HOME SCIENCE



HOME SCIENCE SCHEMES OF WORK

FORM TWO

TERM I

REFERENCES:

1. Secondary Home Science KLB

2. Focus on Home Science

|WK |LSN |TOPIC/S-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS |REFERENCE |REMARKS |

|1 |REPORTING AND REVISION OF LAST TERM’S EXAMS |

|2 |1-2 |Use of a sewing machine |By the end of the lesson the learner should be able to wind a |Learners practice threading and winding|Sewing machines |Focus H/science F1 | |

| | |threading |bobbin and thread the machine. |in groups |threads | | |

| | |winding the bobbin | |teacher demonstration |bobbins and cases | | |

| |3-4 |Environmental Hygiene |By the end of the lesson the learner should be able to |Physical identification |Compound |Focus H/science f 2 | |

| | |Disposal of house hold refuse |Define environmental hygiene, drainage. |discussions |books |pg 1-5 | |

| | |Drainage |classify refuse and give suitable methods of disposal | | | | |

| | | |identify types of drainage | | | | |

|3 |1-2 |Sanitation |By the end of the lesson the learner should be able to |Teacher-pupil discussions |Text books |Focus H/science F2 | |

| | |definition |Define sanitation, identify causes of poor sanitation, explain | |chalk |pg 5-7 | |

| | |causes of poor sanitation |dangers of poor sanitation, state signs and symptoms | |BB | | |

| | |dangers of poor sanitation | | | | | |

| | |C.C diseases | | | | | |

| | |typhoid | | | | | |

| | |cholera | | | | | |

| |3-4 |Common communicable diseases |By the end of the lesson, the leaner should be able to state signs|Teacher-pupil discussion |Books |Focus F2 pg 8-10 | |

| | |Dysentery |and symptoms of dysentery, malaria, bilharzias and scabies | |chalk | | |

| | |-Malaria | | |B.B | | |

| | |-Bilharzias | | | | | |

| | |-Scabies | | | | | |

|4 |1-2 |Ringworms |By the end of the lesson the learner should be able to |Teacher-pupil discussion |Charts |Focus F2 pg 10 | |

| | |Tuberculosis |State signs and symptoms of ringworms, T.B, and worm infestation | |Pictures |H/science by EAEP F2| |

| | |Worm infestation |Identify types of worms that infest in humans | |Books | | |

| |3-4 |Laundry equipment |By the end of the lesson the learner should be able to |Physical identification of equipment |Assorted laundry equipment |Focus H/science | |

| | |types of laundry equipment |Identify varieties of laundry equipment | | | | |

|5 |1-2 |Choice, use and care of different |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Text books |Focus F2 H/science | |

| | |laundry equipment |Choose, use and care for washing equipment. |note taking |chalk |pg 14 | |

| | |washing equipment | | |B.B | | |

| | | | | |note books | | |

| |3-4 |Choice and care of drying |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Text books |Focus form 2 | |

| | |equipment |Choose, use and care for clotheslines, pegs and hangers |note taking |chalk |Pg 16-17 | |

| | |clothesline | | |B.B | | |

| | |pegs | | |note books | | |

| | |hangers | | | | | |

|6 |1-2 |Choice, use and care of finishing |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Text books |Focus form 2 | |

| | |equipment |Choose, use and care for finishing equipment |note taking |chalk |H/SCIENCE pg 17-22 | |

| | | | | |B.B | | |

| | | | | |note books | | |

| |3-4 |Detergents and laundry agents |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Assorted soaps |Focus form 2 pg | |

| | |definition |Define detergents |identification of examples |-books |23-24 | |

| | |soaps |name types of soaps | | | | |

|7 |1-2 |Soap less detergents-synthetic |By the end of the lesson the learner should be able to |Teacher –pupil discussion |Books |Focus form 2 pg | |

| | |detergents |The learner should be able to describe soap less detergents, state| |B.B |24-26 | |

| | |hard and soft water |properties of hard and soft water | |Chalk | | |

| |3-4 |Other laundry agents |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Assorted laundry agents |Focus form 2 pg | |

| | |bleaches |Name types of bleaches |identification | |26-27 | |

| | |starch |state reasons for using starch, conditioner, salt and bleaches. | | | | |

| | |blue | | | | | |

| | |conditioner | | | | | |

| | |salt | | | | | |

|8 |1-2 |Laundry processes |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Fabric/garments |Focus form 2 pg | |

| | |repair of clothes and house hold |Explain various laundry processes |practical repair of clothes and house |Sewing Equipment and tools |33-40 | |

| | |articles |Repair clothes and house hold articles |hold articles |Books | | |

| | | | | | | | |

| |3-4 | | | | | | |

|9 |1-2 |Laundering different fabrics |By the end of the lesson, the learner should be able to |Teacher-pupil discussions |Text books |Focus F2 Pg 42-46 | |

| | |cotton and linen [fast and loosely|Explain the difference in handling fast coloured and loosely |Note taking |Note books | | |

| | |coloured |coloured cottons | | | | |

| | |Woolens | | | | | |

| | |Silks | | | | | |

| | |Nylons | | | | | |

| | |Acrylics | | | | | |

| | |Polyester | | | | | |

| |3-4 |General rules for ironing |State rules for ironing and pressing |Teacher-pupil discussion |Pictures |Focus F2 pg 46-50 | |

| | |general rules for pressing |Explain care labels | |books | | |

| | |care labels | | | | | |

| 10 |1-2 |Special treatment in laundry work |State factors to consider while removing stains |Teacher-pupil discussion |Text books |Focus form 2 pg | |

| | | |define stain removal and disinfection | |B.B |51-53 | |

| | | |state materials for disinfection | |Chalk | | |

| |3-4 |Fixing co lour |By the end of the lesson, the learner should be able to prepare |Teacher-pupil discussion |Books |FOCUS FORM 2 pg | |

| | |starching |starch, identify types of starch, | |Chalk |53-55 | |

| | |bluing |explain vale ting, dry cleaning, sponging and fixing of co lour. | |B.B | | |

| | |vale ting | | | | | |

| | |dry cleaning | | | | | |

| | |sponging | | | | | |

| | |fabric conditioning | | | | | |

|11 & 12 |1-4 |Practical |By the end of the lesson, the learner should be able to |Special treatment | | | |

| | |cottons |Laundering and treat different fabrics correctly | | | | |

| | |Woolens | | | | | |

| | |nylons | | | | | |

| | |acrylics | | | | | |

|13 |1-4 |Storage of clothes and house hold |By the end of the lesson, the learner should be able to |Practical |Clothes, hangers, assorted facilities |KLB F2 pg 103 | |

| | |articles |Identify storage facilities |hanging | | | |

| | | |-explain methods of storing clothes |folding | | | |

| | | | |teacher-pupil discussion | | | |

|14 |1-4 |END OF TERM EXAMINATIONS |

|15 | |PREPARATION OF REPORTS AND CLOSING |

HOME SCIENCE SCHEMES OF WORK

FORM TWO

TERM II

REFERENCES:

1. Secondary Home Science KLB

2. Focus on Home Science

|WK |LSN |TOPIC/S-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS |REFERENCE |REMARKS |

|1 |1&2 |REPORTING AND REVISION OF LAST TERM’S EXAMS | |

|1 |3&4 |Laundry process. |By the end of the lesson the leaner should be able to |Teacher – pupil discussions. |Book. |KLB fm 2 | |

| | |Repair of clothes & house hold |Identify laundry process. | |Chalk. |H/science. | |

| | |articles. |Explain the various laundry processes. | |Board. |Pg 52-55 | |

| | |Importance. | | | | | |

| | |Factors that determine the repair | | | | | |

| | |method. | | | | | |

|2 |1 |Darning. |By the end of the lesson the learner should be able to |Discussion |Fabrics. |KLB Fm 2 | |

| | |Rules |Darn |Working of samples. |Sewing tools. |H/science. | |

| | |Darning different |A straight cut | |Threads. |Pg 57-62 | |

| | | |A three cornered cut. | |Books. | | |

| |2&3 |Types of tears cuts |By the end of the lesson the learner should be able to | | | | |

| | | |a diagonal cut | | | | |

| | | |a circular hole in a woven fabric. | | | | |

| | | |A hole in a knitted fabric. | | | | |

| | | |Machine darning | | | | |

| | | |Reinforcing thin place | | | | |

| |4 |Patenting |By the end of the lesson the learner should be able to |Discussion |Fabrics |KLB Fm 2 | |

| | |Rules |State rules of patching |Working of samples |Sewing tool |H/science | |

| | |Types. |Identify types of patches | |Threads |Pg 62-66 | |

| | | | | |Books | | |

|3 |1 |Working |Work patches | | | | |

| |2&3 |Repairing |By the end of the lesson the learner should be able to. |Discussion |Garments requiring repair. | | |

| | |Hanging hems |Explain the repair of hanging hems gasping seams, belt loops, and |Working of sample. |Books | | |

| | |Gasping seams |button holes & replacing buttons. | |Chalk | | |

| | |Replacing buttons. | | |Board. | | |

| | |Belt loops. | | | | | |

| | |Button holes. | | | | | |

| | |Working of samples | | | | | |

| |4 |Laundering different fabrics. |By the end of the lesson the learner should be able to |Discussion & note taking |Groups |KLB fm 2 pg 71-77. | |

| | | |Write the methods that are used for laundering different fabrics. | |Note books | | |

|4 |1 |Care labels. |By the end of the lesson the learner should be able to |Drawing |Charts. |KLB fm 2 H/science | |

| | |Importance symbols & |State the importance of care labels. |Discussion |Books |Pg 77-82. | |

| | |interpretation. |Identify symbols used on care labels & interpret them | |Chalk | | |

| |2-4 |Sundering different fabrics. |By the end of the lesson the learner should be able to |Practical laundry in groups |Laundry equip & materials. |KLB fm 2 pg 71-77 | |

| | |Cotton. |launder different fabrics | |Garments | | |

| | |Woolen | | | | | |

|5 |1-3 |Repairing |By the end of the lesson the learner should be able to. |Discussion |Garments requiring repair. | | |

| | |Hanging hems |Explain the repair of hanging hems gasping seams, belt loops, and |Working of sample. |Books | | |

| | |Gasping seams |button holes & replacing buttons. | |Chalk | | |

| | |Replacing buttons. | | |Board. | | |

| | |Belt loops. | | | | | |

| | |Button holes. | | | | | |

| | |Working of samples | | | | | |

| |4 |Laundering different fabrics. |By the end of the lesson the learner should be able to |Discussion & note taking |Groups |KLB fm 2 pg 71-77. | |

| | | |Write the methods that are used for laundering different fabrics. | |Note books | | |

|6 |1 |Care labels. |By the end of the lesson the learner should be able to |Drawing |Charts. |KLB fm 2 H/science | |

| | |Importance |State the importance of care labels. |Discussion |Books |Pg 77-82. | |

| | |symbols & |Identify symbols used on care labels & interpret them | |Chalk | | |

| | |Interpretation. | | | | | |

| |2-4 |Sundering different fabrics. |-By the end of the lesson the learner should be able to |Practical laundry in groups |Laundry equip & materials. |KLB fm 2 pg 71-77 |2-4 |

| | |Cotton. |launder different fabrics | |Graments | | |

| | |Woolen | | | | | |

|7 |1&2 |Laundering Different fabrics |By the end of the lesson the learner should be able to |Teacher – pupil discussions. |Text books |Focus fm 2 Pg 42-46 | |

| | |Loosed coloured. |Explain the difference in handling fast colored and loosely |Note taking. |Note books | | |

| | |Woolens |colored cottons. | | | | |

| | |Silks | | | | | |

| | |Nylons | | | | | |

| | |Acylics | | | | | |

| | |Polyster | | | | | |

| |3&4 |General rules for ironing. |By the end of the lesson the learner should be able to |Teacher pupil |Pictures. |Focus fm 2 pg 46-50.| |

| | |General rules for pressing. |State rules for ironing and pressing. |Discussions |Books | | |

| | |Care labels. |Explain care labels. | | | | |

|8 |1&2 |Special treatment in laundry work.|By the end of the lesson the learner should be able to |Teacher – pupil |Text books |Focus fm 2 pg 51-53 | |

| | |Defination. |State factors to consider while removing stains. |Discussions |B.B. | | |

| | |Stain removal. |Define stain removal & disinfection. | |Chalk | | |

| | |Disnifection |State methods of disinfection. | | | | |

| |3&4 |Fixing colour starching. |By the end of the lesson the learner should be able to prepare |Teacher – pupil |Books |Focus fm 2 pg 53-55 | |

| | |Blueing |starch. |Discussion |Chalk | | |

| | |Valeting |Identify types of starch. | |B.B | | |

| | |Dry cleaning |Explain valeting dry cleaning, sponging and fixing of colour. | | | | |

| | |Sponging | | | | | |

| | |Fabric. Conditioning. | | | | | |

|9 |1-4 |Practical |By the end of the lesson the learner should be able to prepare |© Education Plus Agencies | | | |

| | |Cottons |starch | | | | |

| | |Woolens |Laundering and special treatment. | | | | |

| | |Nylons |Laundering and treat different fabrics correctly. | | | | |

| | |Tcylres | | | | | |

|10 |1-4 |Storage of clothes & household |By the end of the lesson the learner should be able to prepare |Practical hanging /folding. |Clothes. |KLB fm 2 | |

| | |articles. |starch |Teacher learner discussions. |Hangers. |Pg 103 | |

| | | |Identify storage facilities. | |Assorted facilities. | | |

| | | |Explain methods of storing clothes. | | | | |

|11 |1&2 |Seams |By the end of the lesson the learner should be able to |Teacher – pupil |Samples |Fm 2 KLB pg 141. | |

| | |Types. |Classify seams. |Discussions |Boards | | |

| | |Choice of seams |State the qualities of well made seams. | |Chalk | | |

| | |Qualities of well made seams. |Explain factors in choice of seams. | |Board | | |

| | |Points to note when making seams, |Identify various types of plain seams. | | | | |

| | |plain seam. | | | | | |

| |3&4 |Working of pain seams |By the end of the lesson the learner should be able to |Practical working of seams and |Fabrics |Form 2 KLB pg | |

| | |Open |Work an open and plain seam that is nor open. |neatening. |Needles. |142-146 | |

| | |Not open. |Neaten edges of a plain seam. | |Threads. | | |

| | |Neatening of edges. | | |Books. | | |

|12 |1 |French seam. |By the end of the lesson the learner should be able to |Working of samples. |Fabrics. |Fm 2 KLB pg 147-148 | |

| | |Uses. |Explain the uses of a French seam. |Discussions. |Needles. | | |

| | |Working |Work a French seam. | |Threads. | | |

| | | | | |Books samples. | | |

| |2&3 |Double stitched seam. |By the end of the lesson the learner should be able to:- |Discussions. |Fabrics. |KLB fm2 pg 149 | |

| | |Machine fell. |Identify types of double stitched seam. |Working samples |Needles. | | |

| | |Run & fell. |Work double –stitched seam. | |Threads | | |

| | | | | |Samples | | |

| |4 |Overlaid seam |By the end of the lesson the learner should be able to |Working of samples |Fabrics. |KLB fm 2 pg 148 | |

| | | |State uses of an overlaid seam. | |Needles | | |

| | | |State advantages. | |Threads. | | |

| | | |Work samples. | |Samples. | | |

|13 |1&2 |Consumer buying. |By the end of the lesson the learner should be able to:- |Books |KLB fm 3 pg 166. |Teacher pupil | |

| | |Principles of wise buying. |Define buying. |Chalk | |Discussion. | |

| | |Factors influencing consumer |Explain the principles of wise buying. |Board. | | | |

| | |buying. |State factors that influence consumer buying. | | | | |

| |3&4 |Common methods of buying. |By the end of the lesson the learner should be able to:- |Books. |KLB fm 3 pg 168 |Teacher –pupil | |

| | | |Explain the commonly used methods of buying |Chalk | |discussion. | |

| |1&2 |Making a budget. |By the end of the lesson the learner should be able to |Sample budgets |KLB 3 PG 172 |Teacher – pupil | |

| | |Definition. |Define a budget. |Books. | |discussions. | |

| | |Importance. |State the importance of budgeting | | | | |

| | |Steps |Explain in budgeting | | | | |

| |3&4 |Factors that may affect |By the end of the lesson the learner should be able to |Books. |KLB fm 3 pg 173 |Each learner | |

| | |- Sample budget. |Explain factors that may affect a budget. |Writing materials | |prepares a sample | |

| | | |Prepare a sample budget | | |budget. | |

|14 | |END OF TERM EXAMINATION |

HOME SCIENCE SCHEMES OF WORK

FORM TWO

TERM III

REFERENCES:

1. Secondary Home Science KLB

2. Focus on Home Science

|WK |LSN |TOPIC/S-TOPIC |OBJECTIVES |L/ACTIVITIES |L/T AIDS |REFERENCE |REMARKS |

|1 |1-4 |REPORTNG REVISION OF LAST TERM’S EXAMS |

|2 |1 |Maternal child health care |By the end of the lesson the learner should be able to; |Teacher-learner discussions |Books |KLB fm 3 pg 41-43 | |

| | |Antenatal care |Define antenatal care |Note taking |Chalk | | |

| | | |Explain activities at antenatal clinics | |-Board | | |

| | | |State importance of antenatal care | | | | |

| |2 |Maternal child health care |By the end of the lesson the learner should be able to; |Teacher-learner discussions |Pictures |H/sc by EAEP pg 57 | |

| | |Factors that affect normal foetal |Explain the stages of growth of a foetus |Note taking |Books | | |

| | |development |Explain factors that affect normal foetal development | |-Board | | |

| | |Developmental stages of foetus | | | | | |

| |3-4 |Maternal child health care – |By the end of the lesson the learner should be able to; |Teacher-learner discussions |Pictures |H/sc by EAEP pg 64 | |

| | |preparing for delivery |Explain the preparation for delivery | |Books |KLB fm 3 pg 43 Focus| |

| | |Post-natal care |Define post-natal care | | |fm 3 pg 53 | |

| | |Care of lactating mother |Give the importance of post-natal care | | | | |

|3 |1 |Immunization |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |H/sc KLB pg 50 | |

| | |Definition |Define immunization | |Cards | | |

| | |Importance |Identify common vaccines | |Resource | | |

| | |Immunization chart | | |-personnel | | |

| |2 |Childhood diseases and ailments |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |H/sc EAEP pg 78 | |

| | |Respiratory |State signs and symptoms and management of respiratory tract | |Resource | | |

| | | |infections | |persons | | |

| |3-4 |Childhood diseases and ailments – |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |H/sc by EAEP pg 80 | |

| | |influenza(B) |State the signs, prevention and management of each disease | |Resource | | |

| | |Measles | | |persons | | |

| | |Pneumonia | | | | | |

| | |Tetanus | | | | | |

| | |Vomiting | | | | | |

| | |Hepatitis | | | | | |

|4 |1 |Childhood diseases and ailments |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |H/sc EAEP pg 83 | |

| | |Mumps |State signs, prevention and management of each disease | |Resource | | |

| | |Chicken pox | | |persons | | |

| | |Diarrhoea | | | | | |

| | |Diphtheria | | | | | |

| |2 |Breastfeeding |By the end of the lesson the learner should be able to; |-Teacher-learner discussions |Books |H/sc KLB pg 55 | |

| | |Importance/ advantages and |State the advantages and disadvantages of breastfeeding | |Board | | |

| | |disadvantages | | | | | |

| |3-4 |Problems related to breastfeeding |By the end of the lesson the learner should be able to; |Teacher-learner discussions |Pictures |H/sc KLB pg 56 | |

| | |-Supplementary feeding |Explain problems related to breastfeeding | |Books | | |

| | | |State advantages and disadvantages of supplementary feeding | | | | |

|5 |1 |Weaning |By the end of the lesson the learner should be able to; |Discussions |Books |H/sc fm 3 pg 63 | |

| | |Definition |Define weaning |Note taking | | | |

| | |Importance |State importance of weaning | | | | |

| | |Factors to consider |Explain factors to consider when weaning | | | | |

| |2 |Choice and preparation of weaning |By the end of the lesson the learner should be able to; |Writing of recipes and menus |Sample menus |KLB fm 3 pg 68 | |

| | |foods |State the dangers of weaning too early or too late |Discussion |Books | | |

| | |Dangers of too early/too late | | | | | |

| | |weaning | | | | | |

| |3-4 |Practical on weaning dishes |

|6 |1-2 |Habit training |By the end of the lesson the learner should be able to; |Make toys |Materials for toys |KL fm 3 pg 71 | |

| | |Play and play things |Explain the importance of habit training and play |Note taking |Books | | |

| | | |State the types of play |Discussion | | | |

| |3-4 |Construction of apron |By the end of the lesson the learner should be able to; |Learners take measurements in pairs |Tape measures |Fm 2 KLB pupils book| |

| | |Taking body measurements |Take measurements for apron | |Writing materials |pg 152-154 KLB | |

| | | | | | |teachers guide | |

| | |Drafting pattern for apron |By the end of the lesson the learner should be able to draft a |Learners work in groups |Blown paper |Fm 2 KLB pg 159-165 | |

| | | |pattern for apron | |Writing materials |fm 2 teachers guide | |

|7 |1 |Revision |

| |2 |Preparation of fabric |By the end of the lesson the learner should be able to |Each learner works on own fabric |Fabrics |Fm 2 KLB pupils book| |

| | |Graining |grain fabric for apron | |Scissors |pg 165 | |

| |3-4 |Preparation of fabric |By the end of the lesson the learner should be able to |Each learner presses his own fabric |Fabric |Fm 2 KLB pupils book| |

| | |Pressing |press his fabric | |Pressing equipment |pg 165 | |

|8 |1-2 |Laying out of pattern pieces before |By the end of the lesson the learner should be able to; |Each learner lays out and cuts own |Fabrics |Fm 2 KLB pupils book| |

| | |cutting |Lay out pattern pieces |fabric |Patterns |pg 165-166 | |

| | |Cutting |Cut out fabric for apron | |Pins | | |

| | | | | |Scissors | | |

| |3-4 |Transfer of pattern markings |By the end of the lesson the learner should be able to; |Discussions |Fabric (art) |KLB fm pg 202-203 | |

| | | |Identify methods of transferring pattern markings |Demonstration |Patterns | | |

| | | |Transfer pattern marking onto fabric |Transfer of markings into fabric by |Sewing tools | | |

| | | | |each learner | | | |

|9 |1 |Stitching up of apron |By the end of the lesson the learner should be able to |Each learner stitches up his apron |Neck bands |KLB fm 2 pupils book| |

| | |Neck and waist bands |stitch up neck and waist bands | |Waist bands |pg 167 | |

| | | | | |Needles | | |

| | | | | |Threads | | |

| |2 |Stitching up of apron |By the end of the lesson the learner should be able to |Each learner works on own apron |Apron pieces |KLB fm 2 pg 167 | |

| | |Sides |stitch up the sides of his apron | |Sewing tools | | |

| |3-4 |Stitching up of apron |By the end of the lesson the learner should be able to |Each learner works on own apron |Apron pieces |KLB fm 2 pg 167 | |

| | |Hem |stitch up | |Sewing tools | | |

| | |Attaching bands |Hem | | | | |

| | | |Neck and waist bands | | | | |

|10 |1-4 |Stitching up of apron |By the end of the lesson the learner should be able to |Each learner works on own apron |Apron |KLB fm 2 pg 167 | |

| | |Pockets |Prepare and attach pocket to apron | |Pocket | | |

| | |Trimmings |Attach trimmings to apron | |Trimmings | | |

| | | | | |Sewing tools | | |

|11 |1 |Meal planning and management |By the end of the lesson the learner should be able to |Teacher-pupil discussions |Note books |Focus H/sc fm 3 pg 1| |

| | |Definition |Define meal planning |Note takings |Chalks | | |

| | |Importance |State the importance of meal planning | |Board | | |

| | |Factors to consider |Explain factors to consider when planning meals | | | | |

| |2-3 |Types of meals |By the end of the lesson the learner should be able to |Teacher-pupil discussions |Sample menus |H/sc fm 3 by EAEP pg| |

| | |Menu planning |Identify types of meals |Drawing up of menus |Books |3 | |

| | | |Define menu | |Chalk | | |

| | | |Plan variety of menus | |Board | | |

| |4 |Food presentation |State factors to note when presenting meals |Teacher-pupil discussions |Pictures |Focus H/sc fm 3 pg | |

| | |Points to note |Explain styles of meal service |Note takings |Books |17-20 | |

| | |Styles of meal service | | | | | |

|12 |1-3 |Table setting |By the end of the lesson the learner should be able to |Teacher-pupil discussions |Tables |Focus fm 3 pg 20 | |

| | |Requirements |Identify requirements for table setting |Practical table setting |Requirements for table setting | | |

| | |Points to note |State points to note | |Books | | |

| | |Practical table setting |Set a table for a meal | | | | |

| |4 |Garnishing and decorating food |By the end of the lesson the learner should be able to |Teacher-pupil discussions |Pictures |Focus fm 3 pg 24-25 | |

| | |Table etiquette |Differentiate garnishing from food decoration | |Books | | |

| | | |State etiquette to be observed at table | | | | |

................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download