Grade 10 Metalwork Term 3 Scheme of Work
Metalwork • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 3 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 | Metal Joining and Finishing Processes | 4.2 Sheet metal processes | By the end of the lesson, the learner should be able to: a) perform basic raising on a cup form; b> use raising hammer on wooden block; c> demonstrate patience in slow forming. |
The learners will be guided to: i> start with pre-hollowed base; ii> raise walls in stages; iii> anneal if metal hardens. |
How do you build height without splitting the metal? | Sheet metal, raising hammers, torch (teacher demo for annealing) | Raising quality rubric | — |
| 3 | 2 | Metal Joining and Finishing Processes | 4.2 Sheet metal processes | By the end of the lesson, the learner should be able to: a) select tools for a given sheet metal process; b> match stake, hammer, die to task; c> demonstrate resourcefulness in tool choice. |
The learners will be guided to: i> examine tool wall; ii> choose set for hollowing vs. raising; iii> justify selections in writing. |
Which tools turn your idea into shape? | Tool kits, task cards | Tool selection rubric | — |
| 3 | 3 | Metal Joining and Finishing Processes | 4.2 Sheet metal processes | By the end of the lesson, the learner should be able to: a) maintain forming tools after use; b> clean stakes, oil hammers; c> show responsibility for shared resources. |
The learners will be guided to: i> wipe metal dust from stakes; ii> store hammers properly; iii> complete maintenance log. |
Why must forming tools be cared for like precision instruments? | Maintenance kits, log sheets | Tool care checklist | — |
| 3 | 4 | Metal Joining and Finishing Processes | 4.2 Sheet metal processes | By the end of the lesson, the learner should be able to: a) create a sheet metal process sampler; b> include hem, hollow, sink, raise samples; c> label each with process name and use. |
The learners will be guided to: i> produce small examples of each process; ii> mount on display board; iii> present as workshop reference. |
Can your sampler teach others about forming? | Metal scraps, display board | Sampler completeness rubric | — |
| 3 | 5 | Metal Joining and Finishing Processes | 4.2 Sheet metal processes | By the end of the lesson, the learner should be able to: a) research real-life applications of sheet metal processes; b> identify in vehicles, machines, household items; c> appreciate relevance in daily life. |
The learners will be guided to: i> examine car fenders, cooking pots, funnels; ii> match to hollowing, raising, sinking; iii> present findings in gallery walk. |
Where do you see these processes in the real world? | Real objects, photo cards | Application identification rubric | — |
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