Secondary Education Professional Development Programme

Professional Learning Community Handbook

Information
Communication Technology

Year One
Professional Learning
Community Handbook

Information
Communication
Technology

Year One
 

REPUBLIC OF GHANA

Published by the Ministry of Education, Ghana under Creative Commons Attribution 4.0

International License.

ii
Contents

Introduction 1

PLC SESSION 0: Internal Assessment Structure and Transcript System

for SHS/SHTS and STEM Schools 3

PLC SESSION 1: Computer Hardware and Software Needed to Create Documents 5

PLC SESSION 2: Basic File Handling, Editing Tools and Reviewing Tools in MS Word 10

Appendix A: Group Project 13

PLC SESSION 3: How to use Formatting, Tables, Graphics, and Watermarks in MS Word 16

Appendix B: Example of An Individual Portfolio 19

PLC SESSION 4: Basic Layout Tools in Word 21

PLC SESSION 5: Managing Lists and Styles in a Word Document 24

PLC SESSION 6: Preparing for Mid-Semester Examination 27

Appendix C: Table of Specification Mid-Semester Examination 32

PLC SESSION 7: Digital Devices, its Importance and Technologies in Education 33

PLC SESSION 8: Main Features and Differences between the Digital Devices. 36

PLC SESSION 9: Smartphones, Digital Cameras, Wearables and Game Devices

and their Impact on Social Media Usage 41

PLC SESSION 10: Exploring E-book Readers, Media Players, Wireless Connections
and Internet of Things 44

PLC SESSION 11: Evolution of Internet, Internet Service Providers (ISP) and
their Advantages and Disadvantages 50

Appendix D: Guide for Individual Research Assignment Rubric 53

PLC SESSION 12: Preparing for End of Semester Examination 54

Appendix E: Table of Specification for End of Semester Examination 60

PLC SESSION 13: Computer Network, its Advantages and Network Hardware 62

PLC SESSION 14: Classification of Network Types and their Differences 65

PLC SESSION 15: Classification of Network Types According to Architecture 69

PLC SESSION 16: Cloud Networks and Traditional Networks 72

PLC SESSION 17: Classification of Network Types According to Topology and

their Advantages and Disadvantages 77

iii
 Contents

PLC SESSION 18: Preparing for Mid-Semester Examination 82

Appendix F: Table of Specification for Mid-Semester Examination 86

PLC SESSION 19: Features of the Guided and Unguided Transmission Media
and their Differences 87

PLC SESSION 20: Connections with Wireless and Wired Networks 90

PLC SESSION 21: Computer Safety Risks 94

PLC SESSION 22: Physical Safety Risks and Preventives in Using Computers 97

PLC SESSION 23: Sleep Disorders, Weight Problems, Depression and Anxiety
from Using Computers 101

PLC SESSION 24: Preparing for End of Semester Examination 104

Appendix G: Table of Specification for End of Semester Examination 109

Appendices 112

Appendix 1: Structure of The Senior High School Internal Assessment

and Transcript System 112

Appendix 2: Excerpts from The Teacher Assessment Manual and Toolkit 120

Appendix 3: Teacher Lesson Observation Form 154

Appendix 4: How to Check CPD Points and Training Records on Teacher Portal Ghana 158

List of Contributors 161

iv
Introduction

This Professional Learning Community (PLC) Handbook is designed to enable teachers to

deliver effective lessons for Year One of the new Information Communication and
Technology (ICT) Curriculum. ‘Effective’ is defined as meaning that each lesson:

i. Has a weekly learning plan which is aligned with the content and pedagogy set out
in the relevant Teacher Manual;
ii. Incorporates the relevant Learner Material which are available on the curriculum
microsite;
iii. Contains assessment strategies which are aligned with the Teacher Manual,
Learner Material and Transcript Assessment Guidance;
iv.) Is delivered by the teacher in close adherence (Fidelity of Implementation) with i.)
to iii.) above.

The PLC Handbook has a strong focus on assessment, outlining structured approaches to
assessment derived from the Teacher Assessment Manual and Toolkit (TAMT), emphasising
the attainment of learning outcomes, timely feedback to learners and recording learning
outcomes accurately.
Additionally, this Handbook prescribes nine (9) main assessment events which teachers
should score and record to constitute each learner’s academic transcript for the academic
year as follows: Two (2) Class exercises or Homework, one (1) Individual Portfolio, one (1)
Group Project, two (2) Mid-semester examinations (in first and second semesters), two (2)
End of Semester examinations (in first and second semester) and one (1) Individual project.
It also promotes continuous weekly assessment for learning across all DoK levels,
supporting teachers to deliver an all-inclusive Economics education by inculcating 21st
century skills, ICT, national values and support to special needs learners.
The TAMT identifies six modes of assessment which cover the nine events described above.
The modes are described below.

a) Group project: To enable learners to demonstrate specific skills or competencies,

such as research, communication, teamwork, or creativity, it is recommended to
give the focal areas of week 6 as group project in week 2 to be submitted by learners
in week 5. Marked, recorded and feedback discussed in the first-class period(s) of
week 6 before the mid-semester examination.
b) Mid-semester examination: To evaluate knowledge and understanding among
learners on the learning outcome covering weeks 1-5 or 6. It is recommended that
multiple choice, essays and practical questions are used to assess the learning
outcome. Teachers are to ensure recorded scores for the group project and mid-
semester examination are submitted via the system on time.
c) Homework: As an assessment strategy involve the use of structured tasks outside
of regular class time to evaluate learners understanding, knowledge and skills

1
Introduction

gained in a specific learning outcome. It is recommended that teachers give learners

several homework’s in the academic year. However, only one of these homework’s
is submitted. It is therefore recommended teachers give learners some homework
in week 9 covering weeks 7-10 focal areas. To be submitted in week 11 for the
recorded scores to be submitted via the portal.
d) End of 1st semester examination: To evaluate knowledge and understanding of
learners on the learning outcomes covering weeks 1-12. it is recommended that
multiple choice, essays and practical questions are used to assess the learning
outcomes. Teachers should ensure that the recorded marks are submitted through
the system by the designated due date.
e) Class Exercise: To allow for immediate feedback and clarification of concepts, it is
recommended that teachers use weeks 13-15 focal areas as class exercise in the last
period of week 15. Ensuring the assessment has all the DOK levels to help identify
learners who may require special educational support on these focal areas.
f) Mid-semester examination: To evaluate knowledge and understanding among
learners on the learning outcomes covering weeks 13-17. it is recommended that
multiple choice, essays and practical questions are used to assess the learning
outcomes. Teachers are to ensure recorded scores for the classwork and mid-
semester examination are submitted via the system on time.
g) Portfolio: To adapt flexible assessment and determine learners’ strengths and
areas of intervention for improvement, it is recommended that teachers prompt
learners in week 3 about creating their own portfolio to submitted via email
(keeping their parent in copy) in week 23. Teachers are to ensure recorded scores
are submitted via the system on time.
h) Individual Project: To assess learners complex problem-solving skills, involving
multiple tasks, research, analysis, and creative solutions. Teachers are to prompt
learners in week 11 about the creation of a research project to be submitted in week
19. Teachers are to ensure recorded scores are submitted via the system on time
i) End of 2nd semester examination: To evaluate knowledge and understanding of
learners on the learning outcomes covering weeks 13-24. it is recommended that
multiple choice, essays and practical questions are used to assess the learning
outcomes. Teachers should ensure that the recorded marks are submitted through
the system by the designated due date.

2
PLC SESSION 0: Internal Assessment Structure and
Transcript System for SHS/SHTS and STEM Schools

1. Introduction (20 minutes)

This Professional Learning Community (PLC) session focuses on enhancing internal
assessment and transcript system to ensure it aligns with the new Senior High School,
Senior High Technical School and Science, Technology, Engineering and Mathematics
curriculum and effectively supports student learning.
In this session, you will discuss the structure and frequency of assessments, strategies
for involving learners in the assessment process, methods for providing constructive
feedback and the implementation of a robust transcript system.

1.1 Share two ways in which you have used assessment in the past to support teaching
and learning.
1.2 Share your observation on how a colleague used assessment in the past to support
teaching and learning.

2. Internal assessment structure and frequency (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session.

Purpose
The purpose of the session is to strengthen teachers’ understanding and competence in
assessment techniques to effectively teach and assess the new SHS, SHTS and STEM
Curriculum.

Learning Outcome
To ensure teachers understand the assessment structure and acquire the skill to design,
administer and provide feedback of the assessments that accurately reflect the learning
outcomes for each week.

Learning Indicators
1. Discuss the formative and summative assessment strategies recommended for the
new curriculum.
2. Discuss in detail, the relevance and structure of the assessment transcript system
and its use/implementation.

2.2 Discuss formative assessment strategies which can be used in your subject area.

E.g.
Questioning, etc.

3
PLC SESSION 0: Internal Assessment Structure and Transcript System for SHS/SHTS and STEM Schools

2.3 Discuss summative assessment strategies which can be used in your subject area.

E.g.
End of semester examinations, etc.

2.4 Discuss as a subject group how you would administer a given assessment strategy.

E.g.
Class Exercise:

i. Inform learners ahead of time

ii. Write the questions on the board, etc.

2.5 Discuss methods of providing constructive feedback to learners on their

performance.

E.g.
Provide individual comments on learners’ work, etc.

2.6 Discuss as a subject group some of the do’s and don’ts of constructing assessment
items/tasks.

E.g.
Do: Align the purpose of the assessment with the task, etc.
Don’t: Do not give clues in the stem, etc.

2.7 Discuss as a subject group the main assessments that would be recorded in the
transcript system in the academic year.

E.g.
Class exercise, etc.

2.8 Discuss how and where you would record and submit learners’ assessments for
the transcript system.

E.g.
Record learners scores immediately, etc.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session.
3.2 Remember to:

a) read PLC Session 1 and related Learner Material

b) bring along your Teacher Manual, PLC Handbook and learning plan on week 1 in
preparation for the next session.

4
PLC SESSION 1: Computer Hardware and Software
Needed to Create Documents

1 Introduction (20 minutes)

1.1. Share two things you did in the classroom based on your experience in the various
PLC sessions you have attended (NTS 1a, 1b and 2a-2e).
1.2. Share your observation on what a colleague did by way of application of lessons
learned from previous PLC sessions attended (NTS 1a, 1b and 2a-2e)

2. Review of learning plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session.

Purpose
The purpose of the session is to review the learning plan for week 1 by aligning the plan
with the Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 1 considering the cross-cutting issues (NTS 2b, 2c, 2e,
2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 1 in your learning
plan, identify activities that align with those in the Learner Material. Indicate
the activities in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan

5
PLC SESSION 1: Computer Hardware and Software Needed to Create Documents

2.3 Develop assessment tasks/items based on the learning indicator(s) for the week.
This week’s recommended mode of assessment is checklist (NTS 3k, 3p).

E.g.
a) Use your checklist to categorise input devices, output devices, application software and
utility software.
b) In groups, discuss and write a brief description of at most 2 items you have been able to
categorise.

Refer to Teacher Manual Book 1 pages: 20-21 and Learner Material Section 1 for more
assessment guide.

Note

i. The assessment tasks may cover levels 1 to 4 where appropriate to ensure that assessment
is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities in the learning plan

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
Categorise 4 items for each rightful category.

1 mark-- Input: Keyboard,

3 marks-- Output: Monitor, Projector, Speaker
1 mark-- Application Software: Microsoft Office Suite
1 mark-- Utility Software: Norton Antivirus

Describe at most 2 items each from a category they have identified.

a) Input:

i. 4 marks -- Keyboard: A keyboard is an input device consisting of a set of keys used

to enter data and commands into a computer or other digital devices.
ii. 0 mark ………….

b) Output:

i. Monitor: is an output device that displays visual information, including text,

images, and videos, from a computer or other digital devices. 4 marks.
ii. Projector:

• (4 marks complete description): Is an output device that projects images,

videos, or presentations onto a larger screen or surface, making it suitable for

6
 PLC SESSION 1: Computer Hardware and Software Needed to Create Documents

viewing by larger audiences in settings like classrooms, conference rooms, and

theatres.
• (2 marks partial description): is an output device that projects images, videos,
or presentations onto a larger screen or surface, etc…

A sample of the checklist is attached on the next page.

Categories Item Explanation Tick (√ ) Marks

Input Devices Keyboard Commonly used for typing text and 1
commands.

Mouse Used to point, click, and drag items on a 1

screen.

Scanner Converts physical documents into digital 1

format.

Microphone Captures audio input. 1

Webcam Captures video input. 1

Touchscreen Allows direct interaction with the display. 1

Graphics Tablet Used for drawing and design. 1

Output Monitor Displays visual output from the 1

Devices computer.

Printer Produces physical copies of digital 1

documents.

Speakers Outputs audio from the computer. 1

Headphones Provides personal audio output. 1

Projector Projects visual output onto a larger 1

screen.

VR Headset Provides immersive visual and audio 1

output.

Application Word Processor Used for creating text documents. 1

Software

Spreadsheet Used for organising data in tables and 1

Software performing calculations.

Presentation Used for creating slide shows. 1

Software

Web Browser Used for accessing and browsing the 1

internet.

Email Client Used for sending and receiving emails. 1

Media Player Used for playing audio and video files. 1

Graphics Editor Used for creating and editing images. 1

7
PLC SESSION 1: Computer Hardware and Software Needed to Create Documents

Categories Item Explanation Tick (√ ) Marks

Utility Antivirus Protects the computer from malware and 1
Software Software viruses.

Disk Cleanup Tool Frees up space on the hard drive by 1

removing unnecessary files.

Backup Software Creates copies of data to prevent loss. 1

File Compression Compresses files to save space. 1

Tool

System Monitor Monitors system performance and 1

resource usage.

Defragmentation Reorganises fragmented data on the hard 1

Tool drive.

Firewall Controls incoming and outgoing network 1

traffic to secure the system.

Scan this QR code for the soft copy

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Create a checklist, give clear instruction, and support the groups when needed to categorise
the items in the ICT laboratory, etc.
Refer to Teacher Assessment Manual and Toolkit pages 72-74 for more task examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Review the checklist with the class and discuss areas of confusion or mistakes, etc.

8
 PLC SESSION 1: Computer Hardware and Software Needed to Create Documents

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 1 to
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

c) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
d) read PLC Session 2 and related Learner Material (NTS 3a).
e) bring along your Teacher Manual, PLC Handbook and learning plan on week 2 in
preparation for the next session (NTS 3a).

9
PLC SESSION 2: Basic File Handling, Editing Tools and
Reviewing Tools in MS Word

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 1 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e).

b) you found challenging (NTS 1a, 1b and 2a-2e).

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 1 that supported learning (NTS 2e, 2f
and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session is to review the learning plan for week 2 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 2 considering the cross-cutting issues (NTS 2b, 2c, 2e,
2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 2 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

10
 PLC SESSION 2: Basic File Handling, Editing Tools and Reviewing Tools in MS Word

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is demonstration
(NTS 3k, 3p).

E.g.
Demonstrate the following:
a) How to create a New Document
b) How to Track Changes

Refer to Teacher Manual Book 1 pages 30-31 and Learner Material Section 1 for more
assessment guide.

Hint

It is recommended to give learners a group project on “creating slides consisting of text and
graphics in PowerPoint” to submit in week 5. More information about how to carry out the
assessment is available in Appendix A.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) File Handling:

i. 1 mark: Successfully create and saves a new document.

b) Editing and Reviewing Tools:

i. 2 marks: Makes detailed edits using Track Changes, including substantial

modifications to the text, etc.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

11
 PLC SESSION 2: Basic File Handling, Editing Tools and Reviewing Tools in MS Word

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Ensure all necessary resources are available, including access to computers with Microsoft
Word installed, sample documents for editing and formatting (use =rand () to generate
content), and any reference materials learners might need, etc.
Refer to Teacher Assessment Manual and Toolkit pages 62 – 65 for more task.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Highlight strengths and areas of improvement for learner groups, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session.
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 2 and
provide feedback on your lesson.
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 3 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 3 in
preparation for the next session (NTS 3a).

12
 PLC SESSION 2: Basic File Handling, Editing Tools and Reviewing Tools in MS Word

Appendix A: Group Project

1. Recommended mode of assessment is displays and exhibitions

2. Assessment task create a PowerPoint presentation consisting of text and graphics
on any current technology of your interest.

Refer to Teacher Manual week 6, Learner Material Section 1 for more

information.

3. Sample of rubrics for scoring the assessment task is attached on

the next page. A softcopy version is available via this QR code

S/N Criteria Needs Good: 4 Satisfactory: 6 Excellent: 8

Improvement: marks marks marks
2 marks
1 Understanding Recognises and Demonstrates Seamlessly Explains and
Basic Features identifies basic correct usage of integrates justifies the use of
PowerPoint basic features multiple features specific features
features such as like adding such as text, like custom
text boxes, image and formatting images, and animations or
insertion, and text boxes and transitions into design templates
slide transitions. images. the presentation. to enhance the
presentation.

2 Slide Content Inserts text and Organises text Strategically Creates a

images exactly and images selects and cohesive and
as instructed, in a clear, arranges text comprehensive
without logical manner and images to narrative, using
alterations. appropriate enhance viewer text and graphics
to the understanding to support and
presentation’s and flow of expand on the
theme. information. presentation’s
main points.

3 Design and Applies a basic, Utilises Customises Innovates with

Layout predefined slide fundamental design elements design elements
layout without design principles specifically to suit to create a
modifications. such as balance the presentation’s unique, engaging
and contrast to message, presentation
enhance visual employing that effectively
appeal. thematic communicates
consistency. the core message
visually.

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PLC SESSION 2: Basic File Handling, Editing Tools and Reviewing Tools in MS Word

S/N Criteria Needs Good: 4 Satisfactory: 6 Excellent: 8

Improvement: marks marks marks
2 marks
4 Technical Skills Relies on basic Demonstrates Uses advanced Exhibits mastery
PowerPoint proficiency with PowerPoint over PowerPoint,
functionalities, PowerPoint tools features such crafting a
requiring like transitions as custom professional and
guidance for and animations animations, slide visually polished
more complex without masters, and presentation
features. assistance. action buttons with technically
effectively. advanced
features.

5 Collaboration Participates in Regularly Actively engages Leads the group

and group activities contributes in group effectively,
Contribution only when ideas and discussions ensuring active
prompted, completes and provides collaboration
showing minimal assigned tasks constructive and equitable
initiative. reliably. feedback to peers, contribution from
enhancing the all members,
group’s output. and resolving
conflicts.

6 Creativity and Uses a basic Incorporates Develops creative Produces a

Innovation template with no original solutions to highly innovative
modifications or elements or enhance the presentation
personal touches. ideas that presentation’s that highlights
enhance the appeal and original thinking
template’s effectiveness, such and significant
design. as through unique creativity in
visuals. content and
design.

7 Audience Utilises minimal Employs basic Effectively Delivers a

Engagement engagement audience engages the dynamic
techniques engagement audience with presentation
such as reading techniques like interactive that captivates
directly from maintaining elements such the audience,
slides. eye contact and as questions using a variety
using a clear or multimedia of compelling
voice. enhancements. engagement
techniques and a
clear narrative.

4. How to administer the assessment task(s)/item(s) as a subject group.

E.g.
a) Gather necessary resources/materials and equipment that will support the chosen
theme and enhance learning

14
 PLC SESSION 2: Basic File Handling, Editing Tools and Reviewing Tools in MS Word

b) Facilitate the displays and exhibits assessment by engaging learners in discussions and
interactive exercises
c) Encourage questions and discussions to deepen understanding
d) Monitor engagement and participation as you observe learners’ interaction with their
peers and visitors

Refer to Teacher Assessment Manual and Toolkit pages 54 – 57 for more information.

5. How to provide feedback

E.g.
a) After learners present their finds, provide structured feedback highlighting strengths
and areas for improvement
b) Give learners time to make corrections to submit for review, etc.

15
 PLC SESSION 3: How to use Formatting, Tables,
Graphics, and Watermarks in MS Word

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 2 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e).

b) you found challenging (NTS 1a, 1b and 2a-2e).

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 2 that supported learning (NTS 2e, 2f
and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 3 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 3 considering the cross-cutting issues (NTS 2b, 2c, 2e,
2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 3 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

16
 PLC SESSION 3: How to use Formatting, Tables, Graphics, and Watermarks in MS Word

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is multiple choice
(NTS 3k, 3p).

E.g.
a) You have been asked to manipulate a table in a word processor. First, you create a table
with 10 rows and 10 columns. Next, you merge row 3 and row 4. Finally, you split the 5th
cell in row 6 into 3 separate cells. Which of the following describes the final configuration
of your table?

A. The table has 9 rows due to the merging, with the 5th cell in row 6 split into 3 cells,
resulting in 12 cells in that row.
B. The table has 9 rows, where rows 3 and 4 are merged visually, and row 6 has a total
of 12 columns due to the 5th cell being split into 3.
C. The table remains with 10 rows and 10 columns; rows 3 and 4 are visually combined,
and the 5th cell in row 6 appears divided into 3 smaller cells within the same cell
boundary.
D. The table still has 10 rows; the merged rows 3 and 4 create a single cell that spans
two rows, and the 5th cell in row 6 is split horizontally into 3, affecting only the
internal division of that cell.

Refer to Teacher Manual Book 1 pages 40-41 and Learner Material Section 1 for more
assessment guide.

Hint

i. It is recommended that teachers assign learners the task of creating an

individual portfolio to be submitted in the 20th week of the academic
year for assessment.
ii. A sample of the assessment task and rubrics for scoring is attached in the
section’s Appendix B. However the soft copy is available in this QR.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
The correct answer is B: The table has 9 rows, where rows 3 and 4 are merged visually, and row
6 has a total of 12 columns due to the 5th cell being split into 3 (2 marks).

17
 PLC SESSION 3: How to use Formatting, Tables, Graphics, and Watermarks in MS Word

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Administer constructed MCQs in a controlled environment to prevent cheating, etc.
Refer to Teacher Assessment Manual and Toolkit pages 83- 85 for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Provide constructive feedback to the learners based on observations, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

2.1. Reflect and share your views on the session (NTS 1a,1b).
2.2. Identify a critical friend to observe your lesson in relation to PLC Session 3 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n)
b) read PLC Session 4 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 4 in
preparation for the next session (NTS 3a).

18
 PLC SESSION 3: How to use Formatting, Tables, Graphics, and Watermarks in MS Word

Appendix B: Example of An Individual Portfolio

Task
Create a portfolio containing the following elements:

1. A brief introduction about yourself (20-30 words).

2. An explanation of why you chose ICT as a course (20-30 words).
3. A weekly summary of what you have learned from week 1 to week 17 (30-40 words per
week).
4. Using MS Word and PowerPoint to highlight your key points.
5. Submit your work in the 20th week of the semester via email. Ensure to copy your parents
in the email.

Guideline for Rubrics

Criteria Needs Satisfactory: 4 Good: 7 Marks Excellent: 10

improvement: Marks Marks
2 Marks
Introduction Introduction Provides a clear Provides a clear Clear, concise,
(20-30 provided but lacks introduction about and concise and engaging
words) clarity or exceeds/ him/herself; mostly introduction about introduction about
falls short of the within the word him/herself; within him/herself; well
word limit. limit. the word limit. within the word limit.

Reason for Reasoning Provides clear Provides clear Strong, clear

Choosing provided but lacks reasoning with and thoughtful reasoning with
ICT (20-30 depth or exceeds/ some reflection; reasoning; within thoughtful reflection;
words) falls short of the mostly within the the word limit. well within the word
word limit. word limit. limit.

Weekly Summaries Summaries are Summaries are Summaries are

Summaries provided but clear and cover clear, concise, and clear, concise, and
(30-40 words may lack clarity key points; mostly cover key points insightful; each
per week) or depth; may within word limits. effectively; within week’s learning
exceed/fall short word limits. is effectively
of word limits. highlighted; within
word limits.

Use of MS Basic use of Effective use of Effective use of Highly effective

Word and MS Word and MS Word and MS Word and use of MS Word
PowerPoint PowerPoint; may PowerPoint; PowerPoint to and PowerPoint to
lack visual appeal organised and highlight key highlight key points;
or organisation. visually clear. points; organised visually appealing
and visually and well-organised.
appealing.

19
PLC SESSION 3: How to use Formatting, Tables, Graphics, and Watermarks in MS Word

Criteria Needs Satisfactory: 4 Good: 7 Marks Excellent: 10

improvement: Marks Marks
2 Marks
Submission Submitted via Submitted via Submitted via Submitted via
email but parents email with parents email with parents email with parents
not copied; some copied; minor copied; follows all copied; follows
errors in following errors in following instructions. all instructions
instructions. instructions. precisely.

20
PLC SESSION 4: Basic Layout Tools in Word

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 3 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 3 that supported learning (NTS 2e, 2f,
3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 4 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 4 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 4 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activity(ies) in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

21
PLC SESSION 4: Basic Layout Tools in Word

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is demonstration
(NTS 3k, 3p).

E.g.
a) Demonstrate how to apply Headers and Footers on the following:

i. Different First Page

ii. Linking Headers and Footers

Refer to Teacher Manual Book 1 pages: 48- 49 and Learner Material Section 1 for more
assessment guide.

Hint

It is recommended that teachers remind learners about the submission of their group project
work.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) 3 marks: Learners who design headers and footers creatively to enhance document
professionalism and usability.
b) 3 marks: Learners who integrates dynamic content (e.g., automatic date updates) and
formatting in headers and footers effectively.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

22
 PLC SESSION 4: Basic Layout Tools in Word

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Clarify the expected outcomes, including the use of Microsoft Word features such as page
layout, alignment, headers and footers, and page columns. Ensure to emphasis on their
importance, etc.

Refer to Teacher Assessment Manual and Toolkit pages 62-65, for more task example.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class.

E.g.
Acknowledge well-executed elements such as correct alignment, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a,1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 4 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 5 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 5 in
preparation for the next session. (NTS 3a).

23
PLC SESSION 5: Managing Lists and Styles in a Word
Document

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 4 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 4 that supported learning (NTS 2e, 2f
and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 5 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 5 considering the cross-cutting issues (NTS 2b, 2c, 2e,
2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 5 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan. (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

24
 PLC SESSION 5: Managing Lists and Styles in a Word Document

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is gamification
(NTS 3k, 3p).

E.g.
Scan the QR code to select the correct multilevel list that categories the forms,
number of classes and estimated number of males and females in each class.
Refer to Teacher Manual Book 1 pages 105- 107 and Learner Material Section 1
for more information.

Hint

Submission of group project work.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.

Question Answer Scores

The correct multilevel list that 1. Form 1; a. Arts 3, i. 20 Marks are awarded as points
categories the form, classes males; ii. 20 females based on correct answer and
and estimated number of the speed of answering.
males and females is

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

25
PLC SESSION 5: Managing Lists and Styles in a Word Document

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Discuss with learners the appropriate game(s) to be used (in this assessment example
Kahoot platform was used), etc.

Refer to Teacher Assessment Manual and Toolkit, pages 105-107, for more information.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Collaborate with learners to rate the outcome of the gamified exercise for improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a,1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 5 and
provide feedback on your lesson (1f, 3g)
3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 6 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 6 in
preparation for the next session (NTS 3a).

26
PLC SESSION 6: Preparing for Mid-Semester
Examination

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 5 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 5 that supported learning (NTS 2e, 2f
and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 6 lessons and
mid-semester examination by aligning the learning plan with Learner Material and
appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 6 and prepare for mid-semester examination
considering the cross-cutting issues (NTS 2b, 2c, 2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 6 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

27
PLC SESSION 6: Preparing for Mid-Semester Examination

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is mid-semester
examination (NTS 3k, 3p).

E.g.
a) Section A: Multiple Choice – 10 items

i. The physical components of a computer are collectively called …

A. hardware.
B. monitor
C. output device
D. software

b) Section B: Essay – 4 items

i. Explain the relationship that the operating system has with computer hardware
and application software.

c) Section C: Practical – 2 items, answer 1

Task Description
Using your knowledge of Microsoft Word, complete the following tasks to demonstrate your
proficiency in creating, formatting, and saving a document.

i. Create a new Microsoft Word Document

ii. Save the document with your full name and class as the file name (e.g., “SirRaF_Form1_
Science5.docx”).
iii. Write a brief paragraph about the school. Include details such as the name of the school,
its location, and a few sentences about what makes it unique or special.
iv. Locate images of the school on the desktop.
v. Insert the image into your document.
vi. Position the image appropriately within the text.
vii. Apply your skills in editing and formatting to enhance the document.

• Use the following house style:

o Body Text: Font size 12, font colour set to automatic.

o Header Text: Font size 18.
o Figure Labels: Font size 10.
o Lists: Use numbered lists and bullet points where appropriate.
o Language setting UK English

viii. Save the updated document in the “Mid-semester” folder located on the desktop.

28
 PLC SESSION 6: Preparing for Mid-Semester Examination

Refer to Teacher Manual Book 1 weeks 1-5, Learner Material Section 4 for more assessment
guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) Multiple Choice

The physical components of a computer are collectively called …

A. hardware – answer (1 mark)

B. monitor
C. output device
D. software

b) Essay

Explain the relationship that the operating system has with computer hardware and
application software.
Expected Answer:
Full marks for complete answer -- 4 marks: The Operating System (OS) manages and controls
hardware resources, including the CPU, memory, storage devices, and peripheral devices (such
as printers, scanners, and keyboards). The OS ensures that these hardware components
interact seamlessly and efficiently with each other and the software running on the system.

Partial marks for partially correct: 2 marks

No mark for incorrect answer: 0 mark
d) Practical task(s)

S/N CRITERIA MARKS

1 Document saved with the correct file name format (full name and class). 1

2 Paragraph about the school is written. 1

3 Relevant details included (name, location, unique aspects). 2

4 Content is clear and coherent. 2

5 Image of the school located and inserted. 2

29
PLC SESSION 6: Preparing for Mid-Semester Examination

S/N CRITERIA MARKS

6 Positioned appropriately within the text. 1

7 Body Text: Font size 12, font colour automatic, Header Text- Font size 18. 2

8 Figure Labels: Font size 10. 2

9 Correct use of numbered lists and bullet points. 3

10 Document saved in the “mid-semester” folder on the desktop. 2

11 Final document free of spelling and grammatical errors. 2

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Prepare a table of test specifications (sample is attached in the session’s appendix C)
b) Provide clear instructions and resources (such as computers with MS office installed and
answer booklets) needed for the tasks, etc.

Refer to Teacher Assessment Manual and Toolkit pages 83-86, 94-97 and 41-43, for more task
examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class.

E.g.
Encourage learners to reflect on their performance, review their work, and identify areas for
improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

30
 PLC SESSION 6: Preparing for Mid-Semester Examination

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 6 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 7 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 7 in
preparation for the next session (NTS 3a). 

31
PLC SESSION 6: Preparing for Mid-Semester Examination

Appendix C: Table of Specification Mid-Semester Examination

Weeks Focal Area(s) Type of DoK Levels Total

Questions
1 2 3 4

1 Computer hardware needed Multiple Choice 1 1 1 - 3

to create a document.
Essay - 1 1

Practical - - - - -

2 Basic file handling in Word: Multiple Choice 1 - 1 - 2

Creating a new document,
Essay 1 1
saving a document,
opening an existing Practical
document, printing a
document.

3 Formatting tools: Changing Multiple Choice 1 - 1 - 2

font properties (colour,
Essay 1 1
emphasis, capitalisation)
Practical

4 Basic layout tools for lines, Multiple Choice 1 1 - - 2

paragraphs and pages
Essay
in Word, including page
layout, alignment, headers Practical - 1 - 1
and footers, and page
columns

5 Creating lists – bulleted, Multiple Choice 1 1

numbered, multi-level
Essay 1 1
Editing lists - sorting and
Practical 1 1
renumbering a list

Total 4 5 6 1 16

Scan QR code for the soft copy

32
PLC SESSION 7: Digital Devices, its Importance and
Technologies in Education

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 6 and mid-semester examination that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 6 that supported learning (NTS 2e, 2f,
3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 7 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 7 considering the cross-cutting issues (NTS 2b, 2c, 2e,
2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 7 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan (NTS: 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

33
PLC SESSION 7: Digital Devices, its Importance and Technologies in Education

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is discussion (NTS
3k, 3p).

E.g.
Discuss the names of digital devices and what the digital devices could be used for also show
what areas of society that rely heavily on the use of digital devices.
Refer to Teacher Manual Book 1 pages 77-78, Learner Material Section 2 for more assessment
guide.

Hint

It is recommended that teachers give learners an individual homework in the 7th academic
week to be submitted in 11th week. Ensure the homework covers content from weeks 7- 10.
Taking into consideration the DoK levels.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k and 3p).

E.g.
a) 1 mark: Names at least two digital devices used in the chosen sector (Travel, Retail, or
Banking)
b) 3 marks: Provides at least two specific examples of how digital devices improve processes
or outcomes in the sector, etc.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

34
 PLC SESSION 7: Digital Devices, its Importance and Technologies in Education

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Monitor each group’s progress, providing guidance and assistance as needed, etc.
Refer to Teacher Assessment Manual and Toolkit pages 66-69, for more task examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (N TS 3l-3n).

E.g.
Provide structured feedback highlighting strengths and areas for improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a,1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 7 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 8 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 8 in
preparation for the next session (NTS 3a).

35
PLC SESSION 8: Main Features and Differences
between the Digital Devices.

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 7 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 7 that supported learning (NTS 2e, 2f,
3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 8 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 8 considering the cross-cutting issues (NTS 2b, 2c, 2e,
2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 8 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

36
 PLC SESSION 8: Main Features and Differences between the Digital Devices

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is checklist.

Note

Discussion, exit card and self-assessment can also be used as the mode(s) of assessment
(NTS 3k, 3p).

E.g.
a) Use your assigned checklist to categorise the projected items into desktops, laptops,
smart gadgets and servers.

Scan this QR code for the image

b) Write a brief description of why the devices belong to a category.

Refer to Teacher Manual Book 1 pages 84-26 and Learner Material Section 2 for more
information.

37
PLC SESSION 8: Main Features and Differences between the Digital Devices

Note

i. It is recommended that teachers remind learners about the submission of the homework,
support should be giving to learners who needs assistance (consider the level of support
and the marks to be deducted for giving support).
ii. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
iii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) 4 marks -- categorise 4 items for each rightful category
b) 8 marks -- write a brief description of why the devices belong to a category, etc.

Item Device Type Desktops Laptops Smart Servers

Number Gadgets
1 Desktop Computer √

2 Gaming Laptop √

3 Tablet √

5 High-performance √
Workstation

10

11

12

13

14

15 Home Media Server √ √

and smart watchers

16 to 33 Various Laptops and Conditionally Conditionally Conditionally

Servers

38
 PLC SESSION 8: Main Features and Differences between the Digital Devices

Sample of checklist is on the next page. Scan this QR code for soft
copy.vvv

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Clearly define the criteria for assessment in each checklist
b) Use the checklists consistently to assess learners’ work. (Consider learners with mixed
abilities and SEN)
c) Reflect and provide constructive feedback to help improve themselves. (Self and peer
assessment), etc.

Refer to Teacher Assessment Manual and Toolkit pages 91-94, 66-69, 11, 72-74, for more task
examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
a) Review the checklist with the class
b) Discuss areas of confusion or mistakes, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 8 and
provide feedback on your lesson (NTS 1f, 3g).

39
PLC SESSION 8: Main Features and Differences between the Digital Devices

3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 9 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 9 in
preparation for the next session (NTS 3a).

40
PLC SESSION 9: Smartphones, Digital Cameras,
Wearables and Game Devices and their Impact on
Social Media Usage

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 8 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 8 that supported learning (NTS 2e, 2f,
3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 9 by aligning the
learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 9 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 9 in your learning
plan, identify activities that align with these in the Learner Material. Indicate the
activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

41
PLC SESSION 9: Smartphones, Digital Cameras, Wearables and Game Devices and their Impact on Social Media Usage

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is research (NTS
3k, 3p).

E.g.
Research the purpose and uses of smartphones, digital cameras, wearable devices and games
devices and present your findings using power point.
Refer to Teacher Manual Book 1 pages 95-97 and Learner Material Section 2 for more
assessment guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) 1 mark: Lists at least two devices
b) 2 marks: Describes at least two uses of the device
c) 2 marks: Provides examples of popular devices models and their uses.
d) 3 marks: Compares the benefits of using smartphones versus other devices for
communication
e) 3 marks: Compares the benefits of using digital cameras versus smartphones for
photography
f) 4 marks: Identifies and explains innovative uses of smartphones in various industries,
etc.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

42
PLC SESSION 9: Smartphones, Digital Cameras, Wearables and Game Devices and their Impact on Social Media Usage

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Ensure all learners have access to computers with internet access, Microsoft PowerPoint, and
other necessary resources, etc.
Refer to Teacher Assessment Manual and Toolkit pages 77-80, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
Provide structured feedback highlighting strengths and areas for improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a,1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 9 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 10 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 10 in
preparation for the next session (NTS 3a).

43
PLC SESSION 10: Exploring E-book Readers, Media
Players, Wireless Connections and Internet of Things

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 9 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 9 that supported learning (NTS 2e, 2f,
3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 10 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 10 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 10 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

44
 PLC SESSION 10: Exploring E-book Readers, Media Players, Wireless Connections and Internet of Things

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is case study (NTS
3k, 3p).

E.g.
a) Background:
As technology continues to evolve, educational tools are also advancing, enhancing the
learning experience for students across the globe. E-book readers, portable devices, and
digital media players are increasingly becoming integral to both classroom and self-directed
learning environments. These devices not only provide access to a vast number of resources
but also offer various interactive features that can aid in the educational development of
students.
Scenario:
Imagine your school has received a grant to integrate more technology into the curriculum.
The school is considering the purchase of e-book readers, portable devices, and digital media
players for each class in Year 7. The headteacher has tasked your group with researching and
presenting the potential benefits and uses of these technologies in school.

Task
Prepare a report discussing the purpose and uses of the following technologies in an
educational setting:

i. What are e-book readers?

ii. How can they benefit your learning in school?
iii. What features do e-book readers offer that traditional books do not?
iv. What are portable devices, and how are they used in education?
v. Discuss the advantages of using portable devices for schoolwork and homework.
vi. Consider any potential challenges and how they might be overcome.
vii. Explain what digital media players are and their function.
viii. How can digital media players be used to enhance learning and engagement in the
classroom?
ix. What types of educational content can be accessed through digital media players?

Objectives
i. Identify and explain the key features and benefits of each type of technology.
ii. Analyse how these technologies can enhance learning experiences and outcomes.
iii. Suggest practical ways these tools could be integrated into daily school activities.

Deliverables
Your report should be well-structured, clear, and concise, including specific examples and
potential scenarios where these technologies could be applied effectively in your school. Aim
to convince the school management team of the value these technologies can add to the
educational process, using evidence and examples from your research.

45
PLC SESSION 10: Exploring E-book Readers, Media Players, Wireless Connections and Internet of Things

Refer to Teacher Manual Book 1 pages and Learner Material Section 2 for more assessment
guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
Sample of the marking rubrics is attached on the next page

Criteria Excellent (5 Good (4 Satisfactory Needs Unacceptable

marks) marks) (3 marks) Improvement (1 mark)
(2 marks)
Understanding Demonstrates Provides Describes Shows limited Demonstrates
of Technology a nuanced accurate technologies understanding, incorrect or no
understanding descriptions of and their basic with errors understanding
by correctly technological educational in describing of the
explaining features benefits but the basic technologies;
advanced and their includes some features and major errors are
features and educational inaccuracies or benefits of the prevalent.
benefits of benefits, with fails to mention technologies.
e-book readers, only minor advanced
portable details missing features.
devices, and or slightly
digital media inaccurate.
players, and
linking them
to educational
contexts.

Analysis of In-depth Good analysis of Provides general Lists benefits Lacks analysis:
Benefits analysis how technology benefits of without detailed provides
linking specific benefits technology use analysis or incorrect or no
technology education, in education supporting benefits related
features to supported with some examples; to the use of
educational by relevant examples but connections technologies in
outcomes, examples and lacks depth to educational education.
supported some evidence. or detailed outcomes are
by multiple evidence. weak.
well-chosen
examples and
empirical
evidence.

46
 PLC SESSION 10: Exploring E-book Readers, Media Players, Wireless Connections and Internet of Things

Criteria Excellent (5 Good (4 Satisfactory Needs Unacceptable

marks) marks) (3 marks) Improvement (1 mark)
(2 marks)
Identification Critically Identifies Identifies Identifies few Does not
of Challenges identifies relevant obvious challenges, identify
potential challenges challenges; and solutions challenges or
challenges and and provides solutions are vague or solutions are
innovatively practical provided are minimally unrealistic or
solves them solutions, effective but effective; non-existent.
with well- though they lack creativity shows limited
researched, may not cover or detailed foresight or
detailed all scenarios or justification. understanding
strategies that lack some detail. of the issues.
show a deep
understanding
of educational
contexts.

Integration Proposes Provides Outlines basic Strategies for Lacks

Strategies innovative practical and strategies for integration are meaningful
and feasible thoughtful technology underdeveloped or practical
strategies for integration integration that and show little strategies for
technology strategies, are practical but understanding integration;
integration, detailed, lack detail or of how to strategies are
clearly detailing covering major consideration of effectively infeasible or
each step and aspects of some important integrate completely
considering technological aspects. technology in absent.
technological, and educational an educational
pedagogical, integration. setting.
and logistical
aspects.

Quality of Presentation is Presentation is Presentation Presentation Presentation

Presentation exceptionally well-structured is coherent is poorly is incoherent,
structured and clear with but lacks structured disorganised,
and engaging, minor errors engagement or and difficult to and lacks basic
featuring in language or has noticeable follow; errors language
flawless use of visual errors in in language proficiency;
language and aids; maintains language or use and visuals visuals are
expertly used audience of visuals. significantly poorly used or
visual aids interest. hinder absent.
to enhance understanding.
communication
and audience
understanding.

47
PLC SESSION 10: Exploring E-book Readers, Media Players, Wireless Connections and Internet of Things

Criteria Excellent (5 Good (4 Satisfactory Needs Unacceptable

marks) marks) (3 marks) Improvement (1 mark)
(2 marks)
Research and Extensive, Solid research Adequate Limited Research
Evidence detailed backs claims, research research: is either
research from using credible with credible sources lack plagiarised,
a wide range of sources with sources; some credibility or minimal, or
authoritative occasional citation errors relevance; entirely absent;
sources; minor citation or irrelevant numerous fails to cite
evidence errors or slight sources may be citation errors. sources or uses
is expertly gaps in source included. inappropriate
integrated and authority. or fictitious
cited impeccably references.
according
to academic
standards.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Determine the format of the case study (e.g., written document, a multimedia
presentation, a video, or a combination of these), depending on the resources available
b) Ask open-ended questions on the issue of discussion to clarify any misconception, etc.

Refer to Teacher Assessment Manual and Toolkit pages 31 - 34, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
a) Ask the learners to reflect on their learning process, such as what they learned, what
they found difficult, or what they would do differently, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

48
 PLC SESSION 10: Exploring E-book Readers, Media Players, Wireless Connections and Internet of Things

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 10 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) Provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) Read PLC Session 11 and related Learner Material (NTS 3a).
c) Bring along your Teacher Manual, PLC Handbook and learning plan on week 11 in
preparation for the next session (NTS 3a).

49
PLC SESSION 11: Evolution of Internet, Internet
Service Providers (ISP) and their Advantages and
Disadvantages

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 10 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 10 that supported learning (NTS 2e,
2f, 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 11 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 11 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 11 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activity(ies) in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

50
PLC SESSION 11: Evolution of Internet, Internet Service Providers (ISP) and their Advantages and Disadvantages

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is project-based
(NTS 3k, 3p).

E.g.
a) Research on the evolution of the internet
b) Create a timeline in Word (using timeline templates) of the evolution of the internet.
c) Create a mind map for

i. The advantages of the internet

ii. The disadvantages of the internet

Refer to Teacher Manual Book 1 pages 119-121 and Learner Material Section 3 for more
assessment guide.

Hint

a) Submission of homework; teachers are expected to score learners homework.

i. At the end of the week’s lesson, it is recommended teachers assign learners an
individual research project on “physical safety hazards and their prevention in the
use of computers,” focusing on the focal areas in Weeks 21- 24. Learners are
required to write a report using MS Word and create a PowerPoint presentation to
present their findings.
ii. submission date: week 20.
A sample of an assessment rubrics has been attached to the session’s Appendix D.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) 1 mark: Identifies at least three key events in the evolution of the internet.
b) 1 mark: Presents the mind map to the class.
c) 2 marks: Describes the significance of at least three key events in the evolution of the
internet.
d) 2 marks: Provides detailed explanations for at least one advantage and disadvantage of
the internet.

51
PLC SESSION 11: Evolution of Internet, Internet Service Providers (ISP) and their Advantages and Disadvantages

e) 3 marks: depth analysis and insight during the seminar presentation.

f) 4 marks: Predicts future trends based on past events shown in the timeline, etc.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Explain the importance of understanding both the benefits and drawbacks of the internet and
guide learners how to access and use timeline templates in Word, etc.
Refer to Teacher Assessment Manual and Toolkit pages 34-37, 77-80, 114-116, for more task
examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
Offer feedback on their delivery and content as they project and present, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 11 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) Provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) Read PLC Session 12 and related Learner Material (NTS 3a).
c). Bring along your Teacher Manual, PLC Handbook and learning plan on week 12 in
preparation for the next session (NTS 3a).

52
PLC SESSION 11: Evolution of Internet, Internet Service Providers (ISP) and their Advantages and Disadvantages

Appendix D: Guide for Individual Research Assignment Rubric

Criteria Level 1 (2 Level 2 (4 Level 3 (6 Level 4 (10

marks) marks) marks) marks)
Research Content Limited research, Some research, Good research, Extensive research,
few relevant some relevant relevant and highly relevant
details details detailed details

Understanding of Minimal Basic Clear Comprehensive

Hazards understanding, understanding, understanding, understanding,
few examples some examples several numerous examples
examples

Report Poorly organised, Some Well- Highly organised,

Organisation difficult to follow organisation, organised, clear
clear mostly clear

Writing Quality Numerous Several errors, Few errors, No errors, noticeably

errors, hard to clear clear and clear and coherent
understand coherent

Use of MS Word Minimal use of Basic use of Effective use of Advanced use of
Features features features features features

PowerPoint Limited slides, few Basic slides, some Good slides, Excellent slides,
Presentation visuals visuals relevant visuals highly relevant
visuals

Presentation Poor delivery, Basic delivery, Good delivery, Excellent delivery,

Skills lacks confidence confident confident confident

Adherence to Few guidelines Some guidelines Most guidelines All guidelines

Guidelines followed followed followed followed

Timeliness Submitted late Submitted slightly Submitted on Submitted early

late time

Scan this QR code for the soft copy

53
PLC SESSION 12: Preparing for End of Semester
Examination

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 11 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 11 that supported learning (NTS 2e,
2f, 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 12 lessons and
end of semester examination by aligning the learning plan with Learner Material and
appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 12 and end of semester examination considering the
cross-cutting issues (NTS 2b, 2c, 2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 12 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

54
 PLC SESSION 12: Preparing for End of Semester Examination

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is end of semester
examination (NTS 3k, 3p).

E.g.
a) Section A: Multiple Choice – 40 items

i. The physical components of a computer are collectively called …

A. hardware.
B. Monitor.
C. output device.
D. Software.

ii. What is a router used for in computing?

A. Connecting several devices to a single internet connection

B. Creating driving directions for Google Maps
C. Processing sound
D. Providing power to the computer

b) Section B: Essay- 6 items, answer 4

i. Explain the relationship that the operating system has with computer hardware
and application software.
ii. Describe two ways that a computer could get infected with a virus from being
connected to the internet.

c) Section C: Practical – 4 items, choose 2

Item 1:

i. Create a new Microsoft Word Document

ii. Save the document with your full name and class as the file name (e.g., “SirRaF_
Form1_Science2.docx”).
iii. Write a brief paragraph about the school. Include details such as the name of the
school, its location, and a few sentences about what makes it unique or special.
iv. Locate images of the school on the desktop.
v. Insert the image into your document.
vi. Position the image appropriately within the text.
vii. Apply your skills in editing and formatting to enhance the document.

• Use the following house style:

o Body Text: Font size 12, font colour set to automatic.

o Header Text: Font size 18.

55
PLC SESSION 12: Preparing for End of Semester Examination

o Figure Labels: Font size 10.

o Lists: Use numbered lists and bullet points where appropriate.
o Language setting UK English

viii. Save the updated document in the “Mid-semester” folder located on the desktop.

Item 2

i. Open Microsoft PowerPoint and create a new blank presentation.

ii. Save your presentation using your full name and class as the file name, e.g.,
“SirRaF_Form1_VisualArts.pptx”.
iii. On the first slide, title it “About Our School” and write a brief paragraph about the
school, including the name, location, and what makes it unique.
iv. Locate images of the school in the desktop folder “school image” insert at least one
image into your presentation.
v. Position the image appropriately within the slide and apply any desired styles.
vi. Change the background of your slides to a mild colour or select template that
reflects the theme of your presentation.
vii. Set the font to Times New Roman, body text to font size 12 and colour to automatic,
set the slide title text to font size 18, and if you have figure labels, set them to font
size 10.
viii. Apply animations and transition effect of your choice to your work.
ix. Create a new slide titled “What Makes Our School Special?” and use bullet points to
list out unique aspects or achievements of your school.
x. Review your presentation for any errors or areas for improvement and save the last
version in the “End-of-Term” folder on the desktop.

Refer to Teacher Manual Book 1 weeks 1-12, Learner Material Section 3 for more assessment
guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) Multiple Choice

i. The physical components of a computer are collectively called …

56
 PLC SESSION 12: Preparing for End of Semester Examination

A. hardware – answer (1 mark)

B. monitor
C. output device
D. software

ii. What is a router used for in computing?

A. Connecting several devices to a single internet connection – Answer (1 mark)
B. Creating driving directions for Google Maps
C. Processing sound
D. Providing power to the computer

b) Essay

i. Explain the relationship that the operating system has with computer hardware
and application software.

Expected Answer:
Full marks for complete answer -- 4 marks: The Operating System (OS) manages and controls
hardware resources, including the CPU, memory, storage devices, and peripheral devices (such
as printers, scanners, and keyboards). The OS ensures that these hardware components
interact seamlessly and efficiently with each other and the software running on the system.
Partial marks for partially correct: 2 marks
No mark for incorrect answer: 0 mark

c) Practical task(s)

S/N CRITERIA MARKS

MS Word

1 Document saved with the correct file name format (full name and class). 1

2 Paragraph about the school is written. 2

3 Relevant details included (name, location, unique aspects). 2

4 Content is clear and coherent. 3

5 Image of the school located and inserted. 2

6 Positioned appropriately within the text. 2

7 Body Text: Font size 12, font colour automatic, Header Text- Font size 18. 3

8 Figure Labels: Font size 10. 2

9 Correct use of numbered lists and bullet points. 3

10 Document saved in the “Mid-semester” folder on the desktop. 2

11 Final document free of spelling and grammatical errors. 3

Total 25

57
PLC SESSION 12: Preparing for End of Semester Examination

S/N CRITERIA MARKS

PowerPoint

1 Presentation saved with the correct file name format (full name and class). 1

2 Paragraph about the school is written on the first slide. 2

3 Relevant details included (name, location, unique aspects). 2

4 Content is clear and coherent across slides. 3

5 Image of the school located and inserted correctly. 2

6 Image positioned appropriately and formatted. 2

7 Slide formatting correct (Background, Body Text, Header Text). 3

8 Correct use of transitions between slides. 3

9 Effective use of bullet points and lists. 3

10 Presentation saved in the “End-of-Term” folder on the desktop. 2

11 Presentation is free of spelling and grammatical errors. 2

Total 25

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Prepare a table of test specifications (sample is attached in the session’s Appendix E)
b) Provide clear instructions and resources (such as computers with MS office installed and
answer booklets) needed for the tasks, etc.

Refer to Teacher Assessment Manual and Toolkit pages 83-86, 94-97 and 41-43, for more task
examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class.

E.g.
Encourage learners to reflect on their performance, review their work, and identify areas for
improvement, etc.

58
 PLC SESSION 12: Preparing for End of Semester Examination

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 12 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 13 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 13 in
preparation for the next session (NTS 3a). 

59
PLC SESSION 12: Preparing for End of Semester Examination

Appendix E: Table of Specification for End of Semester Examination

Weeks Focal Area(s) Type of DoK Levels Total

Questions
1 2 3 4

1 Computer hardware needed to Multiple Choice 1 1 1 - 3

create a document.
Essay - 1 1

Practical - - - - -

2 Basic file handling in Word: Multiple Choice 1 - 1 - 2

Creating a new document, saving
Essay
a document, opening an existing
document, printing a document. Practical 1 1

3 Formatting tools: Changing font Multiple Choice 1 - 1 - 2

properties (colour, emphasis,
Essay
capitalisation)
Practical

4 Basic layout tools for lines, Multiple Choice 1 1 - 1 3

paragraphs and pages in Word,
Essay
including page layout, alignment,
headers and footers, and page Practical - 1 1 2
columns

5 Creating lists – bulleted, Multiple Choice 1 1

numbered, multi-level
Essay
Editing lists - sorting and
Practical 1 1
renumbering a list

6 Inserting new slides, text, and Multiple Choice 2 1 3

graphics
Essay 1 1

Practical 1 1 2

7 Why are digital devices important Multiple Choice 1 1 2

digital technologies in education
Essay

Practical

8 Identify differences between Multiple Choice 2 1 1 4

the digital devices (desktops,
Essay
laptops, tablets), servers and smart
gadgets. Practical

9 Explore the link between Multiple Choice 2 1 1 4

smartphones and the increased use
Essay 1 1
of social media platforms.
Practical

60
 PLC SESSION 12: Preparing for End of Semester Examination

Weeks Focal Area(s) Type of DoK Levels Total

Questions
1 2 3 4

10 What makes a digital device smart? Multiple Choice 1 2 1 4

The different types of wireless Essay 1 1
connections
Practical

11 Advantages and disadvantages of Multiple Choice 2 1 1 1 5

the internet
Essay 1 1

Practical

12 Describe the functions of an Multiple Choice 3 1 2 6

internet service provider
Essay 1 1

Practical

Total 4 5 6 1 16

Scan this QR code for the soft copy

61
PLC SESSION 13: Computer Network, its Advantages
and Network Hardware

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 12 and end of semester examination that:

a) went well (NTS 1a, 1b and 2a-2e).

b) you found challenging (NTS 1a, 1b and 2a-2e).

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 12 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 13 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 13 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 13 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

62
 PLC SESSION 13: Computer Network, its Advantages and Network Hardware

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is class exercise
(NTS 3k, 3p).

E.g.
Research and answer the following questions

a) What does computer networking stand for?

b) Explain the advantages of a computer network over a set of stand-alone computers.

Refer to Teacher Manual Book 2 pages 11-12, Learner Material Section 4 for more assessment
guide.

Hint

It is recommended to give learners an individual mini research homework on week 18’s focal
area “transmission media – twisted wire, coaxial, and optical and the differences between
them” to present their findings in academic week 18, if there is time to teach after the mid-
semester examination.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p)

E.g.
c) Expected Answers: A computer network is a set of interconnected computers that
communicate and share resources with each other.
Key components mentioned for marks:

• 1 mark: Interconnected computers

• 1 mark: Communication and resource sharing

d) Explanation with these key advantage

• 2 marks: Sharing Resources

• 2 marks: Communication
• 2 marks: Centralised Management and Data
• 2 marks: Increased Efficiency and Productivity
• 2 marks: Flexibility and Scalability, etc.

63
PLC SESSION 13: Computer Network, its Advantages and Network Hardware

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Ensure all necessary resources are available, including access to computers (laptops/ phones/
desktop) with internet, etc.
Refer to Teacher Assessment Manual and Toolkit pages 80-83 for more task examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Provide constructive feedback based on learners’ performance and areas needing
improvement for discussion, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 13 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 14 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 14 in
preparation for the next session (NTS 3a).

64
PLC SESSION 14: Classification of Network Types and
their Differences

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 13 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e).

b) you found challenging (NTS 1a, 1b and 2a-2e).

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 13 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 14 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 14 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 14 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

65
PLC SESSION 14: Classification of Network Types and their Differenc

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is gamification
(NTS 3k, 3p).

E.g.

Scan the QR code to answer the true or false

questions based on your understanding of
network areas.

a. Click or enter “play solo”

b. Click or enter “Class mode” and play the quiz came.
c. To use this in class, click on Host Live and sign up unto Kahoot before and follow the
prompts that follows. To host the competition and guide others to join.

Refer to Teacher Manual Book 2 page 17, Learner Material Section 4 for more assessment
guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

66
 PLC SESSION 14: Classification of Network Types and their Differenc

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.

Question Answer Marks

A Personal Area Network (PAN) is typically designed False Marks are awarded
to cover large geographic areas, connecting as points based
multiple buildings. on correct answer
and the speed of
Local Area Networks (LAN) are commonly used in True
answering.
offices and schools to connect computers within a
limited area.

Metropolitan Area Networks (MAN) can cover a True

city-sized area, often used to connect several LANs.

Wide Area Networks (WAN) are used to connect False

devices that are typically within a few kilometres of
each other.

The range of a PAN is typically less than 10 meters, False

primarily using wireless transmission technologies.

LANs, unlike WANs, cannot use routers to manage False

network traffic.

WANs are restricted to a single country’s borders True

due to their reliance on public transmission
facilities.

MAN, diagrams often depict connections spanning True

multiple buildings over a city using links like fibre
optic cables.

WAN diagrams only include wired connections False

without any wireless links.

The diagram of a PAN typically includes devices like True

smartphones, laptops, and Bluetooth peripherals.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

67
PLC SESSION 14: Classification of Network Types and their Differenc

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Enable screen readers and give more time to learners with SEN to play the quiz game, etc.
Refer to Teacher Assessment Manual and Toolkit pages 105-107, for more task examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Review questions with learners to strength their understanding, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 14 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 15 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 15 in
preparation for the next session (NTS 3a).

68
PLC SESSION 15: Classification of Network Types
According to Architecture

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 14 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e).

b) you found challenging (NTS 1a, 1b and 2a-2e).

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 14 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 15 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 15 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 15 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

69
PLC SESSION 15: Classification of Network Types According to Architectur

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is class exercise
(NTS 3k, 3p).

E.g.
In your own words explain what client-server and peer-to-peer are
Refer to Teacher Manual Book 2 pages 20-22, Learner Material Section 4 for more assessment
guide.

Hint

Class Exercise— It is recommended that teachers inform learners there will be a class quiz in
the last hour of the lesson for the week. Review questions in the Learner Material and key
assessment in the Teacher Manual can be used as a guide for the exercise. Ensure the questions
are in the order of the DoK Levels and cover’s weeks 13-15 focal areas.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
Client-Server Network Explanation (3 marks): In a client-server network, there is a clear
distinction between server machines and client machines. The server hosts, manages, and
provides resources or services such as data, files, or applications, while the clients connect to
the server to request these services. The server processes these requests and sends back the
appropriate responses.
Example: Web Browsing.
Criteria for Marks:
Detailed description of the roles of server and client machines (1 mark).
Explanation of the interaction between client and server (1 mark).
Relevant, correct example provided (1 mark).
Peer-to-Peer Network Explanation (3 marks): In a P2P network, each node, or peer, acts both
as a client and a server. This model is decentralised, meaning that there is no central server
managing the network. Each peer is autonomous, directly interacting with other peers to
share and access resources.
Example: Bluetooth File Sharing.

70
 PLC SESSION 15: Classification of Network Types According to Architectur

Criteria for Marks:

Detailed description of how peers function as both client and server (1 mark).
Explanation of the decentralised nature of the network (1 mark).
Relevant, correct example provided (1 mark).

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Observe learners as they work on the exercise, etc.
Refer to Teacher Assessment Manual and Toolkit pages 80-83, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Provide constructive feedback for learners’ performance for discussions, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 15 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n)
b) read PLC Session 16 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 16 in
preparation for the next session (NTS 3a).

71
PLC SESSION 16: Cloud Networks and Traditional
Networks

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 15 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 15 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 16 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 16 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 16 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activity(ies) in your learning plan (NTS 2a – 2f, 3a – 3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

72
 PLC SESSION 16: Cloud Networks and Traditional Networks

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is critique (NTS 3k,
3p).

E.g.
Based on your understanding of network computing, critique the concept map shown in Fig.1
and provide alternative concept map based on your critique.

Figure 1: cloud computing

Refer to Teacher Manual Book 2 pages 26-27, Learner Material Section 4 for more assessment
guide.

Hint

Remind learners about the presentation in week 18.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
A sample of the rubric for critiquing and suggesting an alternative network computing concept
map is attached on the next page. The soft copy version is available in this QR code

73
PLC SESSION 16: Cloud Networks and Traditional Networks

Scan the QR code to answer the true or false questions based on

your understanding of network areas.

Criteria Excellent (5 Good (3 marks) Satisfactory (2 Needs

marks) marks) Improvement (1
mark)
Accuracy of Thoroughly Identifies and Notes basic Fails to identify
Critique identifies and discusses most inaccuracies or critical inaccuracies
explains both the inaccuracies missing elements or misunderstands
correct and missing or missing such as missing fundamental
elements in the elements like data links between components like
concept map, such synchronisation devices but the cloud or server
as the absence of issues or lack lacks depth in roles in data
security measures of redundancy explanation. handling.
or data encryption features but misses
between devices. subtler details.
Articulates how
each element
impacts the
overall system
functionality.

Understanding Demonstrates Shows solid Has foundational Shows limited

of Network comprehensive understanding of understanding of or incorrect
Components knowledge of each major components components but understanding
depicted network and their basic shows noticeable of network
component (cloud, relationships, gaps, like confusing components,
server, laptop, but minor server capabilities significantly
smartphone), misconceptions with cloud misrepresenting
articulating their about roles like functions. the relationships or
specific roles, cloud storage functionalities.
data flow, and versus local storage
interdependencies might appear.
clearly and
accurately.

74
 PLC SESSION 16: Cloud Networks and Traditional Networks

Criteria Excellent (5 Good (3 marks) Satisfactory (2 Needs

marks) marks) Improvement (1
mark)
Clarity and Crafts a highly The alternative Shows effort in Produces an
Logic of detailed and concept map is organisation but alternative
Alternative logically coherent clear and improves the alternative concept map
Concept Map alternative upon the original concept map is that lacks logical
concept map by addressing still disorganised, organisation,
that introduces major flaws or making the with critical errors
advanced concepts adding missing network’s like misplacing
such as multi- links like VPNs for operational flow components or
tier architecture secure connections. unclear. overlooking data
or hybrid cloud paths.
solutions,
effectively
enhancing the
understanding
of network
relationships.

Innovativeness Presents an Provides a Minimal innovation Does not provide a

of Alternative innovative and thoughtful is evident; the viable alternative;
technically sound alternative alternative slightly the new concept
alternative that that enhances modifies the map is too like the
significantly understanding, original without original, lacking
enhances the such as clearer introducing any creative
original concept delineation significant or technical
map by introducing of public vs. new insights or improvements.
modern private network technologies.
technologies or components.
configurations,
such as
incorporating
IoT devices or
edge computing
elements.

Use of Technical Expertly utilises Generally, uses Occasionally uses Misuses or

Language precise technical appropriate technical terms completely lacks
language to technical language, inaccurately or technical language
describe complex with minor errors fails to employ necessary for
network concepts, in terms like mixing necessary technical describing network
correctly employing up ‘bandwidth’ language to fully components,
terms like ‘latency,’ with ‘throughput.’ explain network resulting in
‘bandwidth,’ concepts. significant
or ‘protocol comprehension
compatibility.’ issues.

75
PLC SESSION 16: Cloud Networks and Traditional Networks

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Comment on the clarity and organisation of learners’ work, etc.
Refer to Teacher Assessment Manual and Toolkit pages 74-77, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class.

E.g.
Provide suggestions and solutions when they identify issues or areas for improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 16 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) Provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) Read PLC Session 17 and related Learner Material (NTS 3a).
c) Bring along your Teacher Manual, PLC Handbook and learning plan on week 17 in
preparation for the next session. (NTS 3a).

76
PLC SESSION 17: Classification of Network Types
According to Topology and their Advantages and
Disadvantages

1.. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 16 delivered last week that:
a) Went well (NTS 1a, 1b and 2a-2e)
b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 16 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 17 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 17 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 17 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan. (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

77
PLC SESSION 17: Classification of Network Types According to Topology and their Advantages and Disadvantage

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is debate (NTS 3k,
3p).

E.g.
Which topology provides the best security features: Mesh or Star?
Refer to Teacher Manual Book 2 pages 33-35, Learner Material Section 4 for more assessment
guide.

Hint

Teachers are to remind learners about their presentation in week 18 and the submission of
individual project work in week 19.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.

A sample of the assessment rubrics is attached on the next page. Its

soft copy version is also available in this QR code

Criteria Excellent (10 Good (8 Satisfactory (6 Needs

marks) marks) marks) Improvement (4
marks)
Accuracy in Demonstrates an in- Mostly accurate Provides basic Provides incorrect
Describing depth understanding descriptions descriptions of or incomplete
Topologies by accurately of topologies, several topologies descriptions,
describing multiple including key but includes lacking detail
network topologies, features and inaccuracies and on the structural
including their applications, omits details on features or practical
structural features with only applications or applications of
and typical use cases, minor errors or features. topologies.
without any errors. omissions.

78
PLC SESSION 17: Classification of Network Types According to Topology and their Advantages and Disadvantage

Criteria Excellent (10 Good (8 Satisfactory (6 Needs

marks) marks) marks) Improvement (4
marks)
Comparative Thoroughly Provides a clear Offers a general Fails to provide
Analysis compares topologies, comparison comparison of a meaningful
articulately of topologies topologies with comparison;
highlighting distinct with details on limited detail on comparisons are
advantages and advantages and specific advantages mostly inaccurate
disadvantages of disadvantages or disadvantages. or too vague to be
each, providing but may lack useful.
examples and depth in
scenarios where one examples or
may be preferred scenarios.
over another.

Argumentation Constructs a Presents clear Makes basic Lacks coherent

on Best compelling and arguments for arguments arguments;
Topology well-supported the suitability with minimal provides
argument, using of a topology support, showing unsupported or
evidence such as case with good a superficial illogical reasoning
studies or empirical reasoning and understanding for the choice of
data, to justify why a support, though of the suitability topology.
particular topology is the argument of topologies for
optimal for specified may not be as different scenarios.
scenarios. compelling or
detailed.

Defending Skilfully counters Addresses Acknowledges Fails to address

Against Counter opposing views opposing views counterarguments or effectively
arguments with logical, with some but responds with respond to
well-reasoned effectiveness, weak or superficial counterarguments;
arguments and using logical counterpoints that responses may be
substantial evidence, reasoning but lack depth. irrelevant or non-
demonstrating with limited existent.
an ability to evidence or
engage critically depth in the
with different response.
perspectives.

79
PLC SESSION 17: Classification of Network Types According to Topology and their Advantages and Disadvantage

Criteria Excellent (10 Good (8 Satisfactory (6 Needs

marks) marks) marks) Improvement (4
marks)
Use of Technical Exhibits superior Displays good Shows adequate Demonstrates
Knowledge technical knowledge, technical technical limited or
using accurate and knowledge understanding, but incorrect technical
relevant terminology with minor with notable gaps knowledge;
precisely; inaccuracies; in knowledge or frequent misuse
demonstrates a uses relevant occasional misuse of terms or
deep understanding terminology of technical terms. fundamental
of how different correctly most misunderstandings.
topologies of the time.
impact network
performance and
suitability.

Clarity and Presentation is Presentation is Presentation is Presentation is

Organisation exceptionally well-organised organised well poorly organised
well-organised with a clear enough to follow, and confusing, with
and engaging, with structure, but lacks engaging significant issues
clear, logical flow though minor elements or clarity, in flow and clarity,
and professionally lapses in which hinders making it difficult
executed visuals that flow or visual understanding. for the audience to
significantly enhance presentation follow.
comprehension may occur.
and retention of the
material.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Monitor and take notes and select resources and materials needed, etc.
Refer to Teacher Assessment Manual and Toolkit pages 52 and 53 for more task examples.

80
PLC SESSION 17: Classification of Network Types According to Topology and their Advantages and Disadvantage

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class (NTS 3l-3n).

E.g.
Facilitate a debriefing session (Teachers should utilise the debriefing sessions to address any
misunderstandings or questions that come up from the debate. Ensure to highlight the key
concepts and important lessons based on the focal area), etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 17 and
provide feedback on your lesson (1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 18 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 18 in
preparation for the next session (NTS 3a).

81
PLC SESSION 18: Preparing for Mid-Semester
Examination

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 17 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 17 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 18 lessons and
mid-semester examination by aligning the learning plan with Learner Material and
appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 18 and prepare for mid-semester examination
considering the cross-cutting issues (NTS 2b, 2c, 2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators learning for the week.

2.2 Review the pedagogical approaches proposed for teaching week 18 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

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 PLC SESSION 18: Preparing for Mid-Semester Examination

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is mid-semester
examination (NTS 3k, 3p).

E.g.
a) Section A: Multiple Choice – 15 items

I. What do IT teams need to consider as they plan to migrate to cloud network

environments?

A. Business requirements
B. How much the migration will cost
C. Level of performance monitoring
D. The risk involved
E. All the above

b). Section B: Essay – 3 items

i. Draw annotated diagrams to illustrate the difference between a client-server and

a peer-to-peer network.

Refer to Teacher Manual Book 2 pages weeks 13-17 key assessment, Learner Material Section
4 for more assessment guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) Multiple Choice
What do IT teams need to consider as they plan to migrate to cloud network environments?

A. Business requirements
B. How much the migration will cost
C. Level of performance monitoring
D. The risk involved
E. All the above (Answer – 1 mark)

83
PLC SESSION 18: Preparing for Mid-Semester Examination

b) Essay
Refer to Teacher Manual Book 2 pages 18 for sample annotations of client and P2P.
Scoring Criteria

Criteria Excellent (12 marks, 3 Good (8 marks, Satisfactory Poor (2

for each category) 2 for each (4 marks, 1 for marks, 0.5
category) each category) for each
category)
Accuracy of Diagrams are meticulously Diagrams accurately Diagrams Diagrams are
Diagrams drawn, displaying both represent the identify the major inaccurately
network types with precise network types with components of represented or
labelling of all components most components each network oversimplified
including nodes, correctly labelled; type but may omit with
connections, and any minor inaccuracies detailed labelling significant
specific network devices. or omissions in of lesser-known labelling
labelling may be elements. errors.
present.

Clarity of Annotations are detailed Annotations are Annotations Annotations

Annotations and articulate, thoroughly mostly clear and describe the are minimal,
explaining the function provide a good basic functions incorrect, or
and role of each network explanation of major completely
component, including how of component components lacking,
they interact within the functions, though but lack depth providing
network. some minor and detail, no useful
ambiguities remain. making some information.
explanations
vague.

Distinction Provides a comprehensive Effectively identifies Identifies basic Provides

of Types analysis that excellently and describes the key differences inadequate
highlights and explains the differences between between the or incorrect
structural and functional the architectures network types but distinctions,
differences between client- with only slight explanations lack failing to
server and peer-to-peer oversights. depth or detail, clearly
architectures. leaving some differentiate
ambiguity. the network
types.

Presentation Diagrams are exceptionally Diagrams are neat Diagrams are Diagrams are
well-drawn and organised, and adequately organised but disorganised,
using a logical layout organised, making it lack the neatness poorly
that enhances the easy to understand and clarity drawn, and
viewer’s understanding the layout and flow that would challenging
and appreciation of the of the networks. facilitate easier to interpret,
network concepts. comprehension. detracting
from the
educational
value.

84
 PLC SESSION 18: Preparing for Mid-Semester Examination

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Prepare a table of test specifications (sample is attached in the session’s appendix F)
b) Clarify any doubts about the assessment task and control the environment to prevent
cheating, etc.

Refer to Teacher Assessment Manual and Toolkit pages 83-86, 94-97 and 41-43, for more task
examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class.

E.g.
Encourage learners to reflect on their performance, review their work, and identify areas for
improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 18 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 19 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 19 in
preparation for the next session (NTS 3a).

85
PLC SESSION 18: Preparing for Mid-Semester Examination

Appendix F: Table of Specification for Mid-Semester Examination

Weeks Focal Area(s) Type of DoK Levels Total

Questions
1 2 3 4
13 1. What is a computer network? Multiple 1 1 1 - 3
Choice
2. Advantages of a computer
network over a set of stand-alone Essay - 1 1
computers
3. Network hardware

14 1. Classification of network types Multiple 1 - 1 - 2

according to area Choice

2. Comparing different area Essay 1 1

networks

15 1. Classification of network types Multiple 1 - 1 - 2

according to architecture - client- Choice
server networks and peer-to- Essay 1 1
peer networks
2. Comparing client-server
networks to peer-to-peer
networks

16 1. An overview of cloud networks Multiple 1 1 - - 2

Choice
2. The differences between cloud
computing and traditional
computing

17 1. Classification of network types Multiple 1 1

according to topology Choice

2. Advantages and disadvantages of Essay 1 1

bus, star, ring and mesh
topologies

Total 4 4 5 1 14

86
PLC SESSION 19: Features of the Guided and Unguided
Transmission Media and their Differences

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 18 and mid-semester examination that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 18 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 19 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 19 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 19 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

87
PLC SESSION 19: Features of the Guided and Unguided Transmission Media and their Difference

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is e-assessment
(NTS 3k, 3p).

E.g.
a) What are unguided transmission media?

A. Media that requires direct line-of-sight between transmitting and receiving

stations
B. Media that uses electromagnetic waves to transmit data through air or vacuum
C. Media that uses physical cables to transmit data
D. None of the above

Scan this QR code for the assessment

Refer to Teacher Manual Book 2 pages 46-48, Learner Material Section 4 for more assessment
guide.

Hint

Teachers are to remind learners about the submission of their individual project work.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) What are unguided transmission media?

A. Media that requires direct line-of-sight between transmitting and receiving

stations
B. Media that uses electromagnetic waves to transmit data through air or vacuum
C. Media that uses physical cables to transmit data
D. None of the above

Correct Answer: Media that uses electromagnetic waves to transmit data through air or
vacuum.

88
 PLC SESSION 19: Features of the Guided and Unguided Transmission Media and their Difference

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Create learner instructions that specify how learners use the assessment platform, etc.
Refer to Teacher Assessment Manual and Toolkit pages 86-88, for more task examples.

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (N TS 3l-3n).

E.g.
Reflects on activity with the goal of improving the use of the technologies used in e-Assessment,
etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 19 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 20 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 20 in
preparation for the next session (NTS 3a).

89
PLC SESSION 20: Connections with Wireless and
Wired Networks

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 19 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 19 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 20 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 20 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 20 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

90
 PLC SESSION 20: Connections with Wireless and Wired Networks

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is poster (NTS 3k,
3p).

E.g.
Create a poster illustrating the steps of how to connect a computer (phone/laptop/desktop) to
a Wi-Fi network.
Refer to Teacher Manual Book 2 pages 56-57, Learner Material Section 4 for more assessment
guide.

Hint

Teachers are to remind learners about the submission of their portfolio.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
Sample of rubrics is attached on the next page

Criteria Excellent (5 Good (4 Satisfactory Needs Unacceptable

marks) marks) (3 marks) Improvement (1 mark)
(2 marks)
Accuracy of Poster accurately Steps are Key steps are Several steps Poster contains
Content presents all presented correct, but are either multiple factual
steps: selecting in correct one essential incorrect errors; steps are
the Wi-Fi order, with detail is either or missing, mostly incorrect
icon, choosing only minor missing or leading to or missing,
the network, inaccuracies incorrect. potential misleading the
entering the in confusion user.
password, and descriptions about the
confirming that do not process.
connection. Each mislead.
step is correct
and includes
all necessary
details.

91
PLC SESSION 20: Connections with Wireless and Wired Networks

Criteria Excellent (5 Good (4 Satisfactory Needs Unacceptable

marks) marks) (3 marks) Improvement (1 mark)
(2 marks)
Clarity of Instructions are Instructions Instructions Instructions Instructions
Instructions succinct, clearly are clear cover all are unclear or are confusing
written in an but may necessary too complex, and lack logical
active voice, and include slight points but lack making it hard flow, making
directly address ambiguities; conciseness or to understand them difficult to
the user, making still, they clarity in some without prior follow.
each step easy to direct parts. knowledge.
follow. the user
adequately.

Visual The poster is The poster The design is The design is The design is
Appeal and aesthetically is visually functional with cluttered with unprofessional
Design pleasing, with appealing all elements poor use of and visually
a harmonious and well- present but space, which jarring,
blend of text organised but lacks creative detracts from hindering
and visuals that may benefit appeal or the content’s engagement
are aligned and from better visual balance. readability. and
well-spaced, alignment comprehension.
enhancing or spacing of
readability. elements.

Use of Icons and Icons and Icons and Icons and Icons and
Icons and illustrations are illustrations illustrations illustrations illustrations
Illustrations professionally are are used but do not clearly are either
designed, appropriate may not clearly correspond completely
accurately and relate to depict the to the steps, irrelevant
represent the steps but action or are causing or absent,
each step, and could be more too generic. confusion. providing no
are placed descriptive support.
appropriately or better
to enhance positioned.
comprehension.

Overall The poster has a Organisation The Poor The layout is

Organisation strong narrative is logical organisation organisation chaotic, with
structure, with a clear allows for basic with abrupt no discernible
with a clear beginning, understanding or confusing order, making
introduction, middle, and but lacks fluid transitions it impossible to
detailed end, though transitions between understand the
body, and a transitions between sections. procedure.
summarising could be sections.
conclusion, smoother.
guiding
the viewer
effortlessly
through the
content.

92
 PLC SESSION 20: Connections with Wireless and Wired Networks

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Brief learners on the assessment criteria to be used and clearly let learners understand the
reason of assessing them by Poster Assessment process, etc.
Refer to Teacher Assessment Manual and Toolkit pages 97-99, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
Provide constructive feedback to the learners based on observations, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 20 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:
a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 21 and related Learner Material (NTS 3a).

bring along your Teacher Manual, PLC Handbook and learning plan on week 21 in
preparation for the next session (NTS 3a).

93
PLC SESSION 21: Computer Safety Risks

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 20 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 20 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 21 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 21 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 21 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

94
 PLC SESSION 21: Computer Safety Risks

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is discussion (NTS
3k, 3p).

E.g.
Discuss at most 2 musculoskeletal disorders that could be caused by the prolonged or improper
use of a computer and write your thoughts on a paper.
Refer to Teacher Manual Book 2 pages 66-68, Learner Material Section 5 for more assessment
guide.

Hint

Teachers are to remind learners about the submission of their portfolio work.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) Carpal Tunnel Syndrome (CTS) - 4 marks

i. Understanding of Condition (1 mark): Discuss what Carpal Tunnel Syndrome is and

why it occurs, focusing on its relation to repetitive motions like typing.
ii. Identification of Symptoms (1 mark): Describe the common symptoms of CTS and
how they might affect daily activities.
iii. Preventative Measures (1 mark): Propose strategies or workplace adjustments to
prevent the onset of Carpal Tunnel Syndrome
iv. Impact Discussion (1 mark): Discuss the potential long-term effects of CTS if left
untreated or not managed properly.

b) Tendonitis - 4 marks

i. Understanding of Condition (1 mark): Explain what tendonitis is and its common

causes, especially in relation to office work.
ii. Identification of Symptoms (1 mark): Identify and describe symptoms that are
particularly relevant to repetitive office tasks.
iii. Preventative Measures (1 mark): Suggest practical changes in workplace habits or
ergonomic improvements to reduce the risk of developing tendonitis.

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PLC SESSION 21: Computer Safety Risks

iv. Impact Discussion (1 mark): Evaluate how untreated tendonitis can impact work
performance and personal life, etc.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Establish discussion guidelines or rules (let learners know what is expected of them, the
content of the discussion and the format of the discussion i.e., individual, small or whole class),
etc.

Refer to Teacher Assessment Manual and Toolkit pages 66-68, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
The teacher and the learners reflect on the discussion in relationship to the expected learning
outcomes to check whether the learning outcomes have been achieved, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 21 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 22 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 22 in
preparation for the next session (NTS 3a).

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PLC SESSION 22: Physical Safety Risks and
Preventives in Using Computers

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 21 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 21 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 22 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 22 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 22 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

97
PLC SESSION 22: Physical Safety Risks and Preventives in Using Computers

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is peer assessment
(NTS 3k, 3p).

E.g.
a) Use your assigned rubrics scheme to score your colleagues presentation on the following
questions.
b) How eyestrain is a vision problem from using computers
c) what its symptoms are
its causes and preventative measures.

Refer to Teacher Manual Book 2 pages 74-76, Learner Material Section 5 for more assessment
guide.

Hint

Teachers are to create and share (e.g. print, etc.) a sample of an assessment scheme for learners
to use to peer assessment their colleagues.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
The assessment rubrics is attached on the next page. A soft copy is available via
this QR code

Criteria Description Marks Groups Group’s Score

Understanding clearly defines eyestrain and 5 marks Group 1
of Eyestrain as a establishes it as a common vision-
Group 2
Vision Problem related issue due to prolonged
computer use. Group 3

Group 4

Group 5

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 PLC SESSION 22: Physical Safety Risks and Preventives in Using Computers

Criteria Description Marks Groups Group’s Score

Symptoms of Detailed description of the symptoms 5 marks Group 1
Eyestrain associated with computer-related
Group 2
eyestrain, such as sore or irritated
eyes, blurred vision, headache, and Group 3
difficulty concentrating.
Group 4

Group 5

Causes of Comprehensive explanation of 5 marks Group 1

Eyestrain the causes leading to eyestrain
Group 2
from computer use, including poor
lighting, glare on the computer Group 3
screen, improper viewing distances,
Group 4
poor seating posture, and
uncorrected vision problems. Group 5

Preventative Describes multiple effective 5 marks Group 1

Measures preventative measures to reduce or
Group 2
prevent eyestrain, such as proper
monitor placement, lighting Group 3
adjustments, use of anti-glare
Group 4
screens, regular eye breaks (20-20-
20 rule), and ensuring proper vision Group 5
correction.

Clarity and Information is presented in a clear, 5 marks Group 1

Coherence logical, and coherent manner, with
Group 2
each point effectively contributing
to the overall understanding of the Group 3
topic.
Group 4

Group 5

Use of Examples Incorporates relevant examples or 5 marks Group 1

and Evidence cites evidence to support claims
Group 2
about symptoms, causes, and
prevention of eyestrain. Group 3

Group 4

Group 5

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

99
PLC SESSION 22: Physical Safety Risks and Preventives in Using Computers

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Guide learners with special educational needs in scoring their peers through questioning, etc.
Refer to Teacher Assessment Manual and Toolkit pages 91-93, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
Offer help or intervention in areas learners need help, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 22 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 23 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 23 in
preparation for the next session (NTS 3a).

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PLC SESSION 23: Sleep Disorders, Weight Problems,
Depression and Anxiety from Using Computers

1. Introduction (20 minutes)

1.1. Share one thing on the lesson for week 22 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2. Share your experience in conducting and/or recording the assessment for
previous week.
1.3. Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 22 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1. Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 23 by aligning
the learning plan with Learner Material and appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 23 considering the cross-cutting issues (NTS 2b, 2c,
2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2. Review the pedagogical approaches proposed for teaching week 23 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activity(ies) in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

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PLC SESSION 23: Sleep Disorders, Weight Problems, Depression and Anxiety from Using Computers

2.3. Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is questioning (NTS
3k, 3p).

E.g.
a) To prevent weight issues while using computers extensively, one should regularly engage
in __________.
b) What are some lifestyle changes you can make to avoid developing sleep disorders and
weight issues from computer use?

Hint

Submission of portfolio: teachers are expected to score learners presentation.

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

2.4. Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) 2 marks: Correctly filled in with “physical activity,” “exercise,” or any similar activity that
implies regular movement or body engagement
b)

i. 1 mark for mentioning reduced screen time before bedtime to improve sleep quality
ii. 1 mark for including regular exercise or physical activities as a method to manage
weight and improve overall health
iii. 1 mark for suggesting diet-related changes such as healthy eating habits that avoid
heavy meals close to bedtime, which can affect sleep and weight, etc.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

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 PLC SESSION 23: Sleep Disorders, Weight Problems, Depression and Anxiety from Using Computers

2.5. Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
Ask one question at a time and wait for responses from learners to allow time to think through
responses critically, etc.
Refer to Teacher Assessment Manual and Toolkit pages 37-41, for more task examples.

2.6. Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class. (NTS 3l-3n).

E.g.
Analyse learners’ responses, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1. Reflect and share your views on the session (NTS 1a, 1b).
3.2. Identify a critical friend to observe your lesson in relation to PLC Session 23 and
provide feedback on your lesson (NTS 1f, 3g).
3.3. Remember to:

a) provide constructive feedback to learners and record their assessment scores in the
required format and document where appropriate (NTS 3l-3n).
b) read PLC Session 24 and related Learner Material (NTS 3a).
c) bring along your Teacher Manual, PLC Handbook and learning plan on week 24 in
preparation for the next session (NTS 3a).

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PLC SESSION 24: Preparing for End of Semester
Examination

1. Introduction (20 minutes)

1.1 Share one thing on the lesson for week 23 delivered last week that:

a) went well (NTS 1a, 1b and 2a-2e)

b) you found challenging (NTS 1a, 1b and 2a-2e)

1.2 Share your experience in conducting and/or recording the assessment for
previous week.
1.3 Share your observation on what a colleague did by way of application of lessons
learned from the previous session for week 23 that supported learning (NTS 2e,
2f and 3d-3j).

2. Review of Learning Plans (60 minutes)

2.1 Read the purpose, learning outcome and learning indicators for the session:

Purpose
The purpose of the session teachers to review the learning plan for week 24 lessons and
end of semester examination by aligning the learning plan with Learner Material and
appropriate assessment strategies.

Learning Outcome
Review your learning plan for week 24 and prepare for end of semester examination
considering the cross-cutting issues (NTS 2b, 2c, 2e, 2f, 3a, 3d, 3e, 3g-3k and 3o).

Learning Indicators
1. Review the activities in the Learner Material and identify appropriate activities
based on the pedagogical approaches in the Teacher Manual that can support your
lesson for the week.
2. Discuss and develop assessment tasks and rubrics/marking scheme for the learning
indicators for the week.

2.2 Review the pedagogical approaches proposed for teaching week 24 in your
learning plan, identify activities that align with these in the Learner Material.
Indicate the activities in your learning plan (NTS 2a-2f, 3a-3j).

Note

The selected activities should be included in the teacher/learner activity section of the learning
plan.

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 PLC SESSION 24: Preparing for End of Semester Examination

2.3 Develop assessment tasks/items based on the learning indicator(s) on assessment

for the week. This week’s recommended mode of assessment is end of semester
examination (NTS 3k, 3p).

E.g.
a) Section A: Multiple Choice – 40 items

i. What are unguided transmission media?

A. Media that requires direct line-of-sight between transmitting and receiving
stations
B. Media that uses electromagnetic waves to transmit data through air or vacuum
C. Media that uses physical cables to transmit data
D. None of the above

ii. Which of the following is not an unguided transmission media?

A. Coaxial Cables
B. Infrared
C. Microwaves
D. Radio Waves

b) Section B: Essay- 6 items, answer 4

i. Explain how sleep deprivation in teenagers by using prolong computers can
contribute to emotional issues and behavioural problems that may affect their
academic progress (10 marks).

c) Section C: Practical – 2 items, choose 1

Task 1
i. Demonstrate your ability to connect a laptop to our school’s wireless network, ensuring
you can access the internet successfully. Check your connectively by accessing https://
ges.gov.gh/.
ii. Take screenshots of each step as you complete them and compile them into a single MS
word file with description to each screenshot.
iii. Save the file with your full name and class (e.g.: “Sir_RaF_HomeEconomics_Form_1A”).
iv. Submit the file via the provided email.

Refer to Teacher Manual Book 2 weeks 13-24, Learner Material Sections 4-5 for more
assessment guide.

Note

i. The assessment tasks/items may cover levels 1 to 4 where appropriate to ensure that
assessment is differentiated for all.
ii. The selected activities should be included in the ‘Assessment DoK aligned to Curriculum
and TM’ section below teacher/learner activities of the learning plan.

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PLC SESSION 24: Preparing for End of Semester Examination

2.4 Discuss (and agree as a subject group) how you will develop the marking scheme/
rubrics for scoring the assessment task(s)/item(s) for the week’s recommended
assessment (NTS 3k, 3p).

E.g.
a) Multiple Choice – 40 marks (1 mark each)

i. What are unguided transmission media?

A. Media that requires direct line-of-sight between transmitting and receiving

stations
B. Media that uses electromagnetic waves to transmit data through air or vacuum
(Answer 1 mark)
C. Media that uses physical cables to transmit data
D. None of the above

ii. Which of the following is not an unguided transmission media?

A. Coaxial Cables (Answer 1 mark)

B. Infrared
C. Microwaves
D. Radio Waves

b) Essay
i. Explain how sleep deprivation in teenagers by using prolong computers can contribute
to emotional issues and behavioural problems that may affect their academic progress
(10 marks).

Criterion Description Marks

Explanation The learner must provide a clear and accurate explanation of 2
of Sleep what sleep deprivation is, specifically in the context of prolonged
Deprivation computer use.

Connection to The learner needs to explain how sleep deprivation can lead to 2
Emotional Issues emotional issues such as mood swings, anxiety, or depression.

Link to The learner should discuss how these emotional issues can 2
Behavioural translate into behavioural problems, including examples such as
Problems decreased motivation, increased irritability, or changes in social
interactions.

Impact on The learner is required to detail how emotional and behavioural 2

Academic changes affect academic performance, such as problems with
Progress concentration, decreased performance, and potential truancy.

Evidence and Marks are awarded for the use of relevant examples and 2
Examples evidence to support their explanations, demonstrating a deeper
understanding of the topic.

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 PLC SESSION 24: Preparing for End of Semester Examination

c) Practical task(s)- 25 marks

Criteria Screenshots Marks

Step 1: Enabling Correctly identifies and enables Wi-Fi on the laptop. 3 Marks
Wi-Fi

Step 2: Selecting Accurately selects the school’s Wi-Fi network from the list. 3 Marks
the Network

Step 3: Entering Correctly enters the Wi-Fi password and achieves connection 3 Marks
Password status.

Step 4: Verifying Successfully accesses the specified website to confirm 3 Marks

Connection internet connectivity.

Documentation: Provides clear screenshots of each step (Wi-Fi enabled, 5 Marks

Screenshots network selection, password entry, final connection with the
website loaded).

Documentation: Each screenshot is accompanied by a concise and accurate 5 Marks

Descriptions description explaining what is depicted.

File Naming and The file is saved with the correct naming convention and 3 Marks
Submission submitted correctly via the specified email.

Note

i. The marking scheme and rubrics for scoring the assessment tasks/items should be
included in the ‘Assessment DoK aligned to Curriculum and TM’ section below teacher/
learner activities in the learning plan.
ii. Take into consideration different modes of responses provided by learners.
iii. Discuss how you will observe and integrate character qualities, national values and 21st
century skills that align with the lesson for the week and include these in your scoring.

2.5 Discuss how you will administer the assessment task(s)/item(s) as a subject group
(NTS 3n-3p).

E.g.
a) Provide clear instructions and resources (such as Wi-Fi connectively and answer
booklets) needed for the tasks.
b) Prepare a table of test specifications (sample is attached in the session’s Appendix G)
c) Ensure questions vary in the levels of DoK.
d) Provide time allocation (such as 1 hours 30minutes) for the completion of the essay and
assign marks to each of the questions (Give additional time for learners with SEN), etc.

Refer to Teacher Assessment Manual and Toolkit pages 83-86, 94-97 and 41-43, for more task
examples.

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PLC SESSION 24: Preparing for End of Semester Examination

2.6 Discuss how to provide feedback, and where appropriate, record and submit the
assessment scores for each learner in the class.

E.g.
Encourage learners to reflect on their performance, review their work, and identify areas for
improvement, etc.

Note

In giving feedback on assessment tasks/items, guide learners to make the necessary corrections
that will improve learning.

3. Reflection (10 minutes)

3.1 Reflect and share your views on the session (NTS 1a, 1b).
3.2 Identify a critical friend to observe your lesson in relation to PLC Session 24 and
provide feedback on your lesson (NTS 1f, 3g).
3.3 Remember to provide constructive feedback to learners and record their
assessment scores in the required format and document where appropriate (NTS
3l-3n). 

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 PLC SESSION 24: Preparing for End of Semester Examination

Appendix G: Table of Specification for End of Semester Examination

Type of Dok Levels

Weeks Focal Area(s) Total
Questions 1 2 3 4
13 What is a computer network? Multiple Choice 1 1 1 - 3
Advantages of a computer Essay - 1 1
network over a set of stand-alone
computers
Network hardware

14 Classification of network types Multiple Choice 1 - 1 - 2

according to area
Essay
Comparing different area
networks

15 Classification of network types Multiple Choice 1 - 1 - 2

according to architecture - client-
Essay
server networks and peer-to-peer
networks
Comparing client-server networks
to peer-to-peer networks

16 An overview of cloud networks Multiple Choice 1 1 - 1 3

The differences between cloud Essay
computing and traditional
computing

17 Classification of network types Multiple Choice 1 1 2

according to topology
Essay
Advantages and disadvantages of
Practical 1 1
bus, star, ring and mesh topologies

18 Classification of network Multiple Choice 2 1 3

transmission media
Essay 1 1
Features of guided transmission
Practical 1 1
media – twisted wire, coaxial and
optical
Comparing different guided
transmission media

19 Features of the unguided Multiple Choice 1 1 2

transmission media – Bluetooth,
Essay
NFC, IR, and Wi-Fi
Practical 1 1
Guided (wired) networks versus
Unguided (wireless) networks

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 PLC SESSION 24: Preparing for End of Semester Examination

Type of Dok Levels

Weeks Focal Area(s) Total
Questions 1 2 3 4
20 Connecting to a wireless network Multiple Choice 2 1 1 4
Connecting to a wired network Essay
Guidelines for using a computer
network (optional)

21 An introduction to computer Multiple Choice 2 1 1 4

safety risks when using a computer
Essay 1 1
Musculoskeletal disorders
(MSDs) – symptoms, causes and
preventive measures
Repetitive Strain Injury (RSI) –
symptoms, causes and preventive
measures

22 Discuss Physical Safety Risks Multiple Choice 1 2 1 4

(Electrocution, Fire hazard,
Essay 1 1
Tripping hazard, Personal injury)
in the use of computers
Discuss Causes of Physical Safety
Risks of computer equipment.
Apply preventive measures on
physical safety risks (including
an increase the number of wall
sockets and do not use too many
extension blocks)

23 Discuss Physical Safety Risks Multiple Choice 2 1 1 1 5

(Electrocution, Fire hazard,
Essay 1 1
Tripping hazard and Personal
injury) in the use of computers.
Discuss Causes of Physical Safety
Risks of computer equipment.
Apply preventive measures on
physical safety risks (including
an increase in the number of wall
sockets and not using too many
extension blocks).

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 PLC SESSION 24: Preparing for End of Semester Examination

Type of Dok Levels

Weeks Focal Area(s) Total
Questions 1 2 3 4
24 Discuss Physical Safety Risks Multiple Choice 3 1 2 6
(Electrocution, Fire hazard,
Essay 1 1
Tripping hazard, Personal injury)
in the use of computers.
Discuss the Causes of Physical
Safety Risks of computer
equipment.
Apply preventive measures on
physical safety risks (including
an increase in the number of wall
sockets and not using too many
extension blocks)

Total 15 12 11 11 49

111
 Appendices

Appendix 1: Structure of The Senior High School Internal Assessment

and Transcript System

Introduction
This document provides details on the structure of the internal assessment and transcript
system for effective implementation of the standards-based curriculum at the SHS level.
The structure of the internal assessment involves a comprehensive and systematic
approach to evaluating learners’ performance and learning progress. The frequency of
assessment is carefully planned to ensure regular and consistent monitoring, typically
occurring at multiple points throughout the academic term. It is crucial to capture learner
assessment scores promptly and accurately for the transcript. Therefore, guidance has
been provided to ensure that each assessment is recorded in a timely manner. Effective
management of the transcript system requires meticulous organisation and updated
technology to handle and store data efficiently. Capacity building and training on effective
internal assessment are essential for teachers, heads, assessments officers, providing
them with the skills and knowledge to conduct assessments that are fair, ethical and align
with learning outcomes for valid results. Engaging learners in internal school assessments
fosters a sense of responsibility and self-awareness, encouraging them to take an active
role in their educational journey through prompt and effective feedback.

A. Structure
Formative Assessment
This assessment may be conducted during a class period, after completing or during a
practical activity, or after a teacher completes a sub-strand, strand, or a learning
indicator(s). Distinct types of assessment tools can be used for Formative Assessment.
These include:

· Observation during in-class activities

· Standard homework exercise for class discussion
· Question and answer sessions (formal and informal)
· Quizzes (e.g. class pop-ups)
· In-class activities and presentations (individuals and groups)
· Project work (individuals and groups)
· Practical assessments
· Field trips/Presentation of Reports

112
 Appendices

· Class assignments/Self/Peer Assessments

· Class tests
· Portfolios
· Performance assessments (roleplay, demonstration oral/aural)

Summative Assessment
Summative Assessment is conducted at the end of the learning sequence (end-of-semester).
It records the learners’ overall achievement/performance at the end of the learning
sequence. The type of tools used may include:

· Mid-Semester Examination
· End-of-Semester examination.
· Project work/Portfolio/Research/Practical assessments

TABLE 1: Proposed Structure, assessment activities and marks distribution

Mode of Assessment Contribution/ Submission

Weight per Year
1 Class Assessments (e.g., Classwork, Quizzes, 10 % 2
Homework, Debate, Presentation, Drama & Roleplay,
Case Study)

2 Mid-Semester Examination (Assessment/Project/ 10% 2

Research)

3 Practical or Portfolio or Performance Assessment 10 % 1

(Individual)

4 Group Projects, Research, or Case Studies, Practical/Lab 10 % 1

work, Workshops, Performances, Presentations (Out of
Class)

5 Individual Projects, Research, or Case Studies, 20% 1

Practical/Lab work, Workshops, Performances,
Presentations (Out of Class)

6 Supervised Individual Semester Assessment/Project/ 2

Research/
40 %
End of Semester Exam

Total 100 % 9

Note

Character Qualities/National, Values, 21st Century Skills: Teachers should make a

conscious effort to observe these soft skills as learners go about their activities in the
class, take notes, and award marks appropriately. Assessment of these skills should be
deliberately embedded in the various modes of assessment outlined in the table above.

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B. Frequency of Assessment
Table 2 provides a suggested schedule of internal assessment for SHS. It is important to
note that whilst assessments should comply with the specific learning outcomes of the
subject area, they should cover the 21st century skills and competencies, GESI, SEL and
National values as espoused in the TAMT using diversity in assessment modes as suggested
in Table 1. Teachers may increase the frequency of assessments using other assessment
strategies. The schedules presented should serve as milestones for schools to comply with.

Table 2: Suggested schedules of internal assessment for SHS

Semester One

SN Modes of Assessment 1 2 3 4 5 6 7 8 9 10 11 12 13 14
1 Individual Class Assessment(s)

2 Practical or Portfolio** or
Performance Assessments
(Individual)

3 Group Projects, Research or

Case Studies (out of class)

4 Supervised Individual
Semester Assessment

Semester Two

SN Modes of Assessment 15 16 17 18 19 20 21 22 23 24 25 26 27 28
5 Individual Class
Assessment(s)

6 Group work or Exercises

7 Practical or Portfolio or
Performance Assessments
(Individual)

8 Individual Project work or

Research or Case Study

9 Supervised Individual
Semester Assessment

Note: How and when to capture learner assessment scores for the Transcript.

1. Individual Class Assessment: This can include individual classwork. This

assessment can begin before week 4, but the evaluation scores should be ready by
weeks 4 and 18.
2. Individual Practical/Performance Assessment: This form of assessment should
include orientation of learners at the beginning to provide enough information

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concerning the deliverables, progress review, and feedback processes. The

assessment score should be ready by the end of weeks 5 through 10, and 15 through
22.
3. Group Projects/ Research/Case Studies: Learners should be grouped to work on a
common project, case study or research-based problem. The learners should be
given orientation concerning the rubrics and ethical or professional conduct
concerning the assessment. The problems, projects, research assignments, or case
studies should be related to the learners’ environment. The assessment score
should be ready by week 10.
4. Supervised Individual Semester Assessment: This may be a written examination
or project work. It must be noted that regardless of the mode of assessment, there
should be supervision throughout. This assessment should be completed by weeks
13/14 and 27/28.
5. Individual Project Work/Research/Case Study: This can include mini-design
assignments, investigative or case studies or research-based assignments. The
assessment score should be ready by week 24.

Assessments should cover the scope of the 21st century skills and competencies, GESI, SEL
and national values espoused in the TAMT. Table 3 gives examples of the scope. Refer to
the TAMT for a comprehensive list of the scope.

Table 3: Examples of 21st Century skills and competencies, GESI, SEL and National Values to be
covered by scope of assessment

21st Century Skills & GESI & SEL National Values

Competencies
· Critical Thinking and · Gender Equality and Social · Respect
Problem Solving Inclusion
· Truth and Integrity
· Creativity · Self-Awareness
· Tolerance
· Innovation · Self-Management
· Respect
· Collaboration · Social Awareness
· Equity
· Communication · Relationship Skills
· Communality
· Global and Local Citizenship · Responsible Decision
· Appreciation
Making
· Learning for life
· Stewardship
· Tolerance
· Leadership
· Time Management
· Analytic skills
· Digital Literacy

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Table 4 shows the recommended assessment strategies for the scope in Table 3.

Table 4: Recommended assessment strategies for 21st century skills and competencies

21st Century Skills & Competencies Assessment Strategies

Critical Thinking, Problem Solving, · Debates
Analytical skills
· Analysis of Case Studies based on learners’
environment.
· Research & Project work.
· Objective and Essay type questions/items

Creativity and Innovation · Individual and group projects

· Analysis of Case Studies based on learners’
environment.
· Design & product creation to solve societal problems

Communication and Collaboration · Debates

· Group projects.
· Presentations
· Drama & Role play

Global and Local Citizenship · Research & Project work.

· Analysis of Case Studies based on cultural and global
issues

Leadership and learning for life · Individual and Group projects

· Presentations

Digital Literacy · Research & Project work.

· Presentations using ICT tools.
· individual and group projects

The TAMT details the rubrics for the assessment strategies suggested in Table 3. A
combination of the assessment strategies could provide diversity and ensure that the
assessment scope is effectively covered during formative and summative assessments. It
is important to note that the GESI, SEL and National values espoused in the TAMT should
be incorporated into the assessment strategies.

C. Learner Involvement
What should learners contribute?
Learners’ involvement in the internal assessment processes in schools offers valuable
insights into how the learner perceives and experiences of the assessment process. This
engagement process grants learners the opportunity to explain areas of confusion,
frustration, or unfairness, and these help teachers refine their assessment approaches.

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Again, learner involvement fosters communication between teachers and students. This
can help clarify expectations, address concerns, and create a more positive learning
environment.

When to involve learners

As part of the initial needs assessment for teacher training, gather learner input on areas
needing improvement in the Internal Assessment Score (IAS) process. This helps to
incorporate learner feedback in developing appropriate teacher training materials.

How should learners be involved?

Teachers should organise focus group sessions, to gather learner feedback on past
assessments. This feedback can be used to inform future training sessions for teachers.
e.g., Mock assessments and Co-creation of rubric.
Guide learners on the learning outcome expected. Involve them in the development of the
assessment rubrics, and checklists to evaluate their progress and identify areas for
improvement. Learners would demonstrate respect for diverse perspectives and the ability
to work cooperatively with others.

Reflection
Integrate reflective activities such as journaling or discussions where students can analyse
their learning experiences and identify areas for growth.
By actively involving teachers and learners in the SBA process, we create a dynamic
learning environment. This empowers students to take ownership of their learning
journey while equipping teachers with the tools to effectively guide and assess student
progress.

Transparency and Setting Goals

At the beginning of a lesson, communicate clearly, the assessment criteria to the learners
using appropriate language and structure. Present the information in an organised and
coherent manner.

Self-assessment
Incorporate opportunities for self-assessment throughout the learning process. Learners
can use rubrics or checklists to evaluate their progress and identify areas for improvement.
Learners would demonstrate respect for diverse perspectives and the ability to work
cooperatively with others.

Goal Setting
Encourage learners to set achievable learning goals aligned with the assessment criteria.
This empowers them to take ownership of their learning journey.

Peer Assessment
Strategically incorporate peer assessment activities where students evaluate each other’s
work based on established criteria. This fosters critical thinking and collaboration skills.

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Student-led presentations or projects

Provide opportunities for students to display their learning through presentations or
projects. This allows them to develop communication and presentation skills.
By actively involving teachers and learners in the SBA process, we create a dynamic
learning environment. This empowers students to take ownership of their learning
journey while equipping teachers with the tools to effectively guide and assess student
progress.

D. Feedback Mechanism
A feedback mechanism is a systematic approach for providing learners with information
about their performance. This information helps them understand their strengths,
identify areas for improvement, and achieve their learning goals. In the multi-subject
environment of senior high school, timely and constructive feedback is crucial.
Timely means that feedback is provided soon enough for learners to act upon it after each
assessment. Here are suggested general timelines to consider for the following types of
assessments:

Type of Assessment Expected Timeline for Feedback

Individual class assessments (mostly written) 1-3 days

Group assignments 1 week, with interim check-ins for assignments

over extended periods of time.

Project work/Semester paper/End of Semester after key milestones and a final comprehensive
examinations review upon completion

For feedback to be constructive, it should focus on the task and not the learner’s personality.
It should be specific, actionable, and delivered in a way that motivates improvement.
In providing feedback, use the sandwich method (CCC), which starts with a positive aspect
of the work (compliment), followed by constructive criticism (correction), and concludes
with another positive note (compliment). To set the stage for effective feedback, clearly
communicate the learning objectives, expectations, and scoring rubrics before any
assessment.
Learners must maintain an “assessment portfolio” where they compile all their
assignments, reports, and feedback. Parents and other stakeholders review this portfolio
during open days, parent-teacher meetings, or monitoring activities.
Feedback can be delivered using different methods after the assessment is done and
marked. The choice of delivery should be guided by best practices and constraints that
may exist, such as available time and class sizes. The following are some delivery methods
to consider:

◼ Whole Class Feedback: The teacher facilitates a discussion about the assessment
with all the learners. During the discussion, the teacher should highlight common
strengths and weaknesses, provide clarifications, and share best practices.

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◼ Individual Feedback: The teacher gives learners personalised (one-on-one)

guidance or written comments. Provide prompts to guide learners to self-correct
their wrong responses.

Note

Provide checklists or rubrics that learners can use to assess their own work before submitting
it. This helps them independently identify errors and make the necessary adjustments.

◼ Group Feedback: The teacher groups learners facing similar challenges for targeted
instruction and provides them with feedback.
◼ Peer Review Feedback: The teacher allows learners to learn from one another by
giving constructive feedback to peers.
◼ Self-Reflection: After receiving feedback, the teacher should encourage learners to
analyse their work, identify areas for improvement, and set goals using rubrics as
a guide.
◼ External Feedback: In specific cases, the teacher should consider feedback from
subject experts, teachers from other institutions, parents, and other stakeholders.

Regardless of the chosen feedback mechanism, note that self-reflection is essential. This
allows learners to internalise feedback, set personal targets for improvement, and develop
a growth mindset. Following the feedback, teachers are to provide opportunities for
learners to correct mistakes through targeted exercises and reassessments.
By implementing these feedback strategies, teachers can empower senior high school
learners to become active participants in their learning journey.

E. Transcript System
Effective data management is crucial for informed decision-making in today’s dynamic
educational landscape. The computerised transcript system achieves this purpose by
offering second-cycle institutions with a comprehensive record of learner performance.
The transcript system is a centralised repository for learner information. It gathers key
details such as learner profiles, semester information, subjects taken with their respective
scores (including continuous assessments and end-of-semester exams), credits, grades,
semester, and overall Grade Point Averages (GPAs). Additionally, a dedicated section
captures brief descriptions of learners’ character qualities at the end of each semester.
There should be at least three individual class assessments, at least one group work and at
least one project work.

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Appendix 2: Excerpts from The Teacher Assessment Manual and Toolkit

A. Principles of Effective Assessment

As a process of determining the nature and extent of learning and development among
learners, it is important to ensure that the assessment process meets the following
principles:

1. Validity
2. Reliability
3. Fairness and ethics
4. Transparency
5. Inclusivity
6. Practicability
7. Assessment utility

Developing a valid assessment (Validity of Assessment Results)

To ensure that assessment scores or results are useful and interpreted appropriately, the
teacher should:

i. Clearly state the purpose of the assessment (e.g., what the test will be used for).
ii. Create a learning and assessment plan (i.e., table of test specification tots)
iii. Write assessment items or tasks that measure important learning outcomes of the
curriculum (e.g., Skills, competencies, collaborative efforts, and lifelong learning).
iv. Clearly define the performance criteria or standards/schemes/rubrics (i.e., define
the specific knowledge, skill or behaviour that learners should demonstrate
v. Score or grade assessment task based on the performance criteria to avoid biases,
stereotyping, among others.
vi. Ensure that the content of the assessment aligns closely with the defined criteria
(thus, the assessment questions, tasks, or activities should directly measure what
they want to assess).
vii. Interpret the assessment results based on the purpose and the performance
criteria.

Reliability (Consistency of Assessment Results)

In assessment, consistent standards of teacher assessment and fairness are important
goals to aim for. The ‘connoisseur’ approach to assessment; that is, ‘I know it when I see
it, but I can’t put it into words’ is not acceptable. Reliable results must be dependable for
decision making.

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For an Assessment result to be reliable, the teacher should:

i. Clearly identify the learning outcomes to be assessed.

ii. Give learners work or completed assessment tasks and activities to other teacher(s)
to review.
iii. Use multiple assessment strategies to measure the same or similar learning
outcomes (e.g., giving the tasks or items of a class exercise as another class exercise
or homework or group project) or using different item formats to assess learning
outcomes.
iv. Prepare scoring rubrics or marking schemes with specific weighting (marks)
v. allocated to the items and use it consistently.
vi. Give rubrics of tasks/activities in the case of performance or practical assessment
ahead of time.
vii. Ensure that the load or the length of the tasks are appropriate to the level of the
learner (e.g., 25 minutes for 20 items; a project for a week or the term/ semester).
viii. Administer assessment in a conducive environment that minimise disruption (e.g.,
noise, lightening, ventilation, among others) and devoid of any cheating.

Fairness and Ethics

Assessment strategies should give learners equitable opportunity to demonstrate what
they know and can do taking into consideration their ability, learning styles, gender,
special educational needs (SEN), among others. The teacher should:

i. Ensure that the assessment tasks/activities align with the learning outcomes and
content covered in class.
ii. Use different forms of assessment tasks to assess learning outcomes (e.g., oral
assessment, class exercises, class tests, homework, assignments, written tests,
projects, and practical demonstrations as well as the end-of-term/ semester
assessment).
iii. Provide clear and detailed instructions to learners about the assessment’s format,
expectations, and criteria for evaluation.
iv. Identify learners with SEN and make the necessary adaptation by providing extra
time, alternative formats and other necessary accommodations.
v. Avoid using culturally biased or discriminatory content, unfamiliar words,
questioning, or examples in assessments.
vi. Communicate the assessment plan in advance. For example, date, time, location,
and any other relevant logistics.

Transparency
Transparency in assessment refers to making the assessment process and criteria clear
and understandable to learners. The teacher should:

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i. Make learners aware of the demand of the assessment tasks.

ii. Share performance criteria and indicate what will constitute the pass mark.
iii. Readily share assessment results with the appropriate stakeholders (learners,
parents/guidance, teachers).
iv. Provide opportunity for leaners to seek review and redress.
v. Share the learning outcomes the assessment is designed to measure with learners.
vi. be ready to share assessment criteria or rubrics when the need arises.

Inclusivity
Inclusivity in assessment will allow teachers to create assessment practices that are fair
and accessible to ALL learners (GESI, SEL and SEN).
The teacher should:

i. Familiarise with the section of inclusivity on the national pre-tertiary learning

and assessment framework (NPLAF, page 32).
ii. Select assessment strategies that are appropriate for different learning needs.
iii. Assign workload in connection with the developmental and learning needs of
learners.
iv. Work with special education experts in the school system to adapt and accommodate
assessment to the needs of all learners (i.e., extra time, alternative formats, or
other necessary accommodations should be available).
v. Make use of different formats (braille, oral translation, text-to-speech, ai, sign
language interpretation and other assistive technology forms).
vi. Develop rubrics that are inclusive (taking into consideration grammar, vocabulary,
handwriting, presentation of ideas).

Practicability
For assessment strategies or processes to be feasible, convenient, efficient and successful.
The teacher should:

i. Ensure that appropriate and adequate assessment materials, resources and security
are available.
ii. Consider appropriate assessment format to match the learning outcome(s), class
size, age and ability levels.
iii. Consider the time available to develop, administer, score and give constructive
feedback.

Assessment Utility (utilisation and benefits)

To enhance the usefulness and practical value of assessment tasks/activities, the teacher
should:

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i. Clearly state the intended use of the assessment results.

ii. Identify the essential learning outcome(s) to be covered in the assessment.
iii. Construct assessment tasks/activities that are well aligned to real-life situations.
iv. Select and allocate the appropriate resources for the assessment activities.
v. Provide constructive feedback to learners on their performances.
vi. Provide credible information that are useful to learners and other stakeholders
(teachers, parent/guardians).
vii. Weigh and indicate the benefits and the cost of the assessment strategies
viii. to be used.
ix. Justify the selection of a particular assessment format over the others (objective-
type, essay, project, portfolio, demonstration, etc.).

B. Ethical considerations in Assessment

1. Designing and Developing the Assessment
i. Identify the specific learning outcome(s) to be assessed.
ii. State clearly the purpose of the assessment(s).
iii. Specify the content area (i.e. Content Standards and/or Indicators) to be assessed
and align them to the learning outcome(s).
iv. Select appropriate format or strategy that should be in line with the learner’s
characteristics, learning outcome(s) and resources.
v. Design different versions (differentiated assessment) of the assessment including
the use of alternative strategies of assessment.
vi. Avoid biassed assessment tasks (e.g., task favouring a group of learners such as
males among others).
vii. Avoid using unfamiliar language and materials in writing the assessment tasks.
viii. Adapt different versions to suit the needs of all learners. For example, make
provision for learners with visual impairment by enlarging the font sizes of the
assessment instrument and providing braille versions.
ix. Develop the marking scheme/ scoring rubrics when developing the assessment
task.
x. Include mark allocation on the individual questions that are given when necessary.
xi. Ensure that the assessment task is stored securely.
xii. Provide clear direction for administration of the assessments.
xiii. Consider logistics.

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2. Administering the Assessment

i. Communicate the assessment nature/structure/format, time, content coverage
and location of the assessment tasks clearly to learners.
ii. Ensure the setting is suitable and conducive for the assessment (e.g., lighting,
ventilation, less noise among others).
iii. For learners with SEN establish rapport and communicate in simple and clear
language. Provide alternative settings for learners with SEN to meet their specific
needs. (e.g., providing individualised accommodations such as writing the
assessment in a separate room).
iv. Provide needed logistics (e.g., answer booklets, first aid, pens and pencils among
others) for the assessment task.
v. For learners with SEN make room for the use of translators, assistive devices such
as hearing aids, braille, computers, recorders, and other technologies that are
relevant to their needs.
vi. Administer assessments within appropriate time limits to enhance validity and to
minimise the chance for cheating. Provide additional time for learners with SEN.
vii. For learners with SEN, make room for varied modes such as oral, written, the use
of a computer (text-to-speech and speech-to-text) among others.
viii. Avoid anxiety, intimidating language, and unnecessary announcements.
ix. Provide learners with anonymous identifiers and codes instead of names to
enhance reliability and validity.
x. In the case of practical/performance assessments, share rubrics and marking
schemes with learners.
xi. Ensure controlled and supervised distribution of assessment materials to avoid
leaks or unauthorised sharing.

3. Scoring the Assessment

i. Consistently make use of the marking scheme/ scoring rubrics.
ii. Ensure multiple ratings or scoring/grading are done where necessary (e.g., for
essay-type questions, practical/performance assessment).
iii. Focus on the content (i.e., what is being assessed) instead of handwriting, spelling,
punctuations, concord, and vocabulary when scoring.
iv. For learners with SEN considerations should be made for vocabulary, spelling, and
grammar especially in the English language.
v. Provide opportunity for remarking, review, or redress where necessary.
vi. Record the actual scores/grades of learners as a reflection of their performance. Do
not add or subtract marks based on personal influences.
vii. Keep assessment results of the learners safe (either manually or digitally).

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viii. Consider the use of professional scorers, judges, or raters in the case of External
Assessments.

4. Reporting and Feedback in Assessment

i. Ensure that the learner is aware of those who will be receiving the report.
ii. Communicate results to authorised persons such as parents/guardians and other
teachers.
iii. Seek permission (informed consent) from the learner or parent/guardian if a third
party may be involved.
iv. Ensure that the true performance of the learner is reported (do not manipulate or
distort the results).
v. Present assessment results without stereotyping or biases.
vi. Use language and terminology that is respectful and GESI responsive when
reporting reports.
vii. Provide clear and meaningful interpretation of the assessment results.
viii. Adhere to legal requirements, ethical guidelines and institutional policies
governing the reporting of assessment results.

5. Feedback
i. Provide constructive feedback timely and promptly.
ii. Emphasise the learner’s strengths and opportunities for improvement rather than
focusing solely on weaknesses.
iii. Ensure that the feedback given to the learner, parents/guardians and other teachers
reflects the performance of the learner.
iv. Consider and adjust the mode of providing feedback to suit the needs of learners
(consider GESI and SEN issues).
v. Provide feedback based on the assessment criteria and not on personal influence.
vi. Avoid displaying and announcing learners’ performance unofficially.
vii. Create opportunities for learners to readily access their results through creation of
portals, portfolios and files for individual learners and other stakeholders.
viii. Ensure collaborative assessment by sharing and taking the learner’s information.
ix. Create opportunities for learners to reflect on their own assessment results and
learning.
x. Give written comments to learners in formative assessment to help the learner
track their errors and make the necessary corrections.

6. Interpreting and Using the Assessment Results

i. Provide clear and detailed criteria including criterion/pass mark for interpreting
the assessment results.

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ii. Avoid biases in interpreting the assessment results. Ensure result interpretation is
not influenced by gender, religion, ethnicity, personal liking among others.
iii. Use simple and clear language in the interpretation of the assessment results.
iv. Interpret assessment results based on evidence and sound assessment practices.
v. Ensure that the interpretation of the results accurately reflects the learner’s ability,
skills, competencies and knowledge.
vi. Ensure the learner is aware of the assessment process and the consequence of the
results.
vii. Ensure assessment results are used for their INTENDED PURPOSE, aligning with
the learning outcomes.
viii. Seek the consent of the learner and parents/guardians before using the assessment
results for any purpose.
ix. Ensure that assessment informs the teaching and learning process in a fair and
unbiased manner and provide remediation where necessary.
x. Ensure that assessment results are confidentially kept and only shared with
relevant stakeholders, such as the learner, parents/guardians, and school
administrators.
xi. Avoid using assessment results to label (name-calling), stereotype and discriminate
among learners.
xii. Ensure that results are stored and used in a secured manner.
xiii. Avoid discussing the learner’s results and performance unofficially with others
(e.g., with other teachers, staff, learners and among others).

C. Differentiated Assessment
Differentiated assessment adapts strategies to diverse learning needs, strengths, and
interests of all learners. Teachers tailor assessments to accommodate varying levels of
readiness, learning styles, and preferences that ensure that all learners have equitable
opportunities to demonstrate their understanding and skills.

To implement differentiated assessment, teachers should consider the following:

i. Varied assessment formats: provide a range of assessment options, such as written

assignments, oral presentations, projects, or multimedia presentations. This
allows learners to exhibit their knowledge and skills using formats that align with
their abilities and strengths.
ii. Flexible deadlines: give learners the opportunity to complete assessments within a
flexible timeframe. This considers different learning paces and allows learners to
manage their time appropriately.
iii. Varying tasks: Vary levels of difficulty for assessment tasks, allowing learners to
choose the one that best suits their needs and challenges them appropriately.

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iv. Accommodations: Provide necessary accommodations for learners with unique

learning needs, such as extended time, modified formats, or additional resources
to support their assessment process.
v. Individualised feedback: Provide individualised and constructive feedback that
addresses the learner-specific needs and areas for improvement. Tailoring feedback
to specific standards and learning outcomes can help learners understand their
strengths and areas for improvement.
vi. Learner involvement: Involve learners in the assessment process by encouraging
self-reflection, self-assessment, and goal setting. Engaging learners in dialogue
about their learning and assessment promotes

D. Guidelines on how to Construct Multiple Choice Questions

(attachment)
1. Clearly define the purpose of the test/assessment
2. Define the learning outcome (i.e. knowledge, comprehension, skills, or
competencies) you want learners to demonstrate through MCQs.
3. Prepare a table of test specifications or blueprints.

i. List topics and subtopics covered during the instructional period

ii. Distribute the number of test items among course content and instructional
objectives or behaviours.

4. Write the test items (note: it should match the content and DoK levels stated in the
table of test specification).

i. The central issue of the items should be in the question statement (stem).
ii. The options should be plausible and homogeneous in content.
iii. All options must follow syntax and punctuation rules.
iv. Repetition of words in the options should be avoided.
v. Vary the placement of the correct option (appropriately, arrange options in
alphabetical order, ascending or descending or in order of magnitude if using
numbers or dates).
vi. Stems and options should be stated positively. However, a negative stem could
be used sparingly, and the word should be emphasized either by underlining
it or writing it in capital form (e.g. not, NOT, not; except, EXCEPT, except).

5. Write clear directions/instructions. (e.g. Answer All Questions. All questions carry
equal marks, Select/Choose from the alternative lettered A-D the correct answer).
6. Review the test items (go through items again after construction i.e. after a few
days to week).
7. Prepare scoring key (scoring keys should be prepared concurrently with item
construction).

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E. Common Assessment Used in the Classroom

Class Exercise As An Assessment Strategy
Description: Class exercise as an assessment strategy are tasks designed to evaluate
learner’s understanding, knowledge, and skills related to a particular subject to gauge how
well learners are grasping a content being taught.

Teachers should mainly use class exercises for formative purposes to assess learners
across all subject areas, which can take various forms, such as quizzes, problem-solving
tasks, group discussions, reflective questions, case studies, question and answer and
practical activities, performance, observation, checklist/rubrics and demonstration
providing valuable insights into the learning process.

Purpose: Class exercises can be used to:

i. Help identify learning gaps in comprehension, retention, application of knowledge,

values and attitudes.
ii. Allow for immediate feedback and clarification of concepts.
iii. Encourage active participation of learners for deeper understanding.
iv. Modify teaching and learning techniques, strategies, and resources based on
learning outcomes.
v. Gradually build learners performance in a lesson over time to reduce summative
test anxiety.
vi. Help identify learners who may require special educational support.
vii. Accommodate different learning styles and abilities, including group work and
multiple representations for learners with special educational needs.

Settings
i. Classroom
ii. Laboratory/Workshops/Resource Centres/Libraries
iii. Studios
iv. Field (school park/garden or community spaces)
v. Online learning platforms/Virtual classrooms e.g. Zoom, Class WhatsApp pages,
Google classrooms.

Time frame: Class exercises often take place in a lesson and may be conducted before,
during and after a lesson depending on the learning outcome and the duration of the
lesson.
Class size: Class exercises may be conducted for learners either individually, as a group or
whole class.

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 Appendices

Steps
Before
The teacher should:

i. Define the learning outcomes.

ii. Design exercises using simple and clear language.
iii. Select relevant exercises based on nature of the class exercise and desired skills/
knowledge to be attained. E.g. quizzes, case studies etc.
iv. Develop and discuss assessment criteria with learners.
v. Set a reasonable time frame for completion of exercises to maintain focus and
efficiency.
vi. Clearly communicate instructions, including format, length, and resources.

The learner should:

i. Read and understand instructions to ensure a thorough understanding of the

exercise provided.
ii. Collect all available required resources and tools for the task/exercise.

During
The teacher should:

i. Assign task/exercise based on the learning outcome as well as learners with special
needs.
ii. Walk around the classroom and observe learners as they work on the exercise.

The learner should:

i. Organise and set up their work area to facilitate a smooth workflow.

ii. Plan how to approach the exercise, considering instructions and steps or techniques
to employ.
iii. Commence class exercise timely and promptly to work within the given time for
completion of the task.

After
The teacher should:

i. Evaluate the assessment outcome based on the assessment criteria with the
learners.
ii. Provide constructive feedback for learners’ performance for discussions.

NB: Teachers should pay attention to learners with special educational needs.
Reflect and modify teaching and learning strategies and resources based on feedback
received.

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The learner should:

i. Reflect, self and peer assess their exercises and provide constructive feedback.
ii. Use the feedback to improve on their work/exercises.

Homework As An Assessment Strategy

Description: Homework or assignments as an assessment strategy involve the use of
structured tasks or projects that learners complete outside of regular class time to evaluate
their understanding, knowledge and skills gained in a specific learning outcome. This
assessment strategy can take various forms, such as written assignments, projects,
research papers, problem sets, essays, or creative tasks.

Some concepts that can be assessed using homework/ assignments include menu planning
and recipe development, problem solving exercises in mathematics, hands-on experiments
and observations, creative writing assignments and art projects, map development and
application of GIS in locating places.

Purpose: The key purposes of using homework/assignment as an assessment strategy by

the teacher include:

i. Assessment of Understanding
ii. Application of Knowledge
iii. Reinforcement of Learning
iv. Independent Study
v. Provision of valuable feedback
vi. Skill Development
vii. Assessment of Diverse Abilities

Settings
i. Classroom
ii. Field work
iii. Online platforms
iv. Home

Class Size: Depending on the intended learning outcomes, assignments/ homework can be
structured for either:

i. Small class sizes

ii. Large class sizes

Time Frame: The time frame for conducting assignments can be adjusted based on the
desired learning outcomes and the complexity of the task.

i. Short-term Assignments (Daily or nightly homework and weekly assignments)

ii. Medium-term Assignments (Bi-weekly or monthly assignments)

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iii. Long-term Assignments (Semester/ term-long assignments)

Steps
Before
The teachers should:

i. Clearly define the learning outcomes intended to be achieved

ii. Design/ Create a well-structured assignment with clear instructions and
expectations.
iii. Adapt to the needs of diverse learners especially those with special needs
iv. Provide Resources such as textbooks, online materials, or reference materials, to
support learners in completing the assignment successfully.

During
The teachers should:

i. Keep track of learners’ progress on the assignment.

ii. Be available to answer questions and provide clarification during the assignment
phase.
iii. Provide formative feedback and guidance to help students improve their work.
iv. Teach learners how to properly cite sources and use information ethically/ avoid
plagiarism.

The learner should:

i. Seek clarification about the task from teachers or peers where necessary
ii. Actively work on the homework, focusing on comprehension
iii. Manage their time effectively
iv. Learners can reach out to their parents/guardians, peers, or online resources for
guidance and clarification in responding to the tasks

After
The teacher should:

i. Evaluate the completed assignments using clear and consistent grading criteria
ii. Analyse student performance to identify common strengths and areas for
improvement.
iii. Discuss feedback with learners
iv. Reflect on the outcomes of the assignment.
v. Share the results of the assignment with learners
vi. Acknowledge and celebrate learners’ achievements to boost motivation and self-
esteem.

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The learner should:

i. Review their work to identify errors or areas for improvement.

ii. Reflect on what they have learned
iii. Bring up questions that were confusing for class discussion.
iv. Use feedback to learn from their mistakes and improve performance.

Discussion As An Assessment Strategy

Description: Discussion is a formative assessment strategy that involves using verbal
communication and group interaction to assess learners’ understanding, knowledge, and
skills. The teacher is to observe and assess learners’ contributions, ability to analyse and
synthesise information, and provide feedback based on their performance. It can be used
for both formative and summative assessments.

Discussion can be used in all subject areas of the secondary education curriculum depending
on the purpose of the assessment and learning outcomes under consideration.

Purpose: The following are the purposes of discussion as an assessment strategy:

i. Build knowledge and develop a learner’s critical and creative thinking.

ii. Develop learners’ communication skills.
iii. Increase the depth of the learner’s understanding and eliminate misconceptions.
iv. Engage learners in active participation in the lesson.

Setting
i. A classroom
ii. Small groups
iii. Seminars
iv. Online learning platforms (virtual classroom and discussion forum)
v. Fieldwork

Time frame: Appropriately, discussion as an assessment strategy can last for a lesson
depending on the learning outcomes and learning indicator.
Class size: The class sizes appropriate for discussion as an assessment strategy can vary
from small class to large/whole class.

Steps
Before
The teacher should:

i. Determine the learning outcomes to be assessed.

ii. Specify the content to be learnt that aligns with the learning outcome.
iii. Give prepared questions to guide the discussion (i.e., make use of open- ended
questions, adaptive to the diverse/abilities of learners)

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iv. Establish discussion guidelines or rules (let learners know what is expected of
them, the content of the discussion and the format of the discussion i.e., individual,
small or whole class)

The learner should:

i. Read any assigned readings, watch videos, or engage with other course materials
related to the discussion topic.
ii. Take notes while reviewing the materials on important concepts, arguments, or
evidence.
iii. Reflect on their own experiences, prior knowledge, or relevant examples that relate
to the discussion topic.
iv. Seek clarification if needed.

During
The teacher should:

i. Start and facilitate the discussion (ensure that all learners could participate and
encourage learners to engage in critical thinking and reflective thinking).
ii. Monitor and assess learner’s participation (encourage self and peer assessment).
iii. Provide constructive feedback on learners’ responses and contributions. NB.
Teachers are advised to manage all learners’ responses and accommodate them
but must be fair and ethical.

The learner should:

i. Pay attention, maintain eye contact, and be open to different viewpoints and
contributions from mates.
ii. Share their own unique perspectives, insights, and experiences related to the
discussion topic.
iii. Take notes during the discussion to capture key points, new understanding, or
questions that arise.
iv. Ask follow-up questions, seek clarification, or offer alternatives or suggestions
respectfully.

After
The teacher and the learners reflect on the discussion in relationship to the expected
learning outcomes to check whether the learning outcomes have been achieved.

Case Study As An Assessment Strategy

Description: A case study can be used as an assessment and or pedagogical strategy.
Usually, it is used as an assessment strategy to examine a learner’s ability to apply acquired
knowledge, skills and experiences by carefully investigating a particular circumstance or
scenario to provide solutions to real-life situations. Usually, it will have the following
components:

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1. Theme
2. Case description
3. Study of the case
4. Class Discussions
5. Conclusion and reflection

Types of case studies

i. Descriptive case studies: The teacher should ask learners to analyse and explain
the key features and characteristics of the case.
ii. Explanatory case studies: The teacher should ask learners to give detailed
information on the case by identifying and explaining the factors that contributed
to the situation.
iii. Exploratory case reports: The teacher should ask learners to gather information,
analyse data, and draw conclusions about a topic where limited information is
available
iv. Cumulative case studies: The teacher should encourage learners to synthesise and
integrate their learning across different subjects

Note

Any of these can be done individually or as a group depending on the class size. For large
class sizes, a group of 3 to 5 members should be used.

Purpose: The purpose of a case study is for learners to apply acquired knowledge, concepts
and theories to solve real-life situations. What should the teacher consider before using a
case study as an assessment strategy?

i. The complexity of the content standard

ii. The availability of resources
iii. Ability level of learners
iv. Time
v. Class size

Steps: To ensure a well-structured and quality case study, it is important for the teacher
to consider the following:

Before
The teacher should:

i. Clearly define the learning outcomes to be assessed.

ii. Identify appropriate issues or cases to be investigated.
iii. Determine the format of the case study (e.g., written document, a multimedia
presentation, a video, or a combination of these), depending on the resources
available.

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iv. In form the learner on what to do, time frame, and expectations.
v. Provide materials (i.e., text, videos, pictures etc.) for the case study discussion.
vi. Develop and provide a clear scoring rubric that outlines or defines quality
vii. work to learners.

During
The teacher should:

i. Create and maintain a sound environment for the case study discussion.
ii. Bring the whole class together and invite each group to share their findings,
iii. solutions, or recommendations.
iv. Ask open-ended questions on the issue of discussion to clarify any misconception.
v. Incorporate peer assessment or peer grading as part of the process.

After
The teacher should:

i. Provide constructive feedback on learners’ responses.

ii. Ask the learners to reflect on their learning process, such as what they learned,
what they found difficult, or what they would do differently.
iii. Summarise the main points and lessons learned from the case study and link them
to the learning outcomes and content.

Ethical Considerations: In the use of case study as an assessment strategy, the teacher
should:

i. Discuss ethical considerations with learners, especially in cases that involve

sensitive or potentially controversial topics (e.g., gender, cultural, social, emotional,
political and religious issues) when selecting and discussing a case.

Documentation and Record-Keeping: The teacher should keep records of assessments and
learners’ submissions to maintain transparency and fairness (e.g., portfolio)

Portfolio Assessment- General

Description: A portfolio assessment is an evaluative tool to measure learners’ understanding
in a comprehensive manner, looking at the overall progress instead of individual marks
from tests and quizzes.
Purpose: Portfolio assessment is used to establish various cognitive achievements as well
as practical competencies. Portfolio assessment could be used for the different levels of
Depth of Knowledge (Levels 1 – 4). It helps teachers identify areas where the learner may
need additional support or resources to improve learning and provide a wide variety of
learners’ mastery of a particular standard and growth over a defined time.

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Types of Portfolio Assessments: A portfolio is a systematic collection of learners’ work that

represents learner’s activities, actions, and achievements over a specific period in one or
more areas of the curriculum. There are three main types of portfolios:

1. Assessment Portfolios
2. Teaching and Learning or Working portfolios
3. Showcase portfolios

Assessment Portfolios
Assessment portfolios, also known as evaluative portfolios, contain work that has been
evaluated according to set standards or criteria. These portfolios demonstrate a learner’s
ability to meet specific learning standards. They often contain rubrics, test results, learner
reflections, teacher’s notes, and graded assignments. For instance, in a science class, an
assessment portfolio may contain lab reports, results from class tests, assessed projects,
and the learner’s reflection on their learning throughout the term/semester/year.

Teaching and Learning or Working Portfolios

Teaching and learning or working portfolios are formative in nature. They allow a learner
to demonstrate his or her ability to perform a particular skill. For example, a working
portfolio may include a collection of lab reports during a semester (term) that highlight a
learner’s improving ability to create hypotheses.

Showcase Portfolios
Showcase portfolios are summative in nature. They include samples of a learner’s best
work to demonstrate mastery at the end of a unit of study, semester or school year. The
showcase portfolio allows the learner to select their most outstanding work, hence
demonstrating their highest level of learning and achievement. It can contain final drafts
of assignments, projects, or any piece of work that the learner is particularly proud of,
demonstrating the learner’s mastery of the relevant skills.

What is in a Portfolio?
A portfolio contains the following:

1. Completed assignments and evaluations (e.g., Self-Assessment, Peer- Assessment)

2. Journal writings (daily report – Date, Time and Activities)
3. Reflections on discussions
4. Photos, sketches, and other visuals
5. A summary statement made at different points regarding what has been learned/
achieved.

Setting: The portfolio assessment strategy can be used in the following settings:

1. Project-Based Learning
2. Independent Study and Research Projects
3. Classroom-based assessment
4. Field Work

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5. Exhibitions/ Fairs
6. Problem-based Learning
7. Laboratory environment
8. Studio
9. Resource Centres

For all approaches, the portfolio must demonstrate clear and close adherence to specific
learning outcomes in the curriculum.

Steps
Before
The Teacher should:

i. Determine the purpose of the portfolio. Decide how the results of a portfolio
evaluation will be used to inform the subject.
ii. Identify the learning outcomes the portfolio will address.
iii. Decide what learners will include in their portfolio. Portfolios can contain a range
of items–plans, reports, essays, resumes, checklists, self-assessments, references
from employers or supervisors, and audio and video clips. Limit the portfolio to 3-4
pieces of learner’s work and one reflective essay/memo.
iv. Identify or develop the scoring criteria (e.g., a rubric) to judge the quality of the
portfolio.
v. Establish standards of performance and examples (e.g., examples of a high,
medium, and low-scoring portfolio).
vi. Create learner instructions that specify how learners collect, select, reflect, format,
and submit.
vii. It is the teacher’s responsibility to help learners by explicitly tying subject
assignments to portfolio requirements.

During
The learner should:

i. Collect evidence related to the outcomes being assessed.

ii. Select the best and appropriate evidence and label each piece of evidence according
to the learning outcome being demonstrated.
iii. Be guided on how to write a one or two-page reflective essay/memo that explains
why they selected the particular examples, how the pieces demonstrate their
achievement of the program outcomes, and/or how their knowledge/ability/
attitude changed.
iv. Be guided on how to format requirements (e.g., type of binder, font and style guide
requirements, online submission requirements).
v. Be given submission (and pickup) dates and instructions.

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After
The teacher should:

i. Clearly establish the criteria for evaluating/scoring in a consistent manner

ii. Mark and record learners’ performances
iii. Reflect on the activity and learner performances
iv. Provide constructive feedback to the learner
v. Identify learners with SEN who may need extra support

The learner should:

i. Reflect on the feedback received

ii. Revise their work for final submission

Time Frame: Deciding on a time frame for Portfolio assessment depends on and includes
the following:

i. Nature of project/problem or assignment

ii. Class size
iii. Resources

However, based on the learning outcome(s) the appropriate time frame for this portfolio
is a week for minor activity and a term for extended projects, especially in Art and Design
or Performing Arts.

Form
i. Individual learner’s portfolios when the class size is relatively small.
ii. Group portfolio when the size is relatively large.
iii. Whole class/ school

Research As An Assessment Strategy

Description: Research as an assessment strategy is a systematic process of inquiry and
investigation that aligns with a particular learning outcome to develop knowledge and
understand a phenomenon. It involves identifying an issue in need of investigation,
collecting and analysing data, conducting experiments, and drawing conclusions based on
the findings. Once learners have completed their research work, they will write a report
and do a presentation on their findings.
Purpose: Research as an assessment strategy is used to assess learner’s ability to:

i. Identify a problem and gather information (data) from a variety of sources.

ii. Evaluate the credibility and accuracy of information.
iii. Analyse and synthesise information from multiple sources.
iv. Communicate their findings clearly and concisely.

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Setting
i. Classrooms
ii. Factories/ Industries
iii. School farms
iv. School communities
v. Libraries
vi. Homes.
vii. Fieldwork
viii. Workshops

Class Size: As a teacher, depending on the number of learners in your class, individual or
group research-based assessment can be used. However, teachers can create large groups
for complex research, where different members can focus on specific aspects of the
research.
Time Frame: The time frame for conducting a research-based assessment can vary
depending on the complexity of the learning outcomes (skill to be achieved) may be:

i. Short-term
ii. Medium-term
iii. Long term

Steps
Before
The teacher should:

i. Define the learning outcomes.

ii. Develop a theme in line with learning outcomes.
iii. Design the research work and provide a description that is in line with learning
outcomes.
iv. Define specific tasks to be undertaken in developing the research.
v. create a timeline.
vi. Select resources and materials needed.
vii. Provide guidance and support for learners.
viii. Develop clear assessment rubrics.
ix. Provide feedback and revisions.

During
The teacher should:

i. Provide clear guidelines for developing the research and how to assess it.
ii. Design and plan the research work to align with the learning outcomes.

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iii. Provide necessary resources, materials, and support to help learners succeed in
their research work.
iv. Guide learners in reflecting on their research-based assessments and help them
develop metacognitive skills.

After
The teacher should:

i. Alignment with learning outcomes: The research work should be aligned with the
learning outcomes of the content standards. This means that the research work
should allow learners to demonstrate their understanding of the course material
and to develop the skills that are being taught.
ii. Originality: The research work should be original and not simply a rehash of existing
information. Learners should be encouraged to develop their ideas and to come up
with their conclusions.
iii. Critical thinking: The research work should demonstrate that learners can
conceptualise, apply, analyse, synthesise and evaluate the information they have
gathered and come out with an action plan.
iv. Communication skills: The research work should be well-written and well- organised.
Learners should be able to communicate their findings clearly and concisely.

Practical Assessments
Description: Practical assessment gauges a student’s capacity to use their knowledge and
abilities in practical and hands-on settings. It involves evaluating learners’ ability to
perform specific tasks and demonstrate practical skills. It includes laboratory experiments,
simulations, demonstrations or projects.

The exact nature of the assessment will depend on the subject or area a teacher is interested
in.

Purpose: The purpose of conducting a practical assessment is to:

i. Evaluate learners’ proficiency, problem-solving capacity, and aptitude for carrying

out tasks.
ii. Create and deliver tests that ask learners to complete real-world assignments,
experiments, or demonstrations.

Setting: Teachers can use practical assessment in the following settings:

i. Classroom
ii. Laboratory
iii. Field
iv. School farms/gardens/community
v. Technical workshops
vi. Science fair

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vii. Virtual/Digital/Remote
viii. Co-curricular activities and clubs
ix. Outdoor spaces
x. Workplace
xi. Team project

Time Frame: Based on the learning outcome and the skills to be acquired, a Practical
assessment can be done in a week, at the end of a term or year depending on the project.
Class size: Class size suitable for practical assessment can be individual, group or whole
class

Steps
Before
Learners can understand the content and theory being used by;

i. Reviewing the theoretical concept

ii. Familiarising themselves with the concept under assessment

Choosing experimental design, learners are required to;

i. Design an experiment using the theoretical concept.

ii. Outline the stages/process for the experiment and formulate hypotheses.

Gathering materials

i. Make a list of the tools and supplies you will need.

ii. Ensure that the necessary materials are available

During
Choosing experimental procedure:

i. Learners are required describe the step-by-step process in detail including how to
control extraneous factors, along with any safety precautions.

Gathering and analysing data

With support from teachers, learners are required to:

i. Measure the dependent variable appropriately at various factor values to collect

data.
ii. Analyse the data meaningfully.
iii. Sort, examine, and derive conclusions from the data analysis

After
Display of findings

i. Give a concise visual summary of the results.

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ii. Address any restrictions or mistakes.

Reflection and improvement

i. Consider your advantages and disadvantages.
ii. Improve the design of upcoming experiments.
iii. Throughout the process, place a strong emphasis on ethics, integrity, and seeking
advice as appropriate.
iv. Encourage a critical and inquisitive outlook on learning.

Debate As An Assessment Strategy

Description: Debate as an assessment strategy involves structured arguments and
discussions to evaluate learners’ knowledge and understanding of issues/ideas. It
encourages research and articulation of views; it can be used for formative or summative
assessments. Types of debates include formal debates with rules and roles and informal
debates, which are more flexible.
Purpose: Using debate as an assessment strategy offers a comprehensive evaluation of
learners’ ability to generate ideas based on their knowledge and understanding of concepts
and confidence in supporting their own ideas.

Settings
i. Classroom
ii. Performance spaces (e.g. dining hall, assembly hall, laboratory)
iii. Electronic platforms
iv. Music and drama theatre

Class Size: Depending on the learning outcomes to be achieved debates can be organised
in:

i. Small classes
ii. Large classes

Time frame: The teacher can conduct a debate within a single class session, it can also span
over several class sessions or weeks.

Steps
Before
The teacher should:

i. Select appropriate motion/ topic, ensuring it is relevant to the learning outcome

ii. Offer resources and materials to support learners
iii. Assign roles /create teams or pairings
iv. Establish rules and procedures

The learner should:

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i. Undertake research regarding the debate’s topic or motion

ii. Play an active role as a team member (in team-based debates)

During
The teacher should:

i. Host the debate

ii. Ensure effective time management
iii. Monitor and take notes

The learner should:

i. Participate in the debate

ii. Listen and take notes
iii. Counter argue when necessary

After
The teacher should:

i. Facilitate a debriefing session (Teachers should utilise the debriefing sessions to

address any misunderstandings or questions that come up from the debate. They
should also highlight the key concepts and important lessons based on the learning
outcome)
ii. Implement peer assessments.
iii. Organise follow-up activities as necessary.

The learners should:

i. Reflect on their performance and the debate as a whole.

ii. Assess their peers’ performances based on established criteria.

The Test of Practical Knowledge (TPK) Assessment Strategy

Description: This assessment is tailored to evaluate a learner’s capacity to apply acquired
knowledge in real-life situations by engaging in hands-on tasks or simulations that mirror
real-world scenarios, assessing practical skills, problem-solving abilities, and the
application of practical knowledge theoretically. It aims to gauge how effectively learners
can employ their knowledge to solve problems or accomplish tasks.
Purposes: The general purpose of the test of practical knowledge is to assess learners’
ability to apply practical knowledge in theory to:

i. Evaluate their application-based understanding.

ii. Assess their problem-solving skills.
iii. Measure the learner’s practical knowledge and its use in real-life situations.
iv. Provide insights into a learner’s ability to transfer practical knowledge into
theoretical actions.

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Setting: The Test of Practical Knowledge is conducted in environments that simulate real-
life situations relevant to the learning outcome and the context being assessed. This could
be a

i. Classroom
ii. Laboratory
iii. Field
iv. School farms/gardens/community
v. Technical workshops
vi. Science fair
vii. Virtual/Digital/Remote
viii. Outdoor spaces
ix. Workplace
x. Team Project

Class Size: The size of the class can vary based on resources and the nature of the practical
tasks. It could be individual, smaller groups, or whole class.
Time Frame: The timing for assessing the Test of Practical Knowledge can range from a
single session to multiple sessions, depending on the complexity of tasks and skills being
assessed.

Steps
Before
The teacher should:
Provide clear instructions and resources needed for the tasks.
Clarify any doubts about the assessment task.
The learner should:

i. Seek clarification from the teacher or other relevant persons before starting the
assessment.
ii. Familiarise themselves with theoretical concepts beforehand.

During
The teacher should encourage teamwork and effective communication if tasks involve
group work.
The learner should

i. Focus on applying learned concepts to solve problems or complete tasks accurately

within the given context.
ii. Manage time efficiently to complete tasks within allocated timeframes.

After

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The teacher should encourage learners to reflect on their performance, review their work,
and identify areas for improvement.

Performance Assessment Strategy

Description: In its simplest terms, a performance assessment is one which requires
learners to demonstrate that they have mastered specific skills and competencies by
performing or producing something. It is important that the task be meaningful and
engaging to learners. When learners perform tasks that are meaningful and engaging to
them, they can take ownership of their learning and effectively work, either independently
or in collaboration, depending on the requirement of the task. Performance assessment
can be used as either formative or summative tool.
Purpose: The main purpose of this assessment strategy is to provide learners with the
opportunity to demonstrate their knowledge and understanding about a concept and
communicate that understanding through a performance task.
Setting: Performance assessment can be used in the following settings:

i. Classroom
ii. Laboratory/workshops
iii. Field
iv. Theatre

Time Frame: Teachers should note that the learning outcome and learners’ achievement
expectations may inform the appropriate time frame for the use of performance
assessment. However, the designated time of completion of the assessment task should
not be too short or two long.
Class Size: Performance assessment works best for all forms of class size. Teachers should,
however, be strategic in making learners work individually or in moderate/large groups
depending on the unique situation.
Steps: To develop and implement performance assessment, teachers should:

Before
The teacher should:

i. State the purpose of the assessment.

ii. Specify the learning outcome to be assessed using the performance assessment
strategy.
iii. Make learners aware whether they will work individually or as groups (e.g., group
of 2-5).
iv. Design a performance task which requires the learners to demonstrate the intended
skills and knowledge required of them.
v. Discuss with learners the rules of engagement which includes the performance
criteria that specifies the extent to which learners have mastered the skills and
knowledge.

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vi. Discuss with learners the available resources to be used.

The learner should:

i. Make ready the available resources that will help them perform the assessment
task.
ii. Seek for clarification on the performance task to be performed when necessary.

During:
The teacher should:

i. Monitor and ensure serenity of the environment for learners to work effectively as
individuals or groups as in the case of a laboratory/field/workshop exercise.
ii. Guide learners to complete the assigned task(s) within the stipulated time.

The learner should:

i. Design the artifact or the idea using the available resources.

ii. Should submit the performance product to class at the stimulated time for
evaluation.

After:
The teacher should:

i. Collaborate with learners to evaluate the performance task(s) outcome.

ii. Communicate constructive feedback of the assessment to the learners.
iii. Provide information on how the assessment feedback would be used.

The learner(s) should:

i. Offer constructive feedback on their colleague’s work.

ii. Self-reflect and make use of constructive feedback to shape his/her work.

Demonstration As An Assessment Strategy

Description: Demonstration as an assessment strategy offers a practical and effective way
to evaluate learners’ knowledge, skills, and abilities by observing their performance in a
real or simulated context. This may include a presentation, a practical experiment, a role-
play, a performance, or a project.
Purpose: The main purpose of using demonstration as an assessment strategy is to allow
learners to showcase their skills and competencies through practical application. Some of
the areas in which learners can demonstrate their proficiencies are:

i. Problem-solving skills
ii. Critical thinking abilities
iii. Communication

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Settings
i. Classroom
ii. Laboratory/ Workshop /Studio
iii. Simulation studio/environment
iv. Field or real-world settings (e.g., field trips, community projects, or internships)
v. Performance spaces (e.g., theatre, music room, or sports field/studio/rooms)
vi. Online/remote/virtual platform

Time Frame: The time frame for conducting demonstration as an assessment strategy
depends on the following:

i. Learning outcome(s)
ii. Complexity of the task to be performed
iii. Resources

NB: The teacher should provide the learner enough time to demonstrate their abilities and
ensure the assessment process is managed within the constraints of the learning
environment.

Class size: Demonstration can be used for individuals or groups (large or small groups) for
the reasons of attention, support, and prompt feedback on factors such as assessors,
resources and equipment, learning outcome and the assessment environment.

Steps
Before
The teacher should

i. Set clear expectations of the learning outcomes, specific skills, knowledge and
competencies.
ii. Provide instructions for the demonstration to include safety precautions, criteria
for assessment and time.
iii. Provide learners the opportunity to rehearse the task or the activity to be
demonstrated.
iv. Provide the needed materials and resources to be used for the demonstration.
v. Address the concerns of the learners raised after the rehearsals.
vi. Distribute the task to the learner(s) considering Special Education Needs - SEN)

The learner should:

i. Understand the learning outcomes, specific skills, knowledge, and competencies

expected of them.
ii. Take the necessary steps to prepare for the demonstration by reviewing the
instructions and rehearsing the expected knowledge, skills, and competencies.

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iii. Seek clarification about the instructions and materials to be used for the
demonstration.
iv. Take the opportunity to practice and refine their skills or knowledge before the
demonstration.
v. Reflect on their previous learning and experiences related to the skills or knowledge
being assessed.

During
The teacher should:

i. Observe the learner’s performance of the task demonstrated.

ii. Provide continuous guidance to learner(s) on the task especially when they are
working with or in hazardous situations.
iii. Monitor the progress of the learner(s) on the task.
iv. Pace the timing of the demonstration such that differentiation is considered.
v. Assess the performance of the learners on the task.
vi. Take notes of critical issues such as learners’ strengths and areas for improvement

The learner should:

i. Focus on the demonstration and actively listen to the instructions and explanations
provided.
ii. Carefully watch the demonstration, noting the steps, techniques, and key details
being shown.
iii. Take notes of important points, steps, or tips during the demonstration to refer to
later.
iv. Request feedback from the demonstrator or peers to ensure they are on the right
track and identify areas for improvement.

After
The teacher should:

i. Provide constructive feedback to the learners based on observations. highlighting

areas of improvement, reinforcing correct techniques, and encouraging further
practice.
ii. Review notes to consider where learners have performed well and areas that need
improvement
iii. Provide support to learners who may be struggling with the demonstrated skills.
This can involve additional explanations, demonstrations, or one-on- one
assistance.

The learner should:

i. Reflect on their own performance during the demonstration and assess their
understanding and execution of the demonstrated skills or techniques.

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ii. Share their performance and ask for feedback to improve their learning.
iii. Identify specific areas where they need further assistance or practice; they can
seek out additional resources such as tutorials, online courses, or books to support
their learning and assessment.

Questioning As An Assessment Strategy

Description: Questioning as an assessment strategy is the practice of engaging learners in
an interactive dialogue or a series of carefully crafted questions to evaluate their
understanding, knowledge, skills, and critical thinking abilities. Teachers can use
questioning as an assessment strategy in all learning areas or subjects.
Purpose: Questioning as an assessment strategy can be used by the teacher to:

1. Identify learning gaps through the assessment of the level of comprehension,

retention and application of knowledge, and skills gained by learners in achieving
a learning outcome of a given content.
2. Actively engage leaners in the teaching and learning process.
3. Assess if a concept taught has been well grasped as learners’ feedback provides
valuable feedback to them and the teacher.
4. Clarify concepts leading to deeper understanding or seek additional information
in solving real-world or imaginary issues.
5. Promote the acquisition of critical thinking and problem-solving skills.
6. Encourage immediate or real-time feedback from leaners leading to deeper
thinking.
7. Investigate misconceptions for clarification.
8. Accommodate diverse learning styles to achieve a specific learning outcome.

Types: The following are various types of questioning techniques based on the Depth of
Knowledge (DoK) levels that the teacher can use in assessment:

i. Closed-ended questions – DoK 1: have a limited number of predetermined answers

and are designed to gather specific information requiring “yes” or “no”, “True or
False”
ii. Open-ended Questions - DoK 2 and 3: allow for a more detailed and
iii. comprehensive response, which begins with words like “what,” “why,” or “how.”
iv. Funnel Questions- DoK 2 and 3: used to gradually narrow down a topic, starting
with broader questions and proceeding to more specific ones. This technique helps
gather information in a logical and structured manner.
v. Probing Questions - DoK 2 and 3: used to explore a topic in more detail or to gain
deeper insights. They are often used to dig deeper into a previous response or to
uncover hidden information,
vi. Leading Questions - DoK 2 and 3: used to steer learners towards a particular answer
or viewpoint. They may imply an expected or desired response.

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Appendices

vii. Hypothetical Questions- DoK 3 and 4: These questions often involve speculative or
creative thinking. They require learners to make connections, apply knowledge,
and think beyond the immediate context.

Settings
i. Classroom
ii. Co-curricular activities, e.g. School Clubs and Games
iii. Field trips/work, e.g., Factories/industries, school farms/gardens/ pantries(kitchen)
iv. Laboratory/Resource Centre
v. Workshops/studios/theatres

Time Frame: Teachers can use questioning in their daily teaching and learning activities.
However, it should be used based on the learning outcome of the subject matter under
consideration. It can specifically be used:

i. Throughout the teaching and learning process (Formative Assessment): before,

during and after the teaching of a lesson.
ii. In summative assessment, questioning can be used together with other forms of
assessment such as oral/aural(listening) assessment at the end of a unit or content
and programme.

Class size: Individual, small group or whole class

Steps: In using questioning as an assessment strategy, the teacher and learner can employ
the following steps:

Before
The teacher should:

i. Define the Learning Outcomes to be achieved and develop key questions

ii. before class based on the outcomes.
iii. Select appropriate question type(s) that align with the content standard/ indicators
to be taught and the DoK levels to be achieved. The questions to be asked should be
clear, relevant, concise, and free from ambiguity and biases.
iv. Design valid questions that will suit the type of questioning strategy to be used to
achieve the learning outcomes.

NB: Avoid or minimise the use of questions that will yield Yes/No or True/False responses
but make more use of questions that allow for explanatory responses.
Plan question sequence and adapt questioning techniques to meet the diverse learning
needs and abilities of their learners to promote active participation.

During
The Teacher should:

i. Select the context and provide relevant information to give learners the basis for
the questions.

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 Appendices

ii. Vary the form of questions: those that gauge knowledge, require diagnosis, or
challenge conclusions considering the learner’s background characteristics to
promote inclusivity.
iii. Ask one question at a time and wait for responses from learners to allow time to
think through responses critically.
iv. Encourage active engagement of all learners.
v. Monitor learners’ performance and learning process to identify areas where
learners may need additional support or clarification or to plan appropriate
remediation where appropriate.
vi. Acknowledge all responses/answers- repeat so the class can hear and/or write
them on the board.
vii. Provide constructive and timely feedback; teachers are advised to accommodate
learners’ varied responses as well as be fair and ethical.
viii. Use assessment data to modify their teaching techniques, strategies and resources.
ix. Move around the classroom or learning centre

The learner should:

i. Ensure they gain an understanding of the learning outcomes and work towards
achieving them through self and peer assessment.
ii. Actively participate in the questioning process by listening carefully to the
questions, thinking critically about their responses, and providing thoughtful
answers.
iii. Self and peer assess themselves using a questioning assessment strategy when
learning to enable them to reflect on their learning.
iv. Own their learning by adapting strategies to improve their learning outcomes,
skills and competencies.

After
The teacher should:

i. Analyse responses
ii. Provide constructive feedback
iii. Modify teaching and learning processes
iv. Document assessment data
v. Reflect and adapt questioning techniques, strategies and resources to check if
expected learning outcomes have been achieved.
vi. Teachers and learners reflect on responses to check if expected learning
vii. outcomes have been achieved.

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 Appendices

Peer/Self Assessment Strategy

Description: Peer/self-assessment is a type of performance monitoring and evaluation
related to a learning outcome done by or among learners under the supervision of a teacher
to track their learning progress. It can be used as both formative and summative
assessment. However, it is predominately used for formative assessment purposes.
Purpose: Peer/self-assessment provides an opportunity for learners to reflect and provides
insight, leading to meaningful feedback on their or other learners’ work (behaviours,
competencies and experiences). Peer/self-assessment enhances deep learning and
understanding among learners and trains learners to track their progress and areas for
improvement.

Setting
i. Classroom-based environment
ii. Fieldwork
iii. Laboratory i.e., Science Resources Centres
iv. Studio
v. Workshop

Class size: Peer assessment strategy can be done in small groups or whole class.
Time Frame: The time frame depends on the complexity of the assignment, the estimated
period of the lesson stated in the curriculum and how learners have been adequately
prepared. However, the time should neither be too short nor too long.

Steps
Before
The teacher should:

i. Set clear expectations of the learning outcome, skills and competencies

ii. Decide the structure and format of the assessment e.g.: written or oral
iii. Introduce the learners to the assignment to be assessed
iv. Develop the assessment criteria and scoring rubrics with learners.

During
The teacher should

i. Model peer/self-assessment by letting learners assess or review what he has taught

to open them up to the assessment to be conducted.
ii. For peer assessment, lead the pairing or grouping for the assessment. in doing this,
the teacher should consider mixed groupings, and avoid inter- pairing and pairing
amongst friends. (fairness and transparency)
iii. In self-assessment, the teacher should guide learners with special educational
needs in their assessment through questioning
iv. Provide constructive feedback to learners after the assessment

152
 Appendices

The learner should:

i. Work and submit assignments

ii. Assess their assignments or that of other learners and give constructive feedback
iii. Reflect on the feedback received and revise the work for final submission

After
The teacher should:

i. Grade the assignments (summative)

ii. Reflect on the activity with learners
iii. Offer help or intervention in areas learners need help
iv. Work on areas that need improvement

NB: The teacher should be a mediator between arguing learners and should also consider
and guide learners in their approach to providing feedback. (Be conscious of gender,
cultural, social and religious sensitive comments and issues)
Teacher should also provide multiple opportunities or formats for learners to assess to
accommodate all learn.

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Appendices

Appendix 3: Teacher Lesson Observation Form

Name of School: …………………………………………………………………………………………………………

Subject being observed: ..............................................................…………...........................................

Class

Year 1 Year 2 Year 3

Sex of the teacher

Male Female

1. Is the purpose of the lesson clearly stated in the lesson plan and focused on learners achieving the
lesson learning outcomes?

Yes In Part No NA

1b. Please provide an explanation to your answer in Q1 above

…………………………………………………………………………………………………………………………

2. Are the unique needs of female learners, male learners, and learners with special education needs
adequately catered for in the lesson plan? For example, the choice of teaching methods and learning
activities reflects/does not reflect the learning needs of all learners.

For example, the choice of teaching methods, and learning activities.

Yes In Part No NA

2b. Please provide an explanation to your answer in Q2 above

…………………………………………………………………………………………………………………………

3. Does the teacher manage behaviour well, maintaining a positive and non-threatening learning
environment throughout the lesson?

Yes In Part No NA

3b. Please provide an explanation to your answer in Q3 above

…………………………………………………………………………………………………………………………

4. Are appropriate teaching and learning materials and other resources (including ICT, books, desks)
available, accessible and being used to support learning of all females, males and learners with
special education needs?

Yes In Part No NA

4b. Please provide an explanation to your answer in Q4 above

…………………………………………………………………………………………………………………………

154
 Appendices

5. Are learners engaged on tasks that challenge them in line with the content standards?
Does the teacher take into consideration the uniqueness of learners?

Yes In Part No NA

5b. Please provide an explanation to your answer in Q5 above

6. Is there evidence that students are learning?

Yes In Part No NA

6b. Please provide an explanation to your answer in Q6 above

7. Is teaching differentiated to cater for the varied needs of all learners (i.e., male learners, female
learners, learners with special education needs) and those with poor literacy and/ or numeracy
proficiency?

Yes In Part No NA

7b. Please provide an explanation to your answer in Q7 above

…………………………………………………………………………………………………………………………

8. Does the teacher use real life examples which are familiar to learners to explain concepts?

Yes In Part No NA

8b. Please provide an explanation to your answer in Q8 above

…………………………………………………………………………………………………………………………

9. Does the teacher point out or question traditional gender roles when they come up during the
lessons as appropriate?

Yes In Part No NA

9b. Please provide an explanation to your answer in Q9 above

…………………………………………………………………………………………………………………………

10. Does the lesson include appropriate interactive and creative approaches e.g., group work, role play,
storytelling to support learners achieving the learning outcomes?

If yes, give examples of the issues and skills that have been so integrated.

Yes In Part No NA

10b. Please provide an explanation to your answer in Q10 above

…………………………………………………………………………………………………………………………

11. Have cross-cutting issues and /or 21st century skills been integrated into the lesson to support
learners in achieving the learning outcomes e.g., problem-solving, critical thinking,
communication? If yes, give examples of the issues and skills that have been so integrated.

Yes In Part No NA

11b. If yes, give examples of the issues and skills that have been so integrated.

…………………………………………………………………………………………………………………………

155
Appendices

12. Does the teacher incorporate ICT into their practice to support learning?

Yes In Part No NA

12b. Please provide an explanation to your answer in Q12 above

…………………………………………………………………………………………………………………………

13. Does the teacher encourage all female male and male learners (including those who may be shy or
afraid to speak) to ask questions, answer questions, participate in group work, etc. during the
lesson?

Yes In Part No NA

13b. Please provide an explanation to your answer in Q13 above

…………………………………………………………………………………………………………………………

14. Is assessment evident in the lesson? If yes, does it include assessment as, for or of learning and go
beyond recall?

If yes, did it include assessment of, for or as learning and go beyond recall?

Yes In Part No NA

14b. Please provide an explanation to your answer in Q14 above

…………………………………………………………………………………………………………………………

15. Do learners make use of feedback from teacher and peers?

Yes In Part No NA

15b. Please provide an explanation to your answer in Q15 above

…………………………………………………………………………………………………………………………

16. Does the teacher sum up the lesson and evaluate the lesson against the learning outcomes with the
learners?

Yes In Part No NA

16b. Please provide an explanation to your answer in Q16 above

…………………………………………………………………………………………………………………………

17. Does the teachers’ planning of lessons taught before the one observed show how they plan for
learning over time, considering individual and group needs?

Yes In Part No NA

17b. Please provide an explanation to your answer in Q17 above

…………………………………………………………………………………………………………………………

18. Does the teacher pay attention to the composition of females and males during group work and
assigns females leadership roles.

Yes In Part No NA

18b. Please provide an explanation to your answer in Q18 above

…………………………………………………………………………………………………………………………

156
 Appendices

19. Does the teacher provide constructive verbal feedback to both females and males and learners
with special education needs?

Yes In Part No NA

19b. Please provide an explanation to your answer in Q19 above

…………………………………………………………………………………………………………………………

20. Does the teacher provide constructive written feedback to both females and males and learners
with special education needs in their exercise book?

Yes In Part No NA

20b. Please provide an explanation to your answer in Q20 above

…………………………………………………………………………………………………………………………

21. Key strengths in the lesson

…………………………………………………………………………………………………………………………

22. Areas for development

…………………………………………………………………………………………………………………………

23. Next steps for teacher

…………………………………………………………………………………………………………………………

24. Additional Notes (on teacher’s actions, the flow of activities, etc.)

…………………………………………………………………………………………………………………………

157
Appendices

Appendix 4: How to Check CPD Points and Training Records on Teacher

Portal Ghana

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158
 Appendices

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ŶƚĞƌLJŽƵƌƉĂƐƐǁŽƌĚ
Check I’m not a robot

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dW'ĂĐĐŽƵŶƚ;ŚĞĐŬŝŵĂŐĞďĞůŽǁͿ

159
Appendices

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WƉŽŝŶƚƐƉƌŽŐƌĞƐƐďĂƌ WƉŽŝŶƚƐĂĐĐƌƵĞĚ

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160
List of Contributors

NaCCA Team

Name of Staff Designation

Matthew Owusu Deputy Director-General, Technical Services

Reginald Quartey Ag. Director, Curriculum Development Directorate

Nii Boye Tagoe Senior Curriculum Development Officer (History)

Abigail Birago Owusu Senior Research, Planning, Monitoring and Evaluation Officer

Sharon Antwi-Baah Assistant Instructional Resource Officer

Dennis Adjasi Instructional Resource Officer

No. Subject Name of Writer Institution

Aviation and Aerospace Kwame Nkrumah University of

1. David Kofi Oppong
Engineering Science and Technology

University of Energy and

2. Agriculture Dr. Esther Fobi Donkor
Natural Resources, Sunyani

3. Dr. Murtada Mahmoud Muaz AAMUSTED

Arabic
Dr Mohammed Almu University for Development
4.
Mahaman Studies

5. Michael Korblah Tsorgali AAMUSTED

Ziavi Senior High Technical

6. Applied Technology Gilbert S. Odjamgba
School

CSIR - Forestry Research

7. Engr. Dr. Prosper Mensah
Institute of Ghana

St. Francis Senior High

8. Home Economics Rev. Sr. Jusinta Kwakyewaa
Technical School

University of Education
9. Performing Arts Prof. Emmanuel Obed Acquah
Winneba

10. French Maurice Adjetey

Art and Design

11. Angela Owusu-Afriyie Opoku Ware School
Foundation

University of Education
12. Ghanaian Language David Sarpei Nunoo
Winneba, Ajumako Campus

161
List of Contributors

No. Subject Name of Writer Institution

13. Art and Design Studio Dzorka Etonam Justice Kpando SHS

14. Agricultural Science Issah Abubakari Half-Assini SHS

Kwame Nkrumah University of

15. Dr. Kofi Owura Amoabeng
Science and Technology
Manufacturing
16. Ali Morrow Fatormah Mfantsipim School
Engineering
Kwame Nkrumah University of
17. Benjamin Atribawuni Asaaga
Science and Technology

Design and
Anglican Senior High School,
18. Communication Henry Angmor Mensah
Kumasi
Technology

19. Religious Studies Anthony Mensah Abetifi College of Education

20. Spanish Franklina Kabio-Danlebo University of Ghana

21. Social Studies Dr. Frank Awuah Dambai College of Education

Religious and Moral

22. Clement Nsorwineh Atigah Tamale Senior High School
Education

West African Senior High

23. Angela Aninakwah
School
Literature-in-English
Ziavi Senior High Technical
24. Blessington Dzah
School

25. Chemistry Michael Amissah St. Augustine’s College

26. Biology Abraham Kabu Otu Prampram Senior High School

27. Mathematics Collins Kofi Annan Mando Senior High School

Additional University of Education,

28. Gershon Kwame Mantey
Mathematics Winneba

29. General Science Saddik Mohammed Ghana Education Service

30. English Language Perfect Quarshie Mawuko Girls SHS

31. Jennifer Fafa Adzraku Université Libre de Bruxelles

Biomedical Science
32. Davidson N.K. Addo Bosomtwi STEM

33. Dr. Nii Longdon Sowah University of Ghana

Robotics
34. Isaac Nzoley Wesley Girls High School

162
 List of Contributors

No. Subject Name of Writer Institution

35. Valentina Osei-Himah Atebubu College of Education

Engineering
Kwabeng Anglican Senior High
36. Daniel Agbogbo
School

St. Thomas Acquinas Senior

37. Physical Education Benedictus Kondoh
High School
and Health (Core and
Elective) Bagonluri Kizito Mwining-
38. Wa Technical Institute
Kumo

39. Computing Osei Amankwa Gyampo Wesley Girls SHS, Kumasi

Information
Ziavi Senior High Technical
40. Communication Raphael Senyo Dordoe
School
Technology

41. Geography George Boateng Berekum College of Education

42. History Kofi Adjei Akrasi Opoku Ware School

43. Economics Salitsi Freeman Etornam Anlo Senior High School

44. Government Samuel Kofi Adu Fettehman Senior High School

45. Theodosia Larteley Oppong Aburi Girls Senior High School

Business Studies
Bolgatanga Senior High School,
46. Ansbert Avole Baba
Winkogo

47. Physics John Tetteh Benso SHTS

St. Ambrose College of

48. Benjamin Sundeme
Education

University for Education,

49. Edward Mills Dadson
Technical Support Winneba

50. Eric Abban Mt. Mary College of Education

51. Jennifer Fafa Adzraku Université Libre de Bruxelles

163