KAWA ICT Clubs Programme
Eight practical courses for school ICT Clubs
ICT Club course roadmap
Begin with everyday computer use, then learn to care for equipment, work safely online, build useful digital work and continue learning independently.
Course 1 is open Complete it to open Course 2.
Course sequence
Skills for running, creating and learning through an ICT Club
Start with everyday computer use and laboratory care. Then move into safe internet use, coding, digital communication, emerging technology and independent online learning.
Foundation Operate, organise, maintain and stay safe
01
Open
Course 1 · Operate and organise
Foundational Computer Skills
Learn the controls and file habits needed for every later course: keyboard and mouse use, folders, storage and a simple school document.
Why this comes first: every later activity depends on learners being able to open, create, name, save and find their own work.
- Tutor demonstrationStart and sign in safely, use the keyboard and mouse, then create, rename, move, save and reopen a file.
- Guided practiceCreate an ICT Club folder, type and format a one-page meeting notice, and place it in the correct subfolder.
- Club checkExchange seats with a partner, locate the saved document and identify one improvement before the final save.
Evidence requiredAn organised club folder and a correctly named one-page document that can be opened from its saved location.
Begin course Course 1
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Course 2 · Care for the shared laboratory
ICT Laboratory Management and 5S
Turn the 5S model into a working laboratory routine: sort, arrange, clean safely, standardise the process and sustain it as a club.
Builds on Course 1: learners now use their basic computer and file skills to record equipment and organise a shared working space.
- Tutor demonstrationModel a workstation inspection, safe shutdown and dry cleaning procedure, including equipment that learners must not open.
- Guided practiceAudit the room in teams, remove unrelated items, arrange cables and peripherals, and assign clear storage locations.
- Club taskCreate an equipment inventory, a simple 5S duty rota and a daily opening-and-closing checklist.
Evidence requiredA checked laboratory inventory, a named duty rota and a daily care checklist that the club can continue using.
Complete Course 1 first Locked
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Course 3 · Diagnose before reporting
Basic Maintenance and Troubleshooting
Use a repeatable, safe process to check common power, cable, display, peripheral, storage and software problems before escalating a fault.
Builds on Course 2: good records and a well-managed laboratory make faults easier to notice, isolate and report accurately.
- Tutor demonstrationShow the stop-and-check routine: observe, shut down, disconnect power, check simple causes and record what happened.
- Guided practiceWork through prepared low-risk faults such as a loose display cable, muted audio, wrong input source or full storage.
- Club decisionDecide whether the issue is solved, needs monitoring or must be handed to the teacher or technician.
Evidence requiredA completed diagnosis sheet and fault report showing symptoms, safe checks completed, result and person responsible for follow-up.
Complete Course 2 first Locked
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Course 4 · Participate safely online
Internet Safety, Cybersecurity and Digital Citizenship
Protect accounts and personal information, recognise manipulation and phishing, seek help when needed, and communicate with consent and respect.
Builds on Courses 1–3: learners can now manage devices and files; this course establishes the safety rules needed before publishing or coding online.
- Tutor demonstrationBuild a memorable passphrase, inspect a suspicious message and review privacy choices without exposing anyone’s real account.
- Guided practiceClassify realistic scenarios involving phishing, personal data, harmful contact, image consent and responsible posting.
- Club responsePractise the response sequence: stop, save evidence, block or report where appropriate, and tell a trusted adult.
Evidence requiredA completed safety exercise covering passphrases, phishing, privacy, consent and the correct reporting route at school.
Complete Course 3 first LockedCreator Build, present and document useful work
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Course 5 · Plan, build and test
Coding, Web Development and Application Concepts
Turn a small school or community need into a clear problem statement, a simple algorithm and a working one-page website.
Builds on Course 4: safe browsing and responsible publishing come before learners create a page that other people may view.
- Tutor demonstrationTranslate a problem into ordered steps, then connect basic HTML structure, CSS presentation and a simple browser test.
- Guided practiceCreate a page with a meaningful heading, readable text, one properly credited image and clear navigation or contact information.
- Peer testAsk another pair to check the content, links, spelling, small-screen view and whether the page addresses the chosen need.
Evidence requiredA working one-page website, its planning notes and a short test record showing what was checked and corrected.
Complete Course 4 first Locked
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Course 6 · Communicate useful work
Digital Content Creation and Communication
Plan a message for a real school audience, then use photography, slides, audio or video to document a genuine club activity clearly and responsibly.
Builds on Course 5: learners move from making a web page to explaining and documenting work across suitable media.
- Tutor demonstrationShow how audience, consent, composition, readable text, clean audio, basic editing and source credits affect a final piece.
- Production practiceChoose a poster, short video or school news item; assign roles and gather only the material needed for the agreed story.
- Editorial checkReview accuracy, names, consent, image and audio quality, spelling, credits and file size before sharing.
Evidence requiredA finished poster, short video or school news item, together with its plan and a record of permissions and sources.
Complete Course 5 first LockedInnovator Investigate technology and continue learning
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Course 7 · Investigate and verify
Artificial Intelligence and Emerging Technologies
Distinguish AI from ordinary automation, examine sensors and robotics, test what a tool actually does, and judge its usefulness and limits using evidence.
Builds on Courses 5–6: learners can make and communicate digital work; they are ready to evaluate newer tools without accepting marketing claims as fact.
- Tutor demonstrationCompare rules, automation and learned patterns; map a simple system as input, processing, output and human decision.
- InvestigationChoose one relevant use, then check benefits, errors, cost, privacy, access, maintenance and who remains responsible.
- Practical testTest a small sensor, robotics mechanism or available digital tool; keep the task, conditions, output and verification separate.
Evidence requiredAn investigation or prototype test record with named sources, observed results, limitations, risks and the learner’s own conclusion.
Complete Course 6 first Locked
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Course 8 · Continue learning independently
Online Learning and MOOCs
Choose a credible course or lesson, plan around available time and connectivity, keep a learning record and teach one useful point to another learner.
Why this is the final course: learners use the file, safety, evaluation and communication habits from the whole pathway to manage their own learning.
- Tutor demonstrationCompare providers and course outlines, set a specific goal, estimate data needs and prepare a paper or digital learning log.
- Independent studyComplete one suitable lesson, pause to take notes, try the task yourself and record questions instead of only watching.
- Offline sharingExplain one useful idea or procedure to a peer and identify the next lesson or practice task.
Evidence requiredA completed lesson record, learning notes, the result of its practical task and a short account of what was shared with a peer.
Complete Course 7 first LockedKAWA ICT Clubs Programme
Course 01 · Foundation
Foundational Computer Skills
Learn to use a shared computer carefully, understand the system, control it with common input devices, organise files and prepare useful ICT Club work.
Begin with the course orientation. Progress and written work are saved in this browser.
Course orientation
How to work through this course
Use a real school computer whenever it is available. Where devices are shared, work in pairs or groups and rotate the operator, coach and recorder roles.
Before touching a workstation
Use dry hands. Keep food and drinks away. Look for loose cables, damaged plugs, unusual heat, liquid or a burning smell. Do not open equipment or reconnect damaged power parts; report them to the responsible teacher or technician.
One device, three roles
Operator: uses the keyboard and mouse. Coach: reads the steps and checks accuracy. Recorder: writes observations and filenames. Change roles so every learner practises.
What to prepare for review
Create the notice on the assigned computer, save it in an organised folder, and ask a facilitator or peer to compare the document with the folder and filename recorded here.
- ExplainRead the short concept in plain language.
- DemonstrateWatch the tutor or the relevant KAWA video.
- PractiseTry the skill on this page and on a computer.
- ProduceCreate something the ICT Club can use.
- RecordKeep the filename and folder as evidence.
Learning unit 1
Understand the computer as a system
Identify the equipment you can see, distinguish hardware from software and explain how input, processing, output and storage work together.
Hardware and software
Hardware is the physical equipment you can touch, such as a keyboard, monitor or system unit. Software is the set of programs and instructions that runs on the hardware, such as an operating system, word processor or browser.
Desktop, taskbar and application windows
After sign-in, the desktop is the main work area. The taskbar or dock shows open applications and common controls. An application window normally has a title bar plus minimise, maximise or restore, and close controls. Open only the assigned application and close it normally when the task is finished.
Workstation observation
At your assigned computer, list the connected equipment. Check its condition without opening it. Record one item that needs cleaning, repositioning or reporting.
Demystifying Computers: Inside the Brain, Hardware, and Power of Your PC!
While watching, identify one input device, the part that processes instructions, one output device and one storage example.
Required check 1: classify the equipment
Choose the main role of each item, then submit. The next unit opens after this first attempt; you may retry twice to improve the mark.
Learning unit 2
Start, sign in and shut down safely
Follow the school’s power arrangement, use only an assigned account, wait while the operating system loads and close the session correctly.
Before pressing the power button
Check that hands are dry and the workstation is clear. Look at visible power, display, keyboard and mouse cables. Use only switches, sockets or a UPS that the school has approved for learners.
During startup and sign-in
Press the computer power button once. If the startup screen is active, wait and observe. Sign in only with the account assigned to you and keep its password private. Repeated power-button presses can interrupt startup.
If nothing appears
Do not open the system unit or repair live power equipment. Recheck only the simple visible items your teacher permits, then report the exact signs: lights, sounds, screen message or absence of power.
Required check 2: arrange the startup steps
Select the five actions in the order they should normally happen. The approved power arrangement may differ between laboratories, so follow the local teacher’s instructions.
- Your selected steps will appear here.
Complete the shutdown decision
Practice on the assigned computer
With the teacher’s permission, demonstrate the complete routine: inspect, start once, sign in if required, identify the desktop or taskbar, open and close an allowed program, save a test file, sign out if required and shut down correctly.
Learning unit 3
Control the computer with input devices
Use a mouse or touchpad to point and select, then use the keyboard accurately for text, commands and common shortcuts.
Mastering Computer Input Devices: From Keyboards to Biometric Scanners!
From 00:21, identify the keyboard, mouse, touchscreen and trackpad. For each one, state the information or action it sends to the computer.
Mouse and touchpad practice
Complete the four practice actions if your device supports them. These are practice records, not completion gates, because touchscreens and assistive technologies use different controls.
Use the wheel, touchpad gesture, touch drag or arrow keys to move down.
You reached the end of the practice area.No pointer practice recorded yet.
Important keys
Open each key to review its common purpose. Program behaviour can differ, so observe what happens before continuing.
Enter
Confirms an action or begins a new paragraph.
Spacebar
Inserts a space between words.
Backspace
Removes the character before the cursor.
Shift
Produces a capital or the upper symbol on a key.
Tab
Moves to the next field or tab position.
Escape
Often cancels or closes the current action.
Ctrl + S
Saves the current file in many programs.
Ctrl + C
Copies selected content.
Ctrl + V
Pastes copied or cut content.
Required check 3: type accurately and match shortcuts
Type the sentence as shown. Accuracy must reach at least 95%, then match all three shortcuts.
Learning unit 4
Manage files, folders and storage
Create a clear folder structure, use meaningful filenames, understand common file operations and keep a second copy of important work.
A useful ICT Club folder structure
Organise by purpose so another authorised club member can find the correct file without guessing.
- Administration
- Membership
- Meetings
- Training
- Projects
- Competitions
- Photos and Videos
Review the main file operations
Place each file in the best folder
Use the file’s purpose, not only its file type.
Choose storage and plan a second copy
Storage safety decision
Required check 4: make a backup plan
Choose two different storage locations and identify who is responsible for the second copy.
Learning unit 5
Create useful ICT Club work
Select the right application for a task, prepare a clear meeting notice and save it in the folder structure you planned.
Choose an application by purpose
Word processor: text-led documents. Spreadsheet: tables, calculations and records. Presentation: ideas shown to an audience. Media editor: preparing photographs, audio or video.
The application is a tool. Begin with the audience, the information and the result that is needed.
Match the club task to the best tool
Required check 5
Prepare a one-page ICT Club meeting notice
First create the document in a word processor on the school computer. Then enter the same information here to keep a printable learning record.
Record the saved work for review
Enter the actual folder and filename, then let a facilitator or peer compare this record with the document on the computer.
ICT Club Meeting Notice
Add the purpose of the meeting and what members should bring.
Final knowledge check
Confirm the decisions behind the skills
Answer the five questions, then submit. Your score contributes two marks to the course total. You may use up to three attempts; the best result is kept.
Course completion record
Attempt every check once. The course then records the best mark out of 10 and requests Course 2 automatically. A lower score never blocks progression.
Mark allocation: computer system 1.5; safe operation 1.5; keyboard and input 2; files and storage 1.5; club document 1.5; final knowledge check 2.
Attempt each check once to finish the course. Correct answers improve the mark but do not block progress.
Progress is recorded when a learner submits a check, not when a section or video is opened. Each check allows three attempts and keeps the best mark. Practical work should still be reviewed against the saved document, folder and filename.
KAWA ICT Clubs Programme
Course 02 · Laboratory stewardship
ICT Laboratory Management and the 5S Approach
Learn how an ICT Club can keep a shared computer laboratory safe, organised, accountable and ready for learning.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Manage the laboratory as a shared learning space
The goal is not a laboratory that only looks tidy. The goal is a laboratory where equipment is available, hazards are noticed early, faults are recorded and every learner knows the routine.
What 5S means in an ICT laboratory
Learner safety boundary
Learners may organise, label, inspect visible conditions and clean external surfaces only when the teacher permits. Do not open power supplies, repair exposed wiring, work on live equipment or use liquids directly on devices.
Read the laboratory
Inspect before learners begin work
A short readiness scan checks the work area, visible cables, ventilation, power conditions, accessories and exit routes before computers are used.
Laboratory readiness record
Use real observations where your teacher permits. These notes are saved on this device and are not automatically marked.
Assessed check 1 · 1.5 marks
Choose the safest immediate response
5S step 1 · Sort
Separate useful items, faults and waste
Sorting is a controlled decision. School assets must never disappear because somebody silently threw them away.
Keep in use
Working equipment needed at an assigned workstation.
Store
Useful spare equipment kept in a labelled location.
Fault area
Labelled equipment awaiting an authorised check or repair.
Approved disposal
Waste or obsolete electronics handled through the school's asset and e-waste procedure.
Prepare a simple holding-area record
Assessed check 2 · 1.5 marks
Classify each laboratory item
5S step 2 · Set in order
Give every item a safe, visible home
A learner should be able to find, use, return and account for an accessory without searching through unrelated equipment.
Sketch the laboratory zones in words
Assessed check 3 · 1.5 marks
Choose the correct location or arrangement
5S step 3 · Shine
Clean safely while checking visible condition
Shine combines approved external cleaning with observation. It does not turn learners into electrical technicians.
Safe first-level routine
- Follow the teacher's shutdown and isolation instructions.
- Remove loose rubbish and keep liquids away from equipment.
- Use only approved materials on external surfaces.
- Inspect visible cables, plugs, vents, keys and connectors.
- Record anything unsafe or unusual; do not guess the cause.
Stop immediately
Report sparks, heat, burning smell, exposed wire, liquid inside equipment, damaged plugs or any instruction that would require opening powered equipment.
Assessed check 4 · 1.5 marks
Decide what learners may do
5S steps 4 and 5
Standardise the routine and sustain it
A good system states what happens, when it happens, who is responsible and where evidence is recorded.
Build your school routine
Use roles rather than invented names if the school has not yet assigned people.
Assessed check 5 · 2 marks
Choose the routine that can be sustained
Fault reporting and final decisions
Record what you observe and escalate safely
A useful fault report identifies the device, describes the exact sign, records safe first-level checks and shows who received the report.
Prepare a fault-log entry
This practical record is saved locally for printing or downloading. It is not marked by guessing whether the writing sounds good.
A professional report separates fact from diagnosis
“The motherboard is dead.”
“System unit asset 12 produces no power light or fan sound. The approved socket was tested with a working device. Unit labelled and reported to the ICT teacher.”
Only an authorised technician should diagnose internal faults. The learner's responsibility is to observe accurately, prevent further risk and preserve the evidence.
Assessed check 6 · 2 marks
Make the final laboratory-management decisions
Course 2 record
Laboratory stewardship summary
Attempt all six checks to complete Course 2. You can retry each check up to three times to improve the mark.
KAWA ICT Clubs Programme
Course 03 · Equipment care
Basic Maintenance and Troubleshooting
Develop a safe, evidence-based method for identifying common computer problems, carrying out authorised first-level checks and reporting faults clearly.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Troubleshoot safely and systematically
A good troubleshooter observes first, protects people and equipment, changes one thing at a time, tests the result and records what happened.
The first-level troubleshooting boundary
Learners may inspect visible conditions, check approved external connections, use normal software controls and record evidence under the teacher’s instructions.
Stop and report immediately
Do not open power supplies, repair mains cables, touch exposed conductors, work on powered internal components, continue after smoke or a burning smell, or install unknown software.
Read the symptom
Replace vague reports with observable evidence
“The computer is spoiled” does not show what failed. Useful observations say what the learner saw, heard or experienced and when it happened.
Workstation observation record
Use a real or teacher-prepared workstation. Do not create a fault or open equipment.
Assessed check 1 · 1.5 marks
Choose the first safe interpretation
Power, display and shared-computing connections
Trace the external path before changing settings
Follow the signal from its source towards the device. Check visible connections in a sensible order and stop if equipment or power parts are damaged.
Power source
Confirm that approved power is available and the area is safe.
UPS or extension
Check normal switches, indicators and visible connections only.
Computer or terminal
Observe its power, network and session indicators.
Monitor and input
Check monitor power, selected input, display lead, keyboard and mouse.
Understanding NComputing Technology
While watching, identify the shared host, terminal, network connection and the safe checks to make when a session is slow or the display is blank.
External connection audit
With permission, choose one workstation or NComputing terminal and trace only its visible connection path.
Assessed check 2 · 1.5 marks
Choose the safe external check
Controlled troubleshooting
Change one thing, test once and keep evidence
Random changes hide the real cause and may create new faults. A short test log shows the starting condition, one action and the result.
Observe
Describe the exact symptom and note what still works.
Check danger
Stop immediately if there is heat, smoke, exposed wire, liquid or another unsafe condition.
Choose one likely external cause
Select the smallest authorised and reversible check.
Test and compare
Repeat the same normal action and compare the result with the original symptom.
Record or escalate
Write what happened. Do not repeat an unsafe or unsuccessful action indefinitely.
One-change test log
Assessed check 3 · 1.5 marks
Build the safe troubleshooting sequence
Preventive maintenance
Reduce avoidable faults before they interrupt learning
Routine external inspection, safe cleaning, ventilation, accessory control, correct shutdown and a reviewed fault log protect shared equipment.
Use a realistic maintenance rhythm
Cleaning rule
Power down using the approved procedure. Use only approved materials on external surfaces. Never spray liquid directly onto equipment or open a power supply.
Prepare your laboratory maintenance rhythm
Assessed check 4 · 1.5 marks
Choose the preventive-maintenance response
Software, storage and security
Use safe and reversible software responses
Do not solve one problem by creating another. Protect saved work, use approved tools and record messages before closing, updating or escalating.
Before changing software
Software incident record
Assessed check 5 · 2 marks
Choose the responsible software response
Escalation, reporting and final decisions
Hand over a fault that another person can act on
A professional ticket identifies the equipment, exact symptom, safe checks already completed, immediate safety action and the responsible person receiving the report.
Prepare a real or simulated fault ticket
One-month maintenance plan
Prepare a routine your ICT Club can actually follow rather than a list that nobody owns.
Write facts, not guesses
“The motherboard is dead.”
“Lab PC 12 powers on, but the monitor displays No Signal. Monitor power, selected input and the approved display cable were checked. Device labelled and reported to the ICT teacher.”
Assessed check 6 · 2 marks
Complete the troubleshooting decisions
Course 3 record
Maintenance and troubleshooting summary
Attempt all six checks to complete Course 3. You can retry each check up to three times to improve the mark.
KAWA ICT Clubs Programme
Course 04 · Safe participation online
Internet Safety, Cybersecurity and Digital Citizenship
Practise how to recognise suspicious messages, protect accounts and personal information, make safer online decisions and respond responsibly when something goes wrong.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Pause before you click, share or reply
Safe digital behaviour begins with a short pause: identify the request, check the source, protect private information and use a trusted reporting route.
Practise safely in this course
Use only the simulated messages and made-up examples provided here. Never enter a real password, one-time login code, home address, private photograph or other sensitive information into a training activity.
If there may be immediate danger
Stop interacting, keep useful evidence without forwarding harmful material, and tell a trusted adult or responsible school authority. Threats of physical harm and sexual exploitation require urgent adult support.
Suspicious messages and phishing
Judge the request, not just its appearance
A message can use a familiar logo, correct spelling and a secure-looking page and still be fraudulent. Focus on the unexpected request, sender, destination and pressure used.
Simulated suspicious-message investigation
Paraphrase the example. Do not paste a real private message, link, phone number or account detail.
Assessed check 1 · 1.5 marks
Choose the safest first response
Passwords, verification and recovery
Protect the account before it is attacked
Strong protection combines a unique password or passphrase, an additional sign-in factor where available, working recovery options and careful sign-out on shared devices.
A safer account routine
No-secret rule
This course never needs your password or verification code. Record only whether a protection is in place—not the secret itself.
Account-protection audit—no secrets
Choose one account category. Do not record its username, password, phone number or recovery address.
Assessed check 2 · 1.5 marks
Choose the account-protection practice
Personal information and permission
Share the minimum information needed
Privacy is not secrecy about everything. It is deciding what information is necessary, who should receive it, why they need it and how long it should remain available.
Four privacy questions
What?
Is this ordinary, personal or sensitive information?
Why?
Is it genuinely necessary for the stated purpose?
Who?
Who can see, copy or reuse it?
How long?
Can access be limited or removed later?
Permission?
Do the people shown or affected agree to the intended use?
Privacy decision record
Use a category, not the actual personal information.
Assessed check 3 · 1.5 marks
Choose the privacy-respecting decision
Downloads, removable media and shared networks
Verify the file before you open it
A useful filename or familiar icon does not prove that a file is safe. Confirm the purpose, source, type and school procedure before opening downloads or removable media.
The four-part file check
Purpose
Was the file expected for a clear school or club task?
Source
Did it come through a known official or teacher-approved route?
Type
Does its real extension match what the sender claims it is?
Protection
Does the school require scanning, restricted storage or adult approval?
Do not investigate malware yourself
If a file is unexpected, deceptive or blocked by security software, stop. Do not disable protection or open it “to see what happens.” Preserve the warning and report it.
Approved-file inspection record
Use a harmless teacher-provided example. Do not download or open an unknown file for this exercise.
Assessed check 4 · 1.5 marks
Choose the safer file or network decision
Digital footprint, respect and cyberbullying
Build a record that reflects responsibility
Posts, replies and shared media can affect other people and your own reputation. Responsible digital citizens communicate truthfully, respect consent and refuse to amplify harm.
Respond without increasing the harm
Simulated online-incident support plan
Do not enter real names, account handles or harmful content.
Assessed check 5 · 2 marks
Choose the responsible online response
Incident response and responsible participation
Recover safely and help prevent a repeat
A good response stops further harm, uses the official recovery route, protects evidence, informs the right people and records what must change.
Stop
End contact with the suspicious message, page or person.
Secure
Use the official service to change or recover account access.
Review
Check active sessions, recent activity and recovery settings.
Inform
Tell responsible adults and warn contacts if the account sent suspicious messages.
Record
Document the signs, response and improvement without recording secrets.
Simulated digital-safety incident record
ICT Club digital-safety message
Write one accurate message the club could share during an assembly or supervised online campaign.
Record facts without exposing secrets
“My password was School123 and the code was 482911.”
“An unexpected sign-in alert appeared at 14:20. The learner stopped responding, opened the known service independently, changed access details and informed the ICT teacher. No password or verification code is recorded.”
Assessed check 6 · 2 marks
Complete the digital-safety decisions
Course 4 record
Internet safety and digital citizenship summary
Attempt all six checks to complete Course 4. You can retry each check up to three times to improve the mark.
KAWA ICT Clubs Programme
Course 05 · From idea to working prototype
Coding, Web Development and Application Concepts
Turn a real school or ICT Club need into clear steps, simple program logic, a structured web page, readable styling and a tested application plan.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Begin with a useful problem, not a fashionable tool
Good digital projects serve a real user. The technology matters only when it helps someone complete a task more accurately, safely or efficiently.
The development cycle
In this course you will move through one practical cycle. You may work individually or with an ICT Club partner, but every decision should be explainable and testable.
Work safely and honestly
Use made-up practice data. Do not collect real passwords, private learner records or unnecessary personal information. Do not claim that a prototype can do something you have not tested.
Computational thinking and algorithms
Turn a task into precise, ordered steps
An algorithm is a finite sequence of clear steps. It can be written in ordinary language, pseudocode or a flowchart before any programming language is chosen.
Separate the four parts
START
INPUT learner_name
INPUT attendance_status
IF attendance_status = "Present" THEN
ADD learner_name to present_list
ELSE
ADD learner_name to absent_list
END IF
DISPLAY attendance_summary
END
Practical task: plan one real ICT Club process
Choose a small process such as equipment borrowing, meeting attendance, project submission or laboratory fault reporting.
Assessed check 1 · 1.5 marks
Choose the sound algorithm decision
Beginner programming with Python
Make the program store, decide and respond
In Python, variables hold values and conditions compare them so the program can choose an appropriate output.
Read this small decision
member_count = 4
project_submitted = True
if project_submitted and member_count >= 3:
print("Ready for review")
else:
print("Complete the missing requirement")Variable: a named place for a value. Boolean: a value that is either True or False. Condition: a test that selects which output is produced.
Working logic simulator
Is the project ready for review?
Predict before you run
Assessed check 2 · 1.5 marks
Read the Python program logic
HTML structure and meaning
Build a page the browser can understand
HTML describes the meaning and order of web content. Headings introduce sections, paragraphs explain ideas, lists group related items and links connect useful resources.
A small but complete content structure
Introduction to HTML web coding
Watch for the purpose of HTML and how tags organise a page. Then return to the practice studio and identify the heading, paragraph and list.
Create the first web page
Observe the order used to create and save the page. Compare it with your own practice code before testing the preview.
Assessed check 3 · 1.5 marks
Choose the correct HTML structure
CSS, readability and responsive design
Style the message without hiding its meaning
CSS controls colour, spacing, size and layout. Good design helps users scan the page, read the text and recognise what they can do next.
Selector, property and value
.club-card {
background-color: #eaf4f8;
color: #0b2940;
padding: 24px;
border-radius: 8px;
}.club-card is the selector. padding is a property. 24px is its value. The declarations inside the braces apply to matching elements.
Check more than appearance
Text must remain readable, controls must remain visible and the layout must work on a small phone as well as a laboratory monitor.
Working CSS simulator
Adjust the project card
ICT Club project
Laboratory Fault Reporter
Record the device, observable problem, time and action already taken so the responsible person can follow up.
Report a faultAssessed check 4 · 1.5 marks
Choose the useful design decision
Testing, debugging and evidence
Find the cause, change one thing and test again
Debugging is a disciplined investigation. A useful test states the input, expected result, actual result and the exact change made.
Reproduce
Repeat the problem using known steps.
Read
Inspect the exact error, line or unexpected output.
Isolate
Narrow the cause to the smallest relevant part.
Change
Correct one cause without introducing unrelated changes.
Retest
Repeat the original test and record the result.
HTML
<h1>ICT Club</h2>CSS
.card { color white; }Pseudocode
IF score >= 50
DISPLAY "Pass"JavaScript
alert("Saved";Practical test record
Test your HTML page or logic simulator. Record observable facts rather than writing only “it failed.”
Assessed check 5 · 2 marks
Diagnose the code and testing process
Application concept and mini project
Connect the problem, user, data, logic and evidence
An application concept is more than a screen. It explains what information enters, how it is processed, what result appears and how people’s data will be protected.
Choose a manageable school need
Suitable beginner projects include an ICT Club information page, equipment-borrowing record, laboratory fault form concept, meeting-attendance helper, project showcase or school-event notice.
Keep the first version small
Define one main user and one main task. A simple solution that works and has been tested is stronger than a large list of unbuilt features.
Application concept canvas
Describe the complete information flow
Assessed check 6 · 2 marks
Complete the creator decisions
Course 5 record
Coding and application project summary
Attempt all six checks to complete Course 5. You can retry each check up to three times to improve the mark.
KAWA ICT Clubs Programme
Course 06 · Communicate useful work
Digital Content Creation and Communication
Plan a message for a real school audience, then use photography, posters, slides, writing, audio or video to document genuine ICT Club work clearly and responsibly.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Create for a real audience and a clear purpose
Strong content is planned before it is designed or recorded. It tells the truth, protects the people involved and gives the audience a useful next step.
The production cycle
Use the same disciplined sequence whether the final product is a poster, a slide briefing, a school news item, a photo story or a short video.
Accuracy and dignity come first
Do not expose private learner information, use a person’s image without the required permission, copy media without checking its source, or exaggerate what an ICT Club project achieved.
Choose the format that fits the job
Keep a small production team
Useful roles include coordinator, writer, photographer or camera operator, editor, fact-checker and presenter. One learner may hold more than one role, but every final check must have a named owner.
Audience, purpose and creative brief
Decide what the audience needs before you create
A creative brief keeps the team focused. It explains who the content is for, why it is needed, what evidence supports it and what the audience should do next.
Creative brief builder
Use a genuine ICT Club activity such as laboratory care training, a learner project demonstration, an innovation day or a community digital-skills session.
Assessed check 1 · 1.5 marks
Choose the focused communication decision
Photography, consent and evidence
Show the work without exposing the learner
A useful project photograph has a clear subject, stable framing, enough light and an accurate caption. Permission and dignity must be checked before the image is shared.
Frame the evidence
Try each crop. Keep the activity understandable and avoid cutting off the evidence you need.
Three-photo evidence plan
Assessed check 2 · 1.5 marks
Choose the responsible photography decision
Poster and presentation design
Make the important information easy to find
Visual hierarchy uses size, contrast, spacing and position to guide attention. Decoration should support the message, never compete with it.
KAWA ICT Clubs Programme
ICT Club Innovation Day
See practical projects designed by learners for school needs.
Join us on FridayOne slide, one main idea
Slide plan
Three computers returned to service
- Problem: keyboards were not responding.
- Action: supervised cleaning and cable checks.
- Evidence: the repair log and final typing test.
Readable from the back of the room
Use a short heading, large type, sufficient contrast and only the supporting detail needed for the speaker’s point. Test the actual slide on the available projector or screen.
Do not stretch or misrepresent images
Keep the original proportions, use accurate labels and record where any reused image or graphic came from.
Assessed check 3 · 1.5 marks
Choose the readable design decision
Headline, caption and school news
Write what happened, how you know and why it matters
A credible school story uses specific facts, names only when appropriate, a clear sequence and evidence that a reader can understand.
Transparent headline check
This checker uses four visible writing rules. It does not guess quality or use hidden scoring.
Put the useful facts first
Lead: state who did what, where or when, and the useful result. Body: explain the problem, action and evidence. Closing: give the next step or lesson learned.
Evidence-rich lead
Twenty-four Senior Two learners practised safe shutdown and cable checks during the school ICT Club session on Friday, according to the attendance and activity records.
School story planner
Assessed check 4 · 1.5 marks
Choose the accurate editorial decision
Audio, video and editing decisions
Plan the sequence, record cleanly and edit for meaning
A short video needs a beginning, visible action, evidence and a clear close. Clean speech and stable images matter more than unnecessary effects.
Four shots can tell a complete one-minute story
Keep the camera steady, record several seconds before and after the action, listen for background noise, and obtain approval before recording identifiable learners.
Four-shot production plan
Assessed check 5 · 2 marks
Choose the sound production decision
Publication safety and final production
Check every claim, permission and file before release
The final editorial check protects learners, the school and the credibility of the ICT Club. It also makes the content easier for the intended audience to receive and use.
Communication project record
Document the work from brief to final check
Assessed check 6 · 2 marks
Complete the publication decisions
Course 6 record
Digital communication production summary
Attempt all six checks to complete Course 6. You can retry each check up to three times to improve the mark.
KAWA ICT Clubs Programme
Course 07 · Examine, test and use technology responsibly
Artificial Intelligence and Emerging Technologies
Understand what AI can and cannot do, protect data, check results for accuracy and fairness, and plan a useful technology project with people firmly in control.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Use evidence before excitement
AI is a family of computer techniques, not magic and not a person. A useful system still depends on its purpose, data, testing, limits and the people responsible for its use.
A simple way to examine an AI system
Human responsibility does not disappear
A system can assist with translation, pattern recognition, drafting or forecasting. It cannot accept moral or legal responsibility, understand every local context or guarantee that an answer is true.
Course safety boundary
Use fictional or approved practice data. Never enter passwords, private learner records, examination details, health information or identifiable photographs into an unfamiliar online tool.
What counts as success?
A responsible learner can explain the tool, verify its result, notice who may be excluded, protect data and decide when a person must review or reject the output.
AI foundations
Tell learned patterns from fixed instructions
Do not label every digital system “AI”. Examine how the output is produced and what evidence supports the claim.
Automation
Follows predefined steps or rules. A timer that rings after 20 minutes is automated, but it does not learn.
Machine learning
Builds a model from examples so it can classify or predict new cases.
Generative AI
Produces new text, images, audio or code by using patterns learned from training data.
Human judgement
Sets the purpose, checks evidence, considers context and remains accountable for decisions.
AI, fixed rule or ordinary digital tool?
Classify each case by the described process. This practice lab gives guidance but does not add marks.
Assessed check 1 · 1.5 marks
Recognise AI and its limits
Instructions and verification
Give a clear task, then check every important claim
A good instruction makes the purpose, audience, context, evidence and output format clear. A good learner then verifies the result instead of treating it as finished work.
Remove private data
Use fictional or approved information only.
State the task
Use a clear verb and a defined goal.
Add context
Name the audience, situation and constraints.
Specify output
Ask for the length, structure or format required.
Verify and revise
Check evidence, correct errors and add your judgement.
Responsible instruction builder
Plan an instruction for a fictional ICT Club activity. The builder checks completeness only; it does not pretend to judge intelligence or quality.
Verification record
Choose one important claim from a draft and record how a person would check it.
Assessed check 2 · 1.5 marks
Prompt clearly and verify responsibly
Data, privacy and security
Use the least data needed for the job
Responsible technology begins before a tool is opened. Decide what data is necessary, who may access it, how long it should be kept and how a person can correct or remove it.
Purpose
Explain why each field is needed. “We may need it later” is not a clear purpose.
Minimum data
Remove names, contacts and sensitive records when an anonymous count or code is enough.
Access
Limit records to authorised people and protect accounts with strong, separate passwords.
Retention
Set a review or deletion date instead of keeping every record forever.
Fictional practice record
Prepare a safe public project summary
Learner: Amina Kato · Candidate number: U1234/001 · Phone: 0700 123 456 · Health note: asthma · Club role: documentation lead · Project: soil-moisture monitor · Result: the prototype detected dry soil in 4 of 5 controlled trials.
Public version
Data-handling plan
Use this for a proposed club survey, sensor project, help desk or prototype test.
Assessed check 3 · 1.5 marks
Protect people and their data
Bias, fairness and accountability
Test who benefits, who struggles and who can appeal
An average accuracy score can hide serious failures. Test realistic groups and conditions separately, examine the harm caused by mistakes and keep a human correction route.
Fictional test results
School speech-to-text prototype
The same prototype was tested under four conditions. The figures are invented for this learning exercise.
Responsible conclusion
The prototype is not ready for automatic grading or exclusion. Improve and retest it with relevant users and conditions before making a high-impact claim.
Fairness audit record
Plan how a team would examine a proposed system before trusting it.
Assessed check 4 · 1.5 marks
Judge evidence and accountability
Emerging technologies
Match the technology to the need
Start with the problem and evidence, not with a fashionable tool. The simplest safe technology that solves the need is often the strongest design.
Artificial intelligencePatterns, predictions and generated content
Useful for: recognising patterns in crop images, supporting translation or drafting alternatives.
Check: data quality, accuracy, bias, privacy, explanation and human review.
Internet of ThingsSensors, devices and networked data
Useful for: monitoring water tanks, soil moisture, room temperature or equipment status.
Check: sensor calibration, connectivity, power, security and data retention.
RoboticsSensing, control and physical action
Useful for: controlled movement, repetitive demonstrations and physical prototypes.
Check: safe movement, emergency stop, supervision, maintenance and cost.
AR and VRDigital layers and simulated spaces
Useful for: visualising equipment, practising a procedure or visiting a simulated environment.
Check: accessibility, motion discomfort, device needs, supervision and learning value.
DronesRemote aerial observation
Useful for: approved mapping, environmental observation and aerial documentation.
Check: school permission, aviation rules, weather, privacy, operator skill and safe distance.
3D printingPhysical prototypes from digital models
Useful for: testing enclosures, replacement parts, models and assistive-device concepts.
Check: dimensions, material, heat, supervision, print time, strength and waste.
Practice decision simulator
Combine a sensor reading with field evidence
This deterministic practice rule is not AI. It demonstrates why a sensor value alone should not control a real farm or school system.
Advisory result
Assessed check 5 · 2 marks
Choose and test emerging technologies
Responsible technology project
Document a solution that can be questioned and tested
A strong project record does not promise that technology will solve everything. It defines a manageable need, evidence, safeguards, a human decision point and a realistic pilot.
ICT Club project canvas
Plan the need, evidence, technology and responsibility
Your responsible technology project record will appear here.
A tool was not chosen before understanding the problem.
Private or sensitive details have a clear purpose and protection.
The team has a baseline, test cases and a record of results.
Fairness and accessibility are tested, not assumed.
There is a correction, appeal or safe-stop procedure.
A small pilot is not described as a finished universal solution.
Assessed check 6 · 2 marks
Plan a responsible project
Course 7 completion
Attempt all six checks; the system records completion automatically
Attempt all six checks to complete Course 7. You can retry each check up to three times to improve the mark.
KAWA ICT Clubs Programme
Course 08 · Final course · Learn independently and prove progress
Online Learning and MOOCs
Choose useful online courses, learn actively instead of only watching, work through limited connectivity, keep trustworthy evidence and leave with a realistic plan for continued learning.
Your progress
0 of 6 checks attempted
Attempt each check once to open the next section. Correctness affects the mark, not access.
Course orientation
Turn access to information into evidence of learning
An online course is useful only when it supports a clear goal, fits the learner's conditions and leads to practice that can be checked. Completion is not the same as competence.
What is a MOOC?
A massive open online course is designed for many learners to access through the internet. It may include short lessons, readings, demonstrations, discussions, exercises, projects and assessments. “Open” can refer to enrolment; it does not always mean that every feature, certificate or file is free.
Before you enrol
Check the provider, learning outcomes, starting level, schedule, data use, device needs, language, accessibility, fees, certificate conditions and whether the course includes meaningful practice.
Course completion versus competence
A completion screen shows that course requirements were recorded. Competence is shown when a learner can explain, apply, troubleshoot, improve and document the skill in a real task.
Final-course standard
Keep a learning passport containing the selected goal, study plan, notes, exercises, useful artefact, feedback, reflection and next learning step. A teacher or patron can inspect the evidence.
Goal and course fit
Choose for the learner you are now
A famous course can still be the wrong course. Begin with a specific result and match the level, language, device, connectivity, time and type of practice to your real conditions.
Specific goal
Name what you want to make or do, not only the broad subject you want to “know”.
Starting level
Read prerequisites and sample a lesson before committing to a beginner, intermediate or advanced course.
Access conditions
Check whether lessons, exercises and files work on your actual device and connection.
Practice and evidence
Prefer a course that makes you apply the skill and produce work that can be reviewed.
Practice course selector
Build a realistic course brief
This adviser uses the choices you enter. It does not enrol you and it does not replace checking the actual course page.
Your course-selection brief will appear here.
Assessed check 1 · 1.5 marks
Match a course to a real goal
Resource quality and learner safety
Inspect the source before trusting the lesson
Look past popularity and presentation. A strong resource is clear about who made it, what it teaches, when it was updated, how learners practise and what data, money or permissions it requires.
Provider
Identify the organisation, instructor and relevant experience.
Purpose
Compare stated outcomes with your learning goal.
Currency
Check dates, working examples and current software versions.
Evidence
Look for explanations, demonstrations, sources and correction routes.
Practice
Confirm that exercises and feedback go beyond passive watching.
Resource screening desk
Classify each fictional listing from the evidence shown. The review explains every case and does not add marks.
Your five-case review will appear here.
Account and payment boundary
Use the official web address. Never share a password or one-time code. Ask a responsible adult before entering payment information. Read whether a free trial becomes a paid subscription and save proof of cancellation when applicable.
Assessed check 2 · 1.5 marks
Judge quality, safety and cost
Active online learning
Use each lesson to produce an action
Short, focused cycles of explanation, recall, practice, feedback and reflection create stronger learning than watching many lessons without doing the work.
Notes that support thinking
Record the lesson goal, key terms in your own words, one worked example, one question and the next practice task. Copying a transcript word for word may produce many pages without showing understanding.
When stuck
Read the error carefully, return to the smallest failed step, compare with a reliable example, change one thing at a time and record what fixed the problem. Ask for help with a precise question.
Feedback you can use
Good feedback identifies the task, evidence, strength, specific problem and next improvement. Apply it to a new attempt and compare the result.
Honest work
Follow the course's collaboration and assessment rules. Credit permitted sources and collaborators. Do not submit copied answers or another learner's project as your own.
Focused learning-session builder
Turn one lesson into a session with a clear product and evidence.
Your focused session plan will appear here.
Assessed check 3 · 1.5 marks
Learn actively and honestly
Study plan and recovery
Plan a routine that survives a difficult week
A workable plan uses specific sessions, includes practice and recovery time, and can be adjusted when electricity, devices, school duties or connectivity change.
Progress check
If a session is missed
- Record the reason without hiding it.
- Keep the next task small and specific.
- Use the planned recovery time where possible.
- Do not double every later session until the plan becomes impossible.
- Ask a patron, peer or instructor for focused help when the same block repeats.
Assessed check 4 · 1.5 marks
Manage time and setbacks
Low-data and offline learning
Use connected time to prepare for disconnected practice
Plan downloads deliberately, keep files organised and respect permissions. Offline learning should still include explanation, exercises, feedback and evidence—not only a folder full of media.
Before connecting
List the exact lesson, notes, exercises and sample files needed. Confirm available storage and permitted downloads.
While connected
Choose compressed media, PDFs or transcripts; save only needed files; verify that every file opens.
While offline
Read or watch a small part, then practise, write questions and save evidence in clearly named folders.
At the next connection
Submit work, obtain feedback, synchronise permitted progress and collect only the next required materials.
500 MB practice budget
Build an offline learning pack
Select a pack that contains notes, exercises and sample files, stays within 500 MB and avoids the duplicate high-resolution bundle.
Selected size
0 MB500 MB available
Permission still applies offline
A download button does not automatically permit republication. Follow the provider's licence and school rules. Share links or permitted copies, credit sources where required and never distribute paid course accounts or restricted assessment files.
Assessed check 5 · 2 marks
Plan efficient and permitted access
Evidence, reflection and continuation
Build a learning record another person can verify
A useful learning passport connects the goal, activity, evidence, feedback, improvement and next step. It supports facilitator review without pretending that a checkbox alone proves competence.
Final practical record
Independent-learning passport
Your independent-learning passport will appear here.
Copied notes are separated from personal explanation.
The evidence shows application, not only attendance or watching.
Names and locations make the evidence easy to inspect.
The record shows improvement between attempts or versions.
Another person's work is not presented as individual work.
Continued learning has a task, time and source of support.
Assessed check 6 · 2 marks
Prove learning and plan what follows
Course 8 and pathway completion
Attempt all six checks; the system records the final course automatically
Attempt all six checks to complete Course 8. You can retry each check up to three times to improve the mark.
When all eight courses are recognised, the tracker can show the full mark out of 80 and support administrator review before a certificate is awarded.