New Revised NERDC Primary 4 Basic Digital Literacy Scheme of Work
Week 1: Safety and Protection
1. Content: Knowledge: 1. Meaning of passwording in digital devices. 2. Types of password: weak, strong 3. Characteristics of a strong password: should include alphanumeric text, should contain special characters, should have minimum of 8 characters, should contain a combination of upper and lowercases Skill: Creating strong password.
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of passwording digital devices; 2. identify types of password; 3. create a strong password in a digital device.
3. Learning Activities:
i. Teacher Activities: The teacher leads whole class discussions on meaning and types, the teacher facilitates brainstorming on characteristics, the teacher guides generation and identification of passwords, the teacher supervises creation.
ii. Learning Activities: The learners participate in whole class discussion on the meaning and types of password, the learners brainstorm on the characteristics of passwords, the learners generate passwords and identify strong and weak ones, the learners create strong passwords.
4. Teaching and Learning Resources: Digital devices provide platforms for practicing password creation. Pictures and charts illustrate the differences between weak and strong passwords. Visual aids show examples of password characteristics and help pupils understand security concepts.
Week 2: Safe Internet Use
1. Content: Knowledge: 1. Identification of: Safe internet sites, examples of upsetting content (e.g. hate speech, frightening images/videos, fake news, etc.). 2. Responding to upsetting content. 3. Netiquette (good online manners): respect others’ privacy and yours, cool off before responding to messages in anger, promote healthy discussions, respect others as equals, etc. Skills: 1. Identifying safe and unsafe websites. 2. Applying netiquette.
2. Performance Objectives: Pupils should be able to: 1. identify safe internet sites; 2. state examples of upsetting contents on the internet; 3. report upsetting contents to their teachers or parents; 4. display good manners while online.
3. Learning Activities:
i. Teacher Activities: The teacher guides creation of information cards, the teacher shows short videos on upsetting contents, the teacher organizes roleplay for reporting, the teacher facilitates game on good online manners.
ii. Learning Activities: The learners create information cards listing the safe and unsafe Internet sites based on safety tips and discuss how to identify unsafe sites, the learners watch short videos on examples of upsetting contents on the internet
The learners roleplay reporting of likely upsetting contents that could be encountered online to parents or teachers, the learners play an appropriate game on good online manners e.g. select and read aloud game.
4. Teaching and Learning Resources: A computer system connected to the Internet enables demonstration of safe and unsafe websites. Video clips show examples of upsetting content in age-appropriate ways. Projectors display materials for whole-class learning. Audio visual aids support multi-sensory learning. Pictures, flash cards, and posters reinforce key safety messages and netiquette rules.
Week 3: Phishing
1. Content: Knowledge: 1. Phishing: definition, types 2. Detection: strange attachments, link to unrecognised sites, poor spelling grammar etc. 3. Counter-measures for phishing. Skills: 1. Detecting phishing. 2. Guarding against phishing.
2. Performance Objectives: Pupils should be able to: 1. define phishing. 2. state types of phishing. 3. explain ways of detecting phishing. 4. apply counter measures for phishing.
3. Learning Activities:
i. Teacher Activities: The teacher guides internet search for meaning, the teacher organizes group activity to list types, the teacher shows short videos on detection and guarding.
ii. Learning Activities: The learners search the internet for information on the meaning of phishing, the learners participates in group activity to list types of phishing, the learners watch short videos on ways of detecting phishing and how to guard against it.
4. Teaching and Learning Resources: A computer system connected to the Internet allows research and demonstration of phishing examples. Video clips show real-world phishing scenarios in safe, controlled ways. Projectors enable whole-class viewing of examples. Audio visual aids and pictures illustrate phishing warning signs.
Week 4: Cyberbullying
1. Content: Knowledge: 1. Meaning of cyberbullying. 2. Forms of cyberbullying: exclusion, harassment, outing, cyber-stalking, impersonation, etc. 3. Ways of dealing with cyberbullying: resist the urge to respond directly, block bullies and report them to service providers, report to your parents or teacher etc. Skills: Dealing with cyberbullying
2. Performance Objectives: Pupils should be able to: 1. define cyberbullying. 2. state forms of cyberbullying. 3. identify ways of dealing with cyberbullying.
3. Learning Activities:
i. Teacher Activities: The teacher facilitates brainstorming on meaning, the teacher shows short clips on forms, the teacher guides internet search for dealing ways, the teacher organizes poster display.
ii. Learning Activities: The learners brainstorm on the meaning of cyberbullying, the learners show short clips on forms of cyberbullying and asks pupils to list the forms of cyberbullying they observed in the video, the learners search the internet for ways of dealing with cyberbullying, the learners display posters on ways of dealing with cyberbullying on the class walls for pupils to see often and master them.
4. Teaching and Learning Resources: Video clips demonstrate different forms of cyberbullying in age-appropriate scenarios. Audio visual aids support understanding of emotional impacts. Projectors display information for class discussion. Pictures and flash cards illustrate bullying behaviors and appropriate responses. Posters provide constant visual reminders of how to handle cyberbullying.
Week 5: Inclusivity in Digital Content Creation
1. Content: Knowledge: 1. Meaning of inclusivity in digital content creation. 2. Examples of inclusivity in digital content creation (disabilities and gender) 3. Importance of creating inclusive digital content. 4. Inclusive features in digital devices: accessibility check, alt text, text-to-speech, speech-to-text, transcription, magnifier.
2. Performance Objectives: Pupils are guided to: 1. explain the meaning of inclusivity in digital content creation; 2. list examples of inclusivity in digital content creation; 3. discuss the importance of creating inclusive digital content; 4. use basic inclusive features in digital devices.
3. Learning Activities:
i. Teacher Activities: The teacher guides group discussions on meaning, the teacher shows short videos on examples, the teacher oversees infographic creation, the teacher demonstrates use of inclusive features.
ii. Learning Activities: The learners discuss in groups the meaning of inclusivity in digital content creation, the learners watch short videos on the examples of inclusive digital content, the learners create an infographic on the importance of creating inclusive digital content, the learners use basic inclusive features to check for inclusivity in digital content.
4. Teaching and Learning Resources: Computers, tablets, and mobile devices demonstrate various inclusive features built into modern technology. Charts and posters illustrate examples of inclusive and non-inclusive content. Video clips show how inclusive features help people with different abilities access digital content.
Week 6: Basics of Programming
1. Content: Knowledge: 1. Meaning of Programming. 2. Uses of programming: problem solving, creating games, creating websites, creating applications, etc. 3. Programming tools: ScratchJr, Pictoblox, Scratch, Blockly, Kodu 4. Steps for programming: program definition, program design, coding, debugging, testing 5. Creating basic program.
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of programming; 2. mention the uses of programming; 3. list programming tools; 4. explain the step for programming; 5. create a basic program using visual programming language.
3. Learning Activities:
i. Teacher Activities: The teacher guides group discussions on meaning and uses, the teacher oversees internet searches for tools, the teacher facilitates problem formulation.
ii. Learning Activities: The learners discuss in groups the meaning of programming, the learners participate in class discussion on the uses of programming, the learners search the internet in groups to identify programming tools, the learners search the internet for basic programming tools.
4. Teaching and Learning Resources: Digital devices (mobile phones) provide platforms for exploring programming tools. Internet connection enables research on programming tools and concepts. Access to visual programming environments allows pupils to begin creating simple programs.
Week 7: Mid-Term Break
The mid-term break gives pupils rest after learning about online safety and programming basics. Teachers should conduct mid-term assessments covering Weeks 1 to 6, testing pupil knowledge of passwords, internet safety, phishing, cyberbullying, inclusivity, and programming concepts. This break allows teachers to evaluate progress and adjust teaching strategies for remaining weeks.
Week 8: Programming a Game Environment
1. Content: Knowledge: 1. Meaning of games. 2. Common mobile games: Combat, Temple run, Fruit ninja, etc. 3. game environment 4. Background 5. Sprite (characters) 6. Scratch Programming interface (features and functions) 7. Stage Area 8. Backdrop Area 9. Sprite Area 10. Tabs Area
11. Blocks Pallette Area 12. Scripts Area 13. Steps to create a game environment using scratch 14. Create and name a new project 15. Create and color a new image using paint option 16. Save the sprite. Skill: Using scratch software to create a game environment
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of games; 2. list common mobile games; 3. describe a game environment; 4. explain the features of the scratch programming interface; 5. create a game environment using scratch.
3. Learning Activities:
i. Teacher Activities: The teacher guides discussions on meaning and importance, the teacher shows videos on mobile games, the teacher oversees chart creation and recreation in Scratch.
ii. Learning Activities: The learners discuss in groups the meaning of games, the learners explore Scratch interface, the learners search the internet for information on common mobile games, the learners in groups to create and paint a chart of a game environment, the learners identify the features and functions of the scratch programming interface, the learners recreate the chart of the game environment using the scratch programming interface.
4. Teaching and Learning Resources: Charts and posters provide visual references for game environment concepts. Digital devices (mobile phones) with installed mobile games and scratch software enable hands-on exploration. Pupils can examine existing games to understand structure before creating their own.
Week 9: Coding with Scratch
1. Content: Knowledge: 1. Stepwise Thinking 2. Algorithm 3. Visual Programming interface commands in Scratch: Sprite, Stage, Block Palette 4. Character Communication Skills: Using blocks to create a program
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of step wise thinking concept; 2. explain the meaning of algorithm; 3. discuss stepwise thinking in relation to algorithm; 4. state the functions of Sprite,Stage and Block Palette in Scratch; 5. create a simple program using Scratch.
3. Learning Activities:
i. Teacher Activities: The teacher guides group discussions on stepwise thinking, the teacher facilitates exploration of Scratch, the teacher oversees internet searches and name animation.
ii. Learning Activities: The learners discuss in group the importance of stepwise thinking, the learners explore the user interface of Scratch, the learners explore the Internet (using child friendly browser) for Information on how to create simple animation using Scratch, the learners animate their names.
4. Teaching and Learning Resources: Computers and tablets provide platforms for running Scratch software. Internet access enables research on creating animations. Scratch software offers the programming environment for hands-on practice. Whiteboard and markers help explain concepts visually. Child safe browsers including Kiddle, KidSearch, and DuckDuckGo protect pupils during internet research.
Week 10: Sketch with Block Coding (Using Scratch)
1. Content: Knowledge: Functions of Pen Extension Blocks. Skill: Sketching with a visual programming language (Scratch)
2. Performance Objectives: Pupils should be able to: 1. explain the meaning of Pen blocks 2. identify the functions of Pen Blocks; 3. use Pen Extension Blocks to create 2D images.
3. Learning Activities:
i. Teacher Activities: The teacher guides group discussions on meaning, the teacher facilitates exploration of Pen Blocks commands, the teacher oversees creation of shapes and patterns.
ii. Learning Activities: The learners discuss in the group the meaning of Pen blocks, the learners explore the functions of all the commands on Pen Blocks, the learners creating basic shapes and patterns.
4. Teaching and Learning Resources: Computers and tablets run Scratch software for practical exercises. Internet access supports research on Pen Block functions. Scratch software provides the programming environment with Pen Extension. Whiteboard and markers help demonstrate drawing concepts before digital implementation.
Week 11: Revision
Revision week consolidates learning from the entire second term. Teachers should review online safety topics including passwords, phishing, and cyberbullying, as well as programming concepts covered in Scratch. Activities should include both theoretical review and practical programming exercises to prepare pupils for examination.
Week 12: Examination
The second term examination tests both theoretical knowledge and practical skills. Pupils should demonstrate understanding of online safety principles and ability to create simple programs using Scratch. The examination should include questions about programming concepts and hands-on tasks creating animations or sketches.
Week 13: Examination, Marking & Vacation
This final week completes the examination process, marking, and result recording. Teachers provide feedback on pupil performance in both safety awareness and programming skills. Pupils begin vacation with encouragement to practice safe internet use and explore programming further at home.