WEEK 1: STRAND 1 (HEALTH & SAFETY)

Day 1

 Topic Focus: Personal Hygiene & Food Hygiene

 Objectives:
1. Define personal hygiene and its relevance to preventing food contamination.
2. Identify daily personal hygiene practices and explain their benefits.
3. Relate personal hygiene to safe food handling in the home and workshop.
 Resources: Posters/pictures of good hygiene, short video clip on basic hygiene.
 Activities:
1. Starter (5 min): Brainstorm: “What is personal hygiene?” Students list or shout
out ideas.
2. Interactive Talk (10 min): Teacher recaps key terms: grooming, cleanliness,
handwashing steps.
3. Group Task (15 min): In pairs, students design a “Daily Hygiene Checklist” for
themselves or for a food handler.
4. Plenary (5 min): Each pair shares one item from their checklist. Teacher
emphasizes any missing points (e.g., hair nets, covering wounds).
 Evaluation: Short question: “Name two ways personal hygiene prevents spread of
diseases.”

Day 2

 Topic Focus: Workshop & Food Laboratory Safety

 Objectives:
1. List common hazards in the workshop/food lab (sharp tools, spills, heat,
electricity).
2. Demonstrate correct use of PPE.
3. Discuss ways to minimize risks and handle accidents (basic First Aid).
 Resources: Samples of PPE (gloves, goggles, aprons), accident photos (non-graphic).
 Activities:
1. Starter (5 min): Show a photo of a messy workshop. Ask: “Spot the 5 hazards.”
2. Demonstration (10 min): Teacher models how to wear goggles/aprons,
emphasizing correct fit and why it matters.
3. Role Play (15 min): Small groups act out a scenario (like a spill or minor cut) and
practise a quick response (First Aid kit location, how to calmly handle).
4. Recap (5 min): Teacher reminds them how marking schemes reward specific
mention of safe steps.
 Evaluation: Quick quiz on safety items: “Which protective wear do you need for …?”

Day 3

 Topic Focus: Environmental Health (Waste Management, Deforestation)

 Objectives:
 1. Explain impacts of poor waste disposal on health.
2. Differentiate between reduce, reuse, and recycle.
3. State how deforestation affects communities.
 Resources: Posters on “3 Rs” of recycling, short article or infographic on deforestation.
 Activities:
1. Discussion (10 min): Students share local waste problems. Teacher links to health
issues (water contamination).
2. Group Activity (15 min): Each group brainstorms one strategy for each “R”
(reduce, reuse, recycle) relevant to the home or school. They present in 2 minutes
each.
3. Debrief (5 min): Teacher clarifies importance of replanting trees, disposing of
workshop scraps properly.
 Evaluation: Students write one paragraph on how they can personally reduce waste at
home.

WEEK 2: STRAND 2 (MATERIALS FOR PRODUCTION)

Day 1

 Topic Focus: Compliant Materials (Paper, Fabric, Yarn)

 Objectives:
1. Identify properties of paper, card, textiles.
2. Describe common uses of these materials in craft and design.
 Resources: Samples of paper, cardboard, fabric pieces; a chart comparing properties.
 Activities:
1. Starter (5 min): Show different textures of paper/fabrics. Have students guess the
best use (painting, sewing, crocheting).
2. Mini-Lecture & Discussion (10 min): Summarize properties: absorbency,
flexibility.
3. Hands-On Sorting (15 min): Students rotate in small groups to “feel and
categorize” a table of samples as “most flexible,” “most absorbent,” etc.
4. Recap (5 min): Link to exam questions that ask “Why choose cotton for a
dishcloth?”
 Evaluation: Students each name a correct property and usage for one material.

Day 2

 Topic Focus: Resistant Materials (Wood, Metals, Plastics)

 Objectives:
1. Compare properties: hardness, durability, conductivity.
2. Suggest suitable material for a simple product (e.g., stool, toy, container).
 Resources: Small wood block, metal sheet, plastic piece.
 Activities:
1. Starter (5 min): Teacher shows each material. Students guess potential uses.
 2. Group Investigation (10 min): “Test” hardness (light tapping), “Test” heat
conduction (teacher demonstration—carefully).
3. Application Activity (10 min): Groups choose the best material for a “lunch
box,” explaining why.
4. Q&A (5 min): Teacher ties it to marking scheme: mention “durability” or “water-
resistance” to score well.
 Evaluation: Student pairs quickly list 3 reasons why plastic is used for a water bottle.

Day 3

 Topic Focus: Smart & Modern Materials + Food Commodities (Brief Overview)
 Objectives:
1. Understand basics of new composites and specialized textiles.
2. Recall main types of plant/animal food sources and cooking methods.
 Resources: Quick slides of modern materials (e.g., Gore-Tex, carbon fiber), real
fruit/vegetable samples.
 Activities:
1. Class Talk (10 min): Teacher explains “smart materials” that can change with
temperature or light. Students react with examples (maybe phone covers).
2. Food Commodity Brainstorm (10 min): Students list local staples (rice, yam,
etc.), how they’re stored, any cooking method (boiling, baking).
3. Short Past Question Practice (10 min): E.g., “Why store fish in a freezer?”
Emphasize marking scheme’s requirement for “reason + effect.”
4. Wrap-Up (5 min): Summarize key points.
 Evaluation: Quick oral quiz: “Give one example of an animal-based commodity and best
cooking method.”

WEEK 3: STRAND 3 (TOOLS, EQUIPMENT, AND

PROCESSES)
Day 1

 Topic Focus: Measuring & Marking Out Tools

 Objectives:
1. Name common measuring tools and explain their uses (tape, ruler, gauge).
2. Demonstrate accurate marking for cutting.
 Resources: Tape measures, rulers, chalk line, scrap fabric/wood for practice.
 Activities:
1. Demo (5 min): Teacher shows how to read measurements on a tape accurately
(e.g., to the nearest mm/cm).
2. Hands-On (15 min): Students measure a piece of wood or fabric, mark out lines
for a small shape. Peer-check accuracy.
 3. Discussion (5 min): Why is accuracy crucial? Link to real exam answers where
correct measuring is essential.
4. Practice Q&A (5 min): “Which tool best measures a curved line on fabric?”
 Evaluation: Students produce a short reflection: “What mistakes might happen if
measuring is incorrect?”

Day 2

 Topic Focus: Cutting & Shaping; Kitchen Essentials

 Objectives:
1. Safely handle cutting tools (scissors, saw, chisel).
2. Understand selecting appropriate cooking utensils/equipment.
 Resources: Various saws/scissors, short safety handouts, pictures of kitchen utensils.
 Activities:
1. Safety Recap (5 min): Students recall PPE for cutting (gloves, goggles).
2. Small-Group Rotation (10 min): Each group attempts a basic cutting task (fabric
or cardboard). Observe safety and technique.
3. Kitchen Essentials Mini-Demo (10 min): Teacher displays pans, pots, spatulas.
Students guess best use.
4. Peer Explanation (5 min): Each group states “Why we chose X pot for stew?”
 Evaluation: Teacher checks each group’s cutting outcome, correct tool usage.

Day 3

 Topic Focus: Joining & Assembling; Finishes & Finishing

 Objectives:
1. Identify adhesives, nails, screws, stitches.
2. Outline finishing techniques for wood/fabric edges.
 Resources: Sample adhesives (wood glue, PVC glue), nails, mini-lumber, leftover cloth
pieces, examples of painted or varnished wood.
 Activities:
1. Short Lecture (5 min): Different joining methods—wood glue for wood, epoxy
for metal, sewing seams for cloth.
2. Practical (15 min): Students practise a simple “glue two wooden blocks” or
“stitch a short seam.”
3. Discussion (5 min): Show finishing on wood (sandpaper + varnish) or finishing
edges on cloth (hems).
4. Past Question Practice (5 min): “Explain how to join two pieces of wood with
nails, step by step.”
 Evaluation: Each student quickly writes the steps in the correct order.

WEEK 4: STRAND 4 (TECHNOLOGY)

Day 1
  Topic Focus: Simple Structures & Mechanisms (Frames, Levers)
 Objectives:
1. Define structural terms (frame vs. shell).
2. Demonstrate how a lever or pulley system works.
 Resources: Simple lever set (ruler pivoted on a small block), pictures of building frames.
 Activities:
1. Demo (5 min): Teacher shows a simple lever (fulcrum, effort, load).
2. Student Experiment (15 min): They place small weights on each side, see how
load changes with pivot distances.
3. Brief Discussion (5 min): Real-world examples: seesaws, door hinges, farmland
water-lifting.
4. Recap (5 min): Emphasize how exam answers might ask for a labeled diagram
and an example.
 Evaluation: Students label a quick sketch of the lever system.

Day 2

 Topic Focus: Electric/Electronic Systems (Basic Circuits)

 Objectives:
1. Understand components of a simple DC circuit (battery, bulb, switch, cables).
2. Practise safe handling and assembly.
 Resources: Low-voltage batteries, small bulbs, wires, simple switches.
 Activities:
1. Safety Check (5 min): Teacher reiterates hazard of short circuits, no metal near
battery terminals, etc.
2. Build-a-Circuit (15 min): Students in pairs connect battery → switch → bulb.
Check if it lights up.
3. Discussion (5 min): Problems if it doesn’t light (loose wire, polarity).
4. Q&A (5 min): Marking scheme tip: always label circuit diagram carefully.
 Evaluation: Students each draw their correct circuit to hand in.

Day 3

 Topic Focus: Revision & Past Questions for Technology

 Objectives:
1. Solve exam-style questions about structures and circuits.
2. Strengthen written explanations for mechanical or electrical principles.
 Resources: Selected past questions, worksheets with sample diagrams.
 Activities:
1. Individual Attempt (10 min): Students do 2–3 short-answer past questions.
2. Peer Swap (10 min): Exchange answers, use a marking guide (teacher-provided)
to grade.
3. Whole-Class Feedback (10 min): Teacher clarifies common mistakes.
4. Wrap-Up (5 min): Students reflect on how to structure solutions better.
 Evaluation: Quick improvement in next practice question attempt.
WEEK 5: STRAND 5 (DESIGNING & MAKING)
Day 1

 Topic Focus: Communicating Designs (Drawing, Lettering, Lines)

 Objectives:
1. Practise drawing shapes with correct line types (construction lines, outlines).
2. Use neat lettering for labels.
 Resources: Drawing paper, pencils, T-rules, set squares if possible.
 Activities:
1. Starter (5 min): Teacher models line types on the board (thick outline, dashed,
center lines).
2. Sketch Activity (15 min): Students draw a simple box or cylinder, label
dimensions with neat lettering.
3. Peer Review (5 min): They exchange and check line clarity.
4. Recap (5 min): Teacher highlights marking scheme points for labeling.
 Evaluation: Students keep final sketches in a folder.

Day 2

 Topic Focus: Designing (Briefs, Idea Generation)

 Objectives:
1. Understand components of a design brief (need, target user, constraints).
2. Generate multiple ideas for a single problem.
 Resources: Example design briefs or real problem scenario.
 Activities:
1. Presentation (5 min): Teacher shows a sample brief: “Design a small stool for a
child.”
2. Group Brainstorm (10 min): Each group forms 2–3 design ideas.
3. Idea Sharing (10 min): Groups present. Teacher encourages creative variations.
4. Reflection (5 min): Link to exam questions requiring a quick “design brief”
format.
 Evaluation: Written mini-brief for a chosen project.

Day 3

 Topic Focus: Planning & Making Artefacts (Food, Sewing, Wood)

 Objectives:
1. Outline steps for producing an item (from measuring to finishing).
2. Emphasize sequence (the marking scheme approach).
 Resources: Photos of an item being made step-by-step.
 Activities:
1. Class Discussion (10 min): Summarize planning steps for either a snack or small
wood object.
 2. Sequencing Task (10 min): Hand out strips with out-of-order steps. Students
reorder them.
3. Exemplar Comparison (5 min): Show an example solution from past marking
scheme.
4. Wrap-Up (5 min): Reinforce that correct order + short reasons = high marks.
 Evaluation: Students write the steps clearly in an exercise book.

WEEK 6: STRAND 6 (ENTREPRENEURIAL SKILLS)

Day 1

 Topic Focus: Career Pathways & Opportunities

 Objectives:
1. Explore various industries (catering, dressmaking, carpentry, electronics).
2. Identify personal interests and relevant local opportunities.
 Resources: Short local industry profiles, or invite a local entrepreneur.
 Activities:
1. Career Brainstorm (5 min): Students call out jobs possible with CT skills.
2. Guest/Video (10 min): If possible, show a short clip or story of a local
craftsperson.
3. Reflection (10 min): Students write 3 personal interests and how they link to a
future career.
4. Group Share (5 min): Some volunteers share.
 Evaluation: Everyone has a short “career interest note” in their notebook.

Day 2

 Topic Focus: Establishing & Managing a Small Business Enterprise

 Objectives:
1. Understand concept of entrepreneurship, risk-taking, creativity.
2. Learn basic record-keeping (income, expenses, profit).
 Resources: Sample “cash book” or table.
 Activities:
1. Teacher Explanation (5 min): Definitions of entrepreneur, success traits.
2. Mock Ledger (15 min): Students practise entering transactions (buy material =
expense, sell product = income).
3. Discussion (5 min): Why keep records accurate? Link to exam question
examples.
4. Q&A (5 min): “What might happen if you never track your expenses?”
 Evaluation: Collect ledgers, quickly check correctness.

Day 3
  Topic Focus: Revision of Entrepreneurship & Past Questions
 Objectives:
1. Solve exam-style questions about marketing, business plan.
2. Compare answers to marking scheme.
 Resources: Past question handouts.
 Activities:
1. Individual Attempt (10 min): Students answer a short question on “advantages
of being an entrepreneur.”
2. Group Marking (10 min): They exchange scripts, teacher projects marking
scheme bullets.
3. Whole-Class Feedback (10 min): Common pitfalls: missing “innovation,”
“finance management.”
4. Reflection (5 min): Students note any improvements.
 Evaluation: Next session, see if they can incorporate feedback.

WEEK 7: COMPREHENSIVE RECAP & PRACTICAL

DEMONSTRATIONS
Day 1

 Topic Focus: Rapid-Fire Revision (All Strands)

 Objectives:
1. Consolidate knowledge from all previous weeks.
2. Diagnose any weak areas quickly.
 Resources: Flashcards with short questions (tool identification, steps).
 Activities:
1. Rapid Quiz (10 min): Each student answers 5 flashcard questions.
2. Group Correction (10 min): Students read out correct answers, teacher clarifies.
3. Small Discussion (10 min): “Which strand do you find hardest?” Groups identify
reasons.
4. Teacher Guidance (5 min): Plan next practical day based on common
weaknesses.
 Evaluation: Tally which topics are most missed.

Day 2

 Topic Focus: Practical Stations (Cooking, Sewing, Wood Joinery, Simple Circuit)
 Objectives:
1. Review processes physically.
2. Reinforce safety, correct sequences.
 Resources: Setup 2–4 stations, each with minimal needed materials.
 Activities:
 1. Station Rotation (25 min): In small groups, each group does quick tasks (e.g.,
measure and cut a small piece of fabric, wire a bulb, etc.).
2. Peer Discussion (10 min): Groups share one challenge faced at each station.
 Evaluation: Observational checklist: teacher verifies each group’s safe technique.

Day 3

 Topic Focus: Feedback & Re-teaching Weak Areas

 Objectives:
1. Provide clarifications on missed competencies.
2. Prepare them for next week’s mock tests.
 Resources: Custom mini-worksheets targeted at problem topics.
 Activities:
1. Review Session (15 min): Teacher re-explains 2–3 tricky concepts (e.g.,
advanced finishing, record-keeping details).
2. Practice (10 min): Students do guided exercises on these trouble areas.
3. Q&A (5 min): Encourage questions.
 Evaluation: Check for improvement by a quick test (2–3 short questions).

WEEK 8: MOCK TESTS & FINAL WRAP-UP

Day 1

 Topic Focus: Mock Multiple-Choice Test

 Objectives:
1. Simulate real exam conditions.
2. Let students practise time management.
 Resources: 30–40 MCQ set from past questions.
 Activities:
1. Test (30 min): Students attempt MCQs under timed conditions.
2. Self or Peer Mark (10 min): Teacher goes through correct answers quickly.
3. Reflection (5 min): Students note their weak question categories.
 Evaluation: Teacher records results for analysis.

Day 2

 Topic Focus: Structured & Essay Practice

 Objectives:
1. Write clear step-by-step answers in 2–3 scenario-based questions.
2. Check alignment with marking scheme requirements.
 Resources: Printed short-answer or essay questions from past papers.
 Activities:
1. Test (25 min): Students pick 1 or 2 questions to answer thoroughly.
 2. Marking Scheme Review (10 min): Teacher highlights key points expected.
3. Whole-Class Discussion (5 min): Students share good phrases or steps to earn
full marks.
 Evaluation: Teacher collects and does a quick feedback round next session.

Day 3

 Topic Focus: Feedback, Corrections, and Final Tips

 Objectives:
1. Clarify last misconceptions from mock tests.
2. Provide final revision tips (exam technique, structure).
 Activities:
1. Teacher-led Corrections (15 min): Go over common mistakes in essay answers.
2. Top 5 Advice (10 min): Class suggests best practices for exam day—timing,
reading questions carefully, including diagrams.
3. Positive Closure (5 min): Encourage confidence, remind them of the progress
made.
 Evaluation: Students leave with a short “Exam Readiness Checklist.”

Additional Notes
 You can shift or combine certain sessions if you have more or fewer class days.
 Always keep sessions interactive: demonstration, group tasks, quick quizzes.
 Keep referencing marking schemes so students see the link between these practical
lessons and how to earn top marks in the final exam.