Computing Curriculum for Basic 7-10 (Ghana) PDF

GHANA EDUCATION SERVICE (MINISTRY OF EDUCATION) REPUBLIC OF GHANA COMPUTING CURRICULUM FOR BASIC 7 – 10 (COMMON...

GHANA EDUCATION SERVICE (MINISTRY OF EDUCATION) REPUBLIC OF GHANA COMPUTING CURRICULUM FOR BASIC 7 – 10 (COMMON CORE PROGRAMME) SEPTEMBER 2020 Computing Curriculum New.indd 1 17/11/2020 7:50 PM  Computing Curriculum for B7- B10 Enquiries and comments on this Curriculum should be addressed to: The Director-General National Council for Curriculum and Assessment (NaCCA) Ministry of Education P. O. Box CT PMB 77 Cantonments Accra Telephone: 0302909071, 0302909862 Email: [email protected] Website: www.nacca.gov.gh ©2020 National Council for Curriculum and Assessment (NaCCA) This publication is not for sale. All rights reserved. No part of this publication may be reproduced without prior written permission from the Ministry of Education, Ghana. Ministry of Education Ghana Computing Curriculum New.indd 2 17/11/2020 7:50 PM  FOREWORD The Ministry of Education, acting through the National Council for Curriculum have been integrated into the CCP as part of a comprehensive assessment and Assessment (NaCCA) has, in recent times, been working on curriculum programme, including assessment of knowledge, skills, attitudes and values and assessment reforms to improve the quality and relevance of learning that mainly emphasise what learners can do. It is hoped that the content experiences in pre-tertiary schools in Ghana. This curriculum, known as the of this curriculum will promote better high school education that meets Common Core Programme (CCP), is a sequel to the Kindergarten-Primary the varied learning needs of the young people in the country and addresses standards-based school curriculum, the implementation of which commenced the shortfalls in the current school curriculum in relation to learning and with the 2019/2020 academic year. The CCP is carefully designed for learners assessment. in Basic 7 to Basic 10 (JHS 1 – SHS 1) as part of a holistic learning experience that prepares them for post-secondary education, the world of work or both. The Ministry of Education is committed to ensuring that our schools The curriculum focuses on building character and nurturing values, in addition develop globally competitive high school graduates who have the requisite to ensuring a seamless progression for all learners from JHS to SHS and employable skills and workplace ethos. The CCP curriculum will, therefore, creates clear pathways for academic and career-related programmes from play an important role in this regard. The Ministry will support the effective Basic 11 to Basic 12 (SHS2 - SHS3). implementation of the CCP to include capacity development of all teachers to ensure improved learning experiences and outcomes for our young people. In the twenty-first century, memorisation of facts and figures is no longer a sufficient learner attribute. Therefore, the CCP focuses on the acquisition of the 4Rs (Reading, wRiting, aRithmetic and cReativity) and core competencies Dr. Matthew Opoku Prempeh (MP) to afford learners the ability to apply knowledge innovatively to solve everyday The Honourable Minister of Education problems. Personal projects, community projects and community service © NaCCA, Ministry of Education | iii Computing Curriculum New.indd 3 17/11/2020 7:50 PM  ACKNOWLEDGEMENTS This Common Core Programme (CCP) curriculum was developed together with the National Pre-tertiary Learning Assessment Framework (NPLAF) and Teacher’s and Learner’s Resource Packs. All these documents were developed by the National Council for Curriculum and Assessment (NaCCA), under the oversight and strategic direction of the Ministry of Education (MoE) with support from some agencies of the MoE and other relevant stakeholders. NaCCA, acting on behalf of the Ministry of Education (MoE), would like to express its sincere gratitude to all its partners who participated in the professional conversations and discussions during the course of the development of the CCP curriculum. NaCCA also extends special commendations to the leadership of the Ghana Education Service (GES), National School Inspectorate Authority (NaSIA), National Teaching Council (NTC), Commission for Technical and Vocational Education and Training (Commission for TVET) and other agencies of the MoE. Additionally, NaCCA acknowledges the contributions of staff from various Universities and Colleges of Education as well as teachers and learners within the Ghana Education Service. Special thanks go to those who also contributed to shaping this curriculum content through the consultation process, including the national stakeholder engagement conducted in Accra in February, 2020. iv | © NaCCA, Ministry of Education Computing Curriculum New.indd 4 17/11/2020 7:50 PM  Contents FOREWORD iii Sub-strand 3: Introduction to Electronic Spreadsheet 9 ACKNOWLEDGEMENT iv STRAND 3: COMMUNICATION NETWORKS 11 Sub-strand 1: Computer Networks 11 INTRODUCTION ix Sub-strand 2: Internet and Social Media 13 RATIONALE xi Sub-strand 3: Information Security 14 PHILOSOPHY xi Sub-strand 4: Web Technologies 15 AIMS xii STRAND 4: COMPUTATIONAL THINKING 16 Sub-strand 1: Introduction to Programming 16 PROFILE OF EXPECTED LEARNING BEHAVIOURS xii Sub-strand 2: Algorithm 17 ASSESSMENT xv Sub-strand 3: Robotics 18 CREATIVE PEDAGOGICAL APPROACHES xvii Sub-strand 4: Artificial Intelligence 19 CORE COMPETENCIES xx BASIC 8 21 INSTRUCTIONAL EXPECTATIONS xxi STRAND 1: INTRODUCTION TO COMPUTING 22 Sub-strand 1: Components of Computers and Computer Systems 22 ORGANISATION AND STRUCTURE OF THE CURRICULUM (Basic 7-10) xxi Sub-strand 2: Technology in the Community (communication) 25 Sub-strand 3: Health and Safety in the Use of ICT Tools 26 BASIC 7 1 STRAND 2: PRODUCTIVITY SOFTWARE 27 STRAND 1: INTRODUCTION TO COMPUTING 2 Sub-strand 1: Introduction to Word Processing 27 Sub-strand 1: Components of Computers and Computer Systems 2 Sub-strand 2: Introduction to Presentation 28 Sub-strand 2: Technology in the Community 4 Sub-strand 3: Introduction to Electronic Spreadsheet 29 Sub-strand 3: Health and Safety in the Use of ICT tools 5 STRAND 3: COMMUNICATION NETWORKS 30 STRAND 2: PRODUCTIVITY SOFTWARE 6 Sub-strand 1: Computer Networks 30 Sub-strand 1: Introduction to Word Processing 6 © NaCCA, Ministry of Education | v Computing Curriculum New.indd 5 17/11/2020 7:50 PM  Sub-strand 2: Internet and Social Media 31 STRAND 4: COMPUTATIONAL THINKING 53 Sub-strand 3: Information Security 32 Sub-strand 1: Introduction to Programming 53 Sub-strand 4: Web Technologies 33 Sub-strand 2: Algorithm 54 Sub-strand 3: Robotics 55 STRAND 4: COMPUTATIONAL THINKING 34 Sub-strand 4: Artificial Intelligence 56 Sub-strand 1: Introduction to Programming 34 Sub-strand 2: Algorithm 35 BASIC 10 57 Sub-strand 3: Robotics 36 STRAND 1: INTRODUCTION TO COMPUTING 58 Sub-strand 4: Artificial Intelligence 37 Sub-strand 1: Components of Computers and Computer Systems 58 BASIC 9 39 Sub-strand 2: Technology in the Community (communication) 60 Sub-strand 3: Health and safety in the Use of ICT tools 61 STRAND 1: INTRODUCTION TO COMPUTING 40 Sub-strand 1: Components of Computers and Computer Systems 40 STRAND 2: PRODUCTIVITY SOFTWARE 62 Sub-strand 2: Technology in the Community 42 Sub-strand 1: Introduction to Word Processing 62 Sub-strand 3: Health and Safety in the Use of ICT tools 43 Sub-strand 2: Introduction to Presentation 63 Sub-strand 3: Introduction to Desktop Publishing 64 STRAND 2: PRODUCTIVITY SOFTWARE 44 Sub-strand 4: Introduction to Electronic Spreadsheet 66 Sub-strand 1: Introduction to Word Processing 44 Sub-strand 2: Introduction to Presentation 45 STRAND 3: COMMUNICATION NETWORKS 68 Sub-strand 3: Introduction to Desktop Publishing 46 Sub-strand 1: Computer Networks 68 Sub-strand 4: Introduction to Electronic Spreadsheet 48 Sub-strand 2: Internet and Social Media 69 Sub-strand 3: Information Security 70 STRAND 3: COMMUNICATION NETWORKS 49 Sub-strand 4: Web Technologies 71 Sub-strand 1: Computer Networks 49 Sub-strand 2: Internet and Social Media 50 STRAND 4: COMPUTATIONAL THINKING 72 Sub-strand 3: Information Security 51 Sub-strand 1: Introduction to Programming and Algorithm 72 Sub-strand 4: Web Technologies 52 Sub-strand 2: Algorithm 73 Sub-strand 3: Robotics 74 Sub-strand 4: Artificial Intelligence 75 vi | © NaCCA, Ministry of Education Computing Curriculum New.indd 6 17/11/2020 7:50 PM  GLOSSARY 76 APPENDICES 77 REFERENCES 83 COMPUTING SUBJECT PANEL MEMBERS AND REVIEWERS 85 SUPERVISORS AND COORDINATING TEAM 85 © NaCCA, Ministry of Education | vii Computing Curriculum New.indd 7 17/11/2020 7:50 PM  viii | © NaCCA, Ministry of Education Computing Curriculum New.indd 8 17/11/2020 7:50 PM  INTRODUCTION In the first four years of high school education, learners are expected to take a Common Core Programme (CCP) that emphasises a set of high, 4Rs CORE COMPETENCIES The 4Rs refer to Reading, Describe the relevant global skills for internationally-benchmarked career and tertiary education readiness wRiting, aRithmetic and learning that the standards. Learners need to acquire these for post-secondary education, the cReativity, in which all learners CCP helps learners to must become develop in addition workplace or both. The standards articulate what learners are expected to proficient. CO RE to the 4Rs. CO know, understand and be able to do by focusing on their social, emotional, s M 4R EN cognitive and physical development.The CCP runs from Basic 7 through Basic PE G TE AG NC 10. S CT EM IES PROJE ENT COMMON CORE LEARNER The common core attributes of the learner, which describe the essential ATTRIBUTES outcomes in the three domains of learning (i.e. cognitive, psychomotor and PE DA affective), are at the centre of the CCP (see Figure 1). Inspired by the values GO S EA PEDAGOGICAL S E RV I C E LEARNING GI AR which are important to the Ghanaian society, the CCP provides an education APPROACHES AREAS CA LA G The CCP emphasises PP IN N The CCP comprises of of the heart, mind and hands in relation to the learner’s lifetime values, well- creative and inclusive RO AC H ES LEA R the following subject areas: being, physical development, metacognition and problem-solving abilities. pedagogies that are anchored 1. Languages (English Language, on authentic and enquiry-based Ghanaian Languages, French, Arabic) Ultimately, this will produce character-minded learners who can play active learning, collaborative and 2. Mathematics 3. Science cooperative learning, differentiated 4. Creative Arts & Design 5. Career roles in dealing with the increasing challenges facing Ghana and the global and holistic learning as well as cross Technology 6. Social Studies society. disciplinary learning. 7. Computing 8. RME 9. PHE. The features that shape the common core programme are shown in Figure Figure 1: CCP Learner Attributes 1.These are learning and teaching approaches – the core competencies, pedagogical Learning and Teaching Approaches approaches and the 4Rs; The core competencies: The core competencies describe the relevant learning context – engagements, service and projects; global skills for learning that the CCP helps learners to develop in learning areas – mathematics, science, computing, languages (English, addition to the 4Rs.The global skills for learning allow learners to Ghanaian Language, French and Arabic), career technology, social become critical thinkers, problem-solvers, creators, innovators, good studies, physical and health education, creative arts and design, and communicators, collaborators, digitally literate, and culturally and religious and moral education. globally sensitive citizens who are life-long learners with a keen interest in their personal development. Pedagogical approaches: The CCP emphasises creative and inclusive pedagogies that are anchored on authentic and enquiry-based learning, © NaCCA, Ministry of Education | ix Computing Curriculum New.indd 9 17/11/2020 7:50 PM  collaborative and cooperative learning, differentiated learning and as shown in Figure 1. It emphasises a set of high internationally-benchmarked holistic learning as well as cross disciplinary learning. career and tertiary education readiness standards. Learners need to acquire these competencies in Computing for post-secondary education, workplace The 4Rs across the Curriculum: The 4Rs refer to Reading, wRiting, training or both.The curriculum has been designed to be user-friendly because aRithmetic and cReativity, which all learners must become fluent in. it provides a detailed preamble that covers the rationale, philosophy, aims, profile of expected learning behaviours (i.e. knowledge, skills, attitudes and Learning Context values), pedagogical approaches, core competencies and the 4Rs, assessment The CCP places emphasis on engagement of learners in the classroom activities practices and instructional expectations. and projects (in and outside classroom).These projects can involve individual or group tasks which all learners are required to complete by the end of Basic 10. The CCP projects provide learners with contexts to demonstrate creativity and inventiveness in various areas of human endeavour. Community service offers opportunities for learners to nurture, love and care for and solve problems in their community. Learning Areas The CCP comprises the following learning areas: 1. Languages (English Language, Ghanaian Languages, French, Arabic) 2. Mathematics 3. Science 4. Creative Arts and Design (CAD) 5. Career Technology 6. Social Studies 7. Computing 8. Religious and Moral Education (RME) 9. Physical and Health Education (PHE) This document sets out the standards for learning Computing in the Common Core Programme (CCP). The standards in the document are posited in the expectation that the CCP (B7 – B10) will offer quality education for all types of learners. The design of this curriculum is based on the features of the CCP x | © NaCCA, Ministry of Education Computing Curriculum New.indd 10 17/11/2020 7:50 PM  RATIONALE PHILOSOPHY To facilitate the implementation of a flexible, coherent and diversified curriculum for Basic Schools, the Ministry of Education is continuing with Teaching Philosophy the implementation of the standard based curriculum for Basic 7 to 10 in the The teaching is focused around a supportive and inclusive learning environment common core. by positively engaging teacher-learner relationships. Teachers/facilitators have the responsibility to create a cooperative learning environment where learners This Curriculum is designed to provide the rationale, philosophy and aims feel safe and secure. In addition, appropriate improvisation techniques would of the curriculum, followed by core competencies, profile of the expected be used to represent the actual devices when they are not available. learning behaviours, attitudes, values and process skills. Relevance, engagement and problem-solving best describe the computing The Curriculum encourages creative and inclusive pedagogies, extensive teaching philosophy. In other words, teaching of computing adopts the hands- assessments and learner-centred experiences to achieve the instructional on approach that is, the tactile/kinesthetic approach. Students learn computing expectations. subject best when they are actively involved in the learning process, and that Computing is one of the essential school subjects that permeates and can an engaging classroom best facilitates this. Learners should be engaged in be applied to all areas of learning. This is because it provides learners with computing by using diverse teaching methods, encouraging the use of a variety access to important computing ideas, knowledge and skills that they can draw of their cognitive skills. The more learners process data, the more likely they on in their personal and work lives, as well as their learning of other school would be able to apply, analyse, synthesise, and evaluate the information. subjects. Teaching of computing should enable learners know how data can be used to Learning computing provides the opportunity for learners to develop understand themselves, explain situations they find themselves in, describe the essential skills and competencies, and motivates them to become flexible why and how some things happened or predict what might happen in the future. problem solvers and life-long learners. In an increasingly technological age, the possession of problem-solving and decision-making skills is an essential Learning Philosophy pre-requisite and these are acquired in the learning of computing. Computing education develops a wide range of skills including problem solving, design construction, communication, critical thinking, analysis, synthesis and evaluation. The skills learnt can then be applied to other fields of endeavour. Learners should have freedom of expression and creativity. Learners should be able to experiment and realise their strengths and weaknesses in the computing subject. Each learner’s learning style should be tied to the learning of computing to enable learners grow and learn on their own. Learners should be given the chance to pose their own questions and try to answer them independently. Learners should be encouraged to find information in a variety of ways. Learners should also be encouraged to work on projects in groups to foster collaborative learning. © NaCCA, Ministry of Education | xi Computing Curriculum New.indd 11 17/11/2020 7:50 PM  AIMS PROFILE OF EXPECTED LEARNING BEHAVIOURS General Aim The Computing Curriculum is aimed at developing individuals to become A central aspect of this curriculum is the concept of three integral learning computer literate, good problem solvers, have the ability to think creatively domains that should be the basis for instruction and assessment. These are: and have both the confidence and competence to participate fully in the - Knowledge, Understanding and Application Ghanaian society as responsible local and global citizens. - Process Skills Specific Aims - Attitudes and Values The computing curriculum is designed to help learners to: Knowledge, Understanding and Application 1. acquire basic ICT literacy; Under this domain, learners acquire knowledge through some learning 2. communicate effectively using ICT tools; experiences. They may also show understanding of concepts by comparing, summarising, re-writing etc. in their own words and constructing meaning from 3. develop interest and acquire skills in the use of the internet; instruction. The learner may also apply the knowledge acquired in some new 4. develop basic ethics in using ICT tools; contexts. At a higher level of learning behaviour, the learner may be required 5. acquire basic programming and database skills. to analyse an issue or a problem. At higher levels, the learner may be required to synthesise knowledge by integrating a number of ideas to formulate a plan, solve a problem, compose a story or a piece of music. Further, the learners may be required to evaluate, estimate and interpret a concept.At the last level, which is the highest, learners may be required to create, invent, compose, design and construct. These learning behaviours, “knowing”, “understanding”, “applying”, “analysing”, “synthesising”, “evaluating” and “creating” fall under the domain “Knowledge, Understanding and Application”. In this curriculum, learning indicators are stated with action words to show what the learner should know and be able to do. For example, the learner will be able to describe something. Being able to “describe” something after teaching and learning has been completed means that the learner has acquired “knowledge”. Being able to explain, summarise, and give examples, means that the learner has understood the concept taught. Similarly, being able to develop, defend, etc. means that the learner can “apply” the knowledge acquired in some new context. You will note that each of the xii | © NaCCA, Ministry of Education Computing Curriculum New.indd 12 17/11/2020 7:50 PM  indicators in the curriculum contains an “action word” that describes the Analysing: The ability to break down material/information into its behaviour the learner will be able to demonstrate after teaching and learning component parts; to differentiate, compare, distinguish, outline, separate, has taken place. “Knowledge, Understanding and Application” is a domain that identify significant points etc., ability to recognise unstated assumptions and should be the prime focus of teaching and learning in schools. Teaching in logical fallacies; ability to draw inferences from facts etc. most cases has tended to stress knowledge acquisition to the detriment of other higher level behaviours such as applying knowledge. Synthesising: The ability to put parts or ideas together to form a new whole. It involves the ability to combine, compile, compose, devise, plan, Each action word in any indicator outlines the underlying expected outcome. revise, organise, create, generate new ideas and solutions. Each indicator must be read carefully to know the learning domain towards which you have to teach. The focus is to move teaching and learning from Evaluating: The ability to appraise, compare features of different things and the didactic acquisition of “knowledge” where there is fact memorisation, make comments or judgement, criticise, justify, support, discuss, conclude, heavy reliance on formulae, remembering facts without critiquing them or make recommendations etc. Evaluation refers to the ability to judge the relating them to real world – surface learning – to a new position called – worth or value of some material based on some criteria. deep learning. Learners are expected to deepen their learning by knowledge Creating: The ability to use information or materials to plan, compose, pro- application to develop critical thinking skills, explain reasoning and generate duce, manufacture or construct other products. creative ideas to solve real life problems in their school lives and later in their adult lives. This is the position where learning becomes beneficial to the From the foregoing, creating is the highest form of thinking and learning and is learner. therefore the most important behaviour.This, unfortunately, is the area where most learners perform poorly. In order to get learners to develop critical The keywords and explanation involved in the “Knowledge, Understanding thinking, it is advised that you do your best to help your learners to develop and Application” domain are as follows: analytical skills and processes as stated previously. Knowing: The ability to remember, recall, identify, define, describe, list, name, match, state principles, facts and concepts. Knowledge is the ability to Attitudes,Values and Process Skills remember or recall material already learnt and this constitutes the lowest To be effective, competent and reflective citizens who will be willing and level of learning. capable of solving personal and societal problems, learners should be exposed Understanding: The ability to explain, summarise, translate, rewrite, to situations that challenge them to raise questions and attempt to solve paraphrase, give examples, generalise, estimate or predict consequences problems. Learners therefore need to acquire positive attitudes, values and based on a trend. Understanding is generally the ability to grasp the meaning psychosocial skills that will enable them participate in debates and take a of some concepts that may be verbal, pictorial, or symbolic. stand on issues affecting them and others. The computing curriculum thus focuses on the development of attitudes and values. Applying: This dimension is also referred to as “Use of Knowledge”. Ability to use knowledge or apply knowledge, apply rules, methods, principles, The computing curriculum aims at helping learners to acquire the following: theories, etc. to situations that are new and unfamiliar. It also involves the 1. Commitment: determination to contribute to national development. ability to produce, solve, plan, demonstrate, discover etc. 2. Tolerance: willingness to respect the views of others. © NaCCA, Ministry of Education | xiii Computing Curriculum New.indd 13 17/11/2020 7:50 PM  3. Patriotism: readiness to defend the nation. Equity: The socio-economic development across the country is uneven. Consequently, it is necessary to ensure an equitable distribution of resources 4. Flexibility in ideas: willingness to change opinion in the face of more based on the unique needs of learners and schools. Ghana’s learners are from plausible evidence. diverse backgrounds which require the provision of equal opportunities to all, 5. Respect for evidence: willingness to collect and use data on one’s and that, all strive to care for each other. investigation and also have respect for data collected by others. Commitment to achieving excellence: Learners must be taught to 6. Reflection: the habit of critically reviewing ways in which an investigation appreciate the opportunities provided through the curriculum and persist or observation has been carried out to see possible faults and other in doing their best in whatever field of endeavour as global citizens. The ways in which the investigation or observation can be improved upon. curriculum encourages innovativeness through creative and critical thinking 7. Comportment conforming to acceptable societal norms. and the use of contemporary technology. 8. Co-operation the ability to work effectively with others. Teamwork/Collaboration: Learners are encouraged to be committed 9. Responsibility: the ability to act independently and make decisions; to team-oriented working and learning environments. This also means that morally accountable for one’s action; capable of rational conduct. learners should have an attitude of tolerance to be able to live peacefully with all persons. 10. Environmental Awareness: being conscious of one’s physical and socio-economic surroundings. Truth and Integrity: The curriculum aims to develop learners into individuals who will consistently tell the truth irrespective of the consequences and be 11. Respect for the Rule of Law: obeying the rules and regulations of morally upright with the attitude of doing the right thing even when no one the land. is watching. Also, be true to themselves and be willing to live the values of The teacher should ensure that learners cultivate the above attitudes and honesty and compassion. Equally important is the practice of positive values skills as basis for living in the nation as effective citizens. as part of the ethos or culture of the workplace, which includes integrity and perseverance. These values must underpin the learning processes to allow Values learners to apply skills and competencies in the world of work. At the heart of this curriculum is the belief in nurturing honest, creative The action words provided in the learning indicators in each content standard, and responsible citizens. As such, every part of this curriculum, including the should help you to structure your teaching and learning to achieve the desired related pedagogy, should be consistent with the following set of values. learning outcomes. Check the learning indicators to ensure that you have given the required emphasis to each learning domain in your instruction and Respect: This includes respect for the nation of Ghana, its institutions and assessment. laws and the culture and respect among its citizens and friends of Ghana. Diversity: Ghana is a multicultural society in which every citizen enjoys fundamental rights and responsibilities. Learners must be taught to respect the views of all persons and to see national diversity as a powerful force for nation development. The curriculum promotes social cohesion. xiv | © NaCCA, Ministry of Education Computing Curriculum New.indd 14 17/11/2020 7:50 PM  ASSESSMENT process. This information provides data for accountability and educational decisions such as grading, selection and placement and promotion and Assessment is a process of collecting and evaluating information about certification. Through AoL, stakeholders such as parents and guardians are learners and using the information to make decisions to improve their learning. informed about the extent learners have attained expected learning outcomes Assessment may be formative, summative, diagnostic or evaluative depending at the end of their grade or programme on its purpose. It is integral to the teaching-learning process, promotes leaner learning and improves instruction. In CCP, it is suggested that assessment What do we assess? involves assessment for learning, assessment of learning and assessment as learning, which are described in the subsequent paragraphs. Emphasis in assessment in the CCP is on the Common Core Learner Attributes, which are essential outcomes in the three domains of learning (i.e. cognitive, psychomotor and affective). Assessment for Learning (AfL) Knowledge and skills with emphasis on the 4Rs in the learning areas Assessment for Learning (AfL) is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learner Core competencies with emphasis on attitudes and values developed through is in their learning, where they need to be (the desired goal) and how best the learning and its context as well as the pedagogical approaches. to get them there. Assessment for Learning also refers to all the activities The Process is illustrated diagrammatically in Figure 2. undertaken by teachers and/or learners, which provide information to be used as feedback to modify the teaching and learning activities. AfL can be achieved through processes such as sharing criteria with learners, effective questioning and feedback. It is a continuous process that happens at all stages of the instructional process to monitor the progress of a learner and to offer feedback or change teaching strategies to achieve the goal of a lesson. Assessment as Learning (AaL) Assessment as Learning develops and supports learners’ sense of owner- ship and efficacy about their learning through reflective practices.This form of self- assessment helps in building the competencies of learners to achieve deeper understanding of their own learning and what they are taught. Assessment of Learning (AoL) Assessment of Learning provides a picture of the achieved standards of the teacher and performance of learners at the terminal stage of the learning Figure 2: Essential Assessment Features © NaCCA, Ministry of Education | xv Computing Curriculum New.indd 15 17/11/2020 7:50 PM  How do we monitor progress? Reporting School-Based Assessment (SBA) in the CCP School Based Assessments (SBA) cover all forms/modes of assessment The CCP uses a criterion-referenced model of presenting and reporting including AfL, AaL and AoL (see Table 1), that can be undertaken by any school-based assessment data. Assessment throughout the four-year duration school-level actor (learner, teacher, head teacher) to monitor the learner’s of CCP, is done against criteria linked to performance standards and not achievement over a period of time. Data collection and keeping records of against the work of other learners. The CCP provides levels of proficiency to the data are central to the conduct of SBA. be attained and descriptors for all grade levels of the programme (see Table 2). These levels and descriptors cannot be changed by individual schools and are, therefore common to all learners as well as learning areas nationwide. Table 1 Modes of Assessment For each assessment criterion or (benchmark for the level of proficiency), a number of descriptors are defined as shown in Table 2. Assessment for Assessment of Assessment as Learning Learning Learning Table 2 Benchmarks, levels of proficiency and the grade level descriptors Class exercises Class Assessment Task Portfolio Level of (CAT) Benchmark Grade Level Descriptor Proficiency Quizzes End of term Journal entries 1: Highly 80% + Learner shows high level of proficient (HP) proficiency in knowledge, skills and values and can transfer them Class tests (written, End of year Project work automatically and flexibly through oral, aural and/or authentic performance tasks. practical) 2: Proficient (P) 68-79% Learner demonstrates sufficient Class Assessment Task Checklist level of proficient knowledge, (CAT) skills and core understanding; Questionnaire can transfer them independently through authentic performance The following are samples of relevant records that can be kept on the learner’s tasks learning. 3: Approaching 54-67% Learner is approaching proficiency Learner’s Progress Record (Cumulative Record) Proficiency (AP) in terms of knowledge, skills and Learner’s Report Card values with little guidance and can transfer understanding through School-Based Assessment Termly Recording Register authentic performance tasks Details of guidelines on SBA can be found in the National Pre-tertiary Learning Assessment Framework (NPLAF) document (Ministry of Education, 2020a) and the School-Based Assessment Guidelines (Ministry of Education, 2020b). xvi | © NaCCA, Ministry of Education Computing Curriculum New.indd 16 17/11/2020 7:50 PM  Level of CREATIVE PEDAGOGICAL APPROACHES Benchmark Grade Level Descriptor Proficiency These are the methods, strategies and relevant teaching and learning 4: Developing (D) 40-53% Learner demonstrates developing resources for ensuring that every learner benefits from the teaching and level of knowledge, skills and values learning process. The curriculum emphasises the: but needs help throughout the performance of authentic tasks 1. creation of learning-centred classrooms through the use of creative approaches to ensure learner empowerment and independent learning; 5: Emerging (E) 39% and Learner is emerging with minimal 2. positioning of inclusion and equity at the centre of quality teaching and below understanding in terms of learning; knowledge, skills, and values but needs a lot of help. 3. use of differentiation and scaffolding as teaching and learning strategies for ensuring that no learner is left behind; The grading system presented, shows the letter grade system and equivalent grade boundaries. In assigning grades to learners’ test results, or any form of 4. use of Information Communication Technology (ICT) as a pedagogical evaluation, the above grade boundaries and the descriptors may be applied.The tool; descriptors (Highly Proficient [HP], Proficient [P], Approaching Proficiency 5. identification of subject specific instructional expectations needed for [AP], Developing [D], Emerging [E] indicate the meaning of each grade. making learning in the subject relevant to learners; In addition to the school-based assessment (SBA), a national standards 6. integration of assessment as learning, for learning and of learning into assessment test is conducted in Basic 8 to provide national level indicators the teaching and learning process and as an accountability strategy; and on learners’ achievement. 7. questioning techniques that promote deep learning. Learning-Centred Pedagogies The learner is at the centre of learning. At the heart of the CCP curriculum is the learning progression and improvement of learning outcomes for Ghana’s young people with a focus on the 4Rs – Reading, wRiting, aRithmetic and cReativity. It is expected that at each curriculum phase, learners would be offered the essential learning experiences to progress seamlessly to the next phase. Where there are indications that a learner is not sufficiently ready for the next phase a compensatory provision through differentiation should be provided to ensure that such a learner is ready to progress with their cohort. The Curriculum encourages the creation of a learning-centred classroom with the opportunity for learners to engage in meaningful “hands-on” activities that bring home to the learner what they are learning in school and what © NaCCA, Ministry of Education | xvii Computing Curriculum New.indd 17 17/11/2020 7:50 PM  they know from outside of school. The learning-centred classroom is a place quality education is met.The Curriculum suggests a variety of approaches that for the learners to discuss ideas through the inspiration of the teacher. The addresses learners’ diversity and their special needs in the learning process. learners then become actively engaged in looking for answers and working When these approaches are effectively used in lessons, they will contribute to in groups to solve problems. They also research information, analyse and the full development of the learning potential of every learner. Learners have evaluate information. The aim of the learning-centred classroom is to enable individual needs and learning experiences and different levels of motivation learners to take ownership of their learning. It provides the opportunity for for learning. Planning, delivery and reflection on daily learning experiences deep and profound learning to take place. should take these differences into consideration. The teacher as a facilitator needs to create a learning environment that: The curriculum therefore promotes: 1. makes learners feel safe and accepted, 1. learning that is linked to the learner’s background and to their prior experiences, interests, potential and capacities; 2. helps learners to interact with varied sources of information in a variety of ways, 2. learning that is meaningful because it aligns with learners’ ability (e.g. learning that is oriented towards developing general capabilities and 3. helps learners to identify a problem suitable for investigation through solving the practical problems of everyday life); and project work, 3. the active involvement of the learners in the selection and organisation 4. connects the problem with the context of the learners’ world so that of learning experiences, making them aware of their importance and it presents realistic opportunities for learning, also enabling them to assess their own learning outcomes. 5. organises the subject matter around the problem, not the subject, 6. gives learners responsibility for defining their learning experience and Differentiation and Scaffolding planning to solve the problem, Differentiation is a process by which differences (learning styles, interest 7. encourages learners to collaborate in learning, and readiness to learn) between learners are accommodated so that all learn- ers in a group have the best chance of learning. Differentiation could be by 8. expects all learners to demonstrate the results of their learning through content, tasks, questions, outcome, groupings and support. Differentiation as a product or performance. a way of ensuring each learner benefits adequately from the delivery of the It is more productive for learners to find answers to their own questions curriculum can be achieved in the classroom through (i) Task (ii) Support rather than teachers providing the answers and their opinions in a learning- from the Guidance and Counselling Unit and (iii) Learning outcomes. centred classroom. Differentiation by task involves teachers setting different tasks for learn- ers of different abilities. Example: in sketching the plan and shape of their Inclusion classroom some learners could be made to sketch with free hand while Inclusion is ensuring access and learning for all learners, especially, those others would be made to trace the outline of the plan. disadvantaged. All learners are entitled to a broad and balanced curriculum Differentiation by support involves the teacher giving needed support and in every school in Ghana. The daily learning activities to which learners are referring weak learners to the Guidance and Counselling Unit for academic support. exposed should ensure that learners’ right to equal access and accessibility to xviii | © NaCCA, Ministry of Education Computing Curriculum New.indd 18 17/11/2020 7:50 PM  Differentiation by outcome involves the teacher allowing learners teaching and learning tool to enhance deep and independent learning. For to respond at different levels. Weaker learners are allowed more time for instance, the teacher in certain instances is directed to use multimedia to complicated tasks. support the teaching and learning process. Scaffolding in education refers to the use of a variety of instructional ICT has the potential to innovate, accelerate, enrich, and deepen skills. It techniques aimed at moving learners progressively towards stronger also motivates and engages learners to relate school experiences to work understanding and ultimately greater independence in the learning process. practices. It provides opportunities for learners to fit into the world of work. It involves breaking up the learning task, experience or concepts into smaller Some of the expected outcomes that this curriculum aims to achieve are: parts and then providing learners with the support they need to learn each part. The process may require a teacher assigning an excerpt of a longer text 1. improved teaching and learning processes; to learners to read and engaging them to discuss the excerpt to improve 2. improved consistency and quality of teaching and learning; comprehension.The teacher goes ahead to guide them through the keywords/ 3. increased opportunities for more learner-centred pedagogical vocabulary to ensure learners have developed a thorough understanding of approaches; the text before engaging them to read the full text. 4. improved inclusive education practices; Common scaffolding strategies available to the teacher are: 5. improved collaboration, creativity, higher order thinking skills; and 1. give learners a simplified version of a lesson, assignment, or reading, and 6. enhanced flexibility and differentiated approach of delivery. gradually increase the complexity, difficulty or sophistication over time. The use of ICT as a teaching and learning tool is to provide learners access 2. describe or illustrate a concept, problem, or process in multiple ways to to large quantities of information online and offline. It also provides the ensure understanding; frame- work for analysing data to investigate patterns and relationships in 3. give learners an exemplar(s): or model of an assignment they will be the computing context. Once learners have made their findings, ICT can help asked to complete; them organise, edit and print the information in many different ways. 4. give learners a vocabulary lesson before they read a difficult text; Learners need to be exposed to various ICT tools around them including 5. describe the purpose of a learning activity clearly and the learning goals calculators, radios, cameras, phones, television sets, computers and related they are expected to achieve; and software like Microsoft Office packages - Word, PowerPoint and Excel as teaching and learning tools. The exposure that learners are given from Basic 6. describe explicitly how the new lesson builds on the knowledge and 7 – 10 to use ICT in exploiting learning will build their confidence and will skills learners were taught in a previous lesson increase their level of motivation to apply ICT use in later years, both within and outside of education. ICT use for teaching and learning is expected to Information Communication Technology enhance the quality and competence level of learners. Information Communication Technology (ICT) has been integrated into the computing curriculum as part of the core of education, alongside reading, writing and numeracy. Thus, the curriculum is designed to use ICT as a © NaCCA, Ministry of Education | xix Computing Curriculum New.indd 19 17/11/2020 7:50 PM  CORE COMPETENCIES In using this curriculum, we hope that certain core competencies will be awareness. Learners make use of the knowledge, skills, competencies and developed in learners to help them develop our country, Ghana. These attitudes acquired to contribute effectively towards the socioeconomic competencies include: development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and global trends that enable them to contribute to the global community. Critical Thinking and Problem Solving (CP) This skill develops learners’ cognitive and reasoning abilities to enable them analyse and solve problems. Critical thinking and problem-solving skill enable Personal Development and Leadership (PL) learners to draw on their own experiences to analyse situations and choose This competence involves improving self-awareness and building self-esteem. It the most appropriate out of a number of possible solutions. It requires that also entails identifying and developing talents, fulfilling dreams and aspirations. learners embrace the problem at hand, persevere and take responsibility for Learners are able to learn from mistakes and failures of the past.They acquire their own learning. skills to develop other peoples needs. It involves recognising the importance of values such as honesty and empathy and seeking the well-being of others. Personal development and leadership enable learners to distinguish between Creativity and Innovation (CI) right and wrong. The skill helps them to foster per- severance, resilience and Creativity and Innovation promote the development of entrepreneurial skills self-confidence. It helps them acquire the skill of leadership, self-regulation in learners through their ability to think of new ways of solving problems and responsibility necessary for lifelong learning. and developing technologies for addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this skill are also able to think independently and creatively. Digital Literacy (DL) Digital Literacy involves developing learners to discover, acquire, and communicate through ICT to support their learning. It also makes them use Communication and Collaboration (CC) digital media responsibly This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life NB: Refer to Appendix 1 for details of the core competencies. experiences. Learners actively participate in sharing their ideas. They engage in dialogue with others by listening to and learning from them. They also respect and value the views of others. Cultural Identity and Global Citizenship (CG) This competence involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by inculcating in learners a strong sense of social and economic xx | © NaCCA, Ministry of Education Computing Curriculum New.indd 20 17/11/2020 7:50 PM  INSTRUCTIONAL EXPECTATIONS ORGANISATION AND STRUCTURE OF THE CURRICULUM (Basic 7-10) The teacher is expected to: guide and facilitate learning by generating discourse among learners The Computing Curriculum is organised into strands, sub-strands, content and challenging them to accept and share responsibility for their own standards, indicators and exemplars. learning, based on their unique individual differences. Strands are the broad learning areas or domains of the computing content select computing content, adapt and plan lessons to meet the interests, to be studied. knowledge, understanding, abilities and experiences of learners. Sub-strands are the sub-divisions of the broad learning areas or strands. work together as colleagues within and across disciplines and grade levels to develop communities of computing learners who exhibit the Content standard refers to the pre-determined level of knowledge, skill skills of computing inquiry and the attitudes and social values conducive and/or attitude that a learner attains by a set stage of education. to computing learning. Indicators are clear outcomes or milestones that learners have to exhibit in use multiple methods and systematically gather data about learners’ each year to meet the content standard expectation.The indicators represent understanding and ability to guide computing teaching and learning, the minimum expected standard in a year. with arrangements to provide feedback to both learners and parents. Exemplars clearly explain the expected outcomes of indicators and serve design and manage learning environments that provide learners with as support and guidance to the facilitator/teacher in the delivery of the the time, space and resources needed for learning computing. curriculum. Suggested Time Allocation A total of three periods a week, each period consisting of 50 minutes, is allocated to the teaching of computing from B7 – B10. One period per day (50-minutes per period) is recommended. © NaCCA, Ministry of Education | xxi Computing Curriculum New.indd 21 17/11/2020 7:50 PM  Scope and Sequence Strand Sub-strand B7 B8 B9 B10 Introduction to Computing Components of Computers and Computer ü ü ü ü Systems Technology in The Community ü ü ü ü Health and Safety in the use of ICT Tools ü ü ü ü Productivity Software Introduction to Word Processing ü ü ü ü Introduction to Presentation ü ü ü ü Introduction to Desktop Publishing ü ü Introduction to Electronic Spreadsheet ü ü ü ü Communication Networks Computer Networks ü ü ü ü Internet and Social Media ü ü ü ü Information Security ü ü ü ü Web Technologies ü ü ü ü Computational Thinking Introduction to Programming ü ü ü ü Algorithm ü ü ü ü Robotics ü ü ü ü Artificial Intelligence ü ü ü ü xxii | © NaCCA, Ministry of Education Computing Curriculum New.indd 22 17/11/2020 7:50 PM  Curriculum Reference Numbers A unique annotation used for numbering the strands, sub-strands, content standards and indicators in the curriculum for the purpose of easy referencing is shown below: © NaCCA, Ministry of Education | xxiii Computing Curriculum New.indd 23 17/11/2020 7:50 PM Computing Curriculum New.indd 24 17/11/2020 7:50 PM  BASIC 7 Computing Curriculum New.indd 1 17/11/2020 7:50 PM  STRAND 1: INTRODUCTION TO COMPUTING SUB-STRAND 1: COMPONENTS OF COMPUTERS AND COMPUTER SYSTEMS CONTENT STANDARD INDICATORS AND EXEMPLAR(S) CORE COMPETENCIES B7.1.1.1. Identify parts B7.1.1.1.1 Discuss the second and third generation of computers Creativity and Innovation (CI), of a computer and their Communication and Collaboration uses (CC), Digital Literacy (DL),Critical Thinking and Problem Solving (CP) Exemplar(s): CI6.1: Exhibit strong memory, intuitive 1. Discuss the features of the second and third generation of computers thinking and respond appropriately. CC8.1: Speak clearly and explain ideas.