S.5 SUB- ICT FOR NEW CURRICULUM

to:

b)        Learners make plenary presentations by role-playing how ICTs are used in those fields.

c)        Learners take a tour around the school to explore how ICT tools are used within the school system. (For learners with visual and hearing impairment, an audio-visual tour with captions should be recorded to supplement this activity)

b)        Observe as learners tour the school, identifying ICT tools. Note interactions with ICT tools and peers—accuracy in identifying tools, participation, and teamwork.

c)        Converse with learners about the suitability, limitations, and alternatives of ICT tools, asking probing questions to clarify misconceptions.

d)        Assess learners’ presentations and written work for clarity, coherence and critical evaluation of ICT tools and their application.

(Recognise the efforts of learners with

disabilities for inclusion purposes)

b)        In small groups, learners research and create a detailed flowchart that explains the booting process in various operating systems (e.g., Windows, MacOS, Linux).

c)        In groups, learners present their flowchart, explaining the process

to the class using a multimedia

b)        Engage learners in a dialogue about the steps of the booting process, using probing questions to assess their depth of understanding.

c)        Assess learners’ flowcharts and group presentations for clarity,

accuracy, and logical reasoning in

d)       In small groups, learners practise starting and shutting down various ICT devices, such as computers, smartphones, printers, and routers, under different scenarios (e.g., proper shutdown, forced shutdown, unexpected power loss).

e)       Learners demonstrate scenarios where they must solve typical start- up and shutdown issues.

f)        In groups, learners present how they managed the challenges and document best practices for everyday troubleshooting tasks.

g)       Learners make a write-up about the significance of observing proper start-up and shutdown of

ICT devices.

b)        Learners collaborate to save files on various storage media, such as USB drives, external hard drives, and others.

c)        Learners collaborate to simulate a real-world scenario (e.g., storing a client’s information for a project) by creating a file structure and saving files in the appropriate locations.

d)        Individually, learners save documents in specified formats (e.g. ,.docx ,.pdf ,.txt) and designated folders.

(learners with disabilities shouldn’t be

in their groups)

b)        Engage learners in discussions about the rationale for their file organisation and saving practices, using probing questions to assess clarity and decision-making.

c)        Assess how well learners organise their folders, files, and presentations to ensure they are clear, logical, and fit the given task. (Recognise the efforts of learners with disabilities for inclusion purposes)

should be able to:

b)        In groups, learners explore various template designs and layouts provided by the identified presentation software. They select which layouts are most effective for presenting specific types of content (e.g., graphs for data and images for storytelling).

c)        In groups, learners create a presentation on a predetermined topic, applying the template designs and layouts they selected earlier.

d)        In groups, learners demonstrate a presentation with a strict time limit (e.g.,30–40 minutes), focusing on applying suitable templates and layouts efficiently.

e)        In pairs, learners work together to customise the theme of their presentation, adjusting elements like background colours, fonts, and slide layouts to ensure visual consistency and alignment with the chosen topic.

f)         Learners present their work using the appropriate features of the presentation software, like speaker notes, slideshow mode, and other interactive tools (e.g., animations, transitions). They practise public speaking skills and use these tools to

support and enhance their delivery.

b)        Observe learners explore various template designs and layouts focussing on their ability to work in groups.

c)        Observe learners as they make presentations about the choice of the layouts focusing on their ability to speak confidently and explain ideas.

d)        Converse with the learners as they create a presentation on a predetermined topic, focusing on the number of slides, slide titles, etc.

e)        Assess the learner’s presentation, focusing on both the content and the visual appeal. Ensure that the slides are clear and engaging and effectively communicate the key ideas.

presentation s to make them visually

c)       In pairs, learners demonstrate slide transitions and animations, applying them to their presentation while discussing when and how to use them effectively

d)      Learners work together to format a presentation that tells a compelling story, focusing on how design elements can guide the audience through the narrative.

e)      Learners collaborate to design a professional presentation for a simulated event (e.g., product launch or educational seminar), ensuring it is visually appealing and

tailored to the audience.

b)      Converse with learners as they discuss their choice of transitions, animations, and design elements, assessing their understanding of effective presentation techniques.

c)       Assess learners’ presentations for visual hierarchy, alignment, use of multimedia, and storytelling effectiveness in meeting the given task or scenario.

b)        Individually, learners prepare and deliver a 5-minute presentation on a topic of their choice, incorporating at least one relevant visual aid to support their presentations.

c)        Using video conferencing tools (e.g., Zoom, Microsoft Teams, Google Meet), learners schedule and participate in virtual rehearsal sessions, presenting their slides to peers for feedback. In these virtual sessions, they take on the roles of both presenters and active audience members, providing constructive feedback on each other’s slides, delivery, and overall presentation design.

b)        Observe learners as they deliver their presentation, focusing on their engagement with the audience through eye contact, audience interaction, and ability to maintain attentiveness.

c)        Assess the final presentation for quality, including the use of nonverbal communication, appropriate tone and pitch, and overall professionalism.

d)        Assess the final shared presentation for cohesiveness, quality of individual contributions, and the effective integration of collaborative

efforts.

The learner should be able to:

(For learners with visual and hearing impairment, an audio- visual video clip with captions should be availed for full participation)

b)        In a think-pair-share session, learners reflect on the importance of each hardware tool and their contribution to the overall functionality of a computer.

c)        Learners work in groups to classify hardware devices, including input devices, output devices, storage devices, communication devices, and processing tools.

d)        Learners engage in a fun and interactive game, either using physical flashcards or an online tool, to match hardware device names with their categories (input, output, storage, etc.) and functions.

e)        In groups, learners explore modern devices (e.g., touchscreens) that can function as both input and output devices and report

their findings to the class.

b)        Converse with the learners as they identify the different hardware components focusing on the accuracy of the names of the components, their importances and classifications.

c)        Assess group reports and presentations on dual-function devices focusing on circumstances under which it can be used as an input device and output device.

(Recognise the efforts of learners with disabilities for inclusion purposes)

b)        Learners collaborate using computer assembly simulation software or an interactive online tool to assemble and connect a computer system virtually.

c)        Learners safely connect internal components (motherboard, processor, RAM chips, hard drive, power supply unit, expansion cards, etc.), and correctly installing them within the system unit.

d)        In pairs, learners collaborate to use system diagnostic tools (e.g., Task Manager, System Information, or third-party software) to analyse system specifications and match each component to its identified

purpose.

b)        Converse with learners as they discuss about the purpose and functionality of each hardware component.

c)        Assess learners’ assembled hardware components and make diagnostic analyses for accuracy, completeness, and proper identification of system components and their purposes.

b)        In pairs, learners discuss safety measures, such as turning off power before assembling components.

c)        Learners troubleshoot and resolve hardware issues of a nonfunctional computer collaboratively.

d)        In groups, learners clean internal and external components, such as removing dust from fans, heat

sinks, and power supplies.

b)        Converse with learners as they discuss about safety measures and troubleshooting strategies, assessing their understanding of when and why these steps are necessary.

c)        Assess learners’ ability to effectively, accurately, and safely demonstrate troubleshooting process and essential hardware cleaning activities.

The learner should

be able to:

software options based on user requirements and system capabilities. (k, s, a, gs)

b)        In small groups, learners analyse user requirements (e.g., for a business, school, or personal use), and compare different software options, considering system capabilities. Each group presents their recommendations and explains their reasoning behind the choices.

c)        In a lab environment, learners collaborate to explore and utilise multiple software applications (e.g., antivirus programs, office suites, or system optimisers). They assess the performance, user interface, and compatibility with the provided hardware and system.

d)        Learners role play as either clients or IT consultants. The client team presents requirements for software solutions (e.g., document management systems, customer relationship management tools, or system maintenance). The consultant conducts an analysis, and recommends appropriate software or system solutions. The consultant team must clearly explain how their recommendations align with the client’s specific needs and the technical capabilities of the proposed solutions.

e)        Learners discuss which type of software (system, application, or utility) is most critical for various scenarios, such as managing a business, maintaining a personal computer, or running a school system.

( Assistive software for disability awareness could be discussed to support inclusion)

b)        Observe the learners as they present, focusing on their ability to use a range of media to communicate ideas.

c)        Converse with learners during discussions and debates about the software options and their suitability for specific user needs, assessing their ability to justify choices based on system capabilities.

d)        Assess learners’ case study analyses, recommendations, and group presentations for logical reasoning, clear communication, and a deep understanding of software functionality and its alignment with user requirements.

b)        Learners work together, following provided manuals and step-by-step guides to install an operating system and a software application on a computer.

(For learners with visual and hearing impairment, an audio visual video clip with captions should be availed for full participation)

c)        Working individually or in pairs, learners configure advanced software settings, such as user preferences, network options, and security protocols, based on specific real- world scenarios.

b.                   Engage learners in discussions about their choices of operating systems, applications, and configurations, probing their reasoning behind decisions to ensure they understand compatibility and real- world application.

c.                   Assess learners’ presentations, installation processes, and configuration tasks for clarity, correctness, and how well they apply the instructions and handle software settings based on given

scenarios.

b)        In small groups, learners explore and practise using various diagnostic tools like system logs, compatibility checkers, and antivirus programs. Each group member takes turns applying the tools to troubleshoot specific software

malfunctions, documenting their findings and the effectiveness of each tool in solving the issue.

c) Learners analyse real-world case studies of software malfunctions (e.g., an office application experiencing crashes). They identify the root causes, propose effective solutions, and discuss how their strategies minimise downtime, enhance system reliability, and prevent recurring

d) In groups, learners take turns playing the roles of IT technicians and The “client” describes a software issue, while the “technician” systematically identifies the problem using diagnostic strategies. The technician then proposes a solution, explaining the reasoning behind their choices.

e) Learners individually present to the class their process of installing and configuring They highlight the key steps, potential challenges, and troubleshooting strategies used during the process. Feedback from peers is encouraged to help refine their skills and enhance understanding.

b)        Engage learners in discussions about their diagnostic strategies, asking probing questions to evaluate their understanding of the root causes of

software malfunctions

and how to address them effectively.

c) Assess learners’ documentation of troubleshooting processes, case study analyses, role-playing scenarios, and individual presentations for clarity, accuracy, and depth of their problem- solving (Recognise the efforts of learners with disabilities for inclusion purposes)

The learner should be able to:

b)        In groups, learners analyse key features such as menus, toolbars, and document templates.

c)        In small groups, learners create a document by arranging elements such as margins, page orientation, and spacing.

d)        Learners collaborate to edit and review a document, utilising a range of tools and features available in word processing software.

e)        Learners collaborate online to apply various formatting tools in a Word document, including font styles, paragraph alignment, page setup, and heading styles, to enhance the document’s presentation.

f)         In small groups, learners practise importing external data such as tables from Excel, or images from the web into a document.

g)     Learners work in small groups to adjust the size and format of imported elements, ensuring they integrate smoothly with the document layout.

h)     Learners collaborate in small groups to practise saving documents in different formats (e.g., .docx, .pdf) and exporting them for printing or sharing.

i)      Learners collaborate in groups, exchanging documents with peers for review and providing constructive feedback on formatting, layout, and

content organisation.

b)        Engage learners in discussions about the document creation and editing process, assessing their understanding of the features they use and how they enhance document presentation.

c)        Assess Word documents for proper use of formatting tools, content organisation, integration of external elements, and overall presentation quality. Additionally, evaluate their ability to provide constructive feedback on peer documents.

d)        Observe learners as they format imported focusing on their ability to try out innovative alternatives.

b)        Learners collaborate in groups, exchanging documents with peers for review and offering constructive feedback on formatting, layout, and content organisation.

c)        Learners collaborate in pairs to create a table for organising data within a document.

d)        In pairs, learners apply different formatting styles, such as borders, shading, and font adjustments, to enhance the table appearance and readability.

e)        Learners collaborate in groups to apply SmartArt based on provided data.

f)         In pairs, learners collaborate to insert and manipulate various shapes (e.g., rectangles, arrows, circles) in a document, creating simple diagrams.

g)            Learners collaborate online in pairs to apply WordArt for creating stylised headings and emphasised text. They will experiment with various styles, colours, and effects to enhance the visibility and impact of the text.

h)            Learners collaborate in groups to search for and insert appropriate clip art or images into a document. They practice resizing, positioning, and formatting the visuals to enhance and support the document’s content.

i)         Learners collaborate in pairs, exchanging documents and providing feedback on the use of visual elements.

j)         Learners collaborate in groups to

explore mail merging.

b)        Observe learners as they explore and apply different Word processor objects (e.g., tables, charts, shapes, WordArt, etc.), focusing on their ability to use these elements creatively and effectively to enhance document presentation.

c)        Assess the final documents for proper integration and formatting of objects like tables, shapes, and images, evaluating how well they support the document’s content and overall presentation. Also, evaluate the quality of peer feedback regarding the use of visual elements.

d)        Assess            learners’ documents focusing on how well the tables, charts, and other objects enhance the document’s overall structure and readability.

b) Learners collaborate in groups to create a research document that includes citations and a bibliography using referencing tools. They apply various citation styles (e.g., APA, MLA) and generate a reference list

c) Learners collaborate in pairs or small groups using cloud-based Word processing software (e.g., Google Docs or Microsoft Word Online) to create a shared They work in real-time, leveraging key features such as comments, track changes, and suggestions. Each learner contributes to different sections of the document, and they actively provide feedback to refine and improve the document.

d) Individually, learners share their documents with peers via cloud storage or email and request They review the feedback, make necessary changes, and apply advanced features like automated formatting or indexing to finalise the document.

e) Individually or in groups, learners create a comprehensive document (e.g., research paper, newsletter, or blog articles that incorporates referencing tools, mail merging, and collaborative features. They apply automation for efficient content management and finalise the document for sharing.

merge, cloud collaboration), focusing on their ability to apply these tools effectively and accurately in real- world tasks.

b) Converse with learners as they use advanced word processing features like citations, mail merging, and real-time collaboration, probing their understanding of how these tools enhance document creation and management.

c) Assess the final documents for the correct and consistent use of advanced features, such as referencing styles, citation lists, personalised mail merge, and collaborative edits, ensuring they are well organised, formatted, and meet the intended

The learner should

be able to:

b)       In groups, learners create a new worksheet, navigate through cells, rows, and columns, and enter data.

c)        In pairs, learners create a simple budget worksheet. They enter data (e.g., expenses and income) and apply formatting for better readability.

d)       In small groups, learners practise sorting based on different criteria (e.g., alphabetical, numerical, date) on a dataset.

e)       In groups, learners use filters to display only relevant data based on specified conditions (e.g., filtering by date range or category).

f)         In pairs, learners choose a given subject area in their combination and collect relevant data (e.g., survey results, measurements, or statistics) and organise it in spreadsheet software.

g)       In pairs, learners choose a subject area from their course combination, collect relevant data using online tools (e.g. Google Forms, etc), and organise it in

spreadsheet software.

b)        Engage learners in a discussion to assess their understanding of the process and the reasoning behind their choices. Ask them to explain why they chose specific formatting options (e.g., font size, colour schemes, cell styles).

c)        Assess the worksheet to ensure data is accurate, well- organized, professionally formatted with consistent fonts, readable text, and optimized for printing with proper margins, headers, and footers.

b)        Learners apply statistical, mathematical, and date/time functions in spreadsheet software, such as the SUM, SUMIF, RANK, AVERAGE, AVERAGEIF, MIN, MAX,

COUNT, COUNTIF, etc., to perform simple calculations and manipulation on a sample dataset.

c)        In groups, learners apply logical functions such as IF, VLOOKUP, or HLOOKUP functions to retrieve insights from a large dataset.

d)        Learners work together to consolidate data from multiple worksheets into a single worksheet using functions and pivot tables.

e)        Learners review (peer review) each other’s spreadsheets, checking data organisation, formats, and formulas, and suggest improvements for clarity and efficiency.

b)       Assess learners’ worksheets for correct formulas, proper function syntax, and logical application in the task context.

c)        Engage a learner in a dialogue, evaluating their thought process behind applying formulas and functions.

(Recognise the efforts of learners with disabilities for inclusion purposes)

b)        Learners present different forms of data using appropriate visualisation objects.

c)        Learners collaboratively customise the chart by modifying elements such as the title, axis labels, legends, data labels, and colours to improve clarity and presentation.

d)        Learners create a combo chart (e.g., a bar and line chart together) to compare two different data types in one visualisation.

e)        Learners collaborate online to analyse and visualise a dataset (e.g., customer feedback, survey results) using appropriate spreadsheet

tools.

b)        Conduct a discussion with learners to understand their reasoning behind the chart creation and customisation choices.

c)        Evaluate the chart’s visual clarity, accuracy, and effectiveness in communicating the intended message, ensuring that the chart helps to analyse the data and provides clear insights for the intended

audience.