KCPE-KCSE



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|HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 1 | |

|WEEK |LESSON |TOPIC/SUB |OBJECTIVES |TEACHING AID |TEACHING ACTIVITY |REFERENCE |REMARKS |

| | |TOPIC | | | | | |

|4 |1-4 |REPORTING |AND ORIENTATION | | | | |

|5 |1-2 |Introduction to Home science |By the end of the lesson, the learner should be able to |Charts |Teacher-pupil discussion |KLB F1 page 1 | |

| | |-Definition |Define home science |Books |-Note taking | | |

| | |-Importance |Explain the importance of home science to: |Writing materials | | | |

| | | |An individual | | | | |

| | | |Community | | | | |

| | | |Nation | | | | |

| |3-4 |Personal hygiene |By the end of the lesson, the learner should be able to |Charts |Identification using chart |KLB F1 pg 6 | |

| | |definition |Define personal hygiene |Books |Discussions | | |

| | |good grooming |Explain good grooming |Writing materials |Note taking | | |

| | |care of the body |Draw and label the structure of the human skin | | | | |

| | |the skin. |Explain the functions of different parts of the skin | | | | |

|6 |1-2 |Care of different parts of the body|By the end of the lesson, the learner should be able to |Books |Teacher/pupil discussion |KLB F1 pg 10 | |

| | |face |Explain the care of hair, face, hands and nails, feet and eyes. |Writing materials |note taking | | |

| | |hands and nails | | | | | |

| | |eyes | | | | | |

| | |feet | | | | | |

| |3-4 |Care of the teeth |By the end of the lesson the learner should be able to |Chart on structure |Demonstrations |KLB F1 pg 13 | |

| | |structure of the tooth |draw and label the structure of the tooth |books |Teacher pupil discussions | | |

| | |care of the teeth |state dental rules |writing materials |-note taking | | |

| | | | | |-drawing | | |

|7 |1-2 |Enhancing personal appearance |State ways of enhancing personal appearance |Assorted items |-Note taking |KLB F1 pg 16 | |

| | |care of personal items |-Explain the care of handkerchiefs, towels, combs and hair brushes|books |-demonstrations | | |

| | |handkerchiefs | |writing materials | | | |

| | |combs and hair brushes | | | | | |

| | |towels | | | | | |

| |3-4 |Figure types |Explain the care of clothes and shoes |Pictures |Discussion |KLB BK 1 pg 20 | |

| | |care of shoes |Identify figure types |books |-Note taking | | |

| | |leather | | | | | |

| | |canvas | | | | | |

| | |care of clothes | | | | | |

|8 |1-2 |Choice and use of clothes and |By the end of the lesson learners should be able to |Learners pair up and identify |Other learners |H/science F1 | |

| | |accessories |State factors in choice of clothes and accessories |partner’s figure type |pictures |KLB pg19 | |

| | |factors to note |Identify own figure type- | | | | |

| |3-4 |Cosmetics |By the end of the lesson, the learner should be able to |Identification of assorted cosmetics |Assorted cosmetics |H/science F1 by KLB pg | |

| | |types |Identify various types and examples of cosmetics |discussions |books |23 | |

| | |choice |Explain choice and use and misuse of cosmetics | | | | |

| | |use | | | | | |

| | |misuse | | | | | |

|9 |1-2 |Adolescence |By the end of the lesson, the learner should be able to |Group discussions |Books |H/science F1 pg 24 | |

| | |changes in adolescence |State changes that occur to boys and girls during adolescence | |chalks | | |

| | |physical changes in boys and girls | | |B.B | | |

| |3-4 |Emotional changes |By the end of the lesson, the learner should be able to |Teacher-pupil discussions |Text books |H/science by EAEP pg | |

| | |social changes |identify common accidents in the home | |Chalk board |26 | |

| | |Safety in the home and first aid |State common causes of accidents | |-B.B | | |

| | |common accidents | | | | | |

| | |common causes of accidents | | | | | |

|10 |1-2 |First aid |By the end of the lesson, the learner should be able to |Assembling of a first aid kit |Contents of a first aid kit |H/science by EAEP pg 26| |

| | |definition |Define first aid | |-empty box | | |

| | |contents of a first aid kit and |Assemble a first aid kit | | | | |

| | |their uses | | | | | |

| |3-4 |Common accidents, their first aid |Explain the cause, prevention and first aid for: |Demonstrations |First aid kit |H/science KLB PG 28 | |

| | |prevention. |Burns and scalds |Group practical | | | |

| | |burns and scalds |Cuts and bruises | | | | |

| | |cuts and bruises |Suffocation | | | | |

| | |suffocation | | | | | |

|11 |1-2 |choking |By the end of the lesson, the learner should be able to |Demonstration |First aid box |H/science pg 30 | |

| | |fracture |state causes, prevention and first aid for choking, fractures, |practice in groups |books | | |

| | |shock |shock and fainting |-discussions | | | |

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

|12 |1-2 |Foreign bodies in the eyes, ears |By the end of the lesson, the learner should be able to |Discussions |First aid box |Focus on H/science pg | |

| | |and nose |Explain first aid for entry of foreign bodies into the eye, ear |practice in groups | |35 | |

| | | |and nose. | | | | |

| |3-4 |Nose bleeding |By the end of the lesson, the learner should be able to |Practice in groups |First aid box |Focus F2 pg 37 | |

| | |drowning |Explain first aid and prevention of nose bleeding, drowning |discussions | | | |

| | |insect sting and bites |insect stings and bites | | | | |

|13 |1-2 |Medicine |By the end off the lesson, the learner should be able to |Teacher-pupil discussion |Assorted medicine and drugs |KLB pg 50-51 | |

| | |use |explain the correct way to use medicine | |-text books | | |

| | |misuse |explain ways in which medicine is misused and abused. | | | | |

| | | | | | | | |

| | | | | | | | |

| | | | | | | | |

| |3-4 |Housing the family |By the end of the lesson, the learner should be able to |Practical identification in the |Pictures |Focus H/science pg 59 | |

| | |Types of houses |Name types of houses |compound/vicinity |compound and environs | | |

| | |essential areas and their placement|explain the essential areas in a house |discussions |books | | |

| | |methods of providing shelter |state factors to consider | | | | |

| | |-actors to consider | | | | | |

|14 |1-2 |Bonding |By the end of the lesson, the learner should be able to |Discussion |Pictures, text books, chalk, B.B |Focus on H/science pg | |

| | |advantages |State advantage s and disadvantages of renting, building and |study examples of house plans | |55 | |

| | |disadvantages |buying shelter. |draw house plans | | | |

| | |room interrelationship |explain room inter relationship in a house | | | | |

| | |buying | | | | | |

| | |renting | | | | | |

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

| | | |

| |EXAMINATIONS AND REVISION | |

| |

|HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 1 |

|WK |LESSON |TOPIC/SUBTOPIC |

|2 |1-2 |Housing the family |

| | |Common types of houses |

| | |Modern house plans/designs |

|8 |1 |Kitchen equipment |

| | |Classification |

| | |General points to consider in choice |

| |2&3 |Large equipment |

| |

|HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 3 |

|WEEK |LESSON |TOPIC/SUB TOPIC |OBJECTIVES |LEARNING TEACHING / ACTIVITIES |TEACHING AID |REF |REMARKS |

|1 |1-4 |REPORTNG and revision of the holiday assignment |

|2 |1 |Sewing equipment and tools |By the end of the lesson the learner should be able to; |Identification |Assorted sewing equipment ant tools |H/scie fm I by EAEP | |

| | |Classification |Identify equipment |Teacher-pupil discussions | |pg 113 | |

| | | |Classify sewing tools | | | | |

| |2-3 |Choice use and care of small |State the choice, use and care of small equipment and tools |Teacher-pupil discussions |Assorted small equipment |KLB fm 1 pg 183 | |

| | |equipment | | |Books | | |

| |4 |Large sewing equipment |By the end of the lesson the learner should be able to |Identification |-Sewing machine |H/sc by EAEP pg 118 | |

| | |Sewing machine |Draw and label the parts of a sewing machine |Drawing |-Other large equipment |KLB fm 1 H/scie | |

| | |Parts of a sewing machine | |Demonstration | | | |

|3 |1 |Use of a sewing machine |Wind and thread a sewing machine |Demonstration |Sewing machines |KLB fm 1 pg 193-195 | |

| | | | |Practice in groups |Threads and needles | | |

| |2-3 | |By the end of the lesson the learner should be able to; |-Practice the use of a sewing machine |Sewing machine |KLB fm 1 H/scie pg | |

| | | |Stitch using a sewing machine | |Fabrics |192 | |

| |4 |Faults in use of a sewing machine |By the end of the lesson the learner should be able to; |Teacher-pupil discussion |Charts |H/scie KLB fm1 pg | |

| | | |State causes of problems and their remedies | |Books |196 | |

|4 |1-2 |Stitches |By the end of the lesson the learner should be able to; |-Identification |Samples |H/scie by EAEP pg | |

| | |-Classification |Classify stitches |Discussions |Books |124 | |

| | | |Name different stitches | | | | |

| |3-4 |Stitches |By the end of the lesson the learner should be able to; |Demonstration |Fabrics |H/scie by EAEP pg | |

| | |Working of different stitches |Work temporally stitches |Working of samples |Sewing threads and needles |124 | |

| | |Temporary | | | | | |

|5 |1 |Working of temporary stitches |By the end of the lesson the learner should be able to; |Demonstration |Fabrics |H/scie KLB pg 200 | |

| | | |Work assorted stitches |Working of samples |Needles | | |

| | | | | |Threads | | |

| |2-4 |Stitches |By the end of the lesson the learner should be able to; |Demonstration |Fabrics |H/scie by EAEP pg | |

| | |Working of different stitches |Work permanent stitches |Working of samples |Sewing threads and needles |126 | |

| | |Permanent stitches | | | | | |

|6 |1-3 |Stitches |By the end of the lesson the learner should be able to; |-Demonstration |-Fabrics |H/scie by EAEP pg | |

| | |-Working of different stitches |-Work embroidery stitches |-Working of samples |-Sewing threads and needles |127 | |

| | |-Embroidery stitches | | | | | |

| |4 |Mid term break |

|7 |1 |Mid term break |

| |2-3 |Environmental hygiene |By the end of the lesson the learner should be able to; |Discussions |School compound |KLB fm 2 pg 1-4 | |

| | |Disposal of house hold refuse |Define environmental hygiene |Observation/ identification |Books | | |

| | |Drainage |Explain proper disposal of house hold refuse | |Chalk | | |

| | |Free open |Explain free and open drainage | |Board | | |

| |4 |Drainage |Explain concealed drains |Discussions |Books |KLB fm 2 pg 4-9 | |

| | |Concealed drains |State advantages and disadvantages of concealed drains |Note taking |Chalk | | |

| | |Disposal of sewage | | |Board | | |

|8 |1 |Sanitation |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |KLB fm 2 pg 9-11 | |

| | |Definition |Define sanitation |Note taking |Chalk | | |

| | |Causes of poor sanitation |State causes and dangers of poor sanitation | |Board | | |

| | |Dangers of poor sanitation | | | | | |

| |2-3 |Common communicable diseases and |By the end of the lesson the learner should be able to; |Group discussions and presentations |Note books |KLB H/scie pg 11-15 | |

| | |typhoid, malaria, cholera, |-State causes, symptoms and management of each disease |Note taking |Writing materials | | |

| | |dysentery | | |-ext books | | |

|9 |1 |T.B |By the end of the lesson the learner should be able to; |Group discussions and presentations |Note books |KLB H/scie pg 11-15 | |

| | |Scabies |State causes, symptoms and management of each disease |Note taking |Writing materials | | |

| | |Bilharzia | | |Text books | | |

| |2-3 |Worm infestation |By the end of the lesson the learner should be able to; |Group discussions and presentations |Note books |KLB fm 1 pg 17 | |

| | | |State causes, symptoms and management of each disease |Note taking |Writing materials | | |

| | | | | |Text books | | |

| |4 |Food nutrients |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |Focus on H/scie pg | |

| | |Definition |Define terms related to food nutrients |Note taking |Books |65 | |

| | |Terms |Classify nutrients | | | | |

| | |Classification of nutrients | | | | | |

|10 |1 |Carbohydrates |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |KLB fm 2 pg 112 | |

| | | |State functions and classes of CHO’s |-Note taking |Books | | |

| | | | | |Assorted foods | | |

| |2-3 |Lipids |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |Focus on H/scie fm 2| |

| | |Proteins |State functions of each nutrient | |Charts |pg 67 | |

| | |Water |Identify food sources of lipids, water and proteins | |Books | | |

| | | | | |Food sources | | |

| |4 |Micro-nutrients |

| | |Vitamins – B complex |

|11 |1-2 |Micro-nutrients |By the end of the lesson the learner should be able to; |Identification of food sources |Pictures |Focus on H/scie pg | |

| | |Vitamins |Identify water soluble vitamins |Discussions |Charts |71 | |

| | |B complex |State functions of vitamin D and C | |Books | | |

| | |Vitamin C |Identify food sources of vitamin B and C | |Board | | |

| |3-4 |Vitamins A, D, E and K |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |Focus on H/scie pg | |

| | | |State sources of each vitamin |Identification of food sources |Charts |74 | |

| | | |State functions of each of the vitamins |Note taking |Books | | |

| | | | | |Food sources | | |

|12 |1-4 |Minerals |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |Focus on H/scie fm 2| |

| | |Calcium |Identify source of minerals |Note taking |Charts |pg 75 | |

| | |Phosphorous |State functions of minerals | |Books | | |

| | |Iron | | |Board | | |

| | |Iodine | | | | | |

| | |Fluorine | | | | | |

| | |Sodium | | | | | |

| | |Potassium | | | | | |

|13 |1-4 |REVISION OF TERMS WORK AND END OF TERM |

|HOME SCIENCE FORM 2 SCHEMES OF WORK – TERM 1 |

|WEEK |LESSON |TOPIC/ |OBJECTIVES |LEARNING ACTIVITIES |TEACHING AID |REFRENCE |REMARKS |

| | |SUB-TOPIC | | | | | |

|1 |REPORTING & ISSUING OF TEXTBOOKS |

|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 | |

| | | | | |Chalk | | |

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

| |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 |REVISION OF TERM’S WORK |

| |

|HOME SCIENCE FORM 2 SCHEMES OF WORK – TERM 2 |

|WEEK |LESSON |TOPIC/SUB |OBJECTIVES |TEACHING AID |TEACHING ACTIVITY |REFERENCE |REMARKS |

| | |TOPIC | | | | | |

|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 |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 | | |

|5 |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 | | | | | |

| |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 |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 | | |

|5 |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 | | | | | |

|6 |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. | | | | |

|7 |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. | | | | | |

|8 |1-4 |Practical |By the end of the lesson the learner should be able to prepare | | | | |

| | |Cottons |starch | | | | |

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

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

| | |Tcylres | | | | | |

|9 |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. | | | | |

|10 |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. | | |

|11 |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. | | |

|12 |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. | |

|13 | |Holiday assignment |

|14 |1-4 |REVISION AND END OF TERM |

| |

|HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 1 |

| | | | | | | | |

|WEEK |LESSON |TOPIC/SUB TOPIC |OBJECTIVES |LEARNING/ TEACHING ACTIVITIES |TEACHING AID |REF |REMARKS |

|1 |1-4 |REPORTNG |

| | |REVISION OF SERIES 3 EXAM 1 |

|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 | | | | | |

| | |Diptheria | | | | | |

| |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 of the series 3 exam 3 |

| |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 | | | | |

|13 |1-4 |REVISION END OF TERM |

| | | |

| | | |

| |

|HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 2 |

|WK |LESSON |TOPIC/SUBTOPIC |

| |3-4 |

|8 |1-2 |Disposal of fullness |By the end of the lesson the learner should be able to; | | | |8 |

| | |Smocking |Work smocking and elastic | | | | |

| | |Elastic | | | | | |

|9 |1-4 |Drafting pattern for apron |By the end of the lesson, the learner should be able to |Learners work in groups |Brown paper |Form 2 KLB PG | |

| | | |draft a pattern for apron | |writing materials |159-165 | |

| | | | | | |-form 2 teachers | |

| | | | | | |guide. | |

|10 |1 |Revision of |

| | |Series 1 exam |

| |2-3 |Preparation fabric |By the end of the lesson, the learner should be able to |Each learner works on own fabric |Fabrics |Form 2 KLB pupils BK| |

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

| |4 |Preparation of fabric pressing |By the end of the lesson, the learner should be able to |Each learner presses his own fabric |Fabric pressing equipment | Form 2 KLB pupils | |

| | | |press his fabric | | |BK pg 165 | |

|11 |1 | | | | | | |

| |2-4 |Laying out of pattern pieces before |By the end of the lesson, the learner should be able to |Each learner ays out and cuts own |fabrics |KLB F2 pupils BK pg| |

| | |cutting |lay out pattern pieces |fabric |patterns |165-166 | |

| | | |cut out fabric for apron | |pins | | |

| | | | | |scissors | | |

|12 |1-2 |Transfer of pattern markings |The learner should be able to identify methods of |Discussions |Fabrics[cut] |KLB F 1 pg 202-203 | |

| | | |transferring pattern markings |demonstrations |patterns | | |

| | | |transfer pattern markings out of fabric |transfer of markings into fabric b |sewing tools | | |

| | | | |each learner | | | |

| |3-4 |Stitching up apron |By the end of the lesson, the learner should be able to |Each leaner stitches up his own |Neck bands |KLB F 2 pg 167 | |

| | |neck and waist bands |stitch up neck and waist bands | |waist bands | | |

| | | | | |needles | | |

| | | | | |threads | | |

|13 |1-2 |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 F 2 pg 167 | |

| | |sides |stitch up the sides of his apron | |-sewing tools | | |

| |3-4 |Revision and end of term |

| | |Holiday assignment |

|HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 2 |

|WEEK |LESSON |TOPIC |OBJECTIVES |LEARNING / TEACHING ACTIVITIES |TEACHING AID |REF |REMARKS |

|1 |4 |HOLIDAY ASSIGNMENT |By the end of the lesson the learner should be able to: |Each learner presents their work which|Question papers and note books |questions | |

| | | |Present his assignment for checking |the teacher checks | | | |

|2 |1&2 |Series 2 exam 1 |By the end of the lesson the learner should be able to |discussions |Question papers and marking schemes |Past papers | |

| | | |make corrections on the exam | | | | |

| |3-4 |construction of apron |By the end of the lesson, the Learner should be able to |Learners take measurements in pairs |Tape measures |Form 2 KLB pupils | |

| | |-taking body measurements |take measurements for apron | |-writing materials |BK pg152-154 | |

| | | | | | |-KLB Teachers guide | |

|3 |1-4 |Drafting pattern for apron |By the end of the lesson, the learner should be able to |Learners work in groups |-Brown paper |Form 2 KLB PG | |

| | | |draft a pattern for apron | |-writing materials |159-165 | |

| | | | | | |-form 2 teachers | |

| | | | | | |guide. | |

|4 |1&2 |Preparation fabric |By the end of the lesson, the learner should be able to |Each learner works on own fabric |-Fabrics |Form 2 KLB pupils BK| |

| | |-graining |grain fabric for apron | |-scissors |pg 165 | |

| |3&4 |Preparation of fabric pressing |By the end of the lesson, the learner should be able to |Each learner presses his own fabric |-Fabric pressing equipment | Form 2 KLB pupils | |

| | | |press his fabric | | |BK pg 165 | |

|5 |1-4 |Laying out of pattern pieces before |By the end of the lesson, the learner should be able to |Each learner ays out and cuts own |-fabrics |KLB F2 pupils BK pg| |

| | |cutting |lay out pattern pieces |fabric |-patterns |165-166 | |

| | | |cut out fabric for apron | |-pins | | |

| | | | | |-scissors | | |

|6 |1-2 |Transfer of pattern markings |The learner should be able to identify methods of |Discussions |Fabrics[cut] |KLB F 1 pg 202-203 | |

| | | |transferring pattern markings |-demonstrations |-patterns | | |

| | | |-transfer pattern markings out of fabric |-transfer of markings into fabric b |-sewing tools | | |

| | | | |each learner | | | |

| |3-4 |Stitching up apron |By the end of the lesson, the learner should be able to |Each leaner stitches up his own |Neck bands |KLB F 2 pg 167 | |

| | |-neck and waist bands |stitch up neck and waist bands | |-waist bands | | |

| | | | | |-needles | | |

| | | | | |-threads | | |

|7 |1-2 |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 F 2 pg 167 | |

| | |-sides |stitch up the sides of his apron | |-sewing tools | | |

| |3&4 |Management of fullness |

| | |Definition |

| | |Importance |

| | |Darts |

|9 |1&2 |-Pleats |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |-Samples |H Science KLB pg 112| |

| | |-Types |-Identify types of pleats |-Work of samples |-Books | | |

| | |-Working |-Work different pleats | |-Chalk | | |

| | | | | |-Board | | |

| | | | | |-Sewing equipment machine | | |

|10 |1&2 |Needlework processes |By the end of the lesson the learner should be able to; |Identification |Samples/ garments with pockets |KlB FM 3 PG 124 | |

| | |-pockets |identify different pockets |discussion |books | | |

| | | |-explain factors on choice of pockets | | | | |

| |3&4 |Pockets |By the end of the lesson the learner should be able to; |Working of samples |Sewing equipment and tools |KLB fm 3 pg 125 | |

| | |Patch pockets |Work different patch pockets | |fabrics | | |

| | | |Secure patch pockets correctly | | | | |

|11 |1&2 |Pockets |By the end of the lesson the learner should be able to; |Working of samples |Sewing equip & tools |KLB fm 3 pg 124 | |

| | |-in seam |work in seam pockets and bound | |fabrics |Focus Hsc fm 3 | |

| | |-bound |pockets | | | | |

| |3&4 |Interfaced waistband |By the end of the lesson the learner should be able to |Working of samples |Sewing equip |KLBfm 3 pg 128 | |

| | | |Prepare and attach an interfaced waistband | |fabrics | | |

|12 |1&2 |Openings and fastenings |By the end of the lesson the learner should be able to |Discussion |Samples |KLB fm 3 pg 130 | |

| | | |Define opening and fastening |Identification |Books | | |

| | | |Identify different openings |Working of samples |Sewing equip | | |

| |3&4 |Continuous wrap opening |By the end of the lesson the learner should be able to |Working of samples |Sewing equip |KLB fm3 pg 131 | |

| | |Bound opening |Work the opening correctly | |fabrics | | |

|13 |1&2 |Faced slit opening |By the end of the lesson the learner should be able to |Working of samples |Sewing equip |KLB fm 3 pg 134 | |

| | | |Work the opening correctly | |fabrics | | |

| |3&4 |Front openings |By the end of the lesson the learner should be able to |Working of samples |Sewing equip |KLB fm 3 pg 137 | |

| | | |prepare facings correctly | |fabrics | | |

| | | |work front facings | | | | |

|14 |1-4 |REVISION AND HOLIDAY ASSIGNMENT |

| |

|HOME SCIENCE FORM 3 SCHEMES OF WORK – TERM 3 |

|WEEK |LESSON |TOPIC/SUB TOPIC |OBJECTIVES |LEARNING/ TEACHING ACTIVITIES |TEACHING AID |REF |REMARKS |

|1 |1- 4 |REPORTNG |

|2 |1-4 |Fabric construction processes |By the end of the lesson the learner should be able to |Demonstrations |Samples |KLB fm 3 pg 130-144 | |

| | |Openings |work samples on openings |Stitching |Fabrics | | |

| | | |Identify various openings |Teacher-learner discussions |Sewing equipment | | |

| | | | | |Books | | |

|3 |1-4 |Fabric construction processes |By the end of the lesson the learner should be able to; |-Demonstrations |Samples |KLB fm 3 pg 14 | |

| | |Fastenings |Identify various work fasteners |Stitching |Fabrics | | |

| | | |samples on fastenings |Teacher-learner discussions |Sewing equipment | | |

| | | | | |Assorted fastening | | |

|4 |1-4 |Fabric construction processes |By the end of the lesson the learner should be able to |Stitching |Fabrics |KLB fm 3 pg 157-160 | |

| | |Hem management |manage hems |Teacher-learner discussions |Sewing equipment | | |

|5 |1 |Caring for the sick at home |By the end of the lesson the learner should be able to; |-Teacher-pupil discussions |-Books |KLB fm 4 pg 1-2 | |

| | |-Reasons for caring the sick at home |-State reasons for caring the sick at home |-Note taking |-Chalk |focus fm 4 pg 1-4 | |

| | | | | |-Board | | |

| |2-3 |Needs of patient |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |focus fm 4 pg 4-6 | |

| | |Physical |Explain the needs of a patient (physical and emotional) |Note taking |Chalk | | |

| | |Emotional | | |Board | | |

| |4 |Needs of a patient |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |KLB fm 4 pg 3 | |

| | |Social |Explain the social and spiritual needs of a patient |Note taking |Chalk | | |

| | |Spiritual | | |Board | | |

|6 |1 |Preventive measures in the spread of |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |First aid kit (gloves and antiseptic) |KLB pg 6-7 | |

| | |infection |Explain the measures to be taken to prevent spread of | | | | |

| | | |infections | | | | |

| |2-3 |Ventilation |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |KLB H/scie fm 4 pg | |

| | |Definition |Define ventilation | |Chalk |9-10 | |

| | |Reasons for sufficient ventilation |State reasons for sufficient ventilation | |Board | | |

| | |Dangers of poor ventilation |State dangers of poor ventilation | | | | |

| | |Ways of ventilating a room |Identify ways of ventilating a room | | | | |

| |4 |Ways of ventilating a room |By the end of the lesson the learner should be able to; |Identification of ventilators in the |Building in the compound |KLB H/scie fm 4 pg | |

| | |Natural |Identify different ways of ventilating a room |school compound |Pictures |10-14 | |

| | |Mechanical | | |Books | | |

|7 |1 |Midterm break |

| |2-4 |Fuels in the home |By the end of the lesson the learner should be able to; |Group discussions and presentations |Assorted fuels |KLB fm 4 pg 17-27 | |

| | |Common types |Identify the common fuels in the home |Note taking |Books | | |

| | |Wood |State the advantages and disadvantages of each fuel | | | | |

| | |Charcoal |Explain precautions to take when using the fuels | | | | |

| | |Gas | | | | | |

| | |Paraffin | | | | | |

| | |Electricity | | | | | |

| | |Biogas | | | | | |

| | |Solar energy | | | | | |

| | |Other forms | | | | | |

|8 |1 |Conservation of energy |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |KLB fm 4 pg 28 | |

| | | |Explain ways of conserving energy at home | |Books | | |

| | | | | | | | |

| |2-3 |Lighting in the home |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Building in the compound |KLB fm 4 pg 29-31 | |

| | |Definition |Define lighting |Identification |Books | | |

| | |Reasons for appropriate lighting in a |State reasons for appropriate lighting | | | | |

| | |house |Explain natural sources of light | | | | |

| | |Source of light | | | | | |

| | | | | | | | |

| |4 |Artificial lighting |By the end of the lesson the learner should be able to; |Discussions |Candles |KLB fm 4 pg 32 | |

| | |Qualities |State qualities of good artificial light |Note taking |Lamps | | |

| | |Candles |Explain the use, care and cleaning of oil lamps and |Practical use |Matchbox | | |

| | |Lamps-oil lamps |candles | |Oil | | |

|9 |1-3 |Pressure lamps |By the end of the lesson the learner should be able to; |Group discussions and presentations |Fixtures in the compound |KLB fm 4 pg 35 | |

| | |Gas lamps |Identify each lamp | |Pictures | | |

| | |Electric lamps |Explain methods of lighting | |Books | | |

| | |Types |Explain how to light specific areas | | | | |

| | |Methods of lighting | | | | | |

| | |Lighting specific areas | | | | | |

| |4 |Cleaning of oil lamps |By the end of the lesson the learner should be able to |Learners work in groups |Lamps |H/scie by EAEP pg 46| |

| | |Hurricane |clean lamps correctly | |Cleaning equipment and materials | | |

| | | | | |Books | | |

|10 |1 |Furnishing the home |By the end of the lesson the learner should be able to; |Discussions |Charts |H/scie by EAEP pg 56| |

| | |Definition |Define furnishing and interior decoration |Note taking |Books | | |

| | |Interior decoration |Explain and use the colour wheel | | | | |

| | |Definition | | | | | |

| | |Colour and the colour wheel | | | | | |

| |2-3 |Characteristics of colour |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |H/scie by EAEP pg | |

| | |Terms used in relation with colour |State the characteristics of colour |Note taking |Books |57,59 | |

| | |Colour schemes |Define terms related to colour | | | | |

| | | |Explain and use different colour schemes | | | | |

| |4 |Revision of series 3 exam 2 |

|11 |1 |Hard furnishings |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |H/scie by EAEP pg | |

| | |Classes |Classify hard furnishings | |Books |60-63 | |

| | |Points in choice |State points in the choice of hard furnishings | | | | |

| | |Furniture for different rooms |Explain the furniture requirements for different rooms | | | | |

| | |bedrooms | | | | | |

| |2-3 |Furniture requirement for different rooms |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Furniture available in the school |KLB fm 4 H/scie pg | |

| | |Kitchen |Explain in the furniture requirements for different rooms|Identification |(staffroom) |56-60 | |

| | |Living room |Define accessories in the home | |Pictures | | |

| | |Dinning |Identify accessories used in the home | | | | |

| | |Bathroom | | | | | |

| | |Accessories | | | | | |

| | |Definition | | | | | |

| | |Accessories used in the home | | | | | |

| |4 |Soft furnishings |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Pictures |H/scie by EAEP pg | |

| | |Definition |Define soft furnishing | |books |63-66 | |

| | |Reasons for use |Explain reasons for use of soft furnishings | |Assorted soft furnishings | | |

| | |Choice of fabrics for soft furnishing |Explain the choice of fabric for soft fabrics | | | | |

|12 |1 |Flower arrangements |By the end of the lesson the learner should be able to; |Identification |-Books |KLB fm 4 H/scie pg | |

| | |-Definition |Define flower arrangements |Discussions |-Assorted equipment |62 | |

| | |-Principles of flower arrangements |Explain principles of flower | | | | |

| | |-Equipment needed |Identify equipment used in arranging flowers | | | | |

| |2-3 |-Choice of flowers |By the end of the lesson the learner should be able to; |Discussions |Flowers |KLB fm 4 H/scie pg | |

| | |-Methods of arranging |Explain choice of flowers |Practical arrangement of flowers |Books |64-66 | |

| | |-Basic shapes |-dentify basic shapes | |Equipment for arrangement | | |

| | | |Arrange flowers into basic shapes | | | | |

| |4 |Consumer protection |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Books |KLB fm 4 H/scie pg | |

| | |-Importance |State the importance of consumer protection |Note taking |Chalk |130-134 | |

| | |-Rights of a consumer |State the rights of a consumer | |Board | | |

|13 |1-3 |Agencies dealing with consumer protection |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |Charts |KLB fm 4 pg 134-139 | |

| | |-Kenya Consumer Association (KCA) |State the functions of KCA and KEBS |Drawing |-Books | | |

| | |-Kenya Bureau of Standards (KEBS) |State functions of counterfeit issues section | | | | |

| | | |Identify the KEBS certification marking scheme (mark of a| | | | |

| | | |quality) | | | | |

| |4 |-Trade |By the end of the lesson the learner should be able to; |Teacher-pupil discussions |-Books |KLB fm 4 pg 140-142 | |

| | |Description Act |Explain the importance of trade descriptions Act and | |-Chalk | | |

| | |-Price control department |price control department | |-Board | | |

| |

|HOME SCIENCE FORM 4 SCHEMES OF WORK – TERM 1 |

|WEEK |LESSON |TOPIC/ |OBJECTIVES |LEARNING ACTIVITIES |TEACHING AID |REFERENCE |REMARKS |

| | |SUB-TOPIC | | | | | |

|1 |1-2 |REPORTING | | | | | |

| |3-4 |Flower arrangement |By the end of the lesson, the learner should be able to |Teacher- pupil discussions |Flowers in compound |KLB BK 4 pg 62 | |

| | |points to consider |state points to consider when arranging flowers, identify|identification |assorted equipment | | |

| | |equipment needed |equipment for arrangement, identify and choose flowers. |note taking |books | | |

| | |choice of flowers | | | | | |

|2 |1-2 |Methods of arranging flowers |By the end of the lesson, the learner should be able to |Practical arrangement of flowers |Assorted flowers equipment |KLB F4 pg 64 | |

| | |basic shapes |Explain the methods of arranging flowers in different | | | | |

| | | |shapes | | | | |

| |3-4 |Food preservation |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Pictures |KLB F 4 pg 68 | |

| | |definition |Define food preservation |note taking |books | | |

| | |advantages |state its advantages and disadvantages | | | | |

| | |disadvantages |explain traditional methods of preservation | | | | |

| | |traditional methods | | | | | |

|3 |1-2 |Modern methods of preserving food |By the end of the lesson, the learner should be able to |Teacher-learner discussion |Books |KLB F4 pg 79 | |

| | | |explain modern methods of preserving food. |note taking |pictures | | |

| |3-4 |Convenience |By the end of the lesson, the learner should be able to |Teacher-learner discussion |Books |KLB F4 pg 83 | |

| | |Foods |Define convenience foods, identifying its various types |note taking |assorted foods | | |

| | |definition |State advantages and disadvantages. | | | | |

| | |types | | | | | |

| | |advantages and disadvantages | | | | | |

|4 |1-2 |Rechauffe cookery |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Books |KLB F 4 pg 86 | |

| | |definition |Define rechauffe | |Writing materials | | |

| | |Advantages of using left-over food. |state advantages and disadvantages of using left over | | | | |

| | |disadvantages |foods | | | | |

| | |storage |explain the preparation of variety of left overs | | | | |

| | |factors in use left over | | | | | |

| | |preparation of food | | | | | |

| |3-4 |Rechauffe cookery |By the end of the lesson, the learner should be able to |Note taking |Recipe books |KLB F4 pg 89 | |

| | |recipes |write recipes on requested dishes. | |-writing materials | | |

|5 |1-2 |Practical on |Reheated dishes | | | | |

| |3-4 |Clothing construction processes |By the end of the lesson, the learner should be able to |Demonstration |Fabric |KLB F4 pg 100 | |

| | |collars |Name types of collars |practical preparation and attachment |Sewing tools | | |

| | | |-prepare and attach collars |of collars |-books | | |

|6 |1-2 |Qualities of a good collar |By the end of the lesson, the learner should be able to |Practical preparation and attachment |Fabric |KLB F 4 pg 106 | |

| | | |State qualities of good collars and Coffs |teacher-learner discussion |sleeves | | |

| | |Coffs |prepare and attach Coffs | |sewing tools | | |

| | |preparation | | | | | |

| | |attaching | | | | | |

| | |qualities of a well-made cuff | | | | | |

| |3-4 |Sleeves |By the end of the lesson, the learner should be able to :|Teacher-learner discussion |Fabrics | |KLB F4 pg 111 |

| | |types |name types of sleeves |practical preparation and attachment |sewing tools | | |

|7 |1-2 |preparation of set in sleeves |prepare and attach set in sleeves |of sleeves |books | | |

| | |attaching |qualities of a well-made sleeve | | | | |

| | |qualities of well-made sleeves | | | | | |

| |3-4 |Facings and interfacings |By the end of the lesson, the learner should be able to |Teacher-pupil discussion |Sewing tools |KLB F4 pg 116 | |

| | | |Differentiate facings from interfacings |practical attachment |fabrics | | |

| | | |uses of facings and interfacings | |interfacings | | |

| | | | | |books | | |

|8 |1-4 |Speed test to |

| | |Include all processes |

| | |learnt |

|9 |1-4 |Preparation |

| | |For paper 3 |

| | |Answering sample questions |

|10 |1-4 |Preparation for paper 1 exams |By the end of the lesson, the learner should be able to |Question and answering |Past papers | | |

| | | |identify common | | | | |

| | | |Mistakes in exams | | | | |

| | | |attempt several questions | | | | |

|11 & 12 |1-4 |Paper 3 |Speed test processes |On clothing |And construction. | | |

|14 |1-4 |Paper 3 |Questions and answers | | | | |

| |END TERM EXAMINATIONS |

| |

|HOME SCIENCE FORM 1 SCHEMES OF WORK – TERM 1 |

|WEEK |LESS |TOPIC/SUB TOPIC |OBJECTIVES |TEACHING/ LEARNING ACTIVITIES |TEACHING AID |REF |REMARKS |

| |ON | | | | | | |

|1 |2-4 |REVISION AND HOLIDAY ASSIGNMENT |

|2 |1 |PRE MOCK 1 |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking scheme |Past papers | |

| | |EXAM REVISION |make corrections on pre mock 1 paper 3 | | | | |

| |2&3 |PRE MOCK 1 |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking scheme |Past papers | |

| | |EXAM REVISION |make corrections on pre mock 1 paper 1 | | | | |

| |4 |PRE MOCK 1 |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking scheme |Past papers | |

|3 |1 |EXAM REVISION |make corrections on pre mock 1 paper 2 |Working of speed test |Sewing equip | | |

| | | | | |Speed test | | |

| |2&3 |PRE MOCK 2 |By the end of the lesson the learner should be able to: |Each learner prepares own plan |Question papers |Exam papers | |

| | |EXAM |Plan for practical exam | |Recipe books | | |

| | |planning | | | | | |

| |4 | |

|4 |1 - 4 |PRE MOCK 2EXAM |

|5 |1 |PRE MOCK 2 |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking scheme |Past papers | |

| | |EXAM REVISION |make corrections on pre mock 2 paper 3 | | | | |

| | | | | | | | |

| |2&3 |PRE MOCK 2 |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking schemes |Past papers | |

| | |EXAM REVISION |make corrections on pre mock 2 paper 1 |Working of speed test |Past papers and marking scheme | | |

| |4 |PRE MOCK 2 |make corrections on pre mock 2 paper 2 | |Sewing equip | | |

| | |EXAM REVISION | | |Speed test |Past papers | |

| |1 | | | | | | |

|6 | | | | | | | |

| |2-4 |CONDENSED EXAM |

|7 |1-4 |REVISION OF CONDENSED EXAM |

|8 |1 | |

| |2-4 |MID TERM BREAK |

|9 |1-4 |REVISION AND PREPARATION FOR MOCKS |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking schemes |Form 1-4 syllabus | |

| | |PAPER 1 |Get ready for mocks paper1 |Group discussions | | | |

|10 |1-4 |REVISION AND PREPARATION FOR MOCKS |By the end of the lesson the learner should be able to: |Teacher pupil discussions | |Form 1-4 syllabus | |

| | |PAPER 2 |Get ready for mocks paper1 |Working of speed test |Past papers and marking scheme | | |

| | | | | |Sewing equip | | |

| | | | | |Speed test | | |

|11 |1-4 |REVISION AND PREPARATION FOR MOCKS |By the end of the lesson the learner should be able to: |Teacher pupil discussions |Past papers and marking schemes |Form 1-4 syllabus | |

| | |PAPER 3 |Get ready for mocks |Working of speed test | |KNEC guidelines | |

| | | | |Trial planning | | | |

|12-14 |1-4 |MOCK EXAMS |

| |

|HOME SCIENCE FORM 4 SCHEMES OF WORK – TERM 3 |

|WEEK |LESSON |TOPIC/SUB TOPIC |

| |2-3 |Revision of holiday assignment (paper 2) |

|3 |1-4 |Preparation for paper 2 exam |

|6 |1-4 |Preparation for K.C.S.E. PAPER 3 PRACTICALS |

| | | |

| | |Revision for paper I |

|7 |1-4 |K.C.S.E PAPER 3 PRACTICALS | | |

| | | | | |

| | |Revision for paper I | | |

|8-13 |K.C.S.E EXAMS END OF TERM |

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