FIRST WORD

Welcome to your favourite teacher’s guide series. This term, our teacher guides have been designed in line with the new Standards-Based
Curriculum developed by the National Council for Curriculum and Assessment (NaCCA) as part of the on-going Pre-Tertiary Education
reforms. This term’s release has been carefully done to help you the teacher, a key stakeholder in this educational reform, get a maximum
understanding of the new Standards-Based Curriculum and also to make teaching with the new curriculum easy and fun. One of the main
features of the new curriculum is to shift the focus of classroom interactions from the teacher to the learner. As such, we have developed
our day to day teacher guides in such a way that, the teaching learning activities give room to the learner to lead, take initiatives and
discover things for himself or herself while the teacher serves as a facilitator. In addition to this, we have complied a generous number of
learner centred teaching techniques and activities as appendix to the teacher guides. These will make your teaching effective, enjoyable
and as learner-centred as possible.
From all of us here at Alpha Virtual Academy, we wish you a fruitful term and hope you have a good time using our teacher guides to start
your journey with the new Standards-Based Curriculum.

Team AVA

i
 ABOUT THIS TEACHER’S GUIDE
This teacher’s guide is designed to provide structure for each lesson. It is intended as an aid not as a substitute to the teacher’s prior preparation for a lesson. Hence,
the teacher is required to gather the necessary teaching and learning resources, conduct further research and reflect on each day’s lesson before delivery.
Each lesson has the following:

WEEK AT A GLANCE
The weeks at a glance appears as a table of contents before the revision Not all learners are the same. In this column of our teacher’s guide, we provide
week (Week 1). Like a detailed varied activities or guidance that will help all types of learners, especially the
scheme of work, it provides a disadvantaged, to master the indicator. The needs of below average learners,

R
PERFORMANCE INDICATORS: above average, both sexes, the marginalised and disabled are individually dealt
helicopter view of all the activities i.
that will take place on a weekly with by diffrentiating the task, outcome and support as well as orgainising the
ii.
basis throughout the term. It is lesson in such a way that learners learn progressively from understanding or
intended that on a single look at LESSON 1: dealing with smaller parts of information to the whole.
LESSON 2:
the weeks at a glance, the teacher
will be armed with information on RESOURCES/MATERIALS: LESSON PRESENTATION
the topics to be taught throughout These are the series of activities that need to be followed throughout the
ASSESSMENT:
the week, the teaching techniques period so that learners can demonstrate an understanding of the stated
that could dominate the week, PAGE NUMBERS IN TEACHER’S GUIDE:
indicators. The teaching of each lesson has been subdivided into the
reading materials to consult and following:
page numbers in books that are
relevant to the week’s teaching
and learning. This is the starter phase of the lesson. Here, we have icebreakers/brain
spurring activities intended to whip the interest of the learner for the lesson.
It is to get the learner thinking and poised enough for the lesson. Here,
These are clear statements of the specific thing(s) learners should be able to learners play mind games, puzzles, learn a new song, poem, rhyme or sing an
do in the light of the indicator by the end of the lesson. existing one to start off the lesson for the day. An important part of this phase
is also to review and reinforce previous week/lesson’s concepts. Extended
exercises or projects from previous lessons are sometimes visited in this stage.
The words that play significant roles in understanding the lesson.

The concept development stage of our teacher’s guide is where the main lesson
These are the tools, materials or objects that will aid in the teaching of the of the day is taught. Here, we explore new content or skill(s) using creative
lesson or help the learners to acquire the skills being taught. The materials pedagogies. This includes all the activities the learners will go through to master
should be collected ahead of the class and used during the lesson. These the indicator. This section of the guide has been developed in such a way that
materials should not distract the learners’ attention from the lesson itself. the learner talks more than the teacher and takes active role in the teaching and
learning process. Indicated by each step is an abbreviation of core
competencies and subject specific practices which the activity is intended to
These are the books, journals, articles and other sources of information
achieve. For example, if a group presentation is geared towards helping learners
consulted in developing the teacher guide.
master the competence of communication and collaboration, you will find (CC)
by the activity. See appendix B for full list of core competencies and subject
specific practices.
ii
An important component of the new curriculum is to ensure the proper system This section provides the opportunity to reflect on what has been learnt and
of assessing learners. Due to this, we have incorporated assessment for learning consolidate the learning. During the wrap up, teacher guides learners to
and assessment as learning strategies to the lesson delivery. review the day’s lesson, stressing the core points and correcting any errors.
With the assessment for learning, the teacher uses assessment to find out the
needs of the learners throughout the lesson and adapts his/her instructions,
materials and resources towards those needs. By this, the teacher guides learners to come to the conclusion that the lesson
Through assessment as learning, the teacher helps learners to reflect on their is not in isolation from reality. Teacher emphasises how to apply lesson in
own learning and become self-assessors, confident of themselves throughout everyday life and across curriculum. In addition to this, the teacher assigns
the teaching and learning process. take-home activities and points learners to other materials to consult for
further learning, as well as the things to do, read or bring to the next lesson.
For the purposes of this teacher’s guide, the assessment refers to assessment
of learning. This is the summative assessment that takes place at the end of the TEACHING NOTES / TEACHER READ ALOUD
lesson. Its goal is to provide the learner, teachers, parents and other This is the definition of concepts, key terminologies and general notes. Apart
stakeholders evidence that the learner has mastery of the skill/content learnt from teaching notes, this column houses teacher read aloud passages, stories
that day. Here, we provide questions for exercises or assign exercises in the or poems. Teacher read alouds are passages, usually beyond the reading ability
Catalyst Learning System’s Actvity Books. In spite of these provisions, the of the learner which the teacher/parent/caregiver reads to the hearing of the
teacher is still free to set his/her own items as assessment of learning or can learner. The teacher uses the variations in pitch, tone and setting to
vary the questions provided in this teacher’s guide. communicate the meaning of the passage.

iii
 HOW TO USE THIS TEACHER’S GUIDE

1. Read the teacher’s guide for the day thoroughly.

2. Reflect:
• Think through the performance indicators of the lesson. Are there other learning outcomes you would like to add?
• Identify what your learners already know about the lesson or aspects of the lesson.
• Reflect on how you will revise and link the lesson to a previous one.
• Consider the time allocated for each Teaching and Learning Activity and how best to make maximum use of it.
• Think of how you can communicate complex concepts in simple ‘child language’.

3. Gather Resources:
• Collect and organize the necessary TLRs specified in the teacher’s guide and any other you deem necessary.
• Research from other sources so as to ‘arm’ yourself with key contents, facts, core points, diagrams etc. needed for the lesson.
• Organize your thoughts and resources.
• Make your teaching notes.

4. Deliver:
• Establish the focus of the lesson by helping learners know what they are going to learn during the lesson.
• Follow the Teaching Learning Activities given in the teacher’s guide from the Warm up to the Wrap –up stage.
• Involve the learners in the class. Allow learners to ask questions at every stage of the lesson. Remember, if you talk for more than 5 minutes without
soliciting learners’ contribution, then you have taken over the lesson!
• Carefully use the various forms of; assessment for learning, assessment as learning and assessment of learning all the way to the end of the lesson.

5. Utilize teaching strategies and warm-up activities:

• Carefully study the teaching techniques and activities attached as Appendix A.

• Use the techniques and activities during delivery to enhance teaching and learning.

iv
 CAT 2, 6 & 10: CO-OPERATIVE LEARNING TASKS/GROUP WORK

Cooperative learning, also referred to as small-group learning, involves learners coming together to learn or complete a group work/project.

A major reason for cooperative learning is to encourage learners to help and guide each other in the learning process. The teacher must therefore explain the
importance of sharing ideas.

Group organization

• Groups for learning must be such that each group is more or less equivalent to the other in terms of the abilities of the learners. For example, the following
guide cab be to fill the groups for a class of 20 learners:

GROUP GROUP GROUP GROUP GROUP

1 2 3 4 5
• A group may be made up of four or five members.
1st 2nd 3rd 4th 5th
Order of • Each learner must be given a role and the teacher must make sure the
10th 9th 8th 7th 6th learner plays his or her role. A group leader should be chosen.
merit
(Learner’s
position in 11th 12th 13th 14th 15th • As much as possible, both sexes must be fairly represented in the group. A
exams) group may be maintained for other subjects.
20th 19th 18th 17th 16th

Organization of the learning process:

• The guideline for the group learning must be followed to ensure that each learner understands the topic or takes part in the completion of the group work.

• Explain difficult concepts and terms and ensure that each pupil pays attention and that there is no noise-making.

• Each member of the group must be given enough attention and time to understand what is being learnt.

• Visit groups during discussions to ensure to ensure that the work is not done by a single individual, but the whole group. Assistance must be provided to
weak learners.

• Learners must thoroughly discuss questions before they are answered on the answer sheets.

• Answer sheets must bear the names of the group members and presented to the teacher at the 6th week.

CAT 2, 6 and 10 must be scored out of 10.

v
CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 1; LESSON 1: FEATURES AND USES OF LINES USED IN COMMUNICATING IDEAS.

B7.5.1.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can identify lines used in A line is a thin mark drawn or traced between two points and
10 is made up of a series of points or dots.
communicating ideas. • Engage learners in a Mingle-Mingle activity.
• Tell learners the topic for the day. Freehand drawing of the lines makes it easier to use them for
• Share the indicator with learners and let them come out with their own success criteria drawing shapes and images. In graphic communication, words,
symbols and signs are used. In drawing or painting, lines make
for the lesson.
sense of what is being communicated. Different types of lines
• Give learners the opportunity to ask questions about the lesson.
have different meanings.
Incline, verical, horizontal, arc, continous
Examples of lines:
30 Curvy Lines
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words horizontal lines,
• Pictures of different types of lines. correctly using the pronounce-with-me technique. vertical lines,
• Guide learners to brainstorm to find the meanings of the keywords. inclined lines,
• Display pictures of different types of lines and let learners talk about them. arcs,
• Give learners a think break so they think to suggest names for the types of lines they continuous thick and thin lines,
• NaCCA JHS Syllabus CAREER short dashes
TECHNOLOGY CCP CURRICULUM FOR have seen.
B7-B10 • Reinforce correct suggestions and correct incorrect ones.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 37.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 1; LESSON 2: FEATURES AND USES OF LINES USED IN COMMUNICATING IDEAS.

B7.5.1.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can illustrate the applications of
10
continuous thick, continuous thin, and thick or • Using the question-and-answer technique, help learners to recall what they learnt Continuous Thick Line
thin dashed lines in drawn objects. in the previous lesson. The continuous thick line is used to show visible outlines or
• Tell learners the topic for the day. edges of a component or assembly. This line may be made thin
if the drawing is congested and a lot of lines are so close to
• Share the indicator with learners and let them come out with their own success criteria
each other that the clarity of the drawing will be negatively
for the lesson.
influenced.
Continous, thick, thin, illustrate • Give learners the opportunity to ask questions about the lesson.

30 Continuous Thin Line

• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words The continuous thin line is the most frequently used line type
• Realia of drawing materials, instruments and correctly using the pronounce-with-me technique. on technical drawings. These lines are solid and has no break
equipment • Guide learners to brainstorm to find the meanings of the keywords. in them. Here is the list of cases where the continuous thin
• Using practical demonstrations, guide learners to illustrate the application of line will be used:
• NaCCA JHS Syllabus CAREER continuous thick, continuous thin, and thick or thin dashed lines in drawn objects.
• Imaginary lines of intersection
TECHNOLOGY CCP CURRICULUM FOR • Dimension line
B7-B10 • Projection lines
• AVA Career Technology Coursebook for • Short centre lines
Basic 7 • Bending lines

Thick or Thin Dashed Line

The Dashed Line is used to indicate hidden details like hidden
• Let learners who cannot speak use sign to outlines and hidden edges. The dashed line may be either thick
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 38. or thin, but only one type (thick or thin) should be used on a
mention. single drawing or set of drawings.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.
• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 1; LESSON 3: FEATURES AND USES OF LINES USED IN COMMUNICATING IDEAS.

B7.5.1.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can illustrate the applications of
10 Thin Chain Line
short dashes, thin chain and dimension lines • Engage learners in a Graffiti Wall activity.
in drawn objects. • Tell learners the topic for the day. The Thin Chain Line is used to indicate centre lines, the lines of
• Learners can make a chart on how the lines • Share the indicator with learners and let them come out with their own success criteria symmetry and also trajectories. Often this line is used as a point
are applied in drawing of reference on engineering drawings.
for the lesson.
• Give learners the opportunity to ask questions about the lesson.
Dimension Lines
Dash, chain, dimension
The dimension line is a fine, dark, solid line with arrowheads on
each end. It indicates direction and extent of a dimension. In
30 machine sketches and drawings, in which fractions and
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words decimals are used for dimensions, the dimension line is usually
correctly using the pronounce-with-me technique. broken near the middle to provide open space for the
• Guide learners to brainstorm to find the meanings of the keywords. dimension numerals. In architectural and structural sketches
• NaCCA JHS Syllabus CAREER • Using practical demonstrations, guide learners to illustrate the application of short and drawings, the numerals are usually above an unbroken
TECHNOLOGY CCP CURRICULUM FOR dashes, thin chain and dimension lines in drawing. dimension line.
B7-B10 • Let learners make a chart of different lines and how they are applied.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 39.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 12.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 2; LESSON 1 OF 3: PRINCIPLES OF LETTERING

B7.5.1.1.3
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can identify lower- and upper-case Lettering in Technical Drawing
10 Technical lettering is the process of forming letters, numerals,
letters. • Engage learners in a Carousel activity.
• Learners can discuss the principles of • Tell learners the topic for the day. and other characters in technical drawing. It is used to describe,
lettering. • Share the indicator with learners and let them come out with their own success criteria or provide detailed specifications for, an object. With the goals
• Learners can Set out drawing paper and of legibility and uniformity, styles are standardized and lettering
for the lesson.
prepare title block indicating name, school, ability has little relationship to normal writing ability. Upper-
• Give learners the opportunity to ask questions about the lesson.
class, date and drawing number. case letters and lower-case letters are used for different
functions.
Case, Letter, Principle, Lettering
Principles of lettering
30 Titles should be 8mm high
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words General information is usually about 6mm high
• Realia of drawing materials, instruments and correctly using the pronounce-with-me technique. Titles and dimensions are written in upper case
equipment • Guide learners to brainstorm to find the meanings of the keywords.
• Write lower-case and upper-case letters on the white/ chalkboard and let learners Preparing title block
identify them A border is a line drawn around the inside edge of the paper.
• NaCCA JHS Syllabus CAREER Usually this is 10mm from the edge of the paper. It is basically
TECHNOLOGY CCP CURRICULUM FOR • Through the drilling technique, guide learners to discuss the principles of lettering.
a rectangle drawn precisely and inside this rectangle is the
B7-B10 • Demonstrate and let learners follow, step by step, how to set up their drawing paper
design area. Border lines enable us to present drawing on the
• AVA Career Technology Coursebook for and prepare title block indicating name, school, class, date and drawing number.
sheet very well. They serve as reference points for vertical and
Basic 7 horizontal lines on the drawing paper.
The tee-square is used to draw the horizontal border lines while
the tee-square is used in conjunction with the set-square to
• Let learners who cannot speak use sign to draw vertical lines.
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 40. A title block is normally drawn at the bottom of the paper.
mention.
Inside the title block, we write or print important information
• Put learners in mixed ability groups during
such as Name, School, Class, Title, Drawing number and Date.
discussion.
10 The measurements for the title block can be seen below (these
• Let learners who are visually impaired listen • Let learners reflect on the lesson. can vary depending on the type of title block being used). All
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them. the lines are dark with the exception of the guidelines between
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points. which the writing is positioned.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to find relevant
information about it.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 2; LESSON 2 OF 3: TECHNIQUES OF SKETCHING OBJECTS IN TWO DIMENSIONAL (2-D) PLANE FIGURES
B7.5.1.1.4
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can discuss what is meant by Sketches are a quick way of putting ideas down using freehand
10
sketching. • Let learners write a one-minute paper on what they learnt in the previous lesson. with a pencil or any other marker. When you start to draw,
• Learners can illustrate the techniques of • Share the indicator with learners and let them come out with their own success criteria sketch lightly. Any mistake can be drawn over to correct or
sketching objects in two-dimensional (2-D) for the lesson. improve the drawing. Erasing, however is discouraged in
plane figures sketching.
• Give learners the opportunity to ask questions about the lesson.
Drawing Horizontal lines.
Sketch, freehand, oval, plane, figure
• Mark a dot at the start of the line.
30 • Mark another dot at the endo of the line
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words • Keeping your eye on the dot at the end, slide your hand
• Realia of drawing materials, instruments and correctly using the pronounce-with-me technique. along from left to right.
equipment • Guide learners to brainstorm to find the meanings of the keywords.
• Let learners discuss to come up with a definition for sketching. Drawing vertical lines
• Through the modelling technique, demonstrate techniques in sketching different • Mark a dot at the start of the line.
• NaCCA JHS Syllabus CAREER objects in two-dimension (2-D) and let learners follow. • Mark another dot at the end of the line.
TECHNOLOGY CCP CURRICULUM FOR • Keeping your eye on the dot at the end, use a wrist
B7-B10 movement from top to bottom to join the two dots.
• AVA Career Technology Coursebook for
Drawing slanted lines
Basic 7
You can also draw slanted line by marking two dots to be joined.

Drawing a circle
• Draw a square and in it, draw two line perpendicular to each
• Let learners who cannot speak use sign to
10 other.
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 41. • Draw two diagonal lines to pass through the centre.
mention. • Mark points on the diagonal lines, making sure that the
• Put learners in mixed ability groups during distance of each point is 2/3 of the total distance from the
discussion. centre to the corner of the square.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson. • Moving your wrist and fingers, draw a circle to pass through
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them. all the points.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Encourage learners to practice sketching more objects at home.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 2; LESSON 3 OF 3: TECHNIQUES OF SKETCHING OBJECTS IN THREE DIMENSION (3-D)

B7.5.1.1.4
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can illustrate the techniques of Pictorial projection is a method of drawing objects in 3
10
sketching objects in three dimensional (3-D) • Let learners share the processes they found most challenging in the previous dimensions (3D).
lessons and suggest simple solutions to their challenges There are several types of pictorial projection. Some of these
• Tell learners the topic for the day. are:
1. Oblique projection 2. Isometric projection
• Share the indicator with learners and let them come out with their own success criteria
for the lesson.
Isometric, oblique, perspective • Give learners the opportunity to ask questions about the lesson.

30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
• Realia of drawing materials, instruments and correctly using the pronounce-with-me technique.
equipment • Guide learners to brainstorm to find the meanings of the keywords.
• Draw 3-D objects in Isometric, Oblique and Perspective and let learners talk about the
differences 3. Perspective projection
• NaCCA JHS Syllabus CAREER • Tell learners about the principles underlying each pictoral projection method.
TECHNOLOGY CCP CURRICULUM FOR • Through the modelling technique, demonstrate techniques in sketching different
B7-B10 objects in three-dimension (3-D) and let learners follow.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 42.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 13.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 3; LESSON 1 OF 6: PROBLEM IDENTIFICATION

B7.5.2.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can study a given design brief to Design brief
10 A designed brief is a short, clear and precise statement giving
identify the problem • Engage learners in a Shark and Fish activity.
• Learners can analyse problems and list the • Tell learners the topic for the day. the general outline of what the designer intends to design and
possible ideas for the solution • Share the indicator with learners and let them come out with their own success criteria make.
• Learners can discuss ideas in groups. for the lesson.
Correctly worded briefs can be stated as:
• Give learners the opportunity to ask questions about the lesson.
Design and make (or realize or construct or produce or
Design, brief, problem, idea
manufacture) a unit (or an artefact, structure, system, device, or
item) and a clue from the situation.)
30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique. Examples of design brief:
• Design and make a unit for keeping individual embroidery
• Guide learners to brainstorm to find the meanings of the keywords.
thread.
• Describe a problem situation and let learners identify the problem in the situation.
• Design and realize an artefact for keeping threads.
• NaCCA JHS Syllabus CAREER • Let learners share their ideas about possible solutions to the problem. • Design and construct a device for keeping the threads in
TECHNOLOGY CCP CURRICULUM FOR • Guide learners to work in small groups of three to discuss their ideas. good order.
B7-B10 • Call random non-volunteers from each group to share the best idea the group came up • Design and make a unit for keeping toothpastes and tooth
• AVA Career Technology Coursebook for with. brush
Basic 7 • Work with learners to write a design brief for the problem. • Design and make a unit for keeping cake of soap

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 43.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to find relevant
information about it.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 3; LESSON 2 OF 6: PROBLEM IDENTIFICATION

B7.5.2.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can use freehand sketching to Generating possible solutions
10
generate three possible ideas for solving the • Engage learners in a Carousel activity. Possible solutions are the initial or preliminary ideas generated
identified problem and write descriptive notes • Tell learners the topic for the day. based on the analysis and investigation on the original problem
• Learners can verify if the generated ideas • Share the indicator with learners and let them come out with their own success criteria identified. At this stage it is very important to come up with
satisfy the solution for the problem identified more than one solution, each must be an alternative solution to
for the lesson.
• Learners can select the best design and draw it the problem.
• Give learners the opportunity to ask questions about the lesson.
in a pictorial form
Pre-imaging and sketching.
Pre-imaging is where the designer visualizes the solution.
Freehand, alternative, verify
Pre-imaging is done after choosing or selecting the idea. This is
30 a mental activity which seeks to solve the problem with the
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words chosen/preferred solution in the mind’s eye.
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords. Sketching is a very quick and useful way of putting your ideas
• Put learners in the same groups they worked in in the previous lesson. down on paper.

• NaCCA JHS Syllabus CAREER • Let learners use freehand sketching to generate three possible ideas for solving the
Freehand sketches
TECHNOLOGY CCP CURRICULUM FOR identified problem.
They are freehand drawings of possible solutions to a design
B7-B10 • Let learners peer-assess each other’s sketch to verify if the generated ideas satisfy the
problem.
• AVA Career Technology Coursebook for solution for the problem identified
Basic 7 • Learners vote to selecet the best design and draw it I a pictoral form. Selecting and developing the preferred/solution
Usually when the possible solutions are generated, one that
best solves the problem is chosen. When you are ready to make
a choice from your range of possible solutions, the first step
• Let learners who cannot speak use sign to should always be to look back at the specification.
10 You choose the design which will do the job best out of the best
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 44.
mention. solution. The initial or preliminarily solution is re-examined and
• Put learners in mixed ability groups during refined or modified properly.
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners to keep their drawn designs as they will be needed in the next lesson.

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WEEK 3; LESSON 3 OF 6: PROBLEM IDENTIFICATION

B7.5.2.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can provide suitable dimensions to the Working drawing:
10
selected design • Using the question-and-answer technique, guide learners to recall information At this stage the designer draws each part of the artefact to be
from the previous lessons. made with dimensions. The artefact is normally represented in
• Tell learners the topic for the day. orthographic projection.
• Share the indicator with learners and let them come out with their own success criteria
for the lesson.
Dimension, suitable • Give learners the opportunity to ask questions about the lesson.

30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Put learners in the same groupings as in the previous lesson.
TECHNOLOGY CCP CURRICULUM FOR • Let learners produce their design from the previous lesson.
B7-B10 • Let learners discuss to provide suitable dimentions for their design.
• AVA Career Technology Coursebook for • Let learners re-draw their design, this time, including the dimensions.
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 45.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 14.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 4; LESSON 4 OF 6: PROBLEM IDENTIFICATION

B7.5.2.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can Prepare a simple working drawing Orthographic Projection
10 Orthographic means drawing objects at right angles. Projection
of the selected design for the working drawing • Engage learners in a Bail Me activity.
means drawing lines from the edges and vertexes of an object in
prepared in communication design such as front • Tell learners the topic for the day. space onto a plane.
elevation, plan and end view • Share the indicator with learners and let them come out with their own success criteria
for the lesson.
• Give learners the opportunity to ask questions about the lesson.
Elevation, dimension, suitable

30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique. Orthographic projection, therefore, means representing or projecting
the faces of a three-dimensional object in two-dimensional form to
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER provide in most cases, a full size description of the faces of the
• Using the TAPPLE technique, introduce learners to the concept of Orthographic object.
TECHNOLOGY CCP CURRICULUM FOR projections.
B7-B10 • Guide learners through the modeling technique to draw the front view for the design The Orthographic Views include;
• AVA Career Technology Coursebook for they developed in the previous lesson. The front view/elevation is the orthographic view of the front of an
Basic 7 object. When choosing face to use as front, the longest vertical face
is chosen. This is because the longest face typically shows the most
detail.
The plan is the orthographic view of the top of an object
The end view/elevation is the orthographic view of the side of an
• Let learners who cannot speak use sign to object
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 46.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Instruct learners to read more on the internet about orthographic projection

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WEEK 4; LESSON 5 OF 6: PROBLEM IDENTIFICATION

B7.5.2.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can Prepare a simple working drawing Principal Planes
10 Principal planes are surfaces on which the views of 3-dimensional
of the selected design for the working drawing • Engage learners in a Ball Toss activity.
objects in space are projected to obtain the 2-dimensional forms.
prepared in communication design such as front • Tell learners the topic for the day. First Angle Projection
elevation, plan and end view • Share the indicator with learners and let them come out with their own success criteria It is the drawing which shows the front elevation of the object drawn
for the lesson. above the plane with the end elevation of the object drawn to the
• Give learners the opportunity to ask questions about the lesson. opposite side of the front elevation.
Elevation, dimension, suitable
Principles of first angle projection
The view drawn onto the front “vertical plane” is called front
30 elevation or front view.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words The view drawn onto the “horizontal plane” is called the plan.
correctly using the pronounce-with-me technique. The view drawn onto the side “vertical plane” is called side elevation
• Guide learners to brainstorm to find the meanings of the keywords. or side view.
• NaCCA JHS Syllabus CAREER 1. The front elevation and plan are always in line vertically.
• Using the TAPPLE technique, introduce learners to the concept of First Angle 2. The front and side elevations are in line horizontally. (All
TECHNOLOGY CCP CURRICULUM FOR Projections. measurements or dimensions are projected horizontally).
B7-B10 • Guide learners through the modeling technique to draw the plan for the design they 3. The depth of the plan is the same as the depth of the side
• AVA Career Technology Coursebook for developed in the previous lesson. elevation.
Basic 7 4. The width of the plan is the same as the width of the front
elevation.
5. The height of the side elevation is the same as the height of the
front elevation.
6. A view taken from above must be drawn beneath (under) the
• Let learners who cannot speak use sign to
10 front elevation. (The plan is projected and drawn directly below
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 47. the front elevation).
mention. 7. An end elevation is projected to the opposite side of the front
• Put learners in mixed ability groups during elevation from where it is viewed, that is, when viewed from the
discussion. left, the end elevation is drawn onto the right side of the front
10 elevation.
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.
• Instruct learners to read more on the internet about First Angle Projection

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WEEK 4; LESSON 6 OF 6: PROBLEM IDENTIFICATION

B7.5.2.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can Prepare a simple working drawing Third Angle Projection
10 It is the drawing which shows the plan of the object drawn
of the selected design for the working drawing • Engage learners in a Simon Says activity.
prepared in communication design such as front • Tell learners the topic for the day. above the front elevation with end elevation drawn to the
elevation, plan and end view • Share the indicator with learners and let them come out with their own success criteria opposite side of the front elevation.
for the lesson.
Principles of Third Angle
• Give learners the opportunity to ask questions about the lesson.
1. The plan and front elevation are always in line
Elevation, Dimension, Suitable
vertically.
2. The front and side elevations are in line horizontally.
30 3. The depth of the plan is the same as the depth of the
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words side elevation.
correctly using the pronounce-with-me technique. 4. The width of the plan is the same as the width of the
• Guide learners to brainstorm to find the meanings of the keywords. front elevation.
• NaCCA JHS Syllabus CAREER • Using the TAPPLE technique, introduce learners to the concept of Third Angle 5. The height of the side/end elevation is the same as
TECHNOLOGY CCP CURRICULUM FOR Projections. the height of the front elevation.
B7-B10 • Guide learners through the modeling technique to draw the end view of the design 6. The plan is projected and drawn directly above the
• AVA Career Technology Coursebook for they developed in the previous lesson. front elevation.
Basic 7 7. When looking at an object on the left view, its
elevation is drawn on the left to the front elevation.
8. When looking at an object on the right view its
elevation is drawn on the right to the front elevation.
• Let learners who cannot speak use sign to
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 48.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 15.

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WEEK 5; LESSON 1 OF 3: PLANNING A MEAL

B8.5.3.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can discuss three types of meals served Breakfast
10 This is the first meal of the day and, therefore, very important.
in a day. • Let learners mention the foods they have eaten today
• Tell learners the topic for the day. It must be well balanced enough, and filling, but not bulky.
• Share the indicator with learners and let them come out with their own success criteria Children, especially, must be served with good breakfast to
Breakfast, lunch, supper enable them perform well in school. It is said that breakfast
for the lesson.
should never be skipped. Suitable foods for breakfast include
• Give learners the opportunity to ask questions about the lesson.
cereals, porridges, bread, beverages, fruits, etc. (light breakfast).
Sometimes animal products, starchy roots, etc., are also served
30 (heavy breakfast). Manual workers normally take in heavy
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words breakfast.
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords. Lunch
• NaCCA JHS Syllabus CAREER • Put learners into small groups of not more than five (5) Lunch is the mid-day meal and the heaviest of the day. Suitable
TECHNOLOGY CCP CURRICULUM FOR • Let learners discuss to identify the three main types of meals. dishes for lunch include palmnut soup with fufu, vegetable stew
B7-B10 • Let learners talk about the meals they have identified with regards to the time they are with rice, fish stew and waakye. Dessert in the form of fruits
• AVA Career Technology Coursebook for typically served. and sweet dishes can be served to balance the meal.
Basic 7 • Learners work in their groups to explain how any one example of the types of meals is
Supper
prepared.
This is the last meal of the day which can be taken early or late
(dinner). Slightly heavy dishes can be served if it is to be taken
• Let learners who cannot speak use sign to early. However, lighter dishes should be served if it is to be
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 49. taken late to avoid indigestion. Also dishes eaten for breakfast
mention. and lunch should be considered in order to avoid repetition of
• Put learners in mixed ability groups during intake.
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Inform learners to search on the internet for other types of meals served in the day.
Learners are to write a short report of their findings.

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WEEK 5; LESSON 2 OF 3: PLANNING A MEAL

B8.5.3.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can discuss three types of meals served Snack
10 This is normal light dishes which are served in-between the
in a day. • Let learners submit their report to be discussed later in the lesson.
• Tell learners the topic for the day. main meals of the day, e.g., between breakfast and lunch (mid-
• Share the indicator with learners and let them come out with their own success criteria morning snack), or between lunch and supper (mid afternoon
snack), e.g., fish turnovers and pineapple drink.
for the lesson.
• Give learners the opportunity to ask questions about the lesson.
Elevenses
Elevenses, brunch, snack
It is a meal (snack items) eaten around eleven o'clock in the
morning.
30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words Brunch
correctly using the pronounce-with-me technique. A heavy meal served between ten and eleven in the morning to
• Guide learners to brainstorm to find the meanings of the keywords. act as breakfast and lunch, when breakfast is not taken.
• NaCCA JHS Syllabus CAREER • Call learners randomly to read out their findings from the internet search.
TECHNOLOGY CCP CURRICULUM FOR • Let learners discuss the findings to identify different types of meals served in a day.
B7-B10 • Let learners tell the differences between the types of meals.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 50.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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WEEK 5; LESSON 3 OF 3: FACTORS TO CONSIDER WHEN PLANNING A MEAL

B8.5.3.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can discuss the factors to consider Points to consider in planning meals
10
when planning meals. • Using the question-and-answer technique, guide learners to recall what they 1. Money available: the amount of money for the meal will
learnt in the previous lessons. determine the choice of ingredients from the various food
• Tell learners the topic for the day. groups, e.g., using yam instead of potatoes, and also the
number of courses to be served.
• Share the indicator with learners and let them come out with their own success criteria
for the lesson. 2. Nutritional needs of clients: Consider the nutritional needs
Budget, availability, nutrition • Give learners the opportunity to ask questions about the lesson. of everyone being catered for in relation to their
occupation, health, as well as their likes and dislikes,
religious beliefs.
30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
3. Cooking facilities available: Cooking facilities available to
correctly using the pronounce-with-me technique. determine the choice of dishes for the meal, e.g., an oven is
• Guide learners to brainstorm to find the meanings of the keywords. needed to bake cakes and pastries.
• NaCCA JHS Syllabus CAREER • Through a think-pair-share activity, let learners identify some factors that they will
TECHNOLOGY CCP CURRICULUM FOR consider when planning a meal. 4. Time available: The time needed to prepare certain dishes
B7-B10 • Let learners talk about the factors identified through a whole-class discussion. and when the meal will be served are of great importance
• AVA Career Technology Coursebook for in meal planning to avoid lateness.
Basic 7
5. Occasion: Certain occasions require specific dishes, e.g.,
buffet with variety of dishes is served at dinner parties for
anniversaries and special occasions.
• Let learners who cannot speak use sign to 6. Variety: Choose food from the different food groups for
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 51. balance. Foods should vary in colour, texture, flavour, etc.
mention. Also vary cooking methods to avoid monotony.
• Put learners in mixed ability groups during
7. Foods in season: Consider using foods in season which are
discussion.
10 cheaper, fresher, and more nourishing.
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them. 8. Weather conditions: Warm dishes should be served during
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points. cold weather and vice versa.
the pictures and discuss with their peers
9. Capability/skill of kitchen staff: A caterer must choose
where necessary.
dishes that the kitchen staff can adequately prepare
without difficulty. This will help them to come out with
• Assign (from learner’s Activity Book) Homework 16. appetising dishes.

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WEEK 6; LESSON 1: REASONS FOR COOKING

B7.5.4.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can discuss reasons for cooking food, in Reasons for cooking food
10
groups. • Begin the lesson with a quick Question-and-answer session to help learners recall
what they learnt in previous lessons. • To make food edible
• Tell learners the topic for the day. • To improve flavour of food
• To kill germs
• Share the indicator with learners and let them come out with their own success criteria
for the lesson.
Edible, flavour, germ • Give learners the opportunity to ask questions about the lesson.

30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Put larners in groups for this lesson.
TECHNOLOGY CCP CURRICULUM FOR • Let learners discuss in their groups to identify reasons for cooking food.
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 52.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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WEEK 6; LESSON 2: METHODS OF COOKING- BOILING

B7.5.4.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can identify and classify the Moist Method—boiling, stewing, poaching
10
different methods of cooking • Help learners to recall information from the previous lesson by engaging in a Dry Method—baking, grilling
• Learners can identify foods that can be carousel activity.
boiled • Tell learners the topic for the day. Boiling is the cooking of food at 100°C in a pan with a fitting
lid and water barely covering the food.
• Share the indicator with learners and let them come out with their own success criteria
for the lesson.
foods that can be boiled: yam, rice, egg, meat
Moist, dry, method, boiling • Give learners the opportunity to ask questions about the lesson.

30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Let learners mention and describe how to prepare their favourite meals.
TECHNOLOGY CCP CURRICULUM FOR • Through a class discussion, let learners identify cooking methods from their description
B7-B10 of how to prepare their favourite meals.
• AVA Career Technology Coursebook for • Let learners classify the cooking methods into moist and dry methods.
Basic 7 • Lead learners to talk about boiling as a moist method of cooking.
• Let leraners identify food commodities that can be cooked by boiling.

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 53.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Instruct learners to search for other cooking methods that were not mentioned in class.

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WEEK 6; LESSON 3: BOILING

B7.5.4.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can discuss the three types of There are three different ways by which boiling can be done:
10
boiling • Call random volunteers to share with the class what they remember from the a) Boiling in which the stock is drained away or used to
• Learners can discuss the advantages and previous lesson. prepare food, e.g., yam, kontomire.
disadvantages of boiling food. • Tell learners the topic for the day. b) Boiling in which the stock becomes part of the food and are
• Learners can describe the principles served together, e.g., soup, porridge.
• Share the indicator with learners and let them come out with their own success criteria
of/guidelines for boiling. c) Boiling in which the food absorbs the boiling water in which
for the lesson.
it is cooked, e.g., rice.
• Give learners the opportunity to ask questions about the lesson.
Stock, drain, absorb.
Points to consider when boiling food
30 1. Sufficient water should be used to barely cover the
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words food for even cooking.
correctly using the pronounce-with-me technique. 2. The saucepan used should have a well-fitted lid to
• Guide learners to brainstorm to find the meanings of the keywords. prevent evaporation.
• NaCCA JHS Syllabus CAREER • Using the Teach-OK technique, explain the three types of boiling and let learners 3. Avoid overcooking to prevent loss of valuable
TECHNOLOGY CCP CURRICULUM FOR discuss them. nutrients.
B7-B10 • Lead a whole-class discussion on points to consider when boiling food. 4. Food should be evenly cut to prevent breaking and
• AVA Career Technology Coursebook for uneven cooking.
• Let learners talk about the advantages and disadvantages of boiling in small groups.
Basic 7 5. Maintain the right temperature throughout the
cooking time.
Advantages of boiling food
1. Boiling is a fast and easy method of cooking.
• Let learners who cannot speak use sign to 2. Boiling does not need regular attention.
demonstrate the things they cannot say or 3. Boiling is inexpensive and a safe method.
• Assign (from learner’s Activity Book) Exercise 54.
mention. 4. Boiled foods are easily digestible and therefore,
suitable for all groups of people!
• Put learners in mixed ability groups during
Disadvantages of boiling food
discussion.
10 1. Boiled foods are less attractive and must, therefore,
• Let learners who are visually impaired listen • Let learners reflect on the lesson. be garnished.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them. 2. Boiled foods are not tasty unless well-seasoned.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points. 3. Valuable nutrients are lost if the stock is thrown away.
the pictures and discuss with their peers 4. Boiled foods can easily lose their shape (break or
where necessary. mashed up).

• Assign (from learner’s Activity Book) Homework 17.

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WEEK 7; LESSON 1 OF 3: STEWING

B7.5.4.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can explain what is meant by Stewing is the cooking of food in minimum amount of liquid in
10
stewing. • Using the Carousel Activity, guide learners to recollect what was learnt in the a pan with a fitting lid in which the food simmers. Stewing is a
• Learners can identify foods that can be previous lesson. long process of cooking and therefore, useful for cooking
stewed. • Tell learners the topic for the day. tough cuts of meat and vegetables. The liquid and the food are
served together. The slow cooking in is to soften the food and
• Share the indicator with learners and let them come out with their own success criteria
to also allow the juices to be drawn into the liquid to develop
for the lesson.
the flavour.
Stew, Liquid, Gentle • Give learners the opportunity to ask questions about the lesson.
Examples of foods that can be stewed
1. Tough meat
30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words 2. Fibrous vegetables
correctly using the pronounce-with-me technique. 3. Fruits (under ripe)
• Guide learners to brainstorm to find the meanings of the keywords. 4. Poultry
• NaCCA JHS Syllabus CAREER • Using the Tech-OK technique, explain what stewing is and let learners discuss.
TECHNOLOGY CCP CURRICULUM FOR • Call random volunteers to mention examples of foods that can be stewed.
B7-B10 • Lead the whole class to discuss why the mentioned foods can be stewed.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 55.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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WEEK 7; LESSON 2 OF 3: STEWING

B7.5.4.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can discuss the principles Principles for stewing
10
of/guidelines for stewing. • Begin the lesson with a carousel activity to help learners recall what was learnt in 1. Use a saucepan with a fitting lid to prevent
• Learners can prepare a dish using the the previous lesson. evaporation.
stewing method and display for appraisal • Tell learners the topic for the day. 2. It is a conservative method of cooking as there is little
or no loss of flavour and nutrients.
• Share the indicator with learners and let them come out with their own success criteria
3. Stewing needs little attention, therefore saving energy
for the lesson.
and time.
Fitting, temperature, steam • Give learners the opportunity to ask questions about the lesson.
4. Stewing can be used to make appetizing and attractive
dishes from cuts of meat and vegetables.
5. Use just enough oil to cook the food to avoid oily
30 stew.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Let learners work in groups to discuss the principles of stewing.
TECHNOLOGY CCP CURRICULUM FOR
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 56.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Instruct learners to prepare a meal by stewing and bring samples to class for appraisal.

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WEEK 7; LESSON 3 OF 3: STEWING

B7.5.4.1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
• Learners can discuss the advantages and Advantages of stewing
10 1. Stewing is a suitable method of softening tough cuts
disadvantages of stewing foods. • Engage learners in a Graffiti Wall activity.
• Learners can prepare a dish using the • Tell learners the topic for the day. of meat.
stewing method and display for appraisal • Share the indicator with learners and let them come out with their own success criteria 2. Little attention is needed when food is simmering.
3. Stewed foods are tasty and attractive.
for the lesson.
1. Stewing is a conservative method of cooking food.
• Give learners the opportunity to ask questions about the lesson.
4. Little evaporation takes place due to the slow cooking.
Appraisal, economic, fuel
Disadvantages of stewing
1. Stewing wastes a lot of time due to the slow cooking.
30 2. The slow cooking can discolour vegetables and cause
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words loss of flavour.
correctly using the pronounce-with-me technique. 3. Some vitamins (C) are destroyed due to the prolonged
• Guide learners to brainstorm to find the meanings of the keywords. cooking time.
• NaCCA JHS Syllabus CAREER • Let learners display their stewed food and let their colleagues talk about them. Make 4. More attention is needed so that food does not burn.
TECHNOLOGY CCP CURRICULUM FOR sure learners do not ingest other people’s food.
B7-B10 • Let learners discuss the advantages and disadvantages of stewing foods in small goups.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 57.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 18.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 8; LESSON 1: STITCHES

B7.5.4.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can make specimens or samples of Hand stitching is an essential sewing skill every sewer must
10 possess and master. Stitches are used to hold pieces of
basic sewing stitches individually. • Engage learners in a Graffiti Wall activity.
• Tell learners the topic for the day. garments together. There are many different types of stitches.
• Share the indicator with learners and let them come out with their own success criteria Here are some examples of stitches and how they are worked.
Running Stitch
for the lesson.
The running stitch is one of the most common and basic
• Give learners the opportunity to ask questions about the lesson.
stitches you can do, both by hand and by machine. Sewing by
Stitch, sewing, lenght
machine assures precision and firmness. But sewing by hand is
great for a speedy stitcher and quick stitches and for stitching
30 together narrow spaces that cannot be reached by machine.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words Follow the steps below to work a running stitch.
• Realia of stitching tools and materials correctly using the pronounce-with-me technique. 1. Take the needle in and out of the fabric up to your desired
• Guide learners to brainstorm to find the meanings of the keywords. stitch length.
• NaCCA JHS Syllabus CAREER • Through a whole class discussion. Let learners talk about the importance of stitches in 2. You may also make several stitches by popping your
TECHNOLOGY CCP CURRICULUM FOR sewing. needle in and out the fabric at equidistant lengths before
B7-B10 • Demonstrate the procedure in making common stitches and let learners follow. pulling your needle through the fabric.
• Let learners display their specimen for their colleagues to appraise. 3. Make sure stitches are locked once done.
• AVA Career Technology Coursebook for
Back stitch
Basic 7
The back stitch features small stitches that can hold a great
amount of strength. This hand stitching technique works well
with mending seams or in a seam that will resist a lot of strains
and pulls. Learn how to make this stitch by going through
• Let learners who cannot speak use sign to
10 these steps:
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 58. 1. Pull your threaded needle from the underside of your
mention. fabric.
• Put learners in mixed ability groups during 2. Make a single running stitch.
discussion. 3. From the underside of your fabric, pull the thread to keep
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson. the stitch taut.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them. 4. Bring your needle up again, piercing through the fabric at
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points. a distance equivalent to the length of your single running
the pictures and discuss with their peers stitch. Use the photo above for reference.
where necessary. 5. Repeat the process until you finish your stitches.

• Instruct learners to practice the procedures they have learnt.

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WEEK 8; LESSON 2: STITCHES

B7.5.4.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can make specimens or samples of Overcast stitch
10 To sew this overcast stitch,
basic sewing stitches individually. • Engage learners in a Do-Si-Do activity.
• Tell learners the topic for the day. 1. thread your needle with one single thread and then knot
• Share the indicator with learners and let them come out with their own success criteria the two thread at the ends together securely. Bring up the
needle to the top of the fabric
for the lesson.
2. Take the needle to the back, a thread away from where
• Give learners the opportunity to ask questions about the lesson.
you came up.
Overcast, chain, slip
3. Loop the thread, dividing the two threads, through the
needle at this point at the back. Pull up the needle. You
30 will have your first overcast stitch.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words 4. You will have to repeat the whole process again. Come up
• Realia of stitching tools and materials correctly using the pronounce-with-me technique. from the back a little away from the first stitch.
• Guide learners to brainstorm to find the meanings of the keywords. 5. Continue in this way, till you finish the whole edge.
• NaCCA JHS Syllabus CAREER • Demonstrate the procedure in making common stitches and let learners follow.
TECHNOLOGY CCP CURRICULUM FOR • Let learners display their specimen for their colleagues to appraise. Chain stitch
B7-B10 Refer to coursebook for steps
• AVA Career Technology Coursebook for
Slip stitch
Basic 7
1. Iron the folds of the fabric.
2. Take the threaded needle underneath the fold to hide
the knot.
• Let learners who cannot speak use sign to
3. Pull the needle and thread out from the folded edge.
demonstrate the things they cannot say or 4. Grab a little bit of fabric underneath from the opposite
10
mention. • Assign (from learner’s Activity Book) Exercise 59. side of the folded fabric.
• Put learners in mixed ability groups during 5. Pull the needle out.
discussion. 6. Insert the needle again to the opposite side.
• Let learners who are visually impaired listen 7. Repeat the same pattern until you close the opening.
10
attentively and demonstrate what they see. • Let learners reflect on the lesson.
• Let learners who are handicapped observe • Give learners the opportunity to ask any questions they may have and address them.
the pictures and discuss with their peers • Summarise the lesson, emphasising the salient points.
where necessary.

• Instruct learners to practice the procedures they have learnt at home.

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WEEK 8; LESSON 3: STITCHES

B7.5.4.1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can make specimens or samples of Double crochet
10 To start this stitch…
basic crocheting stitches individually. • Engage learners in a Graffiti Wall activity.
• Tell learners the topic for the day. 1. First wrap your yarn (yarn over) around the hook, and
• Share the indicator with learners and let them come out with their own success criteria insert the hook into the next stitch.
2. Yarn over again, then pull that loop up through the
for the lesson.
stitch. You should now have three loops on your hook.
• Give learners the opportunity to ask questions about the lesson.
3. Wrap your yarn again (yarn over) and pull through just
Yarn, Hook, Loop
two of the stitches on the hook.
4. Wrap your yarn one more time and pull through the
30 last two loops on your hook.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique. The treble crochet
• Guide learners to brainstorm to find the meanings of the keywords. Refer to coursebook for steps.
• NaCCA JHS Syllabus CAREER • Demonstrate the procedure in making common stitches and let learners follow.
TECHNOLOGY CCP CURRICULUM FOR • Let learners display their specimen for their colleagues to appraise.
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 60.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 19.

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WEEK 9; LESSON 1: MAKING CARD BOARD OR PAPER MOCK UPS

B7.5.4.1.3
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can design and make card board or Steps to create a cardboard or paper mock-up
10
paper mock ups • Engage learners in a Ball Toss activity.
• Tell learners the activity for the day. 1. Organise the card board or paper as the main materials in
• Share the indicator with learners and let them come out with their own success criteria place for the work.
2. Use the cutting list together with the working drawing to
for the lesson.
undertake the measuring, marking out and cutting of the
• Give learners the opportunity to ask questions about the lesson.
various parts of the design
Mock-up, artifact, surface
3. using appropriate tools and equipment.
4. Check the various parts and dimensions to ensure an
30 accurate surface development of the artifact.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words 5. Fold the parts of the surface developed to obtain the
• Realia of tools and materials needed to make correctly using the pronounce-with-me technique. required artifact.
a cardboard or paper artifact • Guide learners to brainstorm to find the meanings of the keywords. 6. Use appropriate jointing materials, tools to complete the
• Using the modelling technique, make a cardboard or paper artifact. required artifact.
• NaCCA JHS Syllabus CAREER • Let learners follow your procedure step by step 7. Apply a suitable finish on the artifact
TECHNOLOGY CCP CURRICULUM FOR 8. Test and evaluate artifact for modifications
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 61.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Encourage learners to practice at home.

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WEEK 9; LESSON 2: MAKING CARD BOARD OR PAPER MOCK UPS

B7.5.4.1.3
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can design and make card board or Steps to create a cardboard or paper mock-up
10
paper mock ups. • Engage learners in a Graffiti Wall activity.
• Tell learners the topic for the day. 1. Organise the card board or paper as the main materials in
• Share the indicator with learners and let them come out with their own success criteria place for the work.
2. Use the cutting list together with the working drawing to
for the lesson.
undertake the measuring, marking out and cutting of the
• Give learners the opportunity to ask questions about the lesson.
various parts of the design
3. using appropriate tools and equipment.
30 4. Check the various parts and dimensions to ensure an
• Realia of tools and materials needed to make • Using the demonstration technique, make a cardboard or paper artifact. accurate surface development of the artifact.
a cardboard or paper artifact • Let learners design and make their own artifact following your procedure step by step 5. Fold the parts of the surface developed to obtain the
required artifact.
6. Use appropriate jointing materials, tools to complete the
• NaCCA JHS Syllabus CAREER
required artifact.
TECHNOLOGY CCP CURRICULUM FOR
7. Apply a suitable finish on the artifact
B7-B10
8. Test and evaluate artifact for modifications
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 62.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Encourage learners to practice at home

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WEEK 9; LESSON 3: MAKING CARD BOARD OR PAPER MOCK UPS

B7.5.4.1.3
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can design and make card board or Steps to create a cardboard or paper mock-up
10
paper mock ups. • Engage learners in a Ball Toss activity.
• Tell learners the topic for the day. 1. Organise the card board or paper as the main materials in
• Share the indicator with learners and let them come out with their own success criteria place for the work.
2. Use the cutting list together with the working drawing to
for the lesson.
undertake the measuring, marking out and cutting of the
• Give learners the opportunity to ask questions about the lesson.
various parts of the design
3. using appropriate tools and equipment.
4. Check the various parts and dimensions to ensure an
30 accurate surface development of the artifact.
• Realia of tools and materials needed to make • Let learners design and make their own Cardboard or paper artifact. 5. Fold the parts of the surface developed to obtain the
a cardboard or paper artifact • Let learners write down the steps they took to make the artifact. required artifact.
6. Use appropriate jointing materials, tools to complete the
• NaCCA JHS Syllabus CAREER required artifact.
TECHNOLOGY CCP CURRICULUM FOR 7. Apply a suitable finish on the artifact
B7-B10 8. Test and evaluate artifact for modifications
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 63.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 20.

• Send invitation(s) to proffesional(s) of various vocations in the community to speak to
learners the following week.

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WEEK 10; LESSON 1: PURSUING CAREER TECHNOLOGY

B7. 6.1:1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can evaluate their own learning styles, Learning style: While everyone can learn, we all learn in
10 different ways. Knowing your learning style is the first step in
interests and reasons for pursuing Career • Engage learners in a mingle-mingle activity
Technology. • Tell learners the topic for the day. determining what career is best for you. This is because
• Share the indicator with learners and let them come out with their own success criteria people who tend to have similar learning styles do well in
similar career areas. These days, there are many sites on the
for the lesson.
internet that help people to discover their learning styles.
• Give learners the opportunity to ask questions about the lesson.
When you visit these sites, you will be asked to answer some
Pursue, interest, style
questions. Your answers will help determine your learning
30
style and predict a career path that best suits you. Visit
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words https://www.whatismylearningstyle.com/ to take a test.
correctly using the pronounce-with-me technique. Interests: Think about the things that genuinely interest you
• Guide learners to brainstorm to find the meanings of the keywords. when it comes to a work. An excellent place to start is by
• NaCCA JHS Syllabus CAREER • Let learners talk about their preffered methods of studying and their favourite hobbies. making a list of the things you do well. How could they be
TECHNOLOGY CCP CURRICULUM FOR applied to a career?
• Let learners discuss with their colleagues by think-pair-sharing how their learning style,
B7-B10 Passion: An interest and a passion for something are entirely
interests and abilities can influence their future career choices.
• AVA Career Technology Coursebook for different things. Some of the most successful people in the
• Let learners also talk about their reasons for studying career technology. world have a real passion for what they do. You may have
Basic 7
interests that don’t necessarily line up with these passions, so
it’s important to differentiate the two.
Abilities: Whether these are talents you have always had or
skills you have developed in recent years, your abilities can be
• Let learners who cannot speak use sign to
10 crucial in deciding what you want to do in the future.
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 64. Sometimes, the most rewarding careers are based on our
mention.
natural attributes and the skills we already have.
• Put learners in mixed ability groups during Reasons for Studying Career Technology
discussion. It is important to study career technology in order to:
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson. • determine future career path based on interests and
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them. abilities.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points. • have a distinctive knowledge of the various courses
the pictures and discuss with their peers available
where necessary.

• Tell learners the topic for the next lesson and let them read ahead on it.

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WEEK 10; LESSON 2: GENDER STEREOTYPES IN VOCATION

B7. 6.1:1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can examine their own biases and Every society, ethnic group, and culture has gender role
10 expectations, but they can be very different from group to
beliefs, as a male or female, about some • Engage learners in a Graffiti Wall activity.
vocations. • Tell learners the topic for the day. group. Gender roles in society means how we’re expected to
• Share the indicator with learners and let them come out with their own success criteria act, speak, dress, groom, and conduct ourselves based upon
our assigned sex. For example, girls and women are generally
for the lesson.
expected to dress in typically feminine ways and be polite,
• Give learners the opportunity to ask questions about the lesson.
accommodating, and nurturing. Men are generally expected to
Stereotypes, vocation, bias
be strong, aggressive, and bold.

30 A stereotype is a widely accepted judgment or bias about a

• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words person or group — even though it’s overly simplified and not
correctly using the pronounce-with-me technique. always accurate. Stereotypes about gender can cause unequal
• Guide learners to brainstorm to find the meanings of the keywords. and unfair treatment because of a person’s gender.
• NaCCA JHS Syllabus CAREER • Put learners into groups of not more than 5 learners There are four basic kinds of gender stereotypes:
TECHNOLOGY CCP CURRICULUM FOR • Let learners discuss to identify some vocations that people think women/ men are not Personality: For example, women are often expected to be
B7-B10 supposed to do. accommodating and emotional, while men are usually
• AVA Career Technology Coursebook for • Let learners talk about the reasons people give for thinking women/ men are not expected to be self-confident and aggressive.
Basic 7 supposed to engage in those vocations they have identified. Domestic behaviours: For example, some people expect that
• Let learners suggest reasons why they agree or disagree with those beliefs. women will take care of the children, cook, and clean the
• Explain the concept of gender stereotypes and discuss with learners the reasons why home, while men take care of finances, work on the car, and
stereotyping in wrong. do the home repairs.
• Let learners who cannot speak use sign to Physical appearance: For example, women are expected to be
demonstrate the things they cannot say or 10 thin and graceful, while men are expected to be tall and
mention. • Assign (from learner’s Activity Book) Exercise 65. muscular.
• Put learners in mixed ability groups during Occupations: Some people are quick to assume that nurses
discussion. and hair dressers are women, and that plumbers, carpenters,
and engineers are men.
• Let learners who are visually impaired listen 10
attentively and demonstrate what they see. • Let learners reflect on the lesson.
• Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe
• Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Remind proffesional(s) that you invited for career day that the career day is due in the
next lesson.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 10; LESSON 3: CAREER DAY

B7. 6.1:1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can interact with professionals to build
10
their interest in vocation. • Warm learners up with a Shark and Fish activity
• Tell learners about the activity for the day.
• Share the indicator with learners and let them come out with their own success criteria
Elevation, dimension, suitable for the lesson.
• Give learners the opportunity to ask questions about the lesson.

30
• Professional(s) from Career Technology • Introduce the proffesional(s) to the learners.
related fields. • Encourage learners to listen attentively and ask relevant questions at the end of the
session.
• NaCCA JHS Syllabus CAREER • Let career professional(s) interact with learners,
TECHNOLOGY CCP CURRICULUM FOR • Give learners ample time at the end of the interaction to ask any questions they may
B7-B10 have.
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 66.
mention.
• Let learners who are visually impaired listen
attentively and demonstrate what they see.
10
• Let learners who are handicapped observe • Let learners reflect on the lesson.
the pictures and discuss with their peers • Give learners the opportunity to ask any questions they may have and address them.
where necessary. • Summarise the lesson, emphasising the salient points.

• Assign (from learner’s Activity Book) Homework 21.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 11; LESSON 1: ENTREPRENEURSHIP

B7. 6.1:1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can explain what is meant by The word entrepreneur originates from the French word
15 'entreprendre' which means “to undertake”. In the business
‘entrepreneurship’ and ‘entrepreneur. • Let learners talk about their best moments from the career day.
• Tell learners the topic for the day. context, it means to start a business.
• Share the indicator with learners and let them come out with their own success criteria
An entrepreneur is an individual who, rather than working as
for the lesson.
an employee, runs a small business and assumes all the risks
• Give learners the opportunity to ask questions about the lesson.
and rewards of a given business ventures, idea, or goods or
Entrepreneurs, entrepreneurship, venture, idea
service offered for sale.

25
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Lead a whole class discussion on the concept of entrepreneurship.
TECHNOLOGY CCP CURRICULUM FOR • Let learners mention some entrepreneurs in the community.
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 67.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and let them read ahead on it.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 11; LESSON 2: CHARACTERISTICS OF A SUCCESSFUL ENTREPRENEUR

B7. 6.1:1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can describe the characteristics of a Characteristics of an entrepreneur
10
successful entrepreneur. • Using the question-and-answer technique, guide learners to recall what they A good entrepreneur must be:
learnt in the previous lesson. • creative,
• Tell learners the topic for the day. • passionate,
• motivated,
• Share the indicator with learners and let them come out with their own success criteria
• optimistic,
for the lesson.
• future oriented,
Characteristic, persuasive, oriented • Give learners the opportunity to ask questions about the lesson.
• persuasive,
• flexible,
30 • resourceful.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Call on one vocal learner to lead a whole-class discussion on the characteristics of an
TECHNOLOGY CCP CURRICULUM FOR entrepreneur.
B7-B10 •
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 68.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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WEEK 11; LESSON 3: ESTABLISHING AND MANAGING A SMALL BUSINESS ENTERPRISE

B7. 6.1:1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can demonstrate understanding of Setting up an Enterprise
10 An enterprise refers to an economic venture or business
establishing and managing a small business • Engage learners in a carousel activity.
enterprise. • Tell learners the topic for the day. activity which makes use of labour, materials, tools and
• Share the indicator with learners and let them come out with their own success criteria equipment to deliver saleable products or services for profit as
well as growth.
for the lesson.
Small-scale enterprise is a business that employs a small
• Give learners the opportunity to ask questions about the lesson.
number of workers and does not have a high volume of sales.
Enterprise, business, establish
Such enterprises are generally privately owned and operated
30 as sole proprietorships corporations or partnerships.
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique. Characteristics of Business Enterprise
• Guide learners to brainstorm to find the meanings of the keywords. • Buying and selling of goods and products of any kind.
• NaCCA JHS Syllabus CAREER • Let learners work with their sitting partners to come up with a definition for the term • Manufacturing or producing products for sale.
TECHNOLOGY CCP CURRICULUM FOR enterprise. • Providing services to the general public.
B7-B10 • Lead a class discussion on the characteristics of a business enterprise.
• AVA Career Technology Coursebook for Types of Business Enterprise
• Guide learners to identify types of enterprises.
Basic 7 There are three different types of businesses enterprises.
They are;
• sole proprietorship
• partnership
• Let learners who cannot speak use sign to • corporations
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 69.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 22.

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WEEK 12; LESSON 1: FACTORS TO CONSIDER WHEN SETTING UP A SMALL-SCALE ENTERPRISE

B7. 6.1:1.1
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can mention five factors to consider The factors to be considered when setting-up a small-scale
10 enterprise may include;
when setting up a business enterprise. • Engage learners in a Do-Si-Do activity.
• Tell learners the topic for the day. • Capital
• Share the indicator with learners and let them come out with their own success criteria • Location
• equipment needed
for the lesson.
• market niche
• Give learners the opportunity to ask questions about the lesson.
• supply and suppliers
Capital, dimension, suitable
• your interest and strengths
• personnel needs
30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Let learners mention the kinds of business enterprises they would like to set up in the
TECHNOLOGY CCP CURRICULUM FOR future.
B7-B10 • Let learners discuss in small groups the factors that they will have to consider before
• AVA Career Technology Coursebook for setting up their business enterprises.
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 70.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Instruct learners to research on other factors apart from those mentioned in class that
they might have to consider before setting up an enterprise.

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WEEK 12; LESSON 2: CHARACTERISTICS THAT LEAD TO SUCCESSFUL ENTREPRENEURSHIP

B7. 6.1:1.2
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can discuss the characteristics that lead Successful entrepreneurship depends on the characteristics of
10
to successful entrepreneurship using illustrations, • Engage learners in a Carousel activity. the entrepreneur. Successful entrepreneurs have been found
ICT tools and other sources. • Tell learners the topic for the day. to possess skills such as opportunity seeking, goal setting, risk
• Share the indicator with learners and let them come out with their own success criteria taking, perseverance and persistence, self-confidence,
commitment to work, hardworking, planning, information
for the lesson.
seeking, and problem-solving skills.
• Give learners the opportunity to ask questions about the lesson.
Elevation, dimension, suitable

30
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words
• Large computer screen or projector. correctly using the pronounce-with-me technique.
• Guide learners to brainstorm to find the meanings of the keywords.
• NaCCA JHS Syllabus CAREER • Using a power-point presentation, lead learners to discuss characteristics that lead to
TECHNOLOGY CCP CURRICULUM FOR successful entrepreneurship.
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 71.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Tell learners the topic for the next lesson and encourage them to read ahead on it.

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WEEK 12; LESSON 3: ADVANTAGES AND DISADVANTAGES OF OWNING AN ENTERPRISE

B7. 6.1:1.3
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can discuss in groups, the advantages Advantages of being an entrepreneur
10 Self-management: An entrepreneur does not take orders from
and disadvantages of being an entrepreneur. • Engage learners in a Graffiti Wall activity.
• Tell learners the topic for the day. other people. S/he manages her/ his own affairs. He takes
• Share the indicator with learners and let them come out with their own success criteria decisions that are best for the enterprise.

Employment, fund, security for the lesson.

Job Creation: Entrepreneurs do not only create jobs for
• Give learners the opportunity to ask questions about the lesson.
themselves. They create employment for other people.

30 Disadvantages of being an entrepreneur

• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words Irregular income stream: Unlike in a government employment
correctly using the pronounce-with-me technique. where salaries are paid monthly, income in most enterprises
• Guide learners to brainstorm to find the meanings of the keywords. depends on the number of clients that visit the enterprise
• NaCCA JHS Syllabus CAREER • Put learners into an even number of groups for a class debate. within a particular month. That implies that the income in
TECHNOLOGY CCP CURRICULUM FOR • Half of the groups will argue for the motion that it is better to set up your own different months may vary. This makes it difficult to make
B7-B10 enterprise than to be employed. The other half will speak against the motion. plans that involve finances.
• AVA Career Technology Coursebook for
Basic 7 Difficulty in securing funds: starting a business requires
capital. Depending on the type of enterprise one wants to set
up, the start-up capital may be huge. This implies that the
entrepreneur has to secure loan from other banks and other
• Let learners who cannot speak use sign to money-lending institutions. These loans however come with
10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 72. huge interests and the need to provide a collateral.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 23.

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WEEK 13; LESSON 1: CAREER TECHNOLOGY ENTREPRENEURSHIP

B7. 6.1:1.4
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can explain what is meant by Career Introduction to the Job Market
10 The term “job market” refers simply to the jobs that are
Technology entrepreneurship. • Engage learners in a Ball Toss activity.
• Tell learners the topic for the day. available in a particular place or for a particular type of work. To
• Share the indicator with learners and let them come out with their own success criteria be able to do a particular job you need to acquire employable
skills to equip you for advancement.
Elevation, dimension, suitable for the lesson.
• Give learners the opportunity to ask questions about the lesson.
Career
Career may be explained as a type of work, job or profession
30 that someone does for a long period of their life and in which
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words they hope to gain advancement.
• Picture of a well-known successful Career correctly using the pronounce-with-me technique. Your parents may suggest to you a particular filed or area of
Technology entrepreneur. • Guide learners to brainstorm to find the meanings of the keywords. studies. But your ability, interest and enthusiasm are very
• Display picture of a well-known successful Career Technology entrepreneur and let important if you are to build a truly rewarding and successful
• NaCCA JHS Syllabus CAREER learners identify him/her. career.
TECHNOLOGY CCP CURRICULUM FOR • Let learners use the think-pair-share technique to identify what is meant by career Career opportunities:
technology entrepreneurship based on the picture they have seen. Career opportunity can be defined as an occupation chosen as
B7-B10
• Introduce learners to the concept of the job market. one’s life work. There are work opportunities that are available
• AVA Career Technology Coursebook for
to school leavers in their communities.
Basic 7 • Let learners discuss to identify career opportunities available in the community.

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 73.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.
• Tell learners the topic for the next lesson and let learners read ahead on it.

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WEEK 13; LESSON 2: TRADITIONAL TRADE AREAS AVAILABLE IN CAREER TECHNOLOGY

B7. 6.1:1.4
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can mention five examples of Traditional trades
10 Sign writing
traditional trade areas. • Engage learners in a Graffiti Wall activity.
• Tell learners the topic for the day. Batik
• Share the indicator with learners and let them come out with their own success criteria Tie and dye making
Basket weaving
for the lesson.
Tanning and feather works
• Give learners the opportunity to ask questions about the lesson.
Sculpture work
Traditional, trade, textile
Carving
Textile (Kente) weaving
30 Pottery and ceramics
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words Beads making
correctly using the pronounce-with-me technique. Cane work and bamboo craft
• Guide learners to brainstorm to find the meanings of the keywords. Gold smiting
• NaCCA JHS Syllabus CAREER • Let learners discuss to give examples of traditional trade areas in career technology.
TECHNOLOGY CCP CURRICULUM FOR
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 74.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Encourage learners to search the internet for more traditional trade areas that werent
mentioned in class.

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WEEK 13; LESSON 3: NON-TRADITIONAL TRADE AREAS IN CAREER TECHNOLOGY

B7. 6.1:1.4
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can give seven (7) examples of non- Non-traditional trades
10 Metal work: machining, welding and fabrication, bench-fitting,
traditional trade areas in Career Technology. • Engage learners in a Do-Si-Do activity.
• Tell learners the topic for the day. tin smithing, Lathe turning, founding work
• Share the indicator with learners and let them come out with their own success criteria Building: brick and block laying, plumbing, tile
Laying, paining, building drawing (draughtsmanship)
for the lesson.
Carpentry and joiner, furniture making
• Give learners the opportunity to ask questions about the lesson.
Fitting, vehicle electrical conditioning vulcanizing, upholstery
Engineering, mechanic, fabrication
works.
Fashion and designing: tailoring, dressmaking
30 Electricals and electronics: refrigeration and air condition
• Flashcards with keywords • Display flashcards with keywords and guide learners to pronounce the words technician, electrical motor repairer, mobile phone repairer,
correctly using the pronounce-with-me technique. radio and television technician, computer system technician,
• Guide learners to brainstorm to find the meanings of the keywords. electrical motor repairer, electrical/installation, house wiring
• NaCCA JHS Syllabus CAREER • Let learners discuss to give examples of traditional trade areas in career technology.
TECHNOLOGY CCP CURRICULUM FOR
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 75.
mention.
• Put learners in mixed ability groups during
discussion.
10
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 24.

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WEEK 14; LESSON 1: FIELD TRIP (CARPENTRY SHOP)

B7. 6.1:1.5
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can explore their locality, observe, and Sample questions learners can ask entrepreneurs:
5 How the business was started
interact with entrepreneurs. • Tell learners the activity for the day.
• Share the indicator with learners and let them come out with their own success criteria The challenges the business is facing
for the lesson. Solutions to the challenges
• Give learners the opportunity to ask questions about the lesson.

40
Local enterprises • Lead learners on a field trip to local carpentry shops to observe, and interact
with entrepreneurs. Take into consideration the safety and welfare of learners
• Let learners write the names of the shops they visit.
• NaCCA JHS Syllabus CAREER • Encourage learners to ask questions of the entrepreneurs.
TECHNOLOGY CCP CURRICULUM FOR
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 76.
mention.
• Put learners in mixed ability groups during
discussion.
5
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 24

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WEEK 14; LESSON 2: FIELD TRIP

B7. 6.1:1.5
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can explore their locality, observe, and Sample questions learners can ask entrepreneurs:
5 How the business was started
interact with entrepreneurs. • Tell learners the activity for the day.
• Share the indicator with learners and let them come out with their own success criteria The challenges the business is facing
for the lesson. Solutions to the challenges
• Give learners the opportunity to ask questions about the lesson.

40
Local enterprises • Lead learners on a field trip to local kitchens or restaurants to observe, and
interact with entrepreneurs. Take into consideration the safety and welfare of learners
• Let learners write the names of the shops they visit.
• NaCCA JHS Syllabus CAREER • Encourage learners to ask questions of the entrepreneurs.
TECHNOLOGY CCP CURRICULUM FOR
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 77.
mention.
• Put learners in mixed ability groups during
discussion.
5
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 24

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WEEK 14; LESSON 3: FIELD TRIP

B7. 6.1:1.5
LESSON PRESENTATION TEACHING NOTES / TEACHER READ ALOUD
Learners can explore their locality, observe, and Sample questions learners can ask entrepreneurs:
5 How the business was started
interact with entrepreneurs. • Tell learners the activity for the day.
• Share the indicator with learners and let them come out with their own success criteria The challenges the business is facing
for the lesson. Solutions to the challenges
• Give learners the opportunity to ask questions about the lesson.

40
Local enterprises • Lead learners on a field trip to local sewing shops to observe, and interact with
entrepreneurs. Take into consideration the safety and welfare of learners
• Let learners write the names of the shops they visit.
• NaCCA JHS Syllabus CAREER • Encourage learners to ask questions of the entrepreneurs.
TECHNOLOGY CCP CURRICULUM FOR
B7-B10
• AVA Career Technology Coursebook for
Basic 7

• Let learners who cannot speak use sign to

10
demonstrate the things they cannot say or • Assign (from learner’s Activity Book) Exercise 78.
mention.
• Put learners in mixed ability groups during
discussion.
5
• Let learners who are visually impaired listen • Let learners reflect on the lesson.
attentively and demonstrate what they see. • Give learners the opportunity to ask any questions they may have and address them.
• Let learners who are handicapped observe • Summarise the lesson, emphasising the salient points.
the pictures and discuss with their peers
where necessary.

• Assign (from learner’s Activity Book) Homework 24

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ANSWER KEYS
2. List any three principles of lettering.
WEEK 13
Titles should be 8mm high; General information is usually about 6mm high; Titles and dimensions are written in upper
Class exercise 37 case.
Draw the lines indicated in the boxes below. 3. Prepare a title block showing your name, school, class, date and drawing number. Your teacher will guide you
Horizontal line Vertical line through this activity. Do this activity on an A3 or A4 plain sheet. You will also need to work using your
Drawing instruments. Remember to use the appropriate tool for the appropriate job.
Look out for learners’ ability to use appropriate tools for appropriate jobs.
Class exercise 41
1. Use the dots given to sketch figures. Write the names of the figures you have sketched.
Inclined line Short dashes Horizontal lines Vertical lines
Oval
- - - - - - - -
2. Make freehand sketches of the following on an A3 sheet. Remember to use the appropriate instruments.
a. triangle
Class exercise 38
Identify the types of lines shown in the picture.
b. Rectangle
A = Vertical line
B = Horizontal line
c. Square
C = Inclined line
D = Arc
Class exercise 42
Class exercise 39
Sketch your own 3D figures using the doted sheets below.
Describe how the following lines are used in graphic communication:
Watch for learners’ ability to draw in Isometric and oblique.
1. Continuous thick lines: The continuous thick line is used to show visible outlines or edges of a component or
Homework 13
assembly. This line may be made thin if the drawing is congested and a lot of lines are so close to each other
Make freehand sketches of the following in perspective.
that the clarity of the drawing will be negatively influenced.
1. Square
2. Continuous thin lines: Here is the list of cases where the continuous thin line will be used: Imaginary lines of
2. Rectangle
intersection, dimension line, Projection lines, Short centre lines.
3. Cube
3. Short dashes: The Dashed Line is used to indicate hidden details like hidden outlines and hidden edges. The
Watch for learners’ ability to draw in perspective.
dashed line may be either thick or thin, but only one type (thick or thin) should be used on a single drawing or
set of drawings. WEEK 15
Homework 12 Class exercise 43
Draw a car and a house. Show their lengths and heights (in millimetres) using the appropriate lines. The picture below shows Mr. Osei’s office. Work together with three of your friends to identify the problem(s) in his
Drawings and dimensions may vary based on learners’ individual experiences. office. Suggest possible ideas to solve the problem(s) you have identified.
WEEK 14 Problem: Problem identified should be based on the picture.
Ideas: Ideas must show to be able to reasonably able to solve the problem identified.
Class exercise 40
Class exercise 44
Draw vertical lines through the upper-case letters and horizontal lines through the lower-case letters.
Use freehand sketches to generate two possible solutions each for the problem you identified in the previous activity.
Artefacts sketched should show to be capable of solving the problem identified in the previous lesson.
Class exercise 45
Make a pictorial drawing of the design you selected in the previous activity. Provide suitable dimensions for your
drawing.
Look out for learners’ ability to draw in pictorial. Dimensions should be reasonable and internally consistent.

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Homework 14
WEEK 17
1. Look around your home and identify a problem situation. Describe the problem situation in the spaces
provided below. Class exercise 49
1. Give a brief description of the following types of meals.
Description will vary based on learners’ individual problems identified.
a. Brunch: A heavy meal served between ten and eleven in the morning to act as breakfast and lunch,
2. Write a suitable design for the situation. when breakfast is not taken.
Design brief should correspond with the problem identified b. Snack: This is normal light dishes which are served in-between the main meals of the day, e.g., between
3. Analyze the problem situation and list three possible ideas for the problem. breakfast and lunch (mid-morning snack), or between lunch and supper (mid afternoon snack), e.g., fish
Ideas should provide a reasonable path to a solution. turnovers and pineapple drink.
WEEK 16 c. Elevenses: It is a meal (snack items) eaten around eleven o'clock in the morning.
d. Breakfast: This is the first meal of the day
Class exercise 46
Look back at the pictorial drawing of your design from Exercise 45. Imagine you have completed your work and you Class exercise 50
are standing facing it. How do you imagine the view at the front will be? Make a 2-dimension drawing of the front Answer the following questions
view on an A4 sheet. Indicate the dimensions of your design. 1. Define the term ‘nutrient’.
Focus should be on learners’ ability to draw the front view of their design. Look out for learners’ title blocks. a substance that provides nourishment essential for the maintenance of life and for growth.
Class exercise 47 2. List all the nutrients a balanced meal must include.
In the previous exercise, you drew the front view of your design. This time, imagine you are looking at the artifact Carbohydrates, Proteins, Fibre, Minerals and Vitamins.
from the top. How do you imagine the view from the top will be. The view from the top is called the plan. 3. What is the difference between a lunch and a brunch?
Make a 2-dimension drawing of the plan on an A4 sheet. Include the dimensions of your design in the drawing. Lunch is the mid-day meal and the heaviest of the day whereas brunch is a heavy meal served between ten
Remember to draw your title block. and eleven in the morning to act as breakfast and lunch, when breakfast is not taken.
Focus should be on learners’ ability to draw the plan of their design. Look out for learners’ title blocks. Class exercise 51
Class exercise 48 State and explain any three factors that you will consider before planning a meal.
In the previous exercise, you drew the plan of your design. This time, imagine you are looking at the artifact from the Points to consider in planning meals
side. How do you imagine the view from the side will be. The view from the side is called the end elevation. • Money available • Variety
Make a 2-dimension drawing of the side view on an A4 sheet. Include the dimensions of your design in the drawing. • Nutritional needs of customers • Foods in season:
Remember to draw your title block. • Cooking facilities available • Weather conditions
Focus should be on learners’ ability to draw the end elevation of their design. Look out for learners’ title blocks. • Time available: • Capability/skill of kitchen staff
• Occasion:
Homework 15
Search the internet for information on the following. Write a brief summary of the most important Homework 16
information you found on them. List the food commodities you will need to prepare supper for your family. Explain why you chose to prepare that
a. Orthographic projection: Orthographic projection, therefore, means representing or projecting the particular food.
faces of a three-dimensional object in two-dimensional form to provide in most cases, a full size Food commodities will be based on the food the learner decides to prepare.
description of the faces of the object WEEK 18
b. Principal planes: Principal planes are surfaces on which the views of 3-dimensional objects in Class exercise 52
space are projected to obtain the 2-dimensional forms. Your teacher will put you in a group with some of your classmates. Discuss the reasons why we cook. Do
Learners’ report may vary based on the sources of their content well to contribute at least a point in the group discussion. Write down all the points that you agree with in
the spaces provided below.
Reasons for cooking: To make food edible,
to improve flavour of food,
to kill germs.

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Class exercise 57
Class exercise 53 Group debate
1. State and describe any two dry methods of cooking food. Look out for learners’ ability to use the advantages and disadvantages of boiling and stewing to argue their points.
Dry cooking methods: Baking, grilling Homework 18
2. List any five foods that can be cooked by boiling. Discuss any three guidelines for stewing food.
Yam, cassava, plantain, rice, oats, etc. 1. Use a saucepan with a fitting lid to prevent evaporation.
Class exercise 54 2. It is a conservative method of cooking as there is little or no loss of flavour and nutrients.
1. Briefly explain the three types of boiling 3. Stewing needs little attention, therefore saving energy and time.
Boiling in which the stock is drained away or used to prepare food, e.g., yam, kontomire. 4. Stewing can be used to make appetizing and attractive dishes from cuts of meat and vegetables.
Boiling in which the stock becomes part of the food and are served together, e.g., soup, porridge. 5. Use just enough oil to cook the food to avoid oily stew.
Boiling in which the food absorbs the boiling water in which it is cooked, e.g., rice.
WEEK 20
2. State two principles of boiling
o Sufficient water should be used to barely cover the food for even cooking. Class exercise 58
o The saucepan used should have a well-fitted lid to prevent evaporation. 1. Briefly explain the following in your own words. Give at least two examples of each:
o Avoid overcooking to prevent loss of valuable nutrients. a. Temporary stiches: Temporary stitches are used to hold two more layers of fabric together, until they
o Food should be evenly cut to prevent breaking and uneven cooking. are permanently stitched together,
o Maintain the right temperature throughout the cooking time. b. Permanent stiches: They are used to join two pieces of material together permanently.
Any two are correct 2. State the purposes of the following types of stiches:
Homework 17 a. Tacking even: To easily hold a seam or trim in place until it can be permanently sewn
Prepare any food at home by boiling. Bring a sample to school for your teacher to see. List the steps you followed to b. Running stiches: to sew basic seams
boil the food. c. Overcasting: used to enclose a raw, or unfinished, seam or edge to prevent unravelling of the fabric.
Focus should be on whethet or not learner was able to use the right cooking method. Class exercise 59
1. Make a sample of any one of the following stiches. You will need a needle, thread and a piece of clothing (or
WEEK 19 cardboard paper if clothing is unavailable).
Class exercise 55 a. Back stiches
1. In not more than 3 sentences, explain the process of stewing food. b. Chain stiches
Stewing is the cooking of food in minimum amount of liquid in a pan with a fitting lid in which the food c. Running stiches
simmers. Stewing is a long process of cooking and therefore, useful for cooking tough cuts of meat and d. Overcasting
vegetables. The liquid and the food are served together. 2. List the steps you followed to complete your work.
2. List any six food items that can be cooked by stewing. Steps listed should correspond with the stitch selected
Aubergines, beetroot, underripe fruits, chicken, beef, mutton, etc. Class exercise 60
Class exercise 56 Briefly describe the following types of stiches used in crocheting.
Discuss, with your pair, the reasons why you would choose to cook food by stewing and the reasons why you would a. Slip stiches: The slip stitch is commonly used to make hidden seams in between two-fold edges of a flat edge.
rather not. Write down at least two reasons for each. b. Double crocheting: Double crochet creates short and compact stitches.
Why I would cook by stewing. c. Treble: It is also called triple crochet. It is similar to a double crochet stitch, but slightly taller in height.
1. Stewing is a suitable method of softening tough cuts of meat. d. Chain stiches: a series of stitches connected in a chain-like pattern.
2. Little attention is needed when food is simmering. Homework 19
3. Stewed foods are tasty and attractive. Make a sample of a crochet stich and attach it to a cardboard. Take it to class for the next lesson and let your friends
4. Little evaporation takes place due to the slow cooking. talk about it.
Why I would not cook by stewing. Look out for how well the stich has been done.
1. Stewing wastes a lot of time due to the slow cooking. 4.
2. The slow cooking can discolour vegetables and cause loss of flavour.
3. Some vitamins (C) are destroyed due to the prolonged cooking time.
More attention is needed so that food does not burn.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 21 WEEK 23
Class exercise 61 Class exercise 67
Design and make a square box (cube) with cardboard. List the tools and materials you will need here. 1. What is entrepreneurship
Tools and materials listed should include cardboard, a cutting, a joining material, a measuring tool. The word entrepreneur originates from the French word 'entreprendre' which means “to undertake”. In the
Show your working drawing showing the dimensions of your box here. business context, it means to start a business.
Dimensions of length, width and height must be equal. 2. In your own words, describe who an entrepreneur is.
Class exercise 62 An entrepreneur is an individual who, rather than working as an employee, runs a small business and assumes all
Design an open rectangular cardboard box and a lid. List the tools and materials you will need here the risks and rewards of a given business ventures, idea, or goods or service offered for sale.
Tools and materials listed should include cardboard, a cutting, a joining material, a measuring tool. Class exercise 68
Show your working drawing showing the dimensions of your box and lid here Describe five characteristics of entrepreneurs.
Dimensions should be internally consistent. A good entrepreneur must be:
Class exercise 63 • creative, • optimistic, • flexible,
Develop your cardboard box and lid with your design from the previous lesson. List the steps you took to make your • passionate, • future oriented, • resourceful.
box. • motivated, • persuasive,
Steps listed should create a box and lid when followed. Class exercise 69
Homework 20 1. Discuss with your sitting partner and come up with a definition for the term ‘enterprise’.
Design and make a cardboard pen and pencil holder at home. Bring the final work along to class and let your teacher An enterprise refers to an economic venture or business activity which makes use of labour, materials, tools and
and friends review it. equipment to deliver saleable products or services for profit as well as growth.
Review should focus on appropriate use of tools and materials, perceived durability and finishing/ final outlook of the 2. List any three characteristics of a business enterprise.
holder. • Buying and selling of goods and products of any kind.
• Manufacturing or producing products for sale.
WEEK 22
• Providing services to the general public.
Class exercise 64 3. Mention the three types of business enterprises
Your teacher will put you in a group of two or three. Discuss the reasons why you think it is important to study career • sole proprietorship
technology. Write at least three reasons in the spaces provided below. • partnership
To determine my future career path based on my interests and abilities. • corporations
To have a distinctive knowledge of the various courses available.
To acquire relevant skills to be used on the job market. Homework 21 page 89
Class exercise 65 You are caught up in an intellectual argument with your sibling about which type of business enterprise is
Your teacher will put you in a group of two or three. Discuss the reasons why you think it is important to study career the best.
technology. Write at least three reasons in the spaces provided below. Describe the type of enterprise you will opt for by listing its characteristics, then make an argument for it
Your teacher will put you into a small group. by stating its advantages over the other types. Write down your points here.
1. Discuss and identify some vocations that people think women are not supposed to do. Write them here:
Look out for learners’ ability to accurately link the advatages and disadvantages to the appropriate type of
Building Construction, Mechanical Engineering, Carpentry, Plumbing etc.t
2. Discuss and identify the reasons why people think women are not supposed to engage in those vocations business enterprise to build their case.
you have identified.
Answers may vary based on learners’ experiences.
3. Explain your reasons for thinking whether those beliefs about women are true or false.
Class exercise 66
Career day
Homework 21 page 85
Answers will vary based on learners’ choice carry paths.

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CAREER TECHNOLOGY TERM 3 BASIC 7

WEEK 24 WEEK 25
Class exercise 70 Class exercise 73
State and explain any three factors to consider before setting up a business enterprise. 1. Explain the following terms
The factors to be considered when setting-up a small-scale enterprise may include; a. Career: Career may be explained as a type of work, job or profession that someone does for a long
• Capital • supply and suppliers period of their life and in which they hope to gain advancement.
• Location • your interest and strengths b. Job market: refers simply to the jobs that are available in a particular place or for a particular type of
• equipment needed • personnel needs work.
• market niche • c. Career opportunity: Career opportunity can be defined as an occupation that can be chosen as
Class exercise 71 one’s life work.
What five (5) characteristics must an entrepreneur possess in order to manage a successful enterprise. Explain briefly. Class exercise 74
Successful entrepreneurs have been found to possess skills such as opportunity seeking, goal setting, risk taking, List any five (5) traditional trade areas available in Career Technology
perseverance and persistence, self-confidence, commitment to work, hardworking, planning, information seeking, • Sign writing • Tanning and feather works • Pottery and ceramics
and problem-solving skills. • Batik • Sculpture work • Beads making
Any five of the highlighted characteristics are correct • Tie and dye making • Carving • Cane work and bamboo craft
Class exercise 72 • Basket weaving • Textile (Kente) weaving • Gold smiting
Your friend has come to you to seek your advice on whether or not he should start an enterprise. Explain, giving at
least two reasons each, the advantages and disadvantages of setting up his own enterprise Class exercise 75
Advantages of being an entrepreneur List any seven (7) non-traditional trade areas available in Career Technology
Self-management: An entrepreneur does not take orders from other people. S/he manages her/ his own affairs. He • machining • furniture making • mobile phone repairer
takes decisions that are best for the enterprise. • Lathe turning • Fitting • electrical/installation
Job Creation: Entrepreneurs do not only create jobs for themselves. They create employment for other people. • plumbing • tailoring • house wiring
• paining • refrigeration • dressmaking
Disadvantages of being an entrepreneur Homework 23
Irregular income stream: Unlike in a government employment where salaries are paid monthly, income in most Visit any two local enterprises in your community and talk to the entrepreneurs. find out how the businesses were
enterprises depends on the number of clients that visit the enterprise within a particular month. That implies that the started, the challenges the businesses are facing and suggest possible solutions to the challenges. Write down the
income in different months may vary. This makes it difficult to make plans that involve finances. findings here.
Difficulty in securing funds: starting a business requires capital. Depending on the type of enterprise one wants to set
up, the start-up capital may be huge. This implies that the entrepreneur has to secure loan from other banks and other Reports will vary based on the workshops visited
money-lending institutions. These loans however come with huge interests and the need to provide a collateral.
Homework 22
Research and write a short note on any successful entrepreneur in Ghana.
WEEK 26
Notes will vary based on the entrepreneur selected Class exercise 76
Field trip
Class exercise 77
Field trip
Class exercise 78
Field trip
Homework 24
Based on the data you gathered from your field trip interviews, discuss how you will start up your own business.
Answers will vary based on data gathered on field trip.

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APPENDIX A -Teaching Techniques and Warm Up Exercises
THE CATALYST STRATEGY TERMS
Brainstorming: This is a teaching technique that encourages pupils to focus on a particular topic and contribute to the free flow of ideas. The teacher begins the
brainstorming session by posing a question or a problem, or by introducing a concept. Pupils are allowed to express possible answers, relevant words and ideas
related to the concept being taught. In brainstorming, the teacher receives both correct and wrong responses after which he/she guides pupils to select the
appropriate answer.

Question and Answer: With this technique, the teacher questions and evaluates pupils’ knowledge on a particular topic. This is a traditional teaching technique
which can be used for teaching virtually all subjects and topics. The difference between this and brainstorming is that unlike brainstorming, where teacher allows
free flow of ideas and writes both wrong and correct answers on the board, with question and answer, the teacher could pass judgment as and when s/he receives
responses from pupils and only correct responses are written on the board.

Demonstration: Here, the teacher shows instead of just telling by displays and experimentation. The teacher first models a new concept sever al times and then
takes pupils through guided practice. Once guided practice is complete, pupils’ practice independently.

Drilling: With this, the teacher guides pupils to recite or say a word or sentence. The teacher models the word for pupils to repeat.

Discussion: This involves a variety of forum for open-ended collaborative exchange of ideas between pupils and a teacher or pupils and their peers. In discussion,
pupils are allowed to focus on a problem, reflect on their own ideas, and build knowledge and understanding on a topic at hand. An effective discussion moves
towards one or two major points. This process is not controlled by one individual presentation. Rather, the teacher must ensure a good balance between controlling
the group and letting its members speak.

Simulation: This is an instructional technique in which the learner is placed in a "scenario" defined by the teacher. This scenario is usually a representation of the
actual environment within which pupils interact. Pupils experience the reality of the scenario and gather meaning from it. The teacher controls all that elements that
happen in the scenario and uses it to achieve his/her instructional objectives results. Role play and drama are variants of simulation.

Case Studies: are stories or scenarios (often in narrative form) created and used as a tool for analysis and discussion. Cases are often based on actual events, which
adds a sense of urgency or reality. Case studies have elements of simulation, although the pupils tend to be observers rather than participants.

Modelling: Modelling is where the teacher provides clear examples and skills or strategies for the pupils to perform a particular task.

Group Work or Cooperative Learning is a method of instruction that gets pupils to work together in groups.

Herringbone: This technique is used to teach sequence of events and to help pupils to visualize stories, expand a story or review a story that was just read.

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Read Aloud: The teacher, parent, resource person or any other experienced reader reads texts aloud to the pupils. The reader uses variations in pitch, volume, pace,
eye contact, questions, etc., in order to make the reading meaningful and enjoyable.

Paired/Partnered Reading: This strategy is used to help learners who lack fluency. Here, pupils take turns reading aloud in pairs. Thr ough t hi s pr oc es s , t he
more able reader can help the less able.

Think-Pair-Share (TPS): This is a cooperative teaching learning strategy in which pupils work together on a given problem or question. The pupils would first have to
individually think about the question or problem at stake, discuss/share their thoughts or answers with a neighbour before settling on a final answer which they will
share with the entire class.

Pair-Share-Repeat: After a pair-share experience, ask pupils to find a new partner and debrief the wisdom of the old partnership to this new partner.

KWL: Know-Want Know-Learn: This strategy helps to structure a lesson into logical steps. KWL often starts with brainstorming of what pupils already know about
the concept to be taught. They list what they know, determine what questions they want answered and, after the concept has been taught, pupils write what they
have learnt in a table such as the one below.

KWL TABLE

What we know What we want to know/find out What we learn

Think Break: Ask a rhetorical question, and then allow 20 seconds for pupils to think about the problem before you go on to explain. This technique encourages
pupils to take part in the problem-solving process even when discussion isn't feasible. Having pupils write something down (while you write an answer also) helps
assure that they will in fact work on the problem.

Total Physical Response (TPR): Pupils either stand or sit to indicate their binary answers, such as True/False, to the instructor’s questions.

Recall, Summarize, Question, Connect, and Comment: This method of starting each session (or each week) has five steps to reinforce the previous session’s
material: recall it, summarize it, phrase a remaining question, connect it to the class as a whole, and comment on that class session.

One-Minute Paper: Pupils write for one minute on a specific question (which might be generalized to “what was the most important thing you learned today”). Best
used at the end of the lesson.

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Ask the Winner: Ask pupils to silently solve a problem on the board. After revealing the answer, instruct those who got it right to raise their hands (and keep them
raised); then, all other pupils are to talk to someone with a raised hand to better understand the question and how to solve it next time.

Pick the Winner: Divide the class into groups and have all groups work on the same problem and record an answer/strategy on paper. Then, ask groups to switch
with a nearby group, and evaluate their answer. After a few minutes, allow each set of groups to merge and ask them to select the better answer from the two
choices, which will be presented to the class as a whole.

Wisdom of Another: After any individual brainstorm or creative activity, partner pupils up to share their results. Then, call for volunteers of pupils who found their
partner’s work to be interesting or exemplary. Pupils are sometimes more willing to share in plenary the work of fellow pupils than their own work.

3-2-1: This activity is very quick so it’s perfect when you’re pressed for time but still need to give your pupils a chance to process the material. First, you’ll have them
write three facts they learned about the topic. Next, two questions they still have about the topic that might not have been covered in class. Finally, have your pupils
write one opinion they have about the material.

Teach Ok: Explain a topic to the class. After explaining, Shout Teach and the pupils respond Ok. Each pupil then finds a partner and take turn teaching the other.
You can modify it so that any time you shout teach pupils find a new partner or switch places so the other partner talks.

Do-Si-Do: Pupils partner to work then count in twos. All the tows stand up and find a new partner (ones). The new partners debrief each other as to what was said
with the previous partner. All the ones meet to debrief each other and all the twos meet to debrief each other.

Carousel Activity: In this activity, pupils form a circle. Starting from a point, the first person will mention one fact he/she remembers from the previous lesson or the
current lesson. The second person will say what the first person said and what he/she also remembers. The third person will say what the first two said and what
he/she remembers. It continues until the last person says all that the others said and what he/she also remembers from the lesson.

Ball Toss: The instruction is that, the teacher asks a question. He/she (teacher) throws a rounded sheet of paper (the ball) to a pupil. The pupil answers the question
and throws the ball to another person (not to someone who has answered already) who will also answer the question. It continues until the last person answers the
question.
Silent Demonstration: This involves demonstrating without talking. The teacher or the pupil demonstrates to explain what he/she wants to say without talking and
leave the other people or person to guess what he/she is trying to demonstrate.

Story Telling Activity: This is the process of narrating a lesson. It involves organising the lesson in a story form. This will make pupils pay attention since they will be
eager to know the end of the story. It is mostly used to teach narration.

Matching: This is a way of allowing pupils to find their partners based on a particular instruction given. For example, give pupils pieces of papers and ask them to
look for their match by asking Yes or No questions. Set clear instructions and manage the class well. (At the end of the matching, those with the writings which
correspond will be at one side)

Exit Slip: Short response to a specific question on today’s learning; this is handed to the teacher when leaving the class.
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Entry/ Exit Tickets: Questions are asked and pupils write the response(s) to the question(s) on sheets of paper and hand the sheet to the teacher when entering or
leaving the class.

Peer Assessment: Classmate evaluates peers’ work as compared to a set criterion; rubric, checklist, etc.

Graffiti Walls: The teacher places a large sheet of paper on a smooth surface and invites pupils to write or draw what they know about the topic. Pupils sign their
work or statements, allowing the teacher to see, at a glance, misconceptions, naïve conceptions, prior knowledge, and new learning targets.

Traffic Light – Have pupils traffic light their work by marking it with green, yellow or red dot to indicate the learning help they need. Allow pupils with green and
yellow dots to provide descriptive feedback to one another, while you provide feedback for pupils with red dots.

Stars and stairs – Feedback symbols for use in feedback for teachers, peers and self-reporting. The star is drawn next to improvements and good work. The stair
symbol is drawn next to one or two areas that the student needs to focus on for more improvement.

Simon Says: Teacher stands in front of the class and asks pupils to perform an activity but only if the activity is preceded by the words “Simon says”. Example: Simon
says jump!
If the teacher hasn’t said “Simon says” and a pupil performs the activity, the pupil sits down for a while.

Who Finishes first?: Pupils are put into groups and given a problem to solve. The group that finishes first wins. Marks can be awarded to each group before they
start so that a mark is deducted when they provided a wrong answer.

SHARK AND FISH

Two pupils are called out, one will be the shark and the other the fish.
The fish will imitate any activity the shark performs.
The teacher commands Shark attack! and the fish will run to sit down at their place.
If the shark touches the fish before he sits down, the fish sits down and the shark call a new fish.
If the shark is unable to touch the fish before he sits down, the fish becomes the shark and calls a new fish.

BAIL ME!
Teacher calls a pupil to the front of the class and asks the class a question.
The pupil in front of the class will then call another pupil to answer the question by saying “Bail me!”.
If the second pupil answers wrongly, he takes the place of the first one.
If the second pupil answers correctly, the first pupil stays there.
Teacher asks another question so that the first pupil calls another person.
The game continues as pupils who get the answers wrong take over from the one in front of the class.

ADVICE LETTER
Ask pupils to write a letter of advice to future pupils on how to be successful.

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BEAT THE TEACHER

A competition between the teacher and pupils.
Teacher asks pupils questions and calls a pupil to answer a question.
If the pupil gets the answer correct, the pupils get a point.
If the pupil gets the answer wrong, the teacher calls another pupil to answer.
If that pupil also gets the answer wrong, the teacher gets a point.

Real World
Pupils are put into groups and asked to choose one topic from a list of topics they have learnt during the term. In their groups, pupils discuss how the topics they
chose relate to real – world application.

Mingle Mingle: This is a fun activity where teacher asks learners to move round the class and mingle with others. When the teacher mentions a particular number,
learners have to form groups of that number. For example, if teacher says mingle mingle 3, learners have to stand in groups of threes.

TAPPLE
Check for Understanding

Check for Understanding is the best way to verify that pupils are learning while the teacher is teaching. TAPPLE as an easy way to remember the six research-based
components of Checking for Understanding. Using TAPPLE, teachers can get feedback from pupils to determine the pace of the lesson. This technique has been
described below:
(T)each First: Teach before Checking for Understanding. Then, answers to questions come from the lesson, not background knowledge. This provides equal
opportunity for all learners.
(A)sk a Specific Question: Ask a specific question about what pupils just learned. Don’t use, “Does everyone understand?” as a question to measure pupil learning.
The type of question and the response is adjusted for the different English proficiency levels of the pupils. Effective questions are clearly phrased, reducing the
possibility of pupil confusion and frustration. Avoid opinion-based questions, if possible.

(P)ause, Pair-Share, and Point: Give pupils time to process and discuss information with their partner. Wait 5-10 seconds before asking for a response. This allows
for longer, more thought-out responses from pupils, and increases participation from learners. Make sure pupils use complete sentences when answering.
(P)ick a Random Non-Volunteer: To make sure everyone is learning, call on pupils who have not raised their hands. A drawing system using “sticks” (each stick
features a pupil name) can be used for non-volunteer sampling to measure if everyone is learning. When teachers call on the same hand-waving volunteers all the
time, they can be fooled into thinking that everyone understands the material. In addition, when a teacher only calls on volunteers, many pupils can go without
speaking or answering any questions the entire school year. Effective teachers encourage all pupils to respond and explain their answers using sentence frames and
the academic and content vocabulary of the lesson, rather than depending on volunteers, or answering the question for pupils.
(L)isten to the Response: How pupils respond should affect what is done next. If pupils have correct answers, move on and continue teaching. If pupils seem unsure
of their response, go back and elaborate, or reteach, if necessary.

(E)effective Feedback: Give pupils effective feedback for each response. English Learners need to be given feedback not only on content but also on language. Echo
answers that are correct, elaborate on concepts if answers are tentative, and explain when answers are incorrect.

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ENGAGEMENT NORM

Pupil Engagement: This engagement Norms aim to focus teachers on incorporating specific pupil engagement strategies on a regular basis (approximately every one
to two minutes). Thus, pupils stay on track and do not have the opportunity to misbehave because they are constantly being asked to do something. Our
Engagement Norms start with four “Do with me” strategies that ask pupils to rehearse a new word, a phrase, or a gesture along with the teacher.

Pronounce With Me: The first norm, Pronounce With Me, helps pupils to read new words that they may not be familiar with. Teachers can use Pronounce With Me
to introduce new Academic or Content Vocabulary ensuring that pupils hear the correct pronunciation of new level-specific vocabulary before reading it
themselves.

Track With Me: The second norm, Track With Me, helps pupils connect oral words with the written words. Teachers pre-read sentences while pupils are pointing to
the words on their papers or on the screen. This way they are familiar with the words before asking the pupils to read it chorally. It’s amazing how everyone can read
if the teacher reads first.

Read With Me: The third norm, Read With Me, supports pupils with choral reading of text. The teacher cues the pupils to read chorally the same text that they just
tracked. Generally, the teacher reads along with the pupils to set the pace and to keep everyone together. There are also variations for different grade levels. For
example, a teacher may ask pupils to “Pronounce With Me” while he reads the word: Photosynthesis. Then he will ask the pupils to “Track With Me” while he reads:
Photosynthesis. If the teacher notices that the pupils are still mispronouncing the word, he can ask pupils to “Track With Me” again. He will ask pupils to listen
closely and track while he reads it for them again. Finally, he would ask them to “Read With Me” a final time to insure correct pronunciation.

Gesture with Me: Norm number four asks pupils to Gesture With Me. Gesturing can be a great cognitive strategy to help pupils store information in long-term
memory. Even when pupils are struggling to remember a specific bit of information, they can often remember the gesture associated with it, which may ultimately
help them recall the information.

Pair-Share: The fifth norm is Pair-Share. Pair-sharing is vital to pupil engagement. It gives pupils the opportunity to orally answer the question (which as a cognitive
strategy means they have a greater chance of storing the information in long-term memory). It also helps them rehearse their response (especially important for
English learners), and it also provides an opportunity for them to academically converse with their peers.

Snowball Group Work: This method involves progressive doubling: students first work alone, then in pairs, then in fours, and so on.
In most cases, after working in fours, students come together for a plenary session in which their conclusions or solutions are pooled.
This method can be employed if the class size is between 12 and 50.
The time frame is normally 15-20 minutes. The purpose of snowball is to generate well-vetted ideas, narrow a topic, develop decision-making skills.

Attention Signal: An Attention Signal is the sixth norm in the DataWORKS collection. This is a great tool to help pupils refocus after a Pair-Share or other group
activity. There are many types of signals that can be used, but we recommend using a call-and-response signal. Pupils have to stop talking to make the response. The
Attention Signal that DataWORKS regularly uses is:

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Teacher: Eyes Front
Pupils: Back Straight

This signal not only gains pupil attention, but it ensures that they are looking at the teacher and sitting up, ready to learn.

Some other great signals we have seen work include:

Teacher: One, Two
Pupils: Eyes on you!
&
Teacher: (school name)
Pupils: Wildcats! (mascot)

Whiteboards: Norm number seven is Whiteboards! Whiteboards are a great way to Check For Understanding and ensure that every pupil is learning and working!
Writing responses on Whiteboards gives the teacher the chance to quickly glance around the room and see how many pupils have an incorrect answer and, if
necessary, reteach. It is a real-time assessment of pupils’ understanding. DataWORKS asks pupils to “Chin-it” when holding their Whiteboards up for the teacher to
see. This means they hold the Whiteboard just under their chin, facing the teacher – ensuring their whiteboard is not blocking the view of other pupils.

Complete Sentences: The final norm may just be the most important – Complete Sentences. Asking the pupils to respond in Complete Sentences means they are
really making connections with what they are learning. It provides practice in saying new words defined earlier in the lesson, using them in meaningful context, and
hearing them being used by others.

For example, if the answer to a perimeter problem is 42 feet, the typical response from pupils will be: “Forty-two!” But when we ask them to use a Complete
Sentence, they are forced to incorporate newly learned Academic and Content Vocabulary, and they are practicing using their public speaking voic e – a very
important skill for college and career! Pupil responses are now: “The perimeter, or the distance around the park, is 42 feet.” Now you know pupils are conceptually
learning what they are doing! Engagement Norms are a great addition to any classroom. Just remember, pupil engagement is created when the teacher asks the
pupils to DO SOMETHING!

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APPENDIX B
CORE COMPETENCIES
Critical Thinking and Problem-Solving (CP)

This skill enables learners to develop their cognitive and reasoning abilities to analyse issues and situations leading to the resolution of problems. Critical thinking
and problem-solving skills enable learners to draw on and demonstrate what they have learned from their own experiences to analyse situations and choose the
most appropriate out of a number of possible solutions. It requires that learners embrace the problem at hand, persevere and take responsibility for their own
learning.

Creativity and Innovation (CI)

This competence promotes in learners entrepreneurial skills through their ability to think of new ways of solving problems and developing technologies for
addressing the problem at hand. It requires ingenuity of ideas, arts, technology and enterprise. Learners having this competency can think independently and
creatively as well.

Communication and Collaboration (CC)

This competence promotes in learners the skills to make use of languages, symbols and texts to exchange information about themselves and their life experiences.
Learners actively participate in sharing their ideas, engage in dialogue with others by listening to and learning from others in ways that respect and value the multiple
perspectives of all persons involved.

Cultural Identity and Global Citizenship (CG)

This involves developing learners to put country and service foremost through an understanding of what it means to be active citizens. This is done by inculcating in
them a strong sense of social and economic awareness. Learners make use of the knowledge, skills, competencies and attitudes acquired to contribute effectively
towards the socio-economic development of the country and on the global stage. Learners build skills to critically identify and analyse cultural and global trends that
enable them to contribute to the global community.

Personal Development and Leadership (PL)

PL involves improving self-awareness, self-knowledge, skills, health, building and renewing self-esteem; identifying and developing talents, fulfilling dreams and
aspirations and developing other people or meeting other people’s needs. It involves recognising the importance of values such as honesty and empathy; seeking the
well-being of others; distinguishing between right and wrong; fostering perseverance, resilience and self-confidence; exploring leadership, self-regulation and
responsibility, and developing a love for lifelong learning.

Digital Literacy (DL)

DL involves developing learners to discover, acquire and communicate through ICT to support their learning and make use of digital media responsibly.

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