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Home Ec Syllabus

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Republic of ZambiaZAMBIA BASIC EDUCATION COURSEHOME ECONOMICSSYLLABUSGRADE 8 – 9Published by the Curriculum Development CentreP.O. Box 50092Lusaka |



GRADE 8 – 9

Published by the Curriculum Development Centre
P.O. Box 50092

(c) All rights Reserved. No parts of this syllabus may be produced, stored in a retrieval manner, transmitted in any means without the prior consent of the copyright owner.

Phototypeset and printed by Printpak (Z) Ltd.


This Home Economics Syllabus is proposed in conformity with the Educational Reforms. It incorporates the following components: Food and Nutrition, Home Management, Health Education, Needlework and Crafts.

Through this syllabus the learner is taught to prepare well balanced appetizing meals for the family with minimum equipment, limited time and money; to maintain and manage the available resources of the home; to provide clothing for the family; and to maintain the good physical and mental health of the members of the family.

The content encourages practical experiences and creativity along with knowledge. The family is the smallest unit of the community. By improving family life, the syllabus aims at improving the community as a whole.




The members of the Home Economics Working Committee were:

Mrs. G.M. Allen Inspectorate HQ, Lusaka
Ms. A. Kabwe Inspectorate HQ, Lusaka
Mrs. P.M. Phiri Inspectorate HQ, Lusaka
Mrs. M.Y. Mulenga Curriculum Development Centre, Lusaka
Mrs. C.N. Kalaluka Curriculum Development Centre, Lusaka
Ms. J.S. Mooka Curriculum Development Centre, Lusaka
Mrs. C.N. Keembe Matero Girls’ Secondary School, Lusaka
Mrs. R. Mbiya Roma Girls’ Secondary School, Lusaka
Mrs. F. Chisala Lusaka Regional HQ, Lusaka
Mrs. A. Ngoma District Education Office, Lusaka
Mrs. D. Chalwe National Council for Scientific Research, Lusaka
Ms. E. Chitundu National Council for Scientific Research, Lusaka
Mrs. R. Sivarajah Food and Nutrition Commission, Lusaka
Ms. M. Simasiku Kitwe Teachers’ College, Kitwe
Mrs. R. Moonga Chibolya Primary school, Lusaka
Mrs. M. Kapilima Kabulonga Girls’ Secondary School, Lusaka
Mrs. R.T. Ng’ambi Northmead Primary School, Lusaka
Mrs. D.E. Choongo Public Health, Ministry of Health, Lusaka
Mrs. L. Mapani Ministry of General Education and Culture, Livingstone
Ms. G.B. Malimba Inspectorate Ministry of Higher Education, Lusaka



Dr. S. Luswata assisted by Mrs. S.P. Muhyila, both of the Curriculum Development Centre, Lusaka. Substantial contributions were received from the following:-

Ms. Jack Forsey Natural Resources Development College, Lusaka
Mrs. Musaka Natural Resources Development College, Lusaka
Mrs. J. Kaunda Natural Resources Development College, Lusaka
Ms. C.G. Simwembe National Council for Scientific Research, Lusaka
Mrs. I.I. Mundia Educational Broadcasting Unit, Lusaka
Mrs. E.G. Phiri Examinations Section HQ, Lusaka
Mrs. B.F. Phiri Roma Girls Secondary School, Lusaka
Mrs. B.L. Mwamba Lusaka Girls’ Primary School, Lusaka
Mrs. J.C. Banda Malcom Moffat Teacher Training College, Serenje
Mrs. C.B. Inyama Kabwe Regional HQ, Kabwe
Ms. G.B. Mvula Copperbelt Teachers’ College, Kitwe
Mrs. R.E. Mutemwa Ministry of Health, Lusaka
Mrs. B.M. Ndhlovu Ministry of General Education & Culture, Lusaka




GRADE 8 Food and Nutrition.......................................................................... Home Management......................................................................... Health Education ............................................................................ Needlework and Crafts...................................................................
GRADE 9 Food and Nutrition.......................................................................... Home Management ........................................................................ Health Education ........................................................................... Needlework and Crafts ................................................................. Needlework and Crafts Syllabus for Grade 11 to IX.................. Major Reference Books ................................................................



Home Economics is not a new entrant as a subject in the School Curriculum of our country. It is a subject that has always been necessary in order to meet the needs of the family and is as old as our education system. It has, however, changed through the passage of time. This change was inevitable since the subject is closely connected with the socio-economic and cultural development of the country. Home Economics is not just a block on the time-table but the basis of a way of life. It cannot and must not be dissociated from the environment of the learner.

Concern was expresses by the users of the previous syllabus that some of our traditional ways of life, for example the use of indigenous foodstuffs, local customs and traditional methods of cooking, were missed out or not clearly stated. This omission and lack of clarity has been rectified, but is by no means inclusive. The Home Economics teacher however must not be content to teach only the skills, knowledge and values known to earlier generations. These are values but teachers should build on them, so as to allow the modern Zambian child to take the most from and give the most to our developing society. In the modern age, standards of skills must not be lowered but adjusted to changing conditions. This syllabus will, we believe, help to bridge the gap effectively.


This syllabus presents Home Economics as an applied science by emphasizing those aspects of scientific knowledge and theory which are relevant to the acquisition of skills. Home Economics is an activity in which applied science and a high standard of management are capable of yielding a good living.

The purpose of Home Economics in the Basic Education curriculum is to teach a basic knowledge of Home Economics clearly and concisely so that it may be grasped by all the learners concerned.

Therefore, this syllabus aims at:

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

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


3. Preparing the pupils for self survival, self-reliable and life in general.

4. Developing the pupil’s sense of co-operative endeavour and improvisation.

5. Assisting the pupil to develop positive attitudes within the family, relatives, the community and towards other ethnic groups.

6. Helping the pupils acquire and develop practical skills and knowledge.

7. Promoting knowledge and positive attitudes towards the importance of Home Economics as a discipline and its role in life.



One distinct feature of the syllabus is that the objectives are well stated. The more precisely and clearly objectives are stated, the easier it is to select and implement evaluation procedures. Objectives can be classified in several ways for example Bloom classifies types of learning or objectives as cognitive, effective and psychomotor (Bloometal 1956). The advantage of this classification is that is encourages the teacher to consider values and skills as well as knowledge as she states objectives and evaluates in terms of the set objectives. This is not to say that all objectives in a sub-topic must have all three types of taxonomy in order of education objectives to be effective. It is simply to create awareness of these three types and how they all inter-relate. The Home Economics teacher, therefore, should note that if an objective concisely and clearly states the desired outcome in behavioural terms, selecting and appropriate evaluation procedure is relatively easy. The teacher will know which means of evaluation are appropriate for cognitive learning, for effective behaviour and for motor skills.

The Home Economics syllabus has four main components. These are:

1. Food and Nutrition
2. Home Management
3. Health education
4. Needlework and Crafts

Each component has topics, sub-topics and terminal objectives.

However, Home Economics takes an integrated approach from Grades 1 to 4. For the lower grades there is no distinction among the four main components. The Home Economics concepts must be introduced within the context of the home, the school and the local environment. The content for each grade is not arranged in the order in which it must be taught. Schools or
Home Economics teachers have the liberty to re-organize each grade in the way they feel most fit for their pupils.

Terminal Objective in the syllabus does not refer to the end of the learning outcome by the end of a particular grade. (i.e grade 1, 2, 3, 4....)

Professional autonomy the syllabus states the expected outcome and not the process of


achieving the goal. Therefore, it leaves room for professional autonomy in which the individual teacher will decide on the method and activities to achieve the expected outcome.

Define in this syllabus means giving a functional definition or explanation of what a term means. This is much more effective than rote learning (simply memorising phrases or sentences found in textbooks or as given by the teachers).


There will be a theoretical and practical examination at the end of Grade 9 as well as continuous assessment of the pupils’ work throughout the entire course. Continuous assessment for evaluation is supported by the Educational Reform Document.


The time allocation for Home Economics is as follows:

Grade 8 – 9 6 periods of 40 minutes each


1.0. FOOD AND NUTRITION: General Objectives

By the end of the course; the pupils should be able to: 1.1 Understand the principles of Nutrition. 1.2 Demonstrate proper management of food and the kitchen. 1.3 Prepare, cook and present food in accordance with the principle of nutrition. 1.4 Carry out elementary research activities in Food and Nutrition. 1.5 Appreciate the importance of safety, good hygienic habits, adequate nutrition and good living in the home

2.0. Important Notes in Food and Nutrition

In presenting the Food and Nutrition component of this syllabus, the following must be noted: 2.1 Decorating of foods includes both savoury and sweet dishes. (Teachers and Pupils must make use of the locally available ingredients). 2.2 Creativity must be encouraged in all topics. 2.3 Both traditional and foreign ways of setting eating places, storing preserved foods and storing utensils must be covered. (Include baskets and basins as storage equipment). 2.4 When a topic is being discussed, listing the important points is necessary. 2.5 From Grade 7 to 9 pupils should be encouraged to make their own notes. 2.6 New words and terms should be explained fully during cookery lessons. 2.7 Meal-planning must be based on individual needs (that is vulnerable, vegetarians, convalescents, different age groups and workers in various occupations).

3.0. Home Management: General Objectives

By the end of the course the pupils should be able to: 3.1 Improve, develop knowledge of and have increased awareness for choice, care and cleaning of the house and household ware. 3.2 Be creative and artistically inclined in the home and their surroundings. 3.3 Translate Home Management into everyday practice. 3.4 Develop the sense of and need for furnishing a house. 3.5 Appreciate the importance of planning and budgeting for the home and the maintenance of a high standard of cleanliness.

4.0. Important Notes in Home Management

4.1. When discussing rules and methods of cleaning various rooms, ceilings and


walls must be included 4.2 Household ware of wood origin must be covered under the sub-topic of wood. 4.3 Gardening is an important and integral part of the Home Economics syllabus, therefore, each Home Economics department must have and maintain a good kitchen garden.

5.0. Health Education: General Objectives

By the end of the course the pupils should be able to: 5.1 Understand and apply first aid knowledge whenever necessary. 5.2 Know and recognise the significance of areas of human growth and stages of human development. 5.3 Deal with children’s and parents’ minor ailments. 5.4 Appreciate good health habits. 5.5 Understand the need for a clean and healthy environment. 5.6 Appreciate the role of good nutrition for better health.
5.7 Appreciate the need for planned parenthood.

6.0. Important Notes in Health Education

6.1 Discussions on child development must include both areas and stages of development. 6.2 Simple treatment for diarrhoea must include rehydration therapy (solution).

7.0. Needlework and Crafts: General Objectives

By the end of the course the pupils should be able to: 7.1 Know the materials and equipment needed for needlework and crafts. 7.2 Perform and make various processes on articles and garments. 7.3 Develop skills in Needlework and Crafts for self reliance. 7.4 Develop a sense of choice of colour, and creativity in making items for the home and family. 7.5 Design, draft and make patterns for various articles and garments. 7.6 Appreciate the importance of caring for clothes and household articles.

8.0. Important Notes in Needlework and Crafts

8.1 Pupils must have notebooks for Needlework. 8.2 The study of fabrics must include the manufacturing of fibres, and pupils must collect samples of fabrics from different fibres and of different finishes. 8.3 Pottery and Macrane may be taught if the materials and time are available.



Home Management

TOPIC | SUB-TOPIC | TERMINAL OBJECTIVES: PSBAT | 1. Safety in the Home | 1.1 First-Aid | 1.1.1 Practise First-Aid in the home. | 2. Household cleaning equipment and materials | 2.1 Types | 2.1.1 Select the correct types of cleaning materials and equipment. | 3. Care of a home | 3.1 Household ware (Earthen, wood, metal and leather) | 3.1.1 Classify each type of household ware according to use and durability.3.1.2 Choose, care for and clean type of household ware. | | 3.2 Soft-furnishing and upholstery | 3.2.2 Discuss the uses of soft furnishing.3.2.3 Clean soft-furnishing and upholstery. | 4. Home decoration | 4.1 Ornaments/Art- objects | 4.1.1 Clean and arrange various types of ornaments artistically | | 4.2 Flower arrangement and indoor plants | 4.2.1 Arrange flowers for different occasions.4.2.2 Name different types of indoor plants. | 5. Household pests | 5.1. Prevention and elimination | 5.1.1 Use correct eradicators according to Instructions. |

6. Time Management | | 6.1.1 Follow time plan effectively.6.1.2 Adjust time plan when need arises. | 7. Laundry | 7.1 Equipment and Materials | 7.1.1 Discuss modern laundry equipment and materials. | | 7.2 Soap making | 7.2.1 Discuss suitable equipment for making soap.7.2.2 Select suitable equipment for soap making.7.2.3 Name ingredients for soap making.7.2.4 Discuss correct methods for making soap.7.2.5 Use correct equipment and methods for making soap.7.2.6 Discuss the advantages of making soap. | | 7.3 Fabrics | 7.3.1 Discuss the care of man –made fabrics7.3.2 Explain the international textile care labelling code.7.3.3 Identify the international textile care labelling code symbols. | | 7.4 Laundry methods | 7.4.1 Wash garments according to international textile care labelling code symbols. | | 7.5 Sponging an pressing | 7.5.1 Define “Sponging” and “pressing”.7.5.2 List fabrics suitable for sponging and pressing.7.5.3 Select suitable cleaning agents and equipment for sponging and pressing.7.5.4 Sponge, press and air correctly. |

Health Education

Topic Sub-Topic Terminal Objectives: PSBAT 1. Personal Hygiene | 1.1 Grooming | 1.1.1 Select suitable cosmetics.1.1.2 Identify suitable clothes for different occasions.1.1.3 Appreciate their natural beauty | 2. Reproductive system | 2.1 Puberty | 2.1.1 Discuss methods of disposing sanitary towels.2.1.2 Dispose of sanitary towels. | 3. Child Development | 3.1. Care of infants and young children | 3.1.1 Discuss breast and artificial feeding3.1.2 Discuss weaning3.1.3 Prepare and cook weaning foods 3.1.4 Discuss the items required for bathing the baby.3.1.5 Collect items needed for bathing the baby.3.1.6 Explain the procedure for bathing the baby.3.1.7 Bath the baby following the correct procedure.3.1.8 Dress the baby according to the weather.3.1.9 Discuss the importance of games and exercises to young children3.1.10 Select suitable toys for infants and children.3.1.11 Discuss the role of members of the family for the development of the child. | | 3.2 Stages and area of growth development | 3.2.1 Recall the stages and areas of growth and development.3.2.2 Identify behavioural problems.3.2.3 Discuss abnormalities in all aspects of development.3.2.4 Identify available facilities for disabled children. |

Needlework And Crafts

Topic Sub-Topic Terminal Objectives: PSBAT 1. Equipment used in Needlework and Crafts | 1.1 Care of equipment | 1.1.1 Clean the sewing machine.1.1.2 Care for the needlework kit | 2. Patterns | 2.1 Designing and drafting patterns | 2.1.1 Explain patterns designing and drafting.2.1.2 Design simple patterns2.1.3 Drafts styles according to structures. | | 2.2 Commercial paper patterns | 2.2.1 Discuss commercial paper patterns on the market.2.2.2 Read the information on the envelope and carry out the given instructions.2.2.3 Discuss paper pattern instructions.2.2.4 Identify pattern markings.2.2.5 Discuss pattern alterations.2.2.6 Make alterations. | | 2.3 Making garments | 2.3.1 Discuss methods of transferring pattern marking onto fabric2.3.2 Prepare paper pattern and materials for cutting out a garment.2.3.3 Cut out a garment according to instructions.2.3.4 Make a garment following paper pattern instructions. | 3. Processes | 3.1. Stitches | 3.1.1 Classify stitches according to groups.3.1.2 Explain the uses of different seams. | | 3.2 Seams | 3.2.1 Classify seams.3.2.2 Discuss the uses of different seams |

| 3.3 Edge finishes | 3.3.1 Work out an edge finishing using a lace and shell edging | | 3.4 Openings | 3.4.1 Describe the method of working out a bound opening.3.4.2 Work out a bound opening on a garment. | | 3.5 Fastenings | 3.5.1 Describe the method of working out hook and eye, press studs.3.5.2 Work out a fastening on a bound opening. | | 3.6 Arrangement of fullness | 3.6.1 Describe methods of arranging fullness using smocking, tucks and shirring.3.6.2 Make garments. | 4. Maintenance of clothing | 4.1 Mending clothing | 4.1.1 Explain how to mend garments by darning.4.1.2 Darn damaged garments using the correct method. | | 4.2 Reconstruction of clothes | 4.2.1 Discuss ways of modelling discarded items.4.2.2 Remodel discarded items4.2.3 Make an item from a discarded article or garments. | 5. Craftwork | 5.1. Weaving | 5.1.1 Identify twill and pile weaves.5.1.2 Weave floor mats using twill and pile weaves with available material. | | 5.2 Knitting | 5.2.1 Knit baby coats. | | 5.3 Crotcheting | 5.3.2 Crotchet handbags or one piece shawl |



Topic Sub – Topic Terminal Objectives : PSBAT 1. Introduction to kitchen and kitchen equipment | 1.1 Types of kitchen | 1.1.1 Design a kitchen | | 1.2 Kitchen utensils | 1.2.1 Compare and contrast kitchen utensils including modern and traditional. | | 1.3 Kitchen equipment | 1.3.1 Arrange kitchen equipment correctly. | 2. Safety in the kitchen | 2.1. Safety rules | 2.1.1 Value safety rules in the kitchen.2.1.2 Consider safety rules when designing a kitchen. | 3. Kitchen and food hygiene | 3.1 Cleanliness of the kitchen | 3.1.1 Use correct materials, equipment and methods of cleaning different types of kitchens. | | 3.2 Food storage | 3.2.1 Compare and contrast different methods of storing various types of food. | 4. Food | 4.1 Nutritive value of food | 4.1.1 Revise the functions of food nutrients. | | 4.2 Deficiency diseases | 4.2.1 Recognize the deficiency disease.4.2.2 Select right foods to remedy various deficiency diseases. | 5. Cooking | 5.1. Foundation recipes | 5.1.1 Create and experiment with new recipes. | 6. Meal planning | 6.1. Balanced meals | 6.1.1 Plan balanced meals for vegetarians.6.1.2 Prepare and cook balanced meals for vegetarians. |

| | 6.1.3 Prepare and cook planned meals including meals for special occasions (packed meals and celebrations).6.1.4 Assess whether or not the meal is balanced. | 7. Convenience foods | | 7.1.1 Define “Convenience foods”.7.1.2 Discuss types of convenience foods.7.1.3 Use convenience foods.7.1.4 Compare and contrast the nutritive value of convenience and fresh foods.7.1.5 Discuss the advantages and disadvantages of using convenience foods | 8. Left-overs | | 8.1.1 Create and experiment with new methods of cooking left-over foods.8.1.2 Prepare balanced meals using left- overs.8.1.3 Value the significance of using left- over foods | 9. Food presentation | 9.1 Preservation | 9.1.1 Compare and contrast various equipment used for storing preserved food.9.1.2 Appreciate the ideas of preserving food. | | 9.2 Storage of preserved food | 9.2.1 Compare and contrast the various equipment used for storing preserved food. | 10. Meal, flour and flour mixtures | 10.1 Sources of meal and flour | 10.1.1 Compare and contrast different sources and types of meal and flour.10.1.2 Select and use different types of meal and flour suitable for various dishes.10.1.3 Create and experiment with recipes using meal. | | 10.2 Flour products (commercial) | 10.2.1 Prepare and use different types of “flour products”.10.2.2 Appreciate the idea of suing “flour products”. |

11. Raising agents | | 11.1.1 Select the right types of raising for different dishes.11.1.2 Compare and contrast the effects of different types of raining agents . |

Home Management

Topic Sub-Topic Terminal Objectives: PSBAT 1. Safety in the home | 1.1 Prevention of accidents | 1.1.1 Appreciate the importance of safety in the home.1.1.2 Ensure safety measures in the home by using the available materials. | 2. Household cleaning equipment and materials | 2.1 Equipment and materials | 2.1.1 Compare and contrast different types of cleaning materials and equipment.2.1.2 Assess the effectiveness of various cleaning materials. | 3. Care of a home | 3.1 Soft furnishings and upholstery | 3.1.1 Explain the uses of soft furnishings.3.1.2 Make soft furnishing using suitable materials.3.1.3 Care for and clean soft furnishing and upholstery. | | 3.2 Cleaning | 3.2.1 Appreciate the important of a clean home. | 4. Home decoration | 4.1 Principles of design (harmony, balance, colour and proportion and emphasis) | 4.1.1 Discuss principles f design.4.1.2 Design colour schemes for different rooms.4.1.3 Arrange furniture in rooms artistically.4.1.4 Maintain high standards of neatness in a home.4.1.5 Consider the principles of design when decorating rooms. | | 4.2 Ornaments/art- objects | 4.2.1 Choose suitable ornaments for different rooms.4.2.2 Appreciate the idea of making ornaments4.2.3 Value and use ornaments. | | 4.3. Flower arrangement and indoor plants | 4.3.1 Explain the types of flower arrangements.4.3.2 Observe rules for picking and arranging flowers4.3.3 Identify suitable indoor plants.4.3.4 Maintain indoor plants. |

5. Home budgeting and purchasing | 5.1 Budgeting | 5.1.1 Priorities according to needs and income.5.1.2 Budget5.1.3 Appreciate the importance of Budgeting | | 5.2. Purchasing | 5.2.1 Discuss different ways of purchasing items.5.2.2 Compare and contrast different ways of purchasing items.5.2.3 Make use of shopping list and select items according to value.5.2.4 Purchase items according to income. | 6. Gardening | | 6.1.1 Maintain a kitchen garden | 7. Time | | 7.1.1 Evaluate the “Time Plan”.7.1.2 Appreciate time management. |

Health Education

Topic Sub-Topic Terminal Objectives: PSBAT 1. Pregnancy | 1.1. Fertilisation | 1.1.1 Discuss fertilisation.1.1.2 List signs and symptoms of pregnancy1.1.3 Recognise physical, emotional and mental changes during pregnancy.1.1.4 Outline the stages of foetus development. | | 1.2. Ante-natal | 1.2.1 Discuss the importance of the ante- natal clinic.1.2.2 Discuss taboos related to pregnancy.1.2.3 List the items necessary for the new born baby.1.2.4 Plan and prepare a layette.1.2.5 Calculate the expected day of delivery. | | 1.3. Delivery and post-natal care | 1.3.1 Explain the stages of labour.1.3.2 Name the advantages and disadvantages of home and hospital delivery.1.3.3 Discuss preparations for home and hospital delivery.1.3.4 Collect items suitable for home delivery.1.3.5 Appreciate the role of traditional birth attendants.1.3.6 Relate the immediate care given to the mother and baby after delivery.1.3.7 List activities that take place at the post-natal clinic.1.3.8 Convey the importance of post-natal care. | 2. Planned parenthood | | 2.1.1 Explain the meaning of planned parenthood.2.1.2 State the advantages of child-spacing.2.1.3 Discuss methods of child-spacing2.1.4 Identify sources of information on planned parenthood. |

3. Children’s clinics | 3.1 Activities of children’s clinics | 3.1.1 Discuss activities which take place at the children’s clinic.3.1.2 Discuss various diseases which children are immunised/inoculated against.3.1.3 Discuss the important of children’s clinics. | | 3.2 Children’s ailments | 3.2.1 Discuss children’s common ailments.3.2.2 Differentiate between communicable and non-communicable ailments.3.2.3 Identify and list signs and symptoms of common ailments3.2.4 Discuss simple treatment for the common ailments. |

Needlework and Craft

Topic Sub – Topic Terminal Objectives: PSBAT 1. Equipment used in Needlework and craft | 1.1 Small and large equipment | 1.1.1 Use needlework and craft equipment correctly. (sleeve board, ironing board, irons and tables). | | 1.2 Care of equipment | 1.2.1 Clean and care for equipment | 2. Fabrics | 2.1 Manufacturing of fabrics | 2.1.1 Discuss the properties of fibres2.1.2 Discuss the stages of manufacturing fabrics.2.1.3 Recognize fabrics according to different methods of manufacturing. | | 2.2 Fabric finishes | 2.2.1 Discuss types of fabric finishes.2.2.2 Identify fabrics according to sources and finishes.2.2.3 Discuss the pricing of different types of fabrics. | | 2.3 Use of different fabrics | 2.3.1 Discuss fabrics suitable for making different articles.2.3.2 Select fabrics suitable for making different articles. | 3. Patterns | 3.1 Designing and drafting patterns | 3.1.1 Evaluate various pattern styles | | 3.2 Making garments | 3.2.1 Make garments using different Processes | 4. Processes | 4.1. Seams | 4.1.1 Select seams according to fabric and garment. |

| 4.2 Edge finishes | 4.2.1 Select suitable edge finishes according to articles and garments.4.2.2 Recognize the types of edge finishes | | 4.3 Openings | 4.3.1 Describe the method of working out a zipped opening.4.3.2 Identify various type of openings4.3.3 Select opening suitable for various garments4.3.4 Work out zipped opening | | 4.4 Arrangements of fullness | 4.4.1 Select the correct method of fullness4.4.2 Make garments by arranging fullness as a decoration. | 5. Maintenance of clothing | 5.1 Mending clothes | 5.1.1 Explain how to work out a print patch.5.1.2 Mend damaged articles and garments using the correct methods.5.1.3 Appreciate the important of mending clothes. | | 5.2 Reconstruction clothes | 5.2.1 Value the idea of reconstruction of articles and garments. | 6. Craft Work | 6.1. Weaving | 6.1.1 Identify different types of weaves (plain and satin weaves).6.1.2 Weave items using the available materials. | | 6.2 Knitting | 6.2.1 Follow written knitting pattern instructions.6.2.2 Select suitable patterns and materials for different items.6.2.3 Knit different items | | 6.3 Crotcheting | 6.3.1 Follow written pattern instructions.6.3.2 Select suitable patterns and materials for different items.6.3.3 Make different patterns | | 6.4 Beadwork | 6.4.1 Consider and apply the principles of design in beadwork.6.4.2 Make different items using beads |

Needlework and Crafts Syllabus for Grades 11 to IX

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

Grade | Processes | Articles | Materials | Needles | Threads | III | Temporary Stitches- Tacking- Running and can be used as decorative stitches- Bead necklace | Small articles based on a square or a rectangle- Fringed mats- Table napkins- plaited belt | - Binca- Canvas- Felt- Hessian- Calico-Casement | Crewel No. 4 or 5Chenille and Tapestry Nos. 24, 25 or 26 Darners Short Nos. 6-7 | Wool Double FilosheenEtc ToContrastWith material used. | IV | Permanent stitches:--Back stitch-Oversewing-Hemming | Articles Still based on a square or a rectangle: bags for different purposes * Potholder * Pin cushions * Tea towel * Headsquares * Skipping ropes * Belt (beadwork) * Stuffed balls | * Calico * CasementCotton or patterned materials * Sisal * Maize husks * Banana stems | Crewel Nos. 6,7 and 8.Sharps Nos. 5,6 or 7 | FilosheenCottonSilkTackingCotton toContrast at first with materials used. | V | Neatening and decorative stitches Open seam | Chair backs, elasticated skirtTray clothPlaited table matsFood covers(decorated with beads) | * Cotton * Linen * maize husks * banana stems * beads | Crewel Nos. 7 and 8Sharps Nos. 7 and 8. | Matching cottons and sheens |

VI | French seamRun and Fell seamFaced opening FasteningArranging fullness. | Sleeveless blouseGathered orPleased skirtDoor mats(plaited)Wall hangings(decorated with beads).ToysChildren’s dresses | As for Grade V plus non-slippery man-made fibres | Crewel Nos. 8 and 9 Sharps Nos. 8 and 9 | Matching cotton and sheens | VII | No new stitchesPerfection of these already learnt.laying out of patterns, cutting out articles or garments made using matching if available.Continuous Wrap opening-Button and button-hole-Calico patch | -Simple shift dress-Skirt on a waistband with a continuous wrap opening-Petticoat (half)-Blouse-Calico patch-Baskets-BooteesBaby bonnet-Showel(crotcheting)-Various articles decorated with beads. (crotcheting)-Dolls | As for Grade VI | As for Grade VI. | As for Grade VI. | VIII | Bound opening Hook and EyePress studsDarningWeavingKnitting | -Night dress/dress-Apron-Matinee coat-Pin cushion-Baby coat | As for Grade VII | As for Grade VII | As for Grade VII |

| CrotchetingMaching-Showel-Floor mats | -Hand bag(crotcheting) | As for Grade VII | As for Grade VII | As for Grade VII | | -Zipped opening-Weaving-Knitting-Crotcheting-Machining | -Blouse and a Skirt-Dress-Chair backs-Bag (weaving)-Socks-Berets-Knitting-Scarves-Crotcheting-Cushions-Shawls-Articles using beads | As for Grade VIII | As for Grade VIII | As for Grade VIII |


Food and Nutrition

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

Home Management and Laundry

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

Health Education

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

Needlework and Crafts

Rhiannon Davies - Needlework Notebook Heinmann Education Books Ltd. -1972
Bull M. Winefride - Introduction to Needlework Longmanns – 1963
Picton Margaret - Understanding Dress Blackie Ltd., Great Britain – 1980
Neal Melita - Needlework for Schools Robert Maclehose and Company Ltd., Glasgow-1976
Hoine Patience - Knitting and Crochet
Lund and Bowden Stephen Humphries, Brand Ford, London – 1973.
Horne Caroline - Crotchet Pretty and Practical Mills and Boon Ltd., London – 1973.
Key Fremlin Hermyone - Toys and Gifts Mills and Boon, Great Britain Ltd. – 1970
Hutchings Margaret - Dolls and How to Make Them Mills and Boon – 1980
Thomson Helen - Fibres and Fabrics of Today Heinmann Education Books, London – 1981

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

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