M I N I S T RY O F E D U C AT I O N S C I E N C E A N D S P O R T S

Republic of Ghana

TEACHING SYLLABUS FOR INFORMATION AND COMMUNICATIONS TECHNOLOGY (CORE)

(SENIOR HIGH SCHOOL 1 - 2)

Enquiries and comments on this syllabus should be addressed to:

The Director
Curriculum Research and Development Division (CRDD)
P. O. Box 2739
Accra
Ghana.

Tel: 021-683668
021-683651

September, 2008
 TEACHING SYLLABUS FOR INTRODUCTORY ICT

RATIONALE FOR TEACHING AND LEARNING ICT (CORE)

ICT is so important in the world today that it makes it imperative for every young person to be competent in the use of ICT for the many tasks that he/she will have
to accomplish. This syllabus is designed to provide basic skills in Information and Communications Technology (ICT) for Senior High School (SHS) students. It is
expected that the knowledge and skills gained in this course will help students to use ICT in almost all their courses at school. The syllabus covers selected basic
topics in ICT which offers hands-on activities to help students acquire the required ICT skills.

GENERAL AIMS

The syllabus is designed to help the student to:

1. acquire basic ICT literacy
2. develop interest and use ICT for learning in other subjects
3. acquire the knowledge for application of ICT in education and business
4. use the Internet to communicate effectively
5. access and share information through the Internet
6. follow basic ethics in the use of ICT
7. maintain high level speed in typing

SCOPE OF CONTENT

The content of this course has been designed to offer basic knowledge and skills to students as a two year course to give them the opportunity to acquire a firm
foundation for elective ICT in Year 2. The course is based on themes which form the basic requirements for ICT literacy. The themes are as follows:

 Introduction to ICT
 Word Processing
 Internet
 Typing
 Spreadsheet
 Presentation

The six themes are to be covered in the first two years of Senior High School education.

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PRE-REQUISITE SKILLS
Students of this course should have acquired good reading, writing, numeracy and keyboarding skills and should have gone through the JHS ICT Syllabus.
Behaviours required include a sense of responsibility and the ability to follow rules and regulations and perform tasks according to procedure.

ORGANISATION OF THE SYLLABUS

The syllabus covers the first and second year of SHS. Each year‟s work has been divided into three terms. Each term has sections and a number of units. The
structure is presented in the table below.

STRUCTURE AND ORGANIZATION OF THE SENIOR HIGH SCHOOL ICT CORE SYLLABUS

YEAR 1

TERM 1 TERM 2 TERM 3

SECTION 1: BASIC ICT CONCEPTS SECTION 1: WORD PROCESSING APPLICATION I SECTION 1: THE INTERNET

Unit 1: Information and Communications Unit 1: Word Processing Unit 1: Internet

Technology (ICT) Unit 2: Editing Text in Word Processing Unit2: Using the Internet to communicate
Unit 2: Introduction to Computers Document Unit 3: Accessing Information from the
Unit 3: Formatting Word Processing Internet
Document
Unit 4: Inserting Tables and Symbols in Word
Processing Document
Unit 5: Printing
SECTION 2: PROJECT WORK
RESEARCH REPORT
SECTION 2: HARDWARE AND SOFTWARE

Unit 1: Hardware
Unit 2: Software

SECTION 3: TYPING SPEED DEVELOPMENT

Unit 1: Keyboarding and Mouse Skills

Development

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 YEAR 2

TERM 1 TERM 2 TERM 3

SECTION 1: SPREADSHEET APPLICATION SECTION 1: PRESENTATION APPLICATION I SECTION 1: PRESENTATION APPLICATION II

Unit 1: Introduction to Spreadsheet Unit 1: Introduction to Presentation Application Unit 1: The Master Slide
Application Unit 2: Power Point Window Unit 2: Customising Presentation
Unit 2: Application of Selected Formula and Unit 3: Creating a Presentation Unit 3: Delivering a Presentation
Functions Unit. 4: Editing and Formatting Presentation Unit 4: Printing Presentation
Unit 3: Formatting Worksheet Unit 7: Working with Objects, Images and Unit 5: Developing Organisation Chart
Unit 4: Editing and Printing Worksheet Pictures in a Presentation
Unit 8: Running a Slide Show

SECTION 2: PROJECT WORK SECTION 2: PROJECT WORK

SECTION 2 PROJECT WORK
Unit 1: Application of functions to Unit1: Developing a Presentation
Spreadsheet application. Unit1: Creating and Delivering a
Presentation of a Given Topic.

TIME ALLOCATION
For Year One, Core ICT is allocated 6 periods of 40 minutes per period per week. The periods should be put into two periods. For Year Two, Core ICT is
allocated 4 periods of 40 minutes per period per week. The periods should be put into two double periods.

TOTAL NUMBER OF PERIODS

CLASS PER WEEK
SHS 1 6
SHS 2 4

SUGGESTIONS FOR TEACHING THE SYLLABUS

The two years work has been divided into sections. Each term has sections with their general objective(s).

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GENERAL OBJECTIVES
General Objectives have been listed at the beginning of each section of the syllabus. The general objectives flow from the general aims for teaching ICT
listed on page iii of this syllabus. The general objectives form the basis for the selection and organization of the unit topics. Read the general objectives
very carefully before you start teaching. After teaching all the units, go back and read the general aims and general objectives again to be sure you have
covered both of them adequately in the course of your teaching.

To make it user friendly, the syllabus has been structured into five columns. Column one is the Unit topic, Column two consists of the Specific Objectives
of each units, Column three provides the content to be covered , Column four provides Teaching Learning Activities for the achievement of the Specific
Objectives, while Column five provides some exercises that will be useful for assessing the knowledge and skills gained in the lesson.

COLUMN 1 - UNITS

This column presents the sub topics of the major topic(s) of the section. The unit topics have been arranged sequentially to facilitate skill building.
However if a teacher finds at some point that teaching and learning in his/her class will be more effective if he/she skipped to another, he/she can do so
and come back later to the unit.

COLUMN 2 - SPECIFIC OBJECTIVES

Column 2 shows the Specific Objectives for each unit. The specific objectives begin with numbers such as 1.3.5 or 2.2.1. These numbers are referred to
as “Syllabus Reference Numbers”. The first digit in the syllabus reference number refers to the section; the second digit refers to the unit, while the third
digit refers to the rank order of the specific objective. For instance, 1.3.5 means: Section 1, Unit 3 (of Section 1) and Specific Objective 5. In other words,
1.3.5 refers to Specific Objective 5 of Unit 3 of Section 1. Similarly, the syllabus reference number 2.2.1 simply means Specific Objective number 1 of Unit
2 of Section 2. Using syllabus reference numbers provides an easy way for communication among teachers and other educators. It further provides an
easy way for selecting objectives for test construction. Let‟s say for instance, that Unit 2 of Section 2 has five specific objectives: 2.2.1 - 2.2.5. A teacher
may want to base his/her test items/questions on objectives 2.2.3 and 2.2.4 and not use the other three objectives. In this way, a teacher would sample the
objectives within units and within sections to be able to develop a test that accurately reflects the importance of the various skills taught in class.

You will note also that specific objectives have been stated in terms of the student i.e., what the student will be able to do after instruction and learning in
the unit. Each specific objective hence starts with the following, “The student will be able to.” This in effect, means that you have to address the learning
problems of each individual student. It means individualizing your instruction as much as possible such that the majority of students will be able to master
the objectives of each unit of the syllabus.

COLUMN 3 - CONTENT

The “content” column of the syllabus presents a selected body of information, skills and competencies that you will need in teaching the particular unit.

COLUMN 4 - TEACHING AND LEARNING ACTIVITIES (T/LA)

T/L activities that will ensure maximum student participation in the lessons are presented in Column 4. Try to de-emphasize the theory and emphasize the
practicals. You are encouraged to re-order the suggested teaching and learning activities and also add to them where necessary in order to achieve
optimum student learning. As implied already, the major purpose of teaching and learning ICT is to make students acquire competent skills in ICT and use
their skills in doing a variety of practical work and solve many ICT related problems.

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COLUMN 5 - EVALUATION

Suggestions and exercises for evaluating the lessons of some units are indicated in Column 5. Evaluation exercises can be in the form of oral questions,
quizzes, class exercises and assignments, project work etc. Try to ask questions and set tasks and assignments that will challenge your students to apply
their knowledge and skills to issues and problems. The suggested evaluation tasks are not exhaustive. You are encouraged to develop other creative
evaluation tasks to ensure that students have mastered the skills implied in the specific objective(s) of each unit. For evaluation during class lessons,
determine the mastery level you want students to achieve in their answers and responses. If for instance, you take 80% as the mastery level, ensure that
each student‟s answer to questions asked in class achieve this level of mastery.

DEFINITION OF PROFILE DIMENSIONS

The concept of profile dimensions was made central to the syllabuses developed from 1998 onwards. A 'dimension' is a psychological unit for describing a
particular learning behaviour. More than one dimension constitutes a profile of dimensions. A specific objective may be stated with an action verb as
follows: The student will be able to describe….. etc. Being able to "describe" something after the instruction has been completed means that the student
has acquired "knowledge". Being able to explain, summarize, give examples, etc. means that the student has understood the lesson taught.

Similarly, being able to develop, plan, solve problems etc. means that the student can "apply" the knowledge acquired in some new context. Each of the
specific objectives in this syllabus contains an "action verb" that describes the behaviour the student will be able to demonstrate after the instruction.
"Knowledge", "Application", etc. are dimensions that should be the prime focus of teaching and learning in schools.

ICT is a practical subject and the learning required is best achieved by application of the skills learnt. The profile dimensions required at the SHS level are
as follows:

Knowledge and understanding 40%

Application of knowledge 60%

At the SHS level, students should be involved in solving problems using the various ICT techniques they have learnt. The application dimension has now
been given a weight of 60%.

FORM OF ASSESSMENT

The assessment of ICT should be based on more practical work than theory. In developing assessment procedures, try to select specific objectives in
such a way that you will be able to assess a representative sample of the syllabus objectives. Each specific objective in the syllabus is considered a
criterion to be achieved by the students. The assessment procedure you use i.e. class tests, homework, projects etc. must be developed in such a way
that it will consist of a sample of the important objectives taught over a period.

The assessment will be based on one paper scored over 100%. The assessment should be a practical test based essentially on knowledge and
understanding. Students will be expected to solve problems using the following; Introduction to ICT, Word Processing Application, Spreadsheet Application
and Internet.

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GUIDELINES FOR SCHOOL BASED ASSESSMENT

A new School Based Assessment system (SBA), formally referred to as Continuous Assessment, will be introduced into the school system from
September 2008. SBA is a very effective system for teaching and learning if carried out properly. The new SBA system is designed to provide schools with
an internal assessment system that will help schools to achieve the following purposes:

 Standardize the practice of internal school-based assessment in all schools in the country
 Provide reduced assessment tasks for each of the primary school subjects
 Provide teachers with guidelines for constructing assessment items/questions and other assessment tasks
 Introduce standards of achievement in each subject and in each class of the school system
 Provide guidance in marking and grading of test items/questions and other assessment tasks
 Introduce a system of moderation that will ensure accuracy and reliability of teachers‟ marks
 Provide teachers with advice on how to conduct remedial instruction on difficult areas of the syllabus to improve student
performance

The new SBA system will consist of 12 assessments a year instead of the 33 assessments in the previous continuous assessment system. This will mean
a reduction by 64% of the work load compared to the previous continuous assessment system. The 12 assessments are labeled.

as Task 1, Task 2, Task 3 and Task 4. Task 1-4 will be administered in Term 1; Tasks 5-8 will be administered in Term 2, and Tasks 9-12 administered in
Term 3. Task 1 will be administered as an individual test coming at the end of the first month of the term. The equivalent of Task 1 will be Task 5 and Task
9 to the administered in Term 2 and Term 3 respectively. Task 2 will be administered as a Group Exercise and will consist of two or three instructional
objectives that the teacher considers difficult to teach and learn. The selected objectives could also be those objectives considered very important and
which therefore need students to put in more practice. Task 2 will be administered at the end of the second month in the term. Task 3 will also be
administered as individual test under the supervision of the class teacher at the end of the 11th or 12 week of the term.

Task 4 (and also Task 8 and Task 12) will be a project to be undertaken throughout the term and submitted at the end of the term. Schools will be supplied
with 9 project topics divided into three topics for each term. A student is expected to select one project topic for each term. Projects for the second term
will be undertaken by teams of students as Group Projects. Projects are intended to encourage students to apply knowledge and skills acquired in the term
to write an analytic or investigative paper, write a poem 9 (as may be required in English and Ghanaian Languages), use science and mathematics to
solve a problem or produce a physical three-dimensional product as may be required in Creative Arts and in Natural Science.

Apart from the SBA, teachers are expected to use class exercises and home work as processes for continually evaluating students‟ class performance,
and as a means for encouraging improvements in learning performance.

The marks derived from projects, the end of month tests and home work specifically designed for the SBA should together constitute the School Based
Assessment component marked out of 60 per cent. The emphasis is to improve students‟ learning by encouraging them to do more practice in ICT. The SBA
will hence consist of:

 End-of-month tests
 Home work assignments (specially designed for SBA)
 Project
Other regulations for the conduct of SBA will reach schools from GES.
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Combining SBA marks and End-of-Term Examination Marks
The new SBA system is important for raising students‟ school performance. For this reason, the 60 marks for the SBA will be scaled to 50. The total marks
for the end of term test will also be scaled to 50 before adding the SBA marks and end-of-term examination marks to determine students‟ end of term
results. The SBA and the end-of-term test marks will hence be combined in equal proportions of 50:50. The equal proportions will affect only assessment
in the school system.

GRADING PROCEDURE
In marking your class examination scripts, it is very important that you develop a marking scheme. A marking scheme, as you may be aware, consists of
the points for the best answer you expect for each essay question or structured question, and the mark(s) allocated for each point raised by the student as
well as the total marks for the question. For instance, if a question carries 10 marks and you expect 4 points in the best answer, you could allocate 2 marks
(or part of it, depending upon the quality of the point raised by the student) to each point raised, totaling 8 marks, and then give the remaining 2 marks or
part of it, for organization of answer. For objective test papers, you may develop an answer key to speed up the marking.

To improve assessment and grading and also introduce uniformity in schools, it is recommended that schools adopt the following grade boundaries for
assigning grades:

Grade A: 80 - 100% - Excellent

Grade B: 70 - 79% - Very Good
Grade C: 60 - 69% - Good
Grade D: 45 - 59% - Credit (Satisfactory)
Grade E: 35 - 44% - Pass
Grade F: ≤ 34% - Fail

The grading system presented above shows the letter grade system and equivalent grade boundaries. In assigning grades to students‟ test results, or any
form of evaluation, you may apply the above grade boundaries and the descriptors. The descriptors (Excellent, Very Good etc) indicate the meaning of
each grade. For instance, the grade boundary for “Excellent” consists of scores between 80 - 89. Writing “80%” for instance, without writing the meaning of
the grade, or the descriptor for the grade i.e. “Excellent”, does not provide the student with enough information to evaluate his/her performance in the
assessment. You therefore have to write the meaning of the grade alongside the score you write. Apart from the score and the grade descriptor, it will be
important also to write a short diagnosis of the points the student should consider in order to do better in future tests etc. Comments such as the following
may also be added to the grades:

Keep it up
Has improved
Could do better
Hardworking
Not serious in class
More room for improvement, etc.

Note that, the grade boundaries above are also referred to as grade cut-off scores. When you adopt a fixed cut-off score grading system as in this
example, you are using the criterion-referenced grading system. By this system a student must make a specified score to earn the appropriate grade. This
system of grading challenges students to study harder to earn better grades. It is hence very useful for achievement testing and grading.

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 SENIOR HIGH SCHOOL - YEAR 1 – TERM 1
SECTION 1

BASIC ICT CONCEPTS

General Objective: The student will:

1. understand the basic concepts of ICT and information processing.

2. appreciate the impact of ICT on everyday life.

TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
UNIT ACTIVITIES

UNIT 1 The student will be able to:

INFORMATION AND 1.1.1 explain the concept of ICT Definition of ICT, related basic Let students brainstorm and come Exercise
COMMUNICATIONS and its related concepts and terminologies e.g. out with the meaning of ICT and its Students to explain some of the
TECHNOLOGY (ICT) terminologies.  Information and related terminologies. basic ICT concepts and
Communications Technology terminologies and show the
(ICT) differences e.g.
 Information and ICT and ICTs
Communication Technologies Data and Information
(ICTs)
 Data
 Information
 e-Learning
1.1.2. describe the Information Processing Cycle Use a simple diagram to illustrate Exercise
information processing how data is processed into Students to list the devices
cycle. Stage 1 - Receiving data information stored and distributed used in the stages of
(Input devices) using the various devices. information processing cycle
and describe the process.
Stage 2 - Processing data - Input devices - keyboard, mouse,
(Processing device) microphone, scanner

Stage 3 - Display result ( information) -Processing devices – CPU

(Output devices) Such as Celeron, Pentiums
AMD, MC68040 etc.
Stage 4 - Storing information
(Storage devices) -Output devices - printer, monitor,
speakers, LCD Projector

Stage 5 - Distribution of Information -Storage devices – hard disk, pen

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 (human being, e-mail, fax drive,TEACHING
CDs, DVD, AND
tape LEARNING
UNIT 1 SPECIFIC OBJECTIVES etc) CONTENT ACTIVITIES EVALUATION

UNIT 1 (CONT’D) The student will be able to:

INFORMATION AND 1.1.3 outline the uses of ICT for Uses of ICT Tool In groups, students to discuss and come
COMMUNICATIONS educational/social/ out with the Educational, Social, and
TECHNOLOGY (ICT) economic purposes. Economic purposes of ICT.

1.1.4 analyse the impact of ICT Impact of ICT on Educational, Social In groups students to discuss and come
on educational, social and and Economic Development out with the impact of ICT on
economic development. educational, social and economic
development

1.1.5 identify career Career Opportunities Discuss the various career opportunities Assignment:
opportunities in ICT  Internet Café administrator with students or invite resource persons Students to select ICT
education.  Programmer to discuss the various opportunities. career of their choice and
 Database administrator Discuss the history of the development find out the requirements
 Network administrator etc. of computers. and job description and
report in class.

UNIT 2

INTRODUCTION TO 1.2.1 identify types of Types of Computers Display real objects/pictures of types of
COMPUTERS computers.  Digital e.g. Laptop, Desktop computers for students to identify.
etc.
 Analogue e.g. thermometer,
 speedometer
 Hybrid e.g. money counting
machine, Automated
Teller Machine(ATM)
1.2.2 state the uses of
Uses of Computers
computers. In small groups, students discuss and
 process and store of data and
report on the uses of computers.
information,
 to enhance teaching/learning,
 produce documents etc

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 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 2 (CONT’D) The student will be able to:

INTRODUCTION TO 1.2.3 boot, reboot and Booting, Rebooting and Shutting Down Discuss and demonstrate how to boot, Assignment :
COMPUTERS shutdown computer of Computer re-boot and shut down a computer Students to write the
correctly. correctly. procedure for booting,
rebooting and shutting
Stress on the correct procedure e.g. down a computer.
Close running Application and use the
start menu button to shut down.

Explain when reboot is necessary.

Students to practice booting, rebooting

and shutting down of computer.

1.2.4 identify possible threats Threats to Computers and Users Brainstorm and discuss the possible
to computers and users.  Computer - e.g. viruses, dust, threats to computer and their users
power fluctuation, rodents,

 Users – posture , vision, wrist Take students on a field trip to places

pain to find out and report on :
- Different types of computers and
their uses.
- Threats to computers and their users

1.2.5 demonstrate the Responsible Use of Computers Discuss the responsible use of the
responsible use of  Computer ethics e.g. copyright, computers.
computers. privacy concerns Students to come out with their own
rules and regulation for the responsible
use of computers.

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 SENIOR HIGH SCHOOL - YEAR 1
SECTION 2
HARDWARE AND SOFTWARE
General Objective: The student will:
1. recognise the different types of hardware and software and their uses.
TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to:

HARDWARE 2.1.1 describe the categories Categories of the Computer Hardware: With the help of a computer assist students Exercise :
of Computer Hardware. System Unit, Input/Output and Storage to identify and describe the categories of Students to prepare a
and devices. the computer hardware. chart showing the
classification of fixed and
2.1.2 identify the vital The Vital Components of the Systems With the help of a computer identify and removable data storage
component of the Unit e.g. describe the vital component of the devices
Systems Unit.  Front Side : power switch light systems unit.
indicators, floppy and CD ROM
drive
 Back side: USB ports, serial
ports, power socket,
 Inside: motherboard, CPU,
power supply, memory, hard
disk, cards( e.g. sound,
network)
2.1.3 describe commonly used Input and Output Devices Discuss the commonly used input and
Input/Output devices and  Input devices - Keyboard, output devices and their functions.
their functions. Mouse scanner, joystick,
trackball, bar code reader
 Output devices – Monitors,
Printers(LaserJet and
DeskJet), speakers,
LCD projectors etc.

2.1.4 identify the main types of Types of Storage Devices Display the main types of storage devices
storage devices.  CD, DVD, tape, pen drive, and assist students to identify and discuss Exercise :
floppy diskette, them. Students to show the
Students to brainstorm and come out with correct procedure for
2.1.5 identify devices which Devices which Serve as Both Input attaching and removing
serve as both input and devices that serve both input and output.
and Output removable data storage
output. Show parts to students.
 computer, head set, modem etc device for evaluation.

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 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 2 The student will be able to

SOFTWARE 2.2.1 identify types of Software Types of Operating Systems eg. Discuss the types of software packages
packages. DOS, Windows, (windows 98, 2000,
ME, XP) Linux, Unix, Macintosh etc.

2.2.2 distinguish between Open Differences Between Open Source In groups, students discuss and
Source and Proprietary and Proprietary Software distinguish between Open Source and
Software. Proprietary Operating Systems.

2.2.3 identify different types, Types, examples and uses of Discuss type, examples and uses of Exercise:
examples and uses of Application Software e.g. Application software. State the principles
Application software. underlying:
 Word-processing: WORD and Uses Open Source and
Star Word, Writer Word Processing - document creation. Proprietary Software
 spreadsheets: EXCEL, Lotus
123, Calc Database - Storing, sorting and
 Databases: Access, Base retrieving large amount of data.
 Presentation: PowerPoint,
Impress Presentation: Presenting information in a
 Educational: Microsoft number of attractive format etc.
Encarta, Mavis Beacon
 Games: solitaire, pinball
 Browsers: Opera,
Internet explorer,
Mozilla Firefox
 Authoring: Dream weaver,
FrontPage,
 Graphics: Corel Draw,
 Desktop Publisher – Page
Maker, Publisher

2.2.4 launch some Application Launching Application Software; Assist students to practise how to launch
software. e.g. Applications.
 Word Processor
 Spreadsheet
 Browser,
 Internet Explorer

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 SENIOR HIGH SCHOOL - YEAR 1

SECTION THREE

TYPING SPEED DEVELOPMENT

General Objective: The student will:

1. improve typing speed

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES
The pupil will be able to:
UNIT 1

KEYBOARDING 3.1.1. type 30 – 35 words per Improving Speed in Typing Using Students use the drills in the typing
AND MOUSE minute. a Typing Software: e.g. software to improve upon their speed.
SKILLS REVIEW  Typing Tutor or Mavis
Beacon
NOTE:
Teacher should insist on the use of Exercise:
the nine fingers in typing. Students to create and
reproduce a given document
involving alpha and numeric
3.1.2 use mouse skills in Using Mouse Skills in Document Guide students to practise mouse keypad
document creation. Creation. skills e.g. Single clicking, Double
clicking, Right click, Drag hold and
drop in document creation.

3.1.3 use the numeric keypad. Using the Numeric Keypad Assist students to use the numeric
keypad.

Let students use the drills in Typing

Tutor or Mavis Beacon to do more
practise on the numeric keypad

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 SENIOR HIGH SCHOOL - YEAR 1 – TERM 2

SECTION 1

WORD PROCESSING APPLICATION I

General Objectives: The student will:

1. acquire basic skills creating document in Word Processing.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to :

WORD 1.1.1 identify Word Processing Word Processing Packages and Discuss Word Processing Packages
PROCESSING package. their Uses e.g. and their uses. e.g. letters, memos,
 Microsoft Word reports
 Writer
 WordPad
 Text Editor
 Star Word

1.2.1 state the importance and use Importance of Word Processing Guide students to discuss and come
of Word Processing.
out with the importance of Word
Processing .

1.2.2 create a document using the Creating Document Using a Exercise:

Student to type a passage using Word
Word Processor. Word Processor Processor Students to type a letter
using, name and save in a
folder
1.2.3 save a document using the Saving Document Using the ‘Save Student to save the typed document
„Save As‟ command. As’ command using the „Save As‟ command.

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 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 2 The student will be able to:

EDITING TEXT IN 1.2.1 edit, and save Word document Editing Word Document Using Students to type a given document,
WORD using editing tools. the Following Editing Tools: edit, and save using the given editing
PROCESSING  Spell check functions and formatting tools.
DOCUMENT  Copy/cut and paste
facilities NOTE: Exercise:
 OVR Teacher should stress on saving Students to edit a given Word
 Undo and redo keys document when working to avoid document and save.
 Search and replace) losing document when power goes off.

UNIT 3

FORMATTING 1.3.1 format Word document using Formatting and saving a Word Students open an existing document Exercise:
WORD formatting tools. document using the formatting format and save using the given Students to format a given
PROCESSING tools: formatting tools. Word document and save.
DOCUMENT  Change font (style, size,
colour etc)
 Text alignment
 Numbers and bulleting
 Bold
 Underline
 Italics
 Line spacing
 Change case

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 SENIOR HIGH SCHOOL - YEAR 1
SECTION 2

PROJECT WORK

General Objectives: The student will:

1. acquire basic skills in document creation

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to:

DOCUMENT 2.1.1 create document-report Creating Document -(Report typing) Give students a manuscript on report to Project work
CREATION typing. type. The script should involve all the Duration for submission:
(TYPING OF on a given topic. e.g. skill learnt-editing and formatting. 1 week
REPORT)
 What is ICT? What are Students should produce
benefits of ICT to learning? hardcopy for assessment.

 ICT and the Youth

 HIV/AIDS and the Youth

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 SENIOR HIGH SCHOOL - YEAR 1
SECTION 3

WORD PROCESSING APPLICATION II

General Objectives The student will:

1. acquire basic skills in document creation in Word Processing application.

TEACHING AND LEARNING

UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to:

INSERTING TABLES 3.1.1 insert tables in Word Inserting Tables in Word Document. Guide students to practise working with
AND SYMBOLS IN Processing document. tables in Word document.
WORD
PROCESSING
DOCUMENT
3.1.3 insert symbols and pictures Inserting Symbols and Pictures in Guide students to insert symbols and
in Word Processing Word Document. pictures.
documents.

UNIT 2
PRINTING 3.2.1 print documents using Printing Word Documents with Guide students to: Assignment:
various print options. Various Print Options.  preview documents - Assign students to
 print documents with various - create document,
options e.g. Page range, No. of - inserting tables,
copies, Collate - symbols, pictures,
- save and print.
-
Assist students to develop a simple
brochure for the school using all the
features they have learned.

18
 SENIOR HIGH SCHOOL - YEAR 1 – TERM 3
SECTION ONE

THE INTERNET

General objectives: The student will

1. acquire skills in, and appreciate the importance of using the internet.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

The student will be able to:

UNIT 1 Concept, Requirements and Discuss World Wide Web (www) and
1.1.1 explain basic concepts, Terminologies other internet protocols, including:
THE INTERNET requirements and  chats  definitions of related terms
terminologies of internet.  discussions boards  how the internet functions
 synchronous and  requirement for internet
asynchronous connectivity e.g. internet
 www (world wide web) Service Provider (ISP),
 html (hypertext Markup Browser,
Language)
 http ( hypertext transfer
protocol)
 ftp (file transfer protocol),
 URL (Uniform Resource
Locator)t
 IP (Internet Protocol)
 Email
 TCP(Transmission Control
Protocol)
 Search engines
 Blogs
 Listservs etc

1.1.2 identify the features of Features and Use of Browser Identify and discuss the features of the
browser window. Window: browser window
 Address bar
 History
 Bookmarks/Favourites
 Standard bar etc.

19
 TEACHING AND LEARNING
UNIT SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1(CONT’D) The student will be able to:

THE INTERNET 1.1.3 browse the internet with Browsing the internet with the help of Assist students to browse the internet
the help of some some features of browser window e.g. with the help of the features of the
features of the Browser  Address, standard and Browser window
window. formatting bars, URLs

1.1.4 apply the rules and Rules and regulations in the use of In groups, students brainstorm to come
regulations in the use of internet (Netiquette) – spam- out with rules and regulations for
the internet. unsolicited mails, people‟s privacy, responsible use of the internet for class
pornography, intellectual property discussion
rights etc.
NOTE: Exercise:
Teacher should emphasise on the need Students to access and print
for students to desist from visiting email attachment.
pornographic site and intruding on
people‟s privacy, create an e-mail
UNIT 2 account

USING THE 1.2.1 send and access e-mail Sending, Accessing e-mail Messages Revise with students how to compose,
INTERNET TO messages with with Attachments and edit an e-mail message with
COMMUNICATE attachments. emphasis on spell check

Guide students to send and receive

e-mail messages with attachments

Guide students to chat in the classroom

1.2.2 use internet to chat. Using Internet to Chat using the internet.

20
 TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
UNIT ACTIVITIES

The student will be able to;

UNIT 3

ACCESSING 1.3.1 use Uniform Resource Using Uniform Resource Locators Guide students to use URLs and Exercise:
INFORMATION Locators (URLs) and (URLs) and Search Engines to Search Engines to access Student to access
FROM THE Search Engines to access access Information. information. information on a given topic
INTERNET Information. using URLs and Search
Engines

1.3.2 download information from Downloading Information From the Assist students to download Exercise:
the internet. Internet. information from the internet. Student to prepare Word
document using the
information accessed from
the internet.
1.3.3 access copy and paste Accessing, Copying and Pasting Guide students to access, copy and
information from internet Information from Internet to a paste information from the internet
to a different Application Different Application e.g. Word. to a different Application e.g. Word.
e.g. Word Processing.

21
 SENIOR HIGH SCHOOL - YEAR 1
SECTION 2

PROJECT WORK

General Objectives: The student will:

1. apply internet and Word Processing skills to produce a document

TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
UNIT ACTIVITIES

UNIT 1 The student will be able to:

PROJECT WORK -
RESEARCH 2.1.1 search for information on Searching Information From the Select two topics from each of the Students to produce two
REPORT the internet. Internet. Core Subjects for students to search documents for assessment
for information.

2.2.2 copy, paste and save Copying, pasting and saving Students to copy relevant information, Document 1:
information from the web information from the web onto Word paste and save in Word Processing Research report.
onto a Word Processing Processing document document.
document.
Document 2:
2.2.3 format and edit the Formatting and Editing Students to format, edit and save Attachment from friends
information using format Information. information - e.g. bold main headings,
and editing tools. underline sub headings, aligning text
etc.

2.2.4 share the information by Sharing Information Through Students to send the information to
attaching it to e-mail e-mail Attachment friends as an attachment.
message.

2.2.5 access attached Accessing and Printing Students to access and print their own
information and print. Attachment documents and those of their friends.

22
 SENIOR HIGH SCHOOL - YEAR 2 – TERM 1
SECTION 1
SPREADSHEEET APPLICATION

General Objectives: The student will:

1. acquire basic skills in using Spreadsheet packages.

2. appreciate the importance of spreadsheet in data management.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to;

SPREADSHEET 1.1.1 identify Spreadsheet Spreadsheet Packages e.g. Discuss Spreadsheet Packages listed in the Exercise:
APPLICATION Packages. Excel, Quatropro, Lotus 123, Linux content. Students to label the
features of a printed
workbook
1.1.2 explain related concepts Related Concepts and Discuss related concepts and terminologies
and terminologies. Terminologies e.g. NB: Teacher to
 cell capture a workbook,
 rows print and give to
 columns students to label.
 worksheet
 workbook

1.1.3 identify features in Features in the Spreadsheet Guide students to identify features of
Spreadsheet window. Window Spreadsheet window
Tool Bars:
 formatting bar
 standard bar
 formulae bar
 help facilities, etc
1.1.4 identify types of data and Types of Data and Their Uses e.g. Assist students to discuss types of data and
state their uses.  number state their uses.
 date
 text
 currency
 fraction

23
 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1(CONT’D) The student will be able to:

1.1.5 launch and exit Launching and Exiting Spreadsheet Demonstrate how to launch and exit Assignment:
SPREADSHEET Spreadsheet Application. Application Spreadsheet Application. Students to enter a
given data and do the
Guide students to launch and exist following:
Spreadsheet Application. - Find averages
- Percentages

1.1.6 create and save Creating and Saving Workbook Guide students to create and save workbook.
Workbook.

Demonstrate and guide students on how to

1.1.7 construct and insert Constructing and Inserting Simple construct and apply a simple formula.
simple formula. Formula

UNIT 2

APPLICATION OF 2.2.1 use functions common to Using Functions Common to Assign students to use functions common to
SELECTED FORMULA arithtimec applications e.g. Arithmetic Applications arithmetic applications.
AND FUNCTIONS percentages, averages,
count, maximum, NOTE: Teacher should focus on the 4
minimum for simple operational signs – addition, subtraction,
calculation. multiplication and division.

UNIT 3
1.3.1 format worksheet using Formatting Worksheet Using Demonstrate how to format a worksheet by Exercise:
FORMATTING formatting tools. Formatting Tools. e,g changing column, width and row height for Students to create their
WORKSHEET  Change: column width row students to practice. own worksheet and
height format by inserting,
 Insert: rows, columns, cells Assist students to: deleting and merging,
 Delete: rows, columns, cells insert and delete rows, columns and cells
 Merge cells
 Merge and centre create their own worksheet and format by
 Text wrap inserting, deleting and merging.
 Cell alignment etc.
merge and centre data in rows and columns.

24
 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 4 The student will be able to;

EDITING AND 3.4.1 demonstrate skills in Editing and Printing Worksheet: Guide students to edit and print Exercise:
PRINTING editing and printing a  check spelling worksheet by Students to work on a
WORKSHEET worksheet.  preview the layout - checking spelling given data by doing the
 review page breaks - reviewing layout following: Check - Spelling
 change page setup and sheet - reviewing page breaks - Preview the Layout
settings - changing page setup and - Review Page Breaks
 set print option sheet settings - Change page setup
and sheet settings

3.4.2 demonstrate skills in Previewing and Changing Print Settings Assist students to set print - Students to print data
previewing and printing options and print worksheet. making use of the
a worksheet. features in the print
window, e.g. print
settings, colour options,
number of copies to
print, selecting a printer,
etc
-

25
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 2

PROJECT WORK

General Objectives: The student will:

1. acquire basic skills in the application of functions in Spreadsheet application.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to;

APPLICATION OF 2.1.1 develop functions common Developing Functions Common to Give students work involving the Project work
FUNCTIONS TO to arithmetic application. Arithmetic Application application of percentages, averages Duration for submission:
SPREADSHEET count, maximum, minimum for Before end of term
APPLICATION. calculation. examination.

Teachers should contact Mathematics Students should save their

and Accounting teachers for questions. work on the desktop for
presentation and
assessment.

Students to produce
hardcopy of the work.

26
 SENIOR HIGH SCHOOL - YEAR 2 – TERM 2
SECTION 1

PRESENTATION APPLICATION I

General Objectives: The student will:

1. acquire basic skills in developing presentations using Presentation Application

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to: -

Group students to discuss and report on
Importance of Presentation
INTRODUCTION TO 1.1.1 state the importance of the importance of Presentation application.
Application
PRESENTATION Presentation
APPLICATION application.
Discuss the principles for designing
1.1.2 explain the principles for Principles for Designing presentations.
designing presentations Presentations

1.1.3 explain the Terminologies in Presentation Assist students to list and explain the
terminologies in Application eg. terminologies used in Presentation
Presentation application.
application.
UNIT 2

PRESENTATION
APPLICATION WINDOW 1.2.1 identify the commonly Identification of Commonly Used Guide students to open Presentation
used features of a Features of Presentation application window identify and discuss its
Presentation application Application Window e.g. features.
in development of  Toolbars
presentations.  Different presentation
view modes, views –
slide, slide sorter, outline
etc
1.2.2 demonstrate the use of The Use of the Help Facility in Assist students to demonstrate the use of
the Help facility in Presentation Application the Help facility.
Presentation
application.

27
 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 3 The student will be able to:

CREATING A
1.3.1 create and save Creating and Saving a Presentation Assist students to create and save
PRESENTATION
presentations using a Using a Template presentation using a template.
template.

1.3.2 create and save a Creating and saving a presentation Assist students to create and save
presentation using auto using auto content wizard presentation using auto content wizard
wizard. Guide students to apply the skills learnt
in saving document to save
presentation.

1.3.3 add new slide (s) to Adding new Slide(s) to an Existing NOTE:
presentation. Presentation Teacher should encourage group work.

Guide students to add new slides to

existing presentation.
UNIT 4
1.4.1 edit text input in slides. Editing Text Input in Slides e.g. notes
EDITING AND
pages, comments etc.
FORMATTING TEXT
INPUT IN SLIDES
1.4.2 format text input in slides. Formatting Text Input in Slides by: Let students open the file created and
 Changing text appearance: assist them to apply their editing skills in
font sizes, font types. editing text input in the slides created.
 Applying text formatting such
as: bold, italic, underline and
case changes to text. Guide students to format text input in
 Applying different colours and slides.
shadow to text.
 Aligning text: left, centre, right Students to format their slides using the
in a slide. formatting tools indicated at the content
 Adjusting line spacing before column.
and after bulleted and
numbered points. Let students save their edited and
formatted slides.

28
 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 5 The student will be able to: Exercise

Let students open their existing files and
WORKING WITH 1.5.1 insert objects, images Inserting Objects, Images and assist them to: Students to insert
OBJECTS, IMAGES and pictures into a Pictures into a Presentation.  take pictures or download objects, images and
AND PICTURES IN A presentation. pictures and images from the pictures from the Clip
PRESENTATION internet, Art into their
 scan pictures presentation.
 copy pictures and images from a
file into the presentation.

1.5.2 edit inserted objects, images Editing Inserted Objects, Images Guide students to edit inserted objects,
and pictures in a presentation. and Pictures in a Presentation. images and pictures by resizing them in
their presentation.

UNIT 6

RUNNING A SLIDE 1.6.1 run slide show. Running a Slide Show. Guide students to preview the slides they
SHOW  View different presentation have created and make any necessary
 View modes views e.g. changes.
slides, slide sorter, outline,
notes page and slide show Let students run their presentations.

29
 SENIOR HIGH SCHOOL - YEAR 2

SECTION 2

PROJECT WORK

General Objectives: The student will:

2. acquire basic skills in developing presentations.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

The student will be able to:

UNIT 1

DEVELOPMENT OF 2.1.1 develop a presentation. Developing a Presentation on a Give students some topics to develop a Project work
PRESENTATION Given Topic. e.g. presentation as a project work. Duration for submission: 2
Weeks.
 What is ICT? What are the Teacher should encourage group work.
benefits of ICT to learning? Students should save their
work on the desktop for
 ICT and the Youth presentation and
assessment.
 HIV/AIDS and the Youth

30
 SENIOR HIGH SCHOOL - YEAR 2 – TERM 3
SECTION 1

PRESENTATION APPLICATION II

General Objectives: The student will:

1. acquire basic skills in working on master slides and delivering presentations.

2. acquire the skills in developing organisation chart.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to:

THE MASTER SLIDES
1.1.1 identify types of master Types of Master Slides: Discuss with students the types of Master Exercise
slides.  Slide Master slides. Students to create a 5
 Handout Master slide presentation on a
 Notes Master topic. e.g.
UNIT 2
Importance of ICT to
1.1.2 format text input in master Formatting Text Input in Master Guide students to select the 3 master slides teaching and learning.
CUSTOMISING
slides. Slides. and format the text. Students to apply all the
PRESENTATION
skills learnt their work

1.1.3 insert and edit pictures, Inserting and Editing with Pictures, Assist students to look for pictures, images, NOTE: Let students work
images, drawn objects Images, Drawn objects etc. which suit their presentations, on the same file they
from a Master slide. Objects from a Master Slide. insert and edit in the master slides. saved at the beginning of
the topic.
1.1.4 remove pictures, images, Removing pictures, Images, Drawn Assist students to delete unwanted pictures,
drawn objects from a Objects from a Master Slide. images etc. in the master slides.
Master slide.

1.2.1 apply preset text, image Applying Preset Text, Image Demonstrate how to apply pretext text and
animation effects to slides. Animation Effects to Slides. animation effects to slides.
 Change preset animation
effects on text, images. Students to practise how to apply text and
animation effects to slides.
1.2.3 apply transition effects Applying Transition Effects
between slides. Between Slides. Guide students to apply transition effects
 Change slide transition between slides.
effects between slides.

1.2.4 apply animations and Applying Animations and Effect to Let students apply the skills in the application
effect to slides in the Slides in the Normal View of animation effect to slides to that of normal
normal view.  animation – entrance view.

31
 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 2 (CONT’D) The student will be able to:  Customs, emphasis, exit,
CUSTOMISING motion paths
PRESENTATION
1.2.5 apply animation in the slide Applying Animation in the Slide Students apply animation to slider sorter Exercise
sorter. Sorter View
 animation – entrance Let students know the effects on some Students to customize
Customs, emphasis, exit, motion paths and transition on slide show their document by
motion paths. and assist them in the selection taking into applying the skills learnt.
consideration the audience
UNIT 3

DELIVERING A 1.3.1 explain the things to Things to Consider Before Discuss with students things to consider
PRESENTATION consider when delivering a Delivering Presentation. when delivering a presentation.
presentation.  Understand how audience
size, room size, room
lighting impacts on planning
of a presentation such as: Teachers to introduce
need for a microphone, and give the topics of the
need for a projector, need to term‟s project to students
adjust contrast between to start the research work
background and data for
legibility. Topics: Refer to Content
Column of Section Two
 .understand how audience Unit 1 at page 22
demography, knowledge of
subject a presentation such
as: need to present
message differently based
on age, educational
background

 Understand how choice of

font colours, number of
colours used may elicit
different responses from
members of
an audience such as:
varying emotional
responses, possible
distraction from key
points by excess use of
colour.
 Be aware of colour
blindness problems.

32
 TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
UNIT ACTIVITIES

UNIT 3(CONT’D) The student will be able to:  Understand some Discuss importance of planning in .
DELIVERING A important planning and
PRESENTATION design concepts
associated with
delivering a presentation
such as:

- ensuring slides follow a

logical sequence,
- tailor content to time
available
- consider likely attention
span of audience
- consider an appropriate
time interval
for each slide in a
presentation.

1.3.2 edit presentation Editing Presentation Before Let students edit presentation before
before delivering. Delivering delivering.
 Spell-check a presentation
and make changes such
as: correcting spelling
errors, deleting repeated
words.

1.3.4 add presenter‟s Adding Presenter’s Notes to Assist students to add presenter‟s notes and
notes to slides and Slides and Deleting unwanted delete unwanted slides.
deleting unwanted Slides.
slides.

1.3.5 apply transition Apply Transition Effects on Screen Guide students to apply transition effects to
effects on screen Slide Presentations: the presentation created.
slide presentations.  Define and test time Assist them in timing of the slide show,
periods between slide selection of pointer option and their effect on
presentation. the screen presentation.

1.3.6 acquire show slides Skills in Showing Slides in a Demonstrate the skills in presenting slide to
in a presentation. Presentation: students.
 The use of the screen Let students practise the skills.
menu
 Selection of pointer option
preview slide show, start a slide
show on any slide.

33
 UNIT TEACHING AND LEARNING
SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 4 The student will be able to: -

-
PRINTING -
PRESENTATION 1.4.1 change slide setup. Changing Slide Setup: Discuss with students the slide setup Project Work
 slide orientation to portrait, Let students print their presentations. Teacher to give students the
landscape. topics for their project work
 Change paper size. in Section 2 Unit 1 to start
work on it.
1.4.3 select print option for Selection of Print Option Guide students in the selection of the print
printing.  Entire presentation, options.
 Specific slides,
 Handouts,
 Notes pages,
 Outline view of slides,
UNIT 5
 Number of copies
DEVELOPING
1.5.1 develop organisation Assist students to develop an organisation Assignment
ORGANISATION Developing an organisation chart with
chart with labeled structure using the built-in organization chart Students to develop the
CHART USING A a labeled hierarchy using a
hierarchy using a organisation structure of the
PRESENTATION Presentation application. (Use a built-
Presentation application. school indicating the
APPLICATION in organisation chart feature)
positions and titles.
1.5.2 change the hierarchical Guide students to change the structure by
Changing the Hierarchical
structure of an adding and removing managers, co-
Structure of an Organisation Chart
organisation chart. workers, subordinates in an organisation
by:
 adding and removing -
managers, co-workers and
subordinates in an
organisation chart.

34
 SENIOR HIGH SCHOOL - YEAR 2
SECTION 2

PROJECT WORK

General Objectives: The student will:

1. acquire basic skills in creating and delivering presentations.

UNIT TEACHING AND LEARNING

SPECIFIC OBJECTIVES CONTENT EVALUATION
ACTIVITIES

UNIT 1 The student will be able to:

PROJECT WORK 2.1.1 create a presentation on Topics for the Project: Teacher to group students according to their Students‟ work should be
CREATING AND a given topic. The Role of ICT in: programmes and give a topic each to the groups. assessed as part of their
DELIVERING  Technical Education course work.
PRESENTATION  Vocational Education Students to do a research on the topic selected
(Home Economics, and develop a presentation to be presented to
Visual Art) the whole school or one year group.
 Business Education
 Science Education Teacher can add more topics to the suggested
 Art Education ones.
 Human Resource
development Teacher to discuss students‟ work once every
week to keep track on what students are doing
and provide assistance when necessary.

Students should include the following in their

presentation:
 Introduce animated objects by mouse
click, automatically after a specified
time.
 Change sequence of animations in a
slide.
 Apply automatic settings so that
bulleted points, drawn objects in a
presentation will dim to a specified
colour after animation.
 Apply timings to slide transitions.
 Apply settings to a slide show so that it
loops continuously when played

35