Year 4 – 6 NERDC Pre-Vocational Studies Curriculum for Primary School. Agriculture, Home Economics, PVS Curriculum – Schemeofwork.com
Agriculture Curriculum for Primary 4
THEME 1: INTRODUCTION AND MEDIUM OF AGRICULTURAL PRODUCTION
Week 1
Topic: Meaning of Agriculture
Performance objectives
- Define agriculture.
- List the importance of agriculture in Nigeria.
- Identify people involved in agricultural activities.
Contents
- Meaning of Agriculture:
- growing of crops like corn, rice, guinea corn, cassava
- rearing of animals like chicken, pig, goat, cattle
- processing and selling of agricultural products
- Importance of agriculture:
- As source of food
- Income generation
- As job or employment
- For producing industrial raw materials
- For cloth making,
- Medicines etc.
- People in agriculture:
- Animal bearers
- Crop farmers
- Fishermen
- Market people
- Gardeners
- Agriculture teachers.
- Displays live samples in class.
Teacher’s Activities
- Explains the meaning of agriculture.
- Guides the pupils to mention activities that can build up the definition in a broad sense.
- Guides pupils to mention the importance of agriculture in Nigeria. Explain briefly each of the importance named.
- Asks pupils to name different activities that people engaged in agriculture do.
- Explains the role performed by each group of people named.
- Give a board summary.
Student’s Activities
- Pupils suggest definition of agriculture.
- Mention what they know as the importance of agriculture to the community.
- List the different activities that people engaged in agriculture do in their localities.
- Identify the various crops displayed
- Copy board summary
Teaching & Learning Material
- Pictorial display of people planting crop, rearing animals, processing agricultural products, selling agricultural products.
- Simple chart or pictures showing the importance of Agriculture in Nigeria.
- Live samples of some crops produce.
Evaluation Guide
- Define Agriculture.
- Mention four importance of agriculture in Nigeria.
- Mention five groups of people involved in agriculture.
Week 2
Topic: Soil Types and Enrichment
Performance objectives
- Define soil
- List soil types.
- Mention the causes of soil fertility reduction
- Describe ways of enriching soil fertility.
- Maintain the soil fertility of the school farm.
Contents
- Meaning of soil
- Soil classification Clay, Sandy and loamy.
- Causes of soil fertility reduction:
- burning
- leaching
- overgrazing
- Clean clearing
- Erosion, etc.
- Ways of making the soil fertile:
- adding fertilizer
- Manure
- mulching
- Crop rotation
- Leaving fallow.
Teacher’s Activities
- Collects soil samples to show their characteristics
- Performs simple soil experiments to show their properties.
- Guides soil fertility discussions
- Collects samples of fertile soil (loam) and non-fertile soil (sand) in separate pots.
- Plants maize in the pots to illustrate effect of soil fertility level on the plants.
- Give a board summary
Student’s Activities
- Observe and identify soil types.
- Collect different soil types and note their differences.
- Participate in class discussions.
- Participate in carrying out the experiments set up by the teacher.
- Copy board summary
Teaching & Learning Material
- Soil samples:
- Sandy, clayey & loamy
- Funnel
- Water
- Measuring glass
- Filter paper
- Cotton wool
- Pots
- Maize grains
Evaluation Guide
- Define soil.
- Identify soil types
- State the best soil for growing crops.
- Explain what makes the soil to lose its fertility.
- Describe various methods involved in enriching the soil.
NERDC Year 4 PVS Agricultural Science Curriculum for Primary 4 . Meaning of Agriculture, Soil Types, farm tools –Schemeofwork.com
Week 3
Topic: Agricultural Tools and Equipment
Performance objectives
- Name farm tools.
- Identify and describe the tools and their uses.
- Maintain the tools after use.
Contents
- Farm tools:
- Cutting tools e.g. cutlass, sickle, axe, etc.
- Digging tools e.g. hoe, pick axe, spade, etc.
- Carrying tools e.g. basket, head pan, wheel barrow, etc.
- Gathering tools e.g. rake.
- Animal farm tools:
- Fishing nets, traps, hook and line, baskets, watering troughs, etc.
- Maintenance and care of the tools:
- Store in a cool dry place
- Wash/clean and dry
- rub oil on metal ends to avoid rusting
- Sharpening blunt edges, etc.
Teacher’s Activities
- Displays the tools in class.
- Helps pupils to identify farm tools and their uses.
- Demonstrates the use of farm tools.
- Demonstrates proper maintenance of farm tools.
- Give a board summary.
Student’s Activities
- Identify and narrate the uses of farm tools.
- Use some farm tools on the school farm.
- Carry out proper maintenance of tools after use.
- Copy board summary.
Teaching & Learning Material
- Different farm tools e.g. hoe, cutlass, spade, shovel, rake, pick axe, wheelbarrow, fishing nets, hook and line, baskets, watering troughs, feeding troughs, etc.
- Poster, charts and pictures of farm tools
Evaluation Guide
- List 4 farm tools.
- State the uses of hoe, hand trowel, rake, and matchet, on the farm, fishing net, hook and line.
- Mention the uses of wheel barrow, watering can, head pan in the farm.
- Maintain farm tools
Agriculture Curriculum for Primary 5
THEME 1: PROCESSES OF AGRICULTURAL PRODUCTION
Week 1
Topic: How to Grow Crops
Performance objectives
- Give examples of crops.
- Narrate and demonstrate the processes involved in raising crops.
- Raise seedlings of some vegetables and flowers in the nursery.
- Transplant seedlings from nursery to the field.
- Identify safety signs, labels and symbols on agricultural inputs
Contents
- Examples of crops: cereals, legumes, tubers.
- Procedure for raising farm crops:
A). Pre-planting activities:
- Land clearing and stumping,
- Preparing nursery beds and sowing.
- Selection and transplanting seedlings,
- Planting locally grown crops on ridges and beds in the school farm.
B). Post planting activities:
- Watering, mulching, thinning and supplying,
- Application of fertilizer/manure.
- weeding,
- staking (where applicable),
- Application of pesticides,
- Harvesting of mature crops.
- Post-Harvesting Activities:
- processing/ preservation,
- Storage,
- Marketing
- Safety signs, symbols, labels e.g.:
- Skull and crossbones
- Chemical warning labels
- Treated seeds
- Vet nary drugs
- Implement etc
Teacher’s Activities
- Guides pupils to raise either a cereal or legume or tuber crops during the growing season.
- Supplies appropriate tools and planting materials.
- Takes pupils to the school farm and maps out the area to use for the year.
- Allows pupils to prepare land themselves.
- Guides pupils in identifying and explaining safety signs, labels and symbols on agricultural inputs before and during planting, harvesting activities, including safe handling of treated seeds, veterinary drugs, Implement etc
- Give a board summary
Student’s Activities
- Bring the required farm tools from home.
- Prepare the land for planting.
- Plant seeds in the nursery and transplant to the field.
- Care for the farm themselves.
- Carry out planting activities as directed by the teacher.
- Pupils keep farm records
- Copy board summary
Teaching & Learning Material
- School farm.
- Farm tools, e.g. tape, machetes, hoes, spades, pegs, digging fork, hand trowel, knapsack sprayer, etc
- Planting materials and inputs. Such as. Seeds of vegetables e.g. pepper, okra garden egg, onions, fluted pumpkin, tomato, rice, maize, millet, guinea corn, potato & yam sets, cassava cuttings.
- Fertilizer/ manure pesticides.
- Charts of safety signs and symbols.
- Samples of labels.
Evaluation Guide
- List three crops grown in your area.
- State the various activities involved in growing a named field crop.
- Grow any field crop from land clearing to marketing.
- Demonstrate how to transplant seedlings.
- Care and maintain the school farm.
- Harvest crops when mature.
- Keep records of farm activities performed
- Explain 2 safety signs or symbols on agricultural inputs.
- Bring 2 labels on agricultural inputs.
Week 2
Topic: Control of Crop Weeds, Pests and Diseases
Performance objectives
- Define weeds and name some common local weeds.
- State the problem of weeds to farmers.
- Control weeds in the farm.
- Define and identify common pests on our farm.
- Describe the damages caused by pests.
- State ways of controlling pests.
- List the causes of plant diseases.
- State how the diseases can be controlled.
- State the effects of eating contaminated food.
Contents
- Definition and identification of weeds.
- Problems of weeds to farmers.
- Control measures:
- Biological
- Cultural
- Chemical
- Pests:
- Meaning, and Identification
- Identification of insect’s pests,
- Beetle/weevil,
- Grasshopper/locust,
- Caterpillar,
- Termite.
- c). other pests on:
- Rodents,
- Qualia birds,
- Bats,
- Monkeys.
- Damages caused by pests:
- eat crop leaves &
- Roots
- destroy grains,
- damaging stalk, fruits and roots of crops
- Contaminating stored produce.
- Methods of control:
- Spraying chemicals to kill them.
- Storing farm produce properly
- Clearing surrounding bushes
- Shooting, trapping
- Scare-crow
- baiting
- Proper storage
- Causal agents of crop diseases:
- Fungi, bacteria, viruses,
- -nematodes.
- Control measures
- keeping farm free of weeds
- planting healthy seeds, seedlings and cuttings
- Effects of eating contaminated food:
- poisoning
- Sickness
- Purging
- Vomiting
- Stomach disorder
- Death
Teacher’s Activities
- Guides pupils to define and identify common weeds on the environment.
- Discusses problems created by weeds on farms.
- Discusses control measures and their side effects.
- Displays and identifies samples of:
- Fresh or preserved pest.
- Partly eaten/damaged vegetable leaves
- Weevil led maize, beans guinea corn.
- Displays charts and posters of rodents, birds, squirrels, grass- cutters, rats.
- Discusses how to prevent or avoid eating contaminated food.
- Guides pupils to identify some of the common pests.
- Helps the pupils to identify crop materials that are contaminated.
- Give a board summary
Student’s Activities
- Make a weed album
- Observe and identity pests
- Observe and describe the damages done to crops by pests.
- Participate in collection of common pests.
- Find out more about possible side effects of eating contaminated produce.
- Teaching & Learning Material
- Samples of weeds common in the locality.
- Charts and pictures showing control measures.
- Fresh or preserved specimens of pests.
- Specimen of maize, bean, guinea corn seeds infested by weevil, beetle or termite.
- Chart showing local farm pests.
- Insect-killing chemicals with warnings of poison clearly written.
- Chart showing storage facilities.
- Charts and posters of squirrels, rats, grass cutter, birds, crabs, etc.
- Specimen of catapult, trap, plastic container, air tight cover.
Evaluation Guide
- State the meaning of weeds.
- Name three common weeds in the locality.
- List two problems of weeds to farmers.
- Mention three control measures.
- State the meaning of farm pests.
- Name five pests in the locality.
- Identify two damages caused by pests.
- List three control measures of pests.
- List three causal agents of crop diseases.
- Describe two methods of controlling diseases of crops.
- State two effects of contaminated crop materials on health.
NERDC Year 5 PVS Agricultural Science Curriculum for Primary 5. How to Grow Crops, Farm animal, Pests and Diseases –Schemeofwork.com
Week 3
Topic: Rearing of Farm Animal
Performance objectives
- State the needs of young animals for healthy growth.
- Mention steps involved in raising livestock.
- Describe how to raise a named farm animal.
- Identify and select appropriate housing and equipment for rearing:
- Rabbits
- Guinea pigs
- Chicken
- Feed the livestock with the appropriate rations.
- Produce hutches, cages, brooder boxes for livestock.
- Keep the house/cages clean and keep proper farm records.
- Identify common pests and parasites of farm animals.
- State the symptoms of ill- health in farm animals.
- Name some common diseases and remedy.
- State the effects of consuming infected animals.
Contents
- Needs of growing farm animals:
- Balanced ration
- Clean water
- Adequate
- Medication
- Clean environment.
- Procedures for rearing farm animals:
- construct a house or
- provide shelter
- provide necessary rearing equipment
- buy the young animal
- To rear.
- provide feed and
- Water daily
- provide medications
- When necessary
- clean the house
- Regularly
- Routine check by
- Veterinary personnel
- Removal of sick or
- Dead animals.
- Sell or slaughter when matured.
- Rearing of named animals
- Rabbit rearing.
- Rearing of guinea pig.
- Identical management practice with Rabbit except that guinea pigs are reared in cages or deep litter.
- Rearing of chicken
- Meaning of pests and parasites.
- Common pests and parasites of farm animals:
- Lice,
- Housefly,
- Worms,
- Ticks,
- Tsetse fly etc.
- Common diseases of farm animals:-
- Ring worm,
- Scabies,
- Sleeping sickness,
- Pneumonia,
- Tuberculosis,
- New castle disease,
- Foot and mouth, diseases etc.
- The diseases, symptoms and remedy.
- Effects of consuming infected animal:
- Transfer of animal diseases to human, etc.
Teacher’s Activities
- Discusses the needs of animals for healthy growth.
- Guides the Pupils to rear any livestock and apply all the necessary skills.
- Assists Pupils to select quality young animal’s e.g. young rabbit/young guinea pig, chicks for rearing.
- Guides pupils to construct hutches.
- Encourages Pupils to practice good sanitation and keep proper farm records.
- Guides Pupils to identify sick animals, isolate them and invite a veterinary Doctor
- Discusses these pests and guide the Pupils to collect some common pests and parasites.
- Highlights animal diseases that are contagious and the danger of eating infected animal meat, milk, egg, etc.
- Guides discussion on how to control animal pests, parasite and diseases.
- Give a board summary.
Student’s Activities
- Care for young animals by feeding, cleaning, providing water, beddings, etc.
- Working in groups to care for the animals and apply necessary skills and procedures.
- Observe and note the qualities of a healthy animal.
- Collect different feed stuffs and feed the animal.
- Clean the livestock area.
- Keep records of daily activities.
- Collect materials to construct hutches and cages.
- Identify sick animals, isolate them and call a veterinary doctor.
- Sell, cull, matured or sick animals.
- Collect common pests and parasites and identify them.
- Discuss the dangers of consuming infected animal products e.g. meat, milk, egg, etc.
Teaching & Learning Material
- School farm.
- Balanced ration feed
- Water
- Medications
- Animals to rear.
- Shelter, etc.
- Samples of pests/parasite
- Posters of sick animals.
- Chalkboard or white board
Evaluation Guide
- List four necessary management practices required in rearing animals.
- Describe how to raise an animal farm to maturity.
- Construct good hutches and cages.
- Keep proper farm records.
- Identify two features of sick animal.
- List three ways of controlling pests and diseases of farm animals.
- Narrate the effects of consuming infested animal products.
Home Economics Curriculum for Primary 4
THEME 1: INTRODUCTION TO HOME ECONOMICS
Week 1
Topic: Meaning, Scope and Importance of Home Economics
Performance objectives
- Define and explain the meaning of Home Economics
- Enumerate the different areas of Home Economics
- List various careers in Home Economics
- Outline the importance of Home Economics to the society.
Contents
- Meaning of Home Economics.
- Scope (Areas) of Home Economics.
- Careers in Home Economics.
- Importance of Home Economics to the society.
Teacher’s Activities
- Defines and explains the meaning of Home Economics.
- Enumerates the scope of Home Economics
- Lists the careers in Home economics
- Explains the importance of Home Economics to the society
- Gives a board summary
Student’s Activities
- Participate in class discussion.
- Ask and answer questions.
- Give examples of people in Home Economics careers
- Copy the board summary
Teaching & Learning Material
- Chart showing the scope and careers in Home Economics.
- Chart and pictures illustrating careers in Home Economics, etc.
Evaluation Guide
- Define and explain the meaning of Home Economics;
- List three areas of Home Economics;
- Mention five careers in Home Economics;
- Explain five reasons for the importance of Home Economics to the society
SUBJECT: HOME ECONOMICS CLASS LEVEL: PRIMARY 4
THEME 2: HOME MANAGEMENT
Week 1
Topic: Personal Grooming and Use of Basic Cosmetics
Performance objectives
- Identify parts of the human body;
- State functions of the parts of human body.
- Enumerate the traditional and modern materials used for taking care of the body and their uses.
- Demonstrate how to take care of the body.
- Use basic and safe cosmetics correctly
Contents
- Parts of the human body:
- Head: hair, eyes, nose, mouth, teeth, ear, neck, nose.
- Trunk: chest, arm, belly, pubic region,
- Limb: legs: legs, hands, with nails.
- Functions of each part
- Classify materials used for the care of the body, stating their uses.
- Reasons for daily care of the body
- Care for each part of the body.
- Correct use of basic and safe cosmetics.
- Adverse effects of some chemicals used in cosmetics.
Teacher’s Activities
- Displays a properly labelled chart of parts of the body.
- Discusses reasons for taking care of the body;
- Brings all materials for taking care of the body to show pupils
- Displays different materials for taking care of the body on table including traditional ones e.g.cam-wood or “uhie” (Igbo) or “osun” (Yoruba). Antimony or Otajele (Igbo) or Tiroo (Yoruba”’ laali” (Yoruba) “lalle” (Hausa).
- Displays other cosmetics e.g. oils. Creams, pomades, powder, nail/polish, body spray, perfume, lipsticks, eye pencil.
- Classify cosmetics into safe and dangerous cosmetics
- Explains directions on labels
- Demonstrates the correct use of each cosmetics on the body.
- Gives board summary
Student’s Activities
- Touch different parts of their own body;
- Display their finger, toe, and nails for inspection;
- Observe clean nails, clean clothing.
- Differentiate between traditional and modern materials for the care of the body.
- Identify information on containers of cosmetics e.g. use, expiry date, making list of ingredients.
- Bring empty containers of cosmetics containing labels
- Copy the board summary
Teaching & Learning Material
- A labelled diagram of the body.
- Soap, towel, sponge, water, tooth paste and brush, chewing stick, etc
- Traditional and modern cosmetics;
- Baby doll;
- Labelled chat of safe and harsh or dangerous cosmetics.
Evaluation Guide
- Identify different parts of the body and their uses
- State how to wash their body;
- Name materials for cleaning the body;
- Identify clean pupils;
- Identify different basic and safe cosmetics for good grooming.
- Use baby doll to demonstrate the care of different body parts.
- Mention one side effect of harsh cosmetics
Week 2
Topic: Types and Care of Personal Clothing
Performance objectives
- Identify types of personal clothing;
- Mention reasons for wearing clothes and footwear’s;
- State the reasons for caring for clothing
- Mention the steps in care of clothing
- Demonstrate how to care for shoes/bags e.g. polishing
- Launder personal cloth.
Contents
- Types of personal clothing: shirts, blouses, skirts, pants, trousers, vests, scarves, wrappers, pajamas, nightgown, footwear’s, caps etc.
- Reasons for wearing clothing:
- Protection
- Beauty
- identification/status
- for special occasions e.g. party
- Laundry agents, tools and equipment:
- agent e.g. water, soap/detergents
- Tools e.g. basin, bath
- Equipment e.g. Iron washing machine
- Steps in care of clothes
- Washing
- Ironing
- Airing
- Storing
Teacher’s Activities
- Displays a variety of personal clothing/ items.
- Produces a chart of variety of personal clothing articles.
- Discusses the reasons for wearing clothes, and care of clothing articles
- Provides pictures of people of various professions in uniforms e.g.
- Nurses
- Police
- Fire service etc.
- Demonstrates steps for caring of personal clothing
- Gives board a summary
Student’s Activities
- Identify and name different kinds of clothing
- Practice how to hang and store their clothes and reasons for wearing clothes
- Identify different people from the pictures according to their type of clothing.
- State the materials needed for taking care of clothes.
- Demonstrate how to launder clothes.
- Copy the board summary
Teaching & Learning Material
- Different articles of clothing
- Laundry agents e.g. soap, water, detergent, etc.
- Laundry tools and equipment e.g. irons, line/rope for hanging clothes to dry, basin, pegs
Evaluation Guide
- State three reasons for caring for clothes;
- Mention three materials for laundering clothes;
- Explain steps in laundering of clothes
- Launder a personal clothing
NERDC Year 4 PVS Home Economics Curriculum for Primary 4. Parts of the human body, Personal clothing, Food nutrient –Schemeofwork.com
THEME 3: FOOD AND NUTRITION
Week 1
Topic: Food: Classification and Functions of Food
Performance objectives
- Define food.
- State reasons for eating food
- List the six classes of food and their uses
- Mention classes of food nutrient
- Explain the functions of each food nutrient
- Mention deficiency diseases of nutrients
Contents
- Meaning of food
- Classification of foods and their sources
- Classes of food nutrients and their functions
- Explain an adequate diet
- Deficiency diseases of each nutrient
Teacher’s Activities
- Defines food and states reasons for eating of food
- Discusses the types of food nutrients, sources and their functions with the pupils.
- Provides real food items and chart of the classes of food based on their nutrients.
- Displays charts and discusses deficiency diseases of nutrients.
- Gives a board summary.
Student’s Activities
- Define food
- Observe the chart on display.
- Classify the real food items on display
- Copy the board summary
Teaching & Learning Material
- Charts on food groups
- Real food items
- Charts on food nutrients, sources and functions
- Pictures of people affected with deficiency of nutrients e.g. marasmus.
Evaluation Guide
- Define food.
- Explain five reasons for eating food
- List the six classes of food and one source each.
- State one function of each food nutrient.
- Mention two deficiency diseases associated with food.
Year 4 – 6 NERDC Pre-Vocational Studies Curriculum for Primary School. Agriculture, Home Economics, PVS Curriculum – Schemeofwork.com
Home Economics Curriculum for Primary 5
THEME 1: FAMILY LIVING AND RESOURCE MANAGEMENT
Week 1
Topic: Family: Functions, Relationships / Tree, Family, Values and Life Cycle
Performance objectives
- Explain the meaning and types of family;
- List the functions of the family and the roles of family members;
- Describe family relationship; and draw personal family tree;
- Explain the meaning of the family life cycle
- Enumerate family values.
Contents
- Meaning, types and functions of the family.
- Roles of each family member.
- Family relationships and family tree;
- Family life cycle:
- The beginning family
- The expanding family
- The contracting family.
- Family values.
Teacher’s Activities
- Guides discussion on the meaning, types, and functions of the family.
- Draws family tree on the board.
- Explains the family tree.
- Discusses family life cycle.
- Discusses family values.
- Displays a chart on family life cycle
- Gives a board summary
Student’s Activities
- Explain the meaning of the family
- Participate in the discussion of family and functions
- Draw their personal family trees.
- Participate in role playing of family relationships
- Copy the board summary
Teaching & Learning Material
- Family pictures
- Chart on family free
Evaluation Guide
- Explain the meaning of family;
- List three types of family.
- State four types of relationships in the family;
- Sketch a family tree;
- State two family values.
Week 2
Topic: Uses of Personal and Family Resources
Performance objectives
- Explain meaning of resources;
- Itemize personal resources (e.g. belongings, energy, etc) and family resources (e.g. money, house);
- Explain the uses of personal and family resources;
- State guidelines for caring for personal belongings;
- Care for personal belongings;
Contents
- Meaning of resources
- Personal resources: energy, time, personal belongings.
- Family resources: money, house, properties etc.
- Uses of personal and family resources.
- Guidelines for care of personal belongings.
- Care for personal belongings
Teacher’s Activities
- Explains the meaning of personal and family resources.
- Guides class discussion on personal and family resources
- Presents pictures of some personal belongings
- Demonstrates the steps of caring for personal belongings
- Gives a board summary
Student’s Activities
- Identify and name personal and family resources.
- State the uses of personal and family resources.
- Participate in the discussion.
- Copy the board summary
Teaching & Learning Material
- Pictures and charts of some personal and family resources e.g. clothes, combs, money.
- Some real objects e.g. clothes, plates, iron, and radio
Evaluation Guide
- Define resources;
- List four personal resources;
- List five family resources;
- State four guidelines for care of personal belongings.
NERDC Year 4 – 6 PVS Home Economics Curriculum for Primary school. First Aid Box, careers in Home Economics, cosmetics –Schemeofwork.com
THEME 2: CLOTHING AND TEXTILE
Week 1
Topic: Types and Uses of Simple Sewing Tools and Equipment
Performance objectives
- List different types of sewing tools and equipment;
- Explain uses of sewing tools;
- State the difference between sewing tools and equipment;
- Demonstrate the making of common articles e.g. stitches, running French scans
Contents
- Simple sewing, knitting and crocheting tools and equipment.
- Uses and care of simple sewing, knitting and crocheting tools.
- Basic stitches
- Common articles made by sewing, knitting and crocheting e.g. head-rest, tray cover, head band.
Teacher’s Activities
- Displays different sewing tools, types and sizes of sewing crocheting and knitting tools and equipment.
- Discusses the uses and care of each tool and an equipment;
- Demonstrates the use of each tool or equipment.
- Gives a board summary
Student’s Activities
- Identify types of sewing tools or equipment.
- Practice the use of sewing tools and equipment
- Copy the board summary.
Teaching & Learning Material
- Sewing, knitting and crocheting tools and materials e.g. pins, wools, thread (assorted colors).
- Knitted sweater, crocheted articles e.g. table mats, head band.
- Books on sewing, knitting and crocheting.
Evaluation Guide
- List three types of sewing equipment;
- Explain three uses of sewing tools.
Home Economics Curriculum for Primary 6
THEME 2: CLOTHING AND TEXTILE
Week 1
Topic: Stitches: Types and Uses
Performance objectives
- Define stitches
- Classify types of stitch
- State the general uses of stitches
- Describe the steps in making both temporary, permanent and decorative stitches
- Produce articles using the different types of stitch.
Contents
- Meaning of stitches.
- Types of stitch and their uses, e.g. temporary, permanent and decorative stitches.
- Guidelines of making different types of stitch.
- Production of articles with different types of decorative stitches.
Teacher’s Activities
- Explains the meaning of stitches
- Lists the different classes of stitch.
- Demonstrates the process of making temporary, permanent and decorative stitches.
- Use different types of stitch in producing food cover, pillow slips/cases, and head band.
- Give a board summary
Student’s Activities
- Participate in class discussions.
- Practice the making of temporary, permanent and decorative stitches.
- Produce articles using different stitches.
- Copy the board summary
- Make specimens of temporary, permanent and decorative stitches.
Teaching & Learning Material
- Charts showing stages of making stitches
- Pieces of fabrics for making stitches
- Sewing tools e.g. needles, pins, tapes
- An album showing stages of making temporary, permanent and decorative stitches.
Evaluation Guide
- Define stitches
- Identify the classes and types of stitch
- State three uses of stitches;
- Describe the steps in making stitches
Week 2
Topic: Clothing Construction Process
Performance objectives
- Define seam and mention types of seam.
- State uses of seam
- Describe the steps for making seams
- Produce an album showing stages of making seams
Contents
- Meaning of seam;
- Types of seam e.g.
- Plain/open seam;
- run and fell seam;
- French seam; 3 Uses of seams;
- Steps in making the different seams;
- Making seams on brown paper
Teacher’s Activities
- Defines a seam;
- Discusses types of seam;
- Exhibits different types of seam;
- Discusses uses of seams;
- Discuss the stages of making seams;
- Demonstrates the steps in making of seams,
- Gives a board summary.
Student’s Activities
- Examine seams exhibited by the teacher;
- Practice how to make seams on brown paper following teacher’s demonstration;
- Copy board the summary.
Teaching & Learning Material
- Different garments showing different seams;
- Charts showing stages of seam making
- Album showing samples of stages of seam making
- Brown paper, colored threads, scissors, needles, pins, etc.
Evaluation Guide
- Explain the meaning of seam,
- Name two types of seam,
- State three uses of seams
- Produce an album showing the steps of plain seam run and fell seams, French seam
- Produce needle work bag for display.
SUBJECT: HOME ECONOMICS CLASS LEVEL: PRIMARY 4
THEME 3: FOOD AND NUTRITION
Week 1
Topic: Meal Planning for Healthy Living
Performance objectives
- Explain the meaning of meal planning and eating for healthy living;
- Discuss the importance and guidelines for healthy eating;
- State factors influencing meal planning
- Identify the right foods for the three meals of the day;
- Plan a simple breakfast, lunch and supper/dinner;
- Write a menu card.
Contents
- Meaning of meal planning;
- Importance and guidelines for healthy eating
- Effects of wrong meal planning and Eating Habit
- Three Major meals of the day;
- Factors to consider in planning meal
- Guidelines for meal planning;
- Menu cards.
Teacher’s Activities
- Explains:
- Meaning of meal planning
- Importance and guidelines for healthy eating
- Explains factors that influence meal planning
- Discusses the three major meals of the day.
- Explains the effects of wrong meal planning.
- Mentions the guidelines in meal planning
- Plans meal with pupils.
- Gives a chalkboard summary.
Student’s Activities
- Participate in class discussions;
- Explain the effect of healthy and unhealthy eating habits.
- Plan a day’s meal;
- Write menu card.
- Copy the board summary
Teaching & Learning Material
- Chart showing the food groups
- Charts on food nutrients
- Charts showing various meal plans
- Simple menu cards
- Pictures of obese children and adults
Evaluation Guide
- Explain the meaning of meal planning;
- State four guidelines for healthy eating
- Name the three meals of a day;
- State two guidelines for meal planning
- List the factors that influence meal planning
- Plan a day’s menu for a family.
Week 2
Topic: Kitchen Definition, Types
Performance objectives
- Define a kitchen
- Explain types of kitchen
- Describe different types of kitchen arrangement
- Mention the reasons for maintaining kitchen hygiene
- Discuss common accidents in the kitchen
- List the contents of a First Aid Box
Contents
- Meaning of kitchen and types:
- Different types of kitchen layout or plans or arrangement.
- Reasons for cleaning kitchens (kitchen hygiene):
- To avoid household pests, odor and accidents
- To prevent diseases.
- Home accidents
- Content of a First Aid Box and their uses.
- Guidelines for kitchen hygiene and prevention of home accidents.
Teacher’s Activities
- Discusses types of kitchen arrangement, reasons for cleaning in a kitchen.
- Demonstrates processes of cleaning a kitchen
- Discusses the content of the First Aid Box and their uses.
- Gives a board summary
Student’s Activities
- Participate in the discussion;
- Participate in cleaning a kitchen;
- Help in preparing a First Aid Box for the class;
- Copy the board summary
Teaching & Learning Material
- Materials for making a First Aid Box
- Chart showing First Aid Box items
- Pictures of traditional and modern kitchen
- Chart on kitchen plan/ arrangement
- Mop, floor cloth, mop-bucket, soap, water, scrubbing brush, long and short broom, dust pan and trash bin,
- Towels, napkins, apron, cap, head- tie.
Evaluation Guide
- Define kitchen
- List two types of kitchen
- Mention two types of kitchen plan/arrangement.
- Give two reasons for cleaning a kitchen.
- Mention five items used in cleaning a kitchen.
- Mention five items found in a First Aid Box.
SUBJECT: HOME ECONOMICS CLASS LEVEL: PRIMARY 6
THEME 1: FAMILY LIVING AND RESOURCE MANAGEMENT
Week 1
Topic: Healthy Home Environment
Performance objectives
- state reasons for cleaning their homes, classroom and home and school environment
- list tools and agents for cleaning the home and its surroundings
- state guidelines for cleaning the home and its surroundings
- describe processes for cleaning the home and surroundings
- Clean their rooms/ classroom.
Contents
- Reasons for cleaning the home, classroom and environment
- Tools and agents for cleaning the home
- Guidelines for cleaning the home and its surroundings
- Processes for cleaning the home e.g.-dusting, sweeping, washing, scrubbing, etc.
- Application of processes
Teacher’s Activities
- Guides discussion on reasons, cleaning tools, and agents, guidelines and processes for cleaning the home, classroom and surroundings.
- Demonstrates the cleaning processes.
- Gives a board summary.
Student’s Activities
- Participate in discussion.
- Bring cleaning materials
- Practice cleaning of room/classroom and environment
- Copy the board summary
Teaching & Learning Material
- Tool and agents for cleaning different parts of a room: e.g. broom, water, buckets, mop, brushes, detergents, towels, dust bin, etc.
Evaluation Guide
- mention three reasons for cleaning the home and surrounding
- List five tools for cleaning the home.
- State three guidelines for cleaning a room.
- clean the classroom/ toilet
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