Republic of Zambia

Ministry of Education
DIRECTORATE OF CURRICULUM DEVELOPMENT

INFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1 – TERM ONE

Developed by the Curriculum Development Centre

LUSAKA
202 5

i
 Republic of Zambia

Ministry of Education
Directorate of Curriculum Development

The Curriculum Development

Centre

IINFORMATION AND COMMUNICATION

TECHNOLOGY
TEACHING MODULE
FORM 1 - TERM ONE
FORM 1 - SECONDARY
COPYRIGHT
All rights reserved. No parts of this publication may be reproduced, stored in a retrieval
system or transmitted by electronic, mechanical, photocopying, recording or other
means, without the prior permission of the Curriculum Development Centre

© Curriculum Development Centre 2025.

List of Authors

The Ministry of Education wishes to express its heartfelt gratitude to the following individuals for their
tireless efforts and valuable contributions to the development of the Information and
Communication Technology - Form 1 Teaching Module:

• Mr. Raphael Banda: Principal Curriculum Specialist – Technology and Entrepreneurship (CDC),
Lusaka, who coordinated the team of authors with tireless dedication and also served as the
Lead Author of this module.

Special recognition is also extended to the following authors for their expertise and contributions:

1. Mwansa Dorcas: Mulanga Day Secondary School, Shiwang'andu

2. Malambo Mweene Zenia: Kafumbwe Sec. School, Katete
3. Michelo Fallon: Canisius Secondary School, Monze
4. Kapila Reuben: Chimwemwe secondary school, Kitwe
5. Mulenga Peter: Mungwi Boys STEM Secondary School, Mungwi
6. Nyirongo Lameck: Directorate of National Science Centre, Lusaka
7. Sakala Moses: District Education Board Office, Lusaka
8. Katongo Lawrence: New Matero Secondary School, Lusaka
9. Siatwambo Gift: City of Hope Secondary School, Chilanga
10. Silomba Ernest: Lukanda Primary, Kapiri
11. Mulenga Brian: Muchuto Primary, Kafue

The Ministry appreciates the commitment and professionalism demonstrated by the team in ensuring
the success of this project.
VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual,
national and global needs and value systems.
TABLE OF CONTENT
COPYRIGHT ....................................................................................................................................4
List of Authors ................................................................................................................................5
VISION ...........................................................................................................................................6
TABLE OF CONTENT ........................................................................................................................7
Preface ..........................................................................................................................................9
Introduction ................................................................................................................................. 10
Guidelines for Teachers on Using ICT Modules .............................................................................. 11
Topic 1.1 Introduction to ICT .......................................................................................... 14
1. Introduction ............................................................................................................................. 14
Learning Environment ........................................................................................................................................14
Hook ...................................................................................................................................................................15
Key Terms/Words/Vocabulary ...........................................................................................................................15

............................................................................................................................................................................15

Sub-Topic 1.1: History of Computers .................................................................................... 15

............................................................................................................................................................................15

Introduction ................................................................................................................................. 15
Learning Activities .............................................................................................................................................16
Activity 1: Earliest Computational Tools .......................................................................................................16
Activity 2: Evolution of Computers ...............................................................................................................17
Activity 3: Impact of Microprocessors ...........................................................................................................18
Expected Standard ..............................................................................................................................................19
Assessment .........................................................................................................................................................19
Summary .............................................................................................................................................................19

Sub-Topic 1.2: ICT Tools and Their Purposes .................................................................................. 20

............................................................................................................................................................................20
Learning Environment ........................................................................................................................................20
Physical Learning Environment ..........................................................................................................................20
Hook: "How do you use your smartphone or social media every day? Let’s explore how ICT tools make these
activities possible and how they have evolved over time." .................................................................................21
Key Terms / Words / Vocabulary ....................................................................................................................21

............................................................................................................................................................................21
Learning Activities ............................................................................................................................................21
 Activity 1: Defining ICT...............................................................................................................................21
Activity 2: Distinguishing Hardware and Software Tools ........................................................................21
Activity 3: Explaining Computer System Components .............................................................................22
Activity 4: Matching ICT Tools to Their Functions ..................................................................................22
Activity 5: Creating a Chart of ICT Tools .................................................................................................22
Assessment .........................................................................................................................................................23
Summary ...........................................................................................................................................................23

Topic 2: Components of Computer Systems .......................................................................... 23

Introduction ................................................................................................................................. 23
Learning Environment .....................................................................................................................................24
Key Terms / Words / Vocabulary................................................................................................................24

Sub-Topic 2. 1: Hardware.............................................................................................................. 25

........................................................................................................................................................................25
Learning Activities .......................................................................................................................................25
Teaching and Learning Materials ...............................................................................................................26
Expected Standards ......................................................................................................................................26
Assessment ....................................................................................................................................................27
Summary .......................................................................................................................................................27

Sub-Topic 2.2: Software ................................................................................................................ 27

Introduction ................................................................................................................................. 27
Learning Environment .................................................................................................................................28
Hook: .............................................................................................................................................................28
Key Terms / Words / Vocabulary................................................................................................................28
Specific Competence(s): ...............................................................................................................................28
Learning Activities .......................................................................................................................................28
Expected Standard: ......................................................................................................................................31
Assessment: ...................................................................................................................................................31
Summary ...........................................................................................................................................................31
How Activities Will Be Conducted: .................................................................................................................31
Preface
In today's rapidly evolving world, Information and Communication Technology (ICT) plays a pivotal role
in shaping how individuals interact, learn, and work. As technology becomes increasingly integrated
into every aspect of modern life, it is essential to equip learners with the knowledge and skills necessary
to navigate and thrive in this digital age. This ICT module has been meticulously developed to address
this need, providing learners with foundational and practical skills to harness the power of technology
responsibly and effectively.

The module is designed to be comprehensive yet accessible, covering key topics such as input and

output devices, digital financial tools, and basic software applications. It aligns with the curriculum's
objectives, emphasizing interactive learning through practical activities, real-world scenarios, and
assessments that foster critical thinking and problem-solving skills.

As a director, I am proud to present this module as a resource that supports educators in delivering
engaging and impactful ICT lessons. It is our hope that this module will inspire learners to explore,
innovate, and contribute to the digital landscape, preparing them for opportunities in their academic,
professional, and personal lives.

I extend my gratitude to all contributors who have dedicated their expertise and effort to produce this
module. Let us continue to champion ICT education as a cornerstone of future-ready learning.

Charles Ndakala (Dr.)

Director - Curriculum Development
Introduction
The advent of the competence-based curriculum (CBC) heralds a new era of dynamic and practical
learning experiences designed to equip learners with skills for the 21st century. This Form 1 Information
and Communication Technology (ICT) Teaching Module has been developed to provide teachers with
essential tools and guidance for effectively delivering ICT lessons to Form 1 learners under the CBC
framework.

The module serves as a crucial resource in addressing the current gap created by the absence of
approved textbooks tailored to the new curriculum. It aims to support teachers in aligning their
teaching practices with the curriculum’s objectives, while also fostering innovation and creativity in the
classroom.

Objectives of the Module:

1. To empower teachers with structured guidance on the delivery of ICT lessons based on the CBC.
2. To provide suggested activities and assessments that are suitable for Form 1 learners, ensuring
a balance between theoretical and practical learning.
3. To encourage teachers to critically evaluate the module and identify gaps that may arise,
supplementing it with their own research and context-specific resources.

Flexibility and Adaptation: While the module offers a comprehensive set of activities and
assessments, teachers are encouraged to adapt its content to suit the unique needs of their learners
and the circumstances of their schools. This flexibility ensures that all learners, regardless of their
context, can benefit from meaningful ICT education.

As a Ministry, we have made every effort to simplify and support teachers’ transition to the
competence-based curriculum. This module is designed to not only ease the burden of navigating a new
curriculum but also to inspire confidence and creativity in the teaching process.

It is hoped that this module will be a valuable companion in your teaching journey, fostering a
generation of learners equipped with critical ICT skills and knowledge. Together, let us work towards
building a robust, technology-enabled education system that meets the demands of our rapidly
changing world.

Faculty of Technology and Entrepreneurship

The Curriculum Development Centre

Ministry of Education
Guidelines for Teachers on Using ICT Modules
The ICT modules for Forms 1 to 4 are carefully designed to provide practical skills in using technology
effectively in everyday life, education, and professional environments. Teachers can use these modules
as a comprehensive guide in the absence of approved textbooks to deliver engaging and impactful
lessons.

1. Understand the Nature of ICT as a Subject

ICT (Information and Communication Technology) emphasizes the practical application of digital tools
and technologies, such as:

• Learning how to use software applications like Microsoft Word, Excel, and PowerPoint for
productivity.
• Developing the ability to use the internet for research, communication, and collaboration.
• Understanding digital ethics, cyber safety, and the responsible use of technology.

As ICT focuses on practical skills, teaching should prioritize showing learners how to use digital tools
effectively in real-life scenarios, such as preparing documents, creating presentations, or performing
data analysis.

2. Plan Lessons Based on Practical Application

• Go through each module in advance to identify the main objectives, key concepts, and
suggested activities.
• Plan lessons to include a balance of theory and practice, ensuring learners understand the
purpose of each tool before using it.
• Ensure lessons are aligned with learners’ daily experiences, such as typing assignments or
designing simple projects, to make the content relatable.

3. Facilitate Hands-On Learning

Practical learning is at the heart of ICT. To achieve this:

• Use computer labs (if available) to conduct live demonstrations of software applications and
tools.
• Give learners tasks such as typing a letter, preparing a budget using Excel, or designing a simple
presentation using PowerPoint.
• Let learners experiment with the tools, offering guidance and support as needed. For instance,
demonstrate how to format a document in Word and then assign learners to replicate it.
4. Encourage Collaborative Learning

ICT lends itself well to teamwork and collaboration. Teachers can:

• Organize group tasks where learners work together to complete projects, such as designing a
brochure or preparing a group presentation.
• Encourage peer-to-peer learning by assigning students to mentor others during practical
activities.
• Foster discussions about real-world applications of ICT, such as how businesses use
spreadsheets or databases.

5. Focus on Assessment and Feedback

Assessment in ICT should be ongoing and practical. Use the following approaches:

• Assign practical tasks, such as creating a presentation or formatting a Word document, and
grade learners based on accuracy and creativity.
• Design quizzes to test theoretical knowledge, such as identifying the features of different
software.
• Provide feedback promptly, highlighting areas for improvement and offering tips to enhance
learners’ skills.

6. Integrate Digital Tools into the Classroom

If access to computers is limited, teachers can still use available resources:

• Use projectors to demonstrate software features to the entire class.

• Leverage mobile devices or tablets for activities like typing or online research.
• Show videos or tutorials on basic ICT skills if equipment is not readily available.

7. Promote Digital Literacy and Safety

Digital literacy and safety are integral to ICT education. Teachers should:

• Use the modules to teach learners about online risks such as phishing, malware, and
cyberbullying.
• Demonstrate safe practices, such as using strong passwords, recognizing suspicious emails, and
protecting personal information.
• Discuss ethical use of technology, such as respecting intellectual property rights and avoiding
plagiarism.
Topic 1.1 Introduction to ICT

1. Introduction
Overview:
This topic provides an introduction to Information and Communication Technology
(ICT), focusing on the history and evolution of computers. It covers the earliest
computational tools, the development of modern computers, and the impact of
microprocessors on technology. The topic is essential for understanding how ICT has
transformed various aspects of daily life, including communication, education, and
business.

General Competence(s):
By the end of this topic, learners will be able to:

1. Demonstrate understanding of the evolution of computers by identifying key

milestones and explaining their significance.
2. Analyze the impact of technological advancements on society by evaluating how
microprocessors have transformed industries.
3. Apply knowledge of ICT tools in real-life scenarios by using computational
concepts to solve problems.

Learning Environment

Physical Setup:
The learning environment should be arranged to facilitate group work and discussions.
Desks should be arranged in clusters or circles to encourage collaboration. Ensure that the
classroom has access to a projector or smartboard for presentations and videos.

Resources:

❖ Technology: Computers or tablets with internet access for research, digital tools
for creating timelines (e.g., PowerPoint, Canva...), and a projector for displaying
presentations.
❖ Materials: Poster paper, markers, printed images of early computational tools, and
case studies/articles on microprocessors.
❖ earning Aids: Textbooks, articles, AI tools (ChatGpt, DeepSeek ...) and pre-
selected websites for research activities.
 Atmosphere:
Create an inclusive and interactive atmosphere where learners feel comfortable sharing
ideas and asking questions. Encourage active participation and peer-to-peer learning.

Hook

"Imagine a world without computers—no smartphones, no internet, and no instant

communication. How would daily life be different? Let’s explore how computers evolved from
simple tools to the complex machines we rely on today."

Key Terms/Words/Vocabulary

List of Key Terms

1. ICT (Information and Communication Technology)

2. Computational Tools
3. Microprocessor
4. Evolution of Computers
5. Digital Revolution

Sub-Topic 1.1: History of Computers

Introduction
This subtopic explores the history of computers, starting from the earliest computational
tools to the development of modern computers. It highlights key milestones in the
evolution of computing technology and the role of microprocessors in shaping the digital
age.

Specific Competence(s)

Learners will:
 1. Demonstrate understanding of the evolution of computers by identifying and
explaining the functionality of early computational tools and key milestones in
computer development.
2. Analyze the impact of microprocessors on modern technology by evaluating their
role in the development of computers and their applications in various industries.

Learning Activities

Activity 1: Earliest Computational Tools

Competence Targeted

❖ Demonstrate understanding of the evolution of computers by identifying and

explaining the functionality of early computational tools.

How to Conduct the activity

1. Introduction to Earliest Computational Tools

❖ Activity: Start with a Think-Pair-Share exercise.
✓ Ask learners to think individually about what they know or imagine about
early computational tools (e.g., abacus, Napier’s bones, slide rule).
✓ Then, have them pair up with a classmate to discuss their thoughts.
✓ Finally, share some of their ideas with the class.
❖ Role of the Teacher: Briefly introduce the tools and their historical significance,
but keep the introduction short to allow learners to explore and discover more on
their own.
2. Group Research on Computational Tools)
❖ Activity: Divide learners into small groups and assign each group one tool to
research (abacus, Napier’s bones, or slide rule).
✓ Provide learners with guided research questions to focus their exploration,
such as:
➢ What is the tool, and how does it work?
➢ What problem was it designed to solve?
➢ How did it contribute to the development of modern computing?
✓ Allow learners to use multiple resources such as textbooks, articles, pre-
selected websites, or even short videos and AI tools.
✓ Encourage groups to organize their findings in a way that makes sense to
them (e.g., bullet points, diagrams, or mind maps).
❖ Role of the Teacher: Act as a facilitator, moving between groups to provide
guidance, answer questions, and ensure learners stay on track.
3. Group Presentations)
❖ Activity: Each group presents their findings to the class.
✓ Encourage creativity in presentations. For example, groups can:
➢ Create a short skit demonstrating how their tool was used.
 ➢ Design a poster or infographic to visually explain the tool’s
functionality.
➢ Use props or digital tools (e.g., PowerPoint, Canva) to make their
presentation engaging.
✓ After each presentation, allow time for questions from the class to
encourage interaction and deeper understanding.
❖ Role of the Teacher: Provide positive feedback and ask probing questions to
deepen learners’ understanding.
4. Class Discussion on the Foundation of Modern Computing
❖ Activity: Facilitate a learner-led discussion on how these early tools laid the
foundation for modern computing.
✓ Start by asking open-ended questions, such as:
➢ How do you think these early tools influenced the design of
modern computers?
➢ What similarities do you see between early computational tools
and today’s technology?
✓ Encourage learners to build on each other’s ideas and share their own
insights.
✓ Use a KWL chart (Know-Want to Know-Learned) to track what learners
knew before, what they wanted to learn, and what they discovered during
the activity.
❖ Role of the Teacher: Act as a moderator, ensuring all learners have a chance to
contribute and guiding the discussion to connect early tools to modern computing.

Expected Outcome: Learners will demonstrate knowledge of how early computational

tools functioned and their role in early computation.

Content Tips:

❖ The abacus was used for basic arithmetic.

❖ Napier’s bones simplified multiplication and division.
❖ The slide rule was used for complex calculations before electronic calculators.

Teaching Materials: Images of early computational tools, videos demonstrating their use,
research materials (textbooks, articles).

Activity 2: Evolution of Computers

Competence Targeted

❖ Demonstrate an understanding of the evolution of computers by identifying key

milestones and explaining their significance.

How to Conduct the activity

 1. Introduction (10 minutes): Explain the concept of a timeline and its importance in
understanding the evolution of computers.
2. Group Work (25 minutes): Divide learners into groups and provide them with a
list of key milestones (e.g., invention of the Analytical Engine, first
programmable computer, introduction of microprocessors). Each group will create
a timeline using poster paper or digital tools (e.g., PowerPoint, Canva).
3. Presentation (15 minutes): Each group presents their timeline, explaining the
significance of each milestone.
4. Class Discussion (10 minutes): Discuss how each milestone contributed to the
development of modern computers.

Expected Outcome: Learners will analyze how computers evolved over time, focusing on
key inventions like the microprocessor.

Content Tips

❖ The first generation of computers used vacuum tubes.

❖ The invention of the microprocessor in the 1970s revolutionized computing.

Teaching Materials: Timeline templates, historical images of computers, poster paper,

markers, or digital tools.

Activity 3: Impact of Microprocessors

Competence Targeted

❖ Analyze the impact of microprocessors on modern technology by evaluating their

role in the development of computers and their applications in various industries.

How to Conduct the activity

1. Explain what a microprocessor is and its role in modern technology.

2. Provide learners with case studies or articles on how microprocessors have
impacted industries such as healthcare, education, and entertainment. Divide
learners into small groups and assign each group an industry to analyze.
3. Group discusses on the impact of microprocessors in their assigned industry and
prepares a short summary.
4. Class Presentation of their findings to the class.
5. Facilitate a class discussion on how microprocessors have transformed daily life
and what the future might hold.

Expected Outcome: Learners will understand the role of microprocessors in enabling

modern technology.
 Content Tips

❖ Microprocessors are the "brains" of modern devices.

❖ They have made computers smaller, faster, and more affordable.

Teaching Materials: Case studies, articles on microprocessor applications, presentation

tools (e.g., PowerPoint, flip charts).

Expected Standard

Learners should correctly demonstrate an understanding of the evolution of computers,

including the functionality of early computational tools and the impact of
microprocessors on modern technology.

Assessment

Formative Assessment:

❖ Quizzes: Test learners' understanding of key terms and concepts related to the
evolution of computers.
❖ Group Presentations: Evaluate learners' ability to explain the functionality of early
computational tools and key milestones in computer development.
❖ Peer Reviews: Assess learners' ability to provide constructive feedback on
timelines created by their peers.

Summative Assessment:

❖ Written Test: Assess learners' knowledge of the history of computers and the role
of microprocessors.
❖ Practical Demonstration: Learners will explain how a specific early computational
tool worked, demonstrating their understanding of its functionality.
❖ Project-Based Task: Learners will create a report on the impact of
microprocessors in a chosen industry, demonstrating their ability to analyze and
apply knowledge.

Summary

Key Points Recap:

 ❖ The history of computers spans from early computational tools like the abacus to
modern microprocessors.
❖ Key milestones include the invention of the microprocessor, which revolutionized
computing.
❖ Microprocessors have had a profound impact on various industries, enabling the
digital revolution.

Sub-Topic 1.2: ICT Tools and Their Purposes

• Introduction:
This subtopic focuses on identifying and categorizing different ICT tools, including
hardware and software, and understanding their functions in a computer system.
• Specific Competence(s):
Learners will be able to:
1. Identify various ICT tools and their purposes.
2. Distinguish between hardware and software tools.
3. Explain the essential components of a computer system.

Learning Environment

Physical Learning Environment

❖ Classroom Setup: Arrange seating to encourage collaboration (e.g., group tables for
discussions).
❖ ICT Lab Access: Provide hands-on experience with different ICT tools.
❖ Display Materials: Posters of early computers, key historical figures, and timelines.

Digital Learning Environment

❖ Multimedia Resources: Use videos, interactive timelines, and simulations showing

computer evolution.
❖ Online Research: Assign students to research early computers and present findings.
❖ Virtual Field Trips: Explore museums or historical sites related to computer history.

Teaching and Learning Materials

❖ Charts & Diagrams: Illustrate the timeline of computer development.

❖ Old Hardware: If possible, show examples of older computers or components.
 ❖ Worksheets & Matching Exercises: Match early ICT tools to their functions

Hook:
"How do you use your smartphone or social media every day? Let’s explore how ICT tools make these
activities possible and how they have evolved over time."

Key Terms / Words / Vocabulary

• List of Key Terms:

1. ICT (Information and Communication Technology)
2. Hardware
3. Software
4. Computer System
5. Input Devices
6. Output Devices
7. Storage Devices
8. Operating System
9. Application Software

Learning Activities

Activity 1: Defining ICT

• Description:
Learners will define ICT in their own words and discuss its importance in daily life.
• Content Tips:
o ICT refers to technologies that provide access to information through
telecommunications.
o It includes the internet, wireless networks, computers, and software.
• Teaching/Learning Materials:
o Whiteboard, markers, and projector for presentation.
• Expected Outcome:
Learners will understand the broad scope of ICT and its relevance in modern society.

Activity 2: Distinguishing Hardware and Software Tools

• Description:
Learners will categorize a list of ICT tools into hardware and software.
• Content Tips:
 o Hardware refers to physical components like keyboards, monitors, and printers.
o Software refers to programs and applications like Microsoft Word and Google
Chrome.
• Teaching/Learning Materials:
o Flashcards with names of ICT tools, chart paper, and markers.
• Expected Outcome:
Learners will be able to differentiate between hardware and software tools.

Activity 3: Explaining Computer System Components

• Description:
Learners will identify and explain the functions of essential hardware and software
components of a computer system.
• Content Tips:
o Key hardware components include CPU, RAM, and storage devices.
o Key software components include the operating system and application software.
• Teaching/Learning Materials:
o Diagram of a computer system, labeled with components.
• Expected Outcome:
Learners will understand the roles of different components in a computer system.

Activity 4: Matching ICT Tools to Their Functions

• Description:
Learners will complete a worksheet where they match ICT tools to their respective
functions.
• Content Tips:
o Example: Printer (Hardware) → Produces hard copies of documents.
o Example: Microsoft Excel (Software) → Used for data analysis and calculations.
• Teaching/Learning Materials:
o Worksheet with a list of ICT tools and their functions.
• Expected Outcome:
Learners will correctly match ICT tools to their functions.

Activity 5: Creating a Chart of ICT Tools

• Description:
Learners will create a chart categorizing ICT tools into hardware and software.
• Content Tips:
o Hardware: Physical devices like keyboards, mice, and monitors.
o Software: Programs like Microsoft Word, Google Chrome, and Adobe Photoshop.
• Teaching/Learning Materials:
o Chart paper, markers, and examples of ICT tools.
• Expected Outcome:
Learners will create a clear and accurate chart categorizing ICT tools.
Assessment

• Formative Assessment:
o During each learning activity, the teacher will observe and provide feedback on
learners' understanding and participation.
o Quizzes with closed and open-ended questions will be used to assess learners'
knowledge of key terms and concepts.
• Summative Assessment:
o Project-Based Task: Learners will create a presentation on the history of
computers and the evolution of ICT tools.
o Practical Demonstration: Learners will demonstrate their ability to identify and
categorize ICT tools in a computer lab setting.
o Written Assessment: A final test will include multiple-choice questions, short
answers, and a matching exercise on ICT tools and their functions.

Summary

• Key Points Recap:

o ICT encompasses a wide range of technologies used for communication and
information processing.
o Hardware and software are the two main categories of ICT tools.
o Understanding the history of computers helps us appreciate the evolution of
modern ICT tools.
o ICT tools are essential for solving real-life problems and improving efficiency in
various fields.

Topic 2: Components of Computer Systems

Introduction
• Overview:
This topic will introduce learners to the fundamental hardware components of a computer
system. It will cover the purpose and function of each component, including input/output
devices, the CPU, RAM, ROM, and other internal parts. Understanding these components
is essential for grasping how computers operate in real-life situations, from personal use
to industrial applications.
 • General Competence(s):
By the end of this topic, learners will be able to:
o Identify and describe the purpose of different computer hardware components.
o Demonstrate an understanding of the functions of various hardware components
in a computer system.

Learning Environment

• Physical:
o Urban Areas: Well-equipped computer labs with desktops/laptops, projectors,
whiteboards, and physical models of computer components for hands-on learning.
o Rural Areas: A basic classroom setup with limited computers, printed charts, and
hardware component replicas for demonstrations. Mobile ICT labs or shared
community centers can also serve as learning spaces.
• Virtual:
o Urban Areas: Access to high-speed internet for e-learning platforms, virtual labs,
and 3D models of computer components. Interactive videos, simulations, and
cloud-based collaboration tools enhance learning.
o Rural Areas: Offline digital resources such as preloaded educational software,
DVDs, and recorded lessons for self-paced learning. Use of mobile devices with
educational apps in areas with limited connectivity.
• Technological:
o Urban Areas: Use of advanced digital tools like coding platforms, augmented
reality (AR) apps, and smartboards to visualize and interact with computer
components.
o Rural Areas: Low-cost, battery-operated devices, radio or television-based ICT
lessons, and printed booklets with QR codes linking to downloadable multimedia
resource

• Hook:
"Imagine you are building a robot. What parts would you need to make it see, hear, think,
and move? Just like a robot, a computer has different parts that help it perform tasks.
Let’s explore what these parts are and how they work together!"

Key Terms / Words / Vocabulary

• List of Key Terms:

1. Hardware: Physical components of a computer system.
 2. CPU (Central Processing Unit): The "brain" of the computer that processes
instructions.
3. RAM (Random Access Memory): Temporary memory used by the computer to
store data while it is being processed.
4. ROM (Read-Only Memory): Permanent memory that stores essential
instructions for the computer to start up.
5. Input Devices: Hardware used to send data to the computer (e.g., keyboard,
mouse).
6. Output Devices: Hardware used to receive data from the computer (e.g., monitor,
printer).
7. Motherboard: The main circuit board that connects all hardware components.
8. Storage Devices: Hardware used to store data permanently (e.g., hard drive,
SSD).

Sub-Topic 2. 1: Hardware

• Introduction:
This section will focus on the physical components of a computer system, their purposes,
and how they function together to enable the computer to perform tasks.
• Specific Competence(s):
1. Identify different computer hardware components and their purposes.
2. Demonstrate an understanding of the functions of various hardware components.

Learning Activities

Identifying Hardware Components:

o Learners will identify and label hardware components such as the CPU, RAM,
ROM, input devices (keyboard, mouse), and output devices (monitor, printer).
o Content Tip: The CPU is the most important component as it processes all
instructions, while RAM provides temporary storage for active tasks.

Assembling a Computer (Virtual or Physical):

o Learners will either physically assemble a computer or use a virtual simulation to

connect components like the motherboard, CPU, RAM, and storage devices.
o Content Tip: The motherboard acts as the central hub, connecting all hardware
components.
 Scavenger Hunt:

o Learners will search for hardware components (or images) placed around the
room and match them to their functions.
o Content Tip: Input devices send data to the computer, while output devices
display or produce results.

Hands-On Activity:

o Learners will open a computer case and identify internal components such as the
CPU, RAM, and storage devices.
o Content Tip: The CPU is usually located near the center of the motherboard,
while RAM slots are typically close to the CPU.

Role-Playing:

o Learners will role-play as different hardware components (e.g., CPU, RAM,

input/output devices) and explain their functions to the class.
o Content Tip: The CPU processes data, RAM stores temporary data, and
input/output devices facilitate communication between the user and the computer.

Quiz:

o Learners will complete a quiz to test their knowledge of hardware components

and their functions.
o Content Tip: ROM stores the BIOS, which is essential for booting up the
computer.

Teaching and Learning Materials

• Suggested Materials:
o Computer hardware components (CPU, RAM, motherboard, etc.).
o Virtual simulation software for assembling a computer.
o Images or physical models of hardware components.
o Quiz sheets and assessment rubrics.
o A computer case for hands-on exploration.

Expected Standards

• Assessment Criteria:
o Different computer hardware components are identified correctly.
o The functions of various hardware components are demonstrated accurately.
Assessment

• Formative Assessment:
o During activities, observe learners' ability to identify and explain hardware
components.
o Provide feedback on their role-playing and hands-on activities.
• Summative Assessment:
o Conduct a written quiz with multiple-choice, open-ended, and closed questions.
o Evaluate learners' ability to assemble a computer (physically or virtually) and
correctly label components.

Summary

• Key Points Recap:

o Hardware refers to the physical components of a computer system.
o The CPU processes instructions, RAM provides temporary storage, and ROM
stores essential startup instructions.
o Input devices send data to the computer, while output devices display or produce
results.
o The motherboard connects all hardware components, enabling them to work
together.

Sub-Topic 2.2: Software

Introduction
• Overview:
This topic will cover the classification of different types of computer software, including
system software, application software, and utility software. It will also explore the
practical uses of various application software in real-life scenarios. Understanding
software is crucial as it forms the backbone of modern computing and is essential for
performing everyday tasks efficiently.
• General Competence(s):
By the end of this topic, learners will be able to:
o Classify different types of computer software.
o Use various types of application software for specific purposes.
Learning Environment

• Physical: Classroom with computers, projectors, and whiteboards.

• Virtual: Online platforms for sharing documents and collaborative work (e.g., Google
Drive, Microsoft Teams).
• Technological: Access to computers with installed software (e.g., Microsoft Office,
presentation software, spreadsheet software).

Hook:

"Imagine a day without software—no smartphones, no internet, no apps. How would you
complete your daily tasks? Software is everywhere, and understanding it is key to navigating the
modern world."

Key Terms / Words / Vocabulary

• List of Key Terms:

1. System Software: Software that manages hardware and other software (e.g.,
operating systems like Windows, macOS).
2. Application Software: Software designed to perform specific tasks for users
(e.g., Microsoft Word, Excel).
3. Utility Software: Software that helps manage and maintain computer systems
(e.g., antivirus software, disk cleanup tools).
4. Spreadsheet: A digital document used to organize and analyze data in rows and
columns.
5. Templates: Pre-designed formats for documents, spreadsheets, or presentations.

Specific Competence(s):

By the end of this subtopic, learners will be able to:

1. Classify different types of computer software.

2. Use different types of application software for specific purposes.

Learning Activities

1. Defining Computer Software:

❖ Competence Demonstrated: Understanding the concept of computer software.
 ❖ How it will be conducted:
The teacher will explain the concept of computer software, followed by a class
discussion. Learners will then write their own definitions in their notebooks.
❖ Content Tip: Software is a set of instructions that tell a computer how to perform
tasks.
❖ Teaching/Learning Materials: Whiteboard, projector, and handouts with
definitions.
2. Discussing Different Types of Computer Software:
❖ Competence Demonstrated: Classifying software into system, application, and
utility software.
❖ How it will be conducted:
The teacher will present examples of system, application, and utility software.
Learners will work in groups to classify given examples into these categories.
❖ Content Tip: System software manages hardware, application software performs
user tasks, and utility software maintains the system.
❖ Teaching/Learning Materials: Projector, examples of software, and group
activity sheets.
3. Creating a Word Document and Formatting It:
❖ Competence Demonstrated: Using application software (word processor) for
specific tasks.
❖ How it will be conducted:
Learners will open Microsoft Word and create a new document. The teacher will
demonstrate basic formatting (e.g., font styles, alignment). Learners will then
format a sample document.
❖ Content Tip: Formatting includes changing font styles, sizes, and alignment.
❖ Teaching/Learning Materials: Computers with Microsoft Word installed,
sample text for formatting.
4. Entering Data into a Spreadsheet and Applying Basic Formatting:
❖ Competence Demonstrated: Using application software (spreadsheet) for data
organization and analysis.
❖ How it will be conducted:
Learners will open Microsoft Excel and enter sample data (e.g., a list of items
with prices). The teacher will demonstrate basic formatting (e.g., bold, borders,
cell colors). Learners will then format their spreadsheets.
❖ Content Tip: Spreadsheets are used for organizing and analyzing data.
❖ Teaching/Learning Materials: Computers with Microsoft Excel installed,
sample data sets.
5. Creating a Table to Track Daily Activities in a Spreadsheet:
❖ Competence Demonstrated: Using application software (spreadsheet) for
organizing and tracking data.
❖ How it will be conducted:
Learners will create a table in Excel to track their daily activities (e.g., tasks, time
spent). The teacher will guide them on how to structure the table and use basic
formulas.
❖ Content Tip: Tables help in organizing and visualizing data.
 ❖ Teaching/Learning Materials: Computers with Microsoft Excel installed,
sample activity tracking templates.
6. Using Pre-Defined Functions (Sum, Average):
❖ Competence Demonstrated: Using application software (spreadsheet) for
calculations.
❖ How it will be conducted:
The teacher will demonstrate how to use SUM and AVERAGE functions in
Excel. Learners will then apply these functions to their activity tracking tables.
❖ Content Tip: Functions automate calculations and save time.
❖ Teaching/Learning Materials: Computers with Microsoft Excel installed,
sample data sets.
7. Exploring Templates Available in Presentation Software:
❖ Competence Demonstrated: Using application software (presentation) for
creating professional documents.
❖ How it will be conducted:
Learners will open Microsoft PowerPoint and explore available templates. The
teacher will demonstrate how to select and customize a template for a specific
task (e.g., business presentation).
❖ Content Tip: Templates provide a quick way to create professional-looking
presentations.
❖ Teaching/Learning Materials: Computers with Microsoft PowerPoint installed,
sample templates.
8. Creating Publications:
❖ Competence Demonstrated: Using application software (desktop publishing) for
creating visually appealing documents.
❖ How it will be conducted:
Learners will use desktop publishing software (e.g., Microsoft Publisher) to create
a simple publication (e.g., flyer, brochure). The teacher will guide them on layout
and design.
❖ Content Tip: Desktop publishing software is used for creating visually appealing
documents.
❖ Teaching/Learning Materials: Computers with Microsoft Publisher installed,
sample publication templates.
9. Sharing Different Document Formats Using Email or Cloud Platforms:
❖ Competence Demonstrated: Using technology to share and collaborate on
documents.
❖ How it will be conducted:
Learners will save their documents in different formats (e.g., PDF, Word) and
share them via email or cloud platforms (e.g., Google Drive). The teacher will
demonstrate the process.
❖ Content Tip: Sharing documents digitally allows for easy collaboration.
❖ Teaching/Learning Materials: Computers with internet access, sample
documents.
Expected Standard:

❖ Competence 1: Different types of computer software are classified correctly.

❖ Competence 2: Different types of application software are used appropriately for specific
tasks.

Assessment:

❖ Formative Assessment:
o Quizzes on classifying software types.
o Practical demonstrations of creating and formatting documents.
❖ Summative Assessment:
o Project-based tasks (e.g., creating a presentation using templates).
o Written assessments (e.g., open-ended questions on software types).

Summary

• Key Points Recap:

o Computer software is classified into system, application, and utility software.
o Application software is used for specific tasks like word processing, data analysis,
and presentations.
o Spreadsheets are used for organizing and analyzing data, while templates help in
creating professional documents quickly.
o Sharing documents via email or cloud platforms facilitates collaboration.

How Activities Will Be Conducted:

• Teacher's Role:
The teacher will introduce each activity, demonstrate the steps, and provide guidance as
learners work on their tasks. The teacher will also facilitate group discussions and
provide feedback during and after activities.
• Learner's Role:
Learners will actively participate in discussions, follow instructions to complete tasks,
and collaborate with peers during group activities. They will also ask questions and seek
clarification when needed.
• Assessment During Activities:
The teacher will observe learners during activities, provide immediate feedback, and
assess their understanding through quizzes and practical demonstrations.
• Assessment After Activities:
Learners will complete project-based tasks and written assessments to demonstrate their
competence in classifying and using software.