GRADE 10 METAL TECHNOLOGY SCHEMES OF WORK FOR TERM 1

GRADE 10 METAL TECHNOLOGY SCHEMES OF WORK FOR TERM 1

NAME OF THE TEACHER:………………………………………………………………………………………………………………………………………

SCHOOL:……………………………………………………………………………………………………….. YEAR:………………………………………….

Week	Lesson	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Questions	Learning Experiences	Learning Resources	Assessment	Reflection
1	1	1.0 Fundamentals of Metal Technology	1.1 Introduction to Metal Technology	By the end of the lesson, the learner should be able to define terms used in metal technology.	What is the importance of studying metal technology?	Learner guided to brainstorm on terms (metal, tools, workshop).	Curriculum Design (2024) pg 1; Textbooks	Oral questions
	2			By the end of the lesson, the learner should be able to explain the importance of studying metal technology as a career.		Learner guided to discuss the importance of studying metal technology.	Curriculum Design (2024) pg 1; Career pamphlets	Discussion
	3			By the end of the lesson, the learner should be able to describe businesses related to metal technology.		Learner guided to explore metal technology-related businesses in the community.	Curriculum Design (2024) pg 1; Digital devices	Written notes
	4			By the end of the lesson, the learner should be able to appreciate metal technology in daily life.		Learner guided to visit local metal businesses and share experiences.	Curriculum Design (2024) pg 2; Field report	Field visit report
	5		1.2 Safety at Workshop	By the end of the lesson, the learner should be able to explain safety in a metal workshop.	How does workshop layout impact safety?	Learner guided to brainstorm on aspects of safety (personal, equipment, environment).	Curriculum Design (2024) pg 3; Safety posters	Oral questions
	6			By the end of the lesson, the learner should be able to explore workshop rules and regulations.		Learner guided to search for OSHA rules and regulations.	Curriculum Design (2024) pg 3; OSHA documents	Written quiz
2	1			By the end of the lesson, the learner should be able to describe possible causes of accidents.		Learner guided to discuss possible causes of accidents in a metal workshop.	Curriculum Design (2024) pg 3; Case studies	Discussion
	2			By the end of the lesson, the learner should be able to outline first aid procedures.		Learner guided to demonstrate first aid procedures for accident casualties.	Curriculum Design (2024) pg 3; First Aid Kit	Practical demo
	3			By the end of the lesson, the learner should be able to demonstrate first aid for cuts and burns.		Learner guided to simulate first aid for specific workshop injuries.	Curriculum Design (2024) pg 3; Bandages	Practical
	4			By the end of the lesson, the learner should be able to describe components of a workshop layout.		Learner guided to watch videos on different workshop layouts.	Curriculum Design (2024) pg 3; Video clips	Observation
	5			By the end of the lesson, the learner should be able to visit a workshop to observe safety.		Learner guided to visit a workshop in the locality to observe safety measures.	Curriculum Design (2024) pg 3; Checklist	Field report
	6			By the end of the lesson, the learner should be able to appreciate the importance of safety.		Learner guided to discuss the importance of safety in a metal workshop.	Curriculum Design (2024) pg 3; Reflection journal	Self-reflection
3	1	2.0 Tools and Materials	2.1 Hand tools and bench tools	By the end of the lesson, the learner should be able to identify cutting tools.	What are the benefits of using appropriate tools?	Learner guided to use visual aids/realia to identify cutting tools (hacksaws, files).	Curriculum Design (2024) pg 6; Real tools	Identification
	2			By the end of the lesson, the learner should be able to identify driving tools.		Learner guided to use visual aids/realia to identify driving tools (hammers, mallets).	Curriculum Design (2024) pg 6; Real tools	Identification
	3			By the end of the lesson, the learner should be able to identify holding tools.		Learner guided to use visual aids/realia to identify holding tools (vices, clamps).	Curriculum Design (2024) pg 6; Real tools	Identification
	4			By the end of the lesson, the learner should be able to select tools for a given task.		Learner guided to select appropriate hand tools for specific tasks.	Curriculum Design (2024) pg 6; Tool rack	Selection task
	5			By the end of the lesson, the learner should be able to demonstrate use of cutting tools.		Learner guided to demonstrate safe use of hacksaws and files.	Curriculum Design (2024) pg 6; Metal pieces	Practical
	6			By the end of the lesson, the learner should be able to demonstrate use of driving tools.		Learner guided to demonstrate safe use of hammers and screwdrivers.	Curriculum Design (2024) pg 6; Workpieces	Practical
4	1			By the end of the lesson, the learner should be able to demonstrate use of holding tools.		Learner guided to demonstrate safe use of vices and clamps.	Curriculum Design (2024) pg 6; Bench vice	Practical
	2			By the end of the lesson, the learner should be able to perform a filing task.		Learner guided to perform a filing task using hand tools.	Curriculum Design (2024) pg 6; Files	Practical
	3			By the end of the lesson, the learner should be able to perform a sawing task.		Learner guided to perform a sawing task using a hacksaw.	Curriculum Design (2024) pg 6; Hacksaw	Practical
	4			By the end of the lesson, the learner should be able to perform a drilling task (Hand drill).		Learner guided to use hand drills safely.	Curriculum Design (2024) pg 6; Hand drill	Practical
	5			By the end of the lesson, the learner should be able to maintain cutting tools.	How does care enhance efficiency?	Learner guided to maintain cutting tools (cleaning, sharpening).	Curriculum Design (2024) pg 6; Maintenance kit	Observation
	6			By the end of the lesson, the learner should be able to maintain driving and holding tools.		Learner guided to maintain driving and holding tools.	Curriculum Design (2024) pg 6; Oil/Grease	Observation
5	1			By the end of the lesson, the learner should be able to store hand tools properly.		Learner guided to store hand tools in the workshop (shadow boards, racks).	Curriculum Design (2024) pg 6; Tool storage	Practical
	2			By the end of the lesson, the learner should be able to appreciate the importance of tools.		Learner guided to discuss the value of hand and bench tools.	Curriculum Design (2024) pg 6; Discussion group	Peer review
	3			By the end of the lesson, the learner should be able to identify bench tools (Shears/Snips).		Learner guided to identify and use bench shears/snips.	Curriculum Design (2024) pg 6; Bench shears	Practical
	4			By the end of the lesson, the learner should be able to use chisels safely.		Learner guided to use cold chisels for metal cutting.	Curriculum Design (2024) pg 6; Cold chisels	Practical
	5			By the end of the lesson, the learner should be able to perform a complex task using multiple tools.		Learner guided to combine sawing and filing to shape a metal piece.	Curriculum Design (2024) pg 6; Metal stock	Project
	6			By the end of the lesson, the learner should be able to clean the workbench area.		Learner guided to clean and organize the workbench area after use.	Curriculum Design (2024) pg 6; Cleaning tools	Observation
6	1		2.2 Measuring & Marking Out Tools	By the end of the lesson, the learner should be able to identify measuring tools (Steel rule, Tape).	What are benefits of using appropriate measuring tools?	Learner guided to identify steel rules and measuring tapes using realia.	Curriculum Design (2024) pg 8; Steel rule	Identification
	2			By the end of the lesson, the learner should be able to identify marking out tools (Scriber, Punch).		Learner guided to identify scribers, dot punches, and centre punches.	Curriculum Design (2024) pg 8; Scriber/Punch	Identification
	3			By the end of the lesson, the learner should be able to identify checking tools (Try square, Callipers).		Learner guided to identify try squares, outside and inside callipers.	Curriculum Design (2024) pg 8; Callipers	Identification
	4			By the end of the lesson, the learner should be able to identify layout tools (Surface table, V-block).		Learner guided to identify surface tables, vee-blocks, and angle blocks.	Curriculum Design (2024) pg 8; Surface table	Identification
	5			By the end of the lesson, the learner should be able to discuss the use of measuring tools.		Learner guided to discuss the use of measuring and marking tools.	Curriculum Design (2024) pg 8; Textbooks	Discussion
	6			By the end of the lesson, the learner should be able to demonstrate use of steel rule and scriber.		Learner guided to measure and mark lines using steel rule and scriber.	Curriculum Design (2024) pg 8; Metal sheet	Practical
7	1			By the end of the lesson, the learner should be able to demonstrate use of punches.		Learner guided to use dot and centre punches for marking.	Curriculum Design (2024) pg 8; Hammer/Punch	Practical
	2			By the end of the lesson, the learner should be able to demonstrate use of dividers.		Learner guided to use dividers to scribe circles and arcs.	Curriculum Design (2024) pg 8; Dividers	Practical
	3			By the end of the lesson, the learner should be able to demonstrate use of callipers.		Learner guided to use inside and outside callipers to measure diameters.	Curriculum Design (2024) pg 8; Cylindrical object	Practical
	4			By the end of the lesson, the learner should be able to use odd leg callipers.		Learner guided to use odd leg callipers for marking parallel lines.	Curriculum Design (2024) pg 8; Odd leg callipers	Practical
	5			By the end of the lesson, the learner should be able to use scribing block and surface table.		Learner guided to set up and use a scribing block on a surface table.	Curriculum Design (2024) pg 8; Surface gauge	Practical
	6			By the end of the lesson, the learner should be able to maintain marking out tools.	How does care enhance precision?	Learner guided to maintain and store measuring and marking out tools.	Curriculum Design (2024) pg 8; Oil/Cloth	Observation
8	MID-TERM	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM BREAK	MID-TERM
9	1			By the end of the lesson, the learner should be able to perform a marking out task (Template).		Learner guided to mark out a simple template on sheet metal.	Curriculum Design (2024) pg 8; Sheet metal	Project
	2			By the end of the lesson, the learner should be able to perform a marking out task (Layout).		Learner guided to layout a design on a metal bar.	Curriculum Design (2024) pg 8; Metal bar	Project
	3			By the end of the lesson, the learner should be able to appreciate measuring tools.		Learner guided to acknowledge importance of precision tools.	Curriculum Design (2024) pg 8; Reflection journal	Self-assessment
	4		2.3 Ferrous and Non-ferrous metals	By the end of the lesson, the learner should be able to distinguish ferrous and non-ferrous metals.	Why is the study of metals important?	Learner guided to search for information on ferrous and non-ferrous metals.	Curriculum Design (2024) pg 10; Internet	Written notes
	5			By the end of the lesson, the learner should be able to identify ferrous metals.		Learner guided to sort metals into ferrous (iron, steel).	Curriculum Design (2024) pg 10; Magnet/Samples	Classification
	6			By the end of the lesson, the learner should be able to identify non-ferrous metals.		Learner guided to sort metals into non-ferrous (copper, aluminium, tin, lead, zinc).	Curriculum Design (2024) pg 10; Metal samples	Classification
10	1			By the end of the lesson, the learner should be able to discuss types of ferrous metals.		Learner guided to discuss mild steel, high carbon steel, etc.	Curriculum Design (2024) pg 10; Textbooks	Discussion
	2			By the end of the lesson, the learner should be able to brainstorm properties of metals.		Learner guided to brainstorm on physical and mechanical properties of metals.	Curriculum Design (2024) pg 10; Chart	Brainstorming
	3			By the end of the lesson, the learner should be able to search on production of iron.		Learner guided to search for information on production of iron from its ore.	Curriculum Design (2024) pg 10; Digital devices	Research
	4			By the end of the lesson, the learner should be able to discuss iron production process.		Learner guided to discuss the process of producing iron from ore.	Curriculum Design (2024) pg 10; Flow chart	Oral presentation
	5			By the end of the lesson, the learner should be able to illustrate material supply forms.		Learner guided to brainstorm on forms of material supply (sheets, plates, bars).	Curriculum Design (2024) pg 10; Samples	Identification
	6			By the end of the lesson, the learner should be able to sketch material supply forms.		Learner guided to sketch forms of material supply in a metal workshop.	Curriculum Design (2024) pg 10; Sketchbook	Drawing
11	1			By the end of the lesson, the learner should be able to appreciate uses of metals.	What are the uses of metals in daily life?	Learner guided to acknowledge use of ferrous and non-ferrous metals in daily life.	Curriculum Design (2024) pg 10; Home items	Reflection
	2	REVISION	Revision	By the end of the lesson, the learner should be able to revise Strand 1.0 concepts.		Review of Introduction and Safety.	Past papers	Written Practice
	3	REVISION	Revision	By the end of the lesson, the learner should be able to revise Strand 2.1 concepts.		Review of Hand and Bench Tools.	Practical Station	Practical Practice
12	ALL	END TERM	ASSESSMENT	END TERM ONE ASSESSMENT		END TERM ONE ASSESSMENT		EXAMS	ASSESSMENT

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