Grade 10 Computer Studies Term 2 Scheme of Work
Computer Studies • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Software Development | 3.1 Computer Programming Concepts | By the end of the lesson, the learner should be able to: a) define key programming terms: source code, compiler, interpreter; b) distinguish between compiler and interpreter; c) appreciate the role of IDEs in coding. | The learners will be guided to: i) explore Python IDLE interface; ii) compare compiled (C) vs interpreted (Python) execution; iii) discuss why syntax matters. Core Competency: Learning to Learn PCI: Life Skills | Why can’t computers understand plain English code? | Computers, Python IDLE | Terminology worksheet | — |
| 1 | 2 | Software Development | 3.1 Computer Programming Concepts | By the end of the lesson, the learner should be able to: a) explain the evolution from machine to assembly language; b) write a simple binary addition instruction; c) acknowledge the complexity of low-level programming. | The learners will be guided to: i) watch video on early programmers; ii) convert decimal to binary; iii) write "ADD A,B" in pseudo-assembly. Core Competency: Critical Thinking and Problem Solving PCI: Life Skills | What did programmers do before high-level languages? | Video, binary chart | Binary conversion log | — |
| 1 | 3 | Software Development | 3.1 Computer Programming Concepts | By the end of the lesson, the learner should be able to: a) describe the transition to high-level languages; b) list advantages of Python over machine code; c) value abstraction in modern programming. | The learners will be guided to: i) research language generations; ii) create a timeline poster; iii) present milestones. Core Competency: Communication and Collaboration PCI: Life Skills | How did programming become accessible to more people? | Research devices, poster materials | Timeline rubric | — |
| 1 | 4 | Software Development | 3.1 Computer Programming Concepts | By the end of the lesson, the learner should be able to: a) categorise languages by paradigm: procedural, OOP; b) give examples of each (C vs Java); c) respect diversity in programming approaches. | The learners will be guided to: i) given code snippets, identify paradigm; ii) complete classification matrix; iii) discuss strengths of each. Core Competency: Critical Thinking and Problem Solving PCI: Life Skills | Why are there so many ways to write programs? | Code samples, matrix | Classification accuracy | — |
| 1 | 5 | Software Development | 3.1 Computer Programming Concepts | By the end of the lesson, the learner should be able to: a) categorise languages by paradigm: functional, logic, event-driven; b) describe use cases for each; c) appreciate context-driven language choice. | The learners will be guided to: i) research Haskell (functional), Prolog (logic); ii) brainstorm event-driven apps (e.g., games); iii) present findings. Core Competency: Digital Literacy PCI: Life Skills | When would you use a functional programming language? | Research devices | Presentation rubric | — |
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