FAYOL INC.

0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 1
Week Ending: 30-06-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Design
Content Standard: Lesson:
Indicator:
B8.5.2.1 Demonstrate knowledge and
B8.5.2.1.1: Write a design brief
skills of Designing 1 of 1
Performance Indicator: Core Competencies:
Learners can write a design brief CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 65

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Brainstorm learners to observe and identify problem Pictures and
LEARNING situations in the environment. charts of food

Engage them to write the problem situation.

Let them state a suitable design brief to address the

problem.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 30-06-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Design
Content Standard: Lesson:
Indicator:
B8.5.2.1 Demonstrate knowledge and
B8.5.2.1.2: Research into design problems
skills of Designing 2 of 2
Performance Indicator: Core Competencies:
Learners can research into design problems CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 65

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Develop analysis chart of the problem. Pictures and
LEARNING charts of food
State questions to address the analysis chart.

Conduct a research into the problem analysis through

prepared questionnaires and interview guides.

Develop observation schedules and take photos/make

sketches.

Analyse the research data and write a report. 6. Present

report for appraisal
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 2
Week Ending: 07-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Design
Content Standard: Lesson:
Indicator:
B8.5.2.1 Demonstrate knowledge and
B8.5.2.1.3: Write Design Specifications
skills of Designing 1 of 1
Performance Indicator: Core Competencies:
Learners can write a design specifications CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 65

Phase/Duration Learners Activities Resources

PHASE 1: Begin the lesson by engaging the students in a discussion
STARTER about artifacts. Ask questions such as:

What is an artifact?
 Can you give examples of different types of artifacts?
 Why are artifacts important in our culture and history?

Explain that in this lesson, students will explore the process

of designing and making their own artifacts.
PHASE 2: NEW Introduce the concept of design and its role in creating Pictures and
LEARNING artifacts. Discuss the elements of design, such as shape, charts of food
color, texture, and pattern.

Show examples of different artifacts, highlighting their unique

designs and the materials used.

Assign each student or group of students a specific artifact

type (e.g., jewelry, sculpture, functional object).

Instruct students to research and collect visual references of

artifacts within their assigned category, focusing on design
elements and techniques used.

Brainstorm learners to observe and identify problem

situations in the environment. Engage them to write the
problem situation
Example:
 Excessive plastic waste generated at a local park due to lack of
recycling facilities.
 Inefficient public transportation system causing long waiting times
and overcrowding during peak hours.
 Limited accessibility for individuals with disabilities in public spaces
such as sidewalks and parks.

Brainstorm learners to explain design brief.

A design brief is a document that outlines the objectives, requirements,
and constraints of a design project.

Guide learners to write a suitable design brief to address the

problems identified above.
Examples:
 Design and make comprehensive recycling system for the park that
encourages visitors to properly dispose of their plastic waste and
promotes sustainable practices.
 Develop an innovative solution to optimize the public transportation
system, reducing wait times, improving passenger flow, and
enhancing the overall user experience.
 Design and inclusive and accessible infrastructure for public spaces,
ensuring that individuals with disabilities can navigate freely and
safely, incorporating features such as ramps, tactile indicators, and
appropriate signage

Brainstorm and guide learners to discuss the meaning of

design specification.
A design specification is a detailed document that outlines the specific
requirements, characteristics, and features of a product, system, or
design solution.

Guide learners to develop and write the design specifications

based on the areas analyzed, to serve as a guide for idea
generation.
Example:
Design Specification 1: Waste Management System

 The waste management system should be able to handle

different types of waste, including recyclables, organic waste,
and non-recyclable waste.
 It should promote proper segregation of waste at the source
to facilitate recycling and reduce landfill waste.
 The system should be scalable and adaptable to different
community sizes and waste generation rates.

Give reasons for the specifications developed.

Assessment
1. What is the purpose of design specifications in the
design process?
2. What are functional requirements, and why are they
important in design specifications?
3. How do performance requirements contribute to the
overall quality of a design solution?
4. Why is it essential to include user requirements in
design specifications?
5. What role do compliance and standards play in design
specifications?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 07-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Design
Content Standard: Indicator: Lesson:
B8.5.2.1 Demonstrate knowledge and B8.5.2.1.4: Generate Ideas/possible
skills of Designing solutions 2 of 2
Performance Indicator: Core Competencies:
Learners can generate Ideas/possible solutions CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 65

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Learners in their groups develop and write the design Pictures and
LEARNING specifications based on the areas analyzed, to serve as a charts of food
guide for idea generation.
Design Specification 2: Transportation Solution

 The transportation solution should provide reliable and

affordable transportation options to connect underserved
areas with major destinations, such as schools, workplaces,
and commercial centers.
 It should prioritize accessibility for individuals with mobility
challenges, including wheelchair users, by ensuring vehicles
and infrastructure are designed to accommodate their needs.
 The transportation solution should consider sustainability by
incorporating eco-friendly technologies, such as electric or
hybrid vehicles, and promoting the use of public
transportation to reduce traffic congestion and carbon
emissions.

Use freehand to sketch at least three possible

ideas/solutions.

Write descriptive/annotated notes on each of the generated

ideas

Compare and select the best idea or design

Develop the selected idea and prepare the working drawings

and folios.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 3
Week Ending: 14-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Design
Content Standard: Indicator: Lesson:
B8.5.2.1 Demonstrate knowledge and B8.5.2.1.5: Make artefact using resistant
skills of Designing materials 1 of 1
Performance Indicator: Core Competencies:
Learners can make artefact using resistant materials CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 66

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Study the design folios with reference to the design, working Pictures and
LEARNING drawings and cutting list developed in communication design. charts of food

Identify the materials, tools and manufacturing processes

involved, and check the conditions suitable for working.

Organize the working environment to ensure health and

safety during the making of the artefact.

Undertake in sequence the making of the artefact using the

appropriate materials, tools and processes suitable for the
design.

Select the appropriate finishing materials and apply on

artefact
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 14-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Design
Content Standard: Indicator: Lesson:
B8.5.2.1 Demonstrate knowledge and B8.5.2.1.6: Test and evaluate made
skills of Designing products/artefacts 2 of 2
Performance Indicator: Core Competencies:
Learners can test and evaluate made products/artefacts CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 66

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Test the artefact using the design specifications as a guide. Pictures and
LEARNING E.g., check shape, function, finish, material charts of food

State the strengths and weaknesses of the artefact and

verify.

State the proposed suggestions for modifications on the

artefact.

Rate the quality of the artefact as excellent, very good, good,

fair or poor.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 4
Week Ending: 21-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Planning For Making Artefacts
Content Standard: Indicator: Lesson:
B8.5.3.1 Demonstrate understanding of planning B8.5.3.1.1: Plan and make wooden,
for making artefacts/products and table setting metal/plastic artefacts 1 of 2
Performance Indicator: Core Competencies:
Learners can plan and make wooden, metal/plastic artefacts CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 66

Phase/Duration Learners Activities Resources

PHASE 1: Begin the lesson by introducing the project to the learners.
STARTER Explain that they will be planning and creating a named
wooden artefact using basic design skills.

Share the objective of the lesson and explain the importance

of planning and measurement in design and woodworking.
PHASE 2: NEW Engage learners in a discussion to generate ideas for the Sketching paper
LEARNING wooden artefacts learners would like to create. Encourage Pencils, Rulers
creativity and remind them to consider their skill level and Woodworking
available materials. tools

Emphasize that the artefact should have their name or initials

incorporated into the design.

Let learners sketch their design ideas on paper, considering

the size, shape, and placement of their name or initials.

Remind learners to include measurements and notes about

the materials they will need.

Have learners share their design sketches with the class,

explaining their ideas and reasoning behind their design
choices.

Provide wood blocks or pieces of various sizes and types.

Instruct learners to select the appropriate piece of wood for
their project, considering the size, shape, and desired finish
of the artefact.

Teach learners how to measure and mark the dimensions of

their artefact on the selected wood using rulers and pencils.

Emphasize the importance of accuracy and encourage

learners to double-check their measurements before
proceeding.
 Demonstrate basic woodworking techniques such as sawing,
sanding, and chiseling, based on the design requirements of
the artefacts.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 21-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Planning For Making Artefacts
Content Standard: Indicator: Lesson:
B8.5.3.1 Demonstrate understanding of planning B8.5.3.1.1: Plan and make wooden,
for making artefacts/products and table setting metal/plastic artefacts 1 of 1
Performance Indicator: Core Competencies:
Learners can plan and make wooden, metal/plastic artefacts CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 66

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Provide guidance and support as learners work on cutting Sketching paper
LEARNING and shaping their wooden pieces. Pencils, Rulers
Woodworking
Guide learners to glue and secure the various components tools
of their artefact together, paying attention to the placement
of their name or initials.

Encourage learners to add personal touches, such as

decorative carvings or engravings, if time allows.

Support learners in completing their wooden artefacts,

ensuring all components are securely attached and any
desired finishing touches are applied.

Lead a class discussion where learners can reflect on their

design choices, the challenges they encountered, and the
skills they developed during the project.

Encourage learners to share their completed artefacts and

explain the significance of their design.

Provide an opportunity for learners to present their named

wooden artefacts to the class, showcasing their creativity
and craftsmanship.

Assessment
Display the completed artefacts in the school, such as a
showcase or exhibition, for other learners and staff to
appreciate.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 5
Week Ending: 28-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Planning For Making Artefacts
Content Standard: Indicator: Lesson:
B8.5.3.1 Demonstrate understanding of planning B8.5.3.1.2: Plan and make building
for making artefacts/products and table setting artefacts 1 of 2
Performance Indicator: Core Competencies:
Learners can plan and make building artefacts CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 66

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Ask the learners if they have ever thought about the Pictures and
LEARNING different materials used in construction and why certain charts of food
materials are chosen for specific projects.

Show the samples of cement, sand, and stones to the

learners.

Discuss the properties of each material, such as:

 Cement: Binding properties, strength, durability when
hardened
 Sand: Grain size, cohesiveness, stability as a base
material
 Stones: Hardness, shape, weight-bearing capacity

Encourage learners to ask questions and provide examples

of how these materials are used in construction.

Divide the learners into small groups.

Assign each group a specific building material (cement, sand,
stones, etc.).

Instruct the groups to create a chart or poster displaying the

properties of their assigned material.

Provide chart paper or large poster paper, markers, and

other necessary materials.

Allow time for the groups to research and gather

information on their material's properties and create their
charts.
 Each group should present their chart to the class,
highlighting the important properties of the material.

Assessment
1. What are the properties of cement, sand, and stones used
in construction?
2. Name one property of cement that contributes to its
strength and durability when hardened.
3. What are some factors to consider when choosing
materials for a building project?
4. Give an example of an environmental impact that can be
considered when selecting building materials.
5. Why is it important to understand the properties of
building materials before starting a construction project?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 28-07-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Planning For Making Artefacts
Content Standard: Indicator: Lesson:
B8.5.3.1 Demonstrate understanding of planning B8.5.3.1.2: Plan and make building
for making artefacts/products and table setting artefacts 2 of 2
Performance Indicator: Core Competencies:
Learners can plan and make building artefacts CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 66

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Discuss the factors to consider when choosing materials for Pictures and
LEARNING a building project, such as: charts of food
 Strength and durability requirements
 Cost-effectiveness
 Availability of materials
 Environmental impact
 Aesthetic considerations

Engage the learners in a discussion on how these factors

influence the choice of materials for different projects.

Present a hypothetical building project and ask the learners

to discuss and justify the materials they would choose for
that project based on the given factors.

Divide the learners into pairs or small groups.

Assign each group a simple building project, such as a wall,
or house.

Instruct the groups to create a mock-up or model of their

assigned project using construction paper, scissors, glue,
rulers, and other materials.

Encourage creativity and attention to detail in representing

the chosen materials in their mock-ups.

Allow time for the groups to complete their mock-ups.

Provide an opportunity for each group to present their
mock-up, explaining the materials they used and why they
chose them.

Assessment
1. What are some examples of simple building projects that
can be made as mock-ups?
 2. Explain the process of creating a chart on the properties
of building materials.
3. How can the choice of materials affect the cost-
effectiveness of a building project?
4. Discuss one reason why the weight-bearing capacity of
stones is an important property in construction.
5. What skills or knowledge can be gained by making mock-
ups of building projects?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 6
Week Ending: 04-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Making Artefacts
Content Standard:
Indicator: Lesson:
B8.5.4.1 Demonstrate understanding of
B8.5.4.1.3: Make artefacts/products using
designing artefacts/ products, and
wood, metal/plastics 1 of 2
models and table setting
Performance Indicator: Core Competencies:
Learners can make artefacts/products using wood, metal/plastics CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 60

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Have learners discuss the importance of workshop organization,

emphasizing efficiency and safety.

Share performance indicators with learners.

PHASE 2: NEW Divide the learners into groups and assign them specific areas of Pictures and
LEARNING the workshop to organize. charts

Task learners to arrange tools and materials in a neat and orderly

manner, ensuring easy access and safe storage.

Distribute cutting lists and working drawings to each group.

Explain how to read and interpret dimensions on the documents,

emphasizing the importance of accuracy.

Instruct the learners to check the dimensions on the cutting list

and working drawings to ensure they have a clear understanding.

Address any questions or difficulties the learners may have.

Explain the step-by-step operation sequence for creating the

chosen artifact, as mentioned in the lesson activities.

Demonstrate each step, including preparing workpieces,

measuring, marking out, cutting to size, cutting joints, and
assembling parts.
PHASE 3: Use peer discussion and effective questioning to find out from
REFLECTION learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily lives.
Week Ending: 04-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Designing & Making Of Artefacts
Class: B8 Class Size: Sub Strand: Make Artefacts
Content Standard:
Indicator: Lesson:
B8.5.4.1 Demonstrate understanding of
B8.5.4.1.3: Make artefacts/products using
designing artefacts/ products, and
wood, metal/plastics 2 of 2
models and table setting
Performance Indicator: Core Competencies:
Learners can make artefacts/products using wood, metal/plastics CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Reference: Career Technology Curriculum Pg. 60

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Introduce the essential tools used for working with wood, Pictures and
LEARNING metal, and plastic. charts

Demonstrate basic techniques such as cutting, drilling, filing,

and sanding for each material.

Discuss safety precautions and proper tool handling

techniques.

Divide learners into small groups and provide them with a

specific material to work with.

Allow learners to practice using the tools and techniques

learned.

Review the characteristics and properties of wood, metal,

and plastic.

Introduce the design process, including brainstorming,

sketching, and prototyping.

Encourage learners to think creatively and develop their

own unique artefact ideas.

Guide learners in creating initial sketches and discussing

their designs with peers.

Provide feedback and suggestions to help learners refine

their designs.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 7
Week Ending: 11-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Career Pathways
Content Standard:
Indicator: Lesson:
B8.6.1.1 Demonstrate knowledge of
B8.6.1.1.1: Explore the various career pathways
career opportunities in Career
and opportunities in Career Technology 1 of 2
Technology
Performance Indicator:
Core Competencies:
Learners can explore the various career pathways and opportunities in
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Career Technology
Reference: Career Technology Curriculum Pg. 60

Phase/Duration Learners Activities Resources

PHASE 1: Begin the lesson by asking learners to brainstorm different
STARTER careers that involve working with wood, metal, or blocks.

Write down their responses on the board or a chart paper.

Share performance indicators with learners.

PHASE 2: NEW Introduce the concept of career pathways and explain that Pictures and
LEARNING careers in wood, metal, and block work fall under the charts
Career Technology umbrella.

Discuss the importance of these industries and how they

contribute to various sectors such as construction,
manufacturing, and design.

Provide learners with a list of careers related to wood,

metal, and block work (e.g., carpenter, welder, mason,
furniture designer).

In pairs or small groups, ask learners to match each career

with the corresponding pathway (e.g., apprenticeship,
vocational training, and college degree).

Encourage learners to research and discuss the skills and

qualifications needed for each pathway.

Discuss the skills and values that are essential for success in
wood, metal, and block work careers.

Ask learners to identify and list the skills (e.g., technical

skills, problem-solving, and attention to detail) and values
(e.g., craftsmanship, safety, teamwork) associated with these
careers.
 Allow learners to share their lists and facilitate a class
discussion on the importance of these skills and values in the
workplace.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 11-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Career Pathways
Indicator:
Content Standard: Lesson:
B8.6.1.1.1: Explore the various career
B8.6.1.1 Demonstrate knowledge of career
pathways and opportunities ins Career
opportunities in Career Technology 2 of 2
Technology
Performance Indicator:
Core Competencies:
Learners can examine the skills and values needed for the career
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
pathways identified
Reference: Career Technology Curriculum Pg. 60

Phase/Duration Learners Activities Resources

PHASE 1: Review the careers identified in the previous lesson that
STARTER involve wood, metal, and block work.

Share performance indicators with learners.

PHASE 2: NEW Explain the importance of acquiring specific skills and values Pictures and
LEARNING in wood, metal, and block work careers. charts

Discuss how these skills and values contribute to the quality

of work, safety, and career advancement in these industries.

Provide learners with a list of skills and values associated

with wood, metal, and block work careers (e.g.,
craftsmanship, problem-solving, time management, attention
to detail).

Ask learners to reflect individually on their own strengths

and areas for improvement in relation to these skills and
values.

Divide learners into small groups. Let them examine their

interests, skills and values in the light of the career
opportunities.
E.g. - What are your top skills?
- What interests you the most?

Facilitate a discussion where learners can exchange ideas and

suggestions for improving or acquiring the necessary skills
and values.

Assessment
Ask learners to individually set one goal for improving a skill
or value related to wood, metal, or block work.

Allow learners to share their goals and strategies with the

class.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 8
Week Ending: 18-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Carrier Pathways
Content Standard: Indicator:
B8.6.1.1 Demonstrate knowledge of B8.6.1.1.1: Explore the various career Lesson:
career opportunities in Career pathways and opportunities in Career 1 of 2
Technology Technology
Performance Indicator:
Core Competencies:
Learners can explore the various career pathways and opportunities in
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Career Technology
Reference: Career Technology Curriculum Pg. 64

Phase/Duration Learners Activities Resources

PHASE 1: Begin the lesson by asking learners to brainstorm different
STARTER careers that involve working with wood, metal, or blocks.

Write down their responses on the board or a chart paper.

Share performance indicators with learners.

PHASE 2: NEW Introduce the concept of career pathways and explain that Pictures and
LEARNING careers in wood, metal, and block work fall under the charts of food
Career Technology umbrella.

Discuss the importance of these industries and how they

contribute to various sectors such as construction,
manufacturing, and design.

Provide learners with a list of careers related to wood,

metal, and block work (e.g., carpenter, welder, mason,
furniture designer).

In pairs or small groups, ask learners to match each career

with the corresponding pathway (e.g., apprenticeship,
vocational training, and college degree).

Encourage learners to research and discuss the skills and

qualifications needed for each pathway.

Discuss the skills and values that are essential for success in
wood, metal, and block work careers.

Ask learners to identify and list the skills (e.g., technical

skills, problem-solving, and attention to detail) and values
(e.g., craftsmanship, safety, teamwork) associated with these
careers.
 Allow learners to share their lists and facilitate a class
discussion on the importance of these skills and values in the
workplace.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 18-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Career Pathways
Indicator:
Content Standard: Lesson:
B8.6.1.1.1: Explore the various career
B8.6.1.1 Demonstrate knowledge of career
pathways and opportunities ins Career
opportunities in Career Technology 2 of 2
Technology
Performance Indicator:
Core Competencies:
Learners can examine the skills and values needed for the career
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
pathways identified
Reference: Career Technology Curriculum Pg. 60

Phase/Duration Learners Activities Resources

PHASE 1: Review the careers identified in the previous lesson that
STARTER involve wood, metal, and block work.

Share performance indicators with learners.

PHASE 2: NEW Explain the importance of acquiring specific skills and values Pictures and
LEARNING in wood, metal, and block work careers. charts

Discuss how these skills and values contribute to the quality

of work, safety, and career advancement in these industries.

Provide learners with a list of skills and values associated

with wood, metal, and block work careers (e.g.,
craftsmanship, problem-solving, time management, attention
to detail).

Ask learners to reflect individually on their own strengths

and areas for improvement in relation to these skills and
values.

Divide learners into small groups. Let them examine their

interests, skills and values in the light of the career
opportunities.
E.g. - What are your top skills?
- What interests you the most?

Facilitate a discussion where learners can exchange ideas and

suggestions for improving or acquiring the necessary skills
and values.

Assessment
Ask learners to individually set one goal for improving a skill
or value related to wood, metal, or block work.

Allow learners to share their goals and strategies with the

class.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.
Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 9
Week Ending: 25-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Business Enterprises
Content Standard: Indicator:
B8.6.2.1 Demonstrate understanding of B8.6.2.1.1: Explain what is meant by Lesson:
establishing and managing micro and small Micro, Small and Medium-sized Business 1 of 2
business enterprises. Enterprises
Performance Indicator:
Core Competencies:
Learners can explain what is meant by Micro, Small and Medium-sized
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Business Enterprises
Reference: Career Technology Curriculum Pg. 75

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Explain what is meant by business enterprises and their Pictures and
LEARNING importance to the economy. Here, mention Micro, Small and charts
Medium-sized Business Enterprises (MSMEs), and their
contribution to economic development and job creation.

• A micro business enterprise is a business with a capital of up to

10,000 Cedis with a work force of 1 to 5 and uses simple
technology.
• Small business enterprise is a business with a capital of up to
100,000 Cedis with a work force of 6 to 29 and use appropriate
technology.
• Medium-sized business enterprise is a business with a capital of
more than 100,000 Cedis with a work force of 30 plus and uses
intermediate technology.

Divide the learners into groups and have them discuss what
they understand by Micro, Small and Medium-sized Business
Enterprises. Provide each group with the following guiding
questions:

What might be the differences between micro, small, and

medium enterprises?
How might the size of these businesses affect their
operations?

Have each group present a summary of their discussion and

note down the key points on the board.
 Ask each group to identify and list businesses in their
community that they think fit into the categories of micro,
small, and medium-sized enterprises.

Assessment
1. What are Micro, Small, and Medium-sized Business
Enterprises (MSMEs)?

2. How would you differentiate between micro, small, and

medium-sized enterprises?

3. Why are MSMEs important for a country's economy?

4. Name two businesses in your community and categorize

them as either micro, small, or medium enterprises.
Explain why you categorized them as you did.

5. List and briefly explain the steps involved in setting up a

micro or small business.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 25-08-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Business Enterprises
Content Standard: Indicator:
B8.6.2.1 Demonstrate understanding of B8.6.2.1.1: Explain what is meant by Lesson:
establishing and managing micro and small Micro, Small and Medium-sized Business 1 of 2
business enterprises. Enterprises
Performance Indicator:
Core Competencies:
Learners can explain what is meant by Micro, Small and Medium-sized
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Business Enterprises
Reference: Career Technology Curriculum Pg. 75

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Ask each group to identify and list businesses in their Pictures and
LEARNING community that they think fit into the categories of micro, charts
small, and medium-sized enterprises.

Ask learners to share their findings and explain why they

categorized the businesses as they did. You should correct
any misconceptions, using this as an opportunity to provide
the correct categorizations based on number of employees,
turnover, or any other criteria in your local context.

Explain the steps involved in setting up a micro and small

business enterprise. Make sure to cover the following points:
idea generation, market research, business planning,
financing, setting up operations, marketing and sales, and
business management.

Ask the groups to imagine they are starting a micro or small

business. They should discuss the steps they would need to
take to make their business a reality.

Ask groups to present their hypothetical business plans,

discussing the steps they've taken. Use this as an opportunity
to correct any misconceptions and to highlight the key steps
involved in setting up a micro or small business.

Assessment
1. If you were to start a small business, what type of
business would it be and why?

2. What factors would you consider when planning to start

a micro or small business?
 3. How can micro and small enterprises contribute to job
creation?

4. Why is market research important when planning to

start a business?

5. What are some of the challenges you might face when

setting up a micro or small business?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 10
Week Ending: 01-09-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Business Enterprises
Content Standard: Indicator:
B8.6.2.1 Demonstrate understanding of B8.6.2.1.1: Explain what is meant by Lesson:
establishing and managing micro and small Micro, Small and Medium-sized Business 1 of 2
business enterprises. Enterprises
Performance Indicator:
Core Competencies:
Learners can explain what is meant by Micro, Small and Medium-sized
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Business Enterprises
Reference: Career Technology Curriculum Pg. 75

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Explain what is meant by business enterprises and their Pictures and
LEARNING importance to the economy. Here, mention Micro, Small and charts
Medium-sized Business Enterprises (MSMEs), and their
contribution to economic development and job creation.

• A micro business enterprise is a business with a capital of up to

10,000 Cedis with a work force of 1 to 5 and uses simple
technology.
• Small business enterprise is a business with a capital of up to
100,000 Cedis with a work force of 6 to 29 and use appropriate
technology.
• Medium-sized business enterprise is a business with a capital of
more than 100,000 Cedis with a work force of 30 plus and uses
intermediate technology.

Divide the learners into groups and have them discuss what
they understand by Micro, Small and Medium-sized Business
Enterprises. Provide each group with the following guiding
questions:

What might be the differences between micro, small, and

medium enterprises?
How might the size of these businesses affect their
operations?

Have each group present a summary of their discussion and

note down the key points on the board.
 Ask each group to identify and list businesses in their
community that they think fit into the categories of micro,
small, and medium-sized enterprises.

Assessment
1. What are Micro, Small, and Medium-sized Business
Enterprises (MSMEs)?

2. How would you differentiate between micro, small, and

medium-sized enterprises?

3. Why are MSMEs important for a country's economy?

4. Name two businesses in your community and categorize

them as either micro, small, or medium enterprises.
Explain why you categorized them as you did.

5. List and briefly explain the steps involved in setting up a

micro or small business.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 01-09-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Entrepreneurial Skills
Class: B8 Class Size: Sub Strand: Business Enterprises
Content Standard: Indicator:
B8.6.2.1 Demonstrate understanding of B8.6.2.1.1: Explain what is meant by Lesson:
establishing and managing micro and small Micro, Small and Medium-sized Business 1 of 2
business enterprises. Enterprises
Performance Indicator:
Core Competencies:
Learners can explain what is meant by Micro, Small and Medium-sized
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
Business Enterprises
Reference: Career Technology Curriculum Pg. 75

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Ask each group to identify and list businesses in their Pictures and
LEARNING community that they think fit into the categories of micro, charts
small, and medium-sized enterprises.

Ask learners to share their findings and explain why they

categorized the businesses as they did. You should correct
any misconceptions, using this as an opportunity to provide
the correct categorizations based on number of employees,
turnover, or any other criteria in your local context.

Explain the steps involved in setting up a micro and small

business enterprise. Make sure to cover the following points:
idea generation, market research, business planning,
financing, setting up operations, marketing and sales, and
business management.

Ask the groups to imagine they are starting a micro or small

business. They should discuss the steps they would need to
take to make their business a reality.

Ask groups to present their hypothetical business plans,

discussing the steps they've taken. Use this as an opportunity
to correct any misconceptions and to highlight the key steps
involved in setting up a micro or small business.

Assessment
1. If you were to start a small business, what type of
business would it be and why?

2. What factors would you consider when planning to start

a micro or small business?
 3. How can micro and small enterprises contribute to job
creation?

4. Why is market research important when planning to

start a business?

5. What are some of the challenges you might face when

setting up a micro or small business?
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
 FAYOL INC. 0547824419

THIRD TERM
WEEKLY LESSON NOTES
WEEK 11
REVISION AND END OF TERM ASSESSMENT
Week Ending: 08-09-2023 Day: Subject: Career Technology
Duration: 60MINS Strand: Strands for the term
Class: B8 Class Size: Sub Strand: Sub strands for the term
Content Standard: Indicator: Lesson:
Demonstrate knowledge and understanding Recall and summarize all what they have
in the topics treated so far. learnt within the term 1 of 2
Performance Indicator:
Core Competencies:
Learners can recall and summarize all what they have learnt within the
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
term
Reference: Career Technology Curriculum Pg. 75

Phase/Duration Learners Activities Resources

PHASE 1: Revise with learners to review their understanding in the
STARTER previous lesson.

Share performance indicators with learners.

PHASE 2: NEW Brainstorm learners to explain what is meant by finishes and Pictures and
LEARNING finishing. charts

Revise with learners to explain what is meant by garnishes.

E.g., Garnishes are small, colorful, bits of food that are used
to enhance the appearance and texture of dishes. Garnishes
provide food with something that adds flavor and decorative
color.

Discuss ways of applying finishing to food products.

Guide learners to identify the types of garnishes

- Savory garnishes: salad, radish, carrots, cucumber, herbs
boiled egg, and tomatoes.
- Sweet garnishes lemon, lime, oranges, berries, grapes, icing,
and currants.

Demonstrate skills of working the following edge finishes.

E.g., binding, hemming, fringing, and pinking.

Ask the learners if they have ever thought about the

different materials used in construction and why certain
materials are chosen for specific projects.

Show the samples of cement, sand, and stones to the

learners.
 Instruct the groups to create a chart or poster displaying the
properties of their assigned material.

Assessment
1. What are the properties of cement, sand, and stones used
in construction?
2. Name one property of cement that contributes to its
strength and durability when hardened.
3. What are some factors to consider when choosing
materials for a building project?
4. Give an example of an environmental impact that can be
considered when selecting building materials.
5. Why is it important to understand the properties of
building materials before starting a construction project?
6. What is meant by garnishing?
7. Identify and explain four finishes and finishing techniques
used in the food industry.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.
Week Ending: 14-09-2023 DAY: Subject: Creative Arts And Design
Duration: 60MINS Strand: Strands for the term
Class: B8 Class Size: Sub Strand: Sub strands for the term
Content Standard: Lesson:
Indicator:
Demonstrate knowledge and understanding
Preparation towards vacation 2 of 2
in the topics treated so far.
Performance Indicator:
Core Competencies:
Learners can answer all end of term assessment questions in their
CP 6.5: CI 5.4: CI 5.2: CI 6.10:
exercise books.
Reference: Career Technology Curriculum Pg. 75

Phase/Duration Learners Activities Resources

PHASE 1: Ask learners to bring and display all the materials Exercise books,
STARTER needed for the assessment. pen, pencils,
erasers, Answer
Educate them on the consequences of examination mal sheets.
practice.
PHASE 2: NEW Engage learners to arrange themselves properly to sit SBA,
LEARNING for the assessment test. Assessment
Questions and
Mark learners answer sheets or exercise books. exercise books.

Fill in learner’s SBA books and report cards.

Distribute learners answer sheets or exercise books

for feedback.
PHASE 3: Use peer discussion and effective questioning to find out
REFLECTION from learners what they have learnt during the lesson.

Take feedback from learners and summarize the lesson.

Ask learners how the lesson will benefit them in their daily
lives.