HOME ECONOMICS Grade 10 12 PDF

Republic of Zambia
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION
HOME ECONOMICS SYLLABUS

GRADE 10 - 12
-
Prepared and Published by the Curriculum Development Centre
P.O. Box 50092
LUSAKA - ZAMBIA
2013
© Curriculum Development Centre, 2013
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic,
mechanical, photocopying, recording, or otherwise without prior written permission of the copyright owner.
ISBN: 9982-00-527-8
Printed by
Zambia Educational Publishing House
HOME ECONOMICS SYLLABUS - GRADE 10 - 12

VISION
Quality, lifelong education for all which is accessible, inclusive and relevant to individual, national and global needs and value systems
iii HOME ECONOMICS SYLLABUS - GRADE 10 - 12

TABLE OF CONTENT
VISION ................................ ................................ ................................ ................................ ................................ ................................ ............ iii
PREFACE ................................ ................................ ................................ ................................ ................................ ................................ ............ v
ACKNOWLEDGEMENTS................................ ................................ ................................ ................................ ................................ .................... vi
1.0 INTRODUCTION ................................ ................................ ................................ ................................ .......................... vii
2.0 RATIONALE ................................ ................................ ................................ ................................ .......................... vii
3.0 PREAMBLE ................................ ................................ ................................ ................................ .......................... viii
4.0 AIMS ................................ ................................ ................................ ................................ ................................ ................................ ........... viii
5.0 ASSESSMENT OUTCOMES ................................ ................................ ................................ ................................ ................................ ix
...
6.0 METHODOLOGY ................................ ................................ ................................ ................................ ................................ .................... ix
7.0 GENERAL OUTCOMES ........................... ................................ ................................ ................................ ................................ .............. x
GRADE 10 – Home Management ................................ ................................ ................................ ................................ ................................ 2.
GRADE 11 – Home Management ................................ ................................ ................................ ................................ ................................ 9
GRADE 12 – Home Management ................................ ................................ ................................ ................................ ................................ 14
SCHEME ASSESSMENT – HOME MANAGEMENT ................................ ................................ ................................ ............... 18
REFERENCES: ................................ ................................ ................................ ................................ ................................ ................................ ...
19
GRADE 10 – Fashion and Fabrics ................................ ................................ ................................ ................................ ................................

..... 21
... 27
... 31
SCHEME ASSESSMENT – FASHION AND FABRICS ................................ ................................ ................................ ............... 34
REFERENCES: ................................ ................................ ................................ ................................ ................................ ................................ 35
GRADE 10 – Food and Nutrition ................................ ................................ ................................ ................................ ................................ 37
SCHEME ASSESSMENT – FOOD AND NUTRITION ................................ ................................ ................................ ................ 51
REFERENCE BOOKS ................................ ................................ ................................ ................................ ................................ ........................ 52
HOME ECONOMICS SYLLABUS - GRADE 10 - 12 iv

PREFACE
The review of this Syllabus was necessitated by the need to improve the quality of education at Senior Secondary School Level as stipulated in the national
policy document, “Educating Our Future – 1996” and to meet the demands of society at large echoed in various forums.
Quality education helps develop a sound knowledge and skills base in learners, that is capable of raising the standard of living for all as well as attain a
sustainable national development. The syllabus further addresses issues of national concern such as Entrepreneurship, Hospitality, Environmental
Education, Gender and Equity, Health Education and HIV/AIDS, Family Life Education, Human Rights, Democracy, Reproductive Health, Population
Education, Entrepreneurship and Vocational Skills, Life and Values Education.
This syllabus also builds on the foundation laid by the Home Economics Junior Secondary School syllabus. It is meant to equip learners with knowledge,
skills, positive attitudes and values to enable them easily use the acquired skills in their daily lives and to ease choice of a career both in the formal and
informal sector. It has taken into consideration the recommendations from the Curriculum symposium, the indaba and the Vision 2030.
It is hoped that this syllabus will provide the users with a sound knowledge and skills base for further studies in Home Economics related fields and a strong
base of positive attitudes and values on which meaningful and effective learning experiences will be developed to help learners establish sustainable
entrepreneurial activities for income generation formally or informally.
At the end of the course, the learners are expected to use the acquired knowledge and skills in income generation, an activity that will total up to raising
Zambia to a medium income generating nation.
Chishimba Nkosha (Mr.)

PERMANENT SECRETARY
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.
LUSAKA - ZAMBIA
v HOME ECONOMICS SYLLABUS - GRADE 10 - 12

ACKNOWLEDGEMENTS
The Home Economics syllabus review exercise would not have been accomplished without the involvement, participation, and commitment of many
people. We want to thank them all. Most importantly we must thank the Home Economics Association of Zambia (HEAZ); National Food and Nutrition
Commission; Natural Resources Development College, for their numerous contributions towards the curriculum review process. The Institute of Hotel and
Tourism (Fairview) for providing reference materials when integrating Hospitality components.
Secondly, we wish to thank the people, Government departments, and institutions of learning who, in many varied ways, contributed towards the production
of this syllabus. These include all those who found time or were able to allow their staff to attend the review process.
We are greatly indebted to all learning institutions who participated in the Home Economics Technical review workshop.
Finally, we wish to acknowledge our indebtedness to the former Director Standards and Curriculum Mrs Florence Mfula and the Chief Curriculum Specialist
Ms Georgina Hamaimbo for their valuable contributions in guiding the review exercise before they retired from the service.
C.N.M. Sakala (Mrs)

Director – Standards and Curriculum
MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION.
HOME ECONOMICS SYLLABUS - GRADE 10 - 12 vi

1.0 INTRODUCTION
This Home Economics Syllabus has been reviewed to meet the needs of the family and society as a whole.
The syllabus incorporates the components of Fashion and Fabrics, Food and Nutrition and Home Management and each of the components form an
area of specialisation and is an independent syllabus under the subject of home economics. Cross cutting issues and concepts on Environmental
Education, Entrepreneurship and Hospitality, Sexually Transmitted Diseases, (STDs), HIV/AIDS, Population and Family Life Education,
Reproductive Health, Gender, Human Rights, Substance Abuse and Life Skills have also been included.
To ensure that the Home Economics teacher does not provide only knowledge, the format of this new syllabus explicitly shows the knowledge to be
taught under each topic, the skills, and values. Local knowledge and skills are particularly appreciated and they have been integrated. As far as
possible, teachers should encourage the pupils to practice the knowledge they gain in class into the community so as to allow the modern Zambian
child to take the most and give the most to our developing society.
2.0 RATIONALE
Home Economics is an interdisciplinary field of study which endeavours to equip students with knowledge, practical and social skills, attitudes
that are essential for success in a global society. The program seeks to equip learners with life skills that will help the recipient to cope with
changes in a technological, socio-economical, and multi-cultural society.
Home Economics incorporates the components of Food and Nutrition, Home Management, Hearth Education, Needlework, and crafts. New
concepts of hospitality, Gender, Human Rights, Pollution, Entrepreneurship, and HIV/AIDS have been included.
Learners engage in problem solving situations which require the application of knowledge and the use of practical skills. These situations take into
account such factors as basic needs, lifestyles, financial resources, health, environment, and their effects on the individual, family, and society.
Home Economics inculcates positive attitudes towards cost effectiveness in the utilization of local and indigenous resources. It also looks closely at
the use of other resources. The program teaches learners to be self-reliant, business minded and health conscious. These challenges promote the well-
being of the individual, family and the society.
This is due to the fact that Home Economics concepts are mainly introduced and taught within the concept of the home, the school, and the local
environment therefore, making it easier for learners to easily and immediately apply whatever knowledge and skills at school in various phenomenon
in their near environment.
vii HOME ECONOMICS SYLLABUS - GRADE 10 - 12

3.0 PREAMBLE
Home Management is the area that deals with the management of the family, home, community, food and nutrition, health, safety, textiles, clothing
and consumer studies.
The Course:
1.1 Offers a scientific approach to the handling, storage and maintenance of the equipment found in the home.
1.2 Takes into consideration issues of national concern such as Environmental Education, HIV/AIDS, Drugs, Gender Issues, Population and
Family Education and Human Rights.
1.3 Prepare pupils for further studies in related professions such as, catering, housekeeping and hotel management.
1.4 Prepares the pupils to take up formal and informal occupations.
4.0 AIMS
The aims of the syllabus are to:
2.1 Develop a self-reliant, productive person through knowledge and skills acquired in the study of nutrition, food preparation, fibres and fabrics,
parenting, consumer education, home and community.
2.2 Develop pupils understanding of physical, social, emotional and intellectual needs.
2.3 Foster qualities needed for the management of ones health and resources at family, community and national levels.
2.4 Expose pupils to the knowledge and skills required in the use of appropriate technology.
2.5 Develop skills and abilities in efficient running of a home and institutions.
2.6 Promote creativity in order to achieve sustainable human development.
HOME ECONOMICS SYLLABUS - GRADE 10 - 12 viii

5.0 ASSESSMENT OUTCOMES
Pupils should:
5.1 Produce functional items of clothing and articles for use in the home and for income generating purposes.
5.2 Plan, prepare, cook and serve well mixed meals.
5.3 Analyse the special needs of individuals.
5.4 Apply principles of preservation and conservation in the management of resources.
5.5 Following an organised sequence in carrying out day to day household chores.
5.6 Budget and buy wisely.
5.7 Choose and plan a home carefully.
5.8 Launder and care for household items and clothes appropriately.
5.9 Select and care for different surfaces and equipment.
5.10 Treat minor injuries and ailments.
5.11 Identify and appreciate the role and responsibilities of community services available.
5.12 Control household pests.
5.13 Care for invalids and convalescents.
6.0 METHODOLOGY
To achieve the stated aims and objectives, the following approaches are necessary:
6.1 Theory and practical lessons.
6.2 Teacher demonstrations, followed by pupil practice.
6.3 Experimentation on fibres, fabrics, food and equipment.
6.4 Group and individual practical work.
6.5 Audio-visual aids.
6.6 Class discussions.
6.7 Individual and group assignments/projects.
6.8 Community participation.
6.9 Educational tours.
6.10 Networking with other relevant subject departments.
6.11 Self, peer and teacher evaluation.
6.12 Case studies.
ix HOME ECONOMICS SYLLABUS - GRADE 10 - 12
7.0 GENERAL OUTCOMES
Build in learners the capacity to apply principles of home management.

Adequately plan meals for various members of the family in different conditions

Design and sketch suitable homes for the family

Develop knowledge and skills in interior and exterior decoration

Demonstrate an understanding of home management skills

Appropriately improvise ingredients, materials, utensils and equipment used in food and nutrition to suit and utilise the local environment

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 x

HOME MANAGEMENT
GRADE 10-12
1 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

GRADE 10 - HOME MANAGEMENT
Key competences: General Outcomes:

 Demonstrate basic skills of designing and laying out different types  Develop an understanding on designing and laying out different
of homes. types of homes.
 Show basic skills in appropriately identifying and using household  Demonstrate an understanding of appropriately identifying and
utensils and equipment. using household utensils and equipment.
 Demonstrate practical skills and knowledge of colour schemes,  Demonstrate an understanding of colour schemes, home decoration,
home decoration, flower arrangement, indoor plant and gardening. flower arrangement, indoor and outdoor plants and gardening.
HOME ECONOMICS SYLLABUS - GRADE 10 - 12 2

CONTENT
THEME TOPIC SPECIFIC OUTCOMES
KNOWLEDGE SKILLS VALUES
10.1 HOME 10.1.1 The House 10.1.1.1 Explain the factors  Locations e.g. near the road,  Investigating  Appreciating
AND that influence the hospital, schools etc. factors factors and
COMMUNITY choice of a house. influencing materials in
10.1.1.2 Describe factors to  Factors such as: building choices of a house building.
help in preparing a materials, layout of rooms, house
layout of a house. sanitary and bathing  Communicat  Asking
arrangements and reasons ing factors in questions for
for the plan. preparation more
of house lay understanding.
10.1.1.3 Identify building  Building Materials: Grass, out.  Awareness of
materials. glass, poles, cement, clay,  Naming water sources.
iron sheets etc. building  Applying safe u
10.1.1.4 Describe water  Water sources: Tap water, materials se oft
sources and supply in well, river, etc. (Methods of  Classifying ventilation and
the home. public and domestic light and lighting
purification and must be ventilation  Cooperating in
taught.) sources in a group work.
10.1.1.5 Describe sources of  Lighting: natural and home.  Appreciating
lighting and artificial; Ventilation:  Cleaning the role of
ventilation in a home. windows, doors, airflow water, sanitation.
ceilings, air-conditioners lighting and  Awareness of
10.1.1.6 Clean water source, and by exhaust fans. ventilation toilets.
lighting and  Clean taps, windows, and sources.
ventilation source. lamp.

CONTENT
10.1.1 Sanitation 10.1.2.1 Describe sanitation.  Sanitation: the protection of  Identifying  Appreciation
public Health by removing what is the role of
and treating waste, dirty sanitation. sanitation
water etc.
10.1.2.2 Identify various types  Types of toilets e.g. flash,  Classifying  Awareness of
of toilets. pit latrines and bucket. the types of the types of
10.1.2.3 Demonstrate the  Clean a toilet, sink and dust toilets. toilets.
ability of cleaning the bin by using  Cleaning of  Application of
toilet, sink, kitchen environmentally friendly sink, dust the use of
and dust bin. cleaning agents. bin. environmentally
10.1.2.4 Explain waste  Types of waste e.g. solid, friendly
liquid & gases and can be  Communicat cleaning
disposal methods. ing  Safety
disposed by recycling and
knowledge consciousness
compost. (Role of national
on the types in the disposal
environmental management
of waste. of waste.
agency.)
10.3 HOME AND 10.3 .1 Floors 10.3.1.1 Classify floors.  Types of floors e.g. wood,  Classifying  Awareness of
COMMUNITY concrete, mud, Carpets, types of the types of
tiles, mats-modern and floors floors.
 Appreciation of
traditional, ETC  Identifying
floor coverings.
10.3.1.2 Identify floor  Choice of floor coverings floor
for each room. coverings  Safety
coverings.
consciousness
10.3.1.3 Explain points to  Advantages and  Communicat
when choosing
consider when disadvantages of each type ing how to
floor coverings
choosing floor of floor covering. choose floor
coverings for coverings  Aesthetics in
different rooms choice of floor
coverings.
10.3.1.4 Clean and care of  Use of environmentally  Cleaning of  Awareness of
floors and floor friendly cleaning materials floors and difference
coverings to care and clean floors and floor between interior
floor coverings coverings. and exterior
decorations
 Appreciating
colours

CONTENT
10.3.2 Interior 10.3.2.1 Describe interior and  Interior decorations e.g.  Observing  Innovativeness
and Exterior exterior decoration. flowers, artefacts, the features in creating
decorations in ornaments, simple home in interior colour schemes
the home and furnishing. decorations  Cooperating
hospitality 10.3.2.2 Identify primary and  Primary(red, yellow and  Identifying group in work
business. secondary colours. blue) and secondary primary and mentally,
colours secondary friendly when
10.3.2.3 Describe texture and  Texture and colour scheme colours. cleaning.
colour scheme. in the home (cool...,)  Analysis of
10.3.2.4 Design colour  Colour scheme for texture and
schemes for different different rooms colour
rooms occasions. schemes
10.3.2.5 Choose suitable  Suitable ornaments for  Application of
ornaments for different rooms  Gardening rules in picking
different rooms.  Making of interior of indoor and and arranging
10.3.2.6 Make an interior decorative items outdoor flowers.
decorative item.  Flower arrangement: plants
10.3.2.7 State rules for picking (types of flower
and arranging arrangement)
flowers.  Rules for picking and
10.3.2.8 Pick and arrange arranging flowers, other
flowers. decorations decorative
10.3.2.9 Identify types of accessories.
indoor plants.
 Types of Indoor and
10.3.2.10 Plant and maintain
outdoor plants.
indoor and outdoor
 Planting seedlings in paper
plants.
containers.
 Dangers of keeping indoor
plants in the bedrooms.

CONTENT
10.4 10.4.1 Household 10.4.1.1 Identify wood used for  Types of wood (hard and  Classifying  Creativity
HOME AND furniture furniture. soft wood). wood.  Awareness of
COMMUNITY  Classifying type of wood.
10.4.1.2 Describe the types of  Wood finishes e.g. painted wood  Appreciation of
wood finishes. and vanished etc. finishes wood finishes.
 Choosing,  Applying
10.4.1.3 Explain how to and cleaning knowledge on
choose, clean and care  Choice, care and cleaning of of furniture. the choice, care
for household furniture. furniture (rules to follow) and cleaning of
furniture.
10.4.2 Household 10.4.2.1 Identify household  Types of household utensils  Identifying  Awareness of
utensils utensils and and equipment e.g. clean household house hold
and equipment. equipment and kitchen utensils and utensils and
equipment utensils. equipment. equipment.
10.4.2.2 Clean and store  Caring, cleaning, storage of  Practising  Application of
household utensils household utensils and how to clean safety rules
and equipment. equipment (Note: avoid and store when cleaning
Styrofoam /insulation and household and storing
follow the order of washing utensils and utensils and
up). equipment. equipment.
10.4.3 Labour 10.4.3.1 Identify labour saving  Quality labour saving  Classifying  Awareness of
saving devices. devices :(microwave, Labour Labour Saving
devices washing machine, hoover, Saving Devices
etc) Devices  Taking proper
10.4.3.2 Care for and clean  Care and cleaning of labour according to responsibility of
each labour saving saving devices use Labour Saving
device e.g. electric  Taking care Devices
mixing bowl. of the labour
saving
devices.

CONTENT
10.4.2 Cleaning 10.4.2.1 Explain the principles  Principles of cleaning  Investigating  Asking
materials of cleaning materials. materials : the methods questions for
Soiled garments how to used in the more
remove loose and fixed removing dirt information
dirt.  Classifying  Application of
10.4.2.2 Classify cleaning  Cleaning materials: Soap cleaning detergents
materials. and soapless detergents, materials.  Appreciating
10.4.2.3 Outline the water, solvents, simple  Communicat the use of
advantages and stain agents. ing environmentally
disadvantages of  Advantages and information friendly
soaps and detergents. disadvantages of soaps and on using detergents
detergents. environmenta
10.4.2.4 Explain  Environmentally friendly lly friendly
environmentally labels. labelling.
friendly labelling
10.4.2.5 State the importance  Importance of
of environmentally environmentally friendly
friendly cleaning cleaning materials.
agents and materials.
10.5 10.5.1 Hygiene in 10.5.1.1 Describe good  Hygiene in the home :  Observing  Appreciating
HOME AND the home hygiene in the home. cleaning procedures in a He hygiene in the
COMMUNITY and 10.5.1.2 Describe home cleanliness in environment
hospitality housekeeping.  Housekeeping the home  Awareness of
business. 10.5.1.3 Describe the roles of  Roles of a housekeeper Identifying the house
a Housekeeper. roles done in keeping
10.5.1.4 Explain the  Importance of housekeeping  Cooperating in
importance of house housekeeping Cleaning the group activities.
keeping  Home cleaning routine: house
10.5.1.5 Explain the routine Daily, Weekly and following a
cleaning of the home. occasional cleaning of the said routine.
home.

CONTENT
10.5.2 Household 10.5.2.1 Describe household  Household maintenance:  Communica  Creativity in
maintenance maintenance (household repairs, painting, ting doing simple
smearing mud floors and information repairs
walls; etc) on what is  Safety
10.5.2.2 Demonstrate the  Simple repairs: involved in Conscious in
ability to carry out simple (Thatching, repairing house hold handling
home repairs. grass roofs, unblocking maintenance repairs.
sinks and mend leaking  Application  Resourcefuln
taps) of skills in ess in using
home locally
repairs. acquired
utensils.
10.6 10.6.1 Household 10.6.1.1 Identify household  Household pests (flies, ants,  Identifying  Safety handling
HOME AND pests pests. cockroaches, rats, lice, house hold of chemicals in
COMMUNITY bedbugs, ticks, mites) pests preventing
10.6.1.2 Explain the  Prevention and control of  Communicat pests. I
prevention and pests using ozone friendly ion of  Problems
control of household chemicals. information setting ideas in
pests. on the classes preventing
and control pests.
of household
pests.
 Classification
10.7 10.7.1 10.7.1.1 Identify prospecting  Prospecting entrepreneurial  Identificatio  Appreciating
HOME AND Entrepreneurship entrepreneurial activities in home n of activities the roles played
COMMUNINTY activities in home management.  Establishing by group
management. groups. members
10.7.1.2 Establish Establishing entrepreneurial  Cooperating in
entrepreneurial activities individually and in group activities.
activities individually groups e.g. household
and in groups related to maintenance, housekeeping
home management. activities etc.

GRADE 11 - HOME MANAGEMENT
General Outcomes: Key competences:

 Demonstrate an understanding of safety and first aid.  Show knowledge and ability to apply safety and use of safety aid
 Develop knowledge, skills and positive values on parenthood, when need arises.
child growth and development.  Demonstrate basic skills and positive values on parenthood, child
 Demonstrate skills of planning meals for various members of the growth and development.
family and the communities.  Show knowledge in planning meals for family and the community.

CONTENT
11.1 HEALTH AND 11.1.1 Safety and 11.1.1.1 Explain First Aid.  First Aid: Simple medical treatment  Communication  Awareness of
SAFETY IN THE First Aid. that is given as soon as possible to of information on contents at the
HOME AND someone who is injured or who first Aid. first aid box.
HOPITALITY suddenly becomes ill.  Identifying and
INDUSTRY 11.1.1.2 Identify the contents  Contents of the First Aid box Safety naming contents
of the First Aid box. pins, pain killers, cotton wool,  Cooperating in
scissors, antiseptic etc.  Application of group activities
11.1.1.3 Apply First Aid on  Ways of applying First Aid: on falls, first Aid on
various ailments and poisoning, cuts, drowning, burns and ailments.
accidents in the scalds etc.  Practising a fire
home  Fire drill: The act of practising what drill
11.1.1.4 Practice a fire drill. people must do to leave a burning
building safely
11.2 HOME AND 11.2.1 Adolescence 11.2.1.1 Describe Adolescence.  Adolescence: Period between  Communication  Awareness of
COMMUNITY childhood and adulthood. of information on ones bodily
11.2.1.2 Explain the male and  Reproductive organs ;( male) penis, happened during changes.
female reproductive testis, scrotum etc. (female) ovary, the adolescent
organs. fallopian tubes, uterus, vagina etc. stage.
11.2.1.3 Describe the changes  Changes in adolescence: In girls,
in both boys and girls breasts enlarge, hips widen, ovaries  Identifying male
during adolescence grow in size etc. In boys, shoulders and female  Self-control
stage. broaden, regular discharges of reproductive during this stage
sperms from penis, voice deepens organs
etc.
11.2.1.4 Describe Safe life styles  Safe life styles. (HIV / AIDS, Drugs .
and substance abuse, Ebola; etc)  Practising safe  Appreciation of
11.2.1.4 Explain the Effects of  Effects of teenage pregnancy. life styles a clean and safe
teenage pregnancy. life style.

CONTENT
11.3 HEALTH 11.3.1 Pregnancy 11.3.1.1 Explain the term  Pregnancy : a period when a woman  Investigating  Asking
AND SAFETY and delivery pregnancy. has an unborn baby inside a womb information on the questions for
11.3.1.2 State the choice of  Foetal development, signs and process of more
clothes in pregnancy symptoms pregnancy and understanding
11.3.1.3 Explain dietary needs  Roomy and comfortable clothes for foetal development
of pregnant women. the mother to be  Observing suitable  Applying
11.3.1.4 Describe ante-natal  Eat well balanced diet. clothing to wear knowledge on
and post-natal clinics  Ante natal and post natal and correct diet how to take care
11.3.1.5 Describe the process  Stages of child birth and labour. during pregnancy. of oneself
of delivery during this
11.3.1.6 Explain methods of  Methods of family planning period
family planning.
11.4 HEALTH 11.4.1 Child 11.4.1.1 Identify physical  Stages of child development.  Observing the  Awareness of
AND SAFETY growth and developments in child changes taking stages in child
development 11.4.1.2 Explain the  Importance of games and exercise. place in children. development
importance of games  Communicating
and exercise. the importance of  Empathy of
11.4.1.3 Explain the roles of  Family child care. exercise and roles children with
family members in of family behavioural
child care members during problem.
11.4.1.4 Describe weaning.  Weaning.
11.4.1.5 Identify behavioural  Behavioural problems e.g. Temper
problems. tantrums , hyperactivity in children
11.4.1.6 Identify causes of  Causes of abnormalities and how
abnormalities in child they can be prevented.
development.
11.5 HEALTH AND 11.5.1 Children’s 11.5.1.1 Describe activities  Activities at the children’s clinics  Communicating  Awareness of
SAFETY Clinics which take place at (immunisation) information on the the importance
the children’s clinics. activities done at of food for
11.5.1.2 Describe various  Children’s ailments and treatment the under-five different needs.
diseases which e.g. high temperature, diarrhoea, clinic  Application of
children are vomiting, earache, coughing etc.  Identifying knowledge of
inoculated / common ailments simple ailments
immunised against.

CONTENT
11.6 FOOD AND 11.6.1 Meal 11.6.1.1 Describe meal  Meal planning: Balanced meals  Observation of
NUTRITION planning planning. planned considering individual needs. meals for different  Awareness of
11.6.1.2 Explain the  Diet planning principles: age and sex, individuals with the importance
principles applied in health condition, daily activity, different needs of food for
the diet of different climate in which they live, likes different needs.
members of the dislikes, food customs and taboos  Application of
family. knowledge in
11.6.1.3 State the importance  Materials and equipment that help planning meals
of using prevent health hazards. for members of
environmentally the family
friendly materials
and equipment.
11.6.1.4 Describe ways of  Types of table setting / laying:
serving meals. modern- presentation and tradition
way of meals for different occasions.
11.6.1.5 Discuss the  Time planning, Shopping and
economical equipment listing
preparation of
family meals.
11.7 FAMILY AND 11. 7.1 Adulthood 11.7.1.1 Describe adulthood.  Adulthood  Observation of  Awareness of
11.7.1.2 Explain the role of  Roles of initiation ceremonies e.g. what happens what is expected
COMMUNITY
initiation ceremonies. teach hygiene, good behaviour during initiation of ones during
11.7.1.3 Demonstrate in society Adulthood
traditional ceremonies
from different
provinces

CONTENT
11.8 FAMILY AND 11.8.1 11.8.1.1 Identify community  Community schools, NGOs, clinics,  Identifying
COMMUNITY Community and social services and their early child centres, youth friendly community social  Appreciating of
social services functions health services, Play parks, etc. and services. community
their functions. social services.
11.8.1.2 Describe facilities for  Facilities for the provision of water  Communicating  Awareness of
the provision of water and fuel. of information on functions
and fuel  Water and fuel conservation, E.g. water and fuel  Applying
11.8.1.3 Conserve water and Economical clay stoves, Jelly stoves, conservation methods of water
fuel sawdust stoves, wonder cooker, solar and fuel
cooker. conservation
11.9 FAMILY AND 11.9.1 11.9.1.1 Describe leisure tourism  Leisure tourism.  Communicating  Appreciating
COMMUNITY Entrepreneurship knowledge of leisure and
in the community 11.9.1.2 Explain the  Characteristics of a hotel/restaurant how hospitality tourism
and hospitality characteristics of a business. industry is run.
industry hotel/restaurant business  Identifying  Cooperating in
11.9.1.3 Identify sources of  Sources of finance e.g. banks. business ventures group work
finance
11.9.1.4 Identify and implement  Implementations of projects e.g.
projects play parks, restaurants etc.

GRADE 12 – HOME MANAGEMENT
Key competences: General Outcomes:

 Demonstrate an understanding of consumer rights and  Demonstrate an understanding of consumer rights and entrepreneurship
entrepreneurship skill. skills.
 Show basic skills in producing functional items in the home for  Develop the ability to produce functional items of clothing and articles
income generating purposes. for use in the home and for income generating purposes.

CONTENT
12.1 HEALTH 12.1.1 Responsible 12.1.1.1 Types and function of  Family types and functions  Identifying types of  Awareness of
AND SAFETY parenthood the family families and roles types of families
12.1.1.2 Describe the roles of  Roles of a father, mother and other of the members
the family members of the family.  Observing factors
12.1.1.3 Explain the factors  Factors influencing family size e.g. influencing family  Applying roles
influencing the size Biological factors, age of children,  Communicating of family
of the family income, facilities available etc. advantages and
12.1.1.4 Explain the disadvantages of
advantages and  Advantages and disadvantages of a family life
disadvantages of a large and small family.
large and small family
12.2 HOME AND 12.2.1 Financial 12.2.1.1 Describe financial  Financial management  Communicating  Awareness of
COMMUNITY Management. management knowledge of financial
12.2.2 2.Explain the meaning  Budgeting, income expenditure and financial Education
of budgeting, income, saving. management  Applying
expenditure and savings  Performing budget income
in home management. budgets expenditure
12.2.2.3 Explain ways of  Management of all savings and saving on
effectively applying the goods
concepts of budgeting,
generating and managing
income, expenditure, and
managing savings
12.3 12.3 1. Marketing 12.3.1 1 Identify the marketing  Advertising e.g. by use of bill boards,  Identifying  Appreciating
HOSPITALITY in the elements in the hospitality flyers etc. marketing elements advertising
hospitality industry.  Communicating  Asking more
industry. 12.3.1.2 Describe facilities  Transportation, food and beverage knowledge in questions
found in the hospitality operation, accommodation etc. facilities in the
industry hospitality
industries.

CONTENT
12.4. CONSUMER 12.4.1. Consumer 12.4.1.1 Identify organisations  Council Health Department,  Identifying  Appreciating
STUDIES protection that protect the consumer. Competition and Consumer consumer consumer
12.4.1.2 Describe consumer Protection Agency (CCPA) Zambia protection protection
rights and methods Bureau of Standards, Human Rights organisations organisations
of redress. Commission, Ministry of Health and  Communicating  Asking
12.4.1.3 Explain the role of Public Health. knowledge in rights questions for
advertisements to  Consumer rights and methods of more
the consumer redress understanding
12.4.1.4 Explain importance  Role of advertising  Observing roles of  Assertiveness in
of shopping.  Wise shopping and reducing waste. advertising. responding to
12.4.1.5 Describe product adverts.
labelling.  Product labelling, advertisements, be
assertive in responding to adverts.
12.5 TEXTILE 12.5.1 Fibres and 12.5.1.1 Identify fibres and  Fibres (a mass of fibre used to make  Identifying fibres  Appreciating
AND Fabrics fabrics thread); Fabric (cloth). and fabrics fibres and
CLOTHING 12.5.1.2 Explain the use and  Use and care of Fabrics in a home  Production of fabrics
care of fabrics in the e.g. making soft furnishings. items for the home  Using fabrics to
home. make home
12.5.1.3 Describe hard and  Soft water and hard water: soften  Softening hard items
soft water. hard water using wood ash. water  Applying
knowledge to
12.5.1.4 Describe laundry  Laundry: washing and finishing of  Washing garments soften water
processes garments (launder a cotton blouse)  Applying
laundry agents
12.5.1.5 Demonstrate the  Process of dry cleaning garments:  Dry cleaning a  Awareness on
ability of dry dry-clean a man’s jacket. jacket how to handle
cleaning of clothes. different fabrics
12.5.1.6 Explain the choice  Choice and storage of laundry  Storing used  Orderliness in
and storage of materials: store laundered garments laundry materials the laundry
laundry materials. in a wardrobe. process
12.5.1.7 Make soap  Making soap jelly.  Innovation in
 Making Soap
12.5.1.8 Explain the effect of  Effects of soap water on the soil and the use of left
 Investigating ways
soapy water on the plants. over soaps
soaps acts on the
environment
surrounding.  Caring for the
local
environment
CONTENT
12.6 TEXTILE 12.6.1 Sewing 12.6.1.1Identify sewing tools  Cutting, marking, sewing and  Identifying tools  Awareness of
AND Tools and and equipment. measuring tools. and equipment groups of tools
CLOTHING equipment 12.6.1.2 Care for and safe  Choice, maintenance, care and and equipment
storage of tools and storage of tools and equipment.  Sewing sample toys
equipment.
12.6.1.3 Demonstrate ability to  Making of simple toys e.g. a rag doll.  Making toys
making simple toys.
12.7 HOME AND 12.7 Household 12.7.1.1 Identify household  Household crafts: items used in the  Identifying house  Awareness of
COMMUNITY crafts crafts. home using special skills e.g. hold crafts house hold crafts
weaving.  Communicating  Appreciating
12.7.1.2 Describe soft  Soft furnishings e.g. Scatter pillows, information about soft furnishing
furnishings. curtains etc. soft furniture by using them in
 Designing and homes.
12.7.1.3 Design and make a  Make soft furnishing e.g. scatter making soft  Applying
soft furnishing pillows, curtains etc furnishings. knowledge in
12.7.1.4 Repair garments and  Garment repairing e.g. by using  Patching a making soft
household linen. patching. garment furnishing.
 Applying skills
of patching
12.8 12.8.1 12.8.1.1 Form small  Business ventures found in the  Forming business  Participating
ENTREPRENEUR- Entrepreneurship entrepreneurship groups for community (Craft, flower arrangement, groups actively in
SHIP as a career. small scale businesses preparation of different meals) group work

SCHEME ASSESSMENT – HOME MANAGEMENT
Paper number I
Nature of paper Theory/written
Weighting 50%
Marks awarded 100
Time 2 hours
Paper I consists of two sections. Candidates are expected to answer 5 questions. Section I consist of five questions covering various areas of home
management, cookery and laundry work from which candidates must answer at least two questions. Section II consists of five questions covering
parenthood. Candidates must answer at least two questions. The remaining one question can be from either Section I or Section II. Each question is worth
20 marks.
Paper number II
Nature of paper Practical
Weighting 50%
Marks awarded 100
Time - planning session 1½ hours
- practical examination 2½ hours
Paper II consists of 8 tests. The examiner will allocate one test to each candidate on the day of planning. The candidate will be required within one and half
hours to plan how/she will carry out the test. The candidates will also be required to prepare a shopping and equipment list.

REFERENCES:
Chilele, M. C; Malambo, I; Mudenda, M. P; Phiri, K. J and Songolo, L. M. (1996) Home Economics 5, Curriculum Development Centre, Lusaka. ISBN:
9982-18-135-1 Molewa, J. (2000) Modern and Traditional Recipes
Neal, M and James, J. (1983) Good Homemaking, ISBN: 0 216 91377 2
NFNC (2011) Nutrition guidelines for care and support for people living with HIV and AIDS
Nield, A and Hesmondhalgh, Z (1985), Revise Home Economics: A complete revision course for O level and CSE; ISBN: 0 850 97603 0
Tull, A. (1996) Food and Nutrition. Oxford University Press ISBN: 978-0-19-832766-0

FASHION AND FABRIC
GRADE 10 - 12

GRADE 10 - FASHION AND FABRICS
KEY COMPETENCES: GENERAL OUTCOMES:

 Demonstrate knowledge of reconstruction procedures of  Build in the learners the capacity to apply principles and processes in
natural and manufactured fibres and description of their fashion and fabrics
characteristics.  Demonstrate knowledge and skills in identifying groups of stitches.
 Show basic understanding in safe use of tools and equipment  Demonstrate an understanding of machine and needlework in fashion
needed to produce textile items and fabrics

CONTENT
10.1 FIBRES 10.1.1 Fibres 10.1.1.1 Describe fibres  Fibres (Basic units of matter used to  Identifying the basic  Appreciating
AND make fabric ) unit of matter fibres
FABRICS 10.1.1.2 Classify fibres  Classes (natural and  Classifying where  Inquisitiveness on
artificial\manmade) fibres can be characteristics/
10.1.1.3 Describe the  Characteristics( feel strength, texture, obtained from. properties of
characteristics / absorbency, aesthetics, durability )  Communicating fibres
properties of fibres knowledge on how  Applying
to recognise fibres. knowledge on
fibre recognition.
10.1.2 Yarns 10.1.2.1 Describe yarns.  Yarns ( Threads made from strands of  Identifying what  Awareness of
fibres of cotton, wool etc. used to yarns are. yarns.
make fabric)
10.1.2.2 Explain the stages/  Classes of yarns ( filaments/staple,  Classifying yarns.  Appreciating
processes involved in types e.g. S&Z twists, textured ) yarns
the production of  Stages in production of( Cotton,  Communicating
yarns. Linen, Wool, Silk, Polyester) Information on the  Producing yarns.
stages followed
when yarns are
being produced
10.1.3 Fabric 10.1.3.1 Describe different  Fabric construction ( Weaving,  Processes used in  Asking questions
construction types of fabric Knitting, Bonding, felting ) fabric constriction for more
construction  Identification of fabrics  Identifying knowledge on
10.1.3.2 Identify different through(appearance and feel difference this.
fabrics. test, burning test, chemical test, between fabrics  Appreciating
microscopic check ) by manipulating fabrics

CONTENT
10.1.1 Colour in 10.1.1.1 Identify different  Types of dyes:  Classifying dyes  Awareness of
yarns and types of dyes. (Natural and commercial dyes.) types and classes
fabrics  Communicating of dyes
10.1.1.2 Explain the process of  Processes of dyeing fabrics (Tie & information  Asking questions
dyeing fabrics. dye, Batik and Printing) processes involved for more
in producing dyes information on
10.1.1.3 Dye available cotton  Dyeing cotton fabrics  Dyeing a cotton this
fabrics. fabric  Applying different
substances for
dyeing fabric
10.2 FIBRES 10.2.1 Fabric 10.2.1.1 Identify classes of  Classes of fabric finishes( Temporary  Identifying fabric  Awareness of
AND finishes fabric finishes and permanent) finishes fabric finishes
FABRICS 10.2.1.2 Describe different  Performance finish (water proof),  Communicating  Appreciating
fabric finishes Texture finish (stretch). knowledge on fabric finishes
10.2.1.3 Demonstrate fabric  Types of finishes: different fabric  Applying suitable
finishing ( Bleaching and starching) finishes substances to
 Finishing fabric finish fabric
10.2.2 Equipment 10.2.2.1 Identify needlework  Tools( Sewing, marking, measuring  Identifying classes  Awareness of
used in tools/equipment and and cutting tools) equipment(work of needlework tools needlework tools
needlework their uses. table, full-length mirror, ironing and equipment
10.2.2.2 Outline tools and board and sleeve board, iron, sewing  Outlining tools for
equipment necessary machine, full-length mirror) crafts
for crafts.  Knitting needles crocheting hook, soft
10.2.2.3 Draw and label wire, darning needle, loom etc.  Appreciating tools
needlework tools/  Drawing and labelling a sewing  Drawing and equipment
equipment machine. tools/equipment  Caring for the
10.2.2.4 Care, clean and store  Storage of tools/equipment e.g. dry  Cleaning tools and
tools and equipment. places, keep small tools in a lined tools/equipment equipment
10.2.2.5 Carry out simple basket, use correct size of needle and correctly  Showing
repairs and threads responsibility for
servicing/maintenance  Maintenance/service of tools/  Repairing/servicing tools and
of tools and equipment. (Oiling sewing machine, /manufacturing equipment
equipment for Dusting, Tightening loose screws) tools and equipment
needlework

CONTENT
10.3 FIBRES 10.3.1 Safety 10.3.1.1 Explain safety rules  Safety rules in garment construction.  Communicating  Awareness of
AND and accidents that (Accidents during garment knowledge on safety rules
FABRICS occur during the construction e.g. Pricking and cuts) safety rules
process of garment  Contents of First Aid box and their  Identifying contents  Asking questions
construction. uses e.g. sterile bandages, burn of first Aid box for more
10.3.1.2 Describe the contents dressing, information
of the First Aid box  Treatment of minor injuries e.g.  Treating minor  Applying safety
and state their use. pricking, cuts and bleeding. injuries rules when
10.3.1.3 Treat minor injuries. Awareness of HIV/AIDS. treating
10.3.2 Choice, use 10.3.2.1 Describe the choice,  Choice, use and care of fabrics:  Communicating  Appreciating
and care of use and care of knowledge on fabrics
fabrics different fabrics.  Notions: the collective term for a different fabrics
10.3.2.2 Describe notions. variety of small objects or sewing  Identifying notions
accessories e.g. thread, buttons, bias  Awareness of
tape, lining material etc. notions
10.3.3 Purchasing 10.3.3.1 State the guidelines  Guidelines for budgeting  Identifying the  Awareness of
and for budgeting guidelines guidelines
budgeting 10.3.3.2 Explain the  Importance of comparing prices  Outlining the  Asking questions
importance of importance for more
comparing prices. understanding
10.3.3.3 Compare prices and  Comparisons of prices and  Comparing prices
calculate sales and calculation of sales and profits
profits
10.3.3.4 Approximate amounts  Approximating quantities, prices,  Approximating
for making garments sales and profits. prices

CONTENT
10.4 FIBRES 10.4.1 Patterns 10.4.1.1 Describe body  Being familiar with body  Taking body  Awareness of
AND measurements. measurements bust, waist, hip and measurements body
FABRICS lengths. specifications
10.4.1.2 Take figure  Measurements of a dress, trousers,  Making paper
measurements skirt etc. patterns  Applying body
correctly. measurements
10.4.1.3 Explain commercial  Commercial paper patterns are  Cutting out
and homemade paper factory made while homemade are garments
patterns. made at home e.g. from newspaper. according to
10.4.1.4 Explain pattern  Place on fold, straight grain etc. specifications
markings Tailor’s taking, tracing wheel &
carbon paper.
10.4.1.5 Describe the methods  Figure variations, Alterations and
of transferring pattern adaptations
markings.
10.4.1.5 Make simple pattern  Layout of pattern pieces on the
adaptations. fabric.
10.4.1.6 Prepare paper patterns
 Cutting out garments e.g. child’s
and fabrics for cutting dress.
out a garment.
10.4.1.7 Cut out garments
according to
instructions.
10.5 NEEDLE 10.5.1 Stitches 10.5.1.1 Describe temporary  Temporary stitches (Tacking stitch,  Identifying groups  Safety
WORK stitches Tailor tacking ) of stitches consciousness in
PROCCESS 10.5.1.2 Describe groups of  Permanent stitches( Joining needle handling
permanent stitches. stitches, Neatening stitches,
10.5.1.3 Work out temporary Decorative/embroidery stitches)
and permanent  Working out stitches
stitches.

CONTENT
10.6 10.6.1 10.6.1.1 Identify types of  Setting up an appropriate business  Identifying  Applying
ENTREPRE- Entrepreneurship businesses in fashion (tailoring shop, tailoring school ) business projects knowledge on
NEURSHIP in Fashion & and fabrics.  Carrying out running a
Fabrics 10.6.1.2 Outline a simplified  Simple business plans and projects business projects business
business plan. (project proposals).  Advertising the
projects
10.6.1.3 Carry out a possible  Possible business projects (such as  Marketing the
business projects making of simple articles showing produce
the taught stitches).

KEY COMPETENCES: GENERAL OUTCOMES

 Demonstrate basic skills in identifying different processes in textiles construction.  Demonstrate the correct handling and care of
 Show knowledge in describing fashion and textile – related occupation and career. different fabrics.
 Demonstrate various ways to recycle clothing and textiles.  Explain and demonstrate the use of various pieces
of equipment used in clothes construction

CONTENT
11.1 11.1 Seams and 11.1.1 Identify types of seams  Flat, ridged, flannel seams etc.  Identifying groups  Awareness of
NEEDLEWORK edge finishes 11.1.2 Explain rules for working  Rules for working out seams. of seams groups
PROCESSES out seams.  Sewing seams on  Applying
11.1.3 Work out seams.  Working out seams. given garments knowledge on
11.1.4 Identify methods of  Methods of neatening edges. seams
neatening edges
11.1.5 Work out methods of  Sewing neatening stitches on an
neatening edges. article.
11.2. Yokes 11.2.1.1 Describe types of yokes.  Types of yokes e.g. front yoke  Communicating Awareness of
and back yoke etc. information on yokes
11.2.1.2 Work out yokes  Sew a yoke yokes Applying of
according to instruction.  Sewing a yoke processes involved
in making a yoke
11.1.3 Crossway 11.1.3.1 Describe a crossway  Crossway strip/bias binding  Cutting a  Appreciating a
strips strip/bias binding. strip/bias neatened
11.1.3.2 Identify uses of crossway  Neatening edges, decorating, binding knowledge
strips/ bias binding. finishing of curved edges.  Joining a strip/
11.1.3.3 Cut and join crossway  Measuring, cutting and joining. bias binding
strips.
11.1.4 Openings 11.1.4.1 Describe openings  Continuous warp bound faced,  Identifying  Applying
and fastenings hemmed and over lapping openings knowledge on
openings.  Sewing openings openings
11.1.4.2 Work out openings.  Workout articles showing each  Working out
opening. fastenings
11.1.4.3 Identify fastenings.  Button and button hole, press
studs, zip, Velcro etc.
11.1.4.4 Work out fastenings  Workout an article showing a
Velcro, button & button hole,
press tad, zip etc.

CONTENT
11.5.1 Collars and 11.5.1.1 Identify types of collars.  Types of collars e.g. flat, rolled  Identifying types  Applying rules
neckline 11.5.1.2 Work out different or standing. of collars when making
collars  Workout collars on articles.  Sewing/attachin sleeves.
11.5.1.3 Identify neckline  Binding, narrow hem, shaped g collars on
finishes. facing. garments
11.5.1.4 Work out neckline  V-neckline, round, scoop,
finishes square, sweetheart or boat.
11.5.2 Sleeves 11.5.2.1 Identify types of sleeves.  Puff, bishop, fitted, bell,  Identifying types  Applying rules
11.5.2.2 Describe the type of kimono, raglan etc. of sleeves when making
sleeve attached to different  Children’s dresses, uniforms. sleeves
articles.  Set in sleeves in a various
11.5.2.3 Set in sleeves. articles.
11.6 11.6 Waistline 11.6.1 Identify waist line finishes  Waist band, an elasticated fold  Identifying  Creativity
NEEDLEWORK finishes down casing, applied, casing. waistlines  Safety
PROCESSES 11.6.2 Finish waistlines  Finish a waistline of a skirt,  Sewing a consciousness
appropriately shorts. waistline when sewing
11.6.1 Controlling/ 11.6.1.1 Identify methods of  Darts, gathers, smocking etc.  Identifying  Awareness of
Reducing controlling/reducing fullness. methods for methods for
fullness 11.6.1.2 Explain reasons for  Reasons for controlling reducing fullness reducing fullness
controlling/reducing fullness. fullness.  Communicating
knowledge on
reducing fullness
11.6.2 Hems and 11.6.2.1 Describe types of hems  Narrow, false, single turning  Sewing hem  Applying rules
finishes edges and hem/ edge finishes. and flared hem finishes. edge finishes when working
11.6.2.2 Work out hem edge  Workout a hems and edge out hem edge
finishes. finishes. finishes.
11.6.3 Pockets 11.6.3.1 Describe types of  Patch, bound, inside and seam Identifying types  Appreciating
pockets. pockets. of pockets pockets
11.6.3.2 Work out an article with  Work out pockets. Attaching pockets
a pocket.

CONTENT
11.7 11.7.1 11.7.1.1 Search for a suitable  Search for a suitable market for  Identifying  Enterprising
ENTREPRENEU- Entrepreneurship market for made items made items suitable markets  Working
RSHIP in fashion & 11.7.1.2 Cost products and  Costing products and services.  Costing the cooperatively in
fabrics services accordingly. products groups
11.7.1.3 Identify projects for  Projects for income generation  Marketing/Adve
income generation in in fashion and fabrics, e.g. rtising the
fashion and fabrics. children’s dresses, skirts, shirts, products
bags etc.
11.7.1.4 Outline tips on packaging  Packaging and labelling
and labelling products for
sale.

Key competences General Outcomes:

 Demonstrate basic skills in creating textile items incorporating the elements and  Make articles according to specifications
principles of design.  Use available knowledge, local resources and skills to
 Show basic skills in making traditional handcraft. generate income
 Demonstrate basic skills in analysing career opportunities and prerequisites related  Implement entrepreneurship project
to the design, production and marketing of fashion and textiles.

CONTENT
12.1 12.1.1 Child’s and 12.1.1.1 Describe garment  Processes followed in  Identifying processes  Applying creative
NEEDLEWORK Personal construction designing and making of of garment construction skills in garment
PROCESSES outfit 12.1.1.2 Follow the processes used in garments.  Designing and cutting construction.
construction assembling garments under  Designing, pattern laying, of patterns
construction. cutting etc.
12.1.2 Pressing and 12.1.2.1 Explain the importance of  Importance of pressing  Communicating  Asking questions
ironing pressing and ironing at all and ironing knowledge on the for more
stages in garment construction importance of knowledge
pressing/ironing
12.1.2.2 Press according to correct  Press and iron garments.  Pressing/ironing
procedure garments
12.1.3 Care of 12.1.3.1 Describe care labels.  Care labels  Identifying care labels  Applying creative
clothes  Mending, patching of skills in repairing
12.1.3.2 Describe the care, repair and  Mending, patching and darning of garments clothes.
maintenance of clothes. darning  Caring of
12.1.3.3 Repair, maintain and store  Repairing clothes garments
clothes correctly.
12.1.4 Household 12.4.1 Identify types of crafts.  Crafts work e.g. appliqué,  Identifying crafts  Applying
crafts patch work, rugs from Innovative
scrap, knitted articles etc. skills of
12.4.2 Make assorted handcrafts.  Making hand crafts e.g. a  Making hand-crafts. weaving
rug doll.
12.4.3 Make traditional handcrafts:  Weaving, e.g. a summer  Weaving a summer
hat. hat.
12.2 PROCESSES 12.2.1 Wardrobe 12.2.1.1 Explain what is involved in  Elements of wardrobe  Planning a wardrobe  Awareness of
planning wardrobe planning planning good grooming
12.2.1.2 Identify elements of  Age, style, occasion,
wardrobe planning tradition, suitable
fabrics, climatic
conditions, colour and
colour combination and
complexion.

CONTENT
12.3 PROCESSES 12.3.1 Consumer 12.3.1.1 Explain consumer rights.  Consumer rights, e.g.  Identifying consumer  Appreciating
protection Care labelling, fitting etc. rights consumer rights
12.3.1.2 Identify organisations that  Consumer Rights  Analysing consumer
protect consumers. Organisations e.g. rights
Ministry of Commerce,
Trade and Industry.
Competition And
Consumer Protection
Agency (CCPA),
Zambia Bureau of
Standards (ZABS) and
Consumer associations.
12.3.1.3 Describe good grooming.  Accessories, sleep,  Communicating  Appreciating
exercise, balance diet, information on good grooming
good personal hygiene, grooming
proper care of the skin,
eyes, hair, pedicure (care
of toe nails), manicure
(care of finger nails) etc.
12.4 12.4.1 12.4.1.1 Form small  Business ventures found in  Forming groups for  Working
Entrepreneurship Entrepreneurship entrepreneurship groups for the community e.g. Crafts, business cooperatively
as a career. small scale businesses Sewing of different articles,  Marketing the goods in groups
manicure, pedicure etc.  Advertising the goods
 keeping records for
all proceedings

SCHEME ASSESSMENT - FASHION AND FABRICS 6050
Paper Number………………………. 1
Nature of paper…………………….... Theory
Weighting…………………………….. 40%
Marks awarded……………………… 80
Time…………………………………... 2 hours
Paper 1 is a theory examination and has two sections, A and B. Section A is compulsory and has 26 marks. It consists of short answers and or structured
questions based on processes used in the construction of a given garment. Section B consists of five structured questions. Candidates must
answer/choose three questions only. This section has 54 marks (18 marks per question)
Nature of paper…………………….... Practical
Weighting…………………………….. 40%
Time…………………………………... 2 hours 30 minutes
Paper 2 is a practical examination. Candidates will be supplied with a piece of fabric and an envelope showing a sketch of the garment on which the
candidate will work in the examination. Inside the envelope will be the question paper pattern layout which the candidate will use to carry out the
examination.
Nature of paper…………………….... Project/Coursework
Weighting…………………………….. 20%
The project/coursework consists of two garments, one must fit the candidate and the other must be for a child. Each item will carry 20 marks.

REFERENCES
NEEDLEWORK AND CRAFTS
Bull M.W., (2008). Introduction to Needlework; New Metric Edition London; England.
Cock, V. (1976) Dressmaking Simplified; Blackwell; Australia.
Hoine, P. (1976) Knitting and Crochet. Lund and Bowden Stephen Humphries, Brand Ford, London
Holland, K.S., (1985). All About Fabrics: An Introduction to Needlecraft. Oxford: New York.
Horme, C. (1973) Crotchet Pretty and Practical. Mills and Boon Ltd., London
Hutchings, M. (1980) Dolls and How to Make Them. Mills and Boon
Key, F. H. (1976) Toys and Gifts. Mills and Boon, Great Britain Ltd.
Neal, M. (1976) Needlework for Schools. Robert Maclehose and Company Ltd., Glasgow
Picton, M. (1980) Understanding Dress. Blackie and Great Britain
Rhiannon, D. (1972) Needlework Notebook. Heinemann Education Books Ltd.
Thomson, H. (1981) Fibres and Fabrics of Today. Heinemann Education Books, London
Wyk Van etal, (1986). Modern Home Economics 7. MA skew Miller Longman; Kimberly.

FOOD AND NUTRITION
GRADE 10-12

GRADE 10 - FOOD AND NUTRITION
KEY COMPETENCES GENERAL OUTCOMES:

 Demonstrate basic skills in practicing safety rules in the kitchen  Build in learners the capacity to apply principles of nutrition,
 Show basic skills in analysing global and environmental health issues related to the adequately manage the kitchen and appropriately prepare, cook
production and consumption of food. and present food.
 Demonstrate basic skills in understanding the importance of nutrients during various
stages of the life cycle, and the effects of deficiencies and excesses.

CONTENT
10.1 THE 10.1.1 The Kitchen, 10.1.1.1 Design layouts of the  L- Shape, U- shaped and parallel  Designing kitchen  Creating a
KITCHEN equipment kitchen. lines kitchens. layout. suitable kitchen.
and utensils.
10.1.1.2 Explain good kitchen  Kitchen surfaces: floor type, work Communicating Appreciating
surfaces surfaces, cool colours, plastic, information on quality work.
wood, ceramics and metal. good kitchen
surfaces.
10.1.1.3 State suitable colour  Suitable colour schemes. Displaying Applying suitable
schemes for the kitchen. knowledge of light colours in a
and cool colours. kitchen creatively.
10.1.1.4 Describe choice, care  Choice, care and use of Investigating rules Applying
and use of equipment equipment and utensils. to follow in knowledge in
and utensils. handling utensils proper handling of
and equipment. equipment and
utensils.
10.1.1.5 Explain the use of labour  Labour saving devises: blenders, Showing Applying safe use
saving devises. vacuum cleaner, coffeemaker, understanding of of labour saving
electric cake mixer, washing vacuum cleaner, devices.
machine etc. washing machine
and polishers...
 Advantages and disadvantages of Communicating
labour saving devises information on the
use of labour
serving devices.
10.1.2 Safety in the 10.1.2.1 Explain safety in the  Safety symbols: the kite mark,  Identifying safety
 Applying safety
kitchen kitchen. safety mark, furniture safety…. symbols. symbols, in the
kitchen.
10.1.2.2 State common accidents  Common accidents in the kitchen  Identifying  Applying safety
in the kitchen e.g. cut, scalds, burns, electrical common accidents rules in the
suffocation, choking. in the kitchen. kitchen.

CONTENT
10.1.2.3 Describe ways of  Preventing accidents in a  Investigating  Promoting
preventing accidents in a kitchen: electric shocks, slippery ways of orderliness.
kitchen. floors… preventing  Appreciating
accidents in the safety.
kitchen.
10.1.1.4 Explain the use of the  Contents of the first Aid box:  Identifying  Applying first
First Aid box contents. Scissors, tweezers, roll of content in the first aid on simple
surgical tape and their uses. aid box. ailments.
 Application of first aid on
common accidents.
10.2 PRINCIPLES 10.2.1 Introduction 10.2.1.1 Outline the principles /  Principles of food e.g. nutrition,  Identifying  Appreciating the
OF FOOD to food and terms in food and nutrients menu, balanced diet etc. principles / terms nutritional value
AND nutrition nutrition. used in food and of food.
NUTRITION nutrition.
10.2.1.2 Identify food nutrients.  Nutrients: Protein, fats,  Identifying food  Awareness of
carbohydrates, vitamins, nutrients. food nutrients.
minerals, roughage and water.
10.2.2 Dietary 10.2.2.1 Outline the sources and  Animal and plants sources and  Identifying sources
components functions of food. functions of food. and functions of
10.2.2.2 Describe the main  Protein, carbohydrates and food.
foods in the diet vitamins.  Communicating  Appreciating
10.2.2.3 Explain the use of  Lubricating of joints and information on the food and its use
water and dietary fibre membrane, fibre helps in main foods in the in the body.
in the body. excretion. diet.
10.2.2.4 Identify sources and  Sources (stringy parts of fruits
functions of dietary and vegetables).
fibre  Organisms or food produced by a  Interpreting
10.2.2.5 Describe Genetically method that involves changing knowledge on
Modified Organisms the structure of its genes. genetically
(GMO)  Food groups and healthy diet modified
10.2.2.6 Identify different pyramid e.g. following the Organisms.
healthy diets. national food guide, where one
aims at eating foods from all the
different food groups.

CONTENT
10.3 10.3.1 Digestion, 10.3.1.1 Explain the digestion  Digestion and absorption: in the  Communicating  Asking questions
PRINCIPLES OF absorption and and absorption of food mouth, oesophagus, stomach, knowledge on the for more
FOOD AND metabolism duodenum, ileum, and colon. passage of food in knowledge.
NUTRITION the body.
10.3.1.2 Identify enzymes  Salivary amylase, Pepsin,  Analysing  Awareness of
involved in digestion. Rennin, Trypsinogen, bile etc. chemical reactions enzymes.
that take place in
the body.
10.3.1.3 Explain the process of  Metabolism: the chemical  Investigating the  Asking questions
metabolism. activity in the body that uses process of for more
food to produce energy needed to metabolism. knowledge.
work and grow.
10.3.2 Dietary 10.3.2.1 Describe the nutritive  Structure, composition and value  Identifying the  Appreciatin
guidelines value of main foods in of foods in the diet. nutritive value of g the use of
the diet. food. food in the
10.3.2.2 Explain the use of  Choice, use, storage of food and  Planning meals body.
dietary guidelines consumption according to
10.3.2.3 Describe the choice,  Storage of vegetables, meat, dietary needs.
use, storage of many following the nutritional  Communicating
foods in the diet. labelling etc. Effects of heat on knowledge on
food how food reacts
10.3.2.4 Explain the effect of  Food tests, what happens when when exposed to
heat on foods food is exposed to heat heat.

CONTENT
10.4 INDIVIDUAL 10.4.1 Meal 10.4.1.1 Identify factors  Health, age, type of occupation  Planning meals  Awareness of
DIETARY planning and affecting food requirements. etc. according to the importance
NEEDS dietary needs. 10.4.1.2 Explain the importance  Breast milk contains all the dietary needs. of feeding
of breast feeding babies- nutrients needed for baby to  Communicating family members.
from 0-6 months grow. knowledge on the
(exclusive breast feeding) importance breast  Caring for
 Adding solids to baby apart from
10.4.1.3 Explain complementary just breast milk. feeding. babies.
feeding.  Meal planning
10.4.1.4 Explain the meal - Time plan (dishes chosen,  Cooperatively
planning concept. shopping list, order of work) working as a
- Prepare meals for different class.
dietary needs.
10.4.1.5 Plan meals for all  Prepare meals for different
ages, occupations and other dietary needs including issues
health dietary requirements. such as; Recommended Daily
Allowance (RDA), Reference
Nutrition Intake (RNI) and
Dietary need for all ages,
occupation and health.

GRADE 11 - FOOD AND NUTRITION
Key competences General outcomes:
 Show basic skills in planning meals through a meal appeal activity.  Develop the ability to appropriately improvise and
 Display knowledge to prepare meals in response to nutritional needs depending utilise ingredients, materials, utensils and equipment.
on life stage, activity level, health and gender.  Demonstrate an understanding of meal planning and
 Demonstrate basic skills in using a variety of cooking methods to prepare food. dietary need of different age groups and categories of
 Show knowledge and ability to use product labels to identifying and compare family members.
the nutritional value in a variety of food products.

CONTENT
11.1 PRACTICAL 11.1.1 Preparation 11.1.1.1 Describe various methods of  Moist, dry methods of  Identifying various  Appreciate the
FOOD and methods of cooking. cooking food. methods of cooking. value of various
PREPARATION cooking food methods of
11.1.1.2Identify different ways of heat  Conduction, convection  Investigating and cooking.
transfer during the cooking and radiation. observing effects of  Appreciate the
process. heat while cooking. effects of heat on
11.1.1.3Explain effect of heat on  Changes that take place  Observing the food
nutrients. on food when heat is behaviour of heat on  Appreciating the
applied. nutrients. value of nutrients
11.1.1.4Describe economical tips in  Consider the aspects of  Communicating in food
food preparation. saving fuel when meals information on fuel  Being economical
are being prepared. conservation  Appreciating clean
11.1.1.5Explain the effects of fuel on  Pollution  Investigating ways environment.
environment. the environment is
polluted.
11.1.2 Cooking 11.1.2.1 Explain the process of  Cookery of meat, cereals,  Cooking different  Applying different
different cooking different types of food. egg, fish, poultry, milk types of food. methods when
types of food and milk products, fruit cooking food
and vegetables, insects,
root and tubers dishes.
11.1.3 Sauces, 11.1.3.1 Explain classes and types of  Classes and types of  Classifying sauces,  Appreciating
stock, soup sauces, soups and stocks sauces, soups and stocks soups and stocks. quality food.
and gravy  Preparation of soups  Preparing soups
11.2 FOOD AND 11.2.1 Flour 11.2.1.1 Describe types of flour.  White meal, whole meal  Identifying types of  Appreciating the
FOOD mixtures and brown four, cassava flour. types of flour.
SCIENCE and sweet potatoes flour.
 Advantages and  Outlining of faults  Awareness of
disadvantages of flour in flour mixtures. changes in flour
and faults in flour mixtures.
mixtures.

CONTENT
11.2.1.2 Make dishes from different  Baking – Sausage rolls,  Baking different  Baking using
types of flour mixtures. cakes etc. foods. different types of
flour mixtures.
11.2.1.3 Analyse faults in cake  Making of different flour  Analysing faults  Producing quality
making
. dishes e.g. sunken cake, work.
cracked cake.
11.3 FOOD AND 11.3.1 Raising 11.3.1.1 Identify different types of  Mechanical and Chemical  Identifying different  Appreciating the
FOOD agents raising agents raising agents. raising agents. value of raising
SCIENCE agents.
11.3.1.2 Explain the importance of  Yeast as a raising agent.  Communicating  Awareness of yeast
yeast in cookery information on yeast as a raising agent.
cookery.
11.3.1.3 Prepare and cook dishes using  Making dishes using  Cooking different  Appreciating
the different types of raising different types of raising dishes. raising agents.
agents. agents (include batch  Communicating
baking). knowledge on
11.3.1.4 Describe problems  Problems with the use of faults the use of
encountered in the use of raising agents. raising agents.
raising agents

CONTENT
11.4 FOOD 11.4.1 Hygienic 11.4.1.1 Describe food hygiene.  Hygiene in relation to;  Observing the  Cleanliness in the
HYGIENE practices in Personal hygiene, aspect of hygiene in home
food Kitchen hygiene, Food the home
preparation hygiene.  Applying hygienic
 Communicating
11.4.1.2 Explain food spoilage and  Definition of food knowledge of food practices in the
contamination, and their causes. spoilage and causes of contaminating home
contamination  Identifying various
 Types of refuse. ways of disposing  Appreciating a
11.4.1.3 Use appropriate methods of  Methods of waste waste clean environment
waste disposal. disposal (segregation of
waste such as glass,
vegetable matter and
plastic/paper).
11.5 11.5.1 Food 11.5.1.1 Describe food preservation  Food preserved to prevent  Experimenting  Applying
PRESERVATION preservation natural and microbial ways of preserving preservation
OF FOOD decay. food methods
11.5.1.2 State reasons for preserving  Add variety to the diet,  Communicating  Awareness of
food. by making foods information on reasons for
available out of season; why food is preservation
make use of food when it preserved  Applying safe
11.5.1.3 Identify methods of food is cheap and plentiful and  Observing how preservative
preservation. to store it for later use etc. food is preserved methods
11.5.1.4 Demonstrate the ability of  Heating, irradiation,
preserving a variety of foods addition of chemical
using the different methods of preservation etc.
preservation.  Preservation of foods.

CONTENT
11.5.2 Convenience 11.5.2.1 Describe convenience foods.  Processed foods and  Preserving foods  Appreciating
Foods. partly prepared by a  Classifying preserved foods
manufacturer. convenience foods  Awareness of the
11.5.2.2 Explain the advantages and  Types of convenience  Comparing the types
disadvantages of convenience foods e.g. canned, positives and  Appreciating
foods. dehydrated etc. negatives of convenience food
11.5.2.3 Explain the importance of  Advantages and convenience foods
buying foods packed in disadvantages of  Communicating  Applying safety in
environmentally friendly convenience foods. knowledge in the handling food
materials.  Safety measures in use of use of convenient
convenience foods foods  Appreciating
11.5.2.4 Prepare meals using  Preparing meals  Planning meals meals made from
convenience. foods  Additives enhance the  Communicating convenience foods
11.5.2.5 Use of additives flavours, colour and knowledge on  Applying additives
texture enhancers. additives to food
11.6 FOODS AND 11.6.1 Herbs and 11.6.1.1 Describe herbs and spices  Herbs and spices  Communicating  Applying herbs
FOOD spices. 11.6.1.2 Identify common herbs and  Common herbs and the importance of and spices
SCIENCE spices spices (Turmeric, ginger, herbs and spices
garlic, cinnamon, black
pepper, white pepper,
rosemary, thyme,
11.6.1.3 Compare and contrast herbs parsley).
and spices  Differences
11.6.1.4 Use herbs and spices  Appropriate use of herbs
accordingly
. and spices
11.7 FOOD 11.7.1 Food 11.7.1.1 Describe food allergies  Food allergies  Communicating  Asking questions
INTOLERANCE allergies knowledge on for more
11.7.1.2 Explain causes of food  Causes of food allergies food allergies and understanding
allergies  Food malabsorption their causes

GRADE 12 – FOOD AND NUTRITION
General outcomes: Key competences:

 Demonstrate an understanding of the principles of the art of food presentation,  Demonstrate basic skills in serving styles, food presentation, table
flower arrangement and food service management. setting, hosting duties and table etiquette.
 Develop knowledge on household budgeting and saving, entrepreneurship,  Show basic skills in doing flower arrangement.
consumer education, rights and responsibilities.  Display effective skills in food marketing practices and handling of
consumer behaviour.
 Show basic skills in describing food-related occupation and career.

CONTENT
12.1 PRACTICAL 12.1.1 Food 12.1.1.1 Describe presentation of  Food presentation : the  Presentation of  Application of
FOOD presentation food. visual impressions of food styles in
PREPARATION serving food and the  Decorating and preserving foods.
surrounding in which is garnishing of  Creativity doing
eaten dishes the work
12.1.1.2 Identify methods of  Decorating and garnishing:  Serving meals  Awareness in
decorating and garnishing Saving foods for garnishing properly styles of meal
food. and decorating sweet Presenting meals service
dishes according to  Applying meals
12.1.1.3 Identify styles of meal  Styles of meal service : occasion and creativity
service. suitable garnishing of environment  Innovative way
12.1.1.4 Describe ways of serving meals  Arranging of flower
meals for different  Formal/informal and flowers. arrangement
occasions. traditional ways of serving
12.1.1.5 Make simple flower meals. Prepare meal
arrangements.  Flower arrangement.
12.2 CONSUMER 12. 2.1 Consumer 12.2.1.1 Identify organisations Local Authority Health  Identifying the  Awareness of
STUDIES Education that protect the Department, Competition and consumer consumer
consumer. Consumer Protection Agency protection protection
(CCPA), Zambia Bureau of organisations. organisation
Standards (ZABS), Human
Rights Commission, Ministry
of Health - Public Health)
12.2.1.2 Describe consumer rights  Consumer rights. And  Communicating  Awareness of
and methods of redress. Methods of redress. knowledge on consumer rights
12.2.1.3 Explain the role of  Advertisements: consumer rights
advertisements to the - Assertiveness in  Advertising  Asking questions
consumer responding to adverts. goods for more
12.2.1.4 Importance of shopping.  Wise shopping and reducing  Shopping wisely understanding
waste. for home
requirements

CONTENT
12.2.1.5 Describe product  Product labelling  Labelling foods  Applying
labelling. for sale knowledge on
wise shopping
12.3 PRACTICAL 12.3.1 Alternative 12.3.1.1 Describe meat analogue.  soya chunks, sausage.  Identifying  Appreciating
FOOD foods sources of food meat analogue
PREPARATION (Analogue 12.3.1.2 Identify alternative  (Textured Vegetable. for analogue
foods) sources of foods for meat Proteins [TVP]) - Soya  Observation of
analogue. sausage foods that depict
 Soya meal alternative
- Soya meal sources of food
- Soya chunks for meat
- Soya milk analogue.
 Groundnuts
12.3.2 Gelatine, 12.3.2.1 Explain gelatine.  Gelatine: tasteless,  Identifying  Appreciating
sweets and transparent, Odourless, brittle sources of food meat analogue
puddings solid in which is fount yellow for analogue
in colour.  Observation of
12.3.2.2 Explain the importance  Importance and uses of dishes that are
of sweets and puddings. sweets and puddings. decorated.
123.2.3 Explain the importance of  Gelatine, sweets and

gelatine in the diet. puddings
 Preparation of gelatine

CONTENT
12.4 FOOD AND 12.4.1 Food and 12.4.1.1 Describe food path and  Food security  Communicating  Awareness of
NUTRITION nutrition food security knowledge on food security.
SECURITY security food security
12.4.1.2 Identify types of food  Types of food security  Comparing the  Appreciating
security (Household food security, types of food food security
national food security, securities
individual food security)  Asking questions
 Identifying food for more
12.4.1.3 Explain food losses  Pre and Post-harvest: losses alone, the understanding
along the food path exposure to sunlight food path
chemicals......  Applying
12.4.1.4 Explain the causes of  Causes of food insecurity  Communicating methods food
food insecurity information on insecurity.
12.4.1.5 Explain the effects of  Effects of food insecurity food insecurity  Applying food
food insecurity security
12.5 PRACTICAL 12.5.1 Traditional 12.5.1.1 Describe traditional  Traditional cookery  Practising  Awareness of
FOOD cookery cookery traditional traditional
PREPARATION 12.5.1.2 Identify prominent  Zambian dishes and cookery dishes.
traditional dishes and beverages: Chikanda,  Identifying  Appreciating
beverages in Zambia Tobwa, chibwantu Zambian traditional dishes
traditional dishes  Applying
12.5.1.3 Explain the loss of  Nutrient losses and and beverages additional
nutrients and supplements supplements: addition at  Communicating nutritional value
through traditional soda, over boiling..... knowledge on of food
cookery.  Preparation of traditional how nutrients are  Appreciating the
12.5.1.4 Prepare a traditional dish. dishes lost and added. Zambian
 Making dishes tradition
12.6 12.6.1 12.6.1.1 Form small  Business ventures found in  Advertising  Working
ENTREPRENEURSHIP Entrepreneurship entrepreneurship groups the community (Baking, goods cooperatively in
as a career. for small scale businesses preparation of different groups.
meals)

SCHEME ASSESSMENT – FOOD AND NUTRITION
Paper I
Nature of paper Theory/written
Weighting 50%
Marks awarded 100
Time 2 hours
Paper I consists of two sections; A and B. Section A is compulsory and consists of short answers and/or structured questions based on nutrition concepts
(covering various themes in food and nutrition namely the kitchen, principles of food and nutrition, practical food preparation, food science and hygiene,
presentation of food, financial management, food and nutrition security, food intolerance, consumer studies, individual dietary needs and food hygiene).
This section is worth forty (40) marks.
Section B carries six (6) structured questions covering the whole syllabus. Candidates must answer four (4) questions. This section is awarded sixty (60)
marks, (15 marks per question)
Paper II
Nature of paper Practical
Weighting 50%
Marks awarded 100
Time -planning session 1½ hours
-practical examination 2½ hours
Paper II consists of eight (10) tests. The examiner will choose 8 tests on the day of planning and allocate one test to each candidate (shuffle). The candidate
will be required within one and half hours to plan how she/he will carry out the test. The candidate will also be required to prepare a shopping and equipment
list.

REFERENCE BOOKS
Burgess, A and Glassier, P. (2005), Family Nutrition Guide, ISBN: 92-5-1052 33-6
Davies, J. (1997) Hammonds Cooking Explained, 4th Edition ISBN: 0 582 30573 X
Grislier, C. And Powers, H. (2011) Human Nutrition, 12th Edition, ISBN: 9780 7020 31182
Molewa, J. (2000) Modern and Traditional Recipes
Neal, M and James, J. (1983) Good Homemaking, ISBN: 0 216 91377 2
NFNC (2011) Nutrition guidelines for care and support for people living with HIV and AIDS
Neil, A and Hesmondhalgh, Z (1985), Revise Home Economics: A complete revision course for O level and CSE; ISBN: 0 850 97603 0
Trswell, S. A (2003) ABC of Nutrition, 4th Edition, ISBN: 0 7279 1664 5
Tull, A. (1996) Food and Nutrition. Oxford University Press ISBN: 978-0-19-832766-0
th
Whitney, E and Rolfs, S. R (2011) Understanding Nutrition, 12 Edition, ISBN: 0 978 0538 – 73476-9

APPENDIX I: HOME MANAGEMENT - SCOPE AND SEQUENCE
GRADE 10 GRADE 11 GRADE 12
TOPIC CONTENT TOPIC CONTENT TOPIC CONTENT
1. The House  Choice of a house. 13. Safety and  First Aid 21. Responsible  Responsible parenthood.
 Layout of a house. first Ai d.  Contents of the first Aid parenthood  Roles of the family.
 Water sources, supply, box.  Factors influencing a
purification and storage.  Simple first Aid in the large family.
 Sources of lighting and home and hospitality  Advantages and
ventilation. industry. disadvantages of a small
 Clean taps, windows and  Conduct a fire drill. family.
lamp.
2. Sanitation  Sanitation 14. Adole scense  Adolescence 22. Financial  Financial management
 Types of toilets.  Reproductive organs. management  Budgeting
 Demonstration of cleaning of  Changes  Income generation and
toilets.  Safe life style. management.
 Types of waste.  Effects of teenage  Expenditure.
 Use of environmentally pregnancy
friendly cleaning materials to
clean sinks, kitchen and dust
bins.
 Waste disposal
 Role of national
environmental management
agency.
3. Floors  Types of floors and floor 15. Pregnancy and  Pregnancy and delivery 23.Marketing in the  Marketing elements.
coverings. delivery  Clothes hospitality industry  Facilities and services.
 Choice of floor coverings for  Dietary needs.
each room.  Ante natal and post
 Advantages and disadvantages natal clinics.
of each type of floor covering.  Process of delivery and
 Use of environmentally importance of post natal
friendly cleaning materials to clinics.
care and clean floor coverings.

4. Interior and  Interior decorations 16. Child growth  Infant and young child 24. Consumer  Consumer protective
exterior  Exterior decorations. and feeding. protection organization
decorations in  Primary and secondary development  Care of the body.  Consumer rights and
the home and colours.  Games and exercise. methods of redress.
hospitality  Texture and colour scheme in  Roles of members of the  Advertisement
business. the home and hospitality family in the care of the  Wise shopping and
infrastructure. body. reducing waste.
 Designing colour schemes for  Behavioural problems.
different rooms.  Abnormalities in
 Suitable ornaments for development
different rooms.
 Making of interior decorative
items.
 Flower arrangement.
 Types of indoor and outdoor
plants.
 Planting seedlings in paper
containers.
 Dangers of keeping indoor
plants in the bedrooms.
5. Household  Types of wood 17. Children’s  Activities at the 25. Fibres and  Fibres and fabrics.
furniture  Wood finishes. clinics children’s clinic. fabrics  Sources of fibres and
 Choice, care and cleaning of  Children’s ailments and fabrics.
furniture. treatment.  Hard and soft water.
 Laundry processes.
 Choice and storage of
laundry materials.

6. Household  Types of household utensils 18. Meal planning  Meal planning. 26. Sewing tools  Sewing tools and
utensils and and equipment.  Meal pattern. and equipment equipment.
equipment  Caring and cleaning of  Dietary needs of various  Simple toys.
household utensils and members of the family.
equipment.  Presentation of food.
 Follow the order of washing  Materials and
up equipment.
 Environmentally
friendly materials.
 Types of setting.
 Time planning.
7. Labour  Labour saving devices. 19. Adulthood  Responsibilities of 27. House crafts  Household crafts.
saving  Care and cleaning of labour adulthood.  Soft furnishing
devices saving devices.  Dating.  Garment repairing.
 Role of initiation
ceremonies
 Traditional ceremonies.
8. Cleaning  Principles of clearing soiled 20. Community  Community and social 28. Entrepreneurship  Business ventures found
materials garments. and social services. in the country.
 Cleaning materials services.  Functions  Crafts
Soap and soap less detergents,  Facilities for the  Flower arrangement
solvents, simple stain agents. provision of water and  Meal preparation.
 Improvisation of cleaning electricity.
materials.  Water and fuel
 Environmentally friendly conservation.
labels.
 Importance of
environmentally friendly
cleaning materials.

9. Hygiene in  Hygiene in the home. 21.  Leisure and tourism.
the home and  House-keeping. Entrepreneurship  Characteristics of
hospitality  Role of housekeeper. in the community hotel/restaurant
business.  Importance of housekeeping. and hospitality business.
 Daily, weekly and occasional industry.  Sources of finances.
cleaning of the home  Implementation of
and/hotel, restaurant or lodges. projects.
 Marketing products.
10. Household  Household maintenance.
maintenance  Household repairs painting,
daily, weekly and occasional
cleaning of homes and
restaurants.
 Unblocking sinks, smearing
mud floors and walls.
 Thatching repairing grass roof.
11. Household  Household pests.
pests  Types
 Prevention and elimination.
 Use of ozone friendly
chemicals.
12. Entreprene-  Prospecting entrepreneurial
ureship activities.
 Establishing entrepreneurial
activities individually and in
groups

FASHION AND FABRICS – SCOPE AND SEQUENCE
1. Fibres  Origin of fibres. 13. Seams and  Types of seams. 23.Personal and  Garment construction.
 Use of fibres and edge finishes.  Rules for working out child’s outfit  Rules for sequencing
fabrics. seams. construction processes in assembling
 Characteristics or  Methods of neatening garments under construction
properties of fibres. edges.
 Differences between
natural and man-
made fibres
2. Yarns  Yarns 14.Yokes  Types of yokes 24. Pressing and  Pressing and ironing.
 Classes of yarns.  Working out yokes. ironing  Importance of pressing at all
 Processes involved in stages in garment construction
manufacturing fibres
into yarns.
3. Fabric  Stages of 15. Crossway  Crossway strips and bias 25. Care of clothes  Care of clothes.
construction manufacturing strips. binding.  Repair, maintenance and
fabrics.  Uses of crossway strips and storage of clothes.
 Fabric construction. bias binding.  Identification of care labels.
 Identification of  Measuring cutting and
fabrics. joining.
4. Colour in  Dyeing 16. Openings and  Openings 25. Household  Types of crafts.
yarns and  Processes of dyeing fastenings  Fastenings crafts  Knitting crocheting and bead
fabrics. fabrics. work.
 Types of dyes.
 Dyeing a cotton
fabric.
5. Fabric  Defining fabric 17. Collars and  Types of collars. 26. Consumer  Consumer rights.
finishes finishes. neckline  Neckline finishes. protection  Role of ministry of commerce,
 Types of finishes trade and industry.

6.Equipment  Tools and equipment. 18. Sleeves  Setting in a sleeve. 27. War drobe  Wardrobe planning
used in needle  Choice of equipment  Armhole finishes. planning  Figure type, style.
and their uses.  Selection of clothes to fit
 Care, cleaning and wearer.
storage.  Accessories.
 Maintenance/services
of tools and
equipment.
 Correct storage of
tools and equipment.
 General care of tools
and equipment.
7. Safety  Common accidents 19. Waist line  Types of waist line 28.  Form small entrepreneurship
during garment finishes finishes. Entrepreneurship as groups for small scale
construction.  Finish waist lines a career. businesses.
 Safety rules in
garment
construction.
 Contents of the first
Aid box and their
use.
 Treatment of minor
injuries.
 Awareness of
HIV/AIDS through
open cuts.
8. Choice, use  Choice, use and care 20. Controlling/  Definition
and care of of fabrics. Reducing fullness  Types
fabrics.  Handling qualities of  Method
various fabrics.  Uses.

9. Purchasing  Notions 21. Hems and hem  Types of hems.
and budgeting  Sources of fabrics edges  Hem/edge finishes.
and notions.
 Guidelines of
budgeting.
 Importance of
comparing prices.
 Comparisons of
prices and
calculation of sales
and profits.
 Approximating
quantities, prices,
sales and profits.
10. Patterns  Parts for body 22. Pockets  Types of pockets.
measurements.  Finishing of pockets
 Taking body
measurements.
 Choice and use of
commercial and
homemade paper
patterns.
 Methods of
transferring pattern
markings.
 Figure problems.
 Layout of pattern
pieces on the fabric.
 Cutting out garments.

11.Stiches  Groups of permanent 23.  Search for a suitable
stitches. Entrepreneurship market for made items.
 Temporary stitches.  Costing products and
services.
 Project for income
generation in fashion and
fabrics.
12.Business  Business ventures.
ventures in  Simple business
fashion and plans and projects.
fabrics.  Identification of
possible business
projects.

FOOD AND NUTRITION - SCOPE AND SEQUENCE
1.The kitchen  Kitchen layouts. 6.Meal planning  Meal patterns. 15.Food presentation  Food presentation.
and the  Kitchen surfaces and and dietary needs  Factors affecting food in homes and  Styles of cutting food for
kitchen colour schemes. requirements. hospitality facilities us.
equipment  Equipment’s and  Mixed/ balanced meals.  Herbs and species in
utensils.  Breast feeding and HIV/AIDS food preparation.
 Safety in the kitchen.  Meal planning - Time plan  Styles of meal service in
 Common accidents  Recommended daily allowances homes and hospitality
in the kitchen. (RDA) facilities.
 Prevention of  Reference Nutrition in Intake  Formal/ informal and
accidents in the (RNI) traditional ways of
home.  Dietary needs for all ages, serving meals.
 Contents of the first occupation and health.  Flower arrangement.
Aid box.
 Apply first Aid.
2. Introdu-  Principles of food 7.Preparation and  Methods of cooking. 16.Consumer  Consumer protective
ction to food and nutrition. cooking of food,  Transference of heat. Education organization
and nutrition.  Basic concepts and  Effects of heat on nutrients.  Consumer rights.
diet.  Types and conservation of fuel.  Methods of redress.
 Importance of eating  Effects of fuel.  Product labelling.
variety of foods.  Advertisement.
 Metabolism of food  Wise shopping and
nutrients. reducing waste.

3.Dietary  Animal and plants 8.Cooking  Cookery of meat, cereals, milk 17.Alternative foods  Meat analogue
components sources of food, different types of and milk products, fruits and (analogue foods)  Milk-coffee cream.
obtained in the local food. vegetables.  Sauces and juices.
environment  Preparation of stock, soups and
 Functions of food. gravy.
 Main foods in the  Additives
diet.  Reuse bottles and containers
 Classify nutrients.
 Use of water and
dietary fiber in the
body.
 Sources (stringy
parts of fruits and
vegetables).
 Genetically modified
foods.
 Healthy diet
pyramid.
4.Digetion  Digestion and 9. Flour mixtures  Types of flour. 18.Gelatine sweets  Gelatin, sweets and
absorption absorption of various  Types of flour mixtures. and puddings. puddings.
and nutrients.  Faults in flour mixtures.  Place of sweets and
metabolism  Enzymes at each  Classification of raising agents. puddings in the diet.
stage of digestion.  Types of yeast.  Importance and uses of
 Process of sweets and puddings.
metabolism.
5. Dietary  Structure, 10. Raising agents  Raising agents. 19. Food allergies.  Food allergies.
guidelines composition and  Making dishes using different  Causes of food allergies.
value of foods in the types of raising agents.  Food malabsorption
diet.  Yeast cookery.
 Choice, use, storage  Batch baking.
of food.
 Effects of heat on
the food.

11.Hygienic  Person, kitchen and food 20.Food and nutrition  Types of food security.
practices in food hygiene. security.  Post-harvest losses
preparat-ion  Definition of food spoilage and  Causes of food
causes of contamination. insecurity.
 Types of refuse.  Effects of food
 Methods of waste disposal. insecurity.
12. Food  Food preservation. 21.Traditional  Traditional cookery.
preservation  Methods and principles of cookery  Prominent Zambian
preservation. dishes.
 Reasons  Nutrients losses.
 Types of preserved foods.
13.Convi-nience  Convenience food. 22.Entreprenureship  Business ventures found
foods  Types of convenience foods. as a career. in the community.
 Advantages and disadvantages of
convenience foods.
 Safety measurements in use of
convenience foods.
14.Herbs and  Herbs and spices.
spices.  Common herbs and spices.
 Differences
 Appropriate use of herbs and
spices.

APPENDIX II
FASHION AND FABRICS SYLLABUS FOR GRADE 10 TO 12
The following table is given as a guide only and does not have to be strictly followed. It may be amended to fit into local requirements.
GRADE PROCESSES ARTICLES MATERIALS NEEDLES THREADS

10 Temporary and Permanent Table mats/place mats Binca Crewel No. 4 or 5 - Cotton
Stitches Door mats Canvas Chenille and - Embroidery/
- Tacking Knitted scarf’s/belts Calico tapestry Nos. 4, 25 Filosheen
- Hemming - Dyed tray cloth Lawn or 26 - Wool
- Decorative serviettes, Felt Darnes short Nos. - Plastic/sisal
- Over sewing handkerchief Beads 6-7. mealie meal
- Bead necklace, ring, earings - Crotched table Knitting needles sack.
- Crotcheting runner - Crotcheting
- knitting - Beaded food hook
cover, bangles, - Sisal
necklace, earings, - Banana leaves
rings. - Grass
- Needlework and - Palm leaves
First Aid boxes. - Maize cob
- Patched cover
cushion/pin - Weaving
cushion. frame
11 Stitches - Temporary Child’s dress with - Gingaham
- Joining smoked part. seersucker
- Neatening - Putch kniker - Lawn
- Decorative - Elasticated skirt
Boy’s shirt/short/ Drill/polyster Tools Matching cotton

trousers cotton Crewel needle Nos. threads.
- Boy’s pyjama Flannelet 7 and 8
- Baby’s night dress Lawn Sharps Nos. 7 and 8
- Table cloth

- Tracing wheel
measure/tape
measure/dress
makers pins
- Thumble, iron
12 Temporary - Personal outfit- Cotton – prints Sewing machine Matching threads
Joining full dress/shirt and Lawn (electric/hand): - Tackling threads
Neatening top. Seersucker Needles No. 14 and - Sewing and
Decorative Trousers and top/ Gingaham 16 embroidery
Seams jacket. Drill Crenel needle Nos. threads.
Attaching: sleeves, collars - Jacket and skirt Corduroy 7 and 8
Controlling fullness - Child’s outfit Chitenge Sharps Nos. 7 and 8
Openings and fasteners - Handcraft e.g. - Measuring
Facings/interfacing accessories – card/tape
Hems necklace, earings, measuring
Edge finishes pulse, handbag - Pressing iron
Pockets etc. - Sleeve board
Lining - Process file: To - Dummy
include choice of - Pairs of scissors
pattern. - Ironing board
- Choice and - Full length
purchase of fabric. mirror
- Diagrams - Bodkin
showing front and - Seam reaper
back view.
- Paper pattern
used.

Reasons for choice of
pattern and fabric.
- Pattern key out
(cutting pattern
marking transfer-
method used).
Construction
- Notions required
e.g. fasteners,
threads, elastics
etc.
- Labeling of
finished outfit.
- Total cost o
completed outfit.
- Suitable
packaging for
completed outfit.
- Evaluation
(challenges faced
during outfit
construction).

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Republic of Zambia

MINISTRY OF EDUCATION, SCIENCE, VOCATIONAL TRAINING AND EARLY EDUCATION

HOME ECONOMICS SYLLABUS

HOME ECONOMICS SYLLABUS - GRADE 10 - 12

iii HOME ECONOMICS SYLLABUS - GRADE 10 - 12

GRADE 10 – Fashion and Fabrics ................................ ................................ ................................ ................................ ................................

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 iv

Chishimba Nkosha (Mr.)

v HOME ECONOMICS SYLLABUS - GRADE 10 - 12

C.N.M. Sakala (Mrs)

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 vi

vii HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 viii

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 x

1 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

Key competences: General Outcomes:

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 2

3 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 4

5 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 6

7 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 8

General Outcomes: Key competences:

9 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 10

11 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 12

13 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

Key competences: General Outcomes:

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 14

15 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

17 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 18

Neal, M and James, J. (1983) Good Homemaking, ISBN: 0 216 91377 2

19 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 20

KEY COMPETENCES: GENERAL OUTCOMES:

21 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 22

23 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 24

25 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 26

KEY COMPETENCES: GENERAL OUTCOMES

27 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 28

29 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 30

Key competences General Outcomes:

31 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 32

33 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 34

Cock, V. (1976) Dressmaking Simplified; Blackwell; Australia.

Picton, M. (1980) Understanding Dress. Blackie and Great Britain

Rhiannon, D. (1972) Needlework Notebook. Heinemann Education Books Ltd.

35 HOME ECONOMICS SYLLABUS - GRADE 10 - 12

HOME ECONOMICS SYLLABUS - GRADE 10 - 12 36