Republic of Zambia

 
Ministry of Education, Science, Vocational Training and Early Education

HOME ECONOMICS
JUNIOR SECONDARY SCHOOL SYLLABUS

GRADES 8-9

Prepared by:
Curriculum Development Centre
P.O. Box 50092
LUSAKA.  

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TABLE OF CONTENTS
PREFACE  .....................................................................................................................................................................................................................  3  
ACKNOWLEDGEMENT  ............................................................................................................................................................................................  4  
RATIONALE  ....................................................................................................................................................................................................................  5  
INTRODUCTION  ........................................................................................................................................................................................................  5  
AIMS  ............................................................................................................................................................................................................................  6  
MAIN FEATURES OF THE SYLLABUS  ..................................................................................................................................................................  7  
Food and Nutrition:  .......................................................................................................................................................................................................  8  
General Outcomes  ........................................................................................................................................................................................................  8  
Home Management:  ......................................................................................................................................................................................................  9  
Needlework and Crafts:  .............................................................................................................................................................................................  10  
KEY COMPETENCES:  .............................................................................................................................................................................................  11  
METHODOLOGY AND ASSESSMENT  .................................................................................................................................................................  12  
TIME-TABLE  ............................................................................................................................................................................................................  13  
GRADE  8  FOOD  AND  NUTRITION  ................................................................................................................................................................................  14  
GRADE  8  HEALTH  EDUCATION  ....................................................................................................................................................................................  24  
GENERAL  OUTCOMES  .................................................................................................................................................................................................  24  
GRADE  9  FOOD  AND  NUTRITION  ................................................................................................................................................................................  30  
GENERAL  OUTCOMES:  ................................................................................................................................................................................................  30  
GRADE  9  HOME  MANAGEMENT  .................................................................................................................................................................................  33  
GRADE  9  HEALTH  EDUCATION  ....................................................................................................................................................................................  37  
GRADE  9  NEEDLEWORK  AND  CRAFTS  .........................................................................................................................................................................  40  

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PREFACE

The Syllabus of Home Economics has been produced with full consideration of the recommendations provided by various stakeholders during the
Basic Education National Survey 2005 conducted by Curriculum Development Centre; Stakeholders views on Basic School Implementation in all
Provinces colleges and Universities in 2009; The National Symposium on Curriculum held in June 2009; The Indaba on Curriculum and
Education held in 2009; including the Stakeholders Meeting on the Zambia Curriculum Framework held in 2011. It has also been highly guided by
the Principles of Vision 2030 and Millennium Development Goals.

At this level of Grade 8 and 9 Home Economics is meant to consolidate and build on the foundation provided by the Home Economics concepts
taught in Integrated Science and Creative and Technology Studies at Grades 1-7 and to also build a strong foundation for the high school level
where learners are expected to specialize in one component of Home Economics either Food and Nutrition, Home Management or Fashion and
Fabrics.

This syllabus, therefore, presents Home Economics as an applied natural and social science and as an art by emphasizing those aspects of scientific
knowledge and theory, as well as social and aesthetic aspects which are relevant to the acquisition of skills and positive attitudes and values
necessary for sustainable daily living. Home Economics as a subject in its current form presented in this syllabus, brings the theories of science
and art closer to reality than any other subject and it also provides concepts which when implemented successfully can develop in the learners vital
skills and values as well as a high standard of skills valuable in home and resource management. This is due to the fact that Home Economics
concepts are mainly introduced and taught within the context of the home, the school and the local environment therefore, making it easier for
learners to easily and immediately apply whatever knowledge and skills learnt at school in various phenomenon in their near environment.

It is vital to note that new concepts and many issues of national concern popularly referred to as cross-cutting issues have also been included in the
syllabus such as: Entrepreneurship; Population Education; Environmental Education; Health, Nutrition and Hygiene; Human Immune Virus (HIV)
Acquired Immune Deficiency Syndrome (AIDS) and Sexually Transmitted Infections (STIs), Life Skills; Drug and Substance Abuse and Human
Rights.

It is my sincere hope that this syllabus, once effectively implemented, will fulfil the ministry’s and every citizen’s desire of having a
curricular in our schools which is relevant and responsive to individual and national educational needs and value systems.

MRS. MIRRIAM CHONYA CHINYAMA

PERMANENT SECRETARY
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.

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ACKNOWLEDGEMENT

The task of writing this Home Economics syllabus would have not been an easy task without the effective contributions of various
stakeholders within the education sector, line ministries, and non-governmental organisations with great interest in the subject of
Home Economics.

I, therefore, want to sincerely thank all the people of Zambia who contributed to the production of this syllabus in one way or another.

I want to particularly thank the following individuals from various schools, colleges, and other organisations who participated in the
technical committee and subject review committees for their valuable contributions.

Mary Chintu Chilele - Principal Curriculum Specialist, Curriculum Development Centre, Lusaka
Nchimunya Mbewe - National Resources Development College, Lusaka, Lusaka Province
Songolo Martha - Senior Lecturer, COSETCO, Kitwe, Copperbelt Province
Mwandawande Sibeso- Lecturer, Mongu College of Education, Mongu, Western Province
Nyasah-Schultz Judith - Head of home Economics Department, Chipata Day High school, Chipata, Eastern Province
Munyumbwe Emelys - Head of Home Economics Department, Rusangu Secondary School, Monze, Southern Province
Chishimba Kennedy - Head of Department, Mabumba High School, Mansa, Luapula Province

I wish to acknowledge the enormous contributions put in the guidance of the process of the development of this syllabus by the
following individuals: the former Principal Curriculum Specialist- Natural Science, Ms Mary M. Lungu (post-humously); former
Director, Standards and Curriculum, Mrs Florence C. Mfula; and the former Chief Curriculum Specialists Ms. Georgina Hamaimbo.

I am and even on behalf of the Directorate of Standards and Curriculum heavily indebted to them.

C.N.M. Sakala (Mrs.)

DIRECTOR- STANDARDS AND CURRICULUM
MINISTRY OF EDUCATION

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RATIONALE  

Home Economics is an interdisciplinary field of study which endeavors to equip students with knowledge, practical and social skills,
attitudes that are essential for success in a global society.
The program seeks to equip learners with life skills that will help the recipient to cope with changes in a technological, socio-
economical, and multi-cultural society.
Home Economics incorporates the components of Food and Nutrition, Home Management, Hearth Education, Needlework, and crafts.
New concepts of hospitality, Gender, Human Rights, Pollution, Entrepreneurship, and HIV/AIDS have been included.
Learners engage in problem solving situations which require the application of knowledge and the use of practical skills. These
situations take into account such factors as basic needs, lifestyles, financial resources, health, environment, and their effects on the
individual, family, and society.
Home Economics inculcates positive attitudes towards cost effectiveness in the utilization of local and indigenous resources. It also
looks closely at the use of other resources.
The program teaches learners to be self-reliant, business minded and health conscious. These challenges promote the well-being of the
individual, family and the society.
This is due to the fact that Home Economics concepts are mainly introduced and taught within the concept of the home, the school,
and the local environment therefore, making it easier for learners to easily and immediately apply whatever knowledge and skills at
school in various phenomenon in their near environment.

INTRODUCTION

The syllabus of Home Economics is mainly aimed at providing a clear guideline of concepts, skills and values for teaching which
when implemented effectively should establish a solid foundation for high school and ease in the learners the choice of career path and
specialisation at tertiary levels. It will further help learners to participate in economic ventures both in and out of school, families and
communities and eventually, through applying learnt knowledge and skills in income generating activities which will eventually in a
little way help Zambia to move to a medium income generating country. It also provides a guideline of vital knowledge and skills to
help learners adopt safe life styles.

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AIMS

Specifically the aim of this syllabus is:

1. Developing the pupil’s interest in scientific methods and learning through experimentation and critical evaluation rather than just
accepting information as fact.

2. Providing some consolidation of traditional knowledge and practical skills that pupils have acquired in their home environment
with the academic and professional principles and concepts to be provided by their learning environment in the classroom at
school.

3. Assisting the pupils to appreciate the importance of improved Home management, Food and Nutrition, Needlework and Crafts and
Health Education as well as research implications for each area in national development.

4. Providing a favorable phenomenon to expose potential relationships of lessons at school to the world of work as a way of assisting
learners in the preparation of post-school training and employment ventures both in the formal and informal sector.

5. Preparing the pupils for self-survival, self-reliance, and life in general.

6. Developing the pupil’s sense of co-operative endeavor and improvisation.

7. Assisting the pupils to develop essential knowledge, skills, positive attitudes, and values within the family, among relatives, the
community and towards other ethnic groups.
8. Helping the pupils to acquire and develop vital and sustainable practical skills and knowledge.

9. Promotion of knowledge, skills, and positive attitudes that will provide a balanced and impartial perception of Home Economics as
a discipline and appreciate its role in daily life.

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MAIN FEATURES OF THE SYLLABUS

One of the distinctive features of the Grade 8 and 9 Home Economics syllabus is that it comprises general and specific outcomes;
content that is clearly segmented into knowledge, skills, and values in contrast with the previous syllabus; including the integration of
four components of Home Economics into themes for each grade. This elaborate presentation of content and outcomes has been made
with much reference to Blooms Taxonomy in sequencing the outcomes as expected to be acquired from each theme and topic. Blooms
Taxonomy classifies types of learning, objectives, or outcomes verbs as cognitive, psychomotor and affective (Blooms et al 1956).
The advantage of this classification is that it encourages the teacher to consider values and skills as well as knowledge as she/he states
outcomes. In this syllabus, it is expected that each topic comprises outcomes verbs from all the three types of taxonomy domains in
order for the outcomes, learning and teaching to be well balanced.

The Home Economics teacher, therefore, should note that if an outcome concisely and clearly states the desired outcome, selecting an
appropriate evaluation procedure is relatively easy. This, therefore entails that the teacher will know which means of evaluation are
appropriate for cognitive learning, psycho motor skills, and for effective behavior.

At this level, the Home Economics Syllabus has four main components which are integrated into one subject and presented as themes
in each grade. These are:

1. Food and Nutrition

2. Home management
3. Health Education
4. Needlework and Crafts.

Each component has topics, general outcomes, specific outcomes, and content in form of knowledge, skills, and values.

Home Economics takes an integrated approach from early childhood and Grade1 to 7. At Grade 1-7 Home Economics concepts are
taught under Creative and Technology Studies, Integrated Science. However, the subject now stands out and it will be taught separate
from Technology Studies.

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GENERAL OUTCOMES OF EACH COMPONENT OF HOME ECONOMICS

Each of the four components of Home Economics namely: Food and Nutrition; Home Management; Health Education and
Needlework and Crafts have general outcomes expected after effective teaching of the topics under each component. The following
are the general outcomes under each theme for Grades 8-9.

1.0 Food and Nutrition:

General Outcomes

• Build in the learners the capacity to apply principles of nutrition, adequately management the kitchen, and appropriately
prepare, cook and present food in accordance with the Principles of nutrition.
• Adequately plan meals for various members of the family and the communities in different conditions.
• Appropriately improvise ingredients, materials, utensils and equipment used in food and nutrition to create new ways of doing
things to suit and utilise the local environment.
• Develop knowledge and skills in entrepreneurship suitable in the local environment.
• Appropriately use and store food, ingredients, materials, utensils and equipment used in food and nutrition.
• Adequately create different menus and dishes accordingly.
• Appropriately plan, use, cook and present meals using local foodstuffs.
• Effectively implement food and nutrition entrepreneurship projects.

Important notes in Food and Nutrition

In presenting the food and nutrition component of this syllabus, the following must be noted:

1.1 Decorating and garnishing of foods includes both savoury and sweet dishes (Teacher and pupils must make use of the
locally available ingredients).
1.2 Creativity, innovativeness, exploration, and application of theory into practice must be encouraged in all topics.
1.3 Both traditional and foreign ways of setting eating places, storing foods and utility of utensils must be encouraged.
1.4 When a topic is being presented, listing the important points is necessary.
1.5 From grade 8 to 9 pupils should be encouraged to make their own notes.
1.6 New words and terms should be explained fully during lessons.

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 1.7 Individual and group practical must be encouraged.
1.8 Meal-planning must be based on individual needs and prevailing local foods and environment.

2.0 Home Management:

General Outcomes

• Build in the learners the capacity to apply principles of home management in caring for the home and household goods,
financial, human and other resources.
• Develop knowledge and skills to appropriately plan for time in managing household chores.
• Appropriately improvise materials, utensils and equipment used in home management to create new ways of doing things to
suit and effectively utilise the local environment.
• Develop knowledge, skills and positive values for entrepreneurship in learners in home management.
• Develop knowledge, skills and positive values and attitudes in gardening.
• Recognise the importance of budgeting and purchasing of interior decoration, indoor and outdoor plants, equipment and
cleaning materials.
• Design different kitchens.
• Appropriately identify and use kitchen utensils and cleaning equipment.
• Demonstrate an understanding of colour scheme, home decoration, flower arrangement, indoor and outdoor plants and
gardening.
• Demonstrate an understanding of laundry processes.
• Demonstrate an understanding of consumer rights and entrepreneurship skills.
• Adequately make a time plan.

Important notes in Home Management

2.1 Gardening is an important and integral part of the Home Economics Syllabus. Therefore,
each Home Economics Department must have and maintain a good kitchen garden.

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3.0 Health Education:

General Outcomes
• Demonstrate an understanding of first aid
• Demonstrate an understanding of the human body, personal hygiene, reproduction and delivery, safe lifestyles and grooming
• Demonstrate an understanding of safety and first aid
• Develop knowledge, skills and positive values on parenthood, child growth and development and coping with disabilities and
safe life style
• Apply first aid knowledge whenever necessary
• Recognise the significant areas of human growth and stages of development
• Deal with children’s and parent’s minor ailments
• develop good health habits
• Recognise the role of good nutrition for better health and
• Realise the need for child spacing.

Important notes in health Education

3.1 Discussions on child development must include both areas and stages of development;
3.2 The use of oral rehydration salts must be encouraged; and
3.3 Vitamin ‘A’ iodine and iron deficiency, and HIV/AIDS and STIs, Education and safe lifestyles must be stressed.

4.0 Needlework and Crafts:

General Outcomes
• Develop knowledge, skills and positive values in needlework and crafts.
• Demonstrate an understanding of skills and processes in needlework and crafts.
• Develop knowledge, skills and positive values in needlework and crafts
• Demonstrate an understanding of skills and processes in needlework and crafts
• Demonstrate entrepreneurship skills in needlework and crafts
• Apply various processes on articles and garments;
• Use skills in needlework and crafts for self-reliance; and
• Develop a sense of colour choice and creativity in making items for the home and family.

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 Important notes in Needlework and Crafts
4.1 Pupils must collect samples of fabrics from different finishes; and
4.2 Beadwork and any form of weaving should be taught using suitable or available materials in their local environment.
4.3 Tie and dye, and knitting and crocheting will have to be effectively taught at this level knitting needles and yarn need to be
organized before the term begins.

KEY COMPETENCES:
Learners taking this program at this level are expected to develop the following competences:-

LEARNERS ACHIEVEMENT INDICATORS/COMPETENCES

8 • Developing  the  learner’s  interest  in  scientific  methods  and  learning  through  
experimentation  and  critical  evaluation  rather  than  just  accepting  information  as  fact.  
• Assisting  learners  to  demonstrate  an  understanding  of  the  nutrients  and  their  
relationship  to  healthy  living.  
• Assisting  the  learners  to  appreciate  the  importance  of  improved  Home  Management,  
Food  and  Nutrition,  Needlework  and  Crafts  and  Health  Education  as  well  as  research  
implications  for  each  area  in  national  development  
9 • Planning  meals  by  doing  a  meal  appeal  activity  
• Developing  knowledge  to  identify  that  nutritional  needs  vary  depending  on  life  stage,  
activity  level,  health  and  gender  
• Preparing  the  learners  for  self-­‐reliable  and  life  in  general  
• Developing  the  learner’s  sense  of  co-­‐operative  endeavor  and  improvisation  
• Assisting  the  learner  to  develop  positive  attitudes  within  the  family,  relatives,  the  
community  and  towards  other  ethnic  groups  
• Helping  the  learners  acquire  and  develop  practical  skills  knowledge  and  positive  
attitudes  towards  the  importance  of  Home  Economics  and  Hospitality  as  a  discipline  
and  its  role  in  life  
• Describing  food-­‐related  occupations  and  careers  

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METHODOLOGY AND ASSESSMENT

The content for each grade is to an extent sequentially arranged but not arranged in the order in which it must be taught in the
classroom. As such, Home Economics teachers have the liberty to reorganise the topics in each grade at lesson planning level, in the
way they feel most fit for their pupils at their school.

General outcomes in this syllabus refer to the end of the learning outcome by the end of each theme in a particular grade (i.e. Food
and Nutrition, Home management, Health Education, and Needlework and Crafts.)

Specific Outcomes in this syllabus refers to the end of the learning outcome expected to be achieved at the end of teaching each
concept or smaller unit of knowledge under each topic.

Professional autonomy the syllabus states the expected outcome and not the process of achieving them. Therefore, it leaves room for
professional autonomy in which the individual teacher will decide on the method and activities to achieve the expected outcome more
effectively.

Define in this syllabus means giving a functional definition or explanation of what a term means. This is much more effective than
rote learning (simply memorising phrases or sentences found in textbooks or as given by the teacher).
EXAMINATIONS
There will be a theoretical examinations and course work at the end of grade 9. There will be no practical examination in a theory
paper as was the case in the previous syllabus. The practical work will be in the coursework which will be marked centrally and marks
added to the theory and other marks. The continuous assessment of the pupil’s work will also be done to assess learners termly.

The course work provides the major Continuous assessment for evaluation of teaching and learning at this level and is highly
supported by the ‘Educating Our Future’ Policy document. Examination council will provide at least four (4) articles and guidelines
on what the testing will be based on for each year in the three years and the four articles will run for three years, thereafter,
Examination council provide other articles based on the topics being covered in Needlework and crafts at this level.

Note: Examinations council will guide the conclusions which will be placed here in the very near future

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TIME-TABLE

The time allocation for Home Economics is as follows:

Grade 8 and 9 – 8 periods of one hour each.

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 GRADE 8 FOOD AND NUTRITION

FOOD AND NUTRITION COMPONENT

GENERAL OUTCOMES:
• Build in the learners the capacity to apply principles of nutrition, adequately manage the kitchen, and appropriately prepare, cook and
present food.
• Adequately plan meals for various members of the family in different conditions
• Appropriately improvise ingredients, materials, utensils and equipment used in food and nutrition to create new ways of doing things to
suit and utilise the local environment

FOOD AND NUTRITION

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
8.1 Food. 8.1.1 Nutritive value 8.1.1.1 Outline the nutritive value of • Food Nutrients • Identification • Awareness
of food food • Observation, • Creativity
• Classification • Application
8.1.2 Deficiency 8.1.2.1 Identify the signs and • Deficiency
diseases symptoms of deficiency diseases diseases

• Signs and
symptoms of
deficiency
diseases

8.1.3 Beverages 8.1.3.1 Describe and classify beverages • Beverages -

8.1.3.2 Prepare beverages Stimulating,
Refreshing,
Nourishing

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8. 2.Cooking 8.2.1 Methods of 8.2.1.1 Describe various methods of • Methods of • Identification • Quality Work,
cooking cooking and their effects on cooking (boiling, • Observation
different foods steaming, frying, • Creativity
stewing, baking,
roasting) • Innovativeness
 
8.2.1.2 Identify the principles to • Classification of
follow when using the various methods of • Team work
methods of cooking cooking

8.2.1.3 Prepare and cook various foods • Reasons for

cooking food

• Principles of
cooking
8.3. Meal 8.3.1 Meal planning 8.3.1.1 Describe meal planning • Meal planning • Identification • Resourcefulness
Planning principles
• Observation • Team work
8.3.2 Meals for the 8.3.2.1 Plan meals for the vulnerable • Meal planning
vulnerable Needs for the • Quality Work
vulnerable
• Meals for the
vulnerable
-Expectant mothers
-Children
-invalid
-convalescent

8.3.3 Mixed diet 8.3.3.1 Describe a mixed diet • Mixed diet

8.3.3.2 Prepare and cook mixed diet

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.4 Re-heated 8.4.1. Left over foods 8.4.1.1 Identify left over foods • Left overs • Identification
foods
8.4.1.2 Use appropriate methods of • Dishes from • Observation • Resourcefulness
preparing dishes from various leftover foods • Manipulation
leftovers. • Boiling , frying, • Responsibility
stewing, baking
8.5 Food 8.5.1 Decorating and 8.5.1.1 Identify methods of decorating • Decorating and • Decorating • Resourcefulness
presentation Garnishing and garnishing dishes Garnishing • Appreciation
Dishes • Garnishing • Awareness
8.5.1.2 Decorate sweet dishes • Decorating sweet • Quality work
dishes • Identification
8.5.1.3 Garnish savoury dishes • Garnishing • Observation
• Table setting
8.5.1.4 Outline table setting • Modern and
traditional table
8.5.2 Table setting 8.5.2.1 Set tables for different meals settings
and occasions • Breakfast, lunch,
dinner
8.6 Raising agents 8.6.1 Yeast 8.6.1.1 Identify raising agents • Yeast as a raising • Identification • Quality work
8.6.1.2 Describe yeast as a raising agent • Analyse • Awareness
agent • Skilfulness
• Processes of • Observation
8.6.1.3 Use yeast as a raising agent yeast cookery • Manipulation
-Growing yeast
-Kneading
-proving
-Baking
• Yeast cookery

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.7 Meal and 8.7.1. Sources of meal 8.7.1.1 Identify the sources of different • Sources Meal and • Identification • Awareness
Flour mixtures and flour types of meal and flour flour • Observation • Quality Work,
• Compare • Resourcefulness,
8.7.2 Meal and Flour 8.7.2.1 Identify nutritive value of meal • Nutritive value of
mixtures and flour mixtures meal and flour
mixtures
8.7.3 Dishes from 8.7.3.1 Prepare dishes from different • Dishes from flour
flour mixtures flour mixtures and mixtures
(wheat, cassava,
8.7.3.2 Compare and contrast the rice, millet,
finished results maize sorghum)

8.7.4 Wheat flour 8.7.4.1 Identify wheat flour products • Wheat flour
products products
8.7.5.1 Make dishes from different • Dishes from
8.7.5 Dishes from types of wheat flour products wheat and flour
wheat flour products
product
8.8 Food 8.8.1 Methods of food 8.8.1.1 Describe methods of food • Methods of food • Identification • Quality Work,
Preservation preservation preservation preservation • Observation • Resourcefulness
• Manipulation
8.8.1.2 Preserve food using different • Food
methods preservation

8.8.2 Storage of 8.8.2.1 Store preserved foods using the • Storage of

preserved foods right equipment preserved foods

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.9. Improvisation 8.9.1 Improvised 8.9.1.1 Formulate improvised recipes • Improvised • Identification • Quality Work,
recipes 8.9.1.2 Experiment with improvised recipes • Interpretation • Resourcefulness,
recipes • Food evaluation • Productivity,
• Safety
8.9.1.3 Compare and contrast the Consciousness,
results of the original and the • Team work
improvised recipes

8.10 8.10.1 8.10. 1.1 Identify opportunities of • Principles • Identification • Resourcefulness

Entrepreneurship Entrepreneurship entrepreneurship in Food and • Opportunities of • Observation • Innovativeness
Opportunities in Nutrition entrepreneurship • Analyse
food and nutrition in food and
nutrition

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 GRADE 8 HOME MANAGEMENT
GENERAL OUTCOMES:
• Build in the learners the capacity to ably apply principles of home management in caring for the home and household goods, and financial,
human and other resources.
• Develop knowledge and skills to appropriately plan for time in managing household chores
• Improvise appropriate materials, utensils and equipment to be used in Home Management to create new ways of doing things
• Develop knowledge, skills and positive values for entrepreneurship in learners in home management and gardening
• Demonstrate the importance of food budgeting and purchasing, interior decoration and outdoor plants

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
8.1 The Kitchen 8.1.1 Basic modern and 8.1.1.1 Assess the utility of • Basic modern and • Identification • Resourcefulness,
traditional kitchen each utensil traditional kitchen • Observation • Appreciation
utensils 8.1.1.2 Compare and contrast utensils for pounding, • Compare • Awareness
kitchen equipment grinding, cutting, • Contrast
(modern and traditional) grating, cooking,
serving, whisking,
storage, blending,
peeling, squeezing
sieving
8.2 Improvisation 8.2.1 Improvisation of , 8.2.1.1 Make and use • Improvisation of • Improvisation • Resourcefulness
utensils, materials improvised, utensils, utensils, materials • Innovativeness
and equipment materials and equipment and equipment
8.3. Budgeting and 8.3.1 Food budgeting 8.3.1.1 Explain the importance • Budgeting and • Identification • Responsibility
purchasing of food budgeting purchasing • Observation • Resourcefulness
8.3.2.1 Prepare a food budget • Budgeting • Creativity
8.3.2. Food Purchasing 8.3.2.2 Explain the importance • Food Purchasing • Marketing
of food purchasing
8.3.2.3 Outline the shopping
links and tips for
purchasing.

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.4. Care of the 8.4.1 Household ware 8.4.1.1 Describe each type of • Household ware: • Identification • Responsibility
Home - earthen, metal, household ware and its • earthen, metal, • Observation • Resourcefulness
leather durability. leather • Analyse • Quality work
• Cleaning
8.4.2 Care and Cleaning 8.4.2.1 Choose, clean, • Care and Cleaning of
of Household ware different types of Household ware
household ware.
8.5. Soft furnishings 8.5.1 Soft furnishings 8.5.1.1 Describe soft • Soft furnishings and • Identification • Creativity
and upholstery and upholstery - furnishings and upholstery - cushions • Observation • Quality work
cushions upholstery • Care and Cleaning of • Manipulation
soft furnishings and
8.5.2 Care and Cleaning 8.5.2.1 Clean soft furnishing upholstery
of soft furnishings and upholstery.
and upholstery
8.6. Home 8.6.1 Ornaments and Art 8.6.1.1 Identify various types • Ornaments/Art • Identification • Resourcefulness
Decoration objects of ornaments objects, pictures, • Observation • Awareness
copper, silver, • Cleaning • Quality work
brassware
8.6.2 Care for ornaments 8.6.2.1 Clean and arrange • Care, Cleaning and
various types of arrangement of
ornaments artistically ornaments
8.7. Flowers and 8.7.1 Flower 8.7.1.1 Describe flower • Flower arrangements • Identification • Resourcefulness
Indoor Plants arrangements arrangement for different • Observation • Appreciation
8.7.1.2 Arrange flowers for occasions • Decoration • Safety
different occasions consciousness
• Quality work
8.7.2.1 Outline different types • Indoor plants
8.7.2 Indoor plants of indoor plants available in the local
8.7.2.2 Plant indoor plants environment

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.8. Household pests 8.8.1 Household pests 8.8.1.1 Identify different • Household pests: • Identification • Safety consciousness
household pests flies, cockroaches • Observation • Hygiene
and rats • Interpretation • Carefulness
8.8.2 Prevention and 8.8.2.1 Explain different ways • Prevention and • Problem solving
elimination of pests of preventing and elimination of
eliminating household flies, cockroaches,
pests rats
8.8.3 Environmentally 8.8.3.1 Identify • Environmentally
friendly pesticides environmentally friendly friendly pesticides
pesticides
8.9 Gardening 8.9.1 Kitchen garden 8.9.1.1 Describe the concept of • Kitchen garden • Identification • Resourcefulness
the kitchen garden • Crops for a • Gardening • Problem solving
8.9.2 Crops for a 8.9.2.1 Prepare a kitchen kitchen garden • Manipulation • Responsibility
kitchen garden garden
8.9.2.2 Grow suitable
vegetables in the kitchen
garden
8.10 Time 8.10.1 Principles of a 8.10.1.1 Draw a time plan • Principles of a • Identification • Efficiency
Management Time plan Time plan • Observation • Innovativeness
8.10.1.2 Follow a time plan • Drawing a time • Planning • Responsibility
plan
8.10.1.3 Adjust a time plan
8.11 Hospitality 8.11.1 Cleaning Agents 8.11.1.1 Outline types of • Cleaning agents • Analysis • Carefulness
cleaning agents. • Selection of • Identification • Resourceful
8.11.2 Explain points to cleaning agents
consider when  
selecting cleaning
agents.
8.12 Soap making 8.12.1 Soap making 8.12.1.1 Describe the • Soap making • Identification • Resourcefulness
advantages of making • Materials and • Observation • Safety consciousness
soap equipment for • Quality work
8.12.1.2 Outline materials and making soap

21
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
the correct methods for • Methods of
making soap making soap
8.21.1.3 Identify suitable
equipment for making
soap
8.12.1.4 Make soap
8.13. Fabrics 8.13.1 Natural and 8.13.1.1 Describe natural and • Natural (cotton, • Identification • Resourcefulness
artificial fabrics artificial fabrics linen, silk, wool, • Interpretation • Application
rubber, leather) • Analyse
and artificial
/synthetic;
polyester, acrylic,
nylon, crimplene,
rayon, terylene,
8.13.2 Care, cleaning 8.13.2.1 Describe the care of spandex,
and laundry of fabrics • Care, cleaning and
fabrics laundry of fabrics
8.14. Textile 8.14.1 International 8.14.1.1 Explain the • International • Identification • Resourcefulness
Labelling, Codes labels and codes international textile and textile, labelling • Observation • Application
and symbols labelling code code and code • Interpretation
8.14.1.2 Identify the symbols
international textile,
labelling code and code
symbols
8.15 Laundry 8.15.1 Laundry Methods 8.15.1.1 Outline laundry • Laundry Methods • Identification • Resourcefulness
methods for different for different • Observation • Neatness
fabrics fabrics • Safety consciousness
8.15.2 Modern laundry 8.15.2.1 Describe modern • Modern laundry
equipment and laundry equipment and Equipment and
materials materials materials:
8.15.2.2 Launder different plastic/galvanised
fabrics using bath, pressing

22
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
appropriate laundry iron, ironing
methods board/table,
clothes, pegs,
washing machine.
8.16.3 Sponging and 8.16.3.1 Describe dry cleaning • Dry cleaning • Identification • Resourcefulness
pressing 8.16.3.2 Define “sponging” • Observation
and “pressing” • Sponging and • Press
8.16.3.3 Sponge and press pressing • Sponge
clothes
8.17. 8.17.1 Projects in Home 8.17.1.1 Outline the projects • Projects in Home • Identification • Innovativeness
Entrepreneurship Management for entrepreneurship in Management • Observation • Team work
Home Management • Demonstration • Self reliance

23
 GRADE 8 HEALTH EDUCATION

GENERAL OUTCOMES
• Demonstrate an understanding of first aid
• Demonstrate an understanding of the human body, personal hygiene, reproductive health and delivery, safe lifestyles and grooming

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
8.1 Safety in the 8.1.1 First Aid 8.1.1.1 Identify contents of • Contents of the first • Identification • Resourcefulness
Home the first aid box aid box • Observation • Application
8.1.2 First aid box and 8.1.2.1 Apply First Aid • Applying first aid • Improvisation • Safety consciousness
contents 8.1.2.2 Improvise first aid box • Improvisation of • Interpretation
and contents first aid box and
contents
8.2 Personal Hygiene 8.2.1 Types of cosmetics 8.2.1.1 Identify cosmetics • Types of cosmetics • Identification • Resourcefulness
and grooming • Application of • Observation • Neatness
8.2.2 Application of 8.2.2.1 Apply cosmetics cosmetics • Grooming • Hygiene
cosmetics accordingly • Safety consciousness
8.2.3 Grooming 8.2.3.1 Explain the • Grooming • Quality work
importance of good
grooming
8.3 Reproductive 8.3.1 Menstruation 8.3.1.1 Describe menstruation • Menstruation • Identification • Resourcefulness
Health 8.3.2 Monthly cycle 8.3.2.1 Describe what • Monthly cycle • Observation • Responsibility
happens at menstruation • Analysis • Safety consciousness
• • Creative thinking
8.3.3 Sanitary towels 8.3.3.1 Explain the monthly • Sanitary towels • Cleanliness
cycle and its effect on
fertility
8.3.3.2 Make sanitary towels
8.3.3.3 Outline the proper use
and disposal of sanitary
towels

24
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.4 Pregnancy 8.4.1 Fertilisation 8.4.1.1 Describe fertilisation • Fertilisation • Identification • Assertiveness
8.4.2 Foetal 8.4.2.1 Outline the stages of • Foetal • Observation • Self awareness
development foetus development development • Analyse • Application
8.4.3 Ante-natal clinic 8.4.3.1 Explain the importance • Ante-natal clinic • Interpretation • Problem solving
8.4.4 Taboos in of ante-natal clinic • Taboos in • Curiosity
pregnancy 8.4.4.1 Identify taboos related to pregnancy
pregnancy • Baby layette
8.4.5.1 Describe the baby layette • Stages of labour
8.4.5 Baby layette 8.4.5.2 Discuss the items • Types of delivery
necessary for the new
presentations
baby
• Post-natal clinic
8.4.6 Stages of labour 8.4.6.1 Describe the stages of
• Home and hospital
labour
delivery
8.4.7 Types of delivery 8.4.7.1 Explain the different
presentations types of delivery
8.4.8 Home and hospital presentations
delivery 8.4.8.1 Outline the advantages
and disadvantages of
8.4.9 Post-natal clinic home and hospital
delivery
8.4.9.1 Explain activities that
take place at the post
natal clinic
8.5. Safe life styles 8.5.1 Deadly Habits 8.5.1.1 Describe effects of drugs • Deadly Habits: • Identification • Self awareness
in pregnancy smoking, beer • Interpretation • Safety consciousness
8.5.2 Mother to child 8.5.2.1 Assess transmission of drinking, drug • Analyse • Responsibility
transmission & VCT STDs and HIV/AIDS in abuse • Synthesise • Self control
pregnancy • Decision making
8.5.2.2 Outline the importance of
voluntary HIV testing
before and during
pregnancy

25
 GENERAL OUTCOME

• Develop knowledge, skills and positive values in needlework and crafts

• Demonstrate an understanding of skills and processes in needlework and crafts

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
8.1 Fabrics 8.1.1 Manufacturing of 8.1.1.1 Identify the stages of • Processes of • Identification • Appreciation
Cotton, wool and manufacturing fabrics manufacturing • Observation • Assertiveness
silk fabrics 8.1.1.2 Identify fabrics • Fabrics; Cotton, • Analyse • Creative thinking
according to different wool, silk, • Application
methods of manufacturing • Properties of fabrics • Awareness
8.1.1.3 Describe the properties • Different finishes
of fibres
8.1.1.4 Outline different types of
finishes
8.2 Needlework and 8.2.1 Equipment used 8.2.1.1 Describe equipment used • Equipment used in • Identification • Resourcefulness
crafts in Needlework in needlework Needlework; • Observation • Application
• Table, chair, ironing • Analyse • Creative thinking
board, iron and • Demonstration • Responsibility
sewing machine • Safety
8.2.2 Needlework, box 8.2.2.1 Identify contents of a • Needlework, box consciousness
and tools needlework box and tools
8.2.2.2 Assemble a needlework
box (kit)

26
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.3 The sewing 8.3.1 Sewing machine 8.3.1. 1 Identify types and parts • Sewing machine; • Identification • Creative thinking
machine of a sewing machine and • Tredle, hand and • Observation • Application
their use electrical • Responsibility
8.3.2 Care of a sewing 8.3.2.1 Clean and oil the sewing • Care of a sewing • Safety
machine machine machine consciousness
8.4. Introduction to 8.4.1 Stitches 8.4.1.1 Classify stitches • Temporary and • Classification • Creativity
needlework and 8.4.1.2 Explain the use of permanent • Application • Neatness
crafts processes different stitches stitches • Analyse • Safety
8.4.2 Seams 8.4.2.1 Classify seams • Joining, • Synthesise consciousness
8.4.2.2 Explain the uses of decorative, • Quality work
different seams neatening. • Skilfulness
8.4.3 Edge finishes 8.4.3.1 Describe edge finishes • Seams; flat and
8.4.3.2 Work out shell and lace ridged
edging. • Edge finishes;
8.4.4 Openings 8.4.4.1 Classify openings -lace and shell edging
8.4.4.2 Workout a bound Openings
opening -Continuous wrap
8.4.4.3 Work out a continuous -Bound opening
8.4.5 Fastenings wrap opening • Fastenings-Hook
8.4.5.1 Explain fastenings and eye
8.4.6 Arrangement of 8.4.5.2 Attach hook and eye • Arrangement of
fullness 8.4.6.1 Outline arrangements of fullness
fullness
8.4.6.2 Work out tucks
8.5. Patterns 8.5.1 Commercial paper 8.5.1.1 Describe commercial • Commercial • Identification • Creativity
patterns patterns on the market paper patterns • Observation • Responsibility
8.5.1.2 Explain pattern
alterations
8.5.1.3 Make alterations

27
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.5.1.4 Outline methods of • Design • Safety
transferring pattern • Construct consciousness
markings • Quality work
8.5.1.5 Prepare paper patterns • Innovativeness
and materials for cutting
out a garment
8.5.1.5 Cut out a garment
according to instructions
8.5.1.6 Compare and contrast
commercial and local paper
patterns
8.5.2 Making garments 8.5.2.1 Make a garment • Making garments
8.. Maintenance of 8.6.1 Mending clothes 8.6.1.1 Explain how to mend • Mending clothes • Identification • Creativity
clothing garments by darning - darning garments • Observation • Application
• Responsibility
8.6.1.2 Darn garments and • Problem solving
articles correctly • Safety
consciousness
• Quality work
• Innovativeness
8.7 Recycling 8.7.1 Reconstruction and 8.7.1.1 Ways of recycling • Reconstruction of • Identification • Creativity
recycling of clothes discarded items clothes • Observation • Problem solving
• Responsibility
8.7.1.2 Make items from • Dependability
discarded articles or • Safety
garments consciousness
• Quality work

28
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
8.8 Crafts 8.8.1 Weaving 8.8.1.1 Identify plain, twill and • Weaving • Identification • Creativity
pile weaves • Observation • Awareness
8.8.1.2 Make articles using plain, • Analyse • Appreciation
twill and pile weaves • Responsibility
8.8.2 Knitting 8.8.2.1 Knit items using • Knitting • Safety
stocking, rib, and moss (stocking stitch, consciousness
stitches rib, moss stitch), • Quality work
8.8.3 Crocheting 8.8.3.1 Crochet items using • Crocheting
single and double crochet (single double,
stitches crotchet)
8.9 Dyeing 8.9.1 Tie and dye 8.9.1.1 Describe tie and dye • Tie and dye • Identification • Creativity
8.9.1.2 Prepare of materials for • Preparation of • Observation • Skilfulness
dyeing, folding and materials for • Awareness • Responsibility
tying. dyeing; folding, • Safety
tying, consciousness
8.9.1.3 Outline the process of tie • Process of tie and • Quality work
and dye dyeing • Self-reliance
8.9.1.4 dye fabrics
• Innovativeness
8.10 Entrepreneurship 8.10.1 Entrepreneurship 8.10.1.1 Identify • Entrepreneurship • Identification • Creative thinking
opportunities in entrepreneurship opportunities in • Observation • Responsibility
Needlework and opportunities in needlework and • Manipulation • Self-reliance
crafts needlework and crafts crafts • Quality work
• Team work

29
 GRADE 9 FOOD AND NUTRITION

GENERAL OUTCOMES:
• Build in the learners the capacity to apply principles of nutrition, adequately management the kitchen, and appropriately prepare, cook and
present food in accordance with the Principles of nutrition
• Adequately plan meals for various members of the family in different conditions
• Appropriately use and store food, ingredients, materials, utensils and equipment used in food and nutrition
• Adequately prepare different meals and dishes accordingly
• Effectively implement food and nutrition entrepreneurship projects

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
9.1 Food 9.1.1 Storage of different 9.1.1.1 Store different types of • Storage of • Identification • Innovativeness
types of food food different types of • Observation • Creativity
food • • Critical thinking
9.1.2 Functions of food 9.1.2.1 Analyse the functions of • Functions of food • Resourcefulness
nutrients food nutrients nutrients • Quality work
9.1.3 Preparation of foods 9.1.3.1 Prepare right foods to • Preparation of
to remedy diseases remedy various diseases foods to remedy
diseases
9.2 Cooking 9.2.1 Preparation and 9.2.1.1 Prepare and cook local • Preparation and • Identification • Innovativeness
cookery of local dishes cookery of local • Observation • Creative thinking
dishes dishes • Quality work
• Resourcefulness
• Self-reliance
9.3. Meal planning 9.3.1 Meals for 9.3.1.1 Describe meals for • Meals for • Identification • Innovativeness
vegetarians vegetarians vegetarians • Observation • Quality work
9.3.2.1 Prepare and cook mixed • Preparation of • Creativity
9.3.2 Preparation of diet for vegetarians mixed diet dishes • Resourcefulness
mixed diet dishes for for vegetarians • Innovativeness
vegetarians 9.3.3.1 Identify packed meals • Packed meals
9.3.3 Packed meals 9.3.4.1 Prepare meals
9.3.4 Preparation of
different meals of the day

30
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
• Preparation of
different meals of
the day.
9.4. Re-heated foods 9.4.1 Preparation of 9.4.1.1 Prepare mixed dishes • Preparation of • Innovativeness
mixed dishes using using leftovers mixed dishes • Quality work
leftovers using leftovers • Creativity
• Resourcefulness
9.5. Convenience 9.5.1 Convenience foods 9.5.1.1 Describe convenience • Convenience • Identification • Innovativeness
Foods 9.5.2 Classification of foods foods • Classification • Quality work
convenience foods 9.5.2.1 Classify convenience • Classification of • Creativity
9.5.3 Use of convenience foods convenience foods • Resourcefulness
foods
9.5.3.1 Outline the advantages • Use of
and disadvantages of convenience foods
convenience foods
9.5.4.1 Use convenience foods

9.6. Raising agents 9.6.1 Use of raising 9.6.1.1 Use of raising agents for • Use of raising • Identification • Innovativeness
agents in different different dishes agents in different • Observation • Quality work
dishes dishes • Analyse • Creativity
9.6.2.1 Effects of different types • Problem solving
of raising agents • Resourcefulness
9.7. Meal, Flour and 9.7.1 Meal and flour 9.7.1.1 Uses of different • Meal and flour • Identification • Application
mixtures mixtures mixtures mixtures • Analyse • Resourcefulness
• Awareness
9.8. Stocks and soups 9.8.1 Stocks 9.8.1.1 Describe stock • Stocks • Identification • Innovativeness
9.8.2 Foods for stock 9.8.2.1 Identify suitable for stock • Foods for stock • Interpretation • Quality work
making making making • Creative
9.8.3.1 Make stock • Soups thinking
9. 8.3 Classification of 9.8.3.1 Describe soup • Classification of • Resourcefulness
soups soups

31
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.8.5 Rules for soup 9.8.5.1 Classify soups • Rules for soup
making. 9.8.6.1 Describe rules for soup making
making
9.8.7.1 Make soup
9.9. Entrepreneurship 9.9.1 Projects for 9.9.1.1 Identify projects for • Projects for • Identification • Innovativeness
entrepreneurship in entrepreneurship in food entrepreneurship • Interpretation • Quality work
Food and Nutrition and nutrition in Food and • Creative
Nutrition thinking
9.9.2.1 Implement projects in • Implementation of • Resourcefulness
food and nutrition projects in food • Self-reliance
and nutrition
9.9.3.1 Describe simple • Simple accounting
accounting for for
entrepreneurship projects entrepreneurship
projects

32
 GRADE 9 HOME MANAGEMENT
GENERAL OUTCOMES
• Demonstrate an understanding of home management skills in managing household chores
• Design different kitchens
• Appropriately identify and use kitchen utensils , cleaning equipment and utensils
• Appropriately clean and care for the home and various household items and ornaments
• Demonstrate an understanding of colour scheme, home decoration, flower arrangement, indoor plants and gardening
• Demonstrate an understanding of laundry processes
• Demonstrate an understanding of consumer rights and entrepreneurship skills
• Adequately make a time plan

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
9.1. The Kitchen 9.1.1 Types of kitchens 9.1.1.1 Design a kitchen • Types of kitchens • Identification • Innovativeness
9.1.1.2 Compare and contrast • Compare • Quality work
modern and traditional • Modern and • Contrast • Resourcefulness
utensils traditional • Interpretation • Application
9.1.2 Modern and 9.1.2.1 Use modern and utensils • Awareness
traditional Utensils traditional
9.1.2.2 Utensils correctly
9.2. Cleaning 9.2.1 Local cleaning 9.2.1.1 Analyse the • Local cleaning • Identification • Innovativeness
equipment and equipment and effectiveness of equipment and • Analyse • Quality work
materials materials. various cleaning materials – • Manipulation • Awareness
materials and (shomeka, bafa, • Resourcefulness
equipment baking tins, • Application
cooking utensils,
cutlery, brooms,
mops, dusters,
ash, fine sand)
9.3 9.3.1 Suitable materials for 9.3.1.1 Describe suitable • Suitable materials • Identification • Innovativeness
soft furnishing and materials for cleaning soft for soft • Observation • Quality work
upholstery furnishings and furnishing and • Creative thinking
upholstery upholstery

33
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.3.1.2 Use suitable materials • Resourcefulness
for cleaning soft
furnishing and upholstery
9.4.1 Principles of design 9.4.1.1 Outline principles of • Principles of • Identification • Innovativeness
9.4. Home design design • Observation • Quality work
decoration 9.4.2 Colour scheme 9.4.2.1 Design colour schemes • Colour scheme • Presentation • Creative thinking
for different rooms • Decorating • Resourcefulness
9.4.3 Suitable Ornaments 9.4.3.1 Choose suitable • Suitable • Craftiness
/art objects for ornaments for different Ornaments /art • Neatness
different rooms rooms. objects for • Orderliness
9.4.4.1 Display ornaments different rooms
accordingly.
9.4.5 Rules for Flower 9.4.5.1 Describe rules for • Rules for Flower
arrangements picking and arranging arrangements
flowers.
9.4.6.1 Pick and arrange
flowers. • Maintenance of
9.4.6 Maintenance of 9.4.6.2 Maintain indoor plants Indoor plants
Indoor plants

34
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.5. Consumer 9.5.1 Consumer rights. 9.5.1.1 Describe consumer • Consumer rights • Identification • Innovativeness
education rights and labelling of • Labelling • Observation • Quality work
products • Creative thinking
9.5.1.2 Set priorities according • Managing your • Resourcefulness
to needs and income. money • Self-reliance
9.5.1.3 Budget accordingly - -type of credit • Eagerness
- -Cheque • Effectiveness
9.5.2 Managing your 9.5.2.1 Identify various ways of- -credit cards • Bravery
money managing money - -saving
5.9.3 Different ways of 9.5.3.1 Compare and contrast -priority
purchasing different ways of budgeting
purchasing items. • Different ways of
9.5.3.2 Make a shopping list purchasing
and select items -hire purchase
according to quality and -buying on order
income. -cash
9.5.4 Types of Insurance 9.5.4.1 Describe the term • Types of
Policies “Insurance”. Insurance
9.5.4.2 Identify types of - Policies
9.5.5 Life and endowment Insurance Policies. - Life and
policies. endowment
policies.
9.6 Hospitality 9.6.1 Customer Care 9.6.1.1 Describe hospitality and • Hospitality • Identification • Creative
the facilities used in the facilities. • Observation thinking
industry. • Roles of a • Self-reliance
9.6.1.2 Describe services in receptionist.
hospitality industry. • Importance
9.6.1.3 Outline roles of a of customer
receptionist care
at a restaurant or hotel. • Management
9.6.1.3 Describe the importance of a school
Customer Care tuckshop.

35
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.6.1.4 Manage a school
tuckshop.
9.7 Gardening 9.7.1 Kitchen Garden 9.7.1.1 Maintain a kitchen • Kitchen Garden • Identification • Innovativeness
Garden. • observation • Quality work
9.7.2 Suitable crops for 9.7.2.1 Discuss the importance • Suitable crops for • Creativity
kitchen garden of planting suitable kitchen garden • Resourcefulness
crops for the kitchen • Critical thinking
garden. • Entrepreneurship
9.8 Time 9.8.1 Making a Time Plan 9.8.1.1 Draw a “Time Plan”. • Making a Time • Identification • Innovativeness
Management 9.8.1.2 Evaluate the Time Plan. Plan • Planning • Quality work
• Creativity
• Resourcefulness
9.9 9.9.1 Entrepreneurship 9.9.1.1 Describe • Entrepreneurship • Identification of • Innovativeness
Entrepreneurship opportunities in Home entrepreneurship opportunities opportunities in entrepreneurship • Quality work
Management in home management Home opportunities in • Creativity
Management Home • Resourcefulness
9.9.2 Marketing goods and 9.9.1.2 Describe marketing of • Marketing goods Management • Critical thinking
services in Home goods and services in home and services in • Marketing of • Entrepreneurship
management management Home goods and
management services in home
management

36
 GRADE 9 HEALTH EDUCATION
GENERAL OUTCOMES
• Demonstrate an understanding of safety and first aid
• Demonstrate an understanding of the human body, personal hygiene, reproduction and delivery, safe lifestyles and grooming
• Develop knowledge, skills and positive values on parenthood, child growth and development and coping with disabilities

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
9.1 Safety in the 9.1.1 Safety measures 9.1.1.1 Ensure safety measures • Safety measures • Identification • Safety
Home/School 9.1.2 Prevention of in the home/school by • Observation consciousness
accidents using available • Prevention of • Application
materials accidents • Awareness
• Self consciousness
9.2 Child Growth 9.2.1 Breast and artificial 9.2.1.1 Compare breast and • Breast and • Identification • Application
and feeding artificial feeding artificial feeding • Observation • Responsibility
development 9.2.2 Weaning 9.2.2.1 Describe weaning • Weaning • Interpretation • Assertiveness
9.2.3 Bathing and dressing 9.2.3.1 Identify the procedure • Bathing and
baby of bathing and dressing dressing baby
9.2.4 Care of infants and the baby • Care of infants
young children 9.2.4.1 Discuss the importance and young
9.2.5 Family and child of games and exercises children
development to young children • Family and child
9.2.5.1 Identify the role of development
members of the family • Behaviour
9.2.6 Behaviour problems for the development of problems in
in children the child children
9.2.7 Abnormalities in 9.2.6.1 Identify behavioural • Abnormalities in
aspects of child problems
aspects of child
development 9.2.7.1 Describe abnormalities
development
9.2.8 Stages and areas of in all aspects of
• Stages and areas
growth and development
of growth and
development 9.2.8.1 Identify stages and areas
development
of growth and
development

37
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.3 Parent Hood 9.3.1 Parental role 9.3.1.1 Compare and contrast • Parental role • Identification • Self consciousness
traditional and modern • Observation • Awareness
roles of parents • Analyse
9.3.1.2 Describe the influence
of in-laws and husbands • Planned Parent
on the size of the family hood
9.3.2 Planned Parent hood 9.3.2.1 Explain the meaning of
planned parent hood
9.3.2.2 State the effects of • Methods of
unplanned pregnancies child spacing:
9.3.3 Methods of child 9.3.3.1 Outline methods of - Natural and
spacing. child spacing artificial.
9.4 Children’s 9.4.1 Activities of 9.4.1.1 Describe activities • Activities of • Identification • Self consciousness
clinics Children clinics: which take place at the Children clinics: • Observation • Awareness
children’s clinics • Growth • Analyse • Assertiveness
9.4.2 Growth monitoring 9.4.2.1 Monitor growth monitoring
vaccinations • vaccinations
• Measles, Polio
9.4.3 Measles, Polio 9.4.3.1 Identify various diseases Tetanus,
Tetanus, which children are Tuberculosis
Tuberculosis immunised/inoculated • Children’s’
against ailments:-
9.4.4.1 Describe children’s diarrhoea, nappy
9.4.4 Children’s’ common ailments rash,
ailments:- diarrhoea, 9.4.4.2 Outline simple constipation
nappy rash, treatment for children’s
constipation ailments

38
TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.5 Safe Life 9.5.1 Deadly Habits: drug 9.5.1.1 Evaluate effects of drug • Deadly Habits: • Identification • Self consciousness
styles taking, STDs taking, STDs, drug taking, • Safety
HIV/AIDS HIV/AIDS by carrying STDs consciousness
our research work HIV/AIDS • Responsibility

9.6 Coping with 9.6.1 Recognising 9.6.1.1 Identify various • Recognising • Identification • Self consciousness
disability disabilities disabilities disabilities • Observation • Awareness
9.6.2 Causes of disabilities 9.6.1.2 Describe causes of • Causes of • Analyse • Problem solving
9.6.3 Helping children disabilities disabilities • Assertiveness
with disabilities. 9.6.1.3 Help children who are • Helping • Empathy
disabled. children with
disabilities

39
 GRADE 9 NEEDLEWORK AND CRAFTS

ENERAL OUTCOMES
• Develop knowledge, skills and positive values in needlework and crafts
• Demonstrate an understanding of skills and processes in needlework and crafts
• Demonstrate entrepreneurship skills in needlework and crafts

TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT

KNOWLEDGE SKILLS VALUES
9.1 Fabrics 9.1.1 Use of different 9.1.1.1 Describe fabrics suitable • Use of different • Identification • Innovativeness
fabrics for making different fabrics • Observation • Quality work
9.1.2 Soft furnishings articles • Calico, poplin, • Pricing • Creativity
9.1.1.2 Describe the pricing of gingham, Binca, • Resourcefulness
different types of seersucker, • Critical thinking
fabrics flannelette, • Self-reliance
9.1.2.1 Make soft furnishings printed cotton,
using suitable materials nylon, polyester,
acrylic, Flannel,
velvet
• Soft furnishings
9.2 Processes 9.2.1 Seams 9.2.1.1 Select seams according • Seams • Identification • Innovativeness
to fabric and garment • Edge Finishes: - • Observation • Quality work
9.2.2 Edge Finishes 9.2.2.1 Select suitable edge binding, shell • Creativity
finishes according to hemming • Resourcefulness
9.2.3 Openings and articles and garments • Openings and
fastenings being made fastenings
9.2.3.1 Describe the method of • Attaching a zip
9.2.4 Arrangements of working out a zipped • Arrangements of
fullness opening fullness
9.2.3.2 Attach a Zip
9.2.4.1 Make an article using
smocking

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.3 Patterns 9.3.1 cutting out a pattern 9.3.1.1 Cut out a pattern of an • Cutting out a • Observation • Innovativeness
article to be made pattern • Analyse • Quality work
9.3.2 Making garments 3.9.2.1 Make a garment using • Making • • Creativity
different processes. garments • Resourcefulness
(petticoat, • Application
child’s dress and • Critical thinking
pant, play dress,
baby matinee,
blouse, skirt)
9.4 Maintenance 9.4.1 Mending clothes 9.4.1.1 Work out a print patch • Mending clothes • Identification • Innovativeness
of clothing • Observation • Quality work
• • Creativity

9.5 Recycling 9.5 Reconstruction of 9.5.1.1 Make and use recycled • Reconstruction • Observation • Innovativeness
clothes articles and garments of clothes • Interpretation • Quality work

9.6 Crafts 9.6.1 Weaving 9.6.1.1 Identify different types • Weaving • Identification • Innovativeness
of weaves • Knitting • Observation • Quality work
9.6.2 Knitting 9.6.2.1 Knit different crochet • Crocheting • Team work
items
9.6.3 Crocheting 9.6.3.1 Make different crotched
items

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TOPIC SUB-TOPIC SPECIFIC OUTCOMES CONTENT
KNOWLEDGE SKILLS VALUES
9.6.4 Beadwork 9.6.4.1 Apply the principles of • Beadwork
Ornaments design in bead work. • Ornaments
Make different items
using beads
9.6.5. 1 Make Ornaments using
weaving, knitting,
crocheting and beadwork
9.7 9.7.1 Management of 9.7.1.1 Make different articles • Management of • Identification • Innovativeness
Entrepreneurship projects in for sale projects in • Observation • Quality work
needlework 9.7.1.2 Calculate the profit for needlework • Interpretation • Creativity
articles made • Marketing of • Analyse • Resourcefulness
9.7.1.3 Identify marketing needlework and • Market • Application
9.7.2 Marketing of points and places crafts • Critical thinking
needlework and 9.7.1.4 Plan for sustenance of • Craftiness
crafts project
• Entrepreneurship

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 Needle work and crafts syllabus for Grade 8 to 9

The following table is given as a guide only and does not have to be strictly followed. It may be amended to fit into local requirements. Stitches
and processes learnt in a lower grade should be revised in the higher grades.

GRADE PROCESSES ARTICLES MATERIALS NEEDLES THREADS

VIII Bound opening - Night As for Grade As for Grade VII As for Grade VII
Hook and Eye dress/dress VII
Press studs - Apron
Darning - Matinee coat
Weaving - Pin cushion
Knitting - Baby coat
Crotcheting - Hand bag(crotcheting)
Machining
-Showel
-Floor mats
IX -Zipped opening -Blouse and a skirt As for Grade As for Grade VIII As for Grade VIII
-Weaving -Dress VIII
-Knitting -Chairbacks
-Crotcheting -Bag (weaving)
-Machining -Socks
-Berets
-Knitting
-Scarves
crotcheting
-Cushions
Shawls
Articles
Using beads.

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 MAJOR REFERENCE BOOKS

Food and Nutrition

Haselgrove, N.M. and Scaccen, A.K. - The how and why cookery. Grenada, London – 1981.
Picton Margaret - Understanding cookery, Blackie and Great Britain – 1975.
Foster Mary - Learning to cook. Heinemann Education Books – 1974.
Abbey P.M. and Macdonald G. - ‘O’ Level Cookery Book. Longmans Britain – 1963
Enid O’R. Relly Wright - The Student’s Cookery Book. Oxford University Press – 1964

Home Management and Laundry

Picton Margaret - Understanding Home Making. Blackie and Great Britain – 1975.
Picton Margaret - Understanding Design in the Home. Blackie and Great Britain – 1975.
Capenter, E. Emely - Home Management and House Care. Heinemann, London – 1967
Selkirk and Fonche - Domestic Science Textbook. London Southern, Africa – 1971
Fleet Way - Soft Furnishings. Fleetway Publications, London-1971
Ruth Beryl - You and Your Family. Offset Litho, in Great Britain by Cox and Wyman Ltd., - 74
Mills K.J. - Washing Wisdom. Forbes Publication, London – 1969
Marion I. Mennie with Revisions - Simple Laundry Work and Fabric. by Moore Elsine Care Mills and Boon, London
Ltd. – 1967
Johnston R.O. McFie J. and Akingbehim A. - Home Management. Printed by Khodo Loong Printing Industries Ple Lts., Longman
1974.

Health Education
Picton Margaret - Understanding Parenthood and Childcare. Blackie and Great Britain – 1980.
Picton Margaret - Understanding Health and Safety. Blackie and Great Britain – 1980.
Norton Elisabeth - Hygiene in the Home. Great Britain Butler and Tanner Ltd., - 1973
Shryock Herold M.D. - Your Medical Guide. Southern Publishing Association – 1983
McNoil and Underson - Health Education For Tropical Schools. Collins, London Glasgow – 1965
Oak L., Joan - How to Keep Health. Health Specialist, Department of Health, Zambia.

Needlework and Crafts

Rhiannon Davies - Needlework Notebook. Heinemann Education Books Ltd. – 1972
Bull M. Winerfride - Introduction to Needlework. Longmans – 1963
Picton Margaret - Understanding Dress. Blackie and Great Britain – 1980.
Neal Melita - Needlework for Schools. Robert Maclehose and Company Ltd., Glasgow – 1976

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Hoine Patience - Knitting and Crochet. Lund and Bowden Stephen Humphries, Brand Ford, London –
1973
Horne Caroline - Crotchet Pretty and Practical. Mills and Boon Ltd., London – 1973
Key Fremlin Hermyone - Toys and Gifts. Mills and Boon, Great Britain Ltd., - 1970
Hutchings Margaret - Dolls and How to Make Them. Mills and Boon – 1980
Thomson Helen - Fibres and Fabrics of Today. Heinemann Education Books, London – 1981

NOTE: Other books relating to Home Economics can be consulted for further information.

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