Grade 10 Power Mechanics Term 1 Scheme of Work
Power Mechanics • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 4 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 4 | 1 | Fundamentals of Power Mechanics | 1.2 Evolution of motor vehicles | By the end of the lesson, the learner should be able to: a) design a “Vehicle of the Future” concept; b> integrate sustainability, safety, and local needs; c> show creativity in futuristic thinking. |
The learners will be guided to: i> sketch a 2040 vehicle for Nairobi streets; ii> label features (solar roof, AI safety); iii> pitch to “investors” (class). |
What vehicle will Kenya need in 20 years? | Design sheets, markers | Concept design rubric | — |
| 4 | 2 | Fundamentals of Power Mechanics | 1.2 Evolution of motor vehicles | By the end of the lesson, the learner should be able to: a) reflect on evolution learning in a portfolio entry; b> include timeline, trends, future concept; c> connect to workshop studies next. |
The learners will be guided to: i> compile all 1.2 work; ii> write on “Lessons from Vehicle History”; iii> set a goal for workshop safety. |
How has vehicle history shaped your view of innovation? | Portfolio templates | Reflection completeness rubric | — |
| 4 | 3 | Fundamentals of Power Mechanics | 1.2 Evolution of motor vehicles | By the end of the lesson, the learner should be able to: a) revise evolution knowledge through a “Timeline Olympics”; b> compete in sequencing, trends, inventors; c> celebrate historical mastery. |
The learners will be guided to: i> rotate through timed challenges; ii> earn points for accuracy; iii> receive “Auto Historian” badge. |
Are you a master of motor vehicle history? | Olympics stations, badges | Station scorecard | — |
| 4 | 4 | Fundamentals of Power Mechanics | 1.3 Power mechanics workshop layout | By the end of the lesson, the learner should be able to: a) identify main areas in a Power Mechanics workshop; b) label storage, workbenches, office, passages on a diagram; c) appreciate spatial organisation in efficiency. |
The learners will be guided to: i> examine photos of model workshops; ii> match area names to functions; iii> discuss why layout affects workflow. |
Why can’t a workshop be just a big empty room? | Workshop photos, labeling sheets | Area identification rubric | — |
| 4 | 5 | Fundamentals of Power Mechanics | 1.3 Power mechanics workshop layout | By the end of the lesson, the learner should be able to: a) sketch a standard workshop layout; b> include safety zones, tool walls, vehicle bays; c> demonstrate precision in technical drawing. |
The learners will be guided to: i> use grid paper; ii> draw to scale with labels; iii> peer-check for logical flow. |
How do you design a workshop that works like a well-oiled machine? | Grid paper, rulers | Layout sketch rubric | — |
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