GRADE 10 BUILDING AND CONSTRUCTION SCHEMES OF WORK TERM 2

SCHOOL NAME…………………………………………………………………………………………….TEACHER’S NAME………………………………..

W LS Strand Sub- Lesson Learning Learning Experiences KIQs Learning Resources Assessme Reflectio
K N strand Outcome nt Tools n
1 1 Building Foundation By the end of the In groups/learners are What steps Grade 10 Building Checklists
Constructio s. lesson,the learner should guided to: are followed and Construction Observatio
n be able to : -mention what they when laying curriculum design. n
Processes. a) Describe the know about a strip Lesson notes. schedule.
steps followed foundations in foundation? Digital resources. Practical
when laying a buildings and suggest Appropriate tools. work.
strip foundation. Rubrics.
why correct steps are
b) Use digital or Written
print media to
important when laying tests.
research on the a strip foundation.
steps followed -In small groups,
when laying a learners use textbooks,
strip foundation. printed notes, or digital
c) Show interest in devices to find the
following the steps followed when
correct laying a strip
procedure when foundation.
laying a strip -Each group writes the
foundation.
steps they find.
-Learners discuss the
order of the steps in
their groups.
-Each group presents
the steps of laying a
strip foundation to the
class.
-Other learners listen
and add any missing
steps.
2 Building Foundation By the end of the In groups/learners are How can Grade 10 Building Checklists
Constructio s. lesson,the learner should guided to: hand tools be and Construction Observatio
n be able to : -observe different hand used curriculum design. n
Processes. a) Identify the tools used in laying a correctly Lesson notes. schedule.
hand tools used strip foundation (e.g., when laying Digital resources. Practical
when laying a trowel, shovel, tape a strip Appropriate tools. work.
 strip foundation. measure, spirit level, foundation? Rubrics.
b) Use appropriate mason’s line, hammer). Written
hand tools to lay -learners name the tools tests.
a strip and state their uses.
foundation. -In small groups,
c) Appreciate the learners discuss why
importance of each tool is important
using tools when laying a strip
correctly and foundation and shares
safely during one tool and its use with
foundation the class.
work. -Learners observe the
teacher demonstrating
the correct use of the
tools.
-In small groups,
learners practice using
the tools to simulate
laying a strip foundation
(measuring, aligning
with mason’s line,
digging or leveling).
-Learners take turns
handling the tools
correctly.
3 Building Foundation By the end of the In groups/learners are Why is a Grade 10 Building Checklists
Constructio s. lesson,the learner should guided to: foundation and Construction Observatio
n be able to : -observe pictures of important to curriculum design. n
Processes. a) State the buildings with and a building? Lesson notes. schedule.
importance of a without strong Digital resources. Practical
foundation in a foundations and then Appropriate tools. work.
building. discuss what might Rubrics.
b) Use digital or happen if a building has Written
print media to no foundation. tests.
research on the -A few learners share
importance of their ideas with the class.
foundation in a -Each group brainstorms
building. and lists the importance
c) Acknowledge of a foundation in a
the importance building.
of a foundation -Learners use textbooks,
in a building. printed notes, or digital
 devices to research the
importance of a
foundation in a building.
-Each group identifies at
least three importance
points and record the
findings in their
notebooks.
-Groups briefly present
their research findings.
-Other learners listen and
add any new points.
4 Building Timbering. By the end of the In groups/learners are What is Grade 10 Building Checklists
Constructio lesson,the learner should guided to: timbering? and Construction Observatio
n be able to : -discuss what they curriculum design. n
Processes. a) State the think timbering means What is the Lesson notes. schedule.
meaning of in building purpose of Digital resources. Practical
timbering. construction and share timbering in work.
b) Use digital or building Rubrics.
their ideas with the
print media to construction? Written
research on the
class. tests.
purpose of -Learners listen to the
timbering in explanation of
building timbering and write
construction. the meaning in their
c) Appreciate the notebooks.
purpose of -In small groups,
timbering in learners use phones,
building tablets, textbooks, or
construction. printed materials to
find the purpose of
timbering in building
construction.
-Learners discuss
within their groups and
list two or three
purposes of timbering.
-Each group briefly
presents their findings
to the class.
5 Building Timbering. By the end of the In groups/learners are What Grade 10 Building Checklists
 Constructio lesson,the learner should guided to: materials are and Construction Observatio
n be able to : -mention materials they used for curriculum design. n
Processes. a) Identify the think are used in timbering? Lesson notes. schedule.
materials for timbering as teacher Digital resources. Practical
timbering. writes their responses on work.
b) Use visual aids the board. Rubrics.
to discuss -Learners observe Written
different pictures, charts, or real tests.
materials for samples of timbering
timbering. materials (timber boards,
c) Appreciate the struts, wedges, nails,
different props) and identify and
materials for name the materials they
timbering.. see.
-Each group uses the
visual aids to discuss:the
name of each material
and where it is used in
timbering.
-Each group presents one
or two materials they
discussed.
-Other learners listen and
add more examples.
2 1 Building Timbering. By the end of the In groups/learners are What are the Grade 10 Building Checklists
Constructio lesson,the learner should guided to: requirements and Construction Observatio
n be able to : -read short notes or a for timbering curriculum design. n
Processes. a) Explain the section of the building according to Lesson notes. schedule.
requirements for code on timbering the building Digital resources. Practical
timbering requirements. code? work.
according to the -Learners identify and Rubrics.
building code to list key requirements for Written
ensure safe safe timbering. tests.
excavation -learners discuss why
work. each timbering
b) Apply building requirement is important
code guidelines for safety.
to identify -Learners observe
correct pictures/diagrams of
timbering trench timbering or a
practices during sample sketch and
trench identify correct and
 excavation. incorrect timbering
c) Appreciate the practices according to
importance of the building code.
following -Group representatives
building code briefly present their
regulations findings on timbering
when installing requirements and correct
timbering to practices.
enhance safety
at construction
sites.
2 Building Timbering. By the end of the In groups/learners are Why is Grade 10 Building Checklists
Constructio lesson,the learner should guided to: timbering and Construction Observatio
n be able to : -mention situations necessary curriculum design. n
Processes. a) Describe where trenches or when Lesson notes. schedule.
timbering used excavations may excavating Digital resources. Practical
in firm soils. collapse and share trenches in Wood planks. work.
b) Illustrate the firm soils? Nails. Rubrics.
ideas on why support
arrangement of Jembe. Written
timbering used
is needed during Pangas and pegs. tests.
in firm soils. excavation.
c) Appreciate the -Learners observe
importance of pictures/diagrams of
proper timbering used in firm
timbering in soils provided by the
ensuring safety teacher or from a
during digital device and
excavation in identify the main parts
firm soils. of the timbering
arrangement.
-learners discuss how
timbering supports the
sides of excavations in
firm soils.
-Learners sketch and
label the arrangement
of timbering used in
firm soils in their
notebooks or on
manila paper.
-Selected learners
 present their sketches
and explain the
arrangement of
timbering.
3 Building Timbering. By the end of the In groups/learners are How does Grade 10 Building Checklists
Constructio lesson,the learner should guided to: timbering and Construction Observatio
n be able to : -discuss in pairs what prevent curriculum design. n
Processes. a) Describe may happen when trench Lesson notes. schedule.
timbering used digging trenches in collapse in Digital resources. Practical
in loose dry loose dry soil without loose dry Wood planks. work.
soils. soils? Nails. Rubrics.
support and share
b) Illustrate the Jembe. Written
arrangement of
ideas with the class. Pangas and pegs. tests.
timbering used -Learners observe a Project.
in loose dry diagram/chart of
soils. timbering used in
c) Develop loose dry soils
awareness of the provided by the
need for teacher or from a
stronger support digital device and
when working identify parts such as
in loose soils. poling boards, walers,
and struts.
-learners discuss how
timbering supports
trench sides in loose
dry soils.
-Learners sketch the
arrangement of
timbering used in
loose dry soils in their
exercise books and
label the main parts.
4 Building Timbering. By the end of the In groups/learners are Why is Grade 10 Building Checklists
Constructio lesson,the learner should guided to: heavy and Construction Observatio
n be able to : -observe a picture/chart timbering curriculum design. n
Processes. a) Describe of timbering used in necessary Lesson notes. schedule.
timbering used loose wet soils and when Digital resources. Practical
in loose wet discuss what they notice excavating in Wood planks. work.
soils. about the supports used loose wet Nails. Rubrics.
 b) Draw and label in the trench. soils? Jembe. Written
timbering used -Learners read short Pangas and pegs. tests.
in loose wet notes or watch a short
soils. digital clip about
c) Value safety timbering in loose wet
precautions soils.
when working -In small groups,
in waterlogged learners list two features
or unstable and the purpose of the
soils. timber supports.
-Learners draw
timbering used in loose
wet soils in their exercise
books and label the main
parts (e.g., poling
boards, walers, struts).
-Learners compare
drawings with a partner
and correct labels if
necessary.
5 Building Timbering. By the end of the In groups/learners are What are the Grade 10 Building Checklists
Constructio lesson,the learner should guided to: safety and Construction Observatio
n be able to : -mention possible measures to curriculum design. n
Processes. a) State the safety dangers that may occur observe Lesson notes. schedule.
measures to during timbering and when Digital resources. Practical
observe when suggest safety measures timbering? work.
timbering. that can prevent the Rubrics.
b) Use digital or dangers. Written
print media to -Each group uses books, tests.
research on the notes, or digital devices
safety measures to research safety
to observe when measures when
timbering. timbering and list at least
c) Appreciate the 4 safety measures.
safety measures -Groups discuss and
to observe when organize the safety
timbering. measures they found.
-Each group presents
their safety measures to
the class.
-Other learners listen and
add more safety
 measures.
3 1 Building Timbering. By the end of the In groups/learners are What steps Grade 10 Building Checklists
Constructio lesson,the learner should guided to: are followed and Construction Observatio
n be able to : -discuss what when curriculum design. n
Processes. a) Outline the steps timbering in erecting Lesson notes. schedule.
for erecting foundations means and timbering to Digital resources. Practical
timbering to a why it is used and a shallow work.
shallow foundation? Rubrics.
share ideas with the
foundation. Written
b) Use digital
class. tests.
devices to -Learners observe as
search for the teacher explains or
information/vide displays the steps for
os on steps for erecting timbering to a
erecting shallow foundation.
timbering to a -Learners write the
shallow steps in their
foundation. notebooks.
c) Appreciate the -learners use
steps for
phones/tablets/comput
erecting
timbering to a
ers to search for videos
shallow or images showing
foundation timbering in shallow
foundations.
-Each group identifies
the steps shown in the
video.
-Groups discuss and
arrange the correct
order of the steps for
erecting timbering.
-One learner from each
group presents their
answers.
2 Building Timbering. By the end of the In groups/learners are How do you Grade 10 Building Checklists
Constructio lesson,the learner should guided to: erect and Construction Observatio
n be able to : -observe different hand timbering to curriculum design. n
Processes. a) Identify the tools displayed by the a shallow Lesson notes. schedule.
appropriate teacher and name and foundation? Digital resources. Practical
hand tools for list the tools used for Wood planks. work.
 erecting erecting timbering to a Nails. Rubrics.
timbering to a shallow foundation. Jembe. Written
shallow -In small groups, Pangas and pegs. tests.
foundation. learners discuss the
b) Use appropriate
purpose of each tool
hand tools to
erect timbering
used in timbering.
to a shallow -Learners form groups
foundation. and select appropriate
c) Demonstrate hand tools and then
appreciation of demonstrate how the
safety and tools are held and used
teamwork when when erecting
preparing to timbering for a
erect timbering shallow foundation.
for a shallow -Each group briefly
foundation.
shows the class their
demonstration.
3 Building Timbering. By the end of the In groups/learners are What is the Grade 10 Building Checklists
Constructio lesson,the learner should guided to: importance and Construction Observatio
n be able to : -observe pictures or a of timbering curriculum design. n
Processes. a) State the sketch of a timbered to foundation Lesson notes. schedule.
importance of trench and an trenches? Digital resources. Practical
timbering to unsupported trench and work.
foundation discuss what might Rubrics.
trenches. happen if the trench is Written
b) Use digital or not supported. tests.
print media to -learners use phones,
research on the tablets, textbooks, or
importance of printed notes to find
timbering to information about
foundation timbering in foundation
trenches. trenches.
c) Value the -Each group lists at least
importance of three reasons why
timbering to timbering is important.
foundation -Groups discuss their
trenches. findings and write the
importance of timbering
on manila paper or in
their exercise books.
-Groups present their
 answers to the class.
-Other learners listen and
add more points about
the importance of
timbering
4 Building Timbering. By the end of the In pairs or Grade 10 Building Checklists
Constructio lesson,the learner should individually,learners are and Construction Observatio
n be able to : guided to: curriculum design. n
Processes. a) Attempt -mention key points Lesson notes. schedule.
assessment learnt in the sub- Digital resources. Practical
questions on the strand. work.
sub-strand. -Learners read the Rubrics.
b) Show Written
assessment questions
confidence and tests.
willingness in
given and then attempt
answering the questions
assessment individually in their
questions on the exercise books.
sub-strand -Learners pair up to
compare their answers.
-Learners discuss and
correct their responses.
5 Building Foundation By the end of the In groups/learners are How do you Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: select and Construction Observatio
n be able to : -observe suitable curriculum design. n
Processes. a) Identify the pictures/charts of materials for Lesson notes. schedule.
materials for different foundation foundation Digital resources. Practical
foundation walling materials walling? work.
walling. Rubrics.
displayed by the
b) Use visual aids Written
to discuss
teacher and mention tests.
materials for the materials they see
foundation in the pictures (e.g.,
walling. stones, bricks, cement,
c) Appreciate the sand, mortar).
materials for -learners discuss the
foundation materials used for
walling. foundation walling
using the visual aids
provided.
-Each group briefly
 presents the materials
they discussed to the
class.
-Learners match
pictures or samples of
materials with their
correct names.
4 1 Building Foundation By the end of the In groups/learners are What are the Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: requirements and Construction Observatio
n be able to : -mention what they for curriculum design. n
Processes. a) Outline the think are the foundation Lesson notes. schedule.
requirements for requirements for walling? Digital resources. Practical
foundation constructing a work.
walling. Rubrics.
foundation wall and
b) Use the building Written
code to discuss
share one idea with the tests.
the requirements class.
for foundation -Each group is given a
walling. section of the building
c) Appreciate the code or printed notes
importance of on foundation wall
following requirements.
building code -Learners read and
requirements in identify key
foundation requirements.
walling for
-In groups, learners
safety and
durability of
discuss the
structures requirements identified
from the building
code.
-Each group presents
the requirements they
found to the class.
-Other learners listen
and add any missing
points.
2 Building Foundation By the end of the In groups/learners are How do you Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: set out a and Construction Observatio
n be able to : -observe profile boards, foundation curriculum design. n
Processes. a) Outline the steps strings, pegs, and tape wall from Lesson notes. schedule.
 for setting out a measure provided by the profile Digital resources. Practical
foundation wall teacher and discuss what boards? Bricks. work.
from profile the tools might be used Lime. Rubrics.
boards. for in setting out a Fine aggregate. Written
b) Set out a foundation. Builders line. tests.
foundation wall -learners are guided to Plumb bob.
from profile discuss steps for setting
boards. out a foundation wall
c) Demonstrate from profile boards.
accuracy and -Learners work in groups
teamwork when at the practical site.
setting out a -Each group:Fixes
foundation wall strings on profile
from profile boards,Measures
boards. required distances using
a tape measure and
Marks the position of the
foundation wall using
pegs and strings.
-Learners check
alignment and
measurements.
-Groups measure the
sides and diagonals of
the marked foundation.
-Learners compare
measurements to confirm
accuracy.
3 Building Foundation By the end of the In groups/learners are Which tools Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: are used for and Construction Observatio
n be able to : -observe pictures or masonry curriculum design. n
Processes. a) Identify the real masonry tools foundation Lesson notes. schedule.
appropriate placed on the table walling? Digital resources. Practical
tools for (e.g., trowel, spirit work.
masonry Rubrics.
level, plumb bob, tape
foundation Written
walling.
measure, mason’s line) tests.
b) Use digital or and name the tools
print media to they recognize.
research on the -In small groups,
uses of the tools learners are given a set
for masonry of masonry tools or
 foundation pictures of tools and
walling. identify and list the
c) Appreciate the tools used in masonry
uses of the tools foundation walling in
for masonry
their notebooks.
foundation
-Using textbooks,
walling.
printed notes, or digital
devices, groups
research the uses of
each tool used in
masonry foundation
walling.
-Each group shares the
tools they identified
and explains their uses
to the class.
4 Building Foundation By the end of the In groups/learners are What safety Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: measures and Construction Observatio
n be able to : -observe pictures or should one curriculum design. n
Processes. a) Explain the drawings of foundation observe Lesson notes. schedule.
safety measures wall construction and during Digital resources. Practical
to observe identify possible dangers foundation work.
during that may occur at the walling? Rubrics.
foundation construction site. Written
walling. -Each group discusses tests.
b) Use digital or safety measures that
print media to should be observed
research on the during foundation
safety measures walling (e.g., wearing
to observe helmets, proper tool
during handling, safe movement
foundation around trenches).
walling. -Learners use textbooks,
c) Appreciate the printed materials, or
importance of digital devices to
observing safety research more safety
measures during measures during
foundation foundation walling and
walling to record their finding.
prevent -Each group presents
accidents at the their safety measures to
 construction the class.
site.
5 Building Foundation By the end of the In groups/learners are What is the Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: procedure and Construction Observatio
n be able to : -observe a picture or for setting curriculum design. n
Processes. a) Outline the diagram of a masonry out a Lesson notes. schedule.
procedure for wall on a foundation and masonry Digital resources. Practical
setting out a discuss what they think wall on a work.
masonry wall on happens before the wall foundation? Rubrics.
a foundation. is built. Written
b) Use digital or -Each group uses tests.
print media to textbooks, printed notes,
research for or digital devices to find
information on the steps used when
the procedure setting out a masonry
for setting out a wall on a foundation.
masonry wall on -Learners write the steps
a foundation. they find in their
c) Appreciate the exercise books.
procedure for -Learners go outside or
setting out a to a clear space in class.
masonry wall on -Using string, pegs, and
a foundation. tape measure (or
improvised materials),
groups demonstrate how
to set out a wall line on a
foundation.
5 1 Building Foundation By the end of the In groups/learners are How are Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: masonry and Construction Observatio
n be able to : -observe pictures or a units curriculum design. n
Processes. a) Describe the sample drawing of a arranged to Lesson notes. schedule.
stretcher bond stretcher bond wall and Digital resources. Practical
form a
used in masonry discuss what they notice Bricks. work.
wall about the arrangement of
stretcher Lime. Rubrics.
construction. bricks. bond in Fine aggregate. Written
b) Illustrate or -learners describe how wall Builders line. tests.
arrange bricks are arranged in a construction Plumb bob.
bricks/blocks to stretcher bond. ?
form a stretcher -Learners draw a simple
bond. sketch of a stretcher
c) Demonstrate bond pattern in their
accuracy and books and label the
 neatness when stretcher bricks.
arranging -In groups, learners are
masonry units in given bricks, blocks, or
stretcher bond. cardboard pieces and
arrange them on the floor
or table to form a
stretcher bond pattern
and ensure each row is
properly aligned and
staggered.
-Groups observe each
other's work and identify
which arrangement
shows the best accuracy
and neatness.
2 Building Foundation By the end of the In groups/learners are Why is Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: header bond and Construction Observatio
n be able to : -observe a picture or used in curriculum design. n
Processes. a) Explain the sample drawing of a masonry Lesson notes. schedule.
header bond header bond and discuss Digital resources. Practical
wall
used in masonry what they notice about Bricks. work.
wall how the bricks are
construction Lime. Rubrics.
construction. arranged. ? Fine aggregate. Written
b) Construct or -Each group is given a Builders line. tests.
draw a header chart, textbook, or digital Plumb bob.
bond device showing header
arrangement of bond and identify and
masonry units. list the characteristics of
c) Appreciate the header bond (e.g., bricks
importance of laid with the header face
proper bonding showing)
for strength in -Learners draw the
masonry walls. header bond arrangement
of bricks in their exercise
books and label the
headers and joints.
-Using small blocks,
stones, or wooden
pieces, learners arrange
them to form a header
bond pattern on the desk
or floor.
3 Building Foundation By the end of the In groups/learners are How does Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: the and Construction Observatio
n be able to : -observe pictures or a arrangemen curriculum design. n
Processes. a) Describe the sample drawing of a t of headers Lesson notes. schedule.
arrangement of Flemish bond wall and Digital resources. Practical
and
bricks in a identify the two types of Bricks. work.
Flemish bond. bricks visible (header
stretchers Lime. Rubrics.
b) Illustrate a and stretcher) form a Fine aggregate. Written
masonry wall -learners discuss how Flemish Builders line. tests.
pattern using bricks are arranged in a bond? Plumb bob.
Flemish bond. Flemish bond
c) Show interest in (alternating header and
learning stretcher in the same
different course).
bonding patterns -Each group writes two
used in masonry points describing the
walls. arrangement.
-Learners draw a simple
masonry wall pattern of
a Flemish bond in their
exercise books and label
the header and stretcher
bricks.
-Learners exchange
books with a partner and
check if the pattern is
correct..
4 Building Foundation By the end of the In groups/learners are How does Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: English and Construction Observatio
n be able to : -observe pictures or a bond curriculum design. n
Processes. a) Explain the sample diagram of improve the Lesson notes. schedule.
English bond English bond on the Digital resources. Practical
strength of
used in masonry board and identify the Bricks. work.
wall
masonry Lime. Rubrics.
arrangement of walls?
construction. Fine aggregate. Written
b) Arrange
headers and stretchers. Builders line. tests.
-learners discuss the
masonry units to Plumb bob. Project.
features of English bond
demonstrate an
(alternating header and
English bond
stretcher courses).
pattern.
-Each group is given
c) Value correct
brick models, blocks, or
bonding
drawn brick cards and
 techniques in then arrange the bricks to
ensuring strong form an English bond
and stable pattern on the floor,
masonry walls. table, or chart paper.
-Selected groups present
their arranged English
bond pattern while other
learners observe and
identify headers and
stretchers.
5 Building Foundation By the end of the In groups/learners are How are Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: bricks and Construction Observatio
n be able to : -observe a arranged in curriculum design. n
Processes. a) Describe the picture/chart of a a stretcher Lesson notes. schedule.
arrangement of stretcher bond Drawing books. Practical
bond when
bricks in a displayed by the Digital resources. work.
stretcher bond.
viewed in Bricks. Rubrics.
teacher and discuss elevation?
b) Sketch the Lime. Written
elevation of a
what they notice about Fine aggregate. tests.
stretcher bond how the bricks are Builders line.
used in masonry arranged. Plumb bob.
work. -Each group studies the
c) Demonstrate chart or textbook
neatness and illustration of a stretcher
accuracy when bond and then identify
sketching and discuss:Position of
masonry bonds. bricks,how joints are
arranged and how bricks
overlap each other.
-Groups report their
findings briefly.
-Learners use pencils and
rulers to sketch the
elevation of a stretcher
bond in their exercise
books.
-Learners exchange their
sketches with a peer to
check if:bricks are
arranged correctly,lines
are straight and work is
neat.
 -Selected learners
display their sketches to
the class.
6 1 Building Foundation By the end of the In groups/learners are How does Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: the and Construction Observatio
n be able to : -observe a picture/chart arrangemen curriculum design. n
Processes. a) Explain the of a header bond wall t of bricks Lesson notes. schedule.
arrangement of and identify how the Digital resources. Practical
form a
bricks in a bricks are arranged. Drawing books. work.
header bond. -learners discuss how
header bond Rubrics.
b) Sketch the bricks are arranged in a in Written
elevation of a header bond using a elevation? tests.
header bond textbook, chart, or digital
used in masonry device.
work. -Each group states one
c) Show interest feature of header bond
in learning arrangement (e.g.,
different headers facing outward).
masonry bond -Learners watch the
patterns. teacher demonstrate the
header bond pattern
using bricks, blocks, or
drawings on the board
-Learners draw the
elevation of a header
bond in their exercise
books and label the
bricks showing the
header faces.
2 Building Foundation By the end of the In groups/learners are How are Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: headers and and Construction Observatio
n be able to : -observe pictures or a stretchers curriculum design. n
Processes. a) Describe the sample drawing of arranged in Lesson notes. schedule.
arrangement of different brick bonds and Digital resources. Practical
a Flemish
bricks in a identify the pattern they Drawing books. work.
Flemish bond. see in the arrangement of
bond? Rubrics.
b) Sketch the bricks. Written
elevation of a -Each group observes a tests.
Flemish bond in diagram of a Flemish
masonry work. bond and identify and
c) Appreciate the point out headers and
role of bonding stretchers in the pattern.
 in strengthening -Groups briefly explain
masonry walls how the bricks are
arranged.
-Learners draw the
elevation of a Flemish
bond in their exercise
books.
3 Building Foundation By the end of the In groups/learners are Why is Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: English and Construction Observatio
n be able to : -observe a bond curriculum design. n
Processes. a) Explain the picture/chart of an considered Lesson notes. schedule.
arrangement of English bond wall Digital resources. Practical
a strong
bricks in an provided by the Drawing books. work.
English bond.
bond in Rubrics.
teacher and identify masonry
b) Sketch the Written
elevation of an
the arrangement of construction tests.
English bond bricks (headers and ?
used in masonry stretchers).
work. -In groups, learners
c) Demonstrate discuss how bricks are
patience and arranged in English
accuracy when bond (alternating
drawing header and stretcher
masonry bond courses).
patterns. -Each group shares one
point about the
arrangement with the
class.
-Learners use pencils
and rulers to sketch the
elevation of an English
bond in their exercise
books.
-draw at least two
courses (one header
course and one
stretcher course) and
label headers and
stretchers.
-Learners check their
 work carefully for
straight lines and
correct arrangement.
4 Building Foundation By the end of the In groups/learners are How are Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: masonry and Construction Observatio
n be able to : -observe pictures or a units curriculum design. n
Processes. a) Describe the sample drawing of a arranged to Lesson notes. schedule.
arrangement of stretcher bond and Digital resources. Practical
construct a
masonry units in discuss how the Bricks. work.
a stretcher bond. bricks/blocks are
foundation Lime. Rubrics.
b) Construct a arranged. wall using Fine aggregate. Written
masonry -Learners study a stretcher Builders line. tests.
foundation wall diagram of stretcher bond? Plumb bob.
using stretcher bond provided by the
bond. teacher and identify how
c) Demonstrate the bricks overlap (half-
accuracy and brick lap)..
neatness when -Each group is given
constructing bricks/blocks, mortar,
masonry walls trowel, and line.
-Learners arrange the
bricks in stretcher bond
on the foundation line.
Learners apply mortar
and lay bricks carefully
following the pattern.
-Learners inspect their
group work check
if:bricks are aligned in
straight lines,half-brick
overlap is maintained
and joints are neat.
-Groups present their
wall section for quick
class observation.
5 Building Foundation By the end of the In groups/learners are How does Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: header bond and Construction Observatio
n be able to : -observe a sample contribute curriculum design. n
Processes. a) Explain the picture/model of a to the Lesson notes. schedule.
arrangement of header bond wall and Digital resources. Practical
strength of
masonry units in identify how the bricks Bricks. work.
a header bond.
a masonry Lime. Rubrics.
 b) Construct a are arranged. wall? Fine aggregate. Written
masonry -Learners share their Builders line. tests.
foundation wall observations with the Plumb bob.
using header class.
bond.
-Each group draws the
c) Appreciate the
arrangement of bricks in
importance of
a header bond on paper
proper bonding
or the board and label
in strengthening
the header faces of
masonry walls.
bricks.
-Each group is given
bricks/blocks and mortar
(or models).
-Learners arrange bricks
in header bond pattern to
form a small section of a
foundation wall.
-Learners check
alignment and spacing as
they build.
7 1 Building Foundation By the end of the In groups/learners are How are Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: headers and and Construction Observatio
n be able to : -observe pictures or a stretchers curriculum design. n
Processes. a) Describe the sample drawing of a arranged Lesson notes. schedule.
arrangement of Flemish bond wall. Digital resources. Practical
when
masonry units in -identify the pattern of Bricks. work.
a Flemish bond. headers and stretchers in
constructing Lime. Rubrics.
b) Construct a the bond and briefly a wall in Fine aggregate. Written
masonry share what they notice Flemish Builders line. tests.
foundation wall with the class. bond? Plumb bob.
using Flemish -learners study a chart or
bond. textbook illustration of
c) Show patience Flemish bond and
and precision discuss and describe the
when arrangement of masonry
constructing units (alternating header
masonry bond and stretcher in the same
patterns course).
-Using bricks/blocks or
brick models, learners
arrange masonry units to
form a Flemish bond
 pattern on the ground or
a practice board.
-Learners then construct
a small section of a
masonry foundation wall
using the Flemish bond
pattern while observing
correct alignment.
-Learners check spacing
and alignment with
guidance from the
teacher
2 Building Foundation By the end of the In groups/learners are Why is Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: English and Construction Observatio
n be able to : -observe pictures or a bond curriculum design. n
Processes. a) Explain the sample model of a wall commonly Lesson notes. schedule.
arrangement of built in English bond. Digital resources. Practical
used for
masonry units in -identify the Bricks. work.
English bond.
strong Lime. Rubrics.
arrangement of masonry
b) Construct a Fine aggregate. Written
masonry
headers and stretchers wall Builders line. tests.
foundation wall and share what they construction Plumb bob.
using English notice with the class. ?
bond. -learners discuss how
c) Value correct the masonry units are
bonding arranged in English
techniques in bond (alternate courses
ensuring strong of headers and
and durable stretchers).
masonry walls. -Learners use
textbooks or digital
devices to confirm the
arrangement of units in
English bond and list
two key features of
English bond.
-Learners draw a
simple sketch of
English bond
arrangement in their
exercise books and
 label header course
and stretcher course.
-In groups, learners
use bricks/blocks to
arrange a small section
of a foundation wall in
English bond.
-Learners take turns
placing masonry units
correctly.
3 Building Foundation By the end of the In groups/learners are What is the Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: importance and Construction Observatio
n be able to : -discuss what they of curriculum design. n
Processes. a) State the think a foundation wall foundation Lesson notes. schedule.
importance of does in a building and walls in a Digital resources. Practical
foundation walls mention one idea to building? work.
in a building. Rubrics.
the class.
b) Use digital or Written
-observe
print media to tests.
research on the pictures/diagrams of
importance of buildings showing
foundation walls foundation walls and
in a building. identify where the
c) Appreciate foundation wall is
importance of located.
foundation walls -Use textbooks, printed
in a building. notes, or digital
devices to research the
importance of
foundation walls.
-Each group lists at
least three reasons why
foundation walls are
important.
-Each group presents
one importance of
foundation walls to the
class.
4 Building Foundation By the end of the In groups/learners are Grade 10 Building Checklists
Constructio Walling. lesson,the learner should guided to: and Construction Observatio
 n be able to : -mention key points curriculum design. n
Processes. a) Attempt they remember from Lesson notes. schedule.
assessment the sub-strand. Digital resources. Practical
questions on the -Learners attempt short work.
sub-strand. Rubrics.
assessment questions
b) Show Written
confidence and
given by the teacher tests.
willingness in and write answers in
answering their exercise books.
assessment -Learners exchange
questions on the books with a peer and
sub-strand discuss and compare
their answers.
5 Building Ground By the end of the In groups/learners are What is a Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: solid and Construction Observatio
n be able to : -observe pictures or a ground curriculum design. n
Processes. a) Describe the sample diagram of a floor? Lesson notes. schedule.
components and solid ground floor and Digital resources. Practical
characteristics discuss what they think Drawing books work.
of a solid the floor is made of.
why is it Pencils. Rubrics.
ground floor. -Learners share their used in Written
b) Sketch and label ideas with the class. building tests.
the layers of a -Learners read short construction
solid ground notes or view a chart ?
floor. showing layers of a solid
c) Appreciate the ground floor (hardcore,
importance of sand blinding, damp
solid ground proof membrane,
floors in concrete slab, screed).
providing a -list the components of a
strong and solid ground floor in
stable building their exercise books.
surface. -discuss qualities of a
good solid ground floor
(strong, stable, durable,
level).
-Learners draw a simple
cross-section of a solid
ground floor in their
exercise books and label
each layer correctly.
8 MID-TERM BREAK
9 1 Building Ground By the end of the In groups/learners are Why are Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: suspended and Construction Observatio
n be able to : -observe a floors used curriculum design. n
Processes. a) Describe the chart/picture/model of a instead of Lesson notes. schedule.
structure and suspended ground floor Digital resources. Practical
solid floors
components of a and identify visible parts Drawing books work.
suspended (joists, sleeper walls, air
in some Pencils. Rubrics.
ground floor. vents, floor boards). buildings? Written
b) Draw and label -learners discuss the tests.
the structure of structure of a suspended
a suspended ground floor and list the
ground floor. components they think
c) Develop interest make up the floor
in observing structure.
different floor -Learners draw a simple
construction diagram of a suspended
methods used in ground floor in their
buildings. exercise books.
-label the main parts
such as:Floor
boards,Joists,Sleeper
wall,Air vent and
Foundation wall
2 Building Ground By the end of the In groups/learners are What are the Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: requirements and Construction Observatio
n be able to : -discuss what a ground of ground curriculum design. n
Processes. a) Outline the floor should have to be floors? Lesson notes. schedule.
requirements of safe and strong and Digital resources. Practical
ground floors mention one idea to work.
based on the Rubrics.
the class.
building code. Written
-In groups, learners
b) Use digital or tests.
print media to read short notes from
research on the the building code,
requirements of textbook, or printed
ground floors materials about
according to the requirements of
building code. ground floors.
c) Appreciate the -Each group identifies
requirements of key requirements.
ground floor. -Using phones, tablets,
or printed materials,
 learners search for
more requirements of
ground floors and
write at least 4
requirements in their
notebooks.
-Groups discuss the
requirements they
found.
-Group representatives
present their findings
to the class.
3 Building Ground By the end of the In groups/learners are What is the Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: procedure and Construction Observatio
n be able to : -discuss what they for curriculum design. n
Processes. a) Outline the think happens when constructing Lesson notes. schedule.
procedure for constructing a solid a solid Digital resources. Practical
constructing a ground floor and ground work.
solid ground floor? Rubrics.
mention one idea to
floor. Written
b) Engage a
the class. tests.
resource person -Learners listen to the
on the procedure resource person
for constructing explaining the
a solid ground procedure of
floor. constructing a solid
c) Appreciate the ground floor and write
importance of down the key steps
following the mentioned.
correct -In small groups,
procedure learners are given
when mixed steps of
constructing a constructing a solid
solid ground ground floor and
floor for safety arrange the steps in the
and durability correct order.
of buildings. -Learners ask the
resource person
questions about the
construction
 procedure.
4 Building Ground By the end of the In groups/learners are What safety Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: measures and Construction Observatio
n be able to : -mention safety rules should one curriculum design. n
Processes. a) State the safety they know when observe Lesson notes. schedule.
measures to working at a when Digital resources. Practical
observe when construction site. constructing work.
constructing a a solid Rubrics.
-learners discuss
solid ground ground Written
floor.
possible safety floor? tests.
b) Use print or measures when
digital media to constructing a solid
research on the ground floor (e.g.,
safety measures wearing protective
to observe when gear, proper tool
constructing a handling).
solid ground -Learners use
floor. textbooks, printed
c) Appreciate the materials, or digital
importance of
devices to search for
observing safety
measures when
safety measures used
constructing a during solid ground
solid ground floor construction..
floor to prevent -Groups present the
accidents at the safety measures they
construction found.
site. -Other learners listen
and add more safety
ideas.
5 Building Ground By the end of the In groups/learners are Which tools Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: and materials and Construction Observatio
n be able to : -mention tools and are used to curriculum design. n
Processes. a) Identify materials they think are construct a Lesson notes. schedule.
appropriate used in constructing a solid ground Digital resources. Practical
tools and solid ground floor. floor? Pictures. work.
materials for -Learners observe Rubrics.
constructing a pictures/real tools or Written
solid ground materials (e.g., shovel, tests.
floor. trowel, spirit level,
b) Use digital or hardcore, sand, cement,
print media to polythene sheet) and
 research on the name the tools and
uses of the materials they see.
different tools -Using phones, tablets,
and materials textbooks, or printed
used in notes, learners
construction of research:the uses of
solid ground selected tools and
floor. materials used in
c) Appreciate the constructing a solid
tools and ground floor.
materials used -Groups present their
in constructing findings to the class.
solid ground
floor.
10 1 Building Ground By the end of the In groups/learners are How do you Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: construct a and Construction Observatio
n be able to : -mention tools and solid ground curriculum design. n
Processes. a) Identify the materials used in floor? Lesson notes. schedule.
appropriate constructing a solid Digital resources. Practical
tools and ground floor and write at Timber boards. work.
materials for least two tools or Fine and course Rubrics.
constructing a materials in their aggregate. Written
solid ground notebook. Murram. tests.
floor. -observe real tools, Tampering rods. Project.
b) Use appropriate pictures, or charts of
tools and tools and materials used
materials to in ground floor
construct a solid construction and identify
ground floor. and name the tools and
c) Observe safety materials.
and proper - sort given items or
handling of pictures into two
tools and groups:Tools &
materials during Materials
the construction -In groups, learners
of a solid practice using
ground floor. appropriate tools and
materials to simulate or
demonstrate steps in
constructing a solid
ground floor.
-Learners identify safety
 measures when handling
tools and materials.
2 Building Ground By the end of the In groups/learners are What is the Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: importance and Construction Observatio
n be able to : -mention buildings of solid curriculum design. n
Processes. a) State the they know (houses, ground Lesson notes. schedule.
importance of classrooms, shops) and floors in a Digital resources. Practical
solid ground discuss what the floor building? work.
floors in a Rubrics.
of the building does.
building. Written
-Learners observe the
b) Use digital or tests.
print media to classroom floor or
research on the pictures of building
importance of floors and discuss
solid ground what would happen if
floors in a the floor was weak or
building. missing.
c) Appreciate the -In groups, learners
importance of use textbooks, printed
solid ground notes, or digital
floors in a
devices to find the
building.
importance of solid
ground floors.
-Learners discuss their
findings and write the
importance of solid
ground floors on a
chart or exercise book.
-Each group presents
one or two points to
the class.
3 Building Ground By the end of the In groups/learners are Grade 10 Building Checklists
Constructio Floors. lesson,the learner should guided to: and Construction Observatio
n be able to : -recall key points curriculum design. n
Processes. a) Attempt learned in the sub- Lesson notes. schedule.
assessment strand. Digital resources. Practical
questions on the -Learners read the work.
sub-strand. Rubrics.
assessment questions
b) Show Written
confidence and
individually. tests.
willingness in -Learners attempt the
 answering assessment questions
assessment in their exercise books.
questions on the -Learners exchange
sub-strand books with a peer and
discuss their answers
and help each other
correct mistakes.
4 Building Plumbing By the end of the In groups/learners are Which tools Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: and and Construction Observatio
Equipment. be able to : -mention any equipment curriculum design. n
a) Identify the plumbing tools or are used in Lesson notes. schedule.
tools and equipment they know. plumbing Digital resources. Practical
equipment for -Learners list the tools works? Pliers,clamps,spanne work.
plumbing rs. Rubrics.
on the board or in their
works. Vice,tongs,clips. Written
b) Draw and label
exercise books. tests.
the various tools -observe pictures/real
and equipment plumbing tools
for plumbing provided by the
works. teacher and identify
c) Appreciate the and name the tools and
different tools equipment.
and equipment -Learners to draw
used in plumbing tools in their
plumbing exercise books and
works.
label the tools
correctly.
-learners show their
drawings to the class
and name the tools.
5 Building Plumbing By the end of the In groups/learners are What are the Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: uses of the and Construction Observatio
Equipment. be able to : -mention plumbing different curriculum design. n
a) State the uses of tools they know (e.g., tools and Lesson notes. schedule.
the different pipe wrench, hacksaw, equipment Digital resources. Practical
tools and plunger) and discuss used in Pliers,clamps,spanne work.
equipment used plumbing rs. Rubrics.
what each tool is used
in plumbing works? Vice,tongs,clips Written
works.
for. tests.
b) Use digital or -Learners observe
print media to pictures or real
 research on the plumbing tools
uses of the provided by the
different tools teacher and identify
and equipment the tools and guess
used in
their uses.
plumbing
-Each group discusses
works.
c) Appreciate the and writes the uses of
uses of the different plumbing
different tools tools and equipment.
and equipment -Learners use phones,
used in tablets, textbooks, or
plumbing charts to research more
works. plumbing tools and
their uses and record at
least 3 tools and their
uses.
-Groups present the
tools they found and
explain their uses.
11 1 Building Plumbing By the end of the In groups/learners are What safety Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: measures and Construction Observatio
Equipment. be able to : -observe different should one curriculum design. n
a) Explain the plumbing tools and observe Lesson notes. schedule.
safety measures equipment displayed by when Digital resources. Practical
to observe when the teacher or shown in handling work.
handling pictures and mention plumbing Rubrics.
plumbing tools possible dangers when tools and Written
and equipment . using the tools. equipment? tests.
b) Use print or -Each group discusses
digital media to safety measures to
search for observe when handling
information on plumbing tools and
safety measures equipment.
to observe when -Learners use textbooks,
using plumbing charts, or digital devices
tools and to search for more safety
equipment. measures used when
c) Appreciate the handling plumbing tools
importance of and equipment.
observing safety -Learners record the
 measures when findings in their
handling notebooks.
plumbing tools -Selected learners
and equipment. practice correct handling
and safety procedures
(e.g., passing tools
safely, proper storage,
wearing protective gear
2 Building Plumbing By the end of the In groups/learners are How can Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: pipes be cut and Construction Observatio
Equipment. be able to : -observe different pipes accurately curriculum design. n
a) Explain the and pipe-cutting tools using Lesson notes. schedule.
process of displayed by the teacher Digital resources. Practical
plumbing
cutting pipes and discuss what the Pliers,clamps,spanne work.
using tools may be used for.
tools? rs. Rubrics.
appropriate -Learners watch a short Vice,tongs,clips Written
plumbing tools. demonstration or teacher Pipe stock and dies. tests.
b) Cut pipes explanation on steps for
accurately using cutting a pipe.
appropriate -learners list the steps
plumbing tools involved in cutting a
and equipment. pipe and present their
c) Appreciate the steps.
importance of -Each group is given a
careful and safe pipe, pipe cutter or
cutting of pipes. hacksaw, and measuring
tool.
-Learners measure and
mark the pipe where it
should be cut.
-take turns cutting the
pipe carefully using the
correct tool.
3 Building Plumbing By the end of the In groups/learners are How are Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: pipes and Construction Observatio
Equipment. be able to : -observe different pipes formed curriculum design. n
a) Describe the and plumbing tools using Lesson notes. schedule.
process of displayed by the teacher Digital resources. Practical
plumbing
forming pipes and name the tools they Pliers,clamps,spanne work.
using plumbing know and discuss what
tools and rs. Rubrics.
tools and they think the tools are equipment? Vice,tongs,clips Written
equipment. used for. Pipe stock and dies. tests.
 b) Form pipes into -Learners watch the
required shapes teacher demonstrate how
using a pipe is formed or bent
appropriate using plumbing tools.
plumbing tools -learners list the steps
and equipment. they observed in the pipe
c) Show forming process.
willingness to -Each group is given
handle pipes and pipe-forming
plumbing tools tools and then practice
carefully during forming the pipes into
pipe forming. simple shapes (e.g.,
curve or angle)
4 Building Plumbing By the end of the In groups/learners are How can Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: pipes be bent and Construction Observatio
Equipment. be able to : -mention tools used in correctly curriculum design. n
a) Explain the bending pipes. using Lesson notes. schedule.
process of -discuss why pipes plumbing Digital resources. Practical
bending pipes need to be bent in tools and Pliers,clamps,spanne work.
using plumbing equipment? rs. Rubrics.
plumbing work.
tools and Vice,tongs,clips Written
-Learners observe the
equipment. Pipe stock and dies. tests.
b) Bend pipes to teacher or a video
the required demonstrating how
angle using pipes are bent using a
appropriate pipe bender.
plumbing tools -Learners identify the
and equipment. steps involved in pipe
c) Observe safety bending.
when bending -In pairs, learners
pipes using discuss the
plumbing tools
process/steps of
and equipment
bending pipes
-In small groups,
learners use pipe
benders and pipes to
bend pipes to a
required angle (e.g.,
45° or 90°).
-Learners take turns
performing the task.
 -Learners list safety
measures to observe
when bending pipes
(e.g., wearing gloves,
holding tools
properly).
5 Building Plumbing By the end of the In groups/learners are How do you Grade 10 Building Checklists
Services. Tools and lesson,the learner should guided to: care and and Construction Observatio
Equipment. be able to : -list plumbing tools and maintain curriculum design. n
a) Identify ways of equipment they know. plumbing Lesson notes. schedule.
caring and -Each pair mentions one tools and Digital resources. Practical
maintaining way of caring for the equipment at Pliers,clamps,spanne work.
plumbing tools tools (e.g., cleaning, the work rs. Rubrics.
and equipment proper storage). place? Vice,tongs,clips Written
at the work -Learners observe Pipe stock and dies. tests.
place. different plumbing
b) Carry out care tools/equipment
and displayed by the teacher
maintenance of or shown in pictures and
plumbing tools identify signs of good
and equipment care or poor
at the work maintenance.
place. -Each group discusses
c) Appreciate the and writes ways of
importance of caring and maintaining
proper care and plumbing tools such
maintenance of as:Cleaning tools after
plumbing tools use,Oiling metal
and equipment parts,Storing tools
at the properly & Checking for
workplace. damage
-In groups, learners
practice caring and
maintaining tools
by:Cleaning tools with a
cloth,Arranging tools
properly in a
toolbox,Checking for
loose or damaged parts
& Wiping and drying
tools to prevent rust.
12 REVISION OF WORK COVERED
13 END OF TERM ASSESSMENT
14 END OF TERM 1 BREAK