Grade 10 Electricity Term 2 Scheme of Work
Electricity • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 10 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 10 | 1 | Electrical Installation | 3.1 Generation, Transmission and Distribution of Electricity | By the end of the lesson, the learner should be able to: a> revise power systems through a “Grid Challenge”; b> compete in generation, transmission, policy; c> earn “Power Systems Expert” badge. |
The learners will be guided to: i> play board game on grid management; ii> solve crisis cards; iii> reflect on national responsibility. |
Are you ready to power a nation? | Game materials, crisis cards | Game performance rubric | — |
| 10 | 2 | Electrical Installation | 3.1 Generation, Transmission and Distribution of Electricity | By the end of the lesson, the learner should be able to: a> compile a power systems portfolio; b> include grid model, policy brief, reflections; c> take ownership of civic learning. |
The learners will be guided to: i> gather all 3.1 work; ii> write a cover letter on national vision; iii> submit for assessment. |
How has power systems study shaped your citizenship? | Portfolio templates | Portfolio rubric | — |
| 10 | 3 | Electrical Installation | 3.2 Equipment at the Consumer’s Intake Point | By the end of the lesson, the learner should be able to: a> identify service cable, cut-out, energy meter; b> label on a real or diagrammed intake point; c> appreciate entry-point safety. |
The learners will be guided to: i> watch video of real intake point; ii> match components to names; iii> discuss why order matters. |
What is the first thing electricity touches in your home? | Video, diagram, component cards | Identification accuracy rubric | — |
| 10 | 4 | Electrical Installation | 3.2 Equipment at the Consumer’s Intake Point | By the end of the lesson, the learner should be able to: a> explain function of main switch and consumer unit; b> relate to circuit protection and isolation; c> value control in emergency. |
The learners will be guided to: i> examine consumer unit layout; ii> simulate turning off main switch; iii> discuss fire or repair scenarios. |
Why must every home have a main switch? | Consumer unit demo, switches | Function explanation rubric | — |
| 10 | 5 | Electrical Installation | 3.2 Equipment at the Consumer’s Intake Point | By the end of the lesson, the learner should be able to: a> install control equipment in correct sequence; b> practice on training board with mock components; c> demonstrate precision in layout. |
The learners will be guided to: i> mount cut-out, meter, switch in order; ii> follow KERA regulations; iii> peer-check for sequence errors. |
Why can’t we rearrange the intake equipment? | Training boards, mock components | Installation sequence checklist | — |
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