New Revised NERDC Primary 4 Basic Digital Literacy Scheme of Work

Week 1: Sequence in Programming (Part 1)

1. Content: Knowledge: 1. Meaning of sequence. 2. Importance of sequence in programming. (Focus on introduction and meaning)

2. Performance Objectives: Pupils should be able to: 1. describe the meaning of sequence; (Part 1 focus)

3. Learning Activities:

i. Teacher Activities: The teacher leads group discussions on meaning, the teacher facilitates demonstrations of importance.

ii. Learning Activities: The learners discuss in groups the meaning of sequence, the learners discuss the importance of sequence in programming (Part 1).

4. Teaching and Learning Resources: Charts and posters illustrate sequence concepts with visual examples. Digital devices (mobile phones) with installed Scratch software allow demonstration of sequence in programming contexts.

Week 2: Sequence in Programming (Part 2)

1. Content: Knowledge: 3. Procedure for using scratch to create sprites in game environment: create a new project, select the paint option, draw a sprite using the brush and shape tool, color the sprite with the fill tool, save the sprite. Skills: 1. Applying sequence in programming. 2. Creating a sprite in a game environment

2. Performance Objectives: Pupils should be able to: 2. explain the importance of sequence; 3. create a sprite using the steps in sequence. (Part 2 focus)

3. Learning Activities:

i. Teacher Activities: The teacher guides rearrangement of steps and group sprite creation.

ii. Learning Activities: The learners demonstrate the importance of sequence by rearranging the steps required to create a sprite, the learners in groups create a sprite using the proper sequence.

4. Teaching and Learning Resources: Charts and posters continue supporting sequence understanding. Digital devices with Scratch software enable hands-on sprite creation practice following proper sequence.

Week 3: Basics of Robotics

1. Content: Knowledge: 1. Meaning of robotics 2. Types of robots: Industrial, Service, Toy 3. Features of a robot:( meaning and function): Sensor, Actuators 4. Benefits of robots: Efficiency, Safety, Recreation Skill: Identifying a robot based on their features.

2. Performance Objectives: Pupils should be able to: 1. explain the meaning of robotics; 2. list basic types of robots; 3. Explain the basic features of robots; 4. Explain benefits of robots.

3. Learning Activities:

i. Teacher Activities: The teacher guides group discussions on meaning, the teacher shows short videos on types, the teacher oversees internet searches for features, the teacher shows videos on benefits.

ii. Learning Activities: The learners discuss in group the meaning of robotics, the learners watch short video on the different types of robots, the learners search the internet for information on the basic features of a robot, the learners watch short video demonstrating the benefits of robots.

4. Teaching and Learning Resources: Charts and posters provide visual representations of different robot types and features. Videos demonstrate robots in action across industrial, service, and recreational applications. Internet-enabled digital devices (mobile phones) with Scratch software allow research and exploration of robotics concepts.

Week 4: Robotics

1. Content: Knowledge: 1. Robots and their uses 2. Digital electronics accessories: Bread board, Resistor, Jumper wire 3. Components of Robots: Microcontrollers, Light Emitting Diode (LED), LED display, Tactile switch 4. Autonomous Robot Skill: Programming an autonomous robot car

2. Performance Objectives: Pupils should be able to: 1. explain the of uses robots; 2. Physically identify digital electronic accessories in a robot; 3. identify basic electronic components in a robot; 4. state the functions of basic components in a robot; 5. program autonomous robot.

3. Learning Activities:

i. Teacher Activities: The teacher guides internet searches for uses, the teacher oversees projects like building Traffic Light system, creating Beating Heart Animation, Controlling Sprite with Switches, the teacher guides program creation.

ii. Learning Activities: The learners search the Internet for the uses of robots, the learners carry out the following projects: building a Traffic Light system, creating Beating Heart Animation with LED display, Controlling Sprite with Switches, the learners create a program to move a Robot car.

4. Teaching and Learning Resources: Computers and tablets provide platforms for programming robots using PictoBlox software. Internet access enables research on robot uses and programming techniques. PictoBlox software serves as the programming environment for robotics projects. Whiteboard and markers help explain circuit connections and programming logic. Physical robotics components like breadboards, LEDs, and switches make learning tangible.

Week 5: Game Development with Pictoblox (Part 1)

1. Content: Knowledge: 1. What is Game Development? 2. PictoBlox as Game Development Software 3. Variables in Games (Focus on introduction and software)

2. Performance Objectives: Pupils should be able to: 1. explain game development; 2. identify the functions of programming user interface commands in PictoBlox; (Part 1 focus)

3. Learning Activities:

i. Teacher Activities: The teacher guides exploration of interface, the teacher oversees internet searches for creation info (Part 1).

ii. Learning Activities: The learners explore the user interface of PictoBlox, the learners search in the Internet for information on how to create a simple game using Pictoblox (Part 1).

4. Teaching and Learning Resources: Computers and tablets run PictoBlox software for hands-on exploration. Internet access supports research on game development concepts. PictoBlox software provides the development environment with game-specific features. Whiteboard and markers help explain variables and game logic concepts.

Week 6: Game Development with Pictoblox (Part 2)

1. Content: Skill: Creating a game with variables

2. Performance Objectives: Pupils should be able to: 3. create a game with variables. (Part 2 focus)

3. Learning Activities:

i. Teacher Activities: The teacher oversees group game creation (Part 2).

ii. Learning Activities: The learners create a game in groups or create Fruit Game and Fruit Catching Game as described in curriculum.

4. Teaching and Learning Resources: Computers and tablets continue providing platforms for game development. Internet access supports troubleshooting and finding additional resources. PictoBlox software enables actual game creation with variables. Whiteboard and markers help plan game logic before implementation.

Week 7: Mid-Term Break

The mid-term break arrives after pupils have explored sequence, robotics, and begun game development. Teachers conduct mid-term tests covering Weeks 1 to 6, assessing understanding of programming sequence, robotics concepts, and game development basics. This break allows pupils to rest before tackling artificial intelligence topics.

Week 8: Artificial Intelligence (AI) (Part 1)

1. Content: Knowledge: 1. Meaning of AI 2. Applications and Advantages of AI (Focus on meaning and advantages)

2. Performance Objectives: Pupils should be able to: 1. Explain the meaning of artificial intelligence 2. explain the advantages of AI; (Part 1 focus)

3. Learning Activities:

i. Teacher Activities: The teacher guides group discussions on meaning, applications, advantages (Part 1).

ii. Learning Activities: The learners discuss in group the: meaning of AI, the applications and advantages of AI.

4. Teaching and Learning Resources: Computers and tablets provide platforms for exploring AI concepts through PictoBlox. Internet access enables research on AI applications in daily life. PictoBlox software includes AI extensions for hands-on learning. Whiteboard and markers help illustrate how AI works conceptually.

Week 9: Artificial Intelligence (AI) (Part 2)

1. Content: Knowledge: 3. Face Detection Technique in AI (How Face Detection works in AI) Skill: Using Face detection in a program

2. Performance Objectives: Pupils should be able to: 3. explain Face detection as example of application of AI; 4. create a program with face detection functionality. (Part 2 focus)

3. Learning Activities:

i. Teacher Activities: The teacher guides internet searches on face detection, the teacher oversees program creation like Face Expression Detector, Face Filter (Part 2).

ii. Learning Activities: The learners use the Internet to search for information how face detection works, the learners create programs as described in Activity Guide 17,18,24 and 25 Activity Guide 24 – Face Expression Detector Activity Guide 25 – Face Filter Activity Guide 17 – Face Filter.

4. Teaching and Learning Resources: Computers and tablets with cameras enable face detection demonstrations. Internet access supports research on how face detection technology works. PictoBlox software with AI extensions allows pupils to create face detection programs. Whiteboard and markers help explain the technology behind face detection.

Week 10: Artificial Intelligence (AI) (Continuation)

1. Content: (Same as Part 2, focus on practice)

2. Performance Objectives: (Same as Part 2)

3. Learning Activities:

i. Teacher Activities: (Same as Part 2, additional practice)

ii. Learning Activities: (Same as Part 2, additional practice)

4. Teaching and Learning Resources: (Same as above)

This continuation week allows pupils more time to practice creating AI programs with face detection. Pupils can refine their projects, experiment with different features, and troubleshoot problems. The additional practice ensures pupils develop confidence working with advanced technologies before the revision period begins.

Week 11: Revision

Revision week covers all third term content including sequence programming, robotics, game development, and artificial intelligence. Teachers should organize both theoretical review sessions and practical programming exercises. Pupils should demonstrate their learning by creating simple programs that incorporate concepts from across the term.

Week 12: Examination

The third term examination assesses the most advanced content of the year. Pupils should demonstrate understanding of programming logic, robotics principles, game development processes, and AI applications. The examination includes both written questions and practical programming tasks using Scratch and PictoBlox.

Week 13: Examination, Marking & Vacation

This final week concludes the Primary 4 digital literacy scheme of work with examination completion, marking, and result recording. Teachers provide comprehensive feedback on pupil progress throughout the year. Pupils begin vacation having gained foundational digital literacy skills that prepare them for more advanced learning in Primary 5.

Frequently Asked Questions and Answers About Primary 4 Basic Digital Literacy Scheme of Work

1. What is the Primary 4 Basic Digital Literacy Scheme of Work?

The Primary 4 Basic Digital Literacy Scheme of Work is a structured teaching guide developed by NERDC in September 2025. It provides weekly lesson plans covering digital devices, online safety, programming, robotics, and artificial intelligence.

The scheme of work includes performance objectives, learning activities, and teaching resources for each topic. Teachers use this document to deliver consistent, quality digital literacy education throughout the academic year.

2. How many weeks does the scheme of work cover?

The scheme of work spans three terms with 13 weeks each, totaling 39 weeks. Each term includes 9 teaching weeks, 1 mid-term break week, 1 revision week, and 2 examination weeks. Week 7 serves as mid-term break after 6 weeks of instruction.

Weeks 11 through 13 handle revision, examinations, marking, and vacation. This structure provides adequate time for teaching, assessment, and rest throughout the academic year.

3. What teaching resources are needed for this scheme of work?

Teachers need computers, tablets, or smartphones for practical lessons. Internet access supports research and online safety demonstrations. Software like Scratch, PictoBlox, and Mavis Beacon enable programming and typing practice.

Charts, posters, flash cards, and videos enhance visual learning. Physical items like USB drives, printers, scanners, and basic robotics components support hands-on activities. Most schools already have these resources or can acquire them gradually.

4. How should teachers handle complex topics like programming and AI?

Teachers should break complex topics into smaller parts spread over multiple weeks. The scheme of work already does this for sequence programming, game development, and artificial intelligence. Start with basic concepts and gradually increase difficulty.

Use visual programming tools like Scratch that make coding accessible to young learners. Encourage group work where pupils learn from each other. Focus on hands-on practice rather than just theory.

5. What if pupils have different levels of digital experience?

Teachers should assess pupil experience early and group mixed-ability pupils together for collaborative learning. More experienced pupils can help beginners during group activities. Provide additional support to pupils who need it through individual attention during practical sessions.

Use simple language and visual aids to make concepts accessible to everyone. The scheme of work assumes no prior digital knowledge, so all pupils can start from the foundation.

6. How are pupils assessed under this scheme of work?

Assessment happens continuously through observation during practical activities and participation in discussions. Mid-term tests after Week 6 check understanding before the break. Revision in Week 11 identifies gaps before final examinations.

Weeks 12 and 13 conduct formal examinations covering both theoretical knowledge and practical skills. Teachers assess based on performance objectives stated for each topic. Marking should consider both what pupils know and what they can do with technology.

7. What should happen during mid-term break and revision weeks?

Mid-term break in Week 7 provides rest after intensive learning and allows teachers to conduct mid-term assessments. Teachers mark tests, analyze results, and adjust teaching strategies for remaining weeks.

Revision week (Week 11) reviews all term content through discussions, practice activities, and addressing pupil questions. Teachers identify weak areas and provide targeted support. These weeks are essential for consolidating learning before examinations.

8. Can teachers modify the scheme of work for their school context?

Teachers should follow the structure and content as provided because it aligns with NERDC curriculum requirements. However, teachers can adapt teaching methods and choose from suggested activities based on available resources.

If certain software or equipment is unavailable, teachers can substitute similar tools that achieve the same learning objectives. The weekly structure and topics should remain consistent to ensure pupils meet national standards.

9. How does this scheme of work connect to other subjects?

Digital literacy supports learning across all subjects. Skills like file management help pupils organize work for any subject. Content creation tools enable projects in English, science, and social studies. Programming develops mathematical thinking and problem-solving.

Online research skills benefit all subjects requiring information gathering. The scheme of work develops transversal competencies like critical thinking, collaboration, and creativity that pupils apply everywhere.

10. What are the most important outcomes from this scheme of work?

Pupils should confidently use digital devices and understand how they work. They should practice safe, responsible online behavior and know how to respond to digital threats. Pupils should create digital content using various tools and applications.

They should understand basic programming concepts and create simple programs. Most importantly, pupils should see technology as a tool for learning, creativity, and solving problems rather than just entertainment.

Source: New Revised NERDC Primary 4 Basic Digital Literacy Curriculum