BASIC 4

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© NaCCA, Ministry of Education 2019
 B4
STRAND 1: WORD PROCESSING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.1.1: Identify parts of a B4.1.1.1.1. Identify parts of a computer and technology tools (the 1. Creativity and innovation.
computer and technology mouse, keyboard, monitor, system unit and its components (memory, 2. Communication and
tools hard disk drive, CD-ROM etc.), speakers, and peripherals. collaboration
Bring items such as memory(i.e. memory cards, memory sticks),hard disk drive, 3. Cultural identity and global
CD-ROM etc. or pictures of these items to class and ask the learners to label citizenship.
selected items or computer parts in their note books. 4. Personal development and
leadership.
B4.1.1.1.2. Describe the types of input devices of a computer and their 5. Digital literacy.
uses. E.g. joystick, light pen, mouse, pointing stick etc. Bring input
devices to class. Subject Specific Practices
Guide learners to explore the types of input devices and their uses. 1. Hardware Manipulation Skill

B4.1.1.1.3. Differentiate between RAM and ROM.

Bring a RAM or ROM to class or a picture of RAM and ROM to class.
Guide learners to differentiate between ROM and RAM.

B4.1.1.1.4. Type short phrases.

Guide learners to type different phrases using any Word Processing Application.

B4.1.1.1.5. Summarise the first generation of computers which used

vacuum tubes as a major piece of technology.
Guide learners to discuss about the first generation of computers. e.g. ENIAC,
EDVAC, UNIVAC, IBM-701 etc.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER.)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.2.1: Demonstrate the B4.1.2.1.1. Describe the desktop background and explain its features 1. Creativity and innovation.
use of the Desktop (e.g. image, icons and Taskbar of the background). 2. Communication and
Background as well as NB. This is to help the learner with software knowledge such as in office collaboration
working with folders. applications. 3. Cultural identity and global
Guide learners to explore the desktop background and explain its features (i.e. citizenship.
wallpaper, icons of files and folders you have or may have saved to the desktop, 4. Personal development and
taskbar etc.). Show different desktop background images to learners. Assist them leadership.
to explain its features. 5. Digital literacy.

Subject Specific Practices

1. Software Manipulation Skill

B4.1.2.1.2. Demonstrate how to Personalise the Desktop Background 1. Creativity and innovation.
using required tools and settings; 2. Communication and
Show projected examples of personalised Desktop Background to learners with collaboration
the aid of a projector or pictures. 3. Cultural identity and global
Guide learners to personalise the Desktop Background using the required tools citizenship.
and settings. 4. Personal development and
leadership.
B4.1.2.1.3. Demonstrate the use of the Sections of the Taskbar; Start 5. Digital literacy.
Menu (Location and Launching only), Pinned Applications (Launched /
Minimised programmes) and Notification Area or system tray (Date & Subject Specific Practices
Time, and Volume). Hardware Manipulation Skill
Guide learners to explore the use of the Taskbar, Start Menu, and Pinned
Applications and Notification Area.

B4.1.2.1.4. Adding and removing icons from the desktop.

Guide learners to add and remove icons from the desktop

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
SUB-STRAND 2
CONTI’D .

B4.1.2.1: Demonstrate B4.1.2.1.5. Moving, selecting and hiding multiple icons on the 1. Creativity and innovation.
the use of the Desktop desktop. 2. Communication and
Background as well as Guide learners to move, select and hide icons on the desktop. collaboration
working with folders. 3. Cultural identity and global
B4.1.2.1.6. Creating, naming and renaming a folder. citizenship.
Guide learners to create, name and rename a folder. 4. Personal development and
NB: leadership.
1. Learners can practice with the keyboard only in the absence of 5. Digital literacy.
the applications.
2. Learners should be guided to play computer games to re- Subject Specific Practices
enforce keyboard and mouse skills. 1. Hardware Manipulation
Skill

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 3: DATA, SOURCES AND USAGE

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.3.1. Identify Data and B4.1.3.1.1. Use strategies for identifying data in conversation and 1. Creativity and innovation.
collect data from different newspapers. 2. Communication and
sources. Guide learners to discuss strategies, which can be used to identify data and collaboration
information. Use different approaches to aid identify data in conversation and 3. Cultural identity and global
newspaper e.g. grouping students, role play etc. citizenship.
4. Personal development and
B4.1.3.1.2. Use strategies for classifying data into information (i.e. leadership.
sorting and classifying) 5. Digital literacy.
Guide learners to identify and record data in the different forms (e.g. age, shoe
size, etc.) Assist learners to extract and classify the relevant data into information. Subject Specific Practices
1. Communication
B4.1.3.1.3. Identify primary sources of information (photographs, audio 2. Arithmetic
recordings, video recordings, film, letters and diaries, speeches,
published books, newspapers and magazines, government publications,
oral histories, etc.)
Guide learners in groups to discuss where one can get data and information and
make a presentation on it to the class.

B4.1.3.1.4. Demonstrate Sending and sharing information to and from

other gadgets. e.g., radio, fax, telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or share
information in the community and the world as a whole.
NB: recall content in B3 and add to this activity.

B4.1.3.1.5. Demonstrate basic calculations on sample data e.g. sum,

percentage, average etc.
Guide learners to perform basic calculations on sample data they have been made
to collect using sum, average, percentages etc.
NB: This is to help the learner with fundamental principles of problem-
solving in computing and Computer science.
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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES

B4.1.3.2. Demonstrate data

collection using Data B4.1.3.2.1. Identify the steps and issues involved in data collection. 1. Creativity and innovation.
collection tools. Guide learners to explore 2. Communication and collaboration
I. the steps and issues involved in collection of data: 3. Cultural identity and global
CONTI’D a) identify the reason(s) for collecting data. citizenship.
b) select from the list of reasons for collecting the data and set goals. 4. Personal development and
c) plan an approach and methods to collecting data and leadership.
d. collect the data and interpret the data 5. Digital literacy.

II. the issues involved in collection of data: Subject Specific Practices

a) Unavailability of data 1. Data Collection Skill
b) Intentional manipulation of data
c) Random errors etc.
B4.1.3.2.2. Describe various tools or techniques of data collection e.g.
interview, observation, checklist etc.
Guide learners to explore the tools for collecting data and aid them to make
practical examples of the various tools.
B4.1.3.2.3. Draw or sketch maps of the area to be surveyed.
Bring diagrams or pictures of area(s) surveyed. Guide learners to sketch maps of
an area to be surveyed by them.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.1.4.1. Demonstrate the B4.1.4.1.1. Describe how digital systems are used and could be used at 1. Creativity and innovation.
use of technology in the home, in school and the local community. 2. Communication and collaboration.
community Guide learners to mention and describe how digital systems (computers, mobile 3. Cultural identity and global
phones, megaphones etc.) are used and could be used at home, in school and the citizenship.
local community. 4. Personal development and
leadership.
B4.1.4.1.2. Identify and list common examples of energy-efficient 5. Digital literacy.
gadgets and techniques used in homes, in schools and in the local
communities e.g. using the appropriate energy-efficient gadgets - Subject Specific Practices
energy saving bulbs …, choosing the right appliances, cleaning your 1.Phonics
stove often (soot removal), reducing overall cooking time etc. 2.Skill development
Bring pictures of energy-efficient gadgets or devices to class e.g. energy saving
light bulbs, energy-efficient cooking stoves, toilet water saver, solar chargers,
energy saving shower heads etc. to class. Guide learners to discuss in groups of
five or less and present to the whole class examples of energy-efficient devices
and techniques.

B4.1.4.1.3. Describe how a range of digital systems (hardware and

software) and their peripheral devices can be used for different
purposes in the community.
Guide learners to discuss in groups of three to five, the range of digital systems
and their peripheral devices. How they can be used for different purposes in the
community. Let learners present their findings to the class.

NB: technological tools stated here should be different from those

stated in B3.

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.2.1.1. Demonstrate the 1. Creativity and innovation
use of MS- PowerPoint B4.1.4.1.4. Identify technological changes in the community (e.g. Using 2. Communication and collaboration
automated irrigation for farming, eco-friendly pesticides and manure, 3. Cultural identity and global
etc.) citizenship
Guide learners to explore technological changes in the community or in the 4. Personal development and
world. Let learners find examples of technological changes in the community or leadership
world around them. They should be encouraged to present their findings to the 5. Digital literacy.
class.
Subject Specific Practices
1. Software Manipulation Skills

STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.2.1.1. Demonstrate the B4.2.1.1.1. Demonstrate the use of clipboard, slides, fonts, paragraph 1. Creativity and innovation
use of MS- PowerPoint and editing in the ribbons under the home ribbons section. 2. Communication and collaboration
Guide learners to explore the use of the clipboard, slides, fonts, paragraph, and 3. Cultural identity and global
editing features in MS- PowerPoint under the Home tab. citizenship
4. Personal development and
B4.2.1.1.2. Show a 3-slide presentation using clipboard, slides, fonts, leadership
paragraph and editing of the ribbons studied. 5. Digital literacy.
Guide learners to prepare and present a prepared project or exercise using
clipboard, slides, fonts, paragraph and editing of the ribbons studied their work in Subject Specific Practices
MS-PowerPoint to the class. 1. Software Manipulation Skills
NB: This is to help the learners with software knowledge in
Ms PowerPoint, office applications to grasp the concept well

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© NaCCA, Ministry of Education 2019
 STRAND3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD PROCESSING)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B4.3.1.1. Demonstrate B4.3.1.1.1. Demonstrate how to use the clipboard, styles, fonts, 1. Creativity and innovation.
understanding of the use of paragraph and editing. 2. Communication and collaboration.
word processing application Guide learners to use clipboard, styles, fonts, paragraph and editing in the Home 3. Cultural identity and global
Tab of MS –Word. citizenship.
4. Personal development and
B4.3.1.1.2. Illustrate the use of the clip board, styles, fonts, paragraph and leadership.
editing. 5. Digital literacy.
Guide learners to use the clipboard, styles, fonts, paragraph and editing feature
under the Home tab and let learners explore on a simple word document. Subject Specific Practices
NB. This is to help the learners with software knowledge in office applications (word 1 Software Manipulation Skills
processing) to grasp the concept better.

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© NaCCA, Ministry of Education 2019
 BASIC 5

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© NaCCA, Ministry of Education 2019
 Basic 5

STRAND1: INTRODUCTION TO COMPUTING

SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.1.1: Identify parts of a B5.1.1.1.1. Recognise and use output devices. 1. Creativity and innovation.
computer and technology Guide learners to recall what they learnt in the previous classes and ask them to 2. Communication and
tools mention computer devices that produce output collaboration.
Softcopy- computer monitor/projector, audio electrical signals etc. 3. Cultural identity and global
Hardcopy- printed images, pictures documents, citizenship.
NB: This is to help the learner with hardware knowledge. 4. Personal development and
leadership.
B5.1.1.1.2. Describe the types of output device and identify their uses. 5. Digital literacy.
Guide learners to identify types of output devices and their uses. Assist them to list
them on the board as well as their uses. Subject Specific Practices
1 Software Manipulation Skills
B5.1.1.1.3. Distinguish the difference and similarities between analogue
and digital devices e.g. telephone, mobile phone, radio, tablets, satellite
etc.
Guide the learners to identify the similarities and differences between analogue and
digital devices. Present examples of analogue and digital devices to learners. Aid
them to mention other examples of analogue devices and digital devices as well as
noticing the differences.

B5.1.1.1.4. Identify the left, right mouse button, holding of mouse,

performing single, double and triple clicking and dragging object.
Guide learners to use the mouse to perform performing single, double and triple
clicking and dragging object into a folder or bring picture(s) describing the
processes; single, double and triple clicking and dragging objects into a folder and ask
leaners to point out a mentioned process.
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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.1.1: Identify parts of a B5.1.1.1.5. Identify home row keys, top row, bottom row keys, numerical
computer and technology pad and type (short sentences).
tools Guide learners to type using top row keys (Q, W, E, R, and T keys for the left-hand 1. Creativity and innovation.
and Y, U, I, O, and P keys for the right-hand), bottom row keys (Z, X, C, V, and B 2. Communication and
CONT’D keys for the left-hand and N, M, comma, period, and forward slash keys for the collaboration.
right-hand), numerical pad (1, 2, 3, …9. etc.) and type an essay (50 words) using 3. Cultural identity and global
Word Processor or typing tutorial citizenship.
4. Personal development and
B5.1.1.1.6. Introduction to Windows Interface. leadership.
Guide learners to list the features (i.e. Start Menu Returns, Cortana on Desktop, 5. Digital literacy.
Xbox App, Project Spartan Browser, etc.) and compatibility issues of Windows 10.
Do this by using leading questions, or any other method. Subject Specific Practices
1. Software Manipulation Skills
B5.1.1.1.7. Summarise the generation of computers.
Guide learners to recall what has been learnt in previous classes and ask leading
questions, use scenarios to help learners identify the difference between the types of
computers, their advantages and disadvantages.

NB: Learners can practice with the keyboard only in the absence of the
applications.
Learners should be guided to play computer games to re-enforce
keyboard and mouse skills.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2:
INTRODUCTION TO MS-WINDOWS INTERFACE (DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.2.1. Demonstrate the B5.1.2.1.1. Personalise the Desktop Background and edit its images (e.g. 1. Creativity and innovation.
use of the Desktop image, icons and Taskbar of the background). 2. Communication and
Background as well as Guide learners to create their own background picture using any application (e.g. collaboration.
working with folders. paints). Guide them to use it as background picture. 3. Cultural identity and global
citizenship.
B5.1.2.1.2. Recognise how to customise the Desktop Background using 4. Personal development and
Change Background, Start menu and Pin to taskbar or start menu. leadership.
Guide learners to identify and use task bar, start menu, etc. 5. Digital literacy.

B5.1.2.1.3. Describe how to Personalise the Desktop Background using Subject Specific Practices
advance tools and settings. 1. Software Manipulation Skills
Guide learners to customize the Start Menu and the Notification Area.

B5.1.2.1.4. Creating a short cut, adding or removing common icons on

the desktop.
Guide learners to create shortcuts of icons on the computers’ desktop.

B5.1.2.1.5. Moving, copying and pasting a file or icon into and from a
folder on the desktop
Guide learners to copy and paste a file or icon into and from a folder on the
desktop.

B5.1.2.1.6. Demonstrate understanding of the File Explorer window and

locations of the computer through the file explorer.
Guide learners to use the file explorer to locate files.

NB: This is to help the learner with the fundamental skills of creativity in
computing and Computer Science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 3: DATA, SOURCES AND USAGE

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.3.1. Illustrate the use of B5.1.3.1.1. Use Strategies for identifying data from results of an 1. Creativity and innovation
Data and identify their experiment. 2. Communication and collaboration
sources. Guide learners to identify the types of data (qualitative and quantitative) by asking 3. Cultural identity and global
leading questions. Task them to convert data from one format to another without citizenship
losing its value. 4. Personal development and
B5.1.3.1.2. Identify primary sources of information e.g. photographs, leadership
audio, video recordings, letters etc. 5. Digital literacy.
Guide learners to mention or talk about primary sources of information. Task
learners to record data from the primary source and bring them to class for Subject Specific Practices
discussion. List items recorded and ask learners to group according to their 1. Software Manipulation Skills
similarities. 2. Communication
B5.1.3.1.3. Identify secondary sources of information e.g. radio, fax,
telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or send information
by asking leading questions. Task learners to record data from the news on the
radio and bring to class for discussion. List items recorded and ask learners to group
according to their similarities.
B5.1.3.1.4. Demonstrate sending and sharing information e.g. arranging
data, sorting and calculations etc.
Task learners to sort data in alphabetical order (increasing and decreasing order)
and perform basic calculations such as multiplying, dividing and adding vales of
sample data. Learners can also be guided to generate age data from their dates of
birth.
NB: recall content in B4 and add to it.
B5.1.3.1.5. Demonstrate basic calculations on sample data e.g. arranging
and summing and averaging data.
Guide learners to add and find the average data collected and present their findings
to the class

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.3.1. Illustrate the use of B5.1.3.1.6. Recognise data types (integer, double, float). 1. Creativity and innovation.
Data and identify their Divide learners into two groups and ask one group to mention a number and the 2. Communication and
sources. other group to identify the type of data mentioned collaboration.
3. Cultural identity and global
CONT’D B5.1.3.1.7. Demonstrate sending and sharing information. citizenship.
Guide learners to send messages to each other via SMS, email. etc. 4. Personal development and
leadership.
NB: This is to help the learner with fundamental principle of problem 5. Digital literacy.
solving skills and creativity in computing and computer science.
Subject Specific Practices
B5.1.3.1.8 Select the samples and collect data (e.g. listening to radio, 1. Arithmetic
newspaper, talking to people etc.) 2. Data Manipulation Skill
Put learners into groups, task them to interview teachers using simple questionnaire, 3. Communication
and record the data in books. 4. Critical Thinking

B5. 1.3.1.9 Make simple tables and diagrams from the collected data.
Bring tools or pictures of the tools in a box or container and ask learners to select
tools for collecting data out of the box or container. Alternatively, ask learners to
bring tools for collecting data for a class discussion.

B5. 1.3.1.10 Analyse tables, maps, diagrams, photographs and charts, and
generalize the results and make suggestions (e.g. Finding sum or grand
total).
Task learners to calculate the average, mean, sum and difference between data
collected in an earlier class. NB: This is to help the learner with fundamental
principle of problem solving skills and creativity in computing and computer science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY (COMMUNICATION)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.1.4.1. Demonstrate the B5.1.4.1.1. List the effects of technology on the community. 1. Creativity and innovation
use of Technology in the Guide learners to investigate the types and types importance of compression of 2. Communication and
community document collaboration
Positive effects – health care, education, manufacturing, agriculture etc. 3. Cultural identity and global
Negative effects – resource depletion ,pollution, privacy and security etc., citizenship
4. Personal development and
B5.1.4.1.2. Explain the fundamentals of digital system components leadership
(hardware, software and networks). 5. Digital literacy.
Guide learners to brainstorm the basics of digital system components such as
hardware, software and networks). Subject Specific Practices
1. Software Manipulation Skills
B5.1.4.1.3. Discuss how technology is used to save lives in community and 2. Communication
how they are used
Guide learners to explore how technology is used to save lives in communities.
Group them into groups of a maximum of five and let them present their findings to
the class.

B5.1.4.1.4. Discuss the effects of technology on the community.

Guide learners to brainstorm the effects of technology on the community. Show
learners videos or pictures of effects of technology on the community. Let them
discuss in groups, the effects of technology on their own community.
Positive effects – health care, education, manufacturing, agriculture etc.
Negative effects – resource depletion, pollution, privacy and security etc.

NB: This is to help the learners to have fundamental knowledge of

hardware such as robots and sensors).

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© NaCCA, Ministry of Education 2019
 STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT (TABS AND RIBBONS OF MS-POWERPOINT)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.2.1.1. Demonstrate how B5.2.1.1.1. Show the use of Insert, design, animation and transition in the 1. Creativity and innovation.
to use Microsoft PowerPoint ribbons section. (New, Open, Save, Save As, Print and Close) and the 2. Communication and
Insert and design ribbon. collaboration.
Ask learners to use “File menu”, “Insert” and “Design Ribbons” to create a new 3. Cultural identity and global
MS-PowerPoint slide and use shapes in the “Insert ribbon” to draw the Ghana flag”. citizenship.
4. Personal development and
B5.2.1.1.2. Show a 5-slide presentation using of Insert, design, animation leadership.
and transition of the ribbons studied. 5. Digital literacy.
Ask learners to use “File menu”, “Insert” and “Design Ribbons” to design a
colourful 5-paged MS-PowerPoint on the topic “Myself” Subject Specific Practices
NB. This is to help learners with software knowledge). to understand the concept 1. Software Manipulation Skills
well in office applications (Microsoft PowerPoint) 2. Communication

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© NaCCA, Ministry of Education 2019
 STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO WORD PROCESSING (TABS AND RIBBONS OF WORD PROCESSING)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.3.1.1. Illustrate the use of B5.3.1.1.1. Demonstrate the use of Insert, Design, and Layout (New, 1. Creativity and innovation.
word processing Open, Save, Save As, Print and Close) and Insert, Design, and Layout 2. Communication and
ribbons. (i.e. clipboard, slides, fonts and paragraph). collaboration.
Guide learners to use File menu, Insert, Design and Layout Ribbon. 3. Cultural identity and global
citizenship.
B5.3.1.1.2. Illustrate the use Insert, Design and Layout. 4. Personal development and
Guide the learners to create and format a document. leadership.
5. Digital literacy.
NB. This is to help learners with software knowledge such as office
applications (word processing). Subject Specific Practices
1. Software Manipulation Skills

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© NaCCA, Ministry of Education 2019
 STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING.

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.5.1.3. Demonstrate how B5.5.1.3.1. Describe databases. 1. Creativity and innovation.
to use Databases Guide learners to identify the features of a database and the types of databases that 2. Communication and
exist. Ask learners to select the databases form a list of items written on the board. collaboration.
3. Cultural identity and global
B5.5.1.3.2. Discuss the importance and uses of database. citizenship.
Play a video of the importance and uses of databases and ask learners to mention 4. Personal development and
other uses of database and their importance. Assist learners to realise that Database leadership.
designers typically organise the data to model aspects of reality in a way that 5. Digital literacy.
supports processes requiring information.
Subject Specific Practices
B5.5.1.3.3. Describe the types of database. 1. Data Manipulation Skills
Guide learners to describe the types of database.

B5.5.1.3.4. Identify types of databases and data.

Guide learners to investigate on the types of databases and data. Let learners
present their findings to the class.

B5.5.1.3.5. Explain fundamental database concepts.

Guide learners to explore the fundamental database concepts e.g. tables and data
types, data selection and manipulation, security, and backup and restore.

B5.5.1.3.6 Discuss programming languages and their use

(e.g. scratch, vb.net etc.)
Guide learners to investigate in groups on the programming languages and their use
(e.g. scratch, vb.net etc.) NB: This is to give a foundation to the learner in computing
and Computer Science which is more concerned with uses of and development of
programming together with fundamental principles of problem-solving and creativity.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2 : INTRODUCTION TO ELECTRONIC SPREADSHEET(TABS AND RIBBONS MANIPULATION)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.5.1.2. Demonstrate how B5.5.1.2.1. Identify Electronic Spreadsheets and their uses. 1. Creativity and innovation.
to use Electronic Play video on Electronic Spreadsheets and their uses in society. Assist learners to 2. Communication and collaboration
Spreadsheet. list examples of Electronic Spreadsheets (MS Excel, Numbers, Google sheets, Lotus 3. Cultural identity and global
1-2-3 etc.). Guide learners to explore the uses of electronic spreadsheets. citizenship.
4. Personal development and
B5.5.1.2.2. Learners discuss the importance of Electronic Spreadsheets. leadership.
Guide learners to discuss the importance of Electronic Spreadsheets and what they 5. Digital literacy.
are used for.
Subject Specific Practices
B5.5.1.2.3. Learners get familiar with the interface of MS-Excel 1. Software Manipulation Skills
Guide Learners to demonstrate how to access MS-Excel on any computer or 2. Communication skills
gadget and display text in MS-Excel.

NB. This is to help the learner with an understanding of application

softwares (Electronic Spreadsheet application).

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© NaCCA, Ministry of Education 2019
 STRAND 6: INTERNET AND SOCIAL MEDIA SUB-STRAND 1: NETWORK OVERVIEW

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.1.1. Demonstrate how B5.6.1.1.1. Explain what a network is. 1. Creativity and innovation.
to Network computers. Guide the learners to discuss how devices communicate. Demonstrate simple 2. Communication and
connectivity between nodes. collaboration.
3. Cultural identity and global
B5.6.1.1.2. Describe how the internet works. citizenship.
Guide learners to distinguish between PAN, LAN, MAN, WAN and Internet. 4. Personal development and
leadership.
B5.6.1.1.3. Explain what the Internet is. 5. Digital literacy.
Guide learners to discuss the inter-connection of the internet computers (learners
should be made to realise that the internet is a network of networks). Subject Specific Practices
Also, guide learners to come out with examples of Internet Communication. 1. Communication skills

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2: WEB BROWSERS AND WEB PAGES

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.2.1. Demonstrate how B5.6.2.1.1. Explain what a web browser is and its use. 1. Creativity and innovation.
to use Web Pages. Guide learners to understand the concept and use of browsers through practical 2. Communication and
lessons. Show interfaces or images of browsers to learners. collaboration.
3. Cultural identity and global
B5.6.2.1.2. Identify web browsers. citizenship.
Guide learners to list the various types of browsers e.g. Firefox, Internet Explorer, 4. Personal development and
Chrome etc. through practical lessons or the use of pictures leadership.
5. Digital literacy.
B5.6.2.1.3. Demonstrate the use of MS-Internet Explorer.
Guide learners to launch MS-Internet Explorer and use the components (navigation, Subject Specific Practices
browse, etc.) 1.Communication skills
2. Internet skills
B5.6.2.1.4. Show how to create and remove a favorites link.
Guide learners to practice how to create or remove favorite links in practical
session(s).

B5.6.2.1.5. Create favorites folder.

Guide learners to practice how to create a favorites folder through practical
session(s)

B5.6.2.1.6. Use the links toolbar.

Guide learners to practice the use of link toolbar through practical session(s).
NB: This is to help the learner with the fundamental skills of creativity in computing
and Computer Science.

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.2.1. Demonstrate how B5.6.2.1.7. Explain what a Web Page is. 1. Creativity and innovation.
to use Web Pages Guide learners to explore features of a Web Page (text, graphics, audio, video, 2. Communication and
CONT’D animation etc. through practical lessons) collaboration.
3. Cultural identity and global
B5.6.2.1.8. Explain what a home page is. citizenship.
Guide learners to identify a home page from other web pages, through practical 4. Personal development and
lessons. leadership.
5. Digital literacy.
B5.6.2.1.9. Movement within and between web pages using hyperlinks.
Guide learners to practice clicking hyperlinks, through practical lessons. NB: This is Subject Specific Practices
to help the learner with the fundamental skills of creativity in computing and 1. Internet Skills
Computer Science. 2. Communication

SUB-STRAND 3: SURFING THE WORLD WIDE WEB

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.3.1. Demonstrate how B5.6.3.1.1. Show how to create a favorite link. 1. Creativity and innovation.
to use Favorite places Guide learners to create a favorite link. . 2. Communication and
collaboration.
B5.6.3.1.2. Demonstrate deleting favorite links. 3. Cultural identity and global
Guide learners to delete favorite links they have created in the previous lesson. citizenship.
4. Personal development and
B5.6.3.1.3. Create favorite folder. leadership.
Guide learners to create a favorite folder. 5. Digital literacy.

B5.6.3.1.4. Use the links toolbar. Subject Specific Practices

Guide learners to use the links toolbar. 1. Communication
NB: This is to help the learner with the fundamental skills of surfing and
navigating the internet.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE
SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.4.1. Demonstrate how B5.6.4.1.1. Identify common search engines. 1. Creativity and innovation.
to use Search Engines. Guide learners to discuss search engines and the different types search engines 2. Communication and
(Google, DuckDuckGo, Yahoo etc.) collaboration.
3. Cultural identity and global
B5.6.4.1.2 Explore how smart search engines work. citizenship.
Guide learners to how smart search engines work (i.e. how professionals or people 4. Personal development and
seek information for their work or interests and what information they draw from leadership.
it). 5. Digital literacy.
B5.6.4.1.3. Demonstrate how to handle search results.
Guide learners to explore how to handle search results from a search engine. Subject Specific Practices
1. Communication Skills
NB: This is to help the learner with the fundamental skills of surfing and 2. Research Skills
navigating the internet.

SUB-STRAND 5: USING ONLINE FORMS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.5.1. Demonstrate the B5.6.5.1.1. Identify and describe forms in a web page. 1. Creativity and innovation.
Usage of Forms Guide learners to fill out dropdown boxes, combo box, Text fields etc. 2. Communication and
collaboration.
B5.6.5.1.2. Demonstrate working on or offline. 3. Cultural identity and global
Guide learners to register or fill out online forms as well as offline through practical citizenship.
sessions. Learners can be guided to use created PDF or Word forms to practice 4. Personal development and
filling out forms offline. leadership.
5. Digital literacy.
B5.6.5.1.3. Demonstrate downloading of files (e.g. pictures, audio, pdf Subject Specific Practices
etc.). 1. Communication
Guide learners to download a file through practical session(s). 2. Software Manipulation Skill
development

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 6: CUSTOMIZING YOUR BROWSER

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.6.1. Show how to B5.6.6.1.1. Demonstrate how to set default search engines. 1. Creativity and innovation.
Customize a Browser Guide learners to set default search engines. 2. Communication and
collaboration.
B5.6.6.1.2. Show how to set homepages. 3. Cultural identity and global
Guide learners to set homepages. citizenship.
4. Personal development and
B5.6.6.1.3. Show how to make Browser apps, add-ons, plug-ins, and leadership.
extensions. 5. Digital literacy.
Guide learners to make Browser apps, add-ons, plug-ins, and extensions.
Subject Specific Practices
B5.6.6.1.4. Illustrate how to customise the browser toolbar. 1. Internet Skill Development
Facilitate learners to customise the browser toolbar. 2. Communication

B5.6.6.1.5. Identify cookies in web browsers.

Aid learners to recognize cookies in web browsers.

B5.6.6.1.6. Illustrate how to set disk space or cache usage.

Guide learners to set disk space or cache usage.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 7: ELECTRONIC EMAIL

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.7.1. Demonstrate the use B5.6.7.1.1. Identify the various e-mail service providers. 1. Creativity and innovation
of Electronic Mail 2. Communication and
Guide learners to explore on the various email service providers (email, collaboration
outlook.com, icloud mail). 3. Cultural identity and global
citizenship
B5.6.7.1.2. Demonstrate the use of internet e-mail addresses. 4. Personal development and
Guide learners to start an email address. Assist learners to use email address. leadership
5. Digital literacy.
B5.6.7.1.3. Creating an email account e.g. Yahoo mail or Gmail account.
(Yahoo Mail or Gmail account.). Subject Specific Practices
Guide learners to create email account (i.e. the possible steps). 1. Communication
2. Software Manipulation Skill
B5.6.7.1.4. Illustrate viewing received messages and Create or Compose development
messages. Guide learners to write messages, format text, etc.

SUB-STRAND 8: INTERNET OF THINGS (IOT)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.8.1. Demonstrate the use B5.6.8.1.1 Describe the purpose Internet of Things. 1. Creativity and innovation.
of Internet of Things (IoT) Guide learners to discuss the IoT in groups. 2. Communication and
collaboration.
B5.6.8.1.2. Give examples of Internet of Things with a consumer part and 3. Cultural identity and global
an industrial/business segment. citizenship.
Guide learners to give, explore and present in class examples of Internet of Things 4. Personal development and
with a consumer part and an industrial/business segment. leadership.
5. Digital literacy.
B5.6.8.1.3. Identify components of Internet of Things.
Guide learners to explore the components of the Internet of Things. e.g. Hardware,
Data, Software and Connectivity.
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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.8.1. Demonstrate the use B5.6.8.1.4. Identify the role of smart sensors in the Internet of Things. Subject Specific Practices
of Internet of Things (IoT) Guide learners to the explore the role of smart sensors in the Internet of Things e.g. 1. Communication
Sensing and data collection capability such as climatic change (e.g. Electronic Doors, 2. Software Manipulation Skill
CONT’D RFID, CCTV camera, etc.), define at least five terms and acronyms of IoT. development
NB: This is to help the learner to fundamental knowledge of hardware such as
robots and sensors).

SUB-STRAND 9: DIGITAL LITERACY

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.4.9.1. Demonstrate B5.6.4.9.1.1. Describe private and personal information. 1. Creativity and innovation.
proficiency in Digital Encourage learners to tell you what they know about private and personal 2. Communication and
Literacy. information online. Ask leading questions to help them bring out points they could collaboration.
not make out 3. Cultural identity and global
citizenship.
B5.6.4.9.1.2. Discuss various techniques on online protection from online 4. Personal development and
identity theft. leadership.
Guide learners to discuss security measures online such as logging out after 5. Digital literacy.
browsing, etc.
Subject Specific Practices
1.Communication
2. Phonics
3. Skill development

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 10: DIGITAL LITERACY

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.6.10.1. Demonstrated the B5.6.10.1.1. Define digital footprint. 1. Creativity and innovation.
application of Network Guide learners to explain digital footprint 2. Communication and
Etiquette collaboration.
(Netiquette). B5.6.10.1.2. Illustrate how to keep some information from public when 3. Cultural identity and global
using the internet. citizenship.
Guide learner to avoid posting personal information 4. Personal development and
leadership.
5. Digital literacy.

Subject Specific Practices

1. Communication
2. Phonics
3. Skill development

STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS

SUB-STRAND 1: HEALTH AND SAFETY IN USING ICT TOOLS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B5.7.1.1. Demonstrate the B5.7.1.1.1. Identify some major health hazards associated with the use of 1. Creativity and innovation.
application of Health and ICT tools’ use. 2. Communication and
safety measures, in using ICT Guide the learners to discuss wrist pain and sitting posture (neck, back and waist collaboration.
tools. pain). 3. Cultural identity and global
citizenship.
B5.7.1.1.2. Describe proper sitting posture. 4. Personal development and
Guide learners in groups to discuss, identify and practise the proper sitting posture leadership.
(i.e. siting at 90 degrees, wrist should be supported with a wrist pad, take short 5. Digital literacy.
breaks etc.) when using the computer.
Subject Specific Practices
1. Communication

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© NaCCA, Ministry of Education 2019
 BASIC 6

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© NaCCA, Ministry of Education 2019
 Basic 6
STRAND 1: INTRODUCTION TO COMPUTING
SUB-STRAND 1: GENERATION OF COMPUTERS AND PARTS OF A COMPUTER AND OTHER GADGETS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.1.1: Identify parts of a B6.1.1.1.1. Learn about the Generation of Computers 1. Creativity and innovation.
computer, Guide learners to discuss the Generation of Computers. 2. Communication and
technology tools and history Microprocessors - Super Computers, Mainframe, Minicomputers and the main collaboration.
of computers computer mixed Microcomputers, Mobile Phones, etc 3. Cultural identity and global
citizenship.
B6.1.1.1.2. Identify components of a Computer System: Hardware, 4. Personal development and
Software and Liveware. leadership.
Guide learners to identify Hardware (input, output, storage and communication), 5. Digital literacy.
Software, Liveware and discuss the components and how they are used
NB: the discussion should be limited to definition level. Subject Specific Practices
1.Communication
B6.1.1.1.3. Identify the left, right mouse button, holding of mouse, 2. Phonics
performing single, double and triple clicking, dragging object and using 3. Skill development
the scroll wheel
Guide learners to master the use of mouse through practical sessions and games.

B6.1.1.1.4 Demonstrate proper use of keyboarding technique.

Guide learners to type stories using Word Processor or typing tutorial (e.g. Mavis
Beacon) to improve typing speed

B6.1.1.1.5. Summarise the generation of computers (second generation

of computers.)
Group learners into groups. Guide them to summarise the generation of computers.
After, let them present their findings in groups to the class. eg. First generation,
Second generation, Third generation etc.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2: INTRODUCTION TO MS-WINDOWS INTERFACE
(DESKTOP BACKGROUND AND LOCATIONS OF THE COMPUTER)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.2.1. Demonstrate the B6.1.2.1.1. Explore the use of the desktop Background, changing the 1. Creativity and innovation.
use of the Desktop themes colours and User account. (e.g. classic, icons and Taskbar of the 2. Communication and
Background as well as background) collaboration.
working with folders. Guide learners to the use of the desktop Background, change the themes colours 3. Cultural identity and global
and the User account. citizenship.
4. Personal development and
B6.1.2.1.2. Demonstrate the use of the Recycle Bin or Trash Can. leadership.
Guide learners to use the recycle bin by deleting and viewing deleted files. 5. Digital literacy.

B6.1.1.1.3 Perform permanent delete or Empty Trash can and restoring Subject Specific Practices
files or icons in the recycle bin. 1.Skill development
Support learners to liken the Recycle bin and its use to the real-world office trash 2. Communication
can.

B6.1.2.1.4. Explore the use of Copy, Paste, Delete tools, the moving of
folders by using the Desktop Pop-Up menu.
Guide learners to the use of the Copy, Paste, Delete tools, the moving of folders by
using the Desktop Pop-Up menu.

B6.1.2.1.5. Illustrate the use of File Explorer window and locations of the
computer through the file explorer.
Guide learners to the use File Explorer window and locations of the computer
through the file explorer.

B6.1.2.1.6. Locate the hard drives, and other removable storage icons in
the File explorer.
Guide learners to locate the hard drives and other removable storage icons in the
File explorer.

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.2.1. Demonstrate the B6.1.2.1.7. Use the File Explorer Ribbon (Home Ribbon only), that is, the 1. Creativity and innovation.
use of the Desktop use of the Clipboard and Organise tools of the Home Ribbon of the File 2. Communication and
Background as well as Explorer, as well as the Open New Window and Close tools of the File collaboration.
working with folders. Menu of the File Explorer. 3. Cultural identity and global
Guide learners to use the File Explorer Ribbon (Home Ribbon only); the use of the citizenship.
CONT’D Clipboard and Organise tools of the Home Ribbon of the File Explorer, and Open 4. Personal development and
New Window and Close tools of the File Menu of the File Explorer. leadership.
5. Digital literacy.
B6.1.2.1.8. Demonstrate the use of the navigation Pane of the File
Explorer to access different locations of the computer from the Subject Specific Practices
navigation pane. 1.Skill development
Guide learners to the use of the navigation Pane of the File Explorer to access 2. Communication
different locations of the computer from the navigation pane. 3. Phonics

B6.1.2.1.9. Demonstrate the use of Frequent Folders Section of the File

Explorer to access frequently used locations of the computer.
Guide learners to explore the use of Frequent Folders Section of the File Explorer
to access frequently used locations of the computer.

B6.1.2.1.10. Demonstrate the use of Recent Files Section of the File

Explorer to access frequently used files of the computer.
Guide learners to explore the use of Recent Files Section of the File Explorer to
access frequently used files of the computer.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 3: DATA, SOURCES AND USAGE

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.3.1. Demonstrate the B6.1.3.1.1. Identify types of data. (Integers, double, characters, float etc.) 1. Creativity and innovation.
use of Data and identify Guide learners to identify and record data in the different forms. 2. Communication and
sources of data collaboration.
B6.1.3.1.2. Identify more sources of data and information e.g. internet 3. Cultural identity and global
(emailing, Skype, SMS etc.) citizenship.
Guide learners to discuss where one can get data and information. 4. Personal development and
leadership.
B6.1.3.1.3. Demonstrate sending and receiving information from other 5. Digital literacy.
gadgets e.g. Bluetooth, Infrared, Radio, Fax, Telephones calls, SMS etc.
Guide learners to mention or talk about where one can receive or send Subject Specific Practices
information 1.Skill development
2. Communication
B6.1.3.1.4. Demonstrate basic manipulations on sample data e.g. 3. Phonics
arranging data in a matrix table, sorting and calculations etc. 4. Arithmetic
Guide learners to sort data in alphabetical order (increasing and decreasing order)
and perform basic calculations such as multiplying, dividing and adding vales of
sample data. Learners can also be guided to generate age data from dates of birth.

B6.1.3.1.5. Demonstrate how to manage users of the Desktop

Guide learners to brainstorm how to manage users of the Desktop. Use videos or
pictures that show how to manage users of the Desktop. Facilitate learners to do
same.

NB: This is to help the learner with fundamental principle of problem solving skills
and creativity in computing and computer science.

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.3.1. Demonstrate the B6.1.3.1.6. Demonstrate how to collect data (e.g. listening to radio, 1. Creativity and innovation
use of Data and identify reading newspapers, interviews use of questionnaires etc.) 2. Communication and
sources of data Lead learners to collect data the community using simple questionnaire, surveys, collaboration
documents, observations, and record their findings data 3. Cultural identity and global
CONT’D citizenship
B6.1.3.1.7. Demonstrate the use of the tools for collecting data. 4. Personal development and
Bring tools or pictures of the tools for collecting data e.g. case studies, interviews, leadership
checklists, etc. 5. Digital literacy.

B6.1.3.1.8. Demonstrate data interpretation by computing data to gain Subject Specific Practices
required information (e.g. Finding sum or grand total using Electronic 1.Skill development
Spreadsheet). 2.Communication
Guide learners to make meanings out of data collected using tables, charts or 3.Phonics
Spreadsheet. 4. Arithmetic

B6.1.3.1.9. Demonstrate data presentation in different forms.

Guide learners to write data in tables, pictures, charts, maps, words etc. as well as
type them in a Spreadsheet.

B6.1.3.1.10. Demonstrate how to store data.

Guide learners to use the tools stated above to store data in different formats.
eg. handwriting, phone recording, magnetic tapes, optical disc etc.

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© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.1.3.1. Demonstrate the B6.1.3.1.11. Manipulate data to gain required output (e.g. Finding sum, 1. Creativity and innovation.
use of Data and identify mean, grand totals, maximum, minimum, mode, division, multiplication 2. Communication and
sources of data etc.) collaboration.
Guide learners to find the mode, product, minimum value, maximum value etc. 3. Cultural identity and global
CONT’D citizenship.
NB: This is to help the learner with fundamental principle of problem 4. Personal development and
solving skills and creativity in computing and Computer Science. leadership.
5. Digital literacy.

Subject Specific Practices

1. Arithmetic
2. Skill development
3. Communication

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 4: TECHNOLOGY IN THE COMMUNITY

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCES
B6.1.4.1. Demonstrate the B6.1.4.1.1. Define communication. 1. Creativity and innovation.
use of Technology in the Put learners into groups, to discuss communication and present findings to the class. 2. Communication and
community. collaboration.
B6.1.4.1.2. Identify three more technological tools for communication in 3. Cultural identity and global
the community. citizenship.
Guide learners to mention and describe the importance of technology in 4. Personal development and
communication leadership.
5. Digital literacy.
B6.1.4.1.3. Demonstrate communication with others.
Guide learners to demonstrate communication (explain how communication is done Subject Specific Practices
via TV, radio, phone call, satellite etc.). 1.Communication
2. Phonics
B6.1.4.1.4. Identify three more importance of technology in 3. Skill development
communication.
Guide learners to mention the importance of technology in communication

NB: Technological tools stated here should be different from those stated
in B5.This is to help the learner to fundamental knowledge of hardware
such as robots and sensors).

36
© NaCCA, Ministry of Education 2019
 STRAND 2: PRESENTATION
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.2.1.1 Demonstrate how B6.2.1.1.1. Demonstrate how to use the File menu, the Insert and Design 1. Creativity and innovation.
to use Microsoft PowerPoint Ribbon from B5. 2. Communication and collaboration
Guide learners to use File menu, Insert and Design Ribbons. 3. Cultural identity and global
citizenship.
B6.2.1.1.2. Demonstrate how to use icons in the Text group in the Insert 4. Personal development and
Ribbon. leadership.
Guide learners to properly use the icons in the Insert Ribbon. 5. Digital literacy.

B6.2.1.1.3. Be able to give a 5-side presentation in MS-PowerPoint using Subject Specific Practices
the tools of the ribbons studied. 1.Skill development
Guide learners to present their work to the class 2. Communication
3. Phonics
NB. This is to help the learner with software knowledge such as in office
applications (Presentation software).

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© NaCCA, Ministry of Education 2019
 STRAND 3: WORD PROCESSING
SUB-STRAND 1: INTRODUCTION TO MS-POWERPOINT

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCES
B6.3.1.1. Illustrate the use B6.3.1.1.1. Demonstrate how to use the File menu and Insert, Design, and 1. Creativity and innovation
of word processing Layout Ribbons from B5. 2. Communication and collaboration
application Guide learners to use File menu, Insert, Design and Layout Ribbon. 3. Cultural identity and global
citizenship
B6.3.1.1.2 Demonstrate how to use icons in the Text group in the Insert 4. Personal development and
Ribbon. leadership
Guide learners to properly use the icons in the Insert Ribbon. 5. Digital literacy.

B6.3.1.1.3 Be able to use the attributes of the ribbons studied in a Subject Specific Practices
paragraph. 1.Skill development
Guide the learners to create and format text in a document 2.Communication
3. Phonics
NB. This is to help the learner with software knowledge such as in office
applications (word processing).

38
© NaCCA, Ministry of Education 2019
 STRAND 5: PROGRAMMING AND DATABASES
SUB-STRAND 1: INTRODUCTION TO DATABASES, ALGORITHM AND PROGRAMMING. LANGUAGES
(e.g. MS- EXCEL, SCRATCH, VB DOT NET ETC.)

CONTENT SUBJECT SPECIFIC

STANDARDS INDICATORS AND EXEMPLARS PRACTICES AND CORE
COMPETENCES
B6.5.1.1. Demonstrate how B6.5.1.1.1 Describe Databases. 1. Creativity and innovation.
to manipulate data in Guide learners through discussion in groups, to list and describe databases. 2. Communication and
Databases collaboration.
B6.5.1.1.2 Identify databases and data structures. 3. Cultural identity and global
Guide learners to identify databases structures. ie. database structure is the citizenship.
collection of record type and field type definitions that comprises of the database. 4. Personal development and
leadership.
B6.5.1.1.3. Explain Fundamental Database concepts. 5. Digital literacy.
Guide learners apply the fundamental database concepts to a sample database in a
class discussion Subject Specific Practices
1.Skill development
B6.5.1.1.5. Describe the basics of Relational Data model. 2. Communication
Lead learners to describe the basics of Relational Data model. ie. rows and columns

B6.5.1.1.6. Identify the basics of logical Database Design.

Guide learners to list the basics of logical database design and develop sample
database design.

B6.5.1.1.7. Illustrate basics of relational algebra.

Guide learners apply the basics of relational algebra in a sample database.

39
© NaCCA, Ministry of Education 2019
 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.5.1.1. Demonstrate how B6.5.1.1.8. Operate basics SQL: querying and manipulating data. 1. Creativity and innovation.
to manipulate data in Guide learners to write simple queries to retrieve specific names of students from a 2. Communication and
Databases database of the names of all students in class database design. eg. CREATE collaboration.
DATABASE , SELECT and UPDATE 3. Cultural identity and global
CONT’D citizenship.
B6.5.1.1.9. Operate basics SQL: querying and manipulating data. 4. Personal development and
Guide learners to write simple queries to retrieve specific names of students from a leadership.
database of the names of all students in class. e.g CREATE TABLE, DELETE and 5. Digital literacy.
INSERT INTO,
Subject Specific Practices
NB: This is to give a foundation to the learner in computing and 1.Skill development
Computer Science which is more concerned with uses of and 2. Arithmetic
development of programming together with fundamental principles of 3.Communication
problem-solving and creativity.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2: INTRODUCTION TO ELECTRONIC SPREADSHEET
(TABS AND RIBBONS MANIPULATION)

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.5.3.1. Demonstrate how B6.5.3.1.1 Demonstrate how to use the ribbons under the home ribbons. 1. Creativity and innovation.
to use Spreadsheet. (i.e. clip board, styles, fonts, paragraph and editing) 2. Communication and
Guide learners to do a presentation on the use of the ribbons under the home collaboration.
button. 3. Cultural identity and global
citizenship.
B6.5.3.1.2. Learners to create basic worksheets using Microsoft Excel 4. Personal development and
2016. leadership.
Guide learners to develop worksheet consisting of list of names ie. teachers, 5. Digital literacy.
students, friends, families, etc.
Subject Specific Practices
B6.5.3.1.3. Perform calculations in an MS-Excel worksheet. 1. Skill development
Guide learners to develop worksheet that will help in calculating multiplication, 2. Arithmetic
addition and subtraction

B6.5.3.1.4. Modify an MS-Excel worksheet.

Guide learners to modify worksheet by adding the age of learners in the class to the
list of learners created in an earlier class.

B6.5.3.1.5 Modify the appearance of data within a worksheet.

Show examples of modified data in (a) worksheet(s), either on projected screens or
pictures. Guide learners to modify the appearance of data within a worksheet.

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 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.5.3.1. Demonstrate how B6.5.3.1.6. Manage Excel workbooks. 1. Creativity and innovation.
to use Microsoft Excel Guide learners to properly name MS-Excel workbooks and store them in folders for 2. Communication and
retrieval later. collaboration.
CONT’D 3. Cultural identity and global
B6.5.3.1.7. Print the content of an MS-Excel worksheet. citizenship.
Guide learners to adjust margins to suit the A4 paper size for printing in landscape 4. Personal development and
and portrait. leadership.
5. Digital literacy.
NB. This is to help the learner with software knowledge such as in office
applications (Electronic spreadsheet application).

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© NaCCA, Ministry of Education 2019
 STRAND 6: INTERNET AND SOCIAL MEDIA
SUB-STRAND 1: NETWORK OVERVIEW

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.1.1. Demonstrate how B6.6.1.1.1. Give examples of facilities the internet offers. 1. Creativity and innovation.
to Network computers. Guide learners to give examples of internet facilities ie. e-mail, FTP’s, www, etc. for 2. Communication and
presentation collaboration.
3. Cultural identity and global
B6.6.1.1.2. Describe the types of information available on the Internet. citizenship.
Guide learners to identify and describe the types of Information available on the 4. Personal development and
Internet. eg. Educational, Financial, entertainment, etc. Group learners into groups leadership.
to do this task. 5. Digital literacy.

B6.6.1.1.3. Identify data duplication.

Display list of names of learners on the board and ask them to identify the
duplicated data.

B6.6.1.1.4. Outline what one needs to connect to the Internet.

Encourage learners to bring any device or pictures of devices that are needed. eg.
desktop computers, Laptop computers, Mobile phones, etc.

NB: This is to help the learner with fundamental principle of problem

solving skills and creativity in computing and computer science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 2: WEB BROWSERS AND WEB PAGES

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.2.1. Demonstrate the B6.6.2.1.1 Identify the address or links window. 1. Creativity and innovation.
use of a Web Browser Guide learners to identify the address or links window on phones other electronic 2. Communication and collaboration
gadgets with browsers, 3. Cultural identity and global
citizenship.
B6.6.2.1.2. Recognise the status bar and list its use. 4. Personal development and
Bring a picture of a window that has the status bar and ask the learners to point out leadership.
the status and mention its functions 5. Digital literacy.

B6.6.2.1.3. Illustrate using help button.

Guide learners to do an activity you have not tackle in class and ask them to use the
help button to navigate and find the steps involved. Guide learners to carry out the
stated steps.

B6.6.2.1.4. Recognise internet explorer speed keys.

Ask learners to use the speed keys to open a new browser, make font size bigger in
a browser, etc.

NB: This is to help the learner with fundamental principle of problem

solving skills and creativity in computing and computer science.

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 SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.2.1. Demonstrate the B6.6.2.1.5. Recognise Uniform Resource Locators (URLs). 1. Creativity and innovation.
use of a Web Browser Guide learners to discuss the properties of URLs, their uses and where they are 2. Communication and collaboration
located. 3. Cultural identity and global
CONT’D Learners can practise how to enter URLs in a browser. citizenship.
4. Personal development and
B6.6.2.1.6. Demonstrate how to return to a URL. leadership.
Guide the learners to navigate using the back button to go to a previous page 5. Digital literacy.

B6.6.2.1.7. Show how to find items on a page. Subject Specific Practices

Guide learners to search for items using the search textbox 1.Skill development

NB: This is to help the learner with fundamental principle of problem

solving skills and creativity in computing and Computer Science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 3: SURFING THE WORLD WIDE WEB

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCES
B6.6.3.1. Demonstrate B6.6.3.1.1. Recognize resource locators (URLs). 1. Creativity and innovation.
Surfing The World Wide Guide learners to identify what URLs is. Group learners into groups of five or less, 2. Communication and collaboration
Web to explore on how to recognise URLs so as to aid learners to locate a resource on 3. Cultural identity and global
the web. citizenship.
4. Personal development and
B6.6.3.1.2. Illustrate how to jump directory to URLs. leadership.
Give learners a project on how to jump directory to URLs. 5. Digital literacy.

B6.6.3.1.3. Demonstrate how to return to a URL. Subject Specific Practices

Guide learners to investigate how to return to a URL. 1.Skill development

B6.6.3.1.4. Show how to find items on a page.

Guide learners to discuss on how to find items on a page. Guide learners present
their ideas or findings to class.

B6.6.3.1.5. Illustrate how to print pages.

Guide learners on how to print pages e.g. selected pages, only selected pages etc.

NB: This is to help the learner with fundamental principle of problem

solving skills and creativity in computing and Computer Science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 4: FAVOURITE PLACES AND SEARCH ENGINE

CONTENT SUBJECT SPECIFIC

INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS COMPETENCES
B6.6.4.1. Demonstrate B6.6.4.1.1. Show how to create a favourite link. 1. Creativity and innovation.
searching for information on Guide learners to create an Internet favourite link. 2. Communication and collaboration
the Web. 3. Cultural identity and global
B6.6.4.1.2. Demonstrate deleting favourite links. citizenship.
Guide learners to delete a favourite link they have created. 4. Personal development and
leadership.
B6.6.4.1.3. Create favourite folder. 5. Digital literacy.
Guide learners to create a favourite folder or subfolder. Help learners by aiding
them through the necessary steps to create a favourite folder. Subject Specific Practices
1.Skill development
B6.6.4.1.4. Use the links toolbar and Favourite Places.
Guide learners to use the links toolbar.

NB: This is to help the learner with fundamental principle of problem

solving skills and creativity in computing and computer science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 5: USING ONLINE FORMS

CONTENT SUBJECT SPECIFIC PRACTICES

INDICATORS AND EXEMPLARS
STANDARDS AND CORE COMPETENCES
B6.6.5.1. Demonstrate the B6.6.5.1.1. Demonstrate the types and uses of form elements. 1. Creativity and innovation
Usage of Forms Explore the uses of check boxes, radio buttons, textboxes etc. 2. Communication and collaboration
3. Cultural identity and global citizenship
B6.6.5.1.2. Demonstrate the filing of forms offline. 4. Personal development and leadership
Guide learners to open and save a page. Lead them to fill the forms offline. 5. Digital literacy.

B6.6.5.1.3. Demonstrate uploading of files. Subject Specific Practices

Lead learners to explore the upload button by adding pictures, audio, pdf etc. 1.Skill development

B6.6.5.1.4. Illustrate retrieving text, pictures, sounds and programs.

Lead learners to explore the download button by downloading pictures, audio, pdf
etc.

B6.6.5.1.5. Discuss more about security on the form submission.

Guide learners to Investigate and identify security issues when typing account details
online (Antivirus, Credit card details, personal passwords etc.)

NB: This is to give a foundation to the learner in computing and

computer science which is more concerned with uses of and development
of programming together with fundamental principles of problem-solving
and creativity.

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 SUB-STRAND 6: CUSTOMIZING YOUR BROWSER

CONTENT SUBJECT SPECIFIC PRACTICES

INDICATORS AND EXEMPLARS
STANDARDS AND CORE COMPETENCES
B6.6.6.1. Show how to B6.6.6.1.1. Identify reasons for customising a web browser. 1. Creativity and innovation
Customize a Browser Discuss the reasons needed for customising an item (i). to gain access to quick 2. Communication and collaboration
commands or information (ii) for side by side browsing (iii) for beautifications 3. Cultural identity and global citizenship
4. Personal development and leadership
B6.6.6.1.2. Illustrate how to set themes. 5. Digital literacy.
Explore on customisation , locate the more settings , Under appearance
Subject Specific Practices
B6.6.6.1.3. Show how to customise the toolbar. 1. Communication
Lead learners to explore in customising a browser… e.g. themes, wallpaper, tools 2. Skill development
etc.

B6.6.6.1.4. Set bookmarks.

Demonstrate the meaning of bookmarks - Bookmarks, makes you save shortcuts to
your favourite webpages and navigate to them in seconds from anywhere.

B6.6.6.1.5. Show how to set cookies demonstrate the steps in turning on

cookies in a browser.
Guide learners to turn on cookies in a browser :
1. From the Tools menu, select Internet Options and enable session cookies,
click the Privacy tab.
2. From the Settings section of the tab, click Advanced.

NB: Locate and click the checkbox next to Always allow session cookies.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 7: ELECTRONIC EMAIL

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.6.7.1. Demonstrate the B6.6.7.1.1. Show how to create and access e-mail messages. 1. Creativity and innovation
use of Electronic Mail Guide learners to receive email 2. Communication and
collaboration
B6.6.7.1.2. Illustrate how to reply to and forward received messages. 3. Cultural identity and global
Guide learners to use forward and reply buttons in email citizenship
4. Personal development and
B6.6.7.1.3. Demonstrate how to delete messages. leadership
Guide leaners to delete email messages. 5. Digital literacy.

B6.6.7.1.4. Illustrate filing of e-mail messages. Subject Specific Practices

Guide learners to create folders in the Inbox and sorting emails into them 1. Skill development
2. Communication
B6.6.7.1.5. Create address list.
Guide learners to create an address list

B6.6.7.1.6. Demonstrate attaching files to e-mail messages.

Guide learners to attach files to email

B6.6.7.1.7. Demonstrate some e-mail tips.

Assist learners in writing email using techniques as NOT writing in caps. Check the
extension of files before downloading and use the subject line for summary etc.
NB: This is to help the learner with the fundamental skills of creativity in computing
and computer science.

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 8: INTERNET OF THINGS (IOT)

CONTENT SUBJECT SPECIFIC PRACTICES

INDICATORS AND EXEMPLARS
STANDARDS AND CORE COMPETENCES
B6.6.8.1. Demonstrate the B6.6.8.1.1. Describe other hardware used in IoT Internet of Things. 1. Creativity and innovation
use of Internet of Things Guide learners to discuss the IoT hardware in groups. 2. Communication and collaboration
(IoT) 3. Cultural identity and global
B6.6.8.1.2. Give more examples of internet of things with a consumer citizenship
part and an industrial/business segment. 4. Personal development and leadership
Guide learners to list at least five gadgets used for IoT (e.g. Nest Smart Thermostat, 5. Digital literacy.
Samsung SmartThings Hub, August Smart Lock, etc.)
Subject Specific Practices
B6.6.8.1.3. Mention at least five more terms and acronyms of IoT . 1. Communication
Guide learners to describe IoT use. 2. Skill development

NB: This is to help the learner to fundamental knowledge of hardware

such as robots and sensors).

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 9: DIGITAL LITERACY

CONTENT SUBJECT SPECIFIC PRACTICES

INDICATORS AND EXEMPLARS
STANDARDS AND CORE COMPETENCES
B6.6.9.1. Demonstrate B6.6.9.1.1. Demonstrate how to handle private and personal information. 1. Creativity and innovation
proficiency in Digital Guide learners on how not post detailed personal information online. 2. Communication and collaboration
Literacy 3. Cultural identity and global
B6.6.9.1.2. Devise various techniques on how to protect oneself from citizenship
online identity theft. 4. Personal development and leadership
Guide learners to use strong passwords or passphrases in online sites, etc. 5. Digital literacy.

B6.6.9.1.3. Debate a spam and solicited messages. Subject Specific Practices

Guide leaners to differentiate spam from solicited messages. 1. Skill development
2. Communication
B6.6.9.1.4. Differentiate between virtual friends and real friends.
Guide leaners to characterise virtual and real friends

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© NaCCA, Ministry of Education 2019
 SUB-STRAND 10: INTERNET ETIQUETTE

CONTENT SUBJECT SPECIFIC PRACTICES

INDICATORS AND EXEMPLARS
STANDARDS AND CORE COMPETENCES
B6.6.10.1. Demonstrate the B6.6.10.1.1. Explain Internet etiquette and how to deal with it. 1. Creativity and innovation
application of Internet Guide learners to explain Internet etiquette and elaborate on some rules associated 2. Communication and collaboration
Etiquette with it 3. Cultural identity and global
citizenship
B6.6.10.1.2. Investigate on the responsible use of computers. 4. Personal development and
Guide learners to investigate on the responsible use of computers. leadership
i. Information privacy 5. Digital literacy.
ii. Copy right.
Hardware, Software and information theft Subject Specific Practices
1. Communication
2. Skill development

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© NaCCA, Ministry of Education 2019
 STRAND 7: HEALTH AND SAFETY IN USING ICT TOOLS
SUB-STRAND 1: HEALTH AND SAFETY IN USING ICT TOOLS

SUBJECT SPECIFIC
CONTENT
INDICATORS AND EXEMPLARS PRACTICES AND CORE
STANDARDS
COMPETENCES
B6.7.1.1. Demonstrate how B6.7.1.1.1. Identify five (5) major health hazards associated with the 1. Creativity and innovation
to apply Health and Safety use of ICT tools. Discuss Eye strain, Eye irritation and Eye fatigue. 2. Communication and collaboration
measures in Using ICT Guide learners to discuss some major health hazards associated with the use of 3. Cultural identity and global
Tools ICT tools. citizenship
4. Personal development and
B6.7.1.1.2. Demonstrate solutions for the health related problems in leadership
ICT. Guide learners to brainstorm to find the solutions to the health hazards 5. Digital literacy.
associated with the use of ICT tools.
Subject Specific Practices
1. Communication
2. Skill development

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COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS

NAME INSTITUTION
Writing panels
Dr Kofi Ayebi-Arthur (Lead) College of Education, UCC

Mr Frank Appoh NaCCA

Mr Callistus Nakpih College of Education, UCC

Mr Mark Anibrika Wesly Grammer School

Samuel Kwame Arthur Achimota School

Expert Reviewers
Dr Patrick Ohemeng Gyaase Dep’t of Computer Science, CUC

Mr Clifford Osei-Afriyie Kofi Annan ICT Centre

Mr Francis Avugbey MoE, Head of ICT (Retired)

Curriculum Adviser
Dr. Sam K. Awuku OPM (Oxford Policy Management)
Supervisors
Felicia Boakye-Yiadom (Mrs) NaCCA, Outgoing Acting Executive Secretary

Dr. Prince H. Armah NaCCA, Incoming Acting Executive Secretary

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