AUGUST — Chapter 1 – What are Computers?

August — Week 1
What is a Computer? – Meaning & Everyday Examples

Resources: Textbook Ch.1, Whiteboard/markers, pictures of computers in daily life

SLO (Students will be ➤ Identify a computer and recognise it in everyday surroundings.

able to): ➤ Describe, in simple words, what a computer can do.
➤ List at least three places where computers are used.

Warm up: Ask: "Where have you seen a computer today or this week?" Take quick answers and
list them on the board.

Developmental Activity: Introduce the meaning of a computer using the textbook's opening picture/story.
Discuss everyday uses – school, hospital, bank, home, shop – with real-life examples.

Guided Practice: Students complete the textbook's picture/labelling exercise identifying places
computers are used, done together first, then individually.

Homework: Draw and label three places where you have seen a computer being used.

August — Week 2
Types of Computers (Desktop, Laptop, Tablet, Smartphone)

Resources: Textbook Ch.1, pictures/flashcards of desktop, laptop, tablet, smartphone

SLO (Students will be ➤ Recognise and name common types of computers.

able to): ➤ Compare two types of computers by size and use.
➤ Say which type of computer suits a given situation.

Warm up: Show flashcards of a desktop, laptop, tablet and phone. Ask students to guess which is
which.

Developmental Activity: Guided discussion on types of computers and where each is best used (e.g., laptop for
travel, desktop for the office).

Guided Practice: Match-the-picture worksheet pairing each computer type with its typical use,
completed in pairs.

Homework: Fill-in-the-blank exercise from the textbook on types of computers.

August — Week 3
Uses of Computers in Daily Life (Enrichment / Mini-Project)

Resources: Textbook Ch.1, chart paper/crayons, sample pictures of computers at

school/hospital/bank/shop

SLO (Students will be ➤ Explain how computers help people in different places of work.
able to): ➤ Work in a group to present one use of computers.
➤ Build confidence speaking about a chosen topic in front of the class.

Warm up: Ask: "If computers stopped working for a day, what problems might happen at a shop
or hospital?"

Developmental Activity: Mini-project: in small groups, students prepare a poster showing computers being used
in one place (school/hospital/bank/shop/home) and present it briefly to the class.
 Guided Practice: Teacher circulates to guide groups while they plan and draw their poster, prompting
them with questions about what the computer is doing in that place.

Homework: Finish colouring/labelling the group poster if not completed in class.

August — Week 4
Revision & Test – Chapter 1

Resources: Textbook Ch.1, notebooks, Answer Key, revision worksheet

SLO (Students will be ➤ Recall the meaning, types and uses of computers.
able to): ➤ Answer fill-in-the-blank, matching and short-answer questions confidently.
➤ Identify and correct common mistakes before the test.

Warm up: Rapid-fire oral quiz mixing questions from the whole chapter.

Developmental Activity: Day 1–3: Revise meaning, types and uses of computers using flashcards, oral Q&A,
and a combined revision worksheet; review answers together as a class using the
Answer Key.

Guided Practice: Students attempt the revision worksheet independently, then peer-check in pairs before
the class review.

Homework: Revise all Chapter 1 keywords ahead of the test.

Test: Day 4 – Class Test 1: short written test covering the meaning of a computer, types of
computers, and their uses.
SEPTEMBER — Chapter 2 – Parts and Uses of Computers
September — Week 1
Hardware: Main Parts of a Computer

Resources: Textbook Ch.2, Whiteboard/Blackboard and markers/chalk, labelled diagram of a

computer set

SLO (Students will be ➤ Identify the main hardware parts of a computer (monitor, CPU, keyboard, mouse,
able to): speakers).
➤ Name the part shown in a picture correctly.
➤ Explain the basic function of each part in one simple sentence.

Warm up: Point to the classroom computer (or a picture) and ask, "Can you name any part of this
computer?"

Developmental Activity: Teacher explains each hardware part using the textbook diagram, writing the name and
function of each part on the board.

Guided Practice: Students label an unlabelled computer diagram in their notebooks, then check answers
together as a class.

Homework: Complete the hardware-labelling exercise in the workbook.

September — Week 2
Input Devices and Output Devices

Resources: Textbook Ch.2, pictures/flashcards of input and output devices

SLO (Students will be ➤ Differentiate between input devices and output devices.
able to): ➤ Sort a set of devices into input and output correctly.
➤ Give one example each of an input and an output device.

Warm up: Ask, "When you press a key, what happens on the screen?" to introduce the idea of
input leading to output.

Developmental Activity: Sort devices into an "Input" and "Output" list on the board as a class, discussing why
each belongs where it does.

Guided Practice: Students complete the input/output sorting exercise individually, then compare answers
in pairs.

Homework: List three input devices and three output devices found at home or school.

September — Week 3
Lab Identification & Practice

Duration: 4 periods (Day 1, Day 2, Day 3, Day 4)

Resources: Computer lab, Textbook Ch.2, Answer Key

SLO (Students will be ➤ Locate and physically point out hardware parts on a real computer.
able to): ➤ Recall the function of each part learnt so far.
➤ Work cooperatively with classmates during lab time.

Warm up: Quick oral round: "Name one input device and one output device."

Developmental Activity: In the Lab: visit the computer lab in small groups; students point to and name each
hardware part on an actual machine, guided by the teacher.
 Guided Practice: Refer to the Answer Key and review the Chapter 2 exercises together as a class;
address common errors and misconceptions.

Homework: Revise Chapter 2 keywords ahead of next week's test.

September — Week 4
Revision & Test – Chapter 2

Resources: Textbook Ch.2, notebooks, Answer Key, revision worksheet

SLO (Students will be ➤ Recall hardware parts and the input/output classification.
able to): ➤ Answer fill-in-the-blank, matching and labelling questions confidently.
➤ Identify and correct common mistakes before the test.

Warm up: Rapid-fire oral quiz mixing questions from the whole chapter.

Developmental Activity: Day 1–3: Revise hardware parts and input/output devices using flashcards, oral Q&A,
and a combined revision worksheet; review answers together as a class.

Guided Practice: Students attempt the revision worksheet independently, then peer-check in pairs before
the class review.

Homework: Revise all Chapter 2 keywords ahead of the test.

Test: Day 4 – Class Test 2: short written test covering hardware parts and input/output
devices, with a diagram-labelling question.
OCTOBER — Chapter 3 – Let's Explore: Keyboard and Mouse
October — Week 1
Keyboard: Keys and Their Functions

Resources: Textbook Ch.3, Whiteboard/Blackboard and markers/chalk, a keyboard for each

student (lab)

SLO (Students will be ➤ Identify the keyboard and its main key groups.
able to): ➤ Recognise commonly used keys (spacebar, enter, backspace, shift).
➤ Use the correct key to perform a simple action (type, space, delete, new line).

Warm up: Briefly review the previous lesson on computer parts; ask students what they already
know about a keyboard.

Developmental Activity: Read the Fill-in-the-blank statements (Activity 2, pages 26–27) aloud, making sure
every student understands each key's purpose before they attempt it.

Guided Practice: In the Lab – Activity 1: visit the computer lab and examine different keyboards,
discussing similarities/differences and identifying known keys as a class.

Homework: Students independently complete the Fill-in-the-blank exercise in their notebooks;

refer to the Answer Key next lesson.

October — Week 2
Mouse Actions (Click, Double-Click, Right-Click, Drag-and-Drop)

Resources: Textbook Ch.3, computer lab, mouse for each student, large paper target for mouse
practice

SLO (Students will be ➤ Identify the mouse pointer on the computer screen.
able to): ➤ Perform left-click, right-click, double-click and drag-and-drop actions accurately.
➤ Explain the purpose of each mouse action and handle the mouse with care.

Warm up: Ask, "Have you ever seen a tiny arrow moving on the computer screen?" Introduce the
concept of the mouse pointer.

Developmental Activity: Guided Exploration and Mouse Maze: students move the mouse and watch the pointer,
then guide the pointer through a simple maze drawn on the whiteboard; demonstrate
left-click, right-click, double-click and drag-and-drop.

Guided Practice: Students practise each mouse action at their own computer while the teacher circulates
to check technique and offer help.

Homework: Review Chapter 3 keywords (mouse, mouse pointer, click, double-click, right-click,
drag-and-drop).

October — Week 3
Lab Activities & Group Project

SLO (Students will be ➤ Combine keyboard and mouse skills to complete a short typing task.
able to): ➤ Work cooperatively in a group to produce and print a document.
➤ Practise proper handling and care of the keyboard and mouse.

Warm up: Ask, "Have you ever seen a tiny arrow moving on the computer screen?" – quick recap
before starting the project.

Developmental Activity: Group Project – Activity 1: in small groups, students choose a fun group name, type it
into the computer, and each member types their own name; print and display the work
near the lab computers.
 Guided Practice: Teacher guides each group through typing, saving and printing, checking that
keyboard/mouse actions from the last two weeks are being applied correctly.

Homework: Complete Activity 2 (Which key would you use to…) if not finished in class.

October — Week 4
Revision & Test – Chapter 3

Resources: Textbook Ch.3, computer lab, notebooks, Answer Key, revision worksheet

SLO (Students will be ➤ Recall keyboard keys, their functions, and mouse actions.
able to): ➤ Perform a short practical keyboard/mouse task correctly.
➤ Identify and correct common mistakes before the test.

Warm up: Rapid-fire oral quiz mixing questions on keyboard and mouse.

Developmental Activity: Day 1: Revise keyboard keys and functions with flashcards and a combined worksheet.
Day 2: Revise mouse actions with a short hands-on lab recap. Day 3: Combined
practice covering both keyboard and mouse, mixing written and hands-on questions.

Guided Practice: Students attempt a combined revision worksheet covering the whole chapter; review
and correct answers together as a class.

Homework: Revise all Chapter 3 keywords and practise mouse actions at home if possible.

Test: Day 4 – Class Test 3: short written/practical test covering keyboard keys, mouse
actions, and one hands-on task.
NOVEMBER — Chapter 4 – Creating World with MS Paint
November — Week 1
MS Paint: Toolbox Basics

Resources: Textbook Ch.4, computer lab, MS Paint software, projector (optional)

SLO (Students will be ➤ Open MS Paint and identify the toolbox and colour palette.
able to): ➤ Use the pencil and brush tools to draw freely.
➤ Use the eraser tool to correct a drawing.

Warm up: Ask students what they usually use to draw a picture at home (pencil, crayons) and
introduce MS Paint as a computer drawing tool.

Developmental Activity: Demonstrate opening MS Paint and using each toolbox item (pencil, brush, eraser, fill)
on the projector before students try it themselves.

Guided Practice: Students practise drawing a simple picture (e.g., a house or a flower) using the pencil
and brush tools while the teacher circulates to assist.

Homework: Write the names of five MS Paint tools and what each one does.

November — Week 2
Shapes and Fill Colour

Resources: Textbook Ch.4, computer lab, MS Paint software

SLO (Students will be ➤ Draw basic shapes (line, rectangle, circle) using the shape tools.
able to): ➤ Fill shapes with colour using the fill/colour tool.
➤ Combine two or more shapes into one simple picture.

Warm up: Quick recall: "Which tool did we use last week to draw and to erase?"

Developmental Activity: Demonstrate the shape tools and colour fill, then guide students to combine shapes and
colours into one picture (e.g., a simple scene).

Guided Practice: Students draw a picture using at least two shapes and two colours while the teacher
checks technique.

Homework: Complete the Chapter 4 workbook exercise matching tools to their uses.

November — Week 3
Combining Shapes/Colours – Save & Print

Resources: Textbook Ch.4, computer lab, MS Paint software, printer (optional)

SLO (Students will be ➤ Plan and draw a picture combining shapes, colours and freehand tools.
able to): ➤ Save a file in the correct folder with a sensible file name.
➤ Print a completed drawing where facilities allow.

Warm up: Ask, "What picture would you like to make today?" and let a few students share their
idea.

Developmental Activity: Students plan and create a final picture in MS Paint, applying everything learnt so far
(pencil, brush, shapes, fill colour).

Guided Practice: Teacher guides students individually to save their file in a class folder; volunteers'
work may be printed and displayed.

Homework: Bring an idea for next week's revision project – name three MS Paint tools you are
 most confident using.

November — Week 4
Revision & Test – Chapter 4

Resources: Textbook Ch.4, computer lab, notebooks, Answer Key, revision worksheet

SLO (Students will be ➤ Recall MS Paint tools and their uses.

able to): ➤ Demonstrate basic MS Paint skills practically.
➤ Identify and correct common mistakes before the test.

Warm up: Rapid-fire oral quiz mixing questions on MS Paint tools.

Developmental Activity: Day 1–3: Revise all MS Paint tools with a short hands-on recap in the lab and a
combined worksheet; review answers together as a class.

Guided Practice: Students attempt the revision worksheet independently, then peer-check in pairs before
the class review.

Homework: Revise all Chapter 4 keywords ahead of the test.

Test: Day 4 – Class Test 4: short written test on MS Paint tools plus a short practical
drawing task.
JANUARY — Chapter 5 – Exploring Notepad and Wordpad
January — Week 1
Notepad: Open, Type, Save

Resources: Textbook Ch.5, computer lab, Notepad software

SLO (Students will be ➤ Open Notepad and identify its main window/parts.
able to): ➤ Type a simple sentence and correct mistakes using backspace/delete.
➤ Save a Notepad file with a sensible file name.

Warm up: Ask, "Have you ever typed your name on a computer?" and show Notepad open on the
screen.

Developmental Activity: Demonstrate opening Notepad, typing a short sentence, correcting an error, and saving
the file.

Guided Practice: Students type a short sentence about themselves in Notepad and save it, with teacher
support as needed.

Homework: Type and save a short message to a family member using Notepad (with an adult's help
if needed).

January — Week 2
Wordpad: Basic Formatting

Resources: Textbook Ch.5, computer lab, Wordpad software

SLO (Students will be ➤ Open Wordpad and identify the difference between Notepad and Wordpad.
able to): ➤ Apply basic formatting (bold, font size, font colour) to typed text.
➤ Save a Wordpad file with a sensible file name.

Warm up: Show Notepad and Wordpad side by side and ask, "What looks different about these
two?"

Developmental Activity: Demonstrate opening Wordpad, typing a sentence, and applying bold, font size and
colour changes.

Guided Practice: Students type a short sentence in Wordpad and apply at least two formatting changes,
with teacher support as needed.

Homework: List three things Wordpad can do that Notepad cannot.

January — Week 3
Practice: Writing & Formatting a Paragraph

Resources: Textbook Ch.5, computer lab, Wordpad software, printer (optional)

SLO (Students will be ➤ Type a short paragraph (3–4 sentences) about a familiar topic.
able to): ➤ Apply formatting to make the paragraph neat and readable.
➤ Save and, where possible, print the finished work.

Warm up: Ask students to think of one topic they could write a few sentences about (e.g., "My
Family", "My Pet").

Developmental Activity: Guide students to plan and type a short paragraph in Wordpad, applying formatting
learnt in the previous lesson.

Guided Practice: Teacher circulates to help with typing accuracy and formatting choices; students save
their finished paragraph in a class folder.
 Homework: Revise Chapter 5 keywords ahead of next week's test.

January — Week 4
Revision & Test – Chapter 5

Resources: Textbook Ch.5, computer lab, notebooks, Answer Key, revision worksheet

SLO (Students will be ➤ Recall the differences between Notepad and Wordpad.
able to): ➤ Demonstrate basic typing and formatting skills practically.
➤ Identify and correct common mistakes before the test.

Warm up: Rapid-fire oral quiz mixing questions on Notepad and Wordpad.

Developmental Activity: Day 1–3: Revise Notepad and Wordpad skills with a short hands-on recap in the lab
and a combined worksheet; review answers together as a class.

Guided Practice: Students attempt the revision worksheet independently, then peer-check in pairs before
the class review.

Homework: Revise all Chapter 5 keywords ahead of the test.

Test: Day 4 – Class Test 5: short written test on Notepad/Wordpad plus a short typing and
formatting task.
FEBRUARY — Chapter 6 – Patterns Around Us
February — Week 1
Recognising Patterns (Shapes, Colours)

Resources: Textbook Ch.6, Whiteboard/markers, everyday objects/pictures showing patterns

SLO (Students will be ➤ Recognise a pattern in shapes or colours.

able to): ➤ Describe a pattern in simple words.
➤ Identify the "rule" that a pattern follows.

Warm up: Show a sequence like circle-square-circle-square and ask, "What comes next?"

Developmental Activity: Discuss patterns found around us (clothes, tiles, nature) and introduce the idea of
patterns as a first step in computational thinking.

Guided Practice: Students complete the textbook's pattern-recognition exercises in pairs, then share their
answers with the class.

Homework: Find and draw one pattern you notice at home (e.g., on a curtain, floor tile, or piece of
clothing).

February — Week 2
Extending Patterns (Including Numbers)

Resources: Textbook Ch.6, Whiteboard/markers, number and shape pattern worksheets

SLO (Students will be ➤ Extend a simple given shape or colour pattern.

able to): ➤ Extend a simple number pattern (e.g., skip counting).
➤ Explain why a chosen answer continues the pattern correctly.

Warm up: Write 2, 4, 6, 8, __ on the board and ask students what comes next and why.

Developmental Activity: Guide students through extending several patterns together on the board, mixing
shapes, colours and numbers.

Guided Practice: Students complete a pattern-extension worksheet individually, then check answers in
pairs before the class review.

Homework: Complete any unfinished pattern-extension questions from class.

February — Week 3
Creating Your Own Pattern (Project)

Resources: Textbook Ch.6, plain paper/crayons or MS Paint (optional), display board

SLO (Students will be ➤ Design and create an original pattern using shapes, colours or numbers.
able to): ➤ Explain the rule of their own pattern to the class.
➤ Appreciate patterns as a useful idea in computer thinking.

Warm up: Ask, "If you could invent your own pattern, what shapes or colours would you use?"

Developmental Activity: Students design their own pattern on paper (or in MS Paint, linking back to Chapter 4)
and prepare to explain its rule.

Guided Practice: Teacher circulates to help students keep their pattern consistent and ready for a short
class presentation.

Homework: Finish and be ready to present your pattern next lesson.

February — Week 4
Revision & Final Test – Chapter 6

Resources: Textbook Ch.6, notebooks, Answer Key, revision worksheet

SLO (Students will be ➤ Recall how to recognise, extend and create patterns.
able to): ➤ Answer pattern-based questions confidently.
➤ Identify and correct common mistakes before the final test.

Warm up: Rapid-fire oral quiz mixing pattern-recognition and pattern-extension questions.

Developmental Activity: Day 1–3: Revise pattern recognition, extension and creation using flashcards, oral
Q&A, and a combined revision worksheet; review answers together as a class.

Guided Practice: Students attempt the revision worksheet independently, then peer-check in pairs before
the class review.

Homework: Revise all Chapter 6 keywords ahead of the final test.

Test: Day 4 – Class Test 6 (Final): short written test covering pattern recognition, extension
and creation.