You are on page 1of 11

THE REPUBLIC OF UGANDA Ministry of Education and Sports Secondary School Curriculum



National Curriculum Development Centre


Duration: 12 Periods Background The number of users of the internet is exponentially growing due to increasing ease of use, low cost of the hardware and availability of adequate facilities in schools, public libraries, internet cafes etc. Although the basic use of internet was research, the number of users of e-mail has outgrown that of research. One can use the internet to communicate with anyone else online, in any place in the world without incurring any extra cost. It can also be used to join mailing list, bulletin boards or discussion groups that cover a huge variety of subjects. Learning Outcome The learner should be able to send and receive messages, identify genuine e-commerce sites, use chat rooms on various sites and transfer files. SUB-TOPIC Internet Services COMPETENCES The learner: Describes how the various business activities conducted online. CONTENT e-commerce / e-business i.e.( banking, advertising, marketing, buying and selling, of goods and services) Internet communication services e.g. Email, Mailing Lists, Instant Messaging ,Chat rooms, VOIP, Newsgroups and Message boards TEACHING/ LEARNING STRATEGIES Guide the learners to brainstorm on Internet services Guide the learners to research on how the various business activities are conducted online

identifies and describes the different Internet communication services. identifies the different Internet communication software e.g. Outlook and Lotus notes for Email uses the various Internet communication services

Peer presentations on how the various business activities are conducted online

Hands-on activities on Internet services like transfer of files composing an email, Internet chatting, e.g. twitter, yahoo, face book


COMPETENCES explains the File Transfer Protocol Demonstrate and practice the rights and responsibilities while using the Internet

CONTENT File Transfer Protocol Netiquette


Guidance to the teacher The teacher should explore the various features of social networks like yahoo, Google, face book, twitter etc The teacher should send students e- mails as a demonstration illustrating key email features such as Subject, Forward, CC, BCC etc.(Note: The teacher should remain professional and ethical as much as possible). The teacher should be well versed with the various internet services.


Duration: 12 Periods Background In Electronic spreadsheet I, we looked at the introduction, working with spreadsheets and managing worksheets. We also looked at the formulas and functions which help in the manipulation of data. We are now primed with the task of presenting the information. We have to look at the appearance of our spreadsheet ie. the text attributes, cell, column, and row attributes plus the general page layout. Some spreadsheets can become very big and complex, especially the ones which are used to keep track of records over time. Most people find a large table of data hard to analyse, that is to say It is almost impossible to tell at a glance what is happening over a long period of time. For example, by simply looking at results sheets of a given school, it is not easy to tell the trend in performance of UNEB exams over a given period. Graphs and charts make it easier for us to analyse and understand the patterns in data. In this section we address formatting worksheets, working with charts, and preparing outputs Learning Outcome The learners should be able to format worksheets create charts and prepare outputs.

SUB-TOPIC Formatting

COMPETENCES The learner: Changes the font attributes of cell content performs text wrapping, merging and adds border effects

CONTENT Cell content ( font attributes and background colour) Alignment and Border effects (text wrapping, merging)

TEACHING/LEARNING STRATEGIES Guide learners to brainstorm on available formatting options Guide the learner through practical sessions on cell formatting Peer presentations on cell formatting


The learner: creates different chart types and categories resizes and deletes a chart Inserts chart titles,

Creating different chart types Moving, resizing and deleting a chart Editing the chart

Guides learners to brainstorm on different chart types Guides learners through practical sessions on creating charts Guides learners


COMPETENCES legends, backgrounds and segment labels Edits Charts

CONTENT title, legend, background, Segment labels Changing the column, bar, line, pie slice colour in a chart

TEACHING/LEARNING STRATEGIES through practical sessions on editing charts. Group work and peer presentation on chart creation and editing

Worksheet Setup

The learner: Adjusts margins Changes page orientation Inserts headers footers, page numbers, date and time Selects the appropriate paper size

Margin adjustment Page Orientation Paper size Headers and Footers Page numbering, date and time

Guide learners through practical sessions on adjusting /changing worksheet setup

Printing a worksheet

The learner: Previews a worksheet Highlights a range or the entire worksheet with gridlines and or headings

Preview a worksheet Print a selected range of cells or the entire worksheet

Guide learners through practical sessions on printing worksheets

Guidance to teacher You should use familiar data examples for demonstration and practice e.g. Class Marks, simple business examples etc.


Duration: 30 Periods Background Communication during workshops, conferences, seminars, and classrooms for ages to a bigger audience was and is still a challenge. It should be noted however that ICTs have played a big role in enhancing the content presentation barrier by use of electronic presentations. A presentation program is supposed to help both: the presenter with an easier access to his ideas and the participants with visual information which complements the talk. There are many areas where presentations can be made. Some of these include professional (work-related), education, entertainment, and for general communication. Presentation programs can either supplement or replace the use of older visual aid technology, such as pamphlets, handouts, chalkboards, flip charts, posters, slides and overhead transparencies. There are a number of presentation software such as Microsoft power point, open office presentation, lotus freelance, corel presentation among others. Text, graphics, movies, and other objects are positioned on individual pages or slides in a given presentation. The "slide" analogy used in presentation software is a reference to the slide projector, a device that has become somewhat obsolete due to the use of presentation software. Slides can be printed, or (more usually) displayed on-screen and navigated through at the command of the presenter. Transitions between slides and animation in each slide can be done in a variety of ways. Coming up with a good presentation, requires a lot of input. Learning Outcome The learner should be able to create, manipulate and make a presentation.

SUB-TOPIC Introduction to Electronic Presentation

COMPETENCES The learner: Defines a presentation describes functions of a presentation Identifies features of a presentation interface. Explain the application areas of presentation. The learner: opens and closes presentation program

CONTENT Definition of presentation Functions of presentation Features of presentation interface Application areas of presentation Open and close a presentation

TEACHING/LEARNING STRATEGIES Guide the learners to brainstorm on: - Electronic presentation - Functions and application areas of presentation - Navigate presentation software interface to identify the features Guide the leaner through: practical sessions on how to open and close program

Working with Presentation



CONTENT program Create a presentation

Developing a presentation

creates presentation based on default templates saves a presentation to a Saving presentation location The learner: Uses different Presentation views presentation views for example -normal view, -slide sorter view. Adds slide titles and Working on slides text Changes between presentation views Chooses most appropriate slide layout Changes back ground on specific/ all slides Copies, moves slide with in presentation or between presentations. Deletes slides Inserts footer on specific slides, all slides in presentation. Using the slide Edits slides through master slide master Sets automatic slide numbering, automatic dates, non-up dating dates into footer of slide master.

TEACHING/LEARNING STRATEGIES Hands on activity through practical sessions on creating slides of a presentation. Save presentations to several locations Guide leaners through: Demonstrations on use of different views and slide presentations Practice and have hands on activities on developing a presentation.

SUB-TOPIC charts

COMPETENCES The learner: Inputs data to create charts. Imports data from other applications. Imports charts from some applications. Inputs organisation chart. Imports organisation charts. Modifies organisation chart.

CONTENT Input data.

Chart types. Organisation charts

TEACHING/LEARNING STRATEGIES Guide the leaner through Practical sessions on data input and creation of charts Hands on activity on data input and creation of charts.

Graphical objects

The learner: Identifies different graphical object

Inserts graphical object into slide

Different types of Objects. -picture -Image -drawn object Insertion of objects from any location.

Guide the leaner through Practical sessions on how to insert, move, resize, copy objects Hands on activity on how to insert, move, resize, copy objects

Selects a graphical object. Copies, moves graphical objects, charts within the presentation, between open presentations. Modification of Rotates, Flips a objects. graphical object. Aligns a graphical object relative to a slide: Left, centre, right top, bottom. Adds different types of Use text box. drawn object to a slide:


COMPETENCES line, arrow, block arrow, rectangle, square, oval, circle, textbox. Enters a text into a text box, block arrow, rectangle, square, oval, and circle. Background colour, line colour, line weight, line style. Changes arrow start style, arrow finish style. Applies a shadow a drawn object. Groups, un group drawn object in a slide. Brings a drawn object one level forward, one level backward to the front, to the back of other drawn objects. The learner:



Prepare presentation output.

-Adds, removes transition effects between slides. -Adds, removes, preset animation effects for different slide element -Adds presenter notes to slides. -Selects appropriate output format for slide presentation s like: overhead, handout, onscreen show. -Hides, shows slide. -Spell check a presentation and make changes

Preparation of presentations -Transitional effects.

-Animation effects.

Guide the leaner through Practical sessions on how to prepare a presentation Hands on activity on how to prepare a presentation

-Presenter notes. -Output format.

-Hide and show slides. Check and Deliver presentation


COMPETENCES -Changes side setup, slide orientation to portrait, Landscape. -Change paper size -Prints entire presentation, specific slides, hand-outs, notes pages, outline view of slides, number of slides of a presentation. -Starts a slide show from first slide, from current slide. -Navigates to next slide, previous slide, and specified slide during a slide show.

CONTENT -Spell check.


-Change slide set up.

-Printing presentations.

-Run slide show

-Slide navigation.

Guidance to the Teacher Features of the presentation entail navigating the presentation template. Learners should be guided to explore the functions that are applicable to their different fields of study. Emphasis should be given to creativity of presentation to capture the attention of the target audience. Selection to the appropriate slide design. Appropriate formatting for the target audience. Focus on the subject/topic of presentation. Use of appropriate amount of text and font. Purposeful use of images graphs and charts. Appropriate use of animations and transitions. Give learners hands on assignments Give learners a platform to relate to other applications already covered

ECDL/ICDL Syllabus V5.0 IBO (2003), Information Technology in a Global society, HL Curriculum Development Report, Cardiff, Wales UK. IBO (2006), Information Technology in a Global Society, Diploma Guide, Cardiff, Wales UK. IBO (2004) Diploma Programme guide: Information Technology in a global society, Cardiff, Wales UK. University of Cambridge International Examinations (2008), Cambridge International A & AS Level Computing 1991, Cambridge, CB1 2EU, United Kingdom. Mike McGrath (2008), Visual Basic in Easy Steps, Second Edition, Southam, United Kingdom.