Grade 10 Aviation Term 1 Scheme of Work
Aviation • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 11 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 11 | 1 | Aircraft Basic Construction | 2.1 Aircraft Components | By the end of the lesson, the learner should be able to: a> explain how fuselage shape affects fuel efficiency; b> test streamlined vs. boxy shapes in wind tunnel (fan); c> appreciate efficiency in design. |
The learners will be guided to: i> construct two fuselage shapes; ii> measure resistance in airflow; iii> graph results and conclude. |
Why are aircraft not box-shaped? | Cardboard, fan, rulers, graph paper | Experiment report rubric | — |
| 11 | 2 | Aircraft Basic Construction | 2.1 Aircraft Components | By the end of the lesson, the learner should be able to: a> investigate material choices for wings; b> compare strength-to-weight of local vs. aerospace materials; c> value material science in aviation. |
The learners will be guided to: i> test balsa, paper, plastic for wing use; ii> record strength and weight data; iii> recommend best material for a glider. |
Why don’t we build wings from steel? | Material samples, scales, data sheets | Investigation report checklist | — |
| 11 | 3 | Aircraft Basic Construction | 2.1 Aircraft Components | By the end of the lesson, the learner should be able to: a> explore cockpit component layout; b> design a simplified instrument panel; c> appreciate human-centered design. |
The learners will be guided to: i> view cockpit photos; ii> identify 5 key instruments; iii> draw a panel for a training aircraft. |
How does cockpit design support the pilot? | Cockpit images, drawing tools | Design accuracy rubric | — |
| 11 | 4 | Aircraft Basic Construction | 2.1 Aircraft Components | By the end of the lesson, the learner should be able to: a> simulate emergency component failure; b> role-play pilot-engineer communication; c> demonstrate calmness under pressure. |
The learners will be guided to: i> receive a failure scenario (e.g., landing gear); ii> use ICAO phraseology to report; iii> debrief on communication clarity. |
How do professionals handle component emergencies? | Scenario cards, phraseology guide | Role-play communication rubric | — |
| 11 | 5 | Aircraft Basic Construction | 2.1 Aircraft Components | By the end of the lesson, the learner should be able to: a> connect component knowledge to future careers; b> map components to jobs (designer, inspector, pilot); c> express aspiration in aviation pathways. |
The learners will be guided to: i> research careers linked to components; ii> create a “career-component” mind map; iii> share one dream job and required skills. |
Which aircraft part speaks to your future? | Career resources, mind map templates | Mind map rubric | — |
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