JSS Two Curriculum in Digital Technologies
JSS 2 DIGITAL TECHNOLOGIES SCHEME OF WORK
Aligned with the National Competency-Based Learning Standards
FIRST TERM
| WEEK | TOPIC | CONTENT / SUBTOPICS | BEHAVIOURAL OBJECTIVES | TEACHING AIDS | RESOURCES |
|---|---|---|---|---|---|
| 1 | Review of JSS 1 Work |
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Students should be able to recall the basic concepts of computer hardware and software and demonstrate understanding of basic online safety practices. | Computer hardware samples, software screenshots, online safety charts and projector. | |
| 2 | Basic Computer Communication Networks |
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Students should be able to explain the meaning of a computer network, state the need for networking, and distinguish between LAN, MAN and WAN. | Network diagrams, computers, network cables, router and projector. | |
| 3 | Components of a Computer Network |
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Students should be able to identify common network components, explain their functions, and distinguish between wired and wireless network media. | Router, switch, hub, network cables, wireless devices, network component charts and projector. | |
| 4 | Network Topologies |
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Students should be able to define network topology, identify bus, star and ring topologies, and state their advantages and disadvantages. | Network topology charts, diagrams, cables, computers and projector. | |
| 5 | MID-TERM TEST | Assessment of Weeks 1–4 | Students should demonstrate their understanding of the topics covered during Weeks 1–4. | Test papers, answer sheets and writing materials. | |
| 6 | Internet and Web Services |
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Students should be able to identify common search engines and web browsers, explain their uses, set up a basic email account, and demonstrate appropriate email etiquette. | Computers, web browsers, search engines, email interface, projector and Internet connection. | |
| 7 | MID-TERM BREAK | Holiday / Rest | Students observe the approved mid-term break. | N/A | |
| 8 | Cloud Computing |
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Students should be able to explain cloud storage, identify examples of cloud storage services, state their advantages, and describe safe practices when using them. | Internet-connected computers, cloud storage interface, projector and cloud storage diagrams. | |
| 9 | Cybersecurity Awareness |
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Students should be able to define cybersecurity, identify common types of cyberattacks, and demonstrate safe online habits. | Cybersecurity charts, examples of cyberattacks, computer, projector and safety posters. | |
| 10 | Data Protection |
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Students should be able to explain data protection, state its importance, and identify basic legal and ethical responsibilities relating to data. | Data protection charts, privacy examples, computer, projector and case studies. | |
| 11 | REVISION | Review of term's topics | Students should be able to recall, explain and apply the major concepts covered during the term. | Revision charts, textbooks, exercises and practice questions. | |
| 12 | EXAMINATION | End of Term Assessment | Students should demonstrate their understanding of the topics taught during the term. | Examination papers, answer sheets and writing materials. | |
| 13 | CLOSING / VACATION | Term ends | Students proceed for the approved vacation period. | N/A |
SECOND TERM
| WEEK | TOPIC | CONTENT / SUBTOPICS | BEHAVIOURAL OBJECTIVES | TEACHING AIDS | RESOURCES |
|---|---|---|---|---|---|
| 1 | Introduction to Programming |
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Students should be able to explain the meaning and importance of programming, identify different types of programming languages, and give examples such as Scratch and Python. | Computer, programming software, Scratch interface, Python interface and projector. | |
| 2 | Basic Algorithms |
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Students should be able to define an algorithm, identify the steps involved in problem solving, and represent simple solutions using flowcharts and pseudocode. | Flowchart symbols, sample algorithms, charts, whiteboard and projector. | |
| 3 | Block Coding |
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Students should be able to explain block-based coding, identify basic Scratch coding blocks, and create simple animations using Scratch. | Computers, Scratch software, projector and sample animations. | |
| 4 | Variables in Programming |
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Students should be able to explain the meaning and uses of variables and create and name variables correctly in Scratch. | Computers, Scratch interface, sample programs, projector and coding exercises. | |
| 5 | MID-TERM TEST | Assessment of Weeks 1–4 | Students should demonstrate their understanding of the programming concepts covered during Weeks 1–4. | Test papers, answer sheets and writing materials. | |
| 6 | Control with Conditions |
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Students should be able to explain conditional statements, identify IF and ELSE structures, and use conditions to make simple decisions in programs. | Computers, Scratch, flowcharts, sample conditional programs and projector. | |
| 7 | MID-TERM BREAK | Holiday / Rest | Students observe the approved mid-term break. | N/A | |
| 8 | Loops in Programming |
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Students should be able to explain the meaning of loops, identify for and while loops, and describe their applications in programming. | Computers, Scratch, sample loop programs, flowcharts and projector. | |
| 9 | Game Development with Visual Programming |
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Students should be able to identify the basic steps involved in game development and create a simple interactive game using visual programming. | Computers, Scratch, sample games, projector and game design worksheets. | |
| 10 | Debugging |
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Students should be able to explain debugging, state its importance, identify common errors in simple code, and correct those errors. | Computers, sample programs containing errors, Scratch and projector. | |
| 11 | REVISION | Review of programming concepts | Students should be able to recall, explain and apply the programming concepts covered during the term. | Revision exercises, flowcharts, sample programs, coding tasks and projector. | |
| 12 | EXAMINATION | End of Term Assessment | Students should demonstrate their understanding of the programming concepts taught during the term. | Examination papers, answer sheets and writing materials. | |
| 13 | CLOSING / VACATION | Term ends | Students proceed for the approved vacation period. | N/A |
THIRD TERM
| WEEK | TOPIC | CONTENT / SUBTOPICS | BEHAVIOURAL OBJECTIVES | TEACHING AIDS | RESOURCES |
|---|---|---|---|---|---|
| 1 | Introduction to Robotics |
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Students should be able to explain the meaning of robotics, identify different types of robots, identify basic robot components, and state uses of robots. | Robot pictures, videos, robotic models, charts and projector. | |
| 2 | Parts and Functions of a Robot |
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Students should be able to identify sensors, actuators and controllers and explain their functions and the role of software in robotics. | Robot diagrams, sensor samples, actuator examples, robot videos and projector. | |
| 3 | Basic Robotic Movements |
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Students should be able to explain basic robotic movements, describe simple movement programming, and explain the concept of automation. | Robotic simulation software, robot models, computers, movement diagrams and projector. | |
| 4 | Artificial Intelligence (AI) |
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Students should be able to explain the meaning of artificial intelligence, identify basic types of AI, and give examples of AI applications in daily life. | AI application videos, pictures, charts, computer and projector. | |
| 5 | MID-TERM TEST | Assessment of Weeks 1–4 | Students should demonstrate their understanding of the robotics and AI concepts covered during Weeks 1–4. | Test papers, answer sheets and writing materials. | |
| 6 | Difference Between AI and Robotics |
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Students should be able to distinguish between AI and robotics, explain their interrelationship, and identify examples such as drones and chatbots. | Pictures and videos of drones, chatbots and robots, comparison charts and projector. | |
| 7 | MID-TERM BREAK | Holiday / Rest | Students observe the approved mid-term break. | N/A | |
| 8 | Real-Life Application of AI |
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Students should be able to identify practical applications of AI in education, healthcare and business and explain how AI supports activities in these areas. | AI application videos, pictures, case studies, charts and projector. | |
| 9 | Careers in Robotics and AI |
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Students should be able to identify career opportunities in robotics and AI and list the skills required for careers in these fields. | Career charts, robotics and AI videos, career posters, computer and projector. | |
| 10 | Class Project: Building a Simple Robot (Simulation) |
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Students should be able to design and develop a simple digital robot model or simulation and demonstrate basic robotic concepts through the project. | Computers, robotics simulation software, digital modelling tools and projector. | |
| 11 | REVISION | Review of all topics | Students should be able to recall, explain and apply the major robotics and AI concepts covered during the term. | Revision charts, exercises, project work and practice questions. | |
| 12 | EXAMINATION | End of Term Assessment | Students should demonstrate their understanding of the robotics and AI topics taught during the term. | Examination papers, answer sheets and writing materials. | |
| 13 | CLOSING / VACATION | Term ends | Students proceed for the approved vacation period. | N/A |
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