Grade 10 Power Mechanics Term 1 Scheme of Work
Power Mechanics • Grade 10
KES 100.00 — Full Scheme of Work
Buy Now
📘 Preview: Week 1 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Fundamentals of Power Mechanics | 1.1 Overview of Power Mechanics as a learning area | By the end of the lesson, the learner should be able to: a) define Power Mechanics as a learning area; b) categorise its scope into engines, systems, and maintenance; c) appreciate its role in national transport infrastructure. |
The learners will be guided to: i) brainstorm definitions in groups; ii> use digital devices to verify with official sources; iii> create a concept map of Power Mechanics scope. |
What makes Power Mechanics more than just “fixing cars”? | Digital devices, concept map templates | Definition and scope rubric | — |
| 1 | 2 | Fundamentals of Power Mechanics | 1.1 Overview of Power Mechanics as a learning area | By the end of the lesson, the learner should be able to: a) identify career opportunities in Power Mechanics; b) research roles like mechanic, engineer, inspector; c) express interest in automotive pathways. |
The learners will be guided to: i> explore online job portals or KUCCPS; ii> create “Career Cards” for 3 roles; iii> present one aspirational path to class. |
What future could Power Mechanics build for you? | Career databases, card templates | Career card rubric | — |
| 1 | 3 | Fundamentals of Power Mechanics | 1.1 Overview of Power Mechanics as a learning area | By the end of the lesson, the learner should be able to: a) evaluate Power Mechanics activities in the local community; b> map garages, inspection centres, and Jua Kali workshops; c) demonstrate citizenship through local awareness. |
The learners will be guided to: i> walk or use Google Maps to locate auto businesses; ii> categorise by service type; iii> discuss economic contribution. |
Where does Power Mechanics happen in our community? | Local maps, marker pins | Community mapping rubric | — |
| 1 | 4 | Fundamentals of Power Mechanics | 1.1 Overview of Power Mechanics as a learning area | By the end of the lesson, the learner should be able to: a) acknowledge the importance of Power Mechanics in daily life; b> list vehicles and machines dependent on engines; c) value mobility and mechanisation in society. |
The learners will be guided to: i> brainstorm transport, farming, and emergency vehicles; ii> create a “Day Without Engines” thought experiment; iii> reflect on societal reliance. |
How would life stop without Power Mechanics? | Brainstorm sheets, reflection prompts | Importance reflection rubric | — |
| 1 | 5 | Fundamentals of Power Mechanics | 1.1 Overview of Power Mechanics as a learning area | By the end of the lesson, the learner should be able to: a) engage a resource person from the automotive field; b) formulate questions on careers and daily work; c> show respect during the interaction. |
The learners will be guided to: i> prepare 2 questions in advance; ii> listen actively and take notes; iii> write a thank-you note summarising key insights. |
What can real professionals teach us that textbooks cannot? | Guest speaker (live/recorded), note sheets | Engagement and reflection rubric | — |
This preview is for evaluation only and cannot be printed or downloaded.