 15. KennethWontumi
5. JoanaVanderpuije 16. Sharon Antwi-Baah
6. Anita Collison 17. Dennis Adjasi
7. Rebecca Abu Gariba 18. Ogyampo S.Amankwah
8. Genevieve Mensah 19. Abigail Owusu Oduro
9. Veronica Odom 20. Priscilla B. Plange
10. Joachim Seyram Honu 21. Abigail Birago Owusu
11. Dr Mercy Nyamekye 22. Uriah Otoo
EXTERNAL QUALITY ASSURANCETEAM
1. Prof Kwame Akyeampong 4. Dr Esinam Avornyo
2. Dr Jane Cullen 5. Dr ChristopherYaw Kwaah
3. Dr Sean Higgins

SCOPE AND SEQUENCE
Computing Summary
S/N STRAND SUB-STRAND YEAR 1 YEAR 2 YEAR 3
CS LO LI CS LO LI CS LO LI
1. Computer Architecture
and Organisation
Data Storage and Manipulation 1 1 4 1 1 3 1 1 3
Computer Hardware and Software 1 1 2 1 1 2 1 1 2
Data Communication and Network Systems 1 1 3 1 1 3 1 1 3
2. Computational Thinking
(Programming Logic)
Algorithm and Data Structure 1 1 2 1 1 2 1 1 1
App Development 1 1 2 1 1 2 1 1 2
WebTechnologies and Databases 1 1 2 1 1 3 1 1 3
Total 6 6 15 6 6 15 6 6 15
OverallTotals (SHS 1 – 3)
Content Standards 18
Learning Outcomes 18
Learning Indicators 46
COMPUTING | 21

Subject COMPUTING
Strand 1. COMPUTER ARCHITECTURE AND ORGANISATION
Sub-Strand 1. DATA STORAGE AND MANIPULATION

Learning Outcomes 21st Century Skills and Competencies GESI1, SEL2 and Shared National Values
1.1.1.LO.1
Apply Computer Architecture
concepts related to the design of
modern processors, memories,
Input and Output to manipulate
data.
Critical Thinking and Problem-Solving:
Learners exhibit the ability to analyse, evaluate,
and solve complex problems using logical and
creative thinking in the Application of Computer
Architecture concepts.
Creativity and Innovation: Learners exhibit
the capacity to generate original ideas, think
outside the box, and approach tasks with a fresh
perspective with respect to the Application of
Computer Architecture concepts.
Collaboration and Teamwork: The ability to
work effectively in diverse groups, value different
perspectives, and contribute collectively towards
shared goals.
GESI: As all learners are supported in an inclusive
environment and given equal opportunities they will;
• appreciate, value, and embrace diversity as they work in
groups.
• learn to amicably resolve conflicts and embrace different
opinions.
• develop emotional intelligence as their submissions are
critiqued by others.
SEL: Learners strive to attain and utilise knowledge, skills,
and attitudes that enable them to:
• cultivate a positive sense of self and foster healthy
relationships with different identities while applying
• effectively navigate and regulate their emotions.
• set and accomplish personal and collaborative objectives.
• demonstrate understanding and compassion towards
others, exhibiting empathy.
• create and sustain supportive connections with peers and
individuals around them.
• exercise thoughtful judgement and act responsibly and
compassionately in decision-making processes.

ϭ'ĞŶĚĞƌƋƵĂůŝƚǇĂŶĚ^ŽĐŝĂů/ŶĐůƵƐŝŽŶ
Ϯ^ŽĐŝŽͲŵŽƚŝŽŶĂůĞĂƌŶŝŶŐ
COMPUTING | 23

24 | COMPUTING

By integrating these SEL features into the teaching of
Computer Architecture concepts, teachers can create a
supportive and inclusive learning environment. This approach
promotes learners' emotional well-being, enhances their
collaborative and communication skills, and fosters
responsible decision-making in applying Computer
Architecture concepts related to the design of modern
processors, memories, Input and Output to manipulate data
National core values:
• Tolerance
• Integrity
• Accountability
• Humility
• Assertiveness
• Patriotism

Content Standards Learning Indicators and Pedagogical Exemplars with 21st Century and GESI Assessment
1.1.1.CS.1 1.1.1.LI.1 1.1.1.AS.1
Demonstrate knowledge
and understanding of data
representation and Data
Manipulation
Describe Information as Bit Patterns
Group Work/Collaborative Learning: Interactive presentations, video analysis and debate.
e.g., Divide the class into two mixed-ability groups and task them to Describe Information as
Bit Patterns. The groups must respond to inclusivity and equity. For example, learners with
visual impairment, dyslexia, and dysgraphia should be considered.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended critical
thinking and reasoning
1.1.1.LI.2 1.1.1.AS.2
Apply knowledge of Cache Memory to solve runtime issues. (e.g., opening
browsers).
Group Activity:
• In groups, let learners brainstorm on the purpose and functioning of cache (temporal local
storage) in modern processors.
• Have learners apply their understanding by analysing and discussing real-world scenarios
where cache utilisation can enhance system performance.
• Provide opportunities for individual or group practice to identify and troubleshoot runtime
errors caused by cache-related issues.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
critical thinking and
reasoning
1.1.1.LI.3 1.1.1.AS.3
Discuss at least four major functions and the parts of the CPU; Arithmetic and
Logic Unit (ALU), Control Unit (CU) and registers
Using Talk for Learning approaches (TfL) or snowballing:
• Task each learner to state a specific function or method in programming, and then
randomly call on another learner to explain the purpose, input, and expected output of the
stated function.
• Assess learners based on the accuracy and clarity of their explanations, as well as their
ability to demonstrate comprehension of functions and their application in data
manipulation.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning

COMPUTING | 25

26 | COMPUTING

1.1.1.LI.4 1.1.1.AS.4
Understand and explain the control bus, address bus, data bus and the internal
clock, Machine Cycle, Von Neumann architecture (Fetch–Decode–Execute-Store
Cycle), instruction set for a CPU, Harvard architecture and embedded systems
Group Activity:
• In groups, let learners collaborate and brainstorm on the following components and
concepts of Computer Architecture: Control Bus, Address Bus, Data Bus, Internal Clock,
Machine Cycle, Von Neumann architecture (Fetch-Decode-Execute-Store Cycle), and
Instruction set for CPU.
• Guide the group discussions by providing prompts and questions that encourage in-depth
exploration of each component or concept.
• Assess learners based on their ability to articulate the purpose, functioning, and
interconnections among these components and concepts, as well as their ability to relate
them to data manipulation.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Teaching and Learning
Resources
• Notepad or exercise book
• Pen
• Smartphones
• Laptops
• Desktop computers
• Tablets
• TV and Radio
• Open Educational Resources
(including YouTube, MOOCs -
Udemy/Coursera, Khan Academy,
and TESSA)
• The iBox/iCampus (CENDLOS)
• Productivity tools ix. Subject-based
application software
• Instructional Laboratories (with
multimedia equipment and
smartboards)
• Maintenance and repair workshops

Subject COMPUTING
Sub-Strand 2. COMPUTER HARDWARE AND SOFTWARE

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National
Values
1.1.2.LO.1
Explain the relationships between
the components of a computer and
how data are transferred among the
components.
Explain types of Software and their
functions
Critical Thinking and Problem-Solving: Learners exhibit the
ability to analyse, evaluate, and solve complex problems using logical
and creative thinking in components of a computer and how data
are transferred among the components.
Communication: The skill to effectively express ideas and
information through various mediums and engage in active listening
and sharing information by peer-to-peer, presentation etc.
Collaboration and Teamwork: The ability to work
effectively in diverse groups, value different perspectives,
and contribute collectively towards shared goals.
Digital Literacy: The competence to use digital technologies,
navigate online information, and apply digital tools effectively and
responsibly.
GESI: As all learners are supported in an
inclusive environment and given equal
opportunities they will;
• embrace tolerance and empathy among
each other.
• learn to resolve conflicts and embrace
differing opinions amicably.
• develop emotional intelligence as
others critique their submissions.
SEL: Learners acquire and use knowledge,
skills, and attitudes to:
• reflect on their own understanding of
computer components, data transfer
and software functions.
• effectively navigate and regulate their
emotions and self-confidence.
• set and accomplish personal and
collaborative objectives.
• create and sustain supportive
connections with peers and individuals
around them.
• set and pursue both personal and
shared goals.
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• inform decisions when selecting
appropriate processors, memories, and
input/output devices to optimise data
manipulation.
By integrating these SEL features into
teaching of the components of a computer,
teachers can create a supportive and
inclusive learning environment. This
approach promotes learners' emotional
well-being, enhances their collaborative and
communication skills, and fosters
responsible decision-making in explaining
the relationships between the components
of a computer and how data are
transferred among the components.
• Hard work
• Integrity
• Accountability
• Humility
• Assertiveness
• Patriotism

1.1.2.CS.1 1.1.2.LI.1 1.1.2.AS.1
Demonstrate knowledge and
understanding of
components of Computer
Hardware and types of
Software
Explain the features of the hardware components of a computer (input hardware,
processing hardware, output hardware, storage hardware and communication
hardware).
Group Work/Talk for Learning:
• Use think-pair-share to discuss the features of the hardware components of a computer
• In groups, brainstorm on the features of the hardware components of a computer (input
hardware, processing hardware, output hardware, storage hardware and communication
hardware). Give all learners equal opportunity and use webbing to organise the views of
the learners.
SEL: When teaching about the hardware components of a computer teachers can integrate
Social Emotional Learning (SEL) principles to create an engaging and supportive learning
experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
• provides opportunities for self-assessment of their skills and progress in applying these
concepts to manipulate data.
• helps students recognise their emotions and attitudes towards the topic, supporting their
self-confidence and self-efficacy.
Self-management:
• guides students in setting goals and planning their work
• fosters resilience and perseverance by supporting students in managing challenges and
setbacks they may encounter during the learning process.
Social awareness:
• promotes collaborative learning by assigning group projects or activities to learners
• encourages students to share their knowledge and expertise with their peers, creating a
supportive learning community.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
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Relationship skills:
• promotes teamwork and collaboration by encouraging students to work together to
solve complex problems and share their insights and solutions.
• emphasises the value of giving and receiving constructive feedback
Responsible decision-making:
• encourages learners to make informed decisions.
• encourages critical thinking and reflection
1.1.2.LI.2 1.1.2.AS.2
Describe the categories of Computer Hardware
Problem-Based Learning Approach: In different task groups, Task learners to identify
and explain the categories of Computer Hardware:
• input devices
• processing devices
• output devices
• storage devices.
• communication devices.
Groups working on different tasks present their tasks for comments. Groups should be
tolerant of others’ views.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
thinking
and reasoning
Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
and TESSA)
smartboards)

Subject COMPUTING
Sub-Strand 3. DATA COMMUNICATION AND NETWORK SYSTEMS

Values
1.1.3.LO.1
Use skills and knowledge to identify
and differentiate between the
different types of Network Systems
and creative thinking in identifying and differentiate between the
different types of Network Systems
Creativity and Innovation: Learners exhibit the capacity to
generate original ideas, think outside the box, and approach tasks
with a fresh perspective with respect to the Application of
Computer Architecture concepts
responsibly.
GESI: Providing the opportunity for
diverse learners to actively participate in all
lessons in an inclusive manner and using
GESI responsive language as pedagogy
ensures;
• awareness of personal biases and
stereotypes in the area of analysing the
scope of common methods in
computing.
• respect and tolerance for an
individual’s uniqueness and peculiarities.
• sensitivity to the interrelatedness of
the various spheres of life, groups, and
individuals.
SEL: Learners gain and utilise knowledge,
abilities, and mindsets to:
• cultivate a robust and optimistic self-
perception, fostering the growth of
healthy identities.
• skillfully handle their emotions,
fostering emotional well-being.
• establish and achieve personal and
collaborative objectives, nurturing
progress and accomplishment.
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• nurture empathy towards others,
exhibiting understanding and
compassion.
• build and maintain supportive
connections, fostering a sense of
belonging.
• exercise responsible and
compassionate judgment, considering
the well-being of themselves and
others.
By integrating these SEL features into the
teaching of Network Systems, teachers can
create a supportive and inclusive learning
environment. This approach promotes
learners' emotional well-being, enhances
their collaborative and communication
skills, and fosters responsible decision-
making in using skills and knowledge to
identify and differentiate between the
different types of Network Systems.
• Patriotism
• Faithfulness
• Honesty
• Loyalty
• Discipline
• Respect
• Humility
• Assertiveness
• Good citizenship

1.1.3.CS.1 1.1.3.LI.1 1.1.3.AS.1
and understanding of
network design
Explain Computer Networks and how they work
Using the Collaborative Learning Approach: Demonstrate the process of designing a
network topology based on specific requirements and explain the rationale behind the chosen
design.
Using the Problem-Based Learning Approach: Explore and discuss the concepts of
control bus, address bus, data bus, cache, internal clock, machine cycle, and the fetch-decode-
execute cycle to deepen understanding.
SEL: When teaching students about Computer Networking, you can integrate Social
Emotional Learning (SEL) principles to create an engaging and supportive learning experience.
Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of conceptual
understanding
Level 3 Strategic
reasoning
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• promotes teamwork and collaboration by encouraging students to work together to solve
complex problems and share their insights and solutions.
1.1.3.LI.2 1.1.3.AS.2
Identify at least 3 Types of Network Systems
Problem-Based Learning: Analyse and present the features and functions of hardware
components commonly found in network systems, such as routers, switches, network interface
cards (NICs), and modems.
Level 1 Recall
understanding
Level 3 Strategic reasoning:
1.1.3.LI.3 1.1.3.AS.3
Differentiate among the 3 Types of Network Systems
Using the Collaborative Learning Approach:
• engage in a group brainstorming session to identify and classify various types of network
systems.
• provide examples for each type to support your classification and explain the
characteristics that distinguish them.
Level 1 Recall
understanding
Level 3 Strategic reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
• Open Educational Resources (including YouTube,
MOOCs - Udemy/Coursera, Khan Academy, and TESSA)
• Productivity tools ix. Subject-based application software
• Instructional Laboratories (with multimedia equipment
and smartboards)

Subject COMPUTING
Strand 2. COMPUTATIONAL THINKING (PROGRAMMING LOGIC)
Sub-Strand 1. ALGORITHM AND DATA STRUCTURE

Values
1.2.1.LO.1
Apply knowledge of data structures
to explain their real-life applications
effectively.
by peer-to-peer method, presentation etc.
Collaboration and Teamwork: The ability to work effectively in
diverse groups, value different perspectives, and contribute
collectively towards shared goals while explaining data structures.
responsibly.
• GESI: As facilitators steer discussions,
they are mindful to stay off biases,
stereotypes, and prejudices and place
efforts to provide well-balanced
examples. This will make learners;
• aware of their personal biases and
stereotypes, embrace diversity, and
practise inclusion.
each other.
• develop emotional intelligence as
others critique their submissions.
• learn to listen to others of different
genders and abilities, thus developing
tolerance and listening skills.
SEL: Learners acquire and apply
knowledge, skills, and attitudes in order to:
• foster a strong and positive sense of
self, nurturing the development of
healthy identities.
• effectively manage their emotions,
promoting overall emotional well-
being.
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• set and achieve personal and collective
goals, fostering growth and
accomplishment.
• cultivate empathy for others,
demonstrating understanding and
compassion.
• establish and sustain supportive
relationships, promoting a sense of
belonging.
• make responsible and compassionate
decisions, taking into consideration the
well-being of themselves and others.
teaching of data structures, teachers can
making in using knowledge of data
structures to explain the applications in
real life.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Hard work

1.2.1.CS.1 1.2.1.LI.1 1.1.1.AS.1
Data Structures
Explain in detail the concepts of Data Structures and their importance in organising
and manipulating data efficiently.
Problem-Based Learning: Brainstorm and discuss the importance and practical applications of
data structures, providing examples to illustrate their relevance in different scenarios.
Group Work/Talk for Learning: Engage in collaborative activities such as think-pair-share or
small group discussions to define data structures in their own words, promoting a deeper
understanding through shared perspectives.
SEL: When teaching students about Data Structures and their importance, you can integrate
Social Emotional Learning (SEL) principles to create an engaging and supportive learning
experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
• helps students to recognise their emotions and attitudes towards the topic, and support their
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding:
Level 3 Strategic
reasoning:
thinking and reasoning:
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• emphasises the value of giving and receiving constructive feedback.
• encourages critical thinking and reflection.
1.2.1.LI.2 1.1.1.AS.2
Differentiate between the types of Data Structures
Problem-Based Learning: Engage in brainstorming activities to explore and discuss the
different types of data structures, highlighting their characteristics and advantages in managing and
processing data effectively.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
and TESSA)
smartboards)

Subject COMPUTING
Sub-Strand 2. APP DEVELOPMENT

Values
1.2.2.LO.1
Apply Algorithms in various real-life
and programming situations or
problems
and creative thinking in applying Algorithms in various real-life and
programming situations or problems
responsibly.
GESI: Promoting inclusivity in the
classroom by encouraging every learner to
actively participate in lessons, cross-sharing
of ideas and thoughts between and among
groups and individuals ensures;
• respecting individuals of varying beliefs,
religions and cultures
• being sensitive to the inter-relatedness
of the various spheres of life, groups
and individuals
• being aware of personal biases and
stereotypes
• embracing diversity and practise
inclusion
SEL: Learners acquire and employ
knowledge, skills, and attitudes in order to:
• foster the development of a resilient
and optimistic self-perception,
nurturing the cultivation of healthy
identities.
• skillfully navigate and regulate their
emotions, thereby promoting overall
emotional well-being.
• establish and achieve personal and
collaborative goals, fostering personal
COMPUTING | 39

40 | COMPUTING

growth and collective
accomplishments.
• cultivate empathy for others, actively
compassion.
• foster the establishment and
maintenance of supportive
relationships, promoting a profound
sense of belonging.
• exercise conscientious and
compassionate decision-making, taking
into account the well-being of both
themselves and others.
teaching of Algorithms, teachers can create
a supportive and inclusive learning
making in applying Algorithms in various
real-life and programming situations or
problems.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Hard work
• Integrity

1.2.2.CS.1 1.2.2.LI.1 1.2.1.AS.1
Computational Thinking
(Algorithms and
Programs)
Explain and use Algorithms to solve a real-life problem.
Identify the stages in the programme development cycle:
Analysis, design, coding, testing
Collaborative Learning:
• Group discussion on the understanding of Algorithms and relate it to real-time problems.
• Project-based learning within a practical session (individual and mixed ability/gender
sensitive groups work with no stereotyping) to use algorithms to solve real-time problems
using the programme development cycle.
SEL: When teaching about Algorithms, integrate Social Emotional Learning (SEL) principles to
create an engaging and supportive learning experience. Here are some SEL features you can
incorporate into this specific topic:
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
understanding
Level 3 Strategic
reasoning
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42 | COMPUTING

1.2.2.LI.2 1.2.1.AS.2
Implement Algorithms into programmes with the use of flowcharts, pseudocode
and programming languages such as Python, HTML, etc.
Explain the steps in planning a programme putting actions in the right order
Collaborative Learning:
• Use an algorithm to plan a programme (finding the sum of two numbers, the sum of an
area of a rectangle, circle, triangle etc.)
• Use variables, data types (integers, strings…etc.)
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
(including YouTube, MOOCs-
and TESSA)
smartboards)

Subject COMPUTING
Strand 2. PROCEDURAL PROGRAMMING (COMPUTATIONAL THINKING)
Sub-Strand 3. WEB TECHNOLOGIES

Learning Outcomes 21st Century Skills and Competencies GESI, SEL and Shared National Values
1.2.3.LO.1
Explain the basic principles of web
design and identify the modern
technologies used in web design.
information through various mediums and engage in active
listening by peer-to-peer presentations, etc., in explaining the
basic principles of web design
Collaboration and Teamwork: The ability to work effectively
in diverse groups, value different perspectives, and contribute
collectively towards shared goals.
responsibly.
• appreciate, value, and embrace diversity
as they are made to work in groups.
• learn to amicably resolve conflicts and
embrace differing opinions.
• develop emotional intelligence as their
submissions are critiqued by others.
each other.
• develop emotional intelligence as others
critique their submissions.
SEL: Learners acquire and apply knowledge,
• foster the development of a strong and
positive self-image, nurturing the
cultivation of healthy identities.
• effectively manage their emotions,
promoting emotional well-being and
balance.
collective goals, fostering growth and
success.
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44 | COMPUTING

exemplifying understanding and
compassion.
relationships, nurturing a sense of
belonging and community.
• make responsible and compassionate
decisions, prioritising the welfare of
By integrating these SEL features into teaching
the basic principles of web design, teachers
can create a supportive and inclusive learning
learners' emotional well-being, enhances their
collaborative and communication skills, and
fosters responsible decision-making in
explaining the basic principles of web design
and describes the modern technologies used
in web design principles.
• Tolerance
• Integrity
• Accountability
• Humility
• Assertiveness
• Patriotism

1.2.3.CS.1 1.2.3.LI.1 1.2.3AS.1
Web Development
Identify and describe the key components of a Web page, including headings,
menus, links, text, images, and other relevant elements.
Group Work/Talk for Learning:
• Identifying components of a web page.
• Utilise think-pair-share or similar collaborative approaches to facilitate discussions among
learners and identify the various components found in a web page. Encourage learners to
list and describe the components they identify.
SEL: When teaching about Web Development, you can integrate Social Emotional Learning
(SEL) principles to create an engaging and supportive learning experience. Here are some SEL
features you can incorporate into this specific topic:
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
understanding
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46 | COMPUTING

1.2.3.LI.2 1.2.3AS.2
Draw and explain 2 Web Outline plans showing the wireframes
• Brainstorming on what is a website map, and web outline plan using the wireframes.
• Engage learners in a brainstorming session to explore the concept of website mapping and
the creation of web outline plans using wireframes.
• Encourage learners to draw and explain two web outline plans, demonstrating their
understanding of wireframes as a visual representation of a website's structure.
Level 1 Recall
understanding
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
and TESSA)
• Instructional laboratories (with
smartboards)

48 | COMPUTING

Subject COMPUTING
Strand 1. COMPUTER ARCHITECTURE ORGANISATION

2.1.1.LO.1
Develop knowledge and skills in
implementing and applying
programme execution and logic
instructions effectively.
Critical Thinking and Problem-Solving: Learners exhibit
the ability to analyse, evaluate, and solve complex problems
using logical and creative thinking in the application of
programme execution and logic instructions
navigate online information, and apply digital tools effectively
and responsibly.
GESI: Ensuring all learners in class irrespective
of the diversity in ability, socio-cultural
backgrounds, and gender and soliciting
contributions from all learners ensures;
• respect for individuals of varying beliefs,
religions, backgrounds, and cultures.
• knowledge of themselves and others’
peculiarities, strengths, and weaknesses.
• tolerance for diversity and respect for all.
SEL: Learners adopt and utilise knowledge,
• cultivate a resilient and positive sense of
self, fostering the growth of healthy
identities.
• skillfully manage their emotions, promoting
overall emotional well-being and harmony.
goals, fostering continuous growth and
accomplishment.
• develop empathy for others, actively
compassion.

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ϰ^ŽĐŝŽͲŵŽƚŝŽŶĂůĞĂƌŶŝŶŐ

• establish and maintain supportive
relationships, nurturing a sense of belonging
and connectedness.
• exercise conscientious and compassionate
decision-making, considering the well-being
of themselves and others in their choices.
teaching of programme execution and logic
instructions, teachers can create a supportive
and inclusive learning environment. This
approach promotes learners' emotional well-
being, enhances their collaborative and
communication skills, and fosters responsible
decision-making in using knowledge and skills in
implementations and applications of programme
execution and logic instructions.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Hard work
COMPUTING | 49

50 | COMPUTING

2.1.1.CS.1 2.1.1.LI.1 2.1.1.AS.1
Programme Execution
and Logic Instructions
Determine critical points of Logic Operations and apply them to solve problems
efficiently.
Group Work/Collaborative Learning: Identifying and discussing Mass Storage Media:
Engage in interactive presentations, video analysis, and debates by dividing the class into mixed-
ability groups. Task the groups with identifying, classifying, and discussing three different Mass
Storage Media. Ensure the group promotes inclusivity and equity, considering the needs of
individuals with visual impairment, dyslexia, dysgraphia, and other diverse learning needs.
SEL: When teaching students about Logic Operations, you can integrate Social Emotional
Learning (SEL) principles to create an engaging and supportive learning experience. Here are
some SEL features you can incorporate into this specific topic:
Self-awareness:
• helps students to recognise their emotions and attitudes towards the topic, supporting their
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning

2.1.1.LI.2 2.1.1.AS.2
Apply the Concepts of Boolean Expressions to simplify complex circuits
Group Work/Collaborative Learning:
• Utilise interactive presentations, video analysis, and debates by dividing the class into mixed-
ability groups. Task the groups with applying the Concepts of Boolean Expressions to simplify
complex circuits.
Ensure the groupings foster inclusivity and equity by considering the needs of individuals with
visual impairment, dyslexia, dysgraphia, and other diverse learning needs.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning:
2.1.1.LI.3 2.1.1.AS.3
Discuss 3 major Arithmetic Operations and apply them taking into consideration
their various functions
• Engage in interactive presentations, video analysis, and debates by dividing the class into
mixed-ability groups. Task the groups with discussing the three major Arithmetic Operations
and applying them, considering their various functions.
• Similar to previous indicators, ensure the group division promotes inclusivity and equity,
considering the needs of individuals with visual impairment, dyslexia, dysgraphia, and other
diverse learning needs.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
COMPUTING | 51

52 | COMPUTING

and TESSA)
smartboards)

Subject COMPUTING

Values
2.1.2.LO.1
Apply acquired skills and knowledge
to explain the functioning of input
and output devices in relation to
barcodes and QR codes, as well as
the functionality of an Operating
System.
and creative thinking in explaining how input and output devices
function with respect to bar-codes and QR codes and the
functionality of an Operating System
Computer Architecture.
by peer-to-peer, presentation etc.
responsibly.
Flexibility and Adaptability: The willingness to embrace change,
be open to new ideas, and adjust to evolving circumstances.
GESI: Giving equal opportunities to all
learners irrespective of their background
and soliciting views from all learners
ensures;
• respect for individuals of varying
beliefs, religions, backgrounds and
cultures.
• sensitivity to the inter-relatedness of
the various spheres of life, groups and
individuals.
• awareness of personal biases,
peculiarities and stereotypes.
• tolerance for diversity
knowledge, skills, and attitudes to:
• cultivate a robust and positive self-
concept, nurturing the development of
healthy identities.
• effectively regulate and navigate their
emotions, promoting emotional well-
being and stability.
• set and attain personal and collective
objectives, fostering growth and
fulfillment.
COMPUTING | 53

54 | COMPUTING

• foster empathy for others,
compassion in their interactions.
belonging and inclusion.
• make responsible and empathetic
decisions, considering the welfare and
needs of both themselves and others.
teaching on input and output devices,
approach promotes students' emotional
responsible decision-making in using the
knowledge acquired to explain how input
and output devices function with respect to
bar-codes and QR codes and the
functionality of an Operating System.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Hard work
• Honesty
• Truthfulness.

2.1.2.CS.1 2.1.2.LI.1 2.1.2.AS.1
Software
Demonstrate the creation and utilisation of barcodes and QR codes using various
input and output devices, such as monitors, system unit, processors, motherboards,
hard disks, clock, power unit, network interface cards, scanners, digital cameras,
keyboards, microphones, mice, touchscreen sensors for control and monitoring.
Problem-Based Learning Approach: Organise learners into mixed-ability groups and task
them with brainstorming on the creation and use of barcodes and QR codes, using the listed
devices in the learning indicator. Allow them to share their thoughts with the whole class while
fostering an environment that tolerates different viewpoints.
SEL: When teaching students about components of Computer Hardware and types of
Software, you can integrate Social Emotional Learning (SEL) principles to create an engaging and
supportive learning experience. Here are some SEL features you can incorporate into this
specific topic:
Self-awareness:
• helps students to recognise their emotions and attitudes towards the topic, supporting
their self-confidence and self-efficacy.
Self-management:
• guides students in setting goals and planning their work.
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
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2.1.2.LI.2 2.1.2.AS.2
Explain the types of Software and their functions.
Using Problem-Based Learning Approach: Task learners to identify and explain the types
of software and state their functions.
Using the Problem-Based Learning Approach: Group learners according to their mixed
abilities and task them with downloading and installing simple everyday software, such as
antivirus programs, games, media players, etc.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
MOOCs - Udemy/Coursera, Khan Academy, and
TESSA)
and smartboards)

Subject COMPUTING

2.1.3.LO.1
Apply skills and knowledge to
design and demonstrate
simple Network Topologies.
and creative thinking in designing simple Network Topology.
generate original ideas, think outside the box, and approach tasks with
a fresh perspective with respect to the Application of Computer
Architecture concepts.
responsibly.
Flexibility and Adaptability: The willingness to embrace change, be
open to new ideas, and adjust to evolving circumstances.
learners irrespective of their background and
soliciting views from all learners ensures;
religions, backgrounds and cultures.
individuals
peculiarities and stereotypes
• foster a strong and confident self-image,
nurturing the cultivation of healthy
identities.
• skilfully manage their emotions,
promoting emotional well-being and
resilience.
accomplishment.
exemplifying understanding and
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relationships, fostering a sense of
belonging and camaraderie.
• make conscientious and compassionate
decisions, considering the well-being
and welfare of themselves and others.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Hard work
• Honesty
• Truthfulness

2.1.3.CS.1 2.1.3.LI.1 2.1.3.AS.1
Components of a
Network
Design and explain 2 Network Systems
Interactive student-centred teaching and learning: Explaining network topologies:
Utilise interactive teaching methods to engage students in explaining various network topologies
such as Star, Ring, Bus, and Mesh. Foster student participation and facilitate group discussions to
differentiate the concepts of LAN, MAN, WAN, and CAN.
SEL: When teaching about the Components of a Network, teachers can integrate Social
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
understanding
Level 4 Extended
reasoning
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60 | COMPUTING

2.1.3.LI.2 2.1.3.AS.2
Demonstrate how the system can connect to the Internet.
Talk for Learning Approach: Connecting systems to the Internet: Divide learners into
small groups to discuss and demonstrate how systems can be connected to the Internet.
Encourage other groups to observe and provide objective feedback.
Level 1 Recall
understanding
Level 3 Strategic
reasoning
2.1.3.LI.3 2.1.3.AS.3
Discuss and compare at least three network topologies.
Talk for Learning Approach: Contrasting Network Topologies: Use question-and-
answer sessions to facilitate discussions among learners on the characteristics of three network
topologies. Invite individual learners to demonstrate how to connect devices like hubs, routers,
bridges, and switches, while others provide comments and feedback.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
MOOCs-Udemy/Coursera, Khan Academy, and TESSA)
and smartboards)

Subject COMPUTING

Values
2.2.1.LO.1
Apply skills in data storage
processes to effectively manage and
utilise data.
and creative thinking in data storage processes.
responsibly.
learners irrespective of their background
and soliciting views from all learners
ensures;
cultures
individuals
SEL: Learners acquire and utilise
• develop a positive and authentic sense
of self, nurturing the cultivation of
healthy identities.
• effectively regulate and navigate their
being and self-awareness.
collective goals, fostering growth and
success.
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• establish and sustain meaningful
connection and belonging.
• make thoughtful and ethical decisions,
considering the well-being and welfare
of themselves and others.
teaching on data storage processes,
responsible decision-making in developing
and using skills in data storage processes.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Hard work
• Honesty
• Truthfulness

2.2.1.CS.1 2.2.1.LI.1 2.2.1AS.1
Demonstrate
knowledge and
understanding of Data
Storage
State and describe the functions of the Main Memory.
Problem-Based Learning:
• In mixed-ability groups, learners must state and describe the steps to resolve a slow computer
caused by Main Memory overload.
• They must also collaboratively brainstorm and discuss strategies for managing Main Memory to
improve computer performance.
SEL: When teaching about Data Storage, usage, and the function of Internet Service Providers
(ISPs), you can integrate Social Emotional Learning (SEL) principles to create an engaging and
supportive learning experience. Here are some SEL features you can incorporate into this specific
topic:
Self-awareness:
• helps students to recognise their emotions and attitudes towards the topic, supporting their
Self-management:
• fosters resilience and perseverance by supporting students in managing challenges and setbacks
they may encounter during the learning process.
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
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.
2.2.1.LI.2 2.2.1AS.2
Explain real-life applications of Data Structures
Problem-Based Learning:
• In mixed-ability groups, learners must engage in discussions about Data Structures and their
practical applications in solving specific problems.
• They must also explore and analyse how different data structures can be utilised to address
specific challenges in various fields.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
MOOCs - Udemy/Coursera, Khan Academy, and TESSA)
• Instructional laboratories (with multimedia equipment
and smartboards)
• Presentation and demonstration
• Enquiry on critical infrastructure security
• Application security
• Network security.
• Cloud security, Internet of Things (IoT) security

Subject COMPUTING

Values
2.2.2.LO.1
Demonstrate an understanding of
fundamental concepts in text-based
programming and the programming
process, and apply acquired skills to
create new functions.
Critical Thinking and Problem Solving: Learners exhibit the
and creative thinking in text-based programming, programming
process
with a fresh perspective with respect to the Application of computer
Architecture concepts
by peer-to-peer, presentation etc.
responsibly.
GESI: Using mixed-ability and mixed-
gender pairings, special attention given to
the catch-up, regular, gifted and talented
learners leads to;
• respecting individuals of varying
abilities, beliefs, religions and cultures.
• being sensitive to the inter-relatedness
of the various spheres of life, groups
and individuals.
• being aware of personal biases and
stereotypes.
• Embracing diversity and practising
inclusion
• foster a resilient and empowered self-
perception, nurturing the development
of healthy identities.
• skilfully manage and navigate their
being and self-care.
aspirations, fostering growth and
attainment.
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• cultivate empathy and understanding
for others, exemplifying compassion
and kindness.
• establish and nurture supportive
community and inclusivity.
• make responsible and conscientious
decisions, prioritising the well-being of
themselves and others in their choices.
teaching of text-based programming,
responsible decision-making in explaining
the necessary concepts of text-based
programming, the programming process
and using the skills acquired to write new
functions.
• Integrity
• Tolerance
• Open-mindedness
• Patience
• Integrity
• Hard work

2.2.2.CS.1 2.2.2.LI.1 2.2.2.AS.1
(Programming)
Utilise a programming language to develop a program, such as a simple
calculator.
Problem-Based Learning Approach:
• Explain the concept of an expert system and its applications.
• Identify and describe the essential steps involved in planning a programme.
• Explain the concept of algorithms by drawing parallels to procedural instructions,
including the selection of necessary actions and arranging them in the correct sequence.
SEL: When teaching about Computational Thinking, teachers can integrate Social Emotional
Self-awareness:
Self-management:
Social awareness:
• promotes collaborative learning by assigning group projects or activities to learners.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
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2.2.2.LI.2 2.2.2.AS.2
Utilise simulation tools in Machine Learning to train a computer to perform
specific actions or sets of actions.
Problem-Based Learning Approach:
• Apply algorithms to design programmes for various tasks, such as calculating the sum of
two numbers or computing the area of geometric shapes (rectangle, circle, triangle, etc.).
Demonstrate the use of variables and different data types (integers, strings, etc.) in
programming.
Level 1 Recall
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and radio
TESSA)
and smartboards)

Subject COMPUTING
Sub-Strand 3. WEB TECHNOLOGIES AND DATABASES

Values
2.2.3.LO.1
Apply acquired skills and knowledge
to design and develop simple web
pages
and creative thinking in designing simple web pages
responsibly.
• appreciate, value, and embrace
diversity as they are made to work in
groups.
• learn to amicably resolve conflicts and
embrace differing opinions.
• embrace tolerance and empathy
among each other.
• cultivate a confident and positive self-
image, nurturing the growth of healthy
identities.
• effectively regulate and manage their
being and resilience.
collective goals, fostering continuous
growth and achievement.
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• foster empathy and understanding for
others, demonstrating compassion and
consideration.
belonging and connection.
• make informed and compassionate
teaching designing web pages, teachers can
students' emotional well-being, enhances
making in using knowledge acquired to
design simple web pages.
• Tolerance
• Integrity
• Accountability
• Humility
• Assertiveness
• Patriotism

2.2.3.CS.1 2.2.3.LI.1 2.2.3.AS.1
and understanding of Web
Development and
Databases
Demonstrate the use of web page editors and design elements, including
sections, text, images, GUI/UI/UX, and multimedia integration.
Project-Based Learning Approach:
• Engage in whole-class discussions to explore different web page editors and their
features, such as Notepad, Atom, Visual Studio Code, Notepad++, etc.
• Conduct practical sessions with individuals and in mixed-ability/gender-sensitive groups,
utilising text editors' features.
• Employ interactive multimedia presentations and video analysis to facilitate discussions
and demonstrate techniques for creating web pages using various editors. Ensure
inclusivity and equity by considering different learners' abilities and providing
appropriate input devices for data analysis.
SEL: When teaching about Web development and databases, usage, and the function of
Internet Service Providers (ISPs), teachers can integrate Social Emotional Learning (SEL)
principles to create an engaging and supportive learning experience. Here are some SEL
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
COMPUTING | 71

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• encourages students to share their knowledge and expertise with their peers, creating
a supportive learning community.
2.2.3.LI.2 2.2.3.AS.2
Design an e-commerce web page for a selected company or organisation.
Project- Based learning:
• Participate in practical sessions, both individually and in mixed-ability/gender-sensitive
group work, to create web pages using available tools.
• Utilise interactive multimedia presentations and video analysis to explore concepts and
techniques specific to e-commerce web page design.
Level 1 Recall
understanding
2.2.3.LI.3 2.2.3.AS.3
Create a relational database model of a database.
• Engage in whole-class discussions to explore databases
• Conduct practical sessions in individual and mixed-ability/gender-sensitive group work.
and demonstrate techniques for creating a relational database model
Level 1 Recall
understanding
Resources
• Pen
• Smartphones
• Laptops
• TV and Radio
TESSA)

• Tablets • Productivity tools ix. Subject-based application software
and smartboards)
COMPUTING | 73

Subject COMPUTING

3.1.1.LO.1
Apply acquired knowledge and skills
of programme execution, logic
instructions, and arithmetic
operations in the CPU to solve
real-life problems.
the ability to analyse, evaluate, and solve complex problems
using logical and creative thinking in designing
implementations and applications of programme execution
and logic instructions.
Creativity and Innovation: Learners exhibit the capacity
to generate original ideas, think outside the box, and
approach tasks with a fresh perspective with respect to the
Application of Computer Architecture concepts
Digital Literacy: The competence to use digital
technologies, navigate online information, and apply digital
tools effectively and responsibly.
GESI: Ensuring all learners in class irrespective of
the diversity in ability, socio-cultural backgrounds,
and gender and soliciting contributions from all
learners ensures;
religions, backgrounds and cultures.
• knowledge of themselves and others’
peculiarities, strengths and weaknesses.
• tolerance for diversity and respect for all.
SEL: Learners acquire and apply knowledge, skills,
and attitudes to:
• develop a strong and authentic sense of self,
nurturing the cultivation of healthy identities.
emotions, promoting emotional well-being
and self-awareness.
• set and attain personal and collective goals,
fostering growth and accomplishment.
• cultivate empathy and compassion for others,
demonstrating understanding and kindness.

ϱ'ĞŶĚĞƌƋƵĂůŝƚǇĂŶĚ^ŽĐŝĂů/ŶĐůƵƐŝŽŶ
ϲ^ŽĐŝŽͲŵŽƚŝŽŶĂůĞĂƌŶŝŶŐ
COMPUTING | 75

76 | COMPUTING

• establish and foster supportive relationships,
promoting a sense of belonging and
connectedness.
• make conscientious and considerate
decisions, taking into account the well-being
By integrating these SEL features into the teaching
programme execution and logic instructions,
teachers can create a supportive and inclusive
learning environment. This approach promotes
students' emotional well-being, enhances their
collaborative and communication skills, and
fosters responsible decision-making in developing
knowledge and skills in designing implementations
and applications of program execution and logic
instructions.
• Tolerance,
• Friendliness,
• Open-mindedness
• Patience
• Commitment
• Hard work

3.1.1.CS.1 3.1.1.LI.1 3.1.1.AS.1
Programme Execution
and Logic Instruction
Determine and apply critical points of Logic Operations to solve a problem
• Organise interactive presentations, video analysis, and debates.
• Divide the class into mixed-ability groups and task them with designing and applying
programme execution and logic instructions to solve an identified problem.
• Ensure the group division promotes inclusivity and equity, considering the needs of learners
with visual impairment, dyslexia, dysgraphia, etc.
SEL: When teaching students about Programme Execution and Logic Instruction, you can
integrate Social Emotional Learning (SEL) principles to create an engaging and supportive
learning experience. Here are some SEL features you can incorporate into this specific topic:
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
understanding
Level 4 Extended
reasoning
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78 | COMPUTING

• emphasises the value of giving and receiving constructive feedback,
3.1.1.LI.2 3.1.1.AS.2
Describe the arithmetic operations in the CPU, specifically Rotation and Shift
Operations, and explain their real-life applications.
Group Work/Collaborative Learning Approach:
• Conduct interactive presentations, video analysis, and debates.
• Divide the class into mixed-ability groups and ask them to describe Rotation and Shift
Operations in their own words.
• Foster inclusivity and equity in the group division, accommodating learners with different
needs.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
3.1.1.LI.3 3.1.1.AS.3
Discuss 3 major Arithmetic Operations and apply them taking into consideration
their various functions.
• Engage in interactive presentations, video analysis, and debates.
• Divide the class into mixed-ability groups and assign them the task of identifying the major
problems that Arithmetic Operations can solve and determining how to carry out those
operations.
• Ensure inclusivity and equity in the groups, considering the needs of learners with visual
impairment, dyslexia, dysgraphia, etc.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Flash Drive
• Tablets
• TV and Radio

• Projector • Open Educational Resources
and TESSA)
smartboards)

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80 | COMPUTING

Subject COMPUTING

3.1.2.LO.1
Explain the roles of Operating
Systems and Utility Software as
components of System Software,
demonstrating an understanding of
their functions.
Perform the installation and
management of an operating
system, showcasing proficiency in
the process.
Critical Thinking and Problem-Solving: Learners
exhibit the ability to analyse, evaluate, and solve complex
problems using logical and creative thinking in describing
the roles of Operating Systems and Utility Software
Creativity and Innovation: Learners exhibit the
capacity to generate original ideas, think outside the box,
and approach tasks with a fresh perspective with respect
to the Application of Computer Architecture concepts
Digital Literacy: The competence to use digital
technologies, navigate online information, and apply digital
tools effectively and responsibly.
GESI: Promoting inclusivity through the use of
various group activities and supporting individual
learners to take initiative ensures;
• being gender responsive and having the ability to
tackle injustice, being aware of personal biases
and stereotypes,
• embracing diversity and practise inclusion.
• being sensitive to the inter-relatedness of the
various spheres of life, groups, and individuals,
• being aware of personal biases and stereotypes.
SEL: Learners acquire and utilise knowledge, skills,
and attitudes to:
• cultivate a resilient and positive self-perception,
nurturing the development of healthy identities.
• skillfully manage and respond to their emotions,
promoting emotional well-being and self-care.
objectives, fostering growth and success.
• cultivate empathy and compassion for others,
demonstrating understanding and kindness.
• establish and maintain supportive connections,
fostering a sense of belonging and community.
• make responsible and ethical decisions,
considering the well-being and welfare of

By integrating these SEL features into the teaching of
the roles of Operating Systems and Utility Software,
teachers create a supportive and inclusive learning
environment. This approach promotes learners'
emotional well-being, enhances their collaborative
and communication skills, and fosters responsible
decision-making in using skills and knowledge
acquired to describe the roles of Operating Systems
and Utility Software as components of System
Software
• Resourcefulness
• Self-discipline
• Leadership
• Truth
• Diversity
• Equity
• Adaptability
• Responsible citizenship
• Honesty
• Law-abiding
• Patriotism
• Faithfulness
• Loyalty
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3.1.2.CS.1 3.1.2.LI.1 3.1.2.AS.1
Software
Demonstrate the roles of Operating Systems and Utility Software as components
of System Software.
Problem-Based Learning: Ask learners to provide clear and concise explanations of the
roles and functions of Operating Systems and Utility Software as a System Software,
demonstrating comprehension through examples and illustrations.
SEL: When teaching students about the components of Computer Hardware and types of
Software, teachers can integrate Social Emotional Learning (SEL) principles to create an
engaging and supportive learning experience. Here are some SEL features you can incorporate
into this specific topic:
Self-awareness:
helps students to recognise their emotions and attitudes towards the topic, supporting
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding

3.1.2.LI.2 3.1.2.AS.2
Demonstrate the process of installing and managing an operating system:
In mixed-ability groups, let learners brainstorm on the procedures of downloading, installing
and managing an operating system.
Level 1 Recall
understanding
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and Radio
and TESSA)
smartboards)

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Subject COMPUTING

Values
3.1.3.LO.1
Utilise knowledge of networking
topologies to design and configure
network systems to meet specific
requirements.
• Learners exhibit the ability to analyse, evaluate, and solve
complex problems using logical and creative thinking in
designing simple network topology
• Learners exhibit the capacity to generate original ideas, think
outside the box, and approach tasks with a fresh perspective
with respect to the Application of Computer Architecture
concepts
responsibly.
Self-Direction and Self-Regulation: The capability to set goals,
manage time effectively, and take ownership of one's learning and
behaviour.
Critical Evaluation of Information: The skill to assess the
credibility, accuracy, and relevance of information in a variety of
contexts.
GESI: Involving all learners in class
irrespective of their varying abilities, gender
and backgrounds, supporting them to share
their views and thoughts ensures;
cultures
individuals
• tolerance for diversity.
• foster a confident and empowered
self-image, nurturing the development
achievement.

for others, demonstrating compassion
and respect.
belonging and collaboration.
teaching of Network Topology, teachers
can create a supportive and inclusive
learning environment. This approach
promotes students' emotional well-being,
enhances their collaborative and
responsible decision-making in using skills
and knowledge to demonstrate and design
simple Network Topology.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Integrity
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3.1.3.CS.1 3.1.3.LI.1 3.1.3.AS.1
Components of a
Network
Design and explain two network systems, considering factors such as topology,
scalability, and security (password, internet safety, malware awareness, data
backups, securing personal devices and good security practices), transmission
media and bandwidth.
• Engage in whole-class discussions to explore network systems
• Conduct practical sessions in individual and mixed-ability/gender-sensitive group work.
and demonstrate techniques to consider factors such as topology, scalability and security.
SEL: When teaching students about the Components of a Network, its usage, and the
function of Internet Service Providers (ISPs), teachers can integrate Social Emotional Learning
(SEL) principles to create an engaging and supportive learning experience. Here are some SEL
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
understanding

3.1.3.LI.2 3.1.3.AS.2
Demonstrate how the system can connect to the Internet.
• Demonstrate the configuration of network devices (e.g., hub, router, switch) to establish
connectivity within a network.
• Explain the steps involved in connecting a network system to the internet, including
considerations for network addressing and security measures.
• Engage in whole-class discussions to explore network devices.
• Conduct practical sessions with individuals and in mixed-ability/gender-sensitive groups.
Employ interactive multimedia presentations and video analysis to facilitate discussions and
demonstrate techniques to discuss network devices.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
3.1.3.LI.3 3.1.3.AS.3
Discuss and compare the characteristics and advantages of at least three network
topologies.
• Engage in whole-class discussions to explore network topologies.
• Conduct practical sessions with individuals and in mixed-ability/gender-sensitive group
work.
Employ interactive multimedia presentations and video analysis to facilitate discussions and
demonstrate techniques for network topologies.
Level 1 Recall
Level 2 Skills of
conceptual
understanding

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Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and radio
TESSA)
and smartboards)

Subject COMPUTING

3.2.1.LO.1
Develop knowledge and skills in
data storage technologies and their
applications.
the ability to analyse, evaluate, and solve complex problems using
logical and creative thinking in the implementation and
applications of data storage.
generate original ideas, think outside the box, and approach
tasks with a fresh perspective with respect to the Application of
information through various mediums and engage in active
listening by peer-to-peer presentations, etc.
Collaboration and Teamwork: The ability to work effectively
in diverse groups, value different perspectives, and contribute
responsibly.
Flexibility and Adaptability: The willingness to embrace
change, be open to new ideas, and adjust to evolving
circumstances.
GESI: Using inclusive strategies and
pedagogies that promote all learners’ wellbeing
and develop their potential and promote;
• respect for others and alternative views,
as well as the awareness of own biases.
• protect the weak, work for the
betterment of society and make learners
advocate for peace and justice.
• exhibit empathy towards people with
special needs,
SEL: Learners acquire and employ knowledge,
• cultivate a positive and resilient self-
perception, nurturing the development of
healthy identities.
• skillfully manage and navigate their
emotions, promoting emotional well-being
and self-awareness.
goals, fostering growth and fulfillment.
• cultivate empathy and compassion for
others, demonstrating understanding and
kindness.
• establish and nurture supportive
belonging and community.
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• make responsible and ethical decisions,
considering the well-being and welfare of
By integrating these SEL features into teaching
about data storage, teachers can create a
supportive and inclusive learning environment.
This approach promotes students' emotional
communication skills, and fosters responsible
decision-making in implementations and
applications of data storage.
• Sacrifice
• Selflessness
• Compassion
• Fairness
• Justice
• Generosity
• Cooperation
• Commitment
• Collaboration
• Excellence
• Resourcefulness
• Self-discipline

3.2.1.CS.1 3.2.1.LI.1 3.2.1.AS.1
Data Storage
Identify, classify and discuss 3 Mass Storage media.
Group work/collaborative learning: Divide the class into two groups mixed ability groups
and task them to:
• Identify, classify, and discuss three types of mass storage media commonly used in
computing systems.
• Apply knowledge of data storage technologies to solve a given problem, considering factors
such as capacity, performance, and reliability.
• Engage in group discussions and collaborative activities to explore and analyse real-world
scenarios related to data storage solutions, ensuring inclusivity and equity for all learners.
SEL: When teaching students about Data Storage, teachers can integrate Social Emotional
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
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Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and radio
and TESSA)
smartboards)
• Presentation and demonstration
• Enquiry on Critical infrastructure
security
• Application security, Network
security.
• Cloud security
• Internet of Things (IoT) security

Subject COMPUTING

Values
3.2.2.LO.1
Explain the concept of Artificial
Intelligence and its applications and
use the knowledge acquired to
distinguish between conventional
systems and intelligent systems.
by peer-to-peer presentations, etc.
responsibly.
GESI: Creating equal opportunities for all
learners to participate in class, through
gender-balanced groups leads to;
• tolerance and respect for each other.
• confidence and efficacy in their ability
to perform.
• awareness of themselves and others
taking into consideration their biases
and stereotypes.
• effectively manage and regulate their
• develop strategies for evaluating and
validating information obtained from
AI systems.
accomplishment.
• cultivate empathy and compassion for
others, demonstrating understanding
and kindness.
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• think critically about AI concepts and
their application
• Make informed and responsible
• encourage the creation of a safe
supportive classroom environment for
learning
teaching about the concept of Artificial
Intelligence, teachers can create a
supportive and inclusive learning
making in explaining Artificial Intelligence
and its applications. With the knowledge
acquired, students can distinguish between
conventional systems and intelligent
systems.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Integrity

3.2.2.CS.1 3.2.2.LI.1 3.2.2.AS.1
(Artificial Intelligence)
Describe the fundamental principles and components of Artificial Intelligence, such
as machine learning, neural networks, and natural language processing.
Discuss real-world applications of Artificial Intelligence, such as image recognition,
language translation, and virtual assistants.
• Engage in whole-class discussions to explore principles and components of Artificial
Intelligence
• Employ interactive multimedia presentations and video analysis to facilitate discussions and
demonstrate techniques for principles and components of Artificial Intelligence
SEL: When teaching about Computational Thinking, teachers can integrate Social Emotional
Self-awareness:
Self-management:
Social awareness:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
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3.2.2.LI.2 3.2.2.AS.2
Analyse and compare the advantages and limitations of conventional systems and
intelligent systems, considering factors such as problem-solving capabilities,
adaptability, and learning capacity.
• Engage in whole-class discussions to explore conventional systems and intelligent systems,
demonstrate techniques for conventional systems and intelligent systems.
Level 1 Recall
Level 2 Skills of
conceptual
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and radio
and TESSA)
smartboards)

Subject COMPUTING
Sub-Strand 3. WEB TECHNOLOGIES

Values
3.2.3.LO.1
Use skills and knowledge acquired
to design simple web pages
Learners exhibit the ability to analyse, evaluate, and solve complex
problems using logical and creative thinking in designing simple web
pages
responsibly.
GESI: Creating equal opportunities for all
learners to participate in class, through
gender-balanced groups leads to;
• tolerance and respect for each other.
• confidence and efficacy in their ability
to perform.
• awareness of themselves and others
taking into consideration their biases
and stereotypes
SEL: Learners acquire and utilise
• cultivate a positive and resilient self-
perception, nurturing the development
• skillfully navigate and regulate their
goals, fostering growth and fulfillment.
for others, demonstrating compassion
and kindness.
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teaching of designing web pages, teachers
can create a supportive and inclusive
learning environment. This approach
promotes students' emotional well-being,
enhances their collaborative and
responsible decision-making in using skills
and knowledge acquired to design simple
web pages.
• Tolerance
• Friendliness
• Open-mindedness
• Patience
• Commitment
• Integrity

3.2.3.CS.1 3.2.3.LI.1 3.2.3.AS.1
Web development
Utilise web page editors and design principles to create visually appealing and user-
friendly web pages, incorporating sections, text, images, and Graphical User
Interface (GUI) elements.
Integrate multimedia elements such as videos, audio, and interactive features into web pages to
enhance user engagement.
Evaluate and compare different web page editors (e.g., Notepad, Atom, VS Code) and discuss
their features and suitability for specific web development tasks.
Engage in project-based learning activities, individually or in mixed-ability and gender-sensitive
groups, to explore and apply web development tools and techniques.
• Engage in whole-class discussions to explore and integrate multimedia elements.
• Employ interactive multimedia presentations and video analysis to facilitate discussions to
integrate multimedia elements.
SEL: When teaching students about Web development teachers can integrate Social
Self-awareness:
Self-management:
Level 1 Recall
Level 2 Skills of
conceptual
understanding
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Social awareness:
encourages critical thinking and reflection.

•
3.2.3.LI.2 3.2.3.AS.2
Design an e-commerce web page for a selected company or organisation.
Project-Based Learning:
• Analyse and discuss the concepts and techniques relevant to creating an e-commerce
website, including product catalogue, shopping cart functionality, secure payment
integration, and user account management.
• Utilise interactive multimedia presentations and video analysis to deepen understanding
and proficiency in web development practices, while ensuring inclusive strategies for
learners with diverse abilities.
Level 1 Recall
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning

3.2.3.LI.3 3.2.3.AS.3
Understand and Apply Basic Cyber Security Best Practices.
• Define cyber security and discuss its goals (Confidentiality, Integrity, Availability,
Authentication, Authorization, Auditing). Emphasise its importance and the common cyber
threats (e.g., malware, phishing, social engineering).
• Demonstrate how to protect personal information (data protection) and set and manage
privacy settings on social media and other online platforms.
• Explain the best security practices, including using security protocols (e.g., HTTPS, etc.),
password security, software and systems updates and patches, two-factor authentication
(2FA), VPNs, and anti-malware software such as antivirus and antispyware.
• Explain online safety practices (e.g., recognising and avoiding phishing and other social
engineering attacks on email, mobile, etc.)
• Engage in whole-class discussions to explore best cyber security practices.
• Conduct practical sessions with learners in mixed-ability/gender-sensitive groups.
demonstrate techniques to discuss cyber threats.
Level 1 Recall
understanding
Level 3 Strategic
reasoning
Level 4 Extended
reasoning
Teaching and
Learning Resources
• Pen
• Smartphones
• Laptops
• Tablets
• TV and radio
and TESSA)
smartboards)
COMPUTING | 101

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