Focal competence: Applying Home Management steps in daily life activities
1.state the meaning of home management;
2.outline the importance of home management
3.identify the steps in Home Management practice;
4.create a simple Home Management plan for a week;
5.create a budget/plan/a meal and make a cleaning schedule for cleaning for a hypothetical family for seven days.
Focal competence: Applying Home Management steps in daily life activities
Focal competence: Creating motivational plans in managing household tasks and responsibility effectively
1.explain the meaning of motivation for Home Management;
2.appreciate the role of motivation in achieving Home Management goals;
3.identify various types of Home Management;
4.create motivational personal plans to stay motivated in managing household tasks and responsibility effectively.
Focal competence: Creating motivational plans in managing household tasks and responsibility effectively
Focal competence: Developing the ability to adjust to unexpected changes in plans or household needs without getting discouraged
1.identify factors/strategies affecting motivation in Home Management;
2.differentiate between internal and external motivators in home management tasks;
3.create bingo cards (physical or digital vision boards) with motivational strategies/factors.
Focal competence: Developing the ability to adjust to unexpected changes in plans or household needs without getting discouraged
Focal competence: Creating charts or diagrams classifying different resources available to a family (human, material, community)
1.Participate in group discussion to state the differences amongst various types of family resources and their importance family well-being and the achievement of goals.
2.Research and present in groups, short reports or a visual aid (e.g., a poster, a presentation) explaining the importance of one type of family resource for the quality of family life.
3.Take turns in groups to classify resources into categories such as monetary and • Worksheets for students to classify resources, solve management problems, or create a family budget • Charts/posters/ or slideshows to illustrate the classification of resources (human, material, non- material) and the resource management cycle. Students to:
1.write and categorise types of family resources;
2.enumerate the importance of different types of family resources;
3.create charts or diagrams to identify and classify the different resources available to a typical family (human, material, community).
Focal competence: Creating charts or diagrams classifying different resources available to a family (human, material, community)
Focal competence: Creating visual representation of the family life cycle, clearly showing the stages and key transitions
1.Brainstorm in groups on the meaning, types and different stages of family life cycle.
2.Make presentations, posters, or informational charts to illustrate the stages of the family life cycle, the challenges, and the skills needed to transition between stages.
3.Act out scenarios in groups, representing different family life cycle stages to understand the roles, responsibilities and challenges involved.
4.Create a family tree for their own families to see how different generations have gone through different stages of the family life cycle. • Family life cycle chart • Short videos showing stages of the family life cycle and related concepts like family cohesion • Family album showing Create or use existing family albums, charts, or posters to show different types of families and how they change over time Students to:
1.describe how family size, roles, and responsibilities change throughout the cycle;
2.analyse how family life cycle influences family resource management and decision-making;
3.create a visual representation of the family life cycle, clearly showing the stages and key transitions;
4.enumerate ways of managing family problems.
Focal competence: Applying the concepts of needs, wants, goals, and standards to real-life scenarios
1.Research the concept of family, identify different types of families (nuclear, blended, extended).
2.Take turns in groups to mention factors that influence family needs and categorize wants.
3.Engage in a group debate on family needs, wants, goals and standards. • Visual aids like family albums, charts, and posters showing different family structures, sizes, and needs. Students to:
1.state the meaning and types of family needs;
2.narrate the roles of family members;
3.outline the factors influencing family needs;
4.distinguish between family needs and wants;
5.describe concepts of needs, wants, goals, and standards to real-life scenarios.
Focal competence: Applying basic conflict resolution strategies in daily life scenario
1.Brainstorm in groups on the meaning, types and dynamics of family relationship.
2.Engage in group discussion on the roles of various family members in a household and the environmental impact on a child's development and behaviour, ways of strengthening family relationship.
3.Research in groups the internet using ICT devices and appropriate search engines and other sources like library to search and document different types of families (e.g., nuclear, extended, blended).
4.Create a scrapbook or a digital journal that captures family • Posters/charts/diag rams to illustrate concepts such as roles within a family, communication styles, and conflict resolution steps • Guest speaker • Worksheets for reinforcement activities like creating family trees or analyzing case studies • Video clips or documentaries that explore different family dynamics, themes, and issues Students to:
1.state the meaning of family relationship;
2.outline different types and dynamics of family relationship;
3.differentiate between expected and actual roles of various family members in a household;
4.narrate how different family environments and relationships impact a child's development and behaviour.
Focal competence: Applying basic conflict resolution strategies in daily life scenario
Focal competence: Applying constructive solutions to disagreements and learning to apologize and forgive
1.Engage in group discussion on the meaning and types of family crisis.
2.Brainstorm in groups on various ways of resolving crisis in the family.
3.Participate in group discussion on the negative effects of unresolved family crisis.
4.Role-play a hypothetical family- related crisis scenario demonstrating ways of resolving the crisis. • Guest speaker • Documentaries on ways of resolving crisis Students to:
1.state the meaning of family crisis;
2.outline different types and causes of family crisis;
3.enumerate ways of resolving crisis in the family;
4.narrate the negative effects of unresolved family crisis.
Focal competence: Demonstrating understanding of values to solve hypothetical family-related scenarios
1.Brainstorms in groups on the meaning, importance, types of family values and factors that influence a family's value system.
2.In groups, research and make presentations to the whole class on different types of families (e.g., nuclear, extended, blended), and discuss how their unique structures might influence family values.
3.Write a personal statement or create a mind map outlining the most important values in their own family and why they are significant. • Posters/charts showing how to maintain healthy family relationships and upholding values. • Documentaries on importance of value system in the family • Guest speaker Students to:
1.explain the meaning, importance and types of family values;
2.outline factors that can influence a family's value system;
3.narrate how negative values affect individual and family behaviour;
4.write ways to foster and maintain values within a family setting.
Focal competence: Applying ways of enhancing effective communication in the family
1.define communication in the family;
2.explain importance of communication in family relationships;
3.mention the types of communication in family relationships;
4.outline the hindrances to effective communication in the family;
5.suggest ways of enhancing effective communication in the family.
Focal competence: Applying decision-making steps to real-life home management scenarios
1.In groups discuss the meaning, types, steps involved and the importance of decision- making process in home management.
2.Engage in a group discussion to analyse hypothetical personal and family decisions, listing the potential advantages and disadvantages of each alternative.
3.Individually, identifying household problems, such as a budget deficit or a chore imbalance.
4.In group, analyze household problems to find logical solutions.
5.outline steps of the decision-making process to real-life home management scenarios, such as budgeting or meal planning. • Flowcharts to visually map out the steps of a decision- making process for specific problems. Students to:
1.state the meaning and types of decision-making in home management;
2.enumerate steps of decision-making process;
3.outline the importance of decision-making in Home Management.
Focal competence: Applying conflicts resolution strategies in everyday scenario
1.explain the meaning of family conflicts;
2.outline the causes of family conflicts;
3.suggest ways of solving conflicts in the family.
Focal competence: Identifying nutritional deficiencies or imbalances in a diet and develop solutions to correct them
1.Engage in group to discuss the meaning and importance of nutrients in the body.
2.Brainstorm in groups to analyze a given meal plan to determine if it is balanced and meets the body's nutritional needs, compare the nutritional value of different foods within the same food group.
3.Take turns in groups to identify classes of nutrients and their sources in common foods, nutritional imbalances in a diet and develop solutions to correct them. • Charts showing classes of food web chain • Charts that categorize foods by nutrient content • Visual diagrams of the human body to show how different nutrients are used and where they are absorbed • Worksheets for students to practice identifying nutrients in a given meal, planning a balanced diet, or calculating nutrient intake Students to:
1.describe the meaning and importance of nutrients in the body;
2.outline specific classes and functions of each nutrient class in the body;
3.sort foods into groups based on their primary nutrients;
4.enumerate nutritional deficiencies or imbalances in a diet and develop solutions to correct them.
Focal competence: Investigating and presenting the specific nutritional requirements for different stages of life
1.explain the different groups of people in the family and their roles;
2.identify the specific nutritional needs of different family members;
3.explain how nutrition impacts the physical and cognitive health of different family members;
4.create a sample menu for a specific family member (e.g., a pregnant woman) that is both nutritious and budget-friendly;
5.design a nutritional guide
Focal competence: Creating meal plan that incorporates a variety of foods to ensure it is nutritionally
1.Engage in group discussion on the meaning of balanced diet and the factors influencing meal planning.
2.Participate in group work to write the guidelines for meal planning and meal writing.
3.Brainstorm in groups on common problems in meal planning with solutions, stating the relationship between nutrition, personal well-being and overall health. • Cooking utensils • Chats showing menu types • Guest speaker • Food stuffs Students to:
1.explain the meaning of balanced diet;
2.list the factors influencing meal planning;
3.outline guidelines for meal planning and menu writing;
4.design a meal plan that incorporates a variety of foods to ensure it is nutritionally adequate;
5.state the relationship between nutrition, personal well-being and overall health.
Focal competence: Demonstrating cleaning and maintaining cooking equipment, utensils and tableware
1.identify types of cooking equipment, utensils and tableware;
2.describe the proper functions and usage of cooking equipment, utensils and tableware;
3.mention safety precautions to take when using kitchen equipment and utensils;
4.explain the importance of personal and kitchen hygiene, including the proper cleaning and maintenance of equipment and utensils.
Focal competence: Preparing simple dishes
1.explain the meaning of cooking terms, techniques/ methods;
2.state the advantages and disadvantages of each method of cooking;
3.describe the guidelines for using various techniques/method s of cooking;
4.prepare a simple dish.
Focal competence: Demonstrating care of clothing in daily scenario
1.explain the meaning of clothing with their basic components;
2.mention the types of clothing with their primary functions;
3.outline factors influencing clothing choices and behaviour;
4.show proper care, ironing and folding techniques for various clothing;
5.discuss the importance of appropriate heat settings and safety in ironing.
Focal competence: Demonstrating proper laundry techniques/procedures different types of household linen including stain removal
1.Participate in group discussion on the meaning and importance, types, uses of household linen and factors to consider when selecting household linen.
2.Individually practice sewing skills to mend tears and sew on buttons to extend the life of linens.
3.In group research and make presentations to the entire class on proper techniques/ procedures like washing, drying, and ironing different types of household linen including stain removal for different types of stains. • Various types of fabrics • Finished Linen Products (bed sheet, towel, table clothes, curtains etc.) • Sewing and Repair Kits • Pictures or charts showing different types of linen, patterns, and the different rooms they are used in (bedroom, parlour, kitchen etc.) • Stain removers and washing agents. • Video clips showing how to choose, care for, and use household linens Students to:
1.state the meaning and importance of household linen;
2.outline the different types and uses of household linen;
3.enumerate the factors to consider when selecting household linen;
4.highlight techniques/procedu res for proper laundry of different types of household linen.
Focal competence: Using fabric paints to create designs or learn techniques like batik, tie-dye, or screen printing on fabric
1.Brainstorm in groups on the meaning, types of textile and the characteristics/prop erties of textile.
2.Individually, collect different fabric samples from home and create a fabric swatch book or mood board and label each sample with its fiber content, origin, and suggested use.
3.Participate in a group task to perform simple tests on different fabrics to measure properties like absorbency and shrinkage. For example, they can soak equal-sized swatches of different fabrics and measure how much water they absorb • Various types of fabrics to help students identify and differentiate them based on fiber, weave, and finish • Sewing and construction tools (measuring tapes, scissors, pins, needles, dressmaker's carbon, chalk, and seam rippers) • Sewing machines Irons, ironing boards, and other pressing equipment for finishing garments • Photographs showing fabrics, garments, and techniques • Posters and charts that summarize key information on textile types, care symbols, or the sewing process Students to:
1.describe the meaning and types of textile;
2.highlight the characteristics/prop erties of textiles;
3.create designs like batik, tie-dye, or screen print on fabric using paints.
Focal competence: Using fabric paints to create designs or learn techniques like batik, tie-dye, or screen printing on fabric
Focal competence: Utilizing different textile skills for economic sustainability
1.Individually practice knitting and crocheting to create items like throws or other furnishings, embellish fabric through embroidery or applique techniques.
2.Individually, use sewing machines to make straight stitches and make design a fabric using embellishment technique using hand-sewing.
3.Make garments from a pattern and attach facings and fastenings neatly. • Various types of fabrics to help students identify and differentiate them based on fiber, weave, and finish • Sewing and construction tools (measuring tapes, scissors, pins, needles, dressmaker's carbon, chalk, and seam rippers) • Sewing machines Irons, ironing boards, and other pressing equipment for finishing garments • Photographs showing fabrics, garments, and techniques • Posters and charts that summarize key information on textile types, care symbols, or the sewing process Students to:
1.create items using knitting and crocheting;
2.make different embroidery designs on fabric;
3.make garments from a pattern and attach facings and fastenings neatly.
Focal competence: Sketching fashion ideas and applying design concepts to fabrics
1.Brainstorm in groups on the meaning of fabric construction, stating the differences between various types of fabric and their properties.
2.Engage in group discussion on the processes of fabric construction stating the limitations of different fabric constructions and the appropriate uses for each.
3.Participate in group discussion to identify and troubleshooting common sewing machine faults.
4.Individually, practice sewing straight stitches and other fundamental seams by hand or machine, • Various types of fabrics to help students identify and differentiate them based on fiber, weave, and finish • Sewing and construction tools (measuring tapes, scissors, pins, needles, dressmaker's carbon, chalk, and seam rippers) • Sewing machines Irons, ironing boards, and other pressing equipment for finishing garments • Photographs showing fabrics, garments, and techniques • Posters and charts that summarize key information on textile types, care Students to:
1.describe the concept of fabric construction;
2.distinguish between various types of fabric and their properties;
3.enumerate the fundamental processes of fabric construction;
4.narrate the limitations of different fabric constructions and the appropriate uses for each;
5.outline and troubleshoot common sewing machine faults;
6.create a design using straight stitches and other fundamental seams by hand or machine on a fabric.
Focal competence: Sketching fashion ideas and applying design concepts to fabrics
Focal competence: Applying proper care and maintaining different types of clothing
1.Brainstorm in groups on the meaning and importance of a wardrobe planning, identifying various factors that influence wardrobe needs.
2.Engage in group activity to role-play a scene on planning, selecting and showcasing outfits for a job interview, a wedding, or a casual outing.
3.Participate in group activity to access and watch online resources using ICT gadgets for articles, videos, and interactive guides on wardrobe planning and maintenance. • Fashion magazines and catalogs showing different clothing styles, colors, and current trends for various occasions • Posters/charts illustrating principles like color coordination, body shape, and the difference between casual and formal wear • Measuring tape and scissors • Various fabric samples (e.g., cotton, silk, denim) • Dressmaker's carbon, tailors' chalk, and a tracing wheel • Worksheet • Guest speaker • Articles/video clips and interactive guides on wardrobe Students to:
1.describe the meaning and importance of wardrobe planning;
2.outline various factors that influence wardrobe needs;
3.narrate how to build a versatile wardrobe that meets both daily and special occasion needs;
4.give reasons why it is important to select specific garments for a particular function or event;
5.highlight care and maintenance required for different types of clothing.
Focal competence: Applying proper care and maintaining different types of clothing
Focal Competence: Caring and maintaining family house
1.Students search the internet to assess information on the meaning and importance of family house.
2.Work in group identify different ways of caring and maintenance of the family house. • Visual Aids • Charts • On-line learning platform e.g. You Tube Students to:
1.state the meaning and importance of family house;
2.enumerate and describe different types of family houses;
3.describe how to care and maintenance of the family house.
Focal Competence: Utilizing home management skills effectively in choosing family house
1.Source information from variety of source on the choice and design of a family house.
2.In groups discuss and brainstorm on factors influencing choice and design of family house. • Visual Aids • Charts • On-line learning platform e.g. You Tube Students to:
1.outline the factors influence the choice of family house;
2.list and explain factors influence the design of family house;
3.describe ways of choosing a house for family;
4.explain the guidelines for choosing a family house.
Focal Competence: Utilizing the skills effectively and efficiently in arranging home furniture
1.Brainstorm in groups on differentiating between a house and home and types of furniture and fixture for different functional areas of a home.
2.In groups, access, retrieve from the internet using ICT gadgets and watch video clips on how furniture and fixtures in different functional areas of the home are arranged. • Visual Aids • Charts • On-line learning platform e.g. You Tube • Samples of furniture/fixtures Students to:
1.explain the difference between a house and home;
2.state and discuss types of furniture and fixture for different functional areas of a home;
3.Outline and describe guidelines for arranging furniture and fixtures in different functional areas of the home;
4.practice and demonstrate how to arrange furniture and fixtures in different functional areas of the home using the classroom.
Focal competence: Recognizing the value of entrepreneurship for societal well-being
1.state the meaning of entrepreneurship, intrapreneur and entrepreneur;
2.discuss the benefits of entrepreneurship;
3.differentiate between intrapreneur and entrepreneur;
4.identify the challenges of entrepreneurship practices in Nigeria.
Focal competence: Demonstrating good understanding of financial discipline
1.explain the meaning and origin of money;
2.discuss the uses of money;
3.state the importance and methods of saving money.
4.describe the sources of funding for textiles production start- up;
5.create a savings card;
6.show how to carefully record savings.
Focal competence: Identifying concepts and basics for starting a business in Home Management
1.state the meaning of textiles business start-up;
2.discuss various industry entry requirements for textiles start-up;
3.explain the benefits of starting an enterprise;
4.identify textiles products and services;
5.identify resources / tools for textiles start-up.
Focal Competence: Applying home management skills in choosing career for economic sustainability
1.explain the meaning and importance of career in home management;
2.identify different career opportunities in home management;
3.state and describe factors to consider when choosing career in home management;
4.outline and discuss challenges and prospects in choosing career in Home Management careers.
Focal Competence: Exhibiting positive attitudes, enterprise and entrepreneurial skills to managing business outfit
Focal Competence: Utilizing entrepreneurial skills in Home Management in establishing and running a home-based business outfit
1.discuss the meaning and importance of entrepreneurial skills in Home Management;
2.state differences between types of entrepreneurial opportunities in Home Management;
3.outline qualities of a home-based entrepreneur;
4.differences between enterprise and entrepreneurial skills in Home Management;
5.explain steps in starting home- based business.
Focal Competence: Utilizing record Keeping skills in sustaining a home-based Business
1.describe the meaning and importance of record keeping;
2.state and discuss different types of record keeping in home;
3.describe ways of keeping record and how to prepare a record book for home- based business.
Focal competence: Demonstrating Enterprise Marketing Knowledge and Skills in daily scenario
1.state the meaning of market and marketing;
2.explain the basic characteristics of markets;
3.discuss the importance of marketing;
4.identify factors that determine the choice of target markets;
5.explain marketing strategies;
6.identify different means of marketing.
Focal Competence: Purchasing and consuming goods and services wisely
Focal Competence: Identifying of agencies responsible for consumer rights protection in Nigeria
1.explain the meaning of consumer and responsibility of a consumer;
2.state the responsibilities of a consumer;
3.highlight responsibilities of the government;
4.discuss ways of protecting consumer rights in the market place;
5.mention agencies responsible for consumer rights protection in Nigeria;
6.identify qualities of a good consumer.
Focal Competence: Understanding the importance of consumer information for daily scenario
1.Engage in a group discussion on the meaning, importance and sources of consumer information.
2.Visit agencies providing consumer information in Nigeria.
3.Discuss in groups consequences of lack consumer information on the family well-being. • Audio visual aids and digital resources • Charts and posters on consumer information in Nigeria • Digital tools • Field trips to common protection agencies • Guest speaker Students to:
1.explain the meaning, importance and sources of consumer information;
2.outline agencies providing consumer information in Nigeria;
3.discuss effects of lack consumer information on the family well-being.
Focal Competence: Solving emerging issues in the home and daily life
1.explain meaning, importance of problem solving, and resilience skills in Home Management;
2.describe the importance of adaptability skills in Home Management;
3.identify ways of developing problem- solving, resilience and adaptability skills.
1.Meaning, importance of problem-solving, and resilience skills in Home Management
2.Meaning and importance of adaptability skills in Home Management
3.Ways of developing problem-solving, resilience and adaptability skills.