New Revised NERDC Primary 4 Basic Digital Literacy Scheme of Work
Week 1: Digital Devices
1. Content: Knowledge: 1. Meaning of digital device 2. Common digital devices: Personal Computers (Desktop/Laptops), Mobile phones, Smart Watches 3. Uses of Digital Devices: Playing games, typing of text, Watching educational films, Storing information, Make Phone calls, Check basic health vitals etc. Skill: Identification of digital devices
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of digital devices; 2. identify digital devices; 3. list uses of digital devices.
3. Learning Activities:
i. Teacher Activities: The teacher guides pupils to discuss the meaning of digital devices, the teacher uses digital devices to play games and watch educational films, the teacher shows short videos on uses of digital devices, the teacher organizes group drawing activities.
ii. Learning Activities: The learners discuss in groups the meaning of digital devices, the learners use digital devices to play games and watch educational films, the learners watch short video on the uses of digital devices, the learners in groups draw and colour a mobile device.
4. Teaching and Learning Resources: Charts showing different digital devices help pupils visualize the variety of devices available. Video clips on the uses of digital devices demonstrate practical applications in real life.
Pictures of various digital devices provide reference materials for identification activities. Actual computers allow pupils to interact directly with technology during the lesson.
Week 2: History of Digital Devices
1. Content: Knowledge: Historical development of digital devices: early digital devices (abacus, first electronic computer); personal computers (early personal computers, operating systems); mobile devices (first mobile phones, tablets and wearable e.g. Smart watches).
2. Performance Objectives: Pupils should be able to: 1. explain the historical development of digital devices; 2. categorise digital devices according to their historical development.
3. Learning Activities:
i. Teacher Activities: The teacher shows video clips on historical development, the teacher guides group categorization using charts.
ii. Learning Activities: The learners participate in class discussion while watching video clips on the historical development of digital devices, the learners work in groups to use charts in categorising digital devices in order of their historical development.
4. Teaching and Learning Resources: Charts displaying the timeline of digital device evolution help pupils understand technological progress. Video clips on the historical development of digital devices bring history to life through visual storytelling.
Pictures showing devices from different eras provide concrete examples for categorization activities. Computers enable pupils to research additional historical information if needed.
Week 3: Parts of Digital Devices
1. Content: Knowledge: Function of the parts of digital devices: Monitor/Screen, Keyboard/keypad, Mouse/track pad, Microphone, Speakers, Camera etc.
2. Performance Objectives: Pupils should be able to: 1. describe the functions of the basic parts of a computer; 2. describe the functions of the basic parts of a mobile digital device.
3. Learning Activities:
i. Teacher Activities: The teacher shows short videos on functions of parts, the teacher uses charts/flash cards for identification.
ii. Learning Activities: The learners watch short videos on the function of basic parts of a computer and mobile digital devices, the learners use charts or flash cards to identify functions of the basic parts of a computer and mobile digital devices.
4. Teaching and Learning Resources: Charts and posters illustrating device parts provide visual references pupils can study repeatedly. Flash cards enable interactive learning through matching games and quick identification exercises.
Actual computers and mobile devices allow pupils to point to and interact with real components. Videos on the function of basic parts demonstrate how each component works in practice.
Week 4: Peripheral Devices
1. Content: Knowledge: 1. Meaning of Peripheral devices. 2. Types of Peripheral devices: Input devices, Output devices, Storage devices 3. Functions peripheral devices. Skill: Setting up and using peripheral devices
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of peripheral devices: 2. describe the functions of peripheral devices. 3. use peripheral devices effectively
3. Learning Activities:
i. Teacher Activities: The teacher guides identification and description, the teacher facilitates group discussions on functions, the teacher oversees hands-on connection and use.
ii. Learning Activities: The learners identify and describe various peripheral devices, the learners discuss in groups the functions of peripheral devices, the learners connect and use peripheral devices to carry out given tasks.
4. Teaching and Learning Resources: Computers serve as the main platform for connecting and testing peripheral devices.
Printers demonstrate output device functionality through practical printing exercises. Scanners show how input devices capture physical documents into digital format. Projectors illustrate how peripheral devices extend computer capabilities for presentation purposes.
Week 5: Input Devices
1. Content: Knowledge: 1. Meaning of keyboard. 2. Classification of keyboard keys: alphanumeric keys, punctuation keys, symbol keys, navigation keys, modifier keys, function keys, special keys
3. Operation of the keyboard keys. 4. Meaning of mouse. 5. Standard mouse buttons: left button (primary button), right button (secondary button) 6. Operations of the mouse Skill: 1. Using keyboard to perform basic operations. 2. Using a mouse for input operation.
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of keyboard; 2. identify the classification keys of on keyboard; 3. carryout operations using keyboard. 4. describe mouse; 5. identify the standard mouse buttons; 6. use the mouse to perform basic operations
3. Learning Activities:
i. Teacher Activities: The teacher leads discussions on meanings, the teacher shows video clips on classifications and buttons, the teacher guides individual use of typing tutor and mouse operations.
ii. Learning Activities: The learners participate in class discussion on the meaning of the keyboard and mouse, the learners watch video clips on keyboard classification and standard mouse buttons and participate in class discussion, the learners individually use typing tutor (mavis beacon) to perform keyboard operations, the learners individually perform basic operations by using mouse to open a folder.
4. Teaching and Learning Resources: Digital devices including computers provide the platform for practical keyboard and mouse exercises. Keyboards allow pupils to physically identify different key types and practice typing. Mavis Beacon typing tutor software builds typing speed and accuracy through structured lessons and games. Video clips demonstrate proper keyboard and mouse techniques.
Week 6: Output Devices
1. Content: Knowledge: 1. Meaning of output device. 2. Examples of output devices: Monitor, Printer, Speakers, Plotter, Projector 3. Uses of output devices. Skill: Using output devices.
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of output devices; 2. identify examples of output devices; 3. use output devices to carry out some operations.
3. Learning Activities:
i. Teacher Activities: The teacher leads discussions on meaning, the teacher shows video clips on devices and uses, the teacher guides individual printing.
ii. Learning Activities: The learners participate in class discussion on the meaning of output devices, the learners watch video clips on output devices and their uses, the learners individually use printer to print out document.
4. Teaching and Learning Resources: Digital devices serve as the source for output operations. Monitors display visual information for pupils to observe. Printers allow hands-on practice of producing physical documents. Speakers demonstrate audio output capabilities. Plotters and projectors show specialized output applications. Video clips illustrate various output device uses. Cameras can record the learning process for review.
Week 7: Mid-Term Break
Mid-term break provides pupils with rest after six weeks of intensive learning. Teachers should use this time to evaluate pupil progress and prepare materials for the remaining weeks. The mid-term test conducted before the break covers topics from Weeks 1 to 6, assessing pupil understanding of digital devices, their history, parts, peripheral devices, and input/output operations.
Week 8: Interface Customisation
1. Content: Knowledge: 1. Meaning of interface customisation. 2. Examples of interface customisation: changing themes, changing wallpapers 3. Procedure for interface customisation: open settings; select display; select theme/wallpaper; select from pre-installed themes or download from store; tap “Apply”. Skill: Changing the themes and wallpapers on a mobile phone.
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of interface customisation; 2. list the examples of interface customisation; 3. change the themes and wallpaper of a digital device.
3. Learning Activities:
i. Teacher Activities: The teacher leads discussions on meaning, the teacher guides internet search for examples, the teacher demonstrates procedures for changing theme and wallpaper.
ii. Learning Activities: The learners participate in class discussion on the meaning of interface customisation, the learners search the internet and discuss in groups examples of interface customisation, the learners follow the interface customisation procedures to change the theme and wallpaper of a mobile phone.
4. Teaching and Learning Resources: Digital devices including computers, tablets, smartphones, and smart watches provide platforms for practicing interface customisation. Internet access enables pupils to search for and download new themes and wallpapers. The variety of devices allows pupils to see how customization works across different platforms.
Week 9: File Management
1. Content: Knowledge: 1. Meaning of file and folder. 2. Types of files: text, audio, video 3. Basic file and folder operations: create, save, copy, paste, move, rename, delete 4. Procedure for storing information: open application, create file, click save, choose a save location, name file, choose file format, click save
5. Categories of storage devices: internal storage (hard disk), external storage (USB drives and SD cards) Skills: 1. Creating, moving, copying and renaming files and folders 2. Storing information on hard disk, USB drive and SD card.
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of file and folder; 2. list types of files; 3. list categories of storage device. 4. perform basic file and folder operations.
3. Learning Activities:
i. Teacher Activities: The teacher guides group discussions on meanings and types, the teacher oversees internet searches, the teacher demonstrates and supervises individual file operations and storage procedures.
ii. Learning Activities: The learners discuss in groups the meaning and types of file and folders, the learners work in groups to search the internet for the categories of storage devices, the learners individually create, copy, paste, move, rename and delete files, the learners store information on hard disk, USB drive and SD card following the procedure individually.
4. Teaching and Learning Resources: Computers, tablets, or smartphones provide the platforms for practicing file management operations. Flash drives offer portable external storage for hands-on practice.
.External hard drives demonstrate high-capacity storage options. Memory cards show storage solutions for mobile devices. Internet access enables research on storage device types. USB drives and SD cards allow pupils to physically practice saving and transferring files.
Week 10: Digital Content Creation
1. Content: Knowledge: Simple Digital content creation tools: MS word, MS PowerPoint, MS-Excel Skill: Creating and editing digital content using MS Word, MS PowerPoint and MS Excel
2. Performance Objectives: Pupils should be able to: 1. create and edit MS Word. 2. create and edit MS PowerPoint. 3. create and edit MS Excel.
3. Learning Activities:
i. Teacher Activities: The teacher guides group work on creating and editing in MS Word, the teacher demonstrates simple presentations in MS PowerPoint, the teacher oversees group spreadsheets in MS Excel.
ii. Learning Activities: The learners work in groups to create and edit text using MS Word, the learners create simple presentation using MS PowerPoint, the learners participate in group work to create and edit a spreadsheet using MS-Excel.
4. Teaching and Learning Resources: Computers provide the platform for running Microsoft Office applications. Tablets and smartphones offer mobile alternatives for content creation. Internet access enables research and downloading of templates.
PowerPoint presentations serve as examples of what pupils can create. Projectors display teacher demonstrations and pupil work for class viewing. Manuals provide step-by-step guidance for using each application.
Week 11: Revision
Revision week allows teachers to review all topics covered from Week 1 to Week 10. Teachers should organize activities that help pupils consolidate their learning about digital devices, their components, file management, and content creation. This week prepares pupils for the examination by identifying and addressing knowledge gaps.
Week 12: Examination
Examination week assesses pupil understanding of first term content. The examination should include both theoretical questions about digital concepts and practical tasks demonstrating skills like using input/output devices, managing files, and creating digital content. Teachers should ensure the examination environment supports both written and practical assessments.
Week 13: Examination, Marking & Vacation
This week concludes the examination process, allows teachers to mark papers and record results, and begins the vacation period. Teachers should provide feedback to pupils and parents about performance and areas needing improvement during the break. Pupils should be encouraged to practice their digital skills at home when possible.