Information Technology Scheme of Work SSS 3 Lagos State

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information and technology curriculum
Information and technology curriculum

Computer Science/Information Technology Scheme of work for SSS 3. SS3 Schemes of Work Information Technology for Secondary School.

SSS 3 Information Technology Scheme of Work First Term

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
1WELCOME
TEST/INTRODUCTION
TO HIGH LEVEL
LANGUAGE

•  Definition of high level language HLL
•  Examples of HLL: BASIC,  FORTRAN, COBOL,  ALGOL PL/1, Python, LISP, SNOBOL, C, CH, PROLOG e.t.c
By the end of the lesson, student should be able to: (i) Explain High Level Languages
(ii) State the examples of high level languages

Exploratory talk: Students
 express their
opinion on the definition of  HLL and help them to drive

Critical thinking and
Problem solving skill
Leadership and Personal development

Chart showing different examples of HLL with their full meaning as the case may be.
Computer, Projector
HLL Software (Python
Interpreter)
HLL Programming
YouTube link
https://youtu.be/nLXx3oNXv10 
2NETWORKING
• Definition of
Computer Network
• Types of Network
Architecture
(i) Ethernet
(ii) Token ring
(in) Arcnet
• Types of Data
Network (Overview)  (i) PAN
(ii) LAN
(iii) MAN (iv) WAN (v) Internet NETWORK TOPOLOGY • Definition • Types
Bus, Star, Ring, Mesh e.tc. • Network Devices
• Definition Types
Hub, Switch, Modems, Routers
(I) Network Interface
Card (NIC) e.t.c
By the end of the lesson, student should be able to:
(i) Explain networking
(ii) architecture ne or (iii) Briefly describe each type network architecture

Student should be able to
1. Explain network topology
2. State types of network topologies Draw flow diagram for each type of topology (i) Explain network devices (v) Itemize types of network devices
(vi) State the functions of each network device
(vii) Highlight the benefits of networking.
Student to identify what is a Computer Network and
differentiate the roles between servers, clients and IP addresses that help support the internet. Explain and demonstrate how computer networks process and share data for analysis
To get a better understanding of simple network, student identify common network device and sketch type of network topology features of Topology
advantages of Topology disadvantages of Topology
– Critical thinking:
– Creativity and
imagination

Chart, Picture, Cable Video.
https://sites.google.com/site/pnutpck11
https://www.commonsense.org 
https://www.studytonight.com/computer-network/network-topology-types  Computer Cable
Network device Charts displaying common network device list .. Hub
• Switch
• Router• Bridge.
• Gateway. • Modem.
• Repeater.
• Access Point.

3Introduction to
Database
By the end of the lesson, student should be able to: 1. Explain Database concepts and functions of database.
2. Traditional filing methods
3. List types of database
modes and database software
4. Features of a database (e.g. data structures, report generating, query, language, modules  
1. Think –Pair and share
Students to brainstorm on
meaning of database, “Traditional filling method Functions of databases
2.Small Group work: Each group to be introduced to different Database Software and each group to create a project with the software 3.Whole class discussion:
Groups to discuss their findings  
1. Citizenship
2.Critical thinking 3. Digital literacy      
Download Textbook http://zcht.home.amu.edu.pl/pliki/Databases%2Ofor%20beginnerspdf  
https://user.it.uu.se/–arne/datastrukturer /database.pdf  
https://www.youtube.com/watch?vwROjgOeQsZA  
https://wwv.khanacademy.org/computing/computer-programming/sqh/sqlbasics/vWelcome-to-sql 

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
3CABLES AND
CONNECTORS
Type of Network cables
(I) Twisted pair
(ii) Coaxial (coax)
(iii) Fibre optic (iv) Telephone • Network cable connector Types
(i)RJ 11 (ii) RJ 45 (iii) T-
Connectors • Computer cables and connectors
Types
(1) Power cables
(U) Data cables (Printer
Cable, Universal Serial Bus (USE), Monitor Cable, Serial Cable) Types of computer cable connectors (I) Male (ii) Female
By the end of the lesson, student should be able to:
(I) List and identify types of Network cables
(ii) List and identify network cable
connections
(iii) Differentiate between Ri 45 and RJ,11 connections
(iv) Categorise cables into power cable and data cable
(v) List types of computer cable
connector  
Students presents activities designed to describe Connector Adapter Cable Pods, Connectors, Cables Students Brain storm on How to design and select suitable cable types for computer/ audio / video / tv network
Network cables types and features
Critical thinking Communication and collaborationhttps://www.slideshare.net/osamaggeris/2019-types-of-network-cables https://twitter.com/osamageris  https://www.Iinkedin.com/in/osamaghandour 
https://www.ycotube.com/userlosmgg2  Network cables, Video, Picture, Power dable, Data cable, Connectors
4INTERNET
Definition of terms
– Internet
– Intranet
– Extranet
– Internet Services
Provider ISP  – Upload – Download e.t.c • Internet Service – Email – Usenet
– Instant Messaging (iv) telnet (v) FTP (vi) www5
By the end of the lesson, student should be able to:
(i) Explain internet and some basic terms
(ii) List common
internet main browsers (iii) Access internet (iv) List the services available on internet (v) State benefit of internet to our society
Lead the learners to Web that gives users access to a vast array of documents that are connected to each other by means of hypertext or hypermedia links i.e, hyperlinks, electronic Connections that link related pieces of information in order
to allow a user easy access to them Real-time reactions, opens doorways to a wealth of information, knowledge and educational resources, increasing opportunities for learning in and beyond the classroom
Communication and
collaboration. .

https://www.theguardian.com/technology/20 18/oct/22/ 
Internet facilities, Computer, Chart, Web browser

5Data Organization. Python, LISP, SNOBOL, CH, PRCLOG etc.By the end of the lesson, student should be able to: organization in a database; 1. Field 2. Records 3. Files 4. Database   State the examples of high level languages1 Teacher and Students demonstration: A prepared Database is 3. Problem solving
database; and are asked to organize it 2.Individual demonstration: Each of the students are
asked at random to us their initiates to prepare and demonstrate on the PC how a Database is prepared
1.Problem solvinghttps://Study.com/academy/lesson/database-concepts-and-strüctures-the-elements-that-make-up-a-database.html 
 https://wwwyoutube.com/watch2v=Z5CAgtT3.MDY

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
 INTRODUCT1ON TO WORLD WIDE WEB (WWW)
• Brief history of www
– Basic terms1
– www – website
– webpage
– home page
– Browser (examples should be discussed)
– Protocol e.t.c
• Features in main browser window.
– Title bar
Menus bar e.t.c
PROTOCOL 
– HTTP
– HTML
• Uses and Benefit of www
ELECTRONIC MAIL
(E-MAIL) SERVICES
• Definition Of Electronic mail
• E-mail Services:
(i) Sending and  
receiving e-mail
Steps involved in creating e-mail account
Feature in an e-mail address e.g.
fmemail@fmegpvng.org)
Definition ad stepsinvolved in chaffing
By the end of the lesson, student should be able to
I. state the full meaning of WWW
ii. Describe brief history of www.
iii. Explain basic terminologies
of www.
iv. List of protocols.
v. State benefits of www.
vi. Navigate through website using website addresses. 
vi. Recognize the
software for website design and its use.
By the end of the lesson, student should be able
to:

(i) List the e mail services (ii) Create e-mail services (iii) Send and receive
e-mail (iv) Write a valid e-mail address
(v) Outline and identity Parts of a e-mail address Explain and practice chatting
• Real-time reactions
When students are watching a mini video lecture or
• Students presentation,
have them share their real-time reactions,
• helps students spottrends and consider new points of view.
• set up a hashtag to allow for live tweeting, or use cloud-based collaboration software displayed  
Students identify email address as a unique identifier for an email account.
That can be used to both send and receive email – messages over the Internet. Empathy mapping
Send e-mail and get students to explore deeper by embracing a perspective analyze’ and reply
Discuss Career opportunities, Options and future of
embedded systems on internet
Real-time reactions
Collaboration and
communications
Critical thinking

• Critical thinking
•  Digital literacy
https://techterms.com/definition/emailaddress  
Internet ready Computer Text materials

7PROJECT MIDTERMSketch and- Construction of A local area network  (LAN) TOPOLOGYcovering a graphical area like a school showing computers, dumb terminals, tape drives, modems, file servers and variousprinters  (Each group to work on different types of topology)

8DATABASE
• Definition of database and database packages
• Examples of database
packages
– Dbase iv
-Oracle
-MS Access
– Foxbase   • Rbase terms in (i) Hierarchical (ii) Network (iii) Relational (iv) Flat file (v) Object oriented e.t.c
 By the end of the lesson, student should be able to
(i) Explain database and Database package
(ii) Mention examples of – database packages
(iii)Explain basic terms in database; (iv) State the forms of database organization (v) Sketch a diagram illustrating the forms of database organization
Students should see a database program as the heart of a business information system Develop skills in the file creation data entry, update query and reporting functions.

Develop skills m information Security
• Critical thinking Teamwork.
Building requires
a team effort in
database
• Digital literacy

https://simplicable.com/new/databaese-skills  https://www.investopedia.com/terms/n/netw 

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
9• Computer Database
Format:
File designed as tables
– Tables composed of rows and columns
– Row contained
related information about a record
– information about a field • Steps in creating database
– Explain the structure indicate field type (numeric, character, data, text etc)
– Enter data
– Save data
• Basic operations on already created
database:
– Searching
– Modifying
– Sorting
– Reporting
-“ Selecting
– Inserting e.t.c
• Creating
(I) Table
(ii) Form
(iii) Query Repo
By the end of this lesson, students should be able to:
(i) Recognize and, state the features in a computer database format
(ii) Create a database (iii) Carryout basic operations on an existing database
Students should be able to:
(i) Create table
(ii) Create and modify form (iii) Create and modify query
Generate report

Students to develop skills
and knowledge that are required for that may be specific to a particular type of database such as relational, Backup & Restore Data Integrity SQL databases
• Critical thinking Teamwork. Building requires a team effort in database.
• Digital literacy
• Critical thinking Teamwork. Building requires a team effort in database .

https://simplicable.com/new/database-skills https://www.exceluser.com/formulas/what-theheck-is-an-excel-database.htm  Computer with database package installed

10OVERVIEW OF
NUMBER BASES
• Review of number
system
(I) Binary
(ii) Octal
(iii) Decimal
(iv)Hexadecimal
Basic arithmetic in number base
– Addition
– Subtraction
DATA
REPRESENTATION

• Definition
• Methods
(i) Bits
(ii) BCD
(ill) EBCDIC
(iv) ASCII
(v) Unicode
• Computer character sets
By the end of this lesson, students should be able to
(i) List digits in the
number systems
(ii) Convert from one number system another
(iii) Add and subtract in the number system
(I) Explain data
representation
(ii) List methods of data representation
(iii) State the full meaning of ASCII, EBCDIC, BOD Represent data in different methods.
Students should identify number base as the number of digits or combination of digits that a system of counting uses to represent numbers. recognized that a base can be any whole number greater than 0 Such Binary Octal decimal, duodecimal, hexadecimal
Identify that ASCII uses sevenbits to represent a character while the EBCDIC uses eight bits to represent a character. Recognize the fact
ASCII and Unicode are two
encoding standards in . electronic communication confidence in them
•  Critical thinking Teamwork; Building require a team effort in conversion of numbers
• Digital literacy and applications of numbers in
computing
• Critical thinking
Teamwork; Building require a team effort in conversion of numbers
• Digital literacy and applications of numbers in
computing
https://www.nurnberbas.com/terms/basename1.html 
Names of Number Bases / – The Number Base www.numoerbases.com.terms.basename  
Charts Text material video
puzzle pieces https://www.forbes.com/sites/biancamillercole12019/03/20/ 
https://www.googlecom/search?sxsrf.


WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
11SECURITY AND ETHICS Meaning of computer Sources of computer security breaches: – Malware (virus, worm, Trojan horses and spyware) – Poor implementation of network – Poor implementation or lack of ICT policy – Carelessness in giving
out personal and vital
information Preventive Measures:
(i) Use of reliable
antivirus software
(ii) Exercising care in giving out personal and vital information
(iii) Encryption (iv) Proper implementation of policy (v) Using sites with web certificates
Legal Issues:
– Copyright
– Ownership right to text,
images, audio and video
– Privacy f audio and video software
– Cybercrime such as identify theft, data
diddling, hacking e.t.c
By the end f the
lesson, student should be able to:
(i) State sources of security breaches in
computer network
(ii) State preventive
 measures against
security breaches (iii) State the legal issues to be considered when using ICT (iv) Explain cybercrime (v) Outline types of
cybercrime
(vi) Briefly explain each outlined cyber crime type  
Recognizes Computer security and ethics as an all encompassing term that. refers to all activities needed to secure information and systems that support it in order to facilitate its ethical use. Also locus and evaluate on societal implications of information security and ethics.
Students must develop skills with deeper insights to analyze information security from all aspects- policies and procedures designed to protect information from malicious external threats, and from internal acts of noncompliance with IT policies
i) communication
and collaboration ii) critical thinking and problem solving iii) Digital Literacy
https://www.researchgate.netipublication/237344283InformationSecurityandEthicsConceptsMethodologiesTools  
Charts, Video  
12Creating a database & Editing a database  By the end of this lesson, students should be able to: create a database;1. Design a database
structure
2. Field properties and
data types
3 Key-fields and index
4. Data entry

Students will be able to
edit a database;
1. Modify structure
2. Updating database
1. Think-Pair and Share:
Students are to individual make a research online, write a report on it and later paired into a group to unify their views.
2. Questioning and answer:
Students throw questions to other students in the class on areas they find difficult to understand 3. Small group discussion:
The groups unify their views and share with the whole class their findings  
Critical thinking Digital literacy  and-structure-the-elements-that-makeup-a-database. html  https://www.youtube.com/watch?vV4GSj47OH5c 
https://www.youtube.com/watch?v=Z5CAitT3MDY 
https://www.youtube.com/watch?vHwlMwUlekeo   https://edu.gcfglobal.org/en/access2007/entering-and-editingdata-in-tables/1/   
13. Revision     
14. Examination     

Computer Science/Information Technology Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Information Technology for Secondary School.


Information Technology Scheme of Work SSS 3 Second Term

WKSTOPICSLEARNING OBJECTIVESLEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING RESOURCES
1WELCOME
TEST/INTRODUCTION
TO HIGH LEVEL
LANGUAGE

•  Definition of high level language HLL
•  Examples of HLL: BASIC,  FORTRAN, COBOL,  ALGOL PL/1, Python, LISP, SNOBOL, C, CH, PROLOG e.t.c
By the end of the lesson, student should be able to: (i) Explain High Level Languages
(ii) State the examples of high level languages

Exploratory talk: Students express their
opinion on the definition of  HLL and help them to drive

Critical thinking and
Problem solving skill
Leadership and Personal development

Chart showing different examples of HLL with their full meaning as the case may be.
Computer, Projector
HLL Software (Python Interpreter)
HLL Programming
YouTube link
https://youtu.be/nLXx3oNXv10 
2(i) Classification of HLI as: -Science e.g. BASIC,FRPORTAN -General-purpose e.g. C,PASCAL -Business e.g. COBAL Artificial Intelligent (AI) e.g. LISP, PROLOG -String processing Language (SPL) e.g. Perl, Ruby, SNOBAL (ii) Complied Language (i)   PASCAL (ii)  COBAL (iii) C (iv)  FORTRAN  e.t.c (iii)  interpreted         Language (i)    BASIC (ii)   JAVA (iii)  PHP  (iv) PHTON (v)   RUBY e.t.c. (vi)  Features of BASIC,PASCAL,COBAL Advantages of HLL over MI and LLL By the end of the lesson, student should be able to:
(I)   Classify given HLL based on suitable application (ii)   Classify HLL as interpreted or complied language (iii)  Identify the features of  some HLLs (iv)   Recognize the format of the HLL State advantages of HLLs over ML and LLL  
Brainstorming: through the help of teachers’ thought provoking questions, student are to figure out  either base on the  name or the full meaning of the acronyms of some HLL names to categorise them to different classes.   Prompts for questioning: Student are called to answer some questions after watching video on different features of some common HLL in order to understand their specializations.   Assessment for learning: After a displayed of PowerPoint presentation or You tube video of CODEs on HLLs, LLL and ML student are to explain their observation on advantages and disadvantages of those programming languages-Critical thinking -Problem solving -Leadership and personal development skills 

3GRAPHICS(INTRODUCTION TO COREL DRAW) (i) Definition of Graphics and Graphics Packages (ii) Example of Graphics Packages – CorelDraw – Paint – Photoshop – Light room – Harvard Graphics e.t.c   By the end of the lesson, student should be able to:   • Explain Graphics • List examples of graphics packagesExploratory talk: student are allow to express their opinion on the definition of Graphics and Graphics packages. Teachers’ are to help them to drive their point home. Group work: student are to be grouped and assign system to use any packages of their choice to draw a given symbol or Logo. This activity will help them to identity Graphics Packages on their own.Collaboration and Communication   Creativity and Imagination.   Digital literacy.• Computer installed Corel Draw • Sample of Simple Designs • Chart • Texbook: Online with COMPUTERS,SSS3 by ADEDAPO F.O and others.

MUSIC

WKSTOPICSLEARNING
OBJECTIVES
LEARNING ACTIVITIESEMBEDDED CORE SKILLSLEARNING
RESOURCES
 REVISION (Final Training)By the end of the lesson, students should be able to: Revise all aural training topics.Students as a class:
practice all aural training exercises as dictations.

Critical thinking
Problem solving
Collaboration  
Local Instructional Material
– Muic Manuscript                    – Texibook
-Charts, Recorder Piano/Keyboard Web Site/Video Link https://eb.wikipedia.org https://www.musical-u.com
 REVISIONBy the end of the lesson, students should be able to: Review of the work done in SS ClassesStudents a a class Revise all SS class topics, exercise and questions.Critical thinking
Problem solving
Collaboration  
Local Instructional Materials
– Music Manuscript
-. Textbook Charts
paino/Keyboard Web/Video link https://youtube/Tqyq6RftF6c https:// youtu.be/fdRL8jeScLE https://youtu.be/s4XjE7kESj https://youtu.be/dycUSpcRJXA https://ij3LvGhM https://JrlPXYA.M

7.REVISION (Forms and analysis Instrumental and Vocal Music)Students should be able to:
-revise alHnstrumental and vocal music:
i. Minuetand Trio
ii. Rondo
iii, Oratoo.
iv. Syrdphony  
Students a a class:
-ought to have acquire full knowledge of vocal and Instrument music:
– of the periods in which these music developed. .of the Composers of these periods and their works
Critical thinking
Problem solving
Collaboration  
Music Manuscript
-Textbook
-Charts, Recorder Piano no/Keyboard Web/Video Link. https:/// youtu.be/EAzFLAAPog https://youtu.be/HPYMHNFgj G4 https://youtu.be/LgigAAkhLs8 https://youtu.be/Wzqa44NsILU https://youtu.be/rRSRH3TF5B8 https://en.wikipedia.org/wiki/Earraining https://youtu.be.com/watch?v=BSkOrXsMS30 https://youtu.be.com/watch?v=BSkOrXsMs30
 Revision &
Examination
    

Computer Science/Information Technology Scheme of work for SSS 3. Ministry of Education, SS3 Schemes of Work Information Technology for Secondary School.


ACHIEVEMENT STANDARDS

By  the end of the Session, Students are able to:

i.  Write, arrange and perform both European and African dance and music.
ii. analyse instrumental and vocal music of Baroque and other western periods
iii. highlight the history and literature of African one Western/local and instrumental music.
iv   build dominant 7th  chord on a given root. 
v.   highlight achievements and economic importance of Nigerian musicians
vi.  recognize harmonic intervals and interrupted cadence played.
vii. develop aural skill on identification of modulation, interval, trials and cadences:
viii. analyze binary-dernary, rondo and other musical forms.
x.   develop the skill of harmony using dadential 6 and passing notes.
x.   discuss characteristics of impressionism on 20th  century music.


Students are prepared for external exams if.they wish:
1. Assomate Boari of Royal Schools of Music London. Grade 5
MUSON Exarn.Grade 5

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