Lagos State Catering and Craft Scheme of work for SSS 3. SS3 Schemes of Work/Syllabus for Catering and Craft Secondary School
SSS 2 Catering and Craft Scheme of Work First Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption test Revision of last session work | By the end of the lesson student should be able to: 1. Answer most of the resumption test correctly. 2. Recall some of the topics. | -Class discussion revision of last term work | – Critical thinking and problem solving – Communication and collaboration | – Past questions from last session examination – Students note book |
| 2 | Meal planning – Meaning of meal planning – Importance of meal planning -Factors affecting meal planning | By the end of the lesson student should be able to: 1. Discuss meal planning 2. Enumerate the importance of meal planning 3. State the factors affecting meal planning | – Small group discussion on the meaning of meal planning – Students in pairs share the ideas on meal planning – Whole class discussion on factors affecting meal planning | -Communication and collabortion – Creativity and imagination – Critical thinking and problem solving | https://projectmealplan.com |
| 3 | Special menu vegetarians -Types of vegetarian – Reasons for vegetarian -meal plan for vegetarian | By the end of the lesson student should be able to: 1. Identify vegetarians 2. Highlights types of vegetarian 3. Analyse the reason for vegetarian 4 Plan a menu for vegetarian | – Whole class discussion on the meaning of vegetarians’ – Each group of students are to discuss different types of vegetarians -Small group will plan a presentation vegetarian menu | -Communication and collaboration – Creativity and imagination – Critical thinking and problem solving | https://vegsoc.org https://en.m.wikipedia.org https://vegetarian-nation.com chart showing types of vegetarian |
| 4 | Special menu Pregnant /lactating woman | By the end of the lesson student should be able to: 1. Differentiate between pregnant woman and lactating mother 2. Identify the nutritional needs. | – Group work on pregnant/lactating woman. – Field trip to see a dietician or nutritionist at nearby health centre or hospital | Leadership and personal development Communication and collaboration | Pictures of pregnant and lactating woman https://youtube/2j2Lxyb/AdM https://youtube/UPytZEgibQ https://kidhealth.org |
| 5 | Special menu infant and toddlers | By the end of the lesson student should be able to: 1. Differentiate between infants and toddlers 2. State the characteristics of infants and toddlers that effect their nutritional needs 3. Highlights the guidelines for meeting the nutritional needs of infants and toddlers. | -Pairs work on infant and toddlers menu | – Critical thinking and problem solving – Citizenship -Creativity and imagination | Pictures of charts and toddlers https://www.children.com https://www.cda.gov https://www.who.int |
| 6 | Special menu Adolescent | By the end of the lesson student should be able to: 1. Discuss adolescent 2. State the characteristics of adolescents 3. Identify the nutritional requirements of adolescent 4. Plan a day’s menu for the | Group work and presentation on adolescent work | Communication and collaboration -Citizenship – Digital literacy | https://www/healthpeople.gov https://en.m.wikipedia.org |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| Adolescent. | |||||
| 7 | MID TERM /OPEN DAY MID TERM HOLIDAY | ||||
| 8 | Special menu: Aged/Elderly | By the end of the lesson, students should be able: 1. Discuss the nutritional requirements for aged/elderly 2. Point out factors that influences the apetite and eating habits of the aged/elderly | -Group discussion on aged and elderly menu | -Communication and collaboration -Leadership and personal development -Citizenship -Digital Literacy. | https://www.care.com |
| 9 | Special menu: Manual and sedentary workers | By the end of the lesson, students should be able to: 1. Differentiate between manual workers and sedentary workers 2. Suitable dishes for manual workers and sedentary workers respectively | -Group discussion and presentation on manual and sedentary menu | -Leadership and personal development -Critical thinking and problem solving -Communication and collaboration. | https://mealplansite.com https://www.quora.com -Pictures of a manual workers and sedentary workers. |
| 10 | Special menu: Diabetic and Hypertensive patients | BY the end of the lesson, Students should be able to : Explain diabetic patients. 2. Discuss hypertensive patients 2. Discuss hypertensive patients 3. Plan dishes that are suitable for diabetic patients 4. State the guidelines for providing meal for hypertensive patients | -Group work and presentation on diabetic and hypertensive patients | -Digital literacy. -Citizenship -Communication and collaboration -Leadership and personal development. | https://www.webmd.com https://medicalnewstoday.com |
| 11 | Special menu: Invalid and convalescent | By the end of the lesson: students should be able to: 1. Differentiate between invalid and convalescent 2. Analyse the guidelines for invalid and convalescent 3. Plan a menu | -Pairs work on invalid and convalescent menu | -Digital literacy -Citizenship -Critical thinking and problem solving | https://chestofbooks.com https://onlinelibrary.wiley.com |
CATERING AND CRAFT
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| invalid and convalescent | |||||
| 12 | REVISION | ||||
| 13 | EXAMINATION |
Lagos State Catering and Craft Scheme of work for SSS 3. SS3 Schemes of Work/Syllabus for Catering and Craft Secondary School
Catering and Craft Scheme of Work SSS 3 Second Term
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| 1 | Resumption test/ Revision | By the end of the lesson, Students should be able to: 1. Answer test questions correctly. 2. Recall the memory of previous topics in second term work | -Students actively participate in the welcome test -Group discussion on revision of last term work | -Critical thinking and problem solving. – Communication and collaboration. | -Second term past questions papers |
| 2 | House keeping Department -Meaning of housekeeping -Areas of housekeeping -Duties and Responsibilities of Housekeeping personnel | By the end of the lesson, students should be able to: 1. Discuss the meaning of housekeeping 2. Figure out the areas of housekeeping 3. Identify the duties and responsibilities of housekeeping personnel | -Students in small groups discuss the meaning of housekeeping -Students pair up to share ideas on areas of housekeeping -Role plays on housekeeping department | -Digital literacy -Communication and collaboration | -Chart showing house department https://en.m.wikipedia.org https://www.coohs.ca |
| 3 | Bed making -Meaning of Bed -Types of Bed -Bed Linen -Procedure for Bed making. | By the end of the lesson, students should be able to: 1. Explain Bed 2. Point out types of Bed 3. Discuss Bed linen with examples 4. Explain the procedures for Bed making | -Group work and presentation on Bed making | Real objects, Bed and Bed linen -Pictures of some Bed and bed linen https://youtu.be/opSfB#ZuKfU https://youtu.be/Du0M6yVjKIA | |
| 4 | Project and practical on Bed making | By the end of the lesson, Students should be able to: 1. Demonstrate and make a bed | -Pair work on practical demonstration on Bed making -Students watch video on Bed making | Real objects; Bed, Bed linen. |
| 5 | Hotel Receptionist -Meaning of a Receptionist -Qualities of a good Receptionist -Responsibilities of a Receptionist | BY the end of the lesson, students should be able to: 1. Explain Receptionist 2. Highlight qualities of a good Receptionist Discuss the responsibilities of a Receptionist | -Small group discussion on a hotel receptionist -Students pair up to share ideas on the qualities of a good receptionist | -Chart showing the qualities of a good receptionist. -Pictures of a receptionist. https://www.ziprecruiter.com https://www.wikihow.com | |
| 6 | Front Office -Meaning of front office -Personnel in front office and their duties Attributes of | By the end of the lesson, students should be able to: 1. Discuss front office 2. identify various personnel in front office and their main duties | -Students pair up to discuss the meaning of front office. -Students in small group deliberate on | -Pictures of front office staff https://en.m.wikipedia.org https://www.tutoralspoint.com |
| WKS | TOPICS | LEARNING OBJECTIVES | LEARNING ACTIVITIES | EMBEDDED CORE SKILLS | LEARNING RESOURCES |
| front office personnel -Front office activities | 3. Explain the attributes of front office personnel | the personnel in front office. -Each group presentation on the attribute of front office. | |||
| 7-14 | REVISION OF PAST QUESTIONS/ WASSCE & NECO EXAMINATION |
ACHIEVEMENTS STANDARDS
A the end of the session, Students are able to:
1. Make menu for invalid and convalescent
2. Enumerate the importance of meal planning
3. Plan a menu for vegetarian, pregnant women and lactating woman, infant and toddlers
4. Identify the duties and responsibilities of housekeeping personnel
5. Demonstrate and make a bed
6. Highlights the responsibilities of a goo receptionist.
