GES Curriculum COMPUTING Basic-4-6

Basic 6
STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE

B6.1.1.1: Identify parts of a B6.1.1.1.1. Learn about the Generation of Computers COMPETENCES
computer, Guide learners to discuss the Generation of Computers. 1. Creativity and innovation.
technology tools and history Microprocessors - Super Computers, Mainframe, Minicomputers and the main 2. Communication and
of computers computer mixed Microcomputers, Mobile Phones, etc collaboration.
3. Cultural identity and global
B6.1.1.1.2. Identify components of a Computer System: Hardware, citizenship.
Software and Liveware. 4. Personal development and
Guide learners to identify Hardware (input, output, storage and communication), leadership.
Software, Liveware and discuss the components and how they are used 5. Digital literacy.
NB: the discussion should be limited to definition level.
Subject Specific Practices
B6.1.1.1.3. Identify the left, right mouse button, holding of mouse, 1.Communication
performing single, double and triple clicking, dragging object and using 2. Phonics
the scroll wheel 3. Skill development
Guide learners to master the use of mouse through practical sessions and games.

B6.1.1.1.4 Demonstrate proper use of keyboarding technique.
Guide learners to type stories using Word Processor or typing tutorial (e.g. Mavis
Beacon) to improve typing speed

B6.1.1.1.5. Summarise the generation of computers (second generation
of computers.)
Group learners into groups. Guide them to summarise the generation of computers.
After, let them present their findings in groups to the class. eg. First generation,
Second generation, Third generation etc.

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SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.1.2.1.1. Explore the use of the desktop Background, changing the
B6.1.2.1. Demonstrate the themes colours and User account. (e.g. classic, icons and Taskbar of the COMPETENCES
use of the Desktop background)
Background as well as Guide learners to the use of the desktop Background, change the themes colours 1. Creativity and innovation.
working with folders. and the User account. 2. Communication and
collaboration.
B6.1.2.1.2. Demonstrate the use of the Recycle Bin or Trash Can. 3. Cultural identity and global
Guide learners to use the recycle bin by deleting and viewing deleted files. citizenship.
4. Personal development and
leadership.
5. Digital literacy.

B6.1.1.1.3 Perform permanent delete or Empty Trash can and restoring Subject Specific Practices
files or icons in the recycle bin. 1.Skill development
Support learners to liken the Recycle bin and its use to the real-world office trash 2. Communication
can.

B6.1.2.1.4. Explore the use of Copy, Paste, Delete tools, the moving of
folders by using the Desktop Pop-Up menu.
Guide learners to the use of the Copy, Paste, Delete tools, the moving of folders by
using the Desktop Pop-Up menu.

B6.1.2.1.5. Illustrate the use of File Explorer window and locations of the
computer through the file explorer.
Guide learners to the use File Explorer window and locations of the computer
through the file explorer.

B6.1.2.1.6. Locate the hard drives, and other removable storage icons in
the File explorer.
Guide learners to locate the hard drives and other removable storage icons in the
File explorer.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.1.2.1.7. Use the File Explorer Ribbon (Home Ribbon only), that is, the
B6.1.2.1. Demonstrate the use of the Clipboard and Organise tools of the Home Ribbon of the File COMPETENCES
use of the Desktop Explorer, as well as the Open New Window and Close tools of the File 1. Creativity and innovation.
Background as well as Menu of the File Explorer. 2. Communication and
working with folders. Guide learners to use the File Explorer Ribbon (Home Ribbon only); the use of the collaboration.
Clipboard and Organise tools of the Home Ribbon of the File Explorer, and Open 3. Cultural identity and global
CONT’D New Window and Close tools of the File Menu of the File Explorer. citizenship.
4. Personal development and
B6.1.2.1.8. Demonstrate the use of the navigation Pane of the File leadership.
Explorer to access different locations of the computer from the 5. Digital literacy.
navigation pane.
Guide learners to the use of the navigation Pane of the File Explorer to access Subject Specific Practices
different locations of the computer from the navigation pane. 1.Skill development
2. Communication
3. Phonics

B6.1.2.1.9. Demonstrate the use of Frequent Folders Section of the File
Explorer to access frequently used locations of the computer.
Guide learners to explore the use of Frequent Folders Section of the File Explorer
to access frequently used locations of the computer.

B6.1.2.1.10. Demonstrate the use of Recent Files Section of the File
Explorer to access frequently used files of the computer.
Guide learners to explore the use of Recent Files Section of the File Explorer to
access frequently used files of the computer.

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CONTENT SUB-STRAND 3: DATA, SOURCES AND USAGE SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
INDICATORS AND EXEMPLARS
B6.1.3.1. Demonstrate the COMPETENCES
use of Data and identify B6.1.3.1.1. Identify types of data. (Integers, double, characters, float etc.) 1. Creativity and innovation.
sources of data Guide learners to identify and record data in the different forms. 2. Communication and
collaboration.
B6.1.3.1.2. Identify more sources of data and information e.g. internet 3. Cultural identity and global
(emailing, Skype, SMS etc.) citizenship.
Guide learners to discuss where one can get data and information. 4. Personal development and
leadership.
B6.1.3.1.3. Demonstrate sending and receiving information from other 5. Digital literacy.
gadgets e.g. Bluetooth, Infrared, Radio, Fax, Telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or send Subject Specific Practices
information 1.Skill development
2. Communication
B6.1.3.1.4. Demonstrate basic manipulations on sample data e.g. 3. Phonics
arranging data in a matrix table, sorting and calculations etc. 4. Arithmetic
Guide learners to sort data in alphabetical order (increasing and decreasing order)
and perform basic calculations such as multiplying, dividing and adding vales of
sample data. Learners can also be guided to generate age data from dates of birth.

B6.1.3.1.5. Demonstrate how to manage users of the Desktop
Guide learners to brainstorm how to manage users of the Desktop. Use videos or
pictures that show how to manage users of the Desktop. Facilitate learners to do
same.

NB: This is to help the learner with fundamental principle of problem solving skills
and creativity in computing and computer science.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.1.3.1.6. Demonstrate how to collect data (e.g. listening to radio,
B6.1.3.1. Demonstrate the reading newspapers, interviews use of questionnaires etc.) COMPETENCES
use of Data and identify Lead learners to collect data the community using simple questionnaire, surveys,
sources of data documents, observations, and record their findings data 1. Creativity and innovation
2. Communication and
CONT’D B6.1.3.1.7. Demonstrate the use of the tools for collecting data. collaboration
Bring tools or pictures of the tools for collecting data e.g. case studies, interviews, 3. Cultural identity and global
checklists, etc. citizenship
4. Personal development and
B6.1.3.1.8. Demonstrate data interpretation by computing data to gain leadership
required information (e.g. Finding sum or grand total using Electronic 5. Digital literacy.
Spreadsheet).
Guide learners to make meanings out of data collected using tables, charts or Subject Specific Practices
Spreadsheet. 1.Skill development
2.Communication
B6.1.3.1.9. Demonstrate data presentation in different forms. 3.Phonics
Guide learners to write data in tables, pictures, charts, maps, words etc. as well as 4. Arithmetic
type them in a Spreadsheet.

B6.1.3.1.10. Demonstrate how to store data.
Guide learners to use the tools stated above to store data in different formats.
eg. handwriting, phone recording, magnetic tapes, optical disc etc.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.1.3.1.11. Manipulate data to gain required output (e.g. Finding sum,
B6.1.3.1. Demonstrate the mean, grand totals, maximum, minimum, mode, division, multiplication COMPETENCES
use of Data and identify etc.)
sources of data Guide learners to find the mode, product, minimum value, maximum value etc. 1. Creativity and innovation.
2. Communication and
CONT’D NB: This is to help the learner with fundamental principle of problem collaboration.
solving skills and creativity in computing and Computer Science. 3. Cultural identity and global
citizenship.
4. Personal development and
leadership.
5. Digital literacy.

Subject Specific Practices
1. Arithmetic
2. Skill development
3. Communication

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SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.1.4.1.1. Define communication. COMPETENCES
B6.1.4.1. Demonstrate the Put learners into groups, to discuss communication and present findings to the class. 1. Creativity and innovation.
use of Technology in the 2. Communication and
community. B6.1.4.1.2. Identify three more technological tools for communication in collaboration.
the community. 3. Cultural identity and global
Guide learners to mention and describe the importance of technology in citizenship.
communication 4. Personal development and
leadership.
B6.1.4.1.3. Demonstrate communication with others. 5. Digital literacy.
Guide learners to demonstrate communication (explain how communication is done
via TV, radio, phone call, satellite etc.). Subject Specific Practices
1.Communication
B6.1.4.1.4. Identify three more importance of technology in 2. Phonics
communication. 3. Skill development
Guide learners to mention the importance of technology in communication

NB: Technological tools stated here should be different from those stated
in B5.This is to help the learner to fundamental knowledge of hardware
such as robots and sensors).

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STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE

B6.2.1.1 Demonstrate how B6.2.1.1.1. Demonstrate how to use the File menu, the Insert and Design COMPETENCES
to use Microsoft PowerPoint Ribbon from B5.
1. Creativity and innovation.
Guide learners to use File menu, Insert and Design Ribbons. 2. Communication and collaboration
3. Cultural identity and global
B6.2.1.1.2. Demonstrate how to use icons in the Text group in the Insert citizenship.
Ribbon. 4. Personal development and
Guide learners to properly use the icons in the Insert Ribbon. leadership.
5. Digital literacy.

B6.2.1.1.3. Be able to give a 5-side presentation in MS-PowerPoint using Subject Specific Practices
the tools of the ribbons studied. 1.Skill development
Guide learners to present their work to the class 2. Communication
3. Phonics
NB. This is to help the learner with software knowledge such as in office
applications (Presentation software).

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STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.3.1.1.1. Demonstrate how to use the File menu and Insert, Design, and COMPETENCES
B6.3.1.1. Illustrate the use Layout Ribbons from B5.
of word processing Guide learners to use File menu, Insert, Design and Layout Ribbon. 1. Creativity and innovation
application
B6.3.1.1.2 Demonstrate how to use icons in the Text group in the Insert 2. Communication and collaboration
Ribbon.
Guide learners to properly use the icons in the Insert Ribbon. 3. Cultural identity and global

citizenship

4. Personal development and

leadership

5. Digital literacy.

B6.3.1.1.3 Be able to use the attributes of the ribbons studied in a Subject Specific Practices
paragraph. 1.Skill development
Guide the learners to create and format text in a document 2.Communication
3. Phonics
NB. This is to help the learner with software knowledge such as in office
applications (word processing).

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STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING. LANGUAGES

(e.g. MS- EXCEL, SCRATCH, VB DOT NET ETC.)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.5.1.1.1 Describe Databases. COMPETENCES
B6.5.1.1. Demonstrate how Guide learners through discussion in groups, to list and describe databases. 1. Creativity and innovation.
to manipulate data in 2. Communication and
Databases B6.5.1.1.2 Identify databases and data structures. collaboration.
Guide learners to identify databases structures. ie. database structure is the 3. Cultural identity and global
collection of record type and field type definitions that comprises of the database. citizenship.
4. Personal development and
B6.5.1.1.3. Explain Fundamental Database concepts. leadership.
Guide learners apply the fundamental database concepts to a sample database in a 5. Digital literacy.
class discussion
Subject Specific Practices
B6.5.1.1.5. Describe the basics of Relational Data model. 1.Skill development
Lead learners to describe the basics of Relational Data model. ie. rows and columns 2. Communication

B6.5.1.1.6. Identify the basics of logical Database Design.
Guide learners to list the basics of logical database design and develop sample
database design.

B6.5.1.1.7. Illustrate basics of relational algebra.
Guide learners apply the basics of relational algebra in a sample database.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.5.1.1.8. Operate basics SQL: querying and manipulating data.
B6.5.1.1. Demonstrate how Guide learners to write simple queries to retrieve specific names of students from a COMPETENCES
to manipulate data in database of the names of all students in class database design. eg. CREATE
Databases DATABASE , SELECT and UPDATE 1. Creativity and innovation.
2. Communication and
CONT’D B6.5.1.1.9. Operate basics SQL: querying and manipulating data. collaboration.
Guide learners to write simple queries to retrieve specific names of students from a 3. Cultural identity and global
database of the names of all students in class. e.g CREATE TABLE, DELETE and citizenship.
INSERT INTO, 4. Personal development and
leadership.
NB: This is to give a foundation to the learner in computing and 5. Digital literacy.
Computer Science which is more concerned with uses of and
development of programming together with fundamental principles of Subject Specific Practices
problem-solving and creativity. 1.Skill development
2. Arithmetic
3.Communication

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SUB-STRAND 2: INTRODUCTION TO ELECTRONIC SPREADSHEET
(TABS AND RIBBONS MANIPULATION)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.5.3.1.1 Demonstrate how to use the ribbons under the home ribbons.
B6.5.3.1. Demonstrate how (i.e. clip board, styles, fonts, paragraph and editing) COMPETENCES
to use Spreadsheet. Guide learners to do a presentation on the use of the ribbons under the home
button. 1. Creativity and innovation.
2. Communication and
B6.5.3.1.2. Learners to create basic worksheets using Microsoft Excel collaboration.
2016. 3. Cultural identity and global
Guide learners to develop worksheet consisting of list of names ie. teachers, citizenship.
students, friends, families, etc. 4. Personal development and
leadership.
B6.5.3.1.3. Perform calculations in an MS-Excel worksheet. 5. Digital literacy.
Guide learners to develop worksheet that will help in calculating multiplication,
addition and subtraction Subject Specific Practices
1. Skill development
2. Arithmetic

B6.5.3.1.4. Modify an MS-Excel worksheet.
Guide learners to modify worksheet by adding the age of learners in the class to the
list of learners created in an earlier class.

B6.5.3.1.5 Modify the appearance of data within a worksheet.
Show examples of modified data in (a) worksheet(s), either on projected screens or
pictures. Guide learners to modify the appearance of data within a worksheet.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.5.3.1.6. Manage Excel workbooks.
B6.5.3.1. Demonstrate how Guide learners to properly name MS-Excel workbooks and store them in folders for COMPETENCES
to use Microsoft Excel retrieval later.
1. Creativity and innovation.
CONT’D B6.5.3.1.7. Print the content of an MS-Excel worksheet. 2. Communication and
Guide learners to adjust margins to suit the A4 paper size for printing in landscape
and portrait. collaboration.
3. Cultural identity and global
NB. This is to help the learner with software knowledge such as in office
applications (Electronic spreadsheet application). citizenship.
4. Personal development and

leadership.
5. Digital literacy.

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STRAND 6: INTERNET AND SOCIAL MEDIA
SUB-STRAND 1: NETWORK OVERVIEW

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.6.1.1.1. Give examples of facilities the internet offers.
B6.6.1.1. Demonstrate how Guide learners to give examples of internet facilities ie. e-mail, FTP’s, www, etc. for COMPETENCES
to Network computers. presentation
1. Creativity and innovation.
B6.6.1.1.2. Describe the types of information available on the Internet. 2. Communication and
Guide learners to identify and describe the types of Information available on the collaboration.
Internet. eg. Educational, Financial, entertainment, etc. Group learners into groups 3. Cultural identity and global
to do this task. citizenship.
4. Personal development and
leadership.
5. Digital literacy.

B6.6.1.1.3. Identify data duplication.
Display list of names of learners on the board and ask them to identify the
duplicated data.

B6.6.1.1.4. Outline what one needs to connect to the Internet.
Encourage learners to bring any device or pictures of devices that are needed. eg.
desktop computers, Laptop computers, Mobile phones, etc.

NB: This is to help the learner with fundamental principle of problem
solving skills and creativity in computing and computer science.

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SUB-STRAND 2: WEB BROWSERS AND WEB PAGES

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.6.2.1.1 Identify the address or links window.
B6.6.2.1. Demonstrate the Guide learners to identify the address or links window on phones other electronic COMPETENCES
use of a Web Browser gadgets with browsers,
1. Creativity and innovation.
B6.6.2.1.2. Recognise the status bar and list its use. 2. Communication and collaboration
Bring a picture of a window that has the status bar and ask the learners to point out 3. Cultural identity and global
the status and mention its functions citizenship.
4. Personal development and
leadership.
5. Digital literacy.

B6.6.2.1.3. Illustrate using help button.
Guide learners to do an activity you have not tackle in class and ask them to use the
help button to navigate and find the steps involved. Guide learners to carry out the
stated steps.

B6.6.2.1.4. Recognise internet explorer speed keys.
Ask learners to use the speed keys to open a new browser, make font size bigger in
a browser, etc.

NB: This is to help the learner with fundamental principle of problem
solving skills and creativity in computing and computer science.

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CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.6.2.1.5. Recognise Uniform Resource Locators (URLs).
B6.6.2.1. Demonstrate the Guide learners to discuss the properties of URLs, their uses and where they are COMPETENCES
use of a Web Browser located.
Learners can practise how to enter URLs in a browser. 1. Creativity and innovation.
CONT’D 2. Communication and collaboration
B6.6.2.1.6. Demonstrate how to return to a URL. 3. Cultural identity and global
Guide the learners to navigate using the back button to go to a previous page citizenship.
4. Personal development and
B6.6.2.1.7. Show how to find items on a page. leadership.
Guide learners to search for items using the search textbox 5. Digital literacy.

NB: This is to help the learner with fundamental principle of problem Subject Specific Practices
solving skills and creativity in computing and Computer Science. 1.Skill development

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SUB-STRAND 3: SURFING THE WORLD WIDE WEB

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.6.3.1.1. Recognize resource locators (URLs). COMPETENCES
B6.6.3.1. Demonstrate Guide learners to identify what URLs is. Group learners into groups of five or less,
Surfing The World Wide to explore on how to recognise URLs so as to aid learners to locate a resource on 1. Creativity and innovation.
Web the web.
2. Communication and collaboration
B6.6.3.1.2. Illustrate how to jump directory to URLs.
Give learners a project on how to jump directory to URLs. 3. Cultural identity and global

citizenship.

4. Personal development and

leadership.

5. Digital literacy.

B6.6.3.1.3. Demonstrate how to return to a URL. Subject Specific Practices
Guide learners to investigate how to return to a URL. 1.Skill development

B6.6.3.1.4. Show how to find items on a page.
Guide learners to discuss on how to find items on a page. Guide learners present
their ideas or findings to class.

B6.6.3.1.5. Illustrate how to print pages.
Guide learners on how to print pages e.g. selected pages, only selected pages etc.

NB: This is to help the learner with fundamental principle of problem
solving skills and creativity in computing and Computer Science.

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SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
B6.6.4.1.1. Show how to create a favourite link. COMPETENCES
B6.6.4.1. Demonstrate Guide learners to create an Internet favourite link. 1. Creativity and innovation.
searching for information on 2. Communication and collaboration
the Web. B6.6.4.1.2. Demonstrate deleting favourite links. 3. Cultural identity and global
Guide learners to delete a favourite link they have created. citizenship.
4. Personal development and
B6.6.4.1.3. Create favourite folder. leadership.
Guide learners to create a favourite folder or subfolder. Help learners by aiding 5. Digital literacy.
them through the necessary steps to create a favourite folder.
Subject Specific Practices
B6.6.4.1.4. Use the links toolbar and Favourite Places. 1.Skill development
Guide learners to use the links toolbar.

NB: This is to help the learner with fundamental principle of problem
solving skills and creativity in computing and computer science.

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CONTENT SUB-STRAND 5: USING ONLINE FORMS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCES
INDICATORS AND EXEMPLARS
B6.6.5.1. Demonstrate the B6.6.5.1.1. Demonstrate the types and uses of form elements. 1. Creativity and innovation
Usage of Forms Explore the uses of check boxes, radio buttons, textboxes etc. 2. Communication and collaboration
3. Cultural identity and global citizenship
B6.6.5.1.2. Demonstrate the filing of forms offline. 4. Personal development and leadership
Guide learners to open and save a page. Lead them to fill the forms offline. 5. Digital literacy.

B6.6.5.1.3. Demonstrate uploading of files. Subject Specific Practices
Lead learners to explore the upload button by adding pictures, audio, pdf etc. 1.Skill development

B6.6.5.1.4. Illustrate retrieving text, pictures, sounds and programs.
Lead learners to explore the download button by downloading pictures, audio, pdf
etc.

B6.6.5.1.5. Discuss more about security on the form submission.
Guide learners to Investigate and identify security issues when typing account details
online (Antivirus, Credit card details, personal passwords etc.)

NB: This is to give a foundation to the learner in computing and
computer science which is more concerned with uses of and development
of programming together with fundamental principles of problem-solving
and creativity.

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CONTENT SUB-STRAND 6: CUSTOMIZING YOUR BROWSER SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCES
INDICATORS AND EXEMPLARS
B6.6.6.1. Show how to 1. Creativity and innovation
Customize a Browser B6.6.6.1.1. Identify reasons for customising a web browser. 2. Communication and collaboration
Discuss the reasons needed for customising an item (i). to gain access to quick 3. Cultural identity and global citizenship
commands or information (ii) for side by side browsing (iii) for beautifications 4. Personal development and leadership
5. Digital literacy.
B6.6.6.1.2. Illustrate how to set themes.
Explore on customisation , locate the more settings , Under appearance Subject Specific Practices
1. Communication
B6.6.6.1.3. Show how to customise the toolbar. 2. Skill development
Lead learners to explore in customising a browser… e.g. themes, wallpaper, tools
etc.

B6.6.6.1.4. Set bookmarks.
Demonstrate the meaning of bookmarks - Bookmarks, makes you save shortcuts to
your favourite webpages and navigate to them in seconds from anywhere.

B6.6.6.1.5. Show how to set cookies demonstrate the steps in turning on
cookies in a browser.
Guide learners to turn on cookies in a browser :

1. From the Tools menu, select Internet Options and enable session cookies,
click the Privacy tab.

2. From the Settings section of the tab, click Advanced.

NB: Locate and click the checkbox next to Always allow session cookies.

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CONTENT SUB-STRAND 7: ELECTRONIC EMAIL SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE
INDICATORS AND EXEMPLARS
B6.6.7.1. Demonstrate the COMPETENCES
use of Electronic Mail B6.6.7.1.1. Show how to create and access e-mail messages.
Guide learners to receive email 1. Creativity and innovation
2. Communication and
B6.6.7.1.2. Illustrate how to reply to and forward received messages. collaboration
Guide learners to use forward and reply buttons in email 3. Cultural identity and global
citizenship
B6.6.7.1.3. Demonstrate how to delete messages. 4. Personal development and
Guide leaners to delete email messages. leadership
5. Digital literacy.

B6.6.7.1.4. Illustrate filing of e-mail messages. Subject Specific Practices
Guide learners to create folders in the Inbox and sorting emails into them 1. Skill development
2. Communication
B6.6.7.1.5. Create address list.
Guide learners to create an address list

B6.6.7.1.6. Demonstrate attaching files to e-mail messages.
Guide learners to attach files to email

B6.6.7.1.7. Demonstrate some e-mail tips.
Assist learners in writing email using techniques as NOT writing in caps. Check the
extension of files before downloading and use the subject line for summary etc.
NB: This is to help the learner with the fundamental skills of creativity in computing
and computer science.

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SUB-STRAND 8: INTERNET OF THINGS (IOT)

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCES
B6.6.8.1.1. Describe other hardware used in IoT Internet of Things.
B6.6.8.1. Demonstrate the Guide learners to discuss the IoT hardware in groups. 1. Creativity and innovation
use of Internet of Things 2. Communication and collaboration
(IoT) B6.6.8.1.2. Give more examples of internet of things with a consumer 3. Cultural identity and global
part and an industrial/business segment. citizenship
Guide learners to list at least five gadgets used for IoT (e.g. Nest Smart Thermostat, 4. Personal development and leadership
Samsung SmartThings Hub, August Smart Lock, etc.) 5. Digital literacy.

B6.6.8.1.3. Mention at least five more terms and acronyms of IoT . Subject Specific Practices
Guide learners to describe IoT use. 1. Communication
2. Skill development

NB: This is to help the learner to fundamental knowledge of hardware
such as robots and sensors).

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SUB-STRAND 9: DIGITAL LITERACY

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCES
B6.6.9.1. Demonstrate B6.6.9.1.1. Demonstrate how to handle private and personal information.
proficiency in Digital Guide learners on how not post detailed personal information online. 1. Creativity and innovation
Literacy 2. Communication and collaboration
B6.6.9.1.2. Devise various techniques on how to protect oneself from 3. Cultural identity and global
online identity theft. citizenship
Guide learners to use strong passwords or passphrases in online sites, etc. 4. Personal development and leadership
5. Digital literacy.

B6.6.9.1.3. Debate a spam and solicited messages. Subject Specific Practices
Guide leaners to differentiate spam from solicited messages. 1. Skill development
2. Communication
B6.6.9.1.4. Differentiate between virtual friends and real friends.
Guide leaners to characterise virtual and real friends

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SUB-STRAND 10: INTERNET ETIQUETTE

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC PRACTICES
STANDARDS AND CORE COMPETENCES
B6.6.10.1.1. Explain Internet etiquette and how to deal with it.
B6.6.10.1. Demonstrate the Guide learners to explain Internet etiquette and elaborate on some rules associated 1. Creativity and innovation
application of Internet with it 2. Communication and collaboration
Etiquette 3. Cultural identity and global
B6.6.10.1.2. Investigate on the responsible use of computers. citizenship
Guide learners to investigate on the responsible use of computers. 4. Personal development and
leadership
i. Information privacy 5. Digital literacy.
ii. Copy right.
Hardware, Software and information theft Subject Specific Practices
1. Communication
2. Skill development

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STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND 1: HEALTH AND SAFETY IN USING ICT TOOLS

CONTENT INDICATORS AND EXEMPLARS SUBJECT SPECIFIC
STANDARDS PRACTICES AND CORE

B6.7.1.1. Demonstrate how B6.7.1.1.1. Identify five (5) major health hazards associated with the COMPETENCES
to apply Health and Safety use of ICT tools. Discuss Eye strain, Eye irritation and Eye fatigue.
measures in Using ICT Guide learners to discuss some major health hazards associated with the use of 1. Creativity and innovation
Tools ICT tools. 2. Communication and collaboration
3. Cultural identity and global
B6.7.1.1.2. Demonstrate solutions for the health related problems in citizenship
ICT. Guide learners to brainstorm to find the solutions to the health hazards 4. Personal development and
associated with the use of ICT tools. leadership
5. Digital literacy.

Subject Specific Practices
1. Communication
2. Skill development

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COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS

NAME INSTITUTION
Writing panels
Dr Kofi Ayebi-Arthur (Lead) College of Education, UCC
NaCCA
Mr Frank Appoh College of Education, UCC
Wesly Grammer School
Mr Callistus Nakpih Achimota School

Mr Mark Anibrika Dep’t of Computer Science, CUC
Kofi Annan ICT Centre
Samuel Kwame Arthur MoE, Head of ICT (Retired)

Expert Reviewers OPM (Oxford Policy Management)
Dr Patrick Ohemeng Gyaase
NaCCA, Outgoing Acting Executive Secretary
Mr Clifford Osei-Afriyie NaCCA, Incoming Acting Executive Secretary

Mr Francis Avugbey

Curriculum Adviser
Dr. Sam K. Awuku
Supervisors
Felicia Boakye-Yiadom (Mrs)

Dr. Prince H. Armah

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