Hospitality Programmes: Zambia Tevet Qualifications Framework (ZTQF) Level 3 - Skills Award

DRAFT SYLLABUS FOR TT HOME MGT COMMUNITY
HOSPITALITY PROGRAMMES
ZAMBIA TEVET QUALIFICATIONS FRAMEWORK (ZTQF)
LEVEL 3 - SKILLS AWARD
SYLLABUS
FOR
TRADE TEST LEVEL 3 CERTIFICATE
IN
HOME MANAGEMENT
CURRICULUM CHART NO. 238
Prepared by:
Curriculum Development Unit,
Technical Education, Vocational and Entrepreneurship Training Authority (TEVETA)
P/Bag RW 16,
Birdcage Walk,
Lusaka
Phone: +260211253211
In collaboration with
The Department of Community Development-Ministry of Community Development & Social Services
Approved for use in Non-Formal Education and Skills Training Institutions as per First schedule No. 13 of
Gazette Notice No. 547 of 2004
First Edition: October 2008
© copy right TEVETA
APPROVED SYLLABUS FOR TT HOME MGT COMMUNITY
TABLE OF CONTENTS
ITEM PAGE
1.0 FOREWORD..............................................................................................................iii
2.0 ACKNOWLEDGEMENTS..........................................................................................vi
3.0 RATIONALE.............................................................................................................viii
4.0 PROGRAMME PURPOSE..........................................................................................ix
5.0 PROGRAMME OBJECTIVES....................................................................................ix
6.0 DURATION.................................................................................................................ix
7.0 COURSE OUTLINE.....................................................................................................x
8. 0 TEACHING STRATEGIES..........................................................................................x
9.0 PROGRAMME EVALUATION....................................................................................x
10.0 ENTRY REQUIREMENTS.........................................................................................xi
11.0 ASSESSMENT.............................................................................................................xi
12.0 ATTENDANCE...........................................................................................................xi
13.0 STAFFING...................................................................................................................xi
14.0 CERTIFICATION.......................................................................................................xii
MODULE NO: 238-01-A HYGIENE, HEALTH AND SAFETY...........................................1
MODULE NO: 238-02-A PREPARING MEALS..................................................................26
MODULE NO: 238-03-A MANAGING HOMES..................................................................72
MODULE NO: 238-04-A HANDLING CLIENTS..............................................................141
MODULE NO: 238-05-A ENTREPRENEURSHIP.............................................................151
MODULE NO: 238-06-A HIV/AIDS...................................................................................165
ii
2.0 ACKNOWLEDGEMENTS
The Ministry of Community development and Social Services, through the
Department of Community Development wishes to take this opportunity to
express sincere appreciation to the following people for the contributions and
support in the production of this document.
1. Chanda Mulenga Ministry of Community Development and Social

Services
2. Thandiwe.S.P. Mhende Ministry of Community Development and Social
Services
3. Changano .J. Ngoi Ministry of Community Development and Social
Services
4. Agness Mutale Ministry of Community Development and Social
Services
5. Henry Matimuna Ministry of Community Development and Social
Services
6. Edward Kampeshi Ministry of Community Development and Social
Services
7. Monica. M. Njovu Kabwe Trades Training Institute
8. Maureen Tizora Tembo Fajema catering Services

9. Anderson Lungu Kabwe Trades Training Institute
10. Joseph. M. Nyirenda Kabwe Trades Training Institute
11. Roy Lupoka Kabwe Trades Training Institute
12 Stellah Mungaila TEVETA
13 Catherine M Kanyensha TEVETA

14. Pascal Sikainga Lusaka Vocational Training Centre
15. Hellen Alufeyo Dzithandizeni Trades School
16. Mutale Dishany mulenga Evelyn Hone College
17. Abel .M. Mulenga Abundant Life Training Centre
18. Andrew Chishala Industrial Training Centre- TRUST
iii
19. Kahemba Samukonga Ministry of Community Development and Social

Services
20. Esther Kamanga Ministry of Community Development and Social
Services
21. Mukuka Mulenga Makeleta Ministry of Community Development and Social
Services
iv
3.0 RATIONALE
Zambia has gone through rapid social, economic, cultural, demographic and
political changes. In order to suit these dictates of time, the Ministry of
Community Development and Social services and Technical Education
Vocational and Entrepreneurship Training (TEVET) system has been
prompted to direct its training system towards capturing the ‘never
beens’ and the ‘early school leavers’ in terms of provision of training
programmes that will help them acquire practical skills, knowledge and
positive attitudes in order for them to cope with the challenges of everyday
life.
The purpose of this Home Management Trade Testing Programme is to

improve the levels of service, quality, productivity and income generating
capacities at a time when the ‘never beens’ and the ‘early school
learners’ have lost hope of acquiring any form of training to better their lives.
On completion of this programme the trainees will work in lodges, hospitals,

homes, orphanages and create their own enterprises.
The programme will run for months and the break down will be as follows:-
 months practical training at the institution
 months industrial attachment
The programme will be practical oriented. Time allocation between theory

and practice will be 10/90% respectively.
In order to produce a competent Home Management Assistant, the course

contents shall consist of managing homes, preparing meals, sewing and craft,
keeping high standard of health, handling of clients/customers and
entrepreneurship.
Through this programme the nation will be provided with a competent human
resource which will contribute to the development of the nation.
4.0 PROGRAMME PURPOSE
To equip the trainee with practical skills, knowledge and positive attitudes in
managing homes, preparing meals, sewing and craft, keeping high
v
standard of health, handling of clients/customers and entrepreneurship that

are useful to effectively uplift the standard of living for the community.
5.0 PROGRAMME OBJECTIVES

On completion of this programme the trainee will be able to:-
 Produce and preserve food stuffs

 Sew
 Carryout home chores
 Produce and sell products
 Practice sound health life styles aimed at improving life
 Receive clients/customers
 Produce crafts
 Apply entrepreneurial skills
 Apply knowledge about HIV/AIDS
6.0 DURATION
370 hrs (2 months 3 weeks) PRACITICAL TRAINING AT INSTITUTION

240 hrs (1 month 2 weeks) FIELD ATTACHMENT
TOTAL DURATION: 4MONTHS 1 WEEK (610 HRS)
7.0 COURSE OUTLINE

MODULE NO TITLE NO OF HOURS
238 – 01 Hygiene Health and Safety 60
238 – 02 Preparing Meals 95
238 – 03 Managing Homes 85
238 – 04 Handling of Clients/Customers 40
vi
238 – 05 Entrepreneurship 80
238 – 06 HIV/AIDS 10
238 – 07 Industrial attachment 240
TOTAL 610
8. 0 TEACHING STRATEGIES
 Practicals
 Group discussions
 Demonstration
 Individual projects
 Role play
 Tours
9.0 PROGRAMME EVALUATION
TEVETA shall evaluate the programme as follows:
9.1Formative evaluation
9.1.1 Purpose: To determine on an on-going basis whether the

programme is being implemented as planned and to advise on
improvements.
9.1.2 Major areas of Evaluation: Course Aims and Objectives
student’s entry requirements, course contents, teaching, learning
activities, learning resources.
9.1.3 Evaluation Instruments: Questionnaires, structured

interventions, observations, checklist, examinations/test records,
participation and attendance in class.
9.1.4 Sources of Information: Students, trainers, administrative

monitors and records.
9.2Summative Evaluation
9.2.1 Major areas of evaluation – Course aims, trainers’ entry

requirements, course content, learning resources,
teaching/learning activities, trainers, and graduates performance
in employment.
vii
9.2.2 Evaluation Instruments:- Questionnaires, structured

interviews, observations, checklists, records, final
Examinations.
9.2.3 Sources of information:- Trainees, trainers, administrators,

student dropouts, employers, union official and general public.
10.0 ENTRY REQUIREMENTS
Open Entry
11.0 ASSESSMENT
10.2 Final Trade Test 100%
12.0 ATTENDANCE
The candidate must have an attendance of minimum 90% to be eligible for the final
examinations.
13.0 STAFFING
12.1 Craft Certificate in General hospitality with not less than 2 years working experience.
12.2 Level II, I Trade Test Certificate in Home Management.
14.0 CERTIFICATION
Level III Trade Test Certificate in Home Management will be awarded by the Examinations
Council of Zambia (ECZ)
Community Development Certificate of Attendance will be awarded by Ministry of

Community Development and Social Services.
viii
MODULE NO: 238-01-A HYGIENE, HEALTH AND SAFETY
Module Number 238-01-A

Module Title HYGIENE, HEALTH AND SAFETY
Unit A1.1 APPLYING FIRST AID
Element 1.1.1 FIRST AID TECHNIQUES
Learning Outcomes
On completion of this unit, trainees will be able to:
 Apply first aid techniques
 Identify the simple first aid techniques
Time Allocation
2 hours
Practical: Theory :
What the trainee should do: What the trainer must teach:
 The definition of first aid
 Apply First Aid techniques  The importance of first aid
 Different first aid techniques
 Resuscitation
 Mouth to mouth ventilation
 External chest compression
 Helmlic hug method
 Bandaging
Values/Attitudes
 Honest
 Soberness
 Safety consciousness
Possibly explain some concepts To include: Health, Safety, Environment,
Entrepreneurship , HIV/AIDS
Resuscitation – the process of saving  If the first aid techniques are not
ones life applied lives will be lost.
Assessment Criteria  Apply first aid techniques correctly

 Identify the simple first aid techniques
correctly
Assessment Method  Practical , Class test
1

Element 1.1.2 COMMON ACCIDENTS
Learning Outcomes
 Identify causes of common accidents
 Apply preventive measure to avoid common accidents
Time Allocation
4 hours
Practical: Theory :
Causes of common accidents :-
 Identify causes of common  Lack of adequate, lighting in a home
accidents especially in the kitchen, bathroom,
steps
 Apply preventive measure to avoid
 Carelessness in storing of dangerous
common accidents chemicals and dangerous equipment
 Apply the Golden First Aid Rules such as knives,
 An untidy home is a breeding ground
for possible accidents
 Slippery floors
 Long trailing electrical cables
 Naked electrical wires
 Carelessness to storing of
pins ,needles ,scissors
Prevention of Common Accidents

 Keep the home clean and tidy
 There should be adequate lighting in a
home
 Store all dangerous equipment such as
knives and dangerous chemical such
as cleaning agents in a safe place
 Teach children home safety from an
early age, tell them which objects they
should not touch or play with and why
2
 Do not climb on high chairs to get items

from the cupboard
 Do not pour medicines, cleaning fluids,
or other chemicals in to empty soft
drink bottles
 Use thick oven gloves to handle hot
pans and dishes and when removing
things from the oven.
 Cover all naked electrical wires
Do not leave table clothes hanging over the
table because children can full the table cloth
and everything on the table can fall on the
child
Golden First Aid Rules

 Do first things first, quickly, quietly and
without panic
 Reassure the casualty and his relatives
sympathetically
 Look for the following
a) Is there any failure of breathing? If yes
start artificial respiration
b) If the bleeding is heavy try and stop the
bleeding by pressing on the pressure
points. Press firmly on the bleeding
area with a clean pad.
 Avoid handling the casualty
unnecessarily
 Arrange for the safe removal of the
casualty to call a doctor or hospital as
soon as possible.
Values/Attitudes
 Honest soberness and safety
consciousness

 Casualty – person involved in an
3
accident  If the preventive measures are not

 Sympathetic – to give comfort to applied there will be frequent common
someone
accidents.
Assessment Criteria  Identify causes of common accidents
correctly
 Apply preventive measure to avoid
common accidents correctly
Assessment Method  Practical
 Class test
Recommended Text/Books
 Manual of First Aid (Reprint Edition 2005 published by Jitender Pvij) L. C
Gupta, Ablitah Gupta
 Junior Secondary Home Economics (1998 Edition by Julia Molewa)
 The South African First Aid Manual (1985 Edition by Strunk Publishers)
 Food and Nutrition (first edition 1983, second edition) Publised by Oxford
University Anita Tull
4

Element 1.1.3 FIRST AID KIT CONTENTS
Learning Outcomes
 Identify the contents of the first aid kit
 Use the contents of the first aid kit
Time Allocation
2 hours
Practical: Theory :
The importance of first aid kit in the home and
 Identify the contents of the just aid its use
 Storage of the First Aid kit do not keep
kit
the first aid kit in a damp atmosphere
 Use the first aid kit appropriately such as a bathroom, keep it in a cool
dry place
 Store the first aid kit in the right  Explain the contents of the first aid kit
place  Triangular bandage
 Dressing/gauze pads
 Adhesive tape
 Tweezers
 Scissors
 Rubber gloves
 Safety pins
 Cotton wool
Values/Attitudes
 Soberness and safety consciousness

 Triangular Bandage –bandage
which has been folded in a  If the first Aid Kit is not properly stored
triangular shape (wrong storage) the contents may be
 Tweezers – medical razor blades contaminated causing more injury if
used
 Identify the contents of the first aid kit

Assessment Criteria correctly
 Use the contents of the first aid kit
5
correctly
 Class test
6

Element 1.1.4 SYMPTOMS AND SIGNS
Learning Outcomes
 Identify symptoms and signs of common accidents
 Apply treatment for the symptoms and signs of common ailments
Time Allocation
2 hours
Practical: Theory :
 Identify the symptoms and signs of  Identification of symptoms and signs of
common aliments and the treatment
common aliments and the
used
medicine used in treating them
Ailment
 Headache
 Earache
 Toothache
 Cold and cough
 Neck ache
 Backache
 Diarrhoea
Symptoms and Signs

 Fatigue , worry
 Constant pain in ear
 Pain in teeth or jaws
 Running noise and headache
 Pain on neck
 Pain on backbone
 Loose stool/vomiting
Treatment
 Panadol
 Brufen
 Brufen
 Vitamin c
 Brufen
 Brufen
 ORS
7
Values/Attitudes
 Aliment – an ailment is an illness  If the symptoms and signs of common
 ORS – Oral rehydration salts ailment are not identified on time the
(manzi ya moyo) ailment would became severe
Assessment Criteria  Identify symptoms and signs of

common accidents correctly
 Apply treatment for the symptoms and
signs of common ailments correctly
 Class test
 Manual for First Aid (Reprinted Edition 2005 published by L.C. Guptial
Abhitah Gupta

Unit A1.2 PRACTICING HYGIENE
Element 1.2.1 TYPES OF HYGIENE
Learning Outcomes
 Identify types of hygiene
 Apply hygiene rules
Time Allocation
2 hours
Practical: Theory :
8
 Identify types of hygiene and apply

 Define hygiene
the hygiene rules
 The importance of hygiene
 Hygiene Rules
Personal Hygiene
 Wash your hands frequently
 Cover any cuts and sores with clean
dressing
 Keep your nails short and clean
 Wear a clean apron or uniform
 Wash your hands after every use of the
toilet
 Do not cough or sneeze near food
 Do not wear rings or bracelets
 Do not prepare food when sick
 When cooking don’t taste food with
your fingers use a clean spoon
Kitchen Hygiene
 Keep all working surfaces clean
 Empty kitchen bins regularly and wash
them
 Wash all kitchen utensils in hot water
 Wash kitchen cloths regularly and boil
every week
 Do not leave kitchens bin uncovered
 Do not allow pets to live in the kitchen
 Do not use tea towels for wiping your
hands because you can transmit
9
bacteria from your hands to the dishes

 Use pesticides to kill insects in the
kitchen but don’t spray on to dishes,
counter tops or food.
Food hygiene
 Cover and store food in clean and cool

places
 Defrost frozen food completely before
cooking it
 Do not partly cook food, finish cooking.
Partially cooked food is an ideal place
for bacteria to grow
 Do not store food in same containers
as raw food or fresh food with stale
food
 Check expiry dates on processed food
before preparing or serving
 Do not leave food uncovered on work
surfaces
Values/Attitudes
 Soberness
 Safety

 Bacteria – these are harmful germs  If hygiene rules are not applied there
which can cause food poisoning will be food poisoning which will result
 Pesticides – this an insect killer into illnesses and legal action may be
against a business e.g. restaurant
Assessment Criteria
10
 Identify types of hygiene correctly

 Apply hygiene rules correctly

 Class test
 Food for today: Helen Kawtahik
 Food for today: Alice .O. Kopan

 Junior Secondary and Home Economics, Julia Molena

Element 1.2.2 CLEANING PROCEDURES
Learning Outcomes
 Apply cleaning procedures
 Identify cleaning material and agents
 Demonstrated the storage of cleaning materials
11
Time Allocation
4 hours
Practical: Theory :
 The importance of cleanliness
 Apply cleaning procedures when
cleaning  Cleaning procedures
 Use cleaning material and agents - Keep doors and windows open
- Remove cobwebs
 Store cleaning materials correctly
- Sweep ceilings and walls using a
long handle broom with a cloth
covering its head
- When sweeping the floor sweep
away from yourself
- Collect the dust with a dust pan and
brush, then throw away into a bin
- Dusting – start dusting at the
highest point and work downwards
- Washing – use hot water to dissolve
grease on surfacesbetter than cold
or warm water. Also add detergents
to the water for cleaning
- Scouring – when scouring surfaces
use scouring powder mainly on
metal surfaces.
- Identification of cleaning materials,
care and storage
- Identification of cleaning agents and
their use
Long handled brooms

 Remove dust and fluff
12
 Stand with end at the bottom

 Grass brooms
 Can be washed in warm soapy water
and hung in open to dry
- Stand with end at the bottom
Scrubbing brushes
 Remove dust fluff from bristles
- Store upside down
Toilet brushes
 Wash in hot soapy water and add
disinfectant
- It should sit on its stand
Feather duster
Shake off dust out side
Store upright
Mop
 Remove loose dust and fluff scrub
handle, wash head in hot soapy water
Sponge mop
 Rinse mops head with water after use
- Store upside down
Carpet sweeper
 Empty dirt onto newspaper wrap it up
and throw away
Identification of cleaning agents and their use
 Detergents – mixed with water
dissolves grease and keeps dirt in soap
solution
 Bicarbonate of soda – removes stains
from glass and china ware for cleaning
13
freezers and fridges

 Vinegar white – for stain removing e.g
fresh ink or chalk , for polishing glass
 Bleach – disinfects inside and outside
drains and kitchen bins
 Scouring powder – scratches away
stubborn dirt on surfaces
 Polishes – protects floors and increase
the life span and keeps floors smooth
and attractive
Values/Attitudes
 Soberness, Honest, Committed

 If protective clothing are not used e.g.

gloves when using cleaning agents
there might be some harm caused to
the skin of the user.
Assessment Criteria  Apply cleaning procedures correctly

 Identify cleaning material and agents
correctly
 Demonstrated the storage of cleaning
materials correctly

 Class test
14

Element 1.2.3 INSPECTION
Learning Outcomes
 Maintain high standards of hygiene
15
Time Allocation
1 hour
Practical: Theory :
 Identify types of inspections  The importance of inspection

 Types of inspection
- Body inspection
- Nails
- Hair
- Teeth
- Cloths
- Shoes
 Environmental inspection inside and
outside surroundings
 Toilets and bathrooms
Values/Attitudes

 If inspection is not carried out the

trainees would not be able to value the
importance of hygiene hence causing
harmful bacteria and affect health
standards
Assessment Criteria  Maintain high standards of hygiene

correctly.
16

 Class test


Unit A1.2 OBSERVING SAFETY
Element 1.3.1 SYMBOLS AND SIGNS
Learning Outcomes
17
 Identify the symbols and colour codes

 Identify various symbols and signs which would cause accidents if neglected
 Apply safety measures
Time Allocation
2 hours
Practical: Theory :
 Identify the symbols and colour

The different type of colour codes
codes
 Identify various symbols and signs  Red – stop
 Yellow – danger
which would cause accidents if
 Green – safe condition
neglected  Blue – mandatory action
 Apply safety measures
Symbols

 Cross – first aid
 Cigarette light and cross – smoking
prohibited
 Triangle with a flame of fire – risk of fire
 A triangle with a skeleton – toxic
hazard
Values/Attitudes
 Soberness

18
 If the symbols and signs are neglected

they would be many accidents
Assessment Criteria  Identify the symbols and colour codes

correctly
 Identify various symbols and signs
which would cause accidents if
neglected correctly
 Apply safety measures correctly
Assessment Method  Charts

 Practical
 Food and Nutrition (First Edition 1983 and Second Edition 1987) by Anita
Tull
19
Element 1.3.2 PREVENTION OF ACCIDENTS
Learning Outcomes
 Prevent accidents from occurring
Time Allocation
Practical: Theory :
 Apply the precautions (preventive  The importance of preventing accident

followed
measure ) in order to avoid
 Precautions to be followed in order to
accidents avoid accidents
- Keep the home clean and tidy
- Ensure there is adequate lighting in
the home especially in the kitchen,
bath room and where there are
steps
- Store all dangerous chemicals such
as cleaning agents in safe places
- Store all dangerous equipment such
as knives in safe places
- Do not polish floors to a slippery
finish
- Do not pour medicines, cleaning
fluids into soft drink bottles
 Precautions for avoiding accident

- Do not allow young children to
carry or play with breakable
crockery
- Do not leave a child alone in the
bath tab with water in it
20
- Do not touch wall sockets or

switches with wet hands
- Do not leave children alone near an
open fire
Values/Attitudes
 Sober

 If the preventive measure sof accident

are not applied there will be a ot of
accidents occurring
 Prevent accidents from occurring

Assessment Criteria
correctly

 Class test
 Junior Secondary and Home Economics, Julia Molewa
21
Element 1.3.3 SAFETY WORKING PLACE
Learning Outcomes
 Apply the safety rules in order to create a safe working place
Time Allocation
4 hours
Practical: Theory :
 Identify the safely rules to be  The importance of safety in a working

place
followed in creating a safe working
 In creating safe working place
place  The safety rules must be applied
- Wear protective clothing
- Long hair should be tied at the back
and loose jewellery removed
- Use only a ladder or step stool to
get thins from high cabinets
Values/Attitudes
 Honest and sober
Appliance – electrical equipment
 if the safety rules are not followed then
it is not be possible to work a safe
place
Assessment Criteria  Apply the safety rules in order to create
22
a safe working place correctly.

 Class test
Recommended Text/Book
 Junior Secondary and Home Economics, Julia Molewa
MODULE NO: 238-02-A PREPARING MEALS
Module Title PREPARING MEALS
Unit 2.1 USING THE KITCHEN EQUIPMENT
Element 2.1.1 KITCHENS
Learning Outcomes
 Identify the different types of kitchens
23
 Identify the functions of a kitchen

 Identity the different work centres in a kitchen
Time Allocation
Practical: Theory :
 Identify the different designs of a  Definition of a kitchen

kitchen  Different designs of a kitchen
 Identify functions of a kitchen
 Identify the different work centres Kitchens are designed differently for
in a kitchen example:-
 L – Shaped kitchens
 U – Shaped Kitchens
 Parallel Lines Kitchen (Corridor)
 L – shaped calls for a continuous line of

appliances and cabinets on two
adjoining walls
 U – shaped – consists of a continuous
arrangement of appliances and
cabinets on three adjoining walls
 Parallel Lines – Appliances, cabinets
and counter space are arranged on two
walls facing each other (corridor)
Functions of a Kitchen
 A place where meals are prepared
24
 It is also used as dining area

 A place where food is stored
Different Work Centres of a Kitchen

 Refrigerator - freezer centre – used for
storing food
 Range Centre – for storing the
microwave cabinet for storing dry or
fined foods. Also for storing pots and
pans
 Sink or Cleanup Centre – used for
washing dishes, fruits and other foods.
There can also be a dish washer on
this counter and some space for coffee
makers
 Mixing centre – used for storing mixers
and food processors
Values/Attitudes
 Soberness
 Consciousness

 If the trainer does not apply the

functions of a kitchen he/she might use
the kitchen for something else e.g hair
25
plaiting
Assessment Criteria  Identify the different types of kitchens

correctly
 Identify the functions of a kitchen
correctly
 Identity the different work centres in a
kitchen correctly

 Class test

Element 2.1.2 KITCHEN UTENSILS AND EQUIPMENT
Learning Outcomes
 Identify kitchen utensils and equipment
 Clean kitchen utensils and equipment
26
Time Allocation
Practical: Theory :
 Identify kitchen utensils and  Kitchen utensil and equipment

equipment
 Clean the utensils and equipment Utensil Equipment
Spoons stoves
Grater refrigerator
Cooking stick freezers
Pots, pans electrical mixers
Plates, scales blenders
Sieves, knives food processors
Kettles
Rolling pins
Chopping boards
Board
Buckets
Pounding mould
Pestle
Baking tins
Colander
Mixing bowl
Selection of kitchen equipment

 Durable
 Buy from a well known source
 Easy to clean
 Simple and clear features
Care and cleaning
Utensils
 Glass ware
Caring
27
 Store in a dust free cupboard

 Do not stack glasses on top of each
other
 Wash glasses separately
Cleaning
 Remove all food particles

 Wash in warm soapy water
 Using very fine steel wool
 Rinse in warm water, drain and dry
immediately to avoid spots
utensil
 Sauce pans
Cleaning
 Remove food particles and grease
 Soak if necessary
 Wash in soapy water, rinse and dry
 Stained aluminium pans can be
cleaned by boiling water
Utensil
 China ware
Caring
 Handle carefully do not put them in
very hot place s
 Do not pour hot liquids in china ware
Cleaning
 Wash in warm water
 Rinse
 Put away
28
Utensil
 Sieve
 grater
Caring
Wash immediately after use
Cleaning
 Wash in warm water
 Rinse in hot running water
 Put away
Values/Attitudes
 Honest
 Soberness

 Utensils – small kitchen tools
 Equipment – large kitchen tools  If the utensils and equipment are not
cleaned properly the would be breeding
grounds for bacteria which can cause
food poisoning
Assessment Criteria  Identify kitchen utensils and equipment

correctly
 Clean kitchen utensils and equipment
correctly

 Class test
29
 Food Nutrition by Anita Tull
 Junior Secondary Home Economics by Julia Molewa
 Cooking explained by Barbara Hammoned
Element 2.1.3 SAFTEY IN THE KITCHEN
Learning Outcomes
30
 Apply safety rules for the kitchen
Time Allocation
Practical: Theory :
Kitchen safety:
 Identify the dangerous items in  The kitchen is one of the main areas of
potential danger in a home
the kitchen and apply the safety
 The following are the safety precautions to
rules be followed for dangerous items in the
kitchen
Dangerous items safety precaution

 Knives store away from reach of
children with sharp blades
pointing down wards
 Frying pans Never overfill pan with fat

turn off the heat after use
 Steam Keep face away from pan

when removing lied.
 Clothing Avoid wearing high heeled or

loosely fitting shoes which
may cause a fall
 Floors Wipe up spillages

immediately. Do not polish
kitchen surfaces too highly
 Electrical check all bare wires and

Equipment have them fixed.
Do not touch plugs with
wet hands.
Cover sockets when not in
use
 Heavy Avoid storing heavy items

Equipment in high cupboards or high
shelves
Avoid stacking equipment
31
where it may fall down
 Work in a well ventilated kitchen

 Ensure that there is sufficient lighting in the
kitchen
Values/Attitudes
 Soberness and consciousness

 If safety rules are not applied in the kitchen

a lot of accidents will occur
Assessment Criteria  Apply safety rules for the kitchen correctly

 Class test
 Food and Nutrition (First Edition 1983 and Second Edition 1987) by Anita
Tull
 Food for Today – Helen Kawtahik , Alice O. Kopan
Element 2.2.1 RULES FOR PLANNING MEALS
32
Learning Outcomes
 Identify factors when planning meals
 Apply rules when planning meals
 Use terminologies associated with meal planning
Time Allocation
Practical: Theory :
 Identify factors when planning  Factors in planning meals

meals - Balanced diet
- Balanced meal
 Apply rules when planning meals - Different nutritional needs
 Use terminologies associated with - Type of occasion
meal planning - Money available
- Time available
- Type of food
- Season
- Method of cooking
- Types of shops
- Skills which are within their ability
 Rules in meal planning
- Plan according to sex and age
-
Values/Attitudes
- Honest
- Soberness
33

 If the good cook does not consider

planning factors in meal preparation,
then they would not reach the final aim
of serving really good meals therefore
causing food disorders in the body of
the consumers
Assessment Criteria  Identify factors when planning meals

correctly
 Apply rules when planning meals
correctly
 Use terminologies associated with meal
planning correctly
Assessment Method  Class test

 Practical
 Junior secondary Home Economics Grade (1998) by Julia Molewa
 Food and Nutrition First Edition (1983) Second Edition (1997) by Anita Tull
 Cooking Explained (1963) by Barbara Hammond
34
Element 2.2.2 COURSES
Learning Outcomes
 Identify different course of meals
Time Allocation
6 hours
Practical: Theory :
 Identify different courses of meals  Different courses of meals

- Starter course
- Main course
- Sweet course
- One – course meal consisting of the
main course only
- Two course meal usually consist of
the starter of the main course
followed by the sweet course
- Three course meal consists of the
starter course the main course and
the sweet course
Values/Attitudes
 Honest
 Soberness

35
 Courses – the word refers to how a

meal is divided up  Lack of skills in planning meals would
cause nutritional disorders
Assessment Criteria Identify different course of meals correctly

 Class test
 Cooking Explained (1963) by Barbara Hammon
Unit 2.2 PLANNING MEALS
Element 2.2.3 MEALS FOR DIFFERENT INDIVIDUALS
Learning Outcomes
36
 Identify meals for different groups of people
Time Allocation
2 hours
Practical: Theory :
 Identify food requirements  Consider different individuals when

according to individual needs planning meals
- Pregnant women and nursing
mothers
- Invalids and convalescents
- Young children and toddlers
- Lacto –vegetarians and vegans
- Meals for summers
- Elderly people
- Manual workers
- Sedentary workers
- Sedentary workers
 Food customs among small groups

- Jews
- Hindus
- Muslims
 Jews – only consume food that are

considered fit for consumption in
Jewish law in the old testament e.g
beef, mutton, lamb, chicken, and fresh
water fish
 Hindus – do not eat slaughtered
animals but eat products from animals
37
which haven’t been slaughtered like e.g

milk, eggs and butter
 Muslims – only eat Halal meat, ritually
slaughtered meat
 Meals for different groups of people
- Requirements – pregnant and
nursing mothers, include plenty of
protein foods, vegetables and fruits,
whole meal bread as it provides
dietary fibre.
- Children – require plenty of milk
eggs, cheese, meat ,fish ,fresh fruit
and vegetables
- Invalids and convalescents –
require eggs, milk white fish,
chicken, vegetables and fruits, milk
puddings ,plain biscuits
- Lacto – vegetarians require – eggs,
milk, cheese, nuts soya beans,
fresh and dried fruit and all
vegetables
- Vagan are strict vegetarians who do
not eat any animals or their
products such as milk, cheese,
chicken meat, require vegetables,
fruits and cereals only.
- Elderly people – require well
balanced diet, smaller amounts of
food values, milk fruits and
vegetables
-
38
Values/Attitudes
 Soberness
 Honest
 Consciousness

 Invalids – sick people  If individual requirements are not

 Convalescents – people recovering identified, their will be insufficient total
from sickness intake of food values causing under-
 Manual workers – people under nutrition and malnutrition which is bad
taking hard physical work feeding.
 Sedentary – a person working in
an office with little physical work
 Toddlers children from one year to
five years
Assessment Criteria Identify meals for different groups of people

correctly.

 Class test
 Cooking Explained (1963) by Barbara Hammon
39
Unit 2.2 PLANNIG MEALS
Element 2.2.4 SERVING MEALS
Learning Outcomes
40

 Identify the right time for serving different meals
 Identify proper presentation of meals
 Lay the table
Time Allocation
4 hours
Practical: Theory :
 Identify different meals and the  Different meals and the time they
time to serve them should be served
- Breakfast meals are served in the
 Identify presentation of meals
morning
 Lay a table - Dinner meals are served when
almost everyone is sitted either
afternoon or evening
- Afternoon meals are served in the
afternoon (lunch)
 Presentation of meals
- In order to make dishes look
attractive and appetising it is
important to use suitable garnishes
and decorations
- It is also important to use proper
serving dishes
- The size of the serving dish should
also be related to the amount of
food to be served
 Laying of a Table
- The table should be covered with
table cloths in order to make the
table look attractive.
41
 General Guidelines for setting a table

- Position the plate so that it is
directly in front of the diner
- If food will be served on plates from
the kitchen allow enough space on
the table for the plate
- Spoons are supposed to be put on
the right of the knives
- Forks are to be put on the left of the
plate
- Place the water glass just above the
top of the knife
- A coffee cup or saucer are set to
the right of the spoons
- A bread and butter plate is place
dabove the folks
- Put the butter knife across the edge
of the bread and butter plate
horizontally and vertically
- The salad plate ca be place either
to the left of the forks
- The napkin goes to the left of the
forks
- Napkins can also the placed on the
dinner plates or tucked into glasses
Values/Attitudes
 Hones
 Soberness
 Consciousness

 Garnish – to make savoury foods
look attractive e.g. fish or beef  If the food is not properly presented to
 Decorate- to make sweet foods make it look attractive when serving
look attractive e.g. cakes individuals might loose their appetite
42
Assessment Criteria  Identify the right time for serving

different meals correctly
 Identify proper presentation of meals
correctly
 Lay the table correctly

 Class test
 Food for Today, Helen Kavtaluk and Alice .O Kapan
Unit 2.2 PLANNIG MEALS
Element 2.2.5 BUDGETING AND PURCHASING
Learning Outcomes
43

 Identify a budget and purchase food for the household
Time Allocation
Practical: Theory :
 Make a shopping list (budget) for  Factors to be considered when making

food in the house a budget for the house (shopping list)
 Purchase the food on the shopping - Plan ahead – work out a meal plan
list for the week
- Check the food stocks in your
cabinet, refrigerator and freezer
- If basic supplies are running low
such as flour, mealie- meal, sugar
rice or coking oil add them to your
list
- Note the foods which are in season.
Seasonal foods are cheaper when
in season.
- Work out how much money you
can afford to spend for the following
week and how much money is
available including regular bills for
milk and bread.
- A shopping list keeps your from
buying items you may not use.
- Get a pen or pencil for crossing out
44
items as you buy them

 Factors to be considered when
purchasing
- When purchasing always chose
shops which are clean and well kept
- Food is a good breeding ground for
germs, a grubby ill-kept shop shows
little care for food hygiene so it is
important that you buy from
hygienically safe shops
- When buying compare prices and
nutritional quality. If you can use
the food take advantage of special
sales
- Buy fresh food always, beef should
be a good red colour, pork should
be a clear pink red with white fat
- When buying fresh fish it should
have a moist shiny appearance fish
which is stale become dry and the
scales become dull and broken.
The flesh should be firm, when
gently pressed it should regain its
shape
- When buying vegetables lookout for
crisp green vegetables which are
firm and hold their shape well
- Fruits should be firm and of a good
colour
45
Values/Attitudes
 Soberness
 Honest
 Consciousness

 Pork – is meat from the pig  If the rules on or factors on purchasing
are not followed the trainee may end up
buying stale food.
Assessment Criteria  Identify a budget and purchase food for

the household correctly

 Class test
 House Chef Today, by Gillian M. Suttan
 Food for Today, by Helen Kawtaluk and Alice O. Kopan
Module Title PREPARING BALANCED MEALS
Unit 2.3 PRESERVING FOODS
46
Element 2.3.1 STORAGE OF PERSERVED FOODS
Learning Outcomes
 Store preserved food
Time Allocation
Practical: Theory :
 Store the preserved food  The importance of preserving food

 Storage of preserved food
 Preserved food should be stored in air
tight containers
 Preserved food should be stored in can
or bottles
 Food can be packed in special plastic
pouches and then heat sealed for
storage in the fridge
Values/Attitudes
 Soberness
 Consciousness

 If the preserved food is not stored

correctly the food might be
contaminated with bacteria
47
Assessment Criteria  Store preserved food correctly

 Class test
 Food for Today, by Helen Kawtaluk
 Food for Today, by Alice O. Kopan
Element 2.3.2 METHODS OF PRESERVING FOOD
48
Learning Outcomes
 Identify methods of preserving food
Time Allocation
Practical: Theory :
 Apply the method of preserving  Reasons for preserving food

- To add variety to the diet and so
food
that the food can be stored even
when out of season
- To make use of food when it is
cheap and plentiful and store it for
later use
 The aims of preserving food
- To prevent the food from decay
- To retain as much quantities of the
fresh food e.g flavour, colour and
texture
 Methods of preserving food
- heating
- freezing
- bottling
- canning
Values/Attitudes
 soberness
 honest
 consciousness

49
 preserve – to keep something to

use in future
 if the food is not properly preserved it
might become contaminated with
bacteria and it cause other aliments
Assessment Criteria  Identify methods of preserving food

correctly
Assessment Method  practical

 class test
 Food for Today, by Helen Kawtaluk
 Food for Today, by Alice O. Kopan
Element 2.3.3 CONVENIENCE FOODS
50
Learning Outcomes
 Identify types of convenience foods
Time Allocation
Practical: Theory :
 Identify types of convenience foods  Definition of convenience food

- Food that are processed and partly
or totally prepared so that they are
either ready to eat or require
minimum preparation by the
consumer
 Reasons for having convenience foods

- Less time being spent in food
preparation
- Many women going out to work and
so having less time to prepare food
- Advances in food technology
- Examples of some convenience
foods
- custard
- coffee
- mashed potatoes
- pasta
- canned beans, beef, fish
 Types of convenience foods

- Dehydrated – instant food (quickly
and easily prepared by mixing with
water or other liquid
Examples
mashed potato, custard, coffee
porridge, soups ,jellies
51
- Ready to eat – sweet, savoury

Examples
Cakes, biscuits , sweets, jam,
marmalades
- Canned e.g beans, beef, fish,

sausages, baby foods, vegetables
and fruit
- Frozen – ice cream, fruit juice,

doughnuts, meat pies, sausage rolls
- Ready prepared meals – rice

dishes, lasagne, curry Bolognese
Values/Attitudes
 Honest and soberness

 If convenience foods are not identified

by the trainee they might waste time in
preparing convenience foods instead of
using convenience food which are
already available
Assessment Criteria  Identify types of convenience foods

correctly

 Class test
52

 Principles of catering by, John Murry, Michael Colleer and Collin Sussans
Unit 2.4 PREPARING NUTRITIOUS FOODS
Element 2.4.1 FOOD GROUPS
53
Learning Outcomes
 Identify the different food groups
 Identify the source of the food groups and their functions
Time Allocation
Practical: Theory :
 Identify different food groups  Different food groups – there are four
(4) food groups
 Identify the sources and functions
of the four food groups 1. Body building foods
2. Protective foods
3. Energy giving foods
4. Energy supplements
 Sources and functions
Food Groups
Body building food
Sources
Groundnuts
Meat, fish, eggs, chicken, beans, soya beans,
milk, cheese, locust, caterpillars
Functions
Promote growth , repair damaged tissues
Build up tissues
For strong bones and tissues
54
Deficiency
Malnutrition
Kwashiorkor
Marasmus
Food Groups
Protective foods
Sources
Cabbage, carrots, tomatoes, oranges, lemons,
pumpkin leaves, lemons, lettuce, wondwe,
kalembula
Functions
Fight against disease
Prevent constipation
Promote healthy skin, hair and teeth
Deficiency
Food Groups
Energy giving food
Sources
Mealie-meal, potatoes, sugar, sweet potatoes,
sugar cane, bananas, honey, cassava, bread,
cakes, biscuits, rice
Functions
 Provide the body with heat and warmth
 Give the body energy and power to
carry out work
Food Groups
Energy supplement
Sources
Oil, butter, margarine, cream sunflower
seeds,, groundnuts, olives, mayonnaise and
chocolate
Functions
 They provide the body with heat
 They give the body energy and power
to carry out work
 They prevent feelings of hunger
55
because these foods are digested

slowly
Deficiency
Values/Attitudes
 Soberness

 If the trainee does not identify the

different food group, their sources and
functions they would not be able to
prepare a balanced diet meal
Assessment Criteria  Identify the different food groups

correctly
 Identify the source of the food groups
and their functions correctly

 Class test
Element 2.4.2 METHODS OF COOKING
56
Learning Outcomes
 Use the different methods of cooking
 Identify the reasons for cooking food
Time Allocation
Practical: Theory :
 Use of the methods of cooking Methods of cooking food

 Identify the reasons of cooking
 grilling – cooking by radiant heat
food  frying – cooking in hot fat
 roasting – cooking over fierce heat
 stewing – cooking in small amount of
liquid allowed to simmer
 baking cooking in an ovenby heat
 boiling – cooking above boiling point
 poaching – cooking below simmering
 steaming – cooking using steam or hot
air from boiling water
reasons for cooking food

 make it safe for eating
 make it soft
 make food attractive and appetising
 make food last longer
 to add variety to the diet
Values/Attitudes
 soberness
 honest
57

 if the trainee does not follow the

methods of cooking food
 the food will not be cooked properly
hence becoming a health hazard and
nutritional disorders
Assessment Criteria  Use the different methods of cooking

correctly
 Identify the reasons for cooking food
correctly
Assessment Method  practical

 class test
 Food for Today , Helen Kavtalik and Alice O Kapan
58
Element 2.4.3 LOCAL FOODS AND RECIPES
Learning Outcomes
 Identify different local foods and their recipes
 Cook the local foods
Time Allocation
6hrs
Practical: Theory :
 Identify the local foods Local foods and recipes

 Pumpkins leaves in groundnuts
 Cook the local foods Sauce ,pumpkin leaves, water,
groundnuts salt, tomato, onion,
cooking, soda
 Mushroom in groundnuts sauce
mushroom, water, salt ground nuts,
tomatoes
 Village chicken in groundnut sauce,
chicken, tomatoes, onion, salt,
groundnuts, curry (optional)
 Dried meat in groundnut sauce dried
meat, salt water, onion, tomatoes,
groundnuts
 Chikanda, groundnuts, cooking soda,
water , salt
Local drinks
 Thobwa drink
 Malt meal, mealie meal, water, millet or
sorghum
 Munkoyo drink, munkoyo roots, mealie
meal, sugar water
 Chibwatu drink , semolina, mealie meal
 Munkoyo drink
 Mukuyu fruit, water, sugar
Prepare and cook
59
Local food
Pumpkin leaves in groundnut sauce
 Wash, cut and cook, add in cooking

soda, and other
Ingredients simmer and serve with
nshima
Mushroom in groundnut sauce

 Wash, cook and add all ingredients
simmer and serve
Chicken in groundnut sauce

 Kill, dress, cook add in all other
ingredients, simmer and serve
Chikanda
 Cook groundnuts, add in pounded
chikanda alternating with a bit of
cooking soda until thick, summer and
serve
Thobwa drink
 Cook the meal porridge, cool and add
in the mixed malt meal stir and let it
overnight. Re -boil until cooked. Serve
hot
Munkoyo drink
 Cook the meal porridge. Cool soak the
munkoyo roots in cold water and add it
to the cooked porridge. Let it stay over
night, serve cold
Mukuyu drink
 Break the mukuyu fruit. Soak the
mukuyu seeds until the milk like
powder dissolves in water. Add sugar
and serve cold
Values/Attitudes
 Soberness
 Consciousness
60

 Recipe is the ingredients and the
mother of food preparations  If the trainee does not follow the recipe
 Local foods – food prepared in our and method of preparing the local food
different culture the food would not be prepared
properly
Assessment Criteria  Identify different local foods and their

recipes correctly
 Cook the local foods correctly

 Class test
 Local recipe book 2004 by Sylva Banda of Sylva Professional Catering
Unit 2.5 PREPARING FLOUR MIXTURES
61
Element 2.4.4 Fruits and Vegetables
Learning Outcomes
 Classify fruits and vegetables
 Buy and store fruits and vegetables
 Prepare fruits and vegetables
 State the effects of cooking on fruits and vegetables
 Identify legumes
Time Allocation
8hrs
Practical: Theory :
 Classify fruits and vegetables Classification of fruits

 Select and store fruits and  Citrus
vegetables  Soft fruits
 Stone fruits
 Prepare fruits and vegetables
 Dried fruits
 State effects of cooking on fruits
Selection of fruits
and vegetables
 Select fruit that is just ripe and
undamaged
 Buy fruit that is in season for it has the
best flavour and it is cheaper
Storage of fruits
 Store in a cool and well ventilated place
 Apple should be wrapped for a longer
storage
 Soft fruits deteriorate very quickly, eat
them straight away.
 Always wash fruit before eating it to
remove dust and any chemical which
62
have been sprayed on.

 Or long term storage fruit may be made
into jams, jellies, chutney, bottled or
canned in syrup or water, dried or
frozen.
Classification of vegetables
 Leaf vegetables
 Stems
 Roots
 Flowers e.g. cauliflower, broccoli
 Fruits e.g. tomatoes, marrows, pumpkin
pepper, cucumbers, egg plant
 Tubers e.g. potatoes
 Bulbs e.g. onions, shallots
 Nuts
Legumes
 Seeds and pods e.g. peas broad beans
French beans
 Pulses e.g. dried beans, dried peas,
soya beans
Selection and storage of vegetables

 Choose fresh looking vegetables
 Buy vegetables in season
 Root vegetables should be clean free
of mud, insects, moulds and damage
caused in lifting
 Potatoes and root vegetables should
be stored in a cool dry dark place to
prevent the formation of mould,
shooting
 Leafy vegetables should be stored for a
short time only in a cool place inside a
polythene bag to prevent wilting
Preparation of vegetables and fruits

 When cutting use a sharp knife to avoid
cell damage which might cause the
lose of vitamin B and C by oxidation
 Peel thinly to avoid wastage, loss of
nutrients just below the skin
 Prepare vegetable just before cooking
to avoid losing vitamin B and C by
63
oxidation if they are left standing

 Do not leave vegetables soaking in
water, vitamin B and C are water
soluble
 Cook vegetables in a small soluble of
boiling salted water
 Serve vegetables immediately to
maintain vitamin B and C
Effects of cooking on fruits and vegetables
 Cellulose is softened so digestibility is

increased because the bulk is reduced
 Cooked starch is more readily digested
 Starch grains gelatinize and thicken
 Bacteria are destroyed
 Water soluble vitamins B and C may be
lost.
Values/Attitudes
 Honest
 Soberness
 Oxidation is the reaction of food
and air  If fruits and vegetables are not properly
 Gelatinize is the process when stored they can easily loss vitamin B
starch grains absorb water and and C by oxidation and thereby causing
swell resulting into a thickening some nutritional deficiencies
agent
 Legumes are seeds grown in a pod
Assessment Criteria  Classify fruits and vegetables correctly

 Identify the storage of fruits and
vegetables correctly
 State the effects of cooking fruits and
vegetables properly

 Discussion
64
 Revise Home Economic (1984 by Charlse letts,
 Cooking Explained fourth edition (1997) by Hammonds Jill Davies
65
Element 2.5.1 CEREALS
Learning Outcomes
 Identify types of cereals
 Identify the storage of cereals
 Prepare cereals
Time Allocation
8hrs
Practical: Theory :
 Identify the different types of Different types of cereals

cereals
 Rice
 Store cereals  Maize
 Wheats
 Prepare cereals
 Oats
 Barley
 Rye
 Millet sorghum
Storage of cereals
 Should be stored in cool dry conditions
to prevent them from becoming mouldy
and easily attacked by insects
 Should be stored in bins with tightly
fitting lids
Cereals
 Rice
Ingredients
 Rice salt water
66
Method of Preparation
 Boil water add in salt. Add in Rice and
stir
 Reduce heat and simmer until ready
serve
Cereals
 Pasta
 Method of Preparation Spaghetti,

macaroni, lasagne, water, salt, cooking
oil
 Boil water, add salt and oil if desired

 Add pasta and stir
 Simmer till ready, drain pasta in a
colander and pass through cold water
to remove excess starch. Toss into
butter and serve accordingly.
Cereals
 Porridge
 Oats/mealie meal, milk/water salt,
sugar
 Boil liquid, sprinkle in oats or mealie
meal and stir until mixture begins to
thicken, add salt
 Simmer till ready
 Serve porridge very hot
Cereals
 Nshima
 Water, mealie meal or millet meal
 Boil water
67
 Make paste and simmer for 15 – 20

minutes
 Add in mealie meal bit by bit until it
thickens
 Serve hot
Values/Attitudes
 Honest
 Soberness

 If cereals are not properly stored they

can be easily attacked by insects and
bacteria thereby causing food
poisoning to the customer
Assessment Criteria  Identify types of cereals correctly

 Identify the storage of cereals correctly
 Prepare cereals correctly

 Class test
 Cooking explained first edition 1963 by Barbara Hammond
 Cooking Explained fourth edition 1997 Hammonds Jill Davies
68
Element 2.5.2 CEREAL PRODUCTS
Learning Outcomes
 Identify the different types of cereal products
Time Allocation
4hrs
Practical: Theory :
 Identify the different types of cereal Identification of cereal products

products Cereal
 Wheat
Cereal product
 Bread, pastas, lasagne, chappatis,
bran flakes
Cereal
 Maize
Cereal product
 Popping corn
 Corn flour
 Meal flour
Cereal
 Rice
Cereal product
 Puffed rice crisps
 Rice wine
69
Cereal
 Oats
Cereal product
 Oat porridge
Values/Attitudes
 Honest
 Sober

 Lasagne – large sheets type of
pasta
 If the different types of cereals products
are not identified by the trainee it
affects the effectiveness and quality of
the product
Assessment Criteria Identify the different types of cereal products

correctly

 Class test
 Success to principles of catering by John Murry, Michael Collar and Collin
Sussams
70
Element 2.5.3 FLOUR MIXTURES
Learning Outcomes
 Identify types of flour mixtures
 Apply preparation techniques
 Identify different products made from flour mixtures
Time Allocation
20hrs
Practical: Theory :
 Identify types of flour mixtures  Types of flour mixtures and their products
- Bread and yeast mixtures , bread,
 Apply preparation techniques buns doughnuts, bread rolls
 Identify different products made from - Cake mixtures, scones and different
cakes
flour mixtures - Pastry mixtures , for pies, sausage
rolls, samoosas
 Preparing techniques
 Contents of different flour mixtures
Yeast mixtures
 Yeast, air, salt flour eggs, water ,
sugar, fat, milk, ascorbic acid
Cake mixtures
 Baking powder, bicarbonate of soda
air, eggs, flour
Pastry
 Fat air flour
Raising agents
 Yeast mixtures
 Yeast air eggs
 Care mixture
71
 Baking powder, bicarbonate of soda air

eggs steam
 Pastry mixtures – cooking fat, air eggs
(optional)
 Yeast mixtures
Yeast sugar salt warm/cold water eggs, bread
flour or cake flour
 Mix yeast, sugar in warm water,
 Sieve flour and salt together
 Add in yeast mixture to flour and mix.
Add in cold water and knead. Leave it
to rise and knead again if dried yeast
was used
 Shape according to what you are
making
Preparation techniques
 Heat treatment of liquids
 May be destroyed in not liquids
 Dispersing the yeast.
Values/Attitudes
 Sober
 Consciousness

 Pastry – a mixture of flour, fat and
liquid for making meat pies,  If the trainer does apply the correct
samoosas and sausage rolls preparing techniques the products
would be of poor quality hence it would
be difficult to sell
72
Assessment Criteria  Identify types of flour mixtures correctly

 Apply preparation techniques correctly
 Identify different products made from
flour mixtures correctly

 Class test
 Hammond’s cooking explained fourth editon (1997) by Jill Davies
 Food and Nutrition 1983 and (1987) by Anita Tull
73
MODULE NO: 238-03-A MANAGING HOMES
Module Title MANAGING HOMES
Unit 3.1 APPLYING HOUSE RULES
Element 3.1.1 GROOMING
Learning Outcomes
 Apply grooming procedures
Time Allocation
6hrs
Practical: Theory :
 Use the grooming procedures  The importance of grooming

 In grooming you have to take care of
your body
 Caring for your body
- Skin
- Hands and nails
- Feet
- Hair
- Teeth
 Grooming procedures
 Skin
 Wash the skin regularly with soap in
order to remove dirt
 Hands – wash your hands with natural

soap and water .wash hands before
and after eating. Always apply lotion or
Vaseline to hands after washing to
avoid the skin from cracking
74
 nails
- Nails should be kept short so that
They are easy to clean. Use a nail
file to shape the nails to natural
curve of the finger
 Feet
- Wash your feet frequently with
warm water and soap. Dry feet
throughout especially between the
toes
 Hair
- Wash your hair frequently every day
or so. Use shampoo or soap to get
rid of dandruff. Use medicated
shampoo
-
 Teeth
- Brush the teeth after every meal,
clean both teeth and gums and
maintain good health and hygiene
- Visit the dentist regularly
Values/Attitudes

 Grooming looking after your body
well  If the body is not groomed the body
would be infected by different types of
sickness e.g skin rash or dandruff or
the hair will be inhibited by insects like
lice thereby becoming a health hazard
Assessment Criteria  Apply grooming procedures correctly
75
 Class test
 Home craft today: Gillian M. Suttan
76
Element 3.1.2 HABITS
Learning Outcomes
 Apply good habits

 Observe table manners
Time Allocation
2hrs
Practical: Theory :
 Apply good habits and table manners  About Habits

Do and Dont’s
 Do not bite your finger nails with your
mouth
 Do not suck your fingers
 Do not pock your nose
 Do not scratch your hair while cooking
 Do not talk with food in yorr mouth
 Do not blow your nose carelessly
 Do not taste food with fingers while
cooking

Table manners
 Put your table napkin on your lap. Don’t

tuck it under your skin
 Don’t start to eat before the host or
guest of honour does
77
 Do not try to cool hot food by blowing

on it
 Cut large pieces of food into small ones
and chew them slowing
 Avoid putting your elbows on the table
as you eat – you may crowd your
neighbour
 If your spill anything mop it quickly with
you napkin
 If you must cough sneeze or blow your
nose, turn your head away and use a
handkerchief or disposable tissue
Values/Attitudes
 Sober and honest

 Habit - it is a regular practice  If good habits are not applied the

learner might contaminate the food with
bacteria from the body e.g nose or hair
Assessment Criteria  Apply good habits correctly

 Table manners correctly observed

 Class test
 Food for Today , Helen Kawtahik and Alice O. Kopan
78
Element 3.1.3 TIMING OPERATIONS
Learning Outcomes
 Prepare meals
 Serve meals
Time Allocation
Practical: Theory :
 The importance of timing in all areas of

operations
 Meals should be prepared on time
 Meals to be served on time
 Have adequate staffing in the home to
perform various activities on time
 Working surface in the kitchen to be
well planned to avoid wastage of
energy and time
 If your have time to spare, select
complicated recipes or select food that
79
take a long time to cook

 If your time is limited foods that easily
prepared and quick cooking should be
your choice
Values/Attitudes

 If timing of operations is not applied

there will be an increase in the risk of
food poisoning and in other operations
inefficiency hence delaying operations
Assessment Criteria  Prepare correctly

 Serve meals correctly

 Class test
Sussams
80
Module Title MANAGIGN HOME
Unit 3.2 CLEANING A HOME/SURROUNDING
Element 3.2.1 IMPORTANCE OF CLEANING HOMES
Learning Outcomes
 Clean a home
 Apply cleaning procedures when cleaning
Time Allocation
6hrs
Practical: Theory :
 Clean a home  The importance of cleaning a home. A

home has to be cleaned in order
 Apply cleaning procedures when - To make it a healthy place to which
cleaning a home the family can live in hygiene homes
prevent illness and the spread of
disease
- To make the home an attractive and
a pleasant place to live in.
- To prevent household equipment
and furniture from being worn out
quickly and having to be replaced
- To discourage household pests
from leaving and breeding in the
81
home
- To avoid accidents which may be
caused by litter or unsafe surfaces
 Cleaning procedures
- Keep doors and windows open
(however if there is a strong wind
they should be closed to prevent
setting of dust)
- Remove cobwebs, sweep ceiling
and walls with a long handled
broom with a cloth covered on its
head.
- When sweeping, sweep away from
yourself
- Collect the dust with a dust pan and
brush, then throw it into a dust bin
or outside
- Start dusting at the highest point in
the room and work downwards
- The dusters should be dry although
one of them can be slightly damp to
cause dust to cling to it and to be
removed more easily
- When cleaning using the washing
method you must always add a
detergent to the water, it increases
the cleaning power of water
- Use scouring powder when cleaning
surfaces such as metal
-
Values/Attitudes

 Procedure – a method or way of
doing certain things  If the cleaning procedures are not
applied when cleaning a home the
home will not be cleaned properly
Assessment Criteria  Clean a home correctly
82
 Apply cleaning procedures when

cleaning correctly
 Class test
 Junior secondary home economics, by Julia Molewa
 House craft today, Gillian M. Smith
83
Module Title MANAGING HOME
Element 3.2.2 TYPES OF DIRT
Learning Outcomes
 Identify the types of dirt
 Clean the types of dirt
Time Allocation
6hrs
Practical: Theory :
 Identiy the types of dirt  The three types of dirt are

- loose dirt e.g dust, ash, sand and
 Clean the types of dirt fibres
- Fixed dirt e.g grease, mud and food
stains such as coffee
- Tarnish e.g stains on metal such as
rust caused by air and moisture
Type of Dirt and Methods of removing Dirt
84
Types of Dirt
 Loose dirt
Method of removing dirt
 Removed by dispersal, beating ,
shaking or brushing
Collection (dusting, sweeping or
vacuum cleaning )
 Fixed dirt
Removal by washing, (using water,

detergent and friction) stain removal
(using solvents, water and friction)
 Tarnish
Removal by stain removal (using
abrasives, solvents, water and friction)
Values/Attitudes

 Vacuum cleaner – an equipment
used in cleaning to remove dust  If the cleaning procedure (methods) of
cleaning on types of dirt are not
followed the cleaning will not be
effective
Assessment Criteria  Identify the types of dirt correctly

 Clean the types of dirt correctly

 Class test
85
Element 3.2.3 CLEANING MATERIALS AND EQUIPMENT
Learning Outcomes
 Identify the cleaning material and equipment
 Use the cleaning materials and equipment
 Store the cleaning equipment
 Care for the cleaning equipment
Time Allocation
8 hrs
Practical: Theory :
 Identify the different cleaning  The importance of using cleaning

materials and equipment when
materials and equipment
cleaning
 Care for the cleaning equipment  The cleaning materials
- Scouring powder
 Use the cleaning materials and - Methylated spirit
equipment - White vinegar
 Methylated spirits
86
 Store the cleaning equipment - Breaches

- Bicarbonate of soda
- Polishes
 The cleaning equipment
- Grass brooms
- Scrubbing brush
- Toilet brush
- Long handled broom
- Feather duster
- Dust pan
- Mop
- Vacuum cleaner
 Cleaning materials
 Methylated spirits
- Stain remover for grass, ball point
ink glass shine to windows, mirrors
and jewellery
 White vinegar
- For cleaning polished floors and for
stain removal e.g fresh ink, chalk
 Scouring powder
- Used for removing stubborn stains
on metals or hard surfaces
 Detergents
- Used for removing dirt on different
surfaces
 Bleaches
- Used for disinfecting toilets used for
whitening house hold lines
 Bicarbonate of Soda
- Used for removing mild in
refrigerators when cleaning
 Polishes
For polishing different surfaces in a
home
CLEANING EQUIPMENT
Long handled broom
 Soft bristle for hard floors and hard
bristles for soft floors
87
 Daily cleaning remove dust and fluffy

from bristle after use
 Store upside down
Grass broom
 For sweeping the surrounding
 When very dirty wash in soapy water
 Stored with the bound end at the
bottom
Scrubbing brush
 Used for cleaning hard surfaces with
stiff bristles
 Remove fluff from bristles and wash in
soapy water
 Store upside down to prevent bending
of bristles
Toilet brush
 Used for brushing inside the toilet bowl
 Wash regularly in hot soapy water
 The brush is bought together with a
stand. If no stand hook it on a nail next
to toilet
Feather dust
 Used for dusting and moving cobwebs
 Shake off dust after use and remove
cobwebs
 Hang on a hook, shelf upright with top
to the top to prevent damage to
feathers
Dust pan
 Used for removing swept dust
 Always empty after use and wash with
warm soapy water
 Rest brush handle on the handle of the
dust pan. Store on a shelf or in a
cupboard
Mop
 Use for wiping the surface
 Remove as much as loose dirt as
possible wash in warm soapy water
 Store in a cupboard with the head
upwards
Vacuum cleaner
 Used for removing dust carpets
88
 Empty cloth bad regularly

 Wind up there fitter store in a cupboard
Values/Attitudes

 If the cleaning materials and equipment

are not used correctly the cleaning will
to be effective
Assessment Criteria  Identify the cleaning material and

equipment correctly
 Use the cleaning materials and
equipment correctly
 Store the cleaning equipment correctly
 Care for the cleaning equipment
correctly

 Class test
89
Element 3.2.4 CLEANING DIFFERENT AREAS
Learning Outcomes
 Identify the different areas of a home
 Clean the different areas of a home
Time Allocation
20hrs
Practical: Theory :
 Identify the different areas of a The different areas in a home and these are
 The hall (corridor)
home
 The living room (sitting room)
 Clean the different areas of a  The bedroom
home  The bathroom/lavatory
Different areas of a home and how they are
cleaned
 The hall
- Dust the corridor, if there are any
ornaments on the walls remove and
dust them, sweep and shine. If
there is a carpet or runner vacuum ,
90
dust the chandlers if there are any

in the hall
 The Living room
- Open the window and curtains –
vacuum clean or sweep the carpet
or rugs and shampoo them of dirty
- Arrange the furniture in the living
room properly – dust and polish the
furniture. Remove the ornament or
wall pictures on the walls and dust
them using a feather dust and dust
the wall as well
 The dining room

- Keep the dining room clean by
cleaning up after every meal. Dust
mop or vacuum daily. Open the
windows and air the room well to
remove the stale smell of food
 The bedroom
- Tidy the room generally, opening
the windows allow fresh air to
circulate
- Always make the beds before
starting to sweep vacuum clean or
sweep the rugs or carpets or mop
the floor surroundings. Clean under
the bed remove dust and fluff.
- Dust top surfaces (cleaning it before
dusting, dust all bottles, jars and
hair brushes
 The bathroom and lavatory

- wash the bath and basin including
taps,
- when cleaning remove hair or other
fibres which may collect on the
outlet of the drains
- brush in the lavatory flush and
brush again, use disinfectant to
clean the lavatory
- mop the bathroom floor to remove
any dust or water on the floor
note : the cleaning clothes for the bathroom
and toilet should not be used in the other
91
areas of the house
Values/Attitudes
 Sober ,honest and committed

 If the different areas of the home are

not identified and the procedure of
cleaning them the trainee can use the
same equipment for cleaning ever area
of the house thereby transmitting
bacteria from e.g. toilet to the kitchen.
Assessment Criteria  Identify the different areas of a home

correctly
 Clean the different areas of a home
correctly
 Class test
Element 3.2.5 VENTILATION
92
Learning Outcomes
 Identify the purpose of ventilation
 Identify the types of ventilation
Time Allocation
1 hour
Practical: Theory :
 Identify the purpose of ventilation The importance of ventilation in a home

Purpose of ventilation
 Identify the types of ventilation  To extract from the air
 Steam
 Odours
 Grease
Types of ventilation
 Open windows
 Open doors
 Air extracted
 Wall extractor fan

Values/Attitudes
 Honest, commitment

 If there isn’t enough ventilation in a

home the people in the home can
suffocate and bad odours cannot
escape the home.
93
Assessment Criteria  Identify the purpose of ventilation

correctly
 Identify the types of ventilation correctly

 Class test
 Food and Nutrition first edition 1983 Anita Tull
Element 3.2.6 SANITATION
94
Learning Outcomes
 Identify various types of toilets
 Clean toilets
Time Allocation
4 hrs
Practical: Theory :
 Identify different types of toilet  Define and state the importance of

sanitation
 Clean toilet
 Types of toilets
- Pit latrine
- Water closet
- Soak pit or French drain
 Care in cleaning of toilets

Types of toilets
 Pit Latrine
- Doors should always be closed
- Sweep floors regularly
- Dust the seat daily
- Scrub with hot soapy water
containing disinfectant
- Rinse with clean water
- Disinfect the surroundings and
inside the opening
-
 Water closet
- Wipe the seat and handle regularly
- Clean with the toilet brush
- Cover the seat with the lid
- Avoid flushing objects down the
toilet
- Dust and wipe the outside of the
toilet
95
 Soak pit or French drain

- The pit should be covered with
corrugated iron sheet or a concrete
slab
- Spray the surrounding with a
disinfectants
- When not in use bury the place
Values/Attitudes
 Sober/consciousness

 If the toilet are not cleaned and

disinfected properly there would be an
out break of many diseases
Assessment Criteria  Identify various types of toilets correctly

 Clean toilets correctly


 Class test
96
97
Element 3.2.7 REFUSE DISPOSAL
Learning Outcomes
 Identify the types of refuse
 Dispose refuse
Time Allocation
2hrs
Practical: Theory :
 Identify the types of refuse  The importance of refuse disposal

 The two types of refuse
 Dispose refuse
- Liquid waste
- Dry waste
 Disposal of refuse
 Disposal of dry waste
- Burning
- Burying
- Composting
- Dust bin collection and thrown away
from home by local authorities
 Disposal of liquid waste
- Can be disposed by
- Sinks
- Wash basins
- Baths
- Toilets
Values/Attitudes
 Sober, Honest and commitment

 Refuse – anything useless to be
98
thrown away (waste )  If the waste is not disposed properly,

those are breeding grounds for bacteria
which can cause an out break of
different diseases
Assessment Criteria  Identify the types of refuse correctly

 Dispose refuse correctly


 Class test
99
Element 3.2.8 FURNITURE ARRANGEMENT
Learning Outcomes
 Identify types of furniture
 Arrange furniture
Time Allocation
4 hours
Practical: Theory :
 Identify types of furniture  Define furniture

 Arrangement of furniture
 Arrange furniture properly
 Furniture should be arranged in an
orderly manner
 The furniture should be arranged in an
attractive manner
 The furniture should match with the
occasion
 The furniture should match with the
room in which it is
Types of furniture
 Beds, sofas chairs, coffee, tables , side
tables, display cabinets, tv units, dining
tables
Values/Attitudes

 If the furniture is not arranged properly

there would be no space for easy
movement of people in a home and
100
accidents can be caused easily.
Assessment Criteria  Identify types of furniture correctly

 Arrange furniture correctly

 Question and answer lesson
101
Element 3.2.9 BED MAKING
Learning Outcomes
 Make a bed
Time Allocation
Practical: Theory :
What the trainee should do: What the

- Lay the bottom sheaf with the wider
 Make a bed by applying the hem at the top right side up and
procedures of making a bed tuck it in and also tuck in the sides
of both sheet and under blanket
- When the bottom sheet is firmly
tucked in place the top sheet on the
bed
- Tuck the sheet in at the foot of the
bed so that the sheet will stay firmly
in place
- Lay the blankets on top one at a
time
- Tuck each blanket in firmly at the
foot of the bed and make corners
- Turn back the top sheet and
blankets together and tuck them in
along the sides of the bed
- Replace the pillow on a single bed,
the opening of the pillow case
should face away from the door
while on the double bed the
openings of the pillow case should
face each other
- Lastly cover the bed with bed
covers
-
102
Values/Attitudes
 Sober, Honest and committed

 If the procedures of making bed are not

followed the bed will not be comfortable
Assessment Criteria  Make a bed correctly

 Class test
103
Unit 3.3 CARING FOR PEOPLE WITH SPECIAL NEEDS
Element 3.3.1 TYPES OF SPECIAL NEEDS
Learning Outcomes
 Identify the types of special needs
Time Allocation
2 hours
Practical: Theory :
Types of special needs
 Identify the types of special needs  Pregnant women
 Young children and toddlers
 Diabetic people
 HIV/AIDS people
 Vegetarians
 People on slimming diet
Values/Attitudes
 Sober
 Honest
 Committed

 Vegetarians – people who do not
eat meat but their diet consists  If the types of special needs are not
mainly of vegetables identified the trainee would not know
the types of special needs
Assessment Criteria  Identify the types of special needs

correctly.
Assessment Method  Class test
104
 Question and answer
 Food and Nutrition GCSE edition 1983 Anita Tull
105
Element 3.3.2 CARING FOR PEOPLE WITH SPECIALNEEDS
Learning Outcomes
 Identify the food for people with special needs
 Care for people with special needs
Time Allocation
2hours
Practical: Theory :
 Identify people with special needs  People with special needs, their food
and care
 Identify the food for people with People with special needs
special needs and caring for them  Pregnant women
Food
 Milk , fresh fruits and vegetables, whole
meal bread
Care
 Should avoid sugary foods, fatty foods
highly seasoned food
People with special needs

 Invalids and convalescents
Food
 Eggs, milk, white fish, chicken,
vegetables, citrus fruits, fruits, sponge
cakes, biscuits
Care
 Should avoid oily fish fatty meat, fried
foods pastry, rich cakes highly spiced
foods
 Meals should be easy to digest

 Young children and toddlers
Food
106
 Eggs, milk cheese, fish, meat, fresh

fruit, fruit juices, steamed foods ,
stewed fruit, bread, cereals, porridge
with groundnuts
Care
 Should not be fed with highly spiced
foods, fried food, rich pastry, tea, coffee

 Lacto –vegetarians
Food
 Eggs milk, cheese, nuts, soya beans,
vegetables
Care
 Care should be considered when
preparing their meals as they do not
eat animals but either animal products
or none like the vegans

 Strict vegetarians (vegans)
Food
 Vegetables, fruits, soya beans, rice,
nshima
Care
 Care should be considered when
preparing their meals as they do not
eat animals even animal products
Values/Attitudes
 Sober
 Consciousness
107

 Convalescents - people that are
recovering from an illness or  If the foods for special needs are not
accident identified the people with special needs
would be fed with the wrong food
Assessment Criteria  Identify the food for people with special

needs correctly
 Care for people with special needs
correctly.

 Class test
 Food and Nutrition first edition 1983 Anita Tull
108
Element 3.3.3 CARE FOR PEOPLE LIVING WITH HIV/AIDS
Learning Outcomes
 Identify types of care for people living with HIV/AIDS
Time Allocation
4hours
Practical: Theory :
 Identify the importance of caring Care

 Supply of ARVS
for people living with HIV/AIDS
 Supply of balanced diet
 Care for people living with  Taking of good care of the patients
HIV/AIDS  Change of diapers
Importance of care
 Reduces stigmatization
Values/Attitudes
 Honest
 Soberness

 Stigmatisation – feeling of being
disgraced and neglected  If the importance of taking care of
people living with HIV/AIDS are not
 HIV – Human Immunodeficiency identified the patients would not be
Virus taken care and they would be
109
neglected
 AIDS – Acquired Immune
Deficiency Syndrome
Assessment Criteria  Identify types of care for people living

with HIV/AIDS correctly.

 Question and answer session
 The family book:- by Karen Holford, Sam Davis, Cyril Sweeny and Richard
Willis
110
Unit 3.4 LAUNDERING LINEN
Element 3.4.1 LAUNDRY
Learning Outcomes
 Identify the different works involved in laundry
 Launder
Time Allocation
6 hours
Practical: Theory :
 Identify the different works involved  The definition of laundry

 Laundry works involve the following
in laundry
things
 Launder Washing
 Sorting
 Soaking
 Stain removing
 Bleaching
 Mending
 Fabric softening (rinsing)
 Boiling
 Starching
Drying
Ironing
 Damping
 Airing
Folding
 Hanging
Values/Attitudes
 Sober, committed
111
Launder- to wash and iron
Assessment Criteria  Identify the different works involved in

laundry correctly
 Launder correctly

 Class test
 All about fabrics by Stephanie K. Holland GCSE Edition 1987
 House Craft Today by Julian M. Suttan
112
Element 3.4.2 WASHING EQUIPMENT AND AGENT
Learning Outcomes
 Identify the different types of washing equipment and agents
 Use the washing equipment and agents
Time Allocation
Practical: Theory :
 Identify different types of washing  The importance of using washing

equipment and agents equipment and agents when washing
 Washing equipment – these are :-
 Use the washing equipment and
- Washing basins
agents - Washing machines
- Boilers
 Washing Basins are small tubs used for

washing when you are using hands
 Washing machines are machines that
are operated by electricity to wash
cloths
 There are single and twin tub machines
 On a washing machine you will find
instructions on how it is supposed to be
operated and a washing machine guide
book will help you on how to operate it
 Boilers – there are two types
- There si one which you can put on
the stove more less like a bucket
about with a lid on top
- And there are also electric boilers
113
which are operated by electricity
 Washing agents
- These include :-
- Washing powders – washing
powder for linen and garments
- Laundry soaps for washing like
soaps and soap powders
- Detergents like liquid detergent
- Bleach like jik for bleaching linen
- Fabric conditions like fabric softener
for softening the fabrics as they dry
- It always important to follow the
instructions on the containers or
packets of these washing agents ok
row to use them and the
precautions
 Water – there are two types of water

- Soft water and hard water
 Soft water - is ideal for use in the
laundry works because the detergent
dissolves easily and makes lather well
which makes washing easy
 Hard water – hard water contains
minerals and this water is found in
rivers down well and even boreholes, if
not good for laundry work because
when the Mineral combine with the
detergent, the detergent does not lather
well you use more detergent if washing
is to be done properly there by making
it expensive garments wear out more
quickly because of rubbing hard
Values/Attitudes

114
Assessment Criteria  Correct identification of washing

equipment and agents
 Correct use of washing equipment and
agents

 Class test
115
Element 3.4.3 METHODS OF LAUNDRY
Learning Outcomes
 Identify the methods of laundry
 Use methods of laundry
Time Allocation
Practical: Theory :
 Identify the methods of laundry  The methods of laundry

 Use methods of laundry to launder Washing
linen  There are two methods washing
- Is by using a washing machine
- Is by using hands but there are two
types under hand washing and
these are friction method – rubbing
one part of the fabric against
another piece in soapy water
- Kneed and squeeze method – this
involves immersing the fabric in
soapy water and gently kneading
and squeezing the soapy water in to
the fabric
 Drying
- Drying also has two ways of doing it
either sunshine by tumble drier ( a
machine )
116
- A tumble drier has got instructions

on how you are supposed to use it,
how much heat you need
depending on the fabric and start
and off button
 Drying under sunshine – has got two
drying methods
- Line dry – this one you simply hang
the linen on the line with pegs , but
still under this same one you can
drip dry – meaning that you don’t
squeeze out the water completely
from the linen it dries while dripping
water
 Dry flat – this method you have to dry a
garment or linen laying it on a clean flat
surface
 Pressing – in pressing there are two
methods of pressing dry and steam
pressing
 In dry ironing – you use a dry pressing
iron on damp linen or even dry linen
which you can sprinkle water if is
difficult to iron.
 Steam ironing – in this method you use
a steam pressing iron which uses water
to produce steam you do not need to
sprinkle water on fabric when you are
using this method
 Drying - after articles are washed and
rinsed they need to be dried outdoors
117
on sunshine. Drying can also be done

in a tumble dry
 Sorting – before you begin washing it is

important that you first sort out the
wash separate the whites from the
coloured ones
 Soaking – soaking is useful because

loose dirt is removed and water soluble
stains
 Stain removing – stains shold be

removed as soon as possible before
they have a chance to set on the fabric.
If you act quickly the stain may come
off by soaking in cold water
 Drying - after articles are washed and

rinsed they need to be dried outdoors
on sunshine. Drying can also be done
in a tumble dry
 Washing powder added to the water

removes many stains such as fruit
acids, tea or coffee
 Bleaching – removes the colour from

stains
118
 Mending- mending holes and tears

before washing is also part of
preparation for laundering cloths
 Fabric softening (rinsing)

 Boiling – boiling removes some stains
such as perspiration
 Starching – it is done to loose fibres

inorder to make them stiff and crisp so
that they can last longer
 Ironing – after cloths have been dried

they need to be ironed inorder to
remove wrinkles
 Damping – fabrics are easier to iron

when they are damp then when they
are completely dry. Therefore it is best
to remove the artificial from the line
when they are completely dry
 Airing – it is important to air articles
thoroughly prefer folding or packing
them especially if you were sprinkling
water or if you were ironing damp
 Folding – articles that need to be stored

in wardrobes of drawers or an open
shelves
119
 Hanging – some garments like dresses,

shirts and trousers are best not folded
inorder to avoid creases but are best
hanged on hangers
Values/Attitudes

Tumble Drier- a machine used for drying
linen
Incorrect use of the laundering methods may

cause damage to fabrics
Assessment Criteria  Identify the methods of laundry

correctly
 Use methods of laundry correctly
Assessment Method
 Practical
 Class Tests
120
Unit 3.5 DECORATING HOMES
Element 3.5.1 DECORATING
Learning Outcomes
 Decorate homes
Time Allocation
6hours
Practical: Theory :
121
 Decorate the home Home improvement and decoration
 Keeping a home clean tidy, health and

safe
 Renovation
 Flower arrangements
 Furniture arrangement
 Keeping plants inside and outside the
home
 Looking after pot plants
 Starting a kitchen garden would also
improve the appearance of the home
Values/Attitudes
 Sober, committed

 Renovation – purchasing of new
furniture and equipment for the  If the home is properly decorated it will
home not be conducive to live in
Assessment Criteria  Decorate homes correctly

 Class Test
122
Element 3.5.2 COLOUR WHEEL
Learning Outcomes
 Identify colours in the home
 Mix colours to produce other colours
Time Allocation
123
2hours
Practical: Theory :
 Identify different colours using the  Identification of colours using a colour

wheel
colour wheel
 Secondary colours
 Use the colour wheel to produce - Yellow + Red = orange
- Red + blue = Purple
other colours
- Blue
- Green
- Yellow
 Basic colours (primary colours)

- Yellow
- Red
- Blue
Values/Attitudes
 Sober, honest, committed

 If the colours in a home are not

identified properly there would be a
mix-up in colours
Assessment Criteria  Identify colours in the home correctly

 Mix colours to produce other colours
correctly
124
 Class test
 Tailoring and fashion for schools 1990, by Hanne Marie Jensen
Element 3.5.3 FLOWER ARRANGEMENTS
Learning Outcomes
 Apply basic rules of arranging flowers
 Arrange the flowers
125
Time Allocation
2hours
Practical: Theory :
 Apply basic rules considered when The importance of flower arrangement in a

home
arranging flowers
 Improves the appearance of the room
 Arrange the flowers properly making it more attractive
 Used to decorate the meal table
 Basic rules for making flowers,
consider
 The type of occasion
 The colour scheme
 The size of the table and the shape
 The position of the table
General procedure for flower arrangement

 Fit flower supports into the base of the
vase
 Fill the base with water
 Cut ends of stems evenly and remove
excess leaves from stem
 Arrange flowers
 Look at he arrangement from all
directions
 Dry the outside of the vase and place it
accordingly
Types of flower arrangements
 All round, low
 All round, high
 Front facing
 Fan shapped
 Lined in row
Values/Attitudes
 Soberness
 Consciousness
126

 If the basic rules on flower arrangement
are not followed flower arrangements
will not be arranged properly
Assessment Criteria  Apply basic rules of arranging flowers

correctly
 Arrange the flowers correctly
Assessment Method  Question and answer

 Practical
 Class test
 Class exercise
127
Unit 3.6 GARDENING
Element 3.6.1 GARDENING
128
Learning Outcomes
 Identify factors to be considered before setting a garden
 Set a garden
Time Allocation
2hours
Practical: Theory :
 Identify factors to be considered  Gardening procedures

 The importance of home gardening
before setting a garden
- Meets the family needs
 Set a garden - Its cheap
- Can provide a variety of vegetables
and fresh fruits for immediate use or
to sell for profit
 Factors to consider before setting up a
garden
- Space
- The needs of the family
- Season
- Vegetables and fruits that would
produce high yields
- The type of the soil (loamy soil)
- Locating the garden
Values/Attitudes
 Sober, honest and safety

consciousness

 If the factors for setting of a garden are

not considered the garden will not be
properly set up
129
Assessment Criteria  Identify factors to be considered before

setting a garden correctly
 Set a garden correctly

 Class Test
 Agriscience fundamental and applications 1990 by Elemer L. Cooper
Unit 3.6 GARDENING
Element 3.6.2 VARIETIES OF VEGETABLES
130
Learning Outcomes
 Identify various vegetables
Time Allocation
2hours
Practical: Theory :
 Identify various vegetables  Identification of vegetable crops

 It is identified by
- Their botanical classification
- According to their edible parts
- The growing season required
 Classification of vegetables
Plant seeds eaten

 Sweet corn
 Peas
 Egg plant
 Tomato
 Mellow
 Cucumber
 Pumpkin
 Squash
 Water melon
 Okra
 Cow peas
Leaves
 Cabbage
 Rape
 Wondwe
 Kalembula
 Cassava leaves
 Pumpkin leaves
 Cauliflower
Roots vegetable
131
 Beet root
 Potatoes
 Carrots
 Cassava
 Yam
 Curry

Values/Attitudes
 Honest
 Consciousness

 If the varieties of vegetable are not

identified the trainee would not know
which season to grow the appropriate
vegetable of that particular season
Assessment Criteria  Identify various vegetables correctly



 Class Test
132

Unit 3.6 GARDENING
Element 3.6.3 GARDEN MANAGEMENT
Learning Outcomes
 Identify cultural practices of managing a garden
Time Allocation
133
4hours
Practical: Theory :
 Identify cultural practices of garden  Cultural practices of garden

management
management
- Land preparation
- Planting of seed
- Care for seeds
 Pest control
- Harvesting the crop
- Storage
- Processing
Values/Attitudes
 Sober
 Honest
 Good workmanship

 If the cultural practices are not followed

for garden management the garden will
not be managed properly
Assessment Criteria  Identify cultural practices of managing

a garden correctly
Assessment Method  Practical tests

 Written class test
 Discussion
134
Unit 3.7 SEWING
Element 3.7.1 TYPES OF NEEDLE WORK TOOLS
Learning Outcomes
 Identify types of needle work tools
135
Time Allocation
8hours
Practical: Theory :
The importance of needle work tools and size
 Identify types of needle work tools
of needles according to the work to be done
and fabric
Identify needle work tools
 Betweens
 Sharps
 Crewel
 Darners
 Bodkin
Values/Attitudes
 Soberness

 Sharps – edge point
 Crewel –doing one sold  If the needle work tools are not
 Darners – hole in a garment identified the trainee would not know
 Bodkin – blunt needle
the correct needle to use depending on
the work to be done and would not
know which needle to use on the
different types of fabric
Assessment Criteria  Needle work tools identified correctly

 Oral
136
 Test
 Dress making simplified third edition all about fabrics, by Stephanie K.
Holland
Unit 3.7 SEWING
Element 3.7.2 MAKE STITCHES
Learning Outcomes
 Make different stitches
137
 Identify different stitches
Time Allocation
8hours
Practical: Theory :
Making different stitches
 Make different stitches  Types of stitches
- Temporary stitches
 Identify different stitches - Permanent stitches
- Decorative stitches
 Sew the stitches correctly
Values/Attitudes
 Soberness
 Honest
 Creativity
 Good workmanship

 Permanent – not removable  If the stitches are not identified the
 Temporary – easy to remove trainer would not be able to sew the
stitches properly
Assessment Criteria  Stitches correctly sewn

 Types of needle work tools correctly
identified
Assessment Method  Practical test

 Oral test
 Demonstration
 Introduction to needle work (1963) by Winefride M. Bull
 All about fabrics, by Stephanie K. Holland
138
Unit 3.7 SEWING
Element 3.7.3 MEND GARMENTS
Learning Outcomes
 Mend garments
139
Time Allocation
6hours
Practical: Theory :
Mending garments
 Mend garments  How to mend garments
e.g sheets worn thin in the middle
solution
cut down the centre of the sheet and
join the two selvedge together by over
lapping them
 Mending is usually done before the

garment is laundered
- a hedge tear (three cornered tear)
or a thin place needs to be darned
while a hole in woven fabric needs
to be patched
- in mending you can either use a
needle or sewing machine
Values/Attitudes
 soberness

 selvedge –endings strong ones
 darning – used for mending holes  if the garment is not mended before it is
in knitted artides or small holes laundered the problem will become
and tears in fabric worse
Assessment Criteria  Garments correctly mended

 Oral tests
140
 Tailoring and fashion for continued education and training skill

 Junior Secondary Home Economics by Julia Molewa 1998

Unit 3.8 PRODUCING CRAFTS
Element 3.8.1 VARIOUS CRAFTS
Learning Outcomes
 Identify various crafts
 Identify methods used in making various crafts
141
Time Allocation
2hours
Practical: Theory :
 Identify various crafts Identifying various crafts

- Door mats
 Use the methods to make various - Bags
crafts - Bracelets
- Jewellery
- quilts
- Clay pots
- Tablemats
- Plant holder
- Bottle cover
- Cell phone holder
- Belts
- Baskets
 Methods used in making various crafts

- Crocheting
- Quilting
- Moulding
- Knitting
- Sewing
- Weaving
Values/Attitudes
 Sober
 Honest
 Committed

 If the methods of making various crafts

are not identified the trainee would not
be able to produce crafts
142
Assessment Criteria  Correct identification of various crafts

 Correct method of making various
crafts

 Written Class test
Module Title HANDLING OF CLIENTS/CUSTOMERS
Unit 4.1 COMMUNICATING
Element 4.1.1 TYPES OF COMMUNICATION
Learning Outcomes
143
 Identify types of communication

 Identify barriers of communication
Time Allocation
Practical: Theory :
 Identify types of communication  Types of communication

- Verbal
 Identify barriers of communication - Non- verbal
- Written
 Barriers of communication
- Language
- bad hearing skills
- Unprepared speech
- Poor media
- Lack of vocabulary to use
- Lack of confidence
Values/Attitudes
 Sober
 Honest
 Committed

 Communication – is a method of
sending and receiving messages  Poor communication creates a social
from one person to another gap that might lead people into risky
behaviour
Assessment Criteria  Of communication correctly types

correctly identified
 Barriers of communication identified
144
correctly

 Oral question/answer
 Life skills education UNICEF
Element 4.1.2 COMMUNICATION CHANNELS
Learning Outcomes
145
 Identify channels of communication

 Use channels of communication
Time Allocation
Practical: Theory :
The importance of channels of communication
 Identify channels of communication  Reports messages to the right person
 Quickens up delivery of messages and
 Use channels of communication
reduce delays
The types of communication channels

 Upward – downward – communicating
from the high bosses to the lower racks
 Down ward –upward – reporting from
the lower racks to the bosses upward
Values/Attitudes
 Sober
 Honest
 Committed

 There will always be poor

communication in the system in if the
channels of communication are not
known
Assessment Criteria  Channels of communication

appropriately identified
 Use communication channels correctly
146
 Class Test
Element 4.1.3 ORDER TAKINGS
Learning Outcomes
147

 Identify techniques for order takings
 Take orders
Time Allocation
4hours
Practical: Theory :
Approaches to order takings (techniques)
 Identify techniques for order  One should get orders clearly
 The food served should much with the
takings
order taken
 Take orders  Report to the client if the order
requested is not ready

 Report how long the requested order
will take
 Give guideless on the menu

Values/Attitudes
 Sober
 Honest
 Committed

 If the techniques are not identified and

used for order takings the orders will
not be taken properly
Assessment Criteria  Identify techniques for order takings

correctly
 Take orders correctly
Assessment Method
 Practical tests
 Question and answer
148

Sussams
Unit 4.2 RECEIVING CLIENTS
Element 4.2.1 RECEPTION
Learning Outcomes
149
 Receive clients
 Use telephone manners
Time Allocation
2hours
Practical: Theory :
 Definition
 To receive clients  Duties of a receptionist
- Welcoming customers
 Apply the telephone manners
- Give guidance
- Source of information
- Note any information clearly
 Telephone manners
- Do not slang when talking
- Do not chew anything while talking
- Avoid speaking fast
- Avoid interpreting the customer
Values/Attitudes
 Honest
 Soberness
 Receptionist – a person who
receives visitors  If the reception is poor it sends a wrong
signal about the image of the
establishment
Assessment Criteria  Receive clients correctly

 Use telephone manners correctly

 Class test
150
Sussams
Unit 4.2 RECEIVING CLIENTS
Element 4.2.2 PROFESSIONAL ETHICS
Learning Outcomes
151

 Apply professional ethics
 Identify the professional ethics
Time Allocation
Practical: Theory :
 Apply professional ethics  Professional ethics in handling of

customers
 Identify the professional ethics - Maintain High standard of hygiene
- Smiling face
- Face to face conversation
- Be tolerant
- Have good nearing skills
- Be fluent in your language
- Be knowledgeable about the
organisation you are working for
- Be confident
- Keep confidential information
Values/Attitudes
 Honest
 Sober minded
 If the professional ethics are not

applied the receptionist would fail in
conducting his/her duties
Assessment Criteria  Professional ethics correctly identified

 Application of professional ethics
properly
152
 Class exercise
Sussam
MODULE NO: 238-05-A ENTREPRENEURSHIP
Module Title ENTREPRENEURSHIP
Unit 5.1 – Develop entrepreneurial competences and attitudes
Element 5.1.1 – Concepts of entrepreneurship
153
Learning Outcomes
On completion of this unit, the trainee will be able to:-

 Develop self motivation
Time Allocation
2 hours
Practical: Theory :
 develop self motivation  concepts of entrepreneurial

 types of entrepreneurs/enterprises
 forms of business/self employment
 economic trends in Zambia
 government policy on enterprise development
 types of motivation
internal
external
 How to develop self motivation
discovering yourself, positive thinking, good
setting

Entrepreneurship HIV/AIDS
Entrepreneurship
The art of creating or developing a  not being motivated will lead to no entrepreneurship
business through innovation, creatively,  alternative steps be taken
progressive imagination and risk
taking initiative
Assessment Criteria
 self motivation correctly
Assessment Method  Group discussion
 Projects
 Practicals
 Role model
1. Calvin D. Rabet (2002) Entrepreneurship
2. Kirby David (2002) Entrepreneurship
3. Barns Paul (2000) Entrepreneurship G. Small Business
Unit 5.1 – Exhibiting entrepreneurial competences and attitudes
154
Element 5.1.2 – Developing self motivation
Learning Outcomes
On completion of this unit, the trained will be able to:-

 Develop business opportunities
Time Allocation
2 hours
Practical: Theory :
 Develop business opportunities  Business ideas

 Environmental scanning
 Feasibility study
 Business opportunity
 Risk taking

Environmental scanning
Getting of analysing all important 
information about the environment you
are in or what to get into
Feasibility study
Undertakes to establish how feasible a
selected ideas is to be translated into a
business enterprise
Business opportunities
An attractive idea or position that
provides the possibility of return for the
investor or person taking the risk
Risk taking
The probability that the actual result is
negatively different from the planned
work
Assessment Criteria
 Business opportunities correctly developed
155
Assessment Method
 Group work
 Field visits
 Practical
1 Calvin D. Rabet (2002) Entrepreneurship
2 Kirby David (2002) Entrepreneurship
3 Barns Paul (2000) Entrepreneurship G. Small Business
Unit 5.1 – Exhibiting Entrepreneurial Competences and Attitudes
Element 5.1.3 – Developing Business opportunities
Learning Outcomes

 Exchange ideas
 Advice
 Inform
 Source for support/sponsorship
156
Time Allocation
1 hour
Practical: Theory :
 Link with stakeholders  Importance of networks in enterprise

 Rise skills for networking  Types or networks; internal, external
 Forms of networks
 Layers of influence
 Principles of networks
 Hoe to work with stakeholders
 How to use skills for networks

Networking
Establishment of sustainable linkages 
Assessment Criteria
 ideas exchange correctly
 correctly advised
 inform correctly
 correctly source for support/sponsorship
Assessment Method  Group work

 Discussion
 Demonstration
 Demonstration
 Filed Visits
157
Module Number: 238-05-A
Module Title: ENTREPRENEURSHIP
Unit: 5.2. Establishing an Enterprise
Element: 5.2.1 Business Plan
Learning Outcomes: On completion of this unit the trainee will be able to:
 Describe a business plan.

 Explain the importance of a business plan in an enterprise.
Conditions: Trainees must have access to:

 All relevant information
 Literature
 Learners manuals
158
 Library
 All other materials that will aid learning
The trainers must ensure that the learning activities for the trainee include the following:
 Generic description of a business plan.

 Generic explanation of the importance of a business plan in an enterprise.
- Business guide
- Financial reasons
 Bank
 Sponsors
- Non financial reasons
- Benefits of
Assessment Criteria:
1.1.1.1 Business plan correctly described.
1.1.1.2 The importance of a business plan in an enterprise correctly

explained.
Assessment Method:
To achieve the above assessment criteria the trainee should do any
of the following:
 Individual exercises
 Group exercise
 Tutorials
 Summary examination
The trainer may use the points shown in the learning activities as a
guide in assessing the trainee’s performance.
Resources:  Reference materials

 Trainers guide
 Learners guide
 Handouts
159
Module Title: ENTREPRENEURSHIP
Unit:
5.2 Establishing an Enterprise
Element:
5.2.3 Procedures for formalizing an enterprise
- Identify factors to be considered when preparing a business plan

 Literature
 Library
160
The trainer must ensure that the learning activities for the trainee include the following:
 Identification of factors to be considered when preparing a business plan
- Overview of;
 market scan results
 business opportunity/idea
 market research
 environmental scan
- Preparation of main body
- Presentation of the plan
Assessment Criteria: - Identify factors to be considered when preparing a business plan
Assessment Method:
of the following:
 Group exercise
 Tutorials

 Trainers guide
 Learners guide
 Handouts
Module Title: ESTABLISHING AN ENTERPRISE
Unit:
5.2 BUSINESS PLAN
Element:
5.2.2 Financing Business
1.2.1 Outline the contents of a business plan

1.2.2 Explain the contents of a business plan
161

 Literature
 Library
The trainers must ensure that the learning activities for the trainee include the following:
 Outlining of the contents of a business plan
 Explanation of the contents of a business plan
- Executive summary
- Business idea
- Marketing plan
- Form of business
- Staff
- Legal
- Costing
- Financial plan
- Required start up capital
Assessment Criteria: 1.2.1.1 The contents of a business plan correctly outlined.

1.2.1.2 The contents of a business plan correctly explained
Assessment Method:
of the following:
 Group exercise
 Tutorials

 Trainers guide
 Learners guide
 Handouts
162
Unit 5.3 – Sustaining an Enterprise
Element 5.3.1 – Appraise one’s enterprise
Learning Outcomes

 Make a marketing policy
 a marketing plan
163
Time Allocation
2 hours
Practical: Theory :
 make a marketing plan  Target market (who, why and how)

 use a marketing plan  Product mix
 Types of product – single, multi produce
 Factors affecting choice, pricing
 How to make a marking plan
 How to sue a marketing plan

Market Plan
Written document which provide details 
regarding proposed marketing
strategy /strategies it’s a road mark to
success in an enterprise
Assessment Criteria  Marketing plan correctly made

 Use marketing plan correctly
Assessment Method
 Group work
 Demonstration
 Visitation
 Discussion
 Calvin D. Rabet (2002) Entrepreneurship
 Kirby David (2002) Entrepreneurship
 Barns Paul (2000) Entrepreneurship G. Small Business
Element 5.3.2 – Productivity and Management
Learning Outcomes
164

 Sell products/services
 Buy products
Time Allocation
2 hours
Practical: Theory :
 sell products/services  Generic explanation of the term sales

 Buy products  Preparation of sale plan
 Outline selling techniques
 Selling of goods/services
 The buying process

Retailing
Selling to the final consumer from  Good selling ad buying of products. services lead to
retailer to consumer good entrepreneurship
Wholesaling
Selling in bulky to retailers and buying
form the manufactured
From wholesaler to retailer – channel

of list
Discounts
Reduction on the price to promote
sales
Assessment Criteria
 Services/Products correctly sold
 Buy services/products correctly
Assessment Method
 Group work
 Discussions
 Visitation
165
Element 5.3.3 – Manage survival and growth project
Learning Outcomes
166

 Conduct a market research
Time Allocation
1 hour
Practical: Theory :
 conduct a market research  process of market research

 problem identification

Market Research
Getting information about government 
market
 market research correctly

Assessment Criteria
Assessment Method
 field visits
 demonstration
 discussion
1. David S Harper (1996) Entrepreneurship and the Market Process. An inquiry into the
growth knowledge
2. Chasing Ian (2000) Entrepreneurship Marketing: Competing by Challenging Covering
MODULE NO: 238-06-A HIV/AIDS

Model Number 238-06-A
Model Title HIV/AIDS
Unit 6.1 Identifying risky behaviour that lead to contracting HIV/AIDS
167
Element 6.1.1 HIV/AIDS
Learning Outcomes
On completion of this unit the trainee will be able to:
 Identify behaviour that can lead to contracting HIV/AIDS
Time Allocation
30 minutes
Practical Theory:
 Identifying behaviour that can lead to contracting  Define HIV/AIDS

HIV/AIDS  What HIV stand for
 Outline how to handle HIV/AIDS in place of work  Cause of AIDS
 What the letter AIDS stand for
 Difference between HIV and AIDS
 Difference between HIV AIDS and Sexually
Transmitted Infections (STIs)

Entrepreneurship, HIV/AIDS
Assessment Criteria  Identify behaviour that can lead to contracting

HIV/AIDS correctly
 Outline how to handle HIV/AIDS in place of work
correctly
Assessment Method Assignments, tests, group discussions
Recommended Text/Books:
Element 6.1.2 Risky Behaviour
168
Learning Outcomes
 Identify risky behaviour

 Reduce risky behaviour
Time Allocation
15 minutes
Practical Theory:
 Identify risky behaviour  Risky behaviour on the road

 Outline how to reduce risky behaviour - having unprotected sex
- being unfaithful to partner
- having multiple sexual partners
- coming in contact with blood and fluids
which have HIV.AIDS without protective
gloves

Assessment Criteria  Identify ways of contracting HIV/AIDS correctly

 Identify risky behaviour correctly
169
Element 6.1.3 Consequences of Risky Behaviour
Learning Outcomes
 Identify ways of contracting HIV/AIDS
Time Allocation
30 minutes
Practical Theory:
 Identify ways of contracting HIV/AIDS  Risky behaviour

 - poor health
- loss of income due to poor health
- Stigmatization
- Discrimination
- Loss of employment
- Economic loss

Assessment Criteria  Identify ways of contracting HIV/AIDS correctly
170
Unit 6.2 Applying Preventive Measures
Element 6.2.1 Transmission of HIV/AIDS
Learning Outcomes
 Outline ways of HIV/AIDS is transmission

 Identify ways of transmission of HIV/AIDS
Time Allocation
30 minutes
Practical Theory:
 Identify ways of HIV/AIDS transmission  Common ways HIV/AIDS is transmitted

 Outline how to prevent the transmission of HIV - Razor blades
- Needles
- Knives
- Other sharp things which have HIV virus
on them
- Coming in contact with blood an fluids
which have HIV
- Receiving blood from a person with HIV
 How to prevent the transmission of HIV/AIDS

Assessment Criteria  Identify transmission ways of HIV/AIDS correctly

 Outline how to prevent the transmission of
HIV/AIDS correctly
171
Element 6.2.2 Opportunistic infections
Learning Outcomes
 Identify opportunistic infections
Time Allocation
1 hour
Practical Theory:
 Identify opportunistic infections  Define opportunistic infections

 Outline prevention of opportunistic infections  Common diseases that be considered as
opportunistic infections
- Syphilis
- Tuberculosis
- Candida Albican – the most common
fungal infection
- Herpes
- Gonorrhoea
 Ways of protecting one from opportunistic
infections

Opportunistic infection in people living with
HIV/AIDS is caused by organism that would not
produce significant disease in a person with a
well functioning immune system
Assessment Criteria  Identify opportunistic infections correctly

 Outline prevention of opportunistic infections
correctly
172
Element 6.2.3 Preventive Methods
Learning Outcomes
 Identify common preventive methods
Time Allocation
30 minutes
Practical Theory:
 Identify common preventive methods  Protecting methods

- Avoid Sex
- Stick to one sexual partner
- Use condom every time you have sex

Assessment Criteria  Identify common preventive methods
173
Unit 6.3 Carrying out care and support

activities
Element 6.3.2 ABC Campaign
Learning Outcomes
1 Identify ABC Campaign
Time Allocation
30 minutes
Practical Theory:
What the trainee should do: What the trainer must teach
Identify better health ABC Campaign

Identify prevention of HIV/AIDS What ABC stand for
The benefits of ABC to drivers
Abstinence
Condom muse
Faithfulness to one partner
Possibly explain some concepts To include: Health, Safety,

Environment, Entrepreneurship,
A - abstinence HIV/AIDS
B – Faithfulness to One Partner
C – Condom USE
Assessment Criteria Identify better health correctly

Correctly identify prevention of HIV/AIDS
174
Unit 6.3 Carrying out care and support activities
Element 6.2.3 Positive Living
Learning Outcomes
Live positively
Time Allocation
30 Minutes
Practical Theory:
 Identify positive living  Positive living

- Eating lots of different types of food
- Keeping your body active
- Getting sleep and rest when you need it
- Think positively and look after your
spiritual and emotional health
 Positive thinking
 How to deal with PLHAS
 ARVs

Assessment Criteria Identify positive living correctly

Assignments, tests, group discussions
Assessment Method
175
Unit 6.3 Carrying out care and support

activities
Element 6.3.4 VCT
Learning Outcomes
1.Identify VCT
2.Outline the benefits of VCT
Time Allocation
30 Minutes
Practical Theory:
What the trainee should do: What the trainer must teach
Identify VCT  What VCT is

Outline the benefits of VCT  Benefits of going for VCT
 HIV test
 Why VCT is important
 Who should go for VCT
Possibly explain some concepts To include: Health, Safety,

Environment, Entrepreneurship,
HIV/AIDS
Assessment Criteria Identify VCT correctly

Correctly outline the benefits of VCT
176

Hospitality Programmes: Zambia Tevet Qualifications Framework (ZTQF) Level 3 - Skills Award

Uploaded by

Copyright:

Available Formats

You might also like

Hospitality Programmes: Zambia Tevet Qualifications Framework (ZTQF) Level 3 - Skills Award

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Hospitality Programmes: Zambia Tevet Qualifications Framework (ZTQF) Level 3 - Skills Award

Uploaded by

Copyright:

Available Formats

DRAFT SYLLABUS FOR TT HOME MGT COMMUNITY

ZAMBIA TEVET QUALIFICATIONS FRAMEWORK (ZTQF)

LEVEL 3 - SKILLS AWARD

TRADE TEST LEVEL 3 CERTIFICATE

CURRICULUM CHART NO. 238

1. Chanda Mulenga Ministry of Community Development and Social

8. Maureen Tizora Tembo Fajema catering Services

13 Catherine M Kanyensha TEVETA

19. Kahemba Samukonga Ministry of Community Development and Social

The purpose of this Home Management Trade Testing Programme is to

On completion of this programme the trainees will work in lodges, hospitals,

The programme will be practical oriented. Time allocation between theory

In order to produce a competent Home Management Assistant, the course

4.0 PROGRAMME PURPOSE

standard of health, handling of clients/customers and entrepreneurship that

5.0 PROGRAMME OBJECTIVES

 Produce and preserve food stuffs

370 hrs (2 months 3 weeks) PRACITICAL TRAINING AT INSTITUTION

TOTAL DURATION: 4MONTHS 1 WEEK (610 HRS)

7.0 COURSE OUTLINE

9.0 PROGRAMME EVALUATION

TEVETA shall evaluate the programme as follows:

9.1.1 Purpose: To determine on an on-going basis whether the

9.1.3 Evaluation Instruments: Questionnaires, structured

9.1.4 Sources of Information: Students, trainers, administrative

9.2.1 Major areas of evaluation – Course aims, trainers’ entry

9.2.2 Evaluation Instruments:- Questionnaires, structured

9.2.3 Sources of information:- Trainees, trainers, administrators,

10.0 ENTRY REQUIREMENTS

10.2 Final Trade Test 100%

Community Development Certificate of Attendance will be awarded by Ministry of

MODULE NO: 238-01-A HYGIENE, HEALTH AND SAFETY

Module Number 238-01-A

Assessment Criteria  Apply first aid techniques correctly

Module Number 238-01-A

Prevention of Common Accidents

 Do not climb on high chairs to get items

Golden First Aid Rules

Possibly explain some concepts To include: Health, Safety, Environment,

accident  If the preventive measures are not

Module Number 238-01-A

Possibly explain some concepts To include: Health, Safety, Environment,

 Identify the contents of the first aid kit

Module Number 238-01-A

Symptoms and Signs

Assessment Criteria  Identify symptoms and signs of

Module Title HYGIENE, HEALTH AND SAFETY

Unit A1.2 PRACTICING HYGIENE

Element 1.2.1 TYPES OF HYGIENE

 Identify types of hygiene and apply

bacteria from your hands to the dishes

 Cover and store food in clean and cool

Possibly explain some concepts To include: Health, Safety, Environment,

 Identify types of hygiene correctly

Assessment Method  Practical

 Food for today: Helen Kawtahik

 Food for today: Alice .O. Kopan

Module Number 238-01-A