REPUBLIC OF KENYA

MINISTRY OF EDUCATION SCIENCE AND TECHNOLOGY

VOCATIONAL SYLLABUS FOR TRAINEES WHO ARE DEAFBLIND

BASKETRY AND WEAVING

 KENYA INSTITUTE OF CURRICULUM DEVELOPMENT   					P O Box 30231 – 00100                                       	  
	   NAIROBI                                                                                 

                                                                                                                 SEPTEMBER, 2013
                                                                                                                     2ND DRAFT

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT   

Published 

© Kenya Institute of Curriculum Development 2013

All rights reserved.  No part of the book may be reproduced, stored in a retrieval system or transcribed in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by:
 The Kenya Institute of Curriculum Development 
PO BOX 30231-00100
NAIROBI

FOREWORD

Education and training form an important foundation upon which all other pillars of our State construction and nationhood are built. It is through quality education and training that our country will be able to achieve vision 2030.

In achieving national development, the government has embarked on developing a productive human resource through quality training. Through such training, individuals get the opportunity to acquire skills and competencies that enable them enter the competitive labour market in both public and private sectors.

Increasing demand for training opportunities for persons who are deafblind necessitated the development of a vocational course that meets their needs. The basketry and weaving course ensures the acquisition of useful skills and competencies for individual economic and social independence thereby becoming self-reliant. 

I wish to sincerely thank the Director and staff of Kenya Institute of Curriculum Development, practising teachers and stakeholders who participated in the development of this syllabus. Specifically, I wish to appreciate Sense International East Africa for financial and technical support during the development of this syllabus. 

PROF. PETER KINYANJUI
CHAIRMAN
GOVERNING COUNCIL
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

INTRODUCTION

This basketry and weaving course aims at providing persons who are deafblind with skills and competencies that are meant to enable them live independently and become productive members of the society. The course intends to equip the trainee with knowledge, skills, attitude and competencies necessary in basketry and weaving. The course also introduces the trainees to a wide range of basketry and weaving tools, equipment, techniques and items. All trainees undertaking the basketry and weaving course are also expected to undertake support units in communication and social skills, health and safety, information communication technology (ICT) and entrepreneurship. Emerging issues have been integrated in the syllabus.

NATIONAL GOALS OF EDUCATION

1.	Foster nationalism, patriotism and promote national unity
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be able to live and interact as Kenyans. It is a paramount duty of education to help the youth acquire this sense of nationhood by removing conflicts and by promoting positive attitudes of mutual respect which enable them to live together in harmony, and foster patriotism in order to make a positive contribution to the life of the nation.

2.	Promote the social economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.

a) Social Needs
Education in Kenya must prepare children for the changes in attitudes and Relationships which are necessary for the smooth process of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of rapid modernization. Education should assist our youth to adapt to this change.

b) Economic Needs
Education in Kenya should produce citizens with skills, knowledge, expertise and personal qualities that are required to support a growing economy. Kenya is building up a modern and independent economy which is in need of adequate domestic manpower.

c)   Technological and Industrial Needs
Education in Kenya should provide the learners with the necessary skills and attitudes for industrial development. Kenya recognizes the rapid industrial and technological changes taking place especially in the developed world. We can only be part of this development if our education system deliberately focused on knowledge, skills and attitudes that will prepare the youth for these changing global trends.

3.       Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is character building.   
   
4.      Promote sound moral and religious values
Education should provide for the development of knowledge, skills and attitudes that will enhance acquisition of sound moral values and help children to grow up into Self-disciplined, self-reliant and integrated citizens.

5. 	Promote social equality and responsibility
Education should promote social equality and foster a sense of social responsibility within an education system which provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and corporate social service irrespective of gender, ability or geographical environment.

6. 	Promote respect for and development of Kenya’s rich and varied cultures
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary society. The children should be able to blend the best of traditional values with the changed requirements that must follow rapid development in order to build a stable and modern society.

7. 	Promote international consciousness and foster positive attitudes towards other nations
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations. Education should therefore lead the youth of the country to accept membership in this international community with al the obligations and responsibilities, rights and benefits that this membership entails.

8. 	Promote positive attitudes towards good health and environmental   protection 
Education should inculcate in the youth the value of good health in order to avoid indulging in activities that will lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It should lead the youth to appreciate the need for a health environment.

Objectives of Special Needs Education

The objectives of Special Needs Education in Kenya are to:
a)	Facilitate the development of all learners with special needs spiritually, mentally, socially and physically;
b)	Develop in the learners analytical and productive abilities so that they may excel in learning and in their future careers;
c)	Enable learners acquire a suitable foundation for the world of work in the context of economic and manpower needs;
d)	enable learners develop positive self-concept and attitudes towards life, based on moral and religious values;
e)	Enable learners develop skills of coping and independent living aimed at habilitation, rehabilitation and adjustment;
f)	Identify and assess learners with special needs for early intervention services;
g)	Promote inclusion of learners with special needs in regular schools and institutions with appropriate support and related services;
h)	Provide learners with special needs in education with appropriate resources for learning in a barrier free environment;
i)	create awareness in the community on the needs and potentials of learners with special needs so as to be more responsive to their diverse needs;
j)	Provide educational facilities, materials and equipment for the education of learners with special needs;
k)	Provide appropriate human resource for special needs education.

Objectives of Education for learners who are Deafblind 

The objectives of education for learners who are Deafblind in Kenya are to:
a)	determine the learner’s entry behaviour; 
b)	enable the learner develop communication skills; 
c)	assist the learner to acquire literacy and numeracy skills;
d)	provide the learner with the necessary sensory stimulation for learning;
e)	provide the learner with the opportunity to explore, discover and experiment at own pace;
f)	encourage the learner to develop self identity;
g)	assist the learner to develop and realize social interaction with members of the family and society;
h)	enable the learner develop motor and manipulative skills;
i)	enable the learner develop skills for self reliance and independent living. 

General Objectives of Vocational Curriculum for Trainees who are Deafblind

The general objectives of the vocational curriculum for trainees who are deafblind are to:
a)	equip the trainee with vocational skills in readiness for the world of work;
b)	equip the trainee with practical skills for participating in income generating activities;
c)	assist the trainee to develop positive attitude towards  work;
d)	assist the trainee to acquire relevant competencies in a specific vocational skill area based on abilities and interests;
e)	equip the trainee with communication and social skills for interaction and adaptation to the community;
f)	assist the trainee to develop safety skills for  work and environment and promote good health practices; 
g)	equip the trainee with basic entrepreneurial skills in order to exploit the economic opportunities available in the community for income generation; 
h)	equip the trainee with basic skills in Information Communication Technology (ICT). 

GENERAL REGULATIONS BASKECTRY AND WEAVING SYLLABUS FOR TRAINEES WHO ARE DEAFBLIND
Features of the syllabus
a)	The syllabus comprises of vocational skills component and support subject areas. The vocational skills component constitutes basketry and weaving course while the support subject include communication and social skills, health and safety, information communication technology and entrepreneurship.
b)	The syllabus comprises well formulated objectives, carefully selected content, suggested teaching and learning resources, teaching and learning methods and assessment techniques.
Duration of the course
The course is designed to take four (4) years, three years of training and one year of project work on which the trainee will be externally assessed.
Entry Requirements
Trainees enrolling for this course should have successfully completed training at pre-vocational level.
Assessment and Award of Certificates
1.	Continuous assessment shall be carried out throughout the course.
2.	The Kenya National Examination Council will offer practical oriented assessment through project work.
a)	Project work.
i.	A project in this context means practical work carried out by an individual trainee as per the stated objectives for basketry and weaving vocational course.
ii.	Aim of the project work.
The aim of the project work is to give the trainee an opportunity to carry out practical work to demonstrate acquired skills.
iii.	Project selection.
 The trainee will carry out the project as guided by the trainer. The project will be decided upon by the training institution and communicated to the Kenya National Examination Council.
iv.	Project supervision
The project shall be supervised by the trainer to ensure that the trainee receives adequate guidance.
v.	Project assessment
•	Internal assessment.
The trainer will continuously assess and award marks during the project period. The continuous assessment marks will be submitted to the Kenya National Examination Council for final grading.
Internal assessment will constitute fifty per cent (50%) of the final marks.
. 
•	External assessment.
The Kenya National Examination Council will provide an external examiner who will evaluate the project and award marks accordingly.
External assessment will constitute 50% of the total marks.

b)	Award of certificates.
•	The training institution will award a school leaving certificate to every trainee who successfully completes the course.
•	The Kenya National Examinations Council will award certificates to successful candidates.

BASKETRY AND WEAVING
COURSE SUMMARY 
No.	Topic	Sub-topic	Duration	
1.		Items made of Basketry	•	Identifying items made in basketry
•	Identifying the use of different items made in basketry	20	
2.		Materials and Equipment used in Basketry	•	Observing safety precautions when handling materials and equipment used in basketry
•	Identifying materials and equipment used in basketry
•	Obtaining material and equipment used in basketry 
•	Preparing materials and equipment in readiness for basketry
•	Storing materials and equipment used in basketry	20	
3.		Making items using macramé (knotting) technique	•	Observing safety precautions when doing macramé
•	Identifying items made from macramé technique
•	Identifying materials and equipment used in macramé
•	Obtaining materials and equipment used in macramé
•	Preparing materials and equipment in readiness for macramé
•	Cast on materials appropriately on the loom (top bar)
•	Making knots to create patterns
•	Making various items using macramé techniques
•	Finishing the items
•	Storing the items
•	Clearing the working area	230	
4.		Making items using plaiting technique	•	Observing safety precautions when plaiting
•	Identifying items made from plaiting technique
•	Identifying materials and equipment used in plaiting
•	Sorting materials and equipment used in plaiting
•	Preparing  materials and equipment used in plaiting
•	Arranging materials and equipment in readiness for plaiting
•	Arranging materials to create pattern
•	Making items using plaiting techniques
•	Finishing items made using plaiting techniques
•	Displaying the finished items
•	String the items
•	Cleaning the working area	230	
5.		Making items using twining techniques	•	Observing safety precautions when twining
•	Identifying items made of twining techniques
•	Identifying materials and equipment used in twining technique
•	Obtaining materials and equipment used in twining
•	Sorting materials and equipment used in twining
•	Arranging materials to create pattern
•	Making items using twining technique
•	Finishing items made using twining techniques
•	Display the items
•	Storing the items
•	Clearing the working area	230	
6.		Making items using randing technique	•	Observing safety precautions when randing
•	Identifying items made from randing techniques
•	Identifying materials and equipment used in randing
•	Obtaining materials and equipment used in randing 
•	Sorting materials and equipment used in randing
•	Preparing materials and equipment in readiness for randing
•	Arranging materials to create pattern
•	Making items using randing technique
•	Finishing items made using randing technique
•	Displaying items made using randing technique
•	Storing items
•	Clearing the working area	230	
7.		Woven items	•	Identifying woven items
•	Identifying uses of woven items	20	
8.		Materials and equipment used in weaving	•	Observing safety precaution when handling materials and equipment used in weaving
•	Identifying materials and equipment used in weaving
•	Obtaining materials and equipment used in weaving
•	Sorting materials and equipment used in weaving
•	Identifying parts of a loom
•	Preparing materials and equipment in readiness for weaving	20	
9.		Loading warps on a                                                                       huddle	•	Observing safety precaution when loading warps on a huddle
•	Casting on warps on the holding wire
•	Fixing the holding wire on the looms
•	Identifying eyelets and spaces on the huddle
•	Holding the cobbler’s needle
•	Loading the warps through the eyelets using cobbler’s needle
•	Alternating the loading of the warps through the eyelets and spaces
•	Straightening the yarn using a comb
•	Setting the tension
•	Tying the yarn on the last holding wire	30	
10.		Loading the shuttle	•	Observing safety precautions when loading the shuttle
•	Identifying the shuttle
•	Identifying the future of the shuttle
•	Rolling yarn on the shuttle through the notch appropriately	30	
11.		Interlacing warps and wefts	•	Observing safety precautions when interlacing
•	Pushing loaded shuttle through the shade appropriately
•	Holding weft appropriately to ensure the correct tension
•	Pulling huddle appropriately
•	Alternating the push of the shuttle and pulling of the huddle.	40	
12.		Making woven items	•	Observing safety precautions when weaving
•	Identifying woven items
•	Weaving items
•	Finishing woven items
•	Caring for woven items
•	Displaying woven items
•	Storing woven items
•	Clearing the working area	550	
13.		Selling woven items	•	Identifying possible market for woven items
•	Determining prices of    different woven items
•	Branding woven items
•	Displaying  woven items
•	Selling woven items
•	Recording sales	160	
		•		1810	

COMMUNICATION AND SOCIAL SKILLS

	Topic	Sub-topic	Duration	
1	Receptive communication skills	•	Responding to greetings appropriately
•	Responding to instructions and commands correctly
•	Responding to questions appropriately
•	Interpreting information in articles and objects	60	
2	Expressive communication skills	•	Describing activities of the day
•	telling different stories
•	Expressing emotions
•	discussing events
•	Pantomiming activities	70	
3	Directional and positional concepts	•	Identifying locations of various structures in the compound
•	Identifying positions of various objects/tools in relation to the body
•	Arranging objects/tools in relation to each other 
•	Moving the body in relation to the environment
•	Moving objects/tools in relation to self.	70	
4	Signs for different places	•	Identifying institutions for learners who are deafblind
•	Identifying towns where the institutions are found
•	Identifying major cities and towns in Kenya	50	
5	Making Friends	•	Identifying friends
•	Making friends
•	Sustaining friendship	50	
6	Good behavior	•	Using courtesy signs/words 
•	Exhibiting  acceptable social behaviour	50	

HEALTHY AND SAFETY

	Topic	Sub-topic	Duration	
1	Maintaining hygiene	•	Caring for own body 
•	dressing self appropriately
•	cleaning the environment
•	Caring for cleaning materials and equipment
•	Storing cleaning materials and equipment	70	
2	Food and nutrition	•	Identifying nutritional value of food
•	Identifying diet for different groups of people	50	
3	Common accidents and ailments	•	Identifying common accidents 
•	Identifying ways of precauting common accidents
•	Identifying common ailments
•	Identifying ways of precaution ailments	60	
4	First Aid	•	Identifying contains of first aid kit
•	Performing first aid for common accident and ailments	50	
5	Safety in the environment	•	Identifying chips and land marks in the environment
•	Identifying dangerous places in the environment
•	Moving safely with the aids of a sighted guide
•	Moving safely using a white-cane
•	Using mobility protective techniques appropriately	70	
6	HIV/AIDS	•	Identifying ways of contracting HIV
•	Identifying ways of preventing HIV
•	Identifying ways of caring for a person infected with AIDs	50	

INFORMATION COMMUNICATION TECHNOLOGY
	Topic	Sub-topic	Duration	
1	Information communication technology devices	•	Observing safety precautions when handling ICT devices
•	Identifying common ICT devices
•	Identifying used of ICT devices	50	
2	Using common ICT devices	•	Observing safety precautions when using ICT devices
•	Identifying main parts of common ICT devices
•	Connecting the devices to source of power
•	switching on devices
•	using devices appropriately
•	Switching off devices
•	storing devices appropriately	120	
3	Using a computer	•	Observing safety precautions when using computer
•	Identifying main parts of a computer
•	Connecting the computer to source of power
•	Switching on the computer
•	storing the computer appropriately	100	
4	Caring for ICT devices	•	Disconnecting ICT devices from source of power
•	Cloak ICT devices appropriately
•	Pack ICT devices appropriately
•	Store ICT devices appropriately	50	

ENTREPRENEURSHIP

	Topic	Sub-topic	Duration	
1	Money	•	Identifying different denominations of money
•	Identifying value of money
•	Using money to obtain goods and services	50	
2	Income generating activities	•	Identifying income generating activities in the community
•	Identifying suitable location for a business
•	Identifying products and services that are in demand
•	start a business	120	
3	Marketing and selling of goods and services	•	Preparing goods for sale
•	determining prices of goods and services
•	Identifying ways of distributing goods to customer
•	Identifying various ways of advertising goods and services
•	Practicing appropriating grooming for a sales person	120	
4	Managing a business	•	Identifying different sources of business finances
•	Keeping business records
•	Identifying various methods of sourcing money.	120	
		Total	1430 Hrs	
		Project Work	1080 Hrs	

BASKETRY AND WEAVING 
Introduction
      	The course is intended to equip the trainee with knowledge, skills, attitude and competencies in basketry and weaving for personal use and income generation. 

General objectives of the basketry and weaving 
By the end of the subject, the trainee should be able to:
a)	acquire knowledge, skills, attitude and competencies in basketry and weaving;
b)	produce items using basketry and weaving skills;
c)	 sell finished items;
d)	appreciate basketry and weaving as an income generating activity.

1.0	      ITEMS MADE IN BASKETRY
1.1	      Specific objectives
By the end of the topic, the trainee should be able to:
a)	identify items made in basketry;
b)	identify the use of different items made in basketry.

1.2	Content
1.2.1     Identifying items made in basketry
•	
•	Ropes
•	Mats
•	Hats
•	Baskets
•	Pot hanger
•	Belts
•	Hammock
•	Sports nets
•	Winnower
•	Nut bag (for squeezing coconut milk)

1.2.2	Identifying uses of different items made in basketry

1.3	Suggested Learning and Teaching Activities

•	Demonstrating  (hand support)
•	Manipulating
•	Displaying
•	Imitating
•	Role playing
•	Pantomiming
•	Turn taking
•	Choice making
•	Excursion
•	

1.4	Suggested Learning and Teaching Resources
•	
•	Ropes
•	Nut bags
•	Mats
•	Hats
•	winnower
•	Baskets
•	Pot hangers
•	Belts
•	Hammock
•	Volley ball net
•	Basketball net
•	Object of reference
•	Calendar systems
•	
2.0	MATERIALS AND EQUIPMENT USED IN BASKETRY
2.1       Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when handling materials and equipment used in basketry; 
b)	identify materials and equipment used in basketry;
c)	obtain materials and equipment used in basketry;
d)	sort materials and equipment used in basketry;
e)	prepare  materials and equipment in readiness for basketry;
f)	store materials and equipment used in basketry.

2.2	 	Content
2.2.1	Observing safety precautions when handling materials and equipment used in basketry
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

2.2.2	Identifying materials and equipment used in basketry
•	
•	Raffia
•	Sisal fibres
•	Banana fibres
•	Reels of paper
•	Plastic ribbons 
•	Straws
•	Recycled polythene paper
•	Leather strips
•	A pair of scissors
•	Razor blade
•	Knife
•	Panga
•	Needles
•	Jembe
•	Cotton twine
•	Linen 
•	Papyrus
•	Hemp 
•	Jute 
•	Yarn 
•	Palm leaves
•	
•	Reeds
•	Grass

2.2.3	Obtaining materials and equipment used in basketry
•	Collecting from the local environment
•	Improvising
•	Buying

2.2.4	Sorting materials and equipment used in basketry according to:
•	Size
•	Color
•	Type
•	Use
•	Texture
•	Shape

2.2.5	Preparing  materials and equipment in readiness for basketry
•	Churning /combing
•	Dying/colouring
•	Soaking
•	Cutting
•	Drying
•	Sharpening
•	Oiling
2.2.6	Storing materials and equipment used in basketry.

2.3	Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support)
•	Manipulating
•	Collecting
•	Churning /combing
•	Dyeing/coloring
•	Soaking
•	Cutting
•	Drying
•	Sharpening
•	Oiling
•	Buying
•	Turn taking
•	Choice making

2.4 	Suggested Learning and Teaching Resources
•	
•	Raffia
•	Sisal fibres
•	Banana fibres
•	Reels of paper
•	Plastic ribbonPalm leaves
•	Money
•	Water
•	Reeds
•	Grass
•	Clothes line
•	Protective clothing
•	Working surface
•	Environmental cues
•	Straws
•	Recycled polythene paper
•	Leather strips
•	A pair of scissors
•	Razor blade
•	Knife
•	Panga
•	Needles
•	Jembe
•	Papyrus
•	Object of reference
•	Calendar systems
•	Locally available materials

3.0 	 MAKING ITEMS USING MACRAME (KNOTTING) TECHNIQUE
3.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when doing macrame;
b)	identify items made from macrame technique;
c)	identify the materials and equipment used in macrame;
d)	obtain material and equipment used in macrame;
e)	prepare materials and equipment in readiness for macrame;
f)	cast on materials appropriately on the loom (top  bar); 
g)	make knots to create patterns;
h)	make various items using macrame technique;
i)	finish the items;
j)	display the items
k)	store the items
l)	clear the working area

3.2 	Content
3.2.1 	Observing safety precautions when doing macrame 
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

3.2.2	Identifying items made from macrame technique

3.2.3 	Identifying materials and equipment used in macrame technique 
•	Ropes
•	Sisal fibres
•	Manila twines
•	A pair of scissors
•	Knife
•	Razor blade
•	Loom 

3.2.4	Obtaining material and equipment used in macrame
•	Collecting from the local environment
•	Improvising 
•	Buying 

3.2.5	Preparing materials and equipment in readiness for macrame
•	Dyeing
•	Drying
•	Measuring
•	Cutting

3.2.6 	Casting on materials appropriately on the loom 
3.2.7 	Making knots to create patterns
•	Hitches
-	Full hitch
-	Double half hitch
-	Reverse half hitch
•	Over hand knot
•	Square knot

3.2.8 	Making items using macrame technique
•	Pot hanger
•	Door mat

3.2.9	Finishing the items on the loom 
•	Tying 
•	Cutting 

3.2.9	Displaying the items
3.2.10	Storing the items
3.2.11	Clearing the working area

3.3	 Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Choice Making
•	Manipulating
•	Buying 
•	Cutting
•	Knotting
•	Counting
•	Arranging
•	Tying
•	Cleaning
•	Casting on
•	Measuring
•	Drying
•	Dyeing
•	
	
3.4	Suggested Learning and Teaching Resources
•	
•	Ropes
•	Sisal fibres
•	Gloves
•	Loom (Top bar)
•	Pot hangers
•	Door mats
•	Dyes
•	Hot Water 
•	Soap
•	Dust coats
•	Buckets
•	Karai
•	Money
•	Sufuria
•	Metal  bucket
•	Manila twines
•	A pair of scissors
•	Knife
•	Brooms 
•	Razor blade
•	Object of reference
•	Calendar systems

4.0 	MAKING ITEMS USING PLAITING TECHNIQUE
4.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	 observe safety precautions when plaiting;
b)	identify items made from plaiting technique;
c)	identify material and equipment used in plaiting;
d)	obtain material and equipment used in plaiting;
e)	sort material and equipment used in plaiting;
f)	prepare material and equipment in readiness for plaiting;
g)	arrange material and equipment in readiness for plaiting;
h)	arrange the material to create pattern;
i)	make items using plaiting technique;
j)	finish items made using plaiting technique;
k)	display the finished items;
l)	store the items;
m)	clear the working area.

4.2      Content
4.2.1	Observing safety precautions when plaiting 
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

4.2.2 	Identifying items made from plaiting technique
•	
•	Ropes 
•	Strings 
•	Baskets
•	Mats
•	Belts
•	Hats 

4.2.3	Identifying material and equipment used in plaiting
•	
•	Sisal fibres
•	Banana fibres
•	Leather stripes
•	Palm leaves
•	Raffia 
•	Dye 
•	Containers
•	Pair of scissors
•	Razor blades
•	Knives 
•	Needles
•	Threads
•	Strings 
•	Water 

4.2.4	Obtaining material and equipment used in plaiting
•	Collecting from the local environment
•	Improvising 
•	Buying 

4.2.5	Sorting material and equipment used in plaiting according to:
•	Size 
•	Colour 
•	Texture 
•	Shape 
•	Use 

4.2.6	Preparing materials and equipment in readiness for plaiting
•	
•	Churning/combing 
•	Cutting 
•	Dyeing  
•	Colouring 

•	Splitting
•	Sharpening
•	Oiling  

4.2.7	Arranging materials and equipment in readiness for plaiting
4.2.8 	Arranging materials to create pattern
4.2.9	Making items using plaiting technique

•	Rope 
•	Belt
•	Hat
•	Basket

4.2.10	Finishing items made using plaiting technique
•	Binding
•	Folding 
•	Joining 

4.2.11	Storing the items 
4.2.12 	Displaying the finished items
4.2.13 	Clearing the working area

4.3	Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Choice Making
•	Manipulating
•	Churning/combing 
•	Dyeing
•	Buying  
•	Colouring 
•	Splitting
•	Sharpening
•	Oiling  
•	Cutting
•	Sewing 
•	Knotting
•	Counting
•	Arranging
•	Tying
•	Measuring
•	Cleaning
•	Drying

4.4	Suggested Learning and Teaching Resources 
•	
•	Ropes
•	Sisal fibres
•	Money 
•	Manila twines
•	Loom (Top bar)
•	Mats
•	Dyes
•	Hot Water 
•	Buckets
•	Karai/ Sufuria/metal bucket
•	Gloves
•	A pair of scissors
•	Knives
•	
•	Dust coats
•	Soap
•	Razor blades
•	Object of reference
•	Calendar systems
•	

5.0 	MAKING ITEMS USING TWINING TECHNIQUE
5.1     	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when twining; 
b)	identify items made from twining technique;
c)	identify materials and equipment used in twining technique
d)	obtain material and equipment used in twining; 
e)	sort materials and equipment used in twining; 
f)	prepare material and equipment in readiness for twining; 
g)	arrange material to create pattern; 
h)	make items using twining technique; 
i)	finish items made using twining technique;
j)	display the items;  
k)	store the items;
l)	clear the working area. 

5.2	Content
5.2.1	Observing safety precautions when twining
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

5.2.2	Identifying items made from twining technique 
•	Ropes 
•	Strings 
•	Cotton twine 
•	Baskets 
•	Winnowers 
	
5.2.3	Identifying materials and equipment used in twining
•	
•	Sisal fibres 
•	Papyrus 
•	Twigs
•	Yarn
•	Cotton twines 
•	Manila twines
•	A pair of scissors
•	Files
•	Oil stone
•	Panga
•	Knives
•	Razor blades 

5.2.4	Obtaining materials and equipment used in twining 
•	Collecting from the local environment
•	Improvising 
•	Buying 

5.2.5	Sorting materials and equipment used in twining according to:
•	
•	Size
•	Texture
•	Shape
•	Use
•	Colour

5.2.6	Preparing materials and equipment in readiness for twining 
•	
•	Churning / combing 
•	Cutting 
•	Dyeing 
•	Sharpening 
•	Oiling 
•	Soaking
•	Colouring 
•	Splitting 
5.2.7	

5.2.7	Arranging material to create pattern 
5.2.8	Making items using twining technique 
•	Ropes
•	Kiondo  

5.2.9	Finishing items made using twining technique
•	Knotting
•	Trimming 
•	Tying 

5.2.10	Displaying the twined items
5.2.11 Storing the finished items
5.2.12 Clearing the working area

5.3	Suggested Learning and Teaching Activities 
•	
•	Demonstrating (hand support)
•	Manipulating
•	Choice Making
•	Imitating
•	Turn taking
•	Knotting
•	Counting
•	Arranging
•	Tying
•	Measuring
•	Drying
•	Churning / combing 
•	Cutting 
•	Dyeing 
•	Sharpening 
•	Oiling 
•	Soaking
•	Colouring 
•	Cleaning
•	Splitting 
•	Buying

5.4	Suggested Learning and Teaching Resources
•	
•	Kiondo
•	Twiggs
•	Sisal fibres
•	Papyrus fibres
•	Hyacinth 
•	Containers 
•	Yarn 
•	Money 
•	Dye 
•	Files
•	Oil stone
•	Scissor 
•	Knives
•	Razor blades
•	Needles 
•	Panga 

6.0 	MAKING ITEMS USING RANDING TECHNIQUE
6.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	 observe safety precautions when randing;
b)	identify items made from randing technique; 
c)	identify materials and equipment used in randing; 
d)	obtain materials and equipment used in randing; 
e)	 sort materials and equipment used in randing; 
f)	prepare materials and equipment in readiness for randing;
g)	arrange materials to create pattern; 
h)	make items using randing technique; 
i)	finish items made using randing technique;
j)	display items made from randing technique;
k)	store the items;
l)	clear the working area.

6.2	Content
6.2.1	Observing safety precautions when randing 
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

6.2.2	Identifying items made from randing technique
•	Kiondo 
•	Rat trap 
•	Fish trap
•	Basket 

6.2.3	Identifying materials and equipment used in randing 
•	
•	Sisal fibres
•	Manila twine 
•	Strings 
•	Dry banana fibres
•	Papyrus 
•	Piece of leather 
•	Thread 
•	Cobbler’s needle 
•	Knife 
•	Pair of scissor 
•	Razor blade 
•	Leather punch 

6.2.4	Obtaining materials and equipment used in randing
•	Collecting from local environment 
•	Improvising 
•	Buying 

6.2.5	Sorting materials and equipment according to:
•	Size
•	Texture 
•	Colour
•	Shape
•	Use 

6.2.6	Preparing materials and equipment in readiness for randing 
•	
•	Churning /combing 
•	Cutting 
•	Soaking 
•	Dyeing 
•	Colouring 
•	Splitting 
•	Sharpening 
•	Oiling 
•	Trimming 

6.2.7	Arranging materials to create pattern
6.2.8	Making items using randing technique 
•	Brooms 
•	Mats 

6.2.9	Finishing items made using randing technique
•	Binding 
•	Folding
•	Trimming   
•	Joining 

6.2.10	Displaying finished items made from randing
6.2.11 	Storing the items
6.2.12 	Clearing the working area

6.3	Suggested Learning and Teaching Activities 
•	
•	Knotting
•	Counting
•	Arranging
•	Tying
•	Measuring
•	Drying
•	Dyeing
•	Sewing
•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Choice Making
•	Manipulating
•	Cleaning
•	Cutting

`6.4	Suggested Learning and Teaching Resources
•	
•	Sisal twines 
•	Strings
•	Manila twines 
•	Piece of leather 
•	Thread 
•	Cobbler’s needle 
•	Knife 
•	Money 
•	Pair of scissors 
•	Razor blade 
•	Dyes
•	Containers
•	Water
•	Leather punch

7.0 	WOVEN ITEMS
7.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	 identify woven items; 
b)	identify uses of woven items. 

7.2	Content
7.2.1	Identifying woven items
•	Neck scarf
•	Baby shawl
•	Shoulder shawl
•	Table cloth 
•	Bed cover

7.2.2	Identifying uses of woven items 

7.3	Suggested Learning and Teaching Activities 
•	
•	Knotting
•	Counting
•	Arranging
•	Tying
•	Measuring
•	Drying
•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Choice Making
•	Manipulating
•	Cutting
•	

7.4	Suggested Learning and Teaching Resources

•	Neck scarf
•	Baby shawl 
•	Shoulder shawl
•	Table cloth
•	Bed cover 
•	Furniture 
•	Doll 
•	Object of reference 
•	Calendar systems
•	

8.0	MATERIALS AND EQUIPMENT USED IN WEAVING 
8.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when handling materials and equipment used in weaving;
b)	identify materials and equipment used in weaving;  
c)	obtain materials and equipment used in weaving; 
d)	sort materials and equipment used in weaving; 
e)	identify parts of a loom;
f)	prepare materials and equipment in readiness for weaving. 

8.2 	Content
8.2.1	Observing safety precautions when handling materials and equipment used in weaving  
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

8.2.2	Identifying materials and equipment used in weaving 
•	
•	Yarn (thread)
•	Strings
•	Sisal twines
•	Looms 
•	Pair of scissors 
•	Holding wire 
•	Knives 
•	Combs 
•	Cobbler’s needle 
•	Wooden rail
•	Working surface

8.2.3	Obtaining materials and equipment used in weaving
•	Collecting from local environment
•	Improvising 
•	Buying 

8.2.4	Sorting materials and equipment used in weaving according to: 
•	Size
•	Texture
•	Shape 
•	Use 
•	Colour

8.2.5	Identifying parts of a loom 
•	Frame
•	Heddle
•	Shuttle 
•	Winding rods
•	Accessories
-	Wooden rail
-	Holding wire

8.2.6	Preparing materials and equipment in readiness for weaving 
•	Assembling locally (loom)
•	Measuring
•	Cutting
•	Arranging yarn 

8.3	Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Choice Making
•	Manipulating
•	Loading 
•	Sitting 
•	Combing 
•	Arranging 
•	Assembling locally (loom)
•	Measuring
•	Cutting
•	Arranging yarn 

8.4 Suggested Learning and Teaching Resources
•	
•	Yarn
•	Strings
•	Sisal twines
•	Looms 
•	Pair of scissors 
•	Holding wire 
•	Knives 
•	Combs
•	Cobbler’s needle
•	Wooden rail 
•	Working surface
•	Money
•	Object of reference 
•	Calendar systems

9.0	LOADING WARPS ON A HEDDLE
9.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when loading warps on a heddle;
b)	cast on warps on the holding wire;
c)	fix the holding wire on the loom;
d)	identify eyelets and spaces on the heddle; 
e)	hold the cobbler’s needle appropriately; 
f)	 load warps through the spaces using the cobbler’s needle; 
g)	load warps through the eyelets using the cobbler’s needle; 
h)	alternate the loading of the warps through the eyelets and spaces appropriately;
i)	straighten the yarn using a comb;
j)	set tension appropriately; 
k)	tie the yarn on the last holding wire.

9.2	Content
9.2.1	Observing safety precautions when loading warps on a heddle
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

9.2.2 	Casting on warps on the holding wire
9.2.3	 Fixing the holding wire on the loom
9.2.4 	Identifying eyelets and spaces on the heddle
9.2.5 	Holding the cobbler’s needle
9.2.6 	Loading the warps through the spaces using the cobbler’s needle
9.2.7 	Loading the warps through the eyelets using the cobbler’s needle
9.2.8 	Alternating the loading of the warps through the eyelets and spaces
9.2.9 	Straightening the yarn using a comb
9.2.10 	Setting tension 
9.2.11 	Tying the yarn on the last holding wire 

9.3	Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support) 
•	Turn taking 
•	Setting tension 
•	Manipulating 
•	Measuring
•	Loading 
•	Casting on
•	Holding
•	Fixing holding wire
•	Identifying spaces
•	Calibrating the winding rod according to items to be  made
•	Identifying the calibrations on the winding rod 
•	Tying 
•	Alternating 
•	Combing 
•	Identifying eyelets 

9.4	Suggested Learning and Teaching Resources
•	
•	Yarn 
•	Cobbler’s needle 
•	Looms
•	Heddle 
•	Strings 
•	A pair of scissors
•	Razor blades
•	Knives
•	Calibrated winding rod
•	 Calibrated surface
•	Holding wires 
•	Working surface
•	Object of reference 
•	Calendar systems
 
•	

10.0 	LOADING THE SHUTTLE
10.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	 observe safety precautions when loading the shuttle;
b)	 identify the shuttle; 
c)	identify features of the shuttle;
d)	 roll yarn on the shuttle through the notch appropriately.

10.2 	Content
10.2.1	Observing safety precautions when loading the shuttle
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

10.2.2 	Identifying the shuttle
10.2.3	Identifying features of the shuttle 
•	Notch
•	Protruding part 

10.2.4	Rolling the yarn on the shuttle

10.3	Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Imitating
•	Manipulating 
•	Choice making 
•	Turn taking 
•	Rolling 
•	Identifying 

10.4	Suggested Learning and Teaching Resources
•	Shuttle 
•	Yarn 
•	Looms
•	Working space 
•	Pair of scissors 
•	Object of reference 
•	Calendar systems

11.0 	INTERLACING WARPS AND WEFTS
11.1	 Specific objectives
      	By the end of the topic, the trainee should be able to:
a)	 observe safety precautions when interlacing;
b)	 push loaded shuttle through the shed appropriately; 
c)	hold weft appropriately to ensure the correct tension;
d)	pull heddle appropriately;
e)	alternate the pushing of the shuttle and pulling of the heddle.  

11.2 	Content
11.2.1	Observing safety precautions when interlacing
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

11.2.2 	Pushing loaded shuttle through the shed 
11.2.3	Holding weft appropriately to ensure the correct tension 
11.2.4	Pulling heddle appropriately
11.2.5	Alternating the pushing of the shuttle and pulling of the heddle 

11.3 	Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support) 
•	Turn taking 
•	Choice making 
•	Manipulating 
•	Pulling 
•	Pushing 
•	Alternating 
•	Holding
•	Rolling 

11.4 	Suggested Learning and Teaching Resources
•	
•	Shuttle 
•	Yarn 
•	Loom
•	Working space 
•	Pair of scissors 
•	Razor blade 
•	Object of reference 
•	Calendar systems

12.0 	MAKING WOVEN ITEMS	
12.1	 Specific objectives
By the end of the topic, the trainee should be able to:
a)	 observe safety precautions when weaving; 
b)	identify woven items; 
c)	weave items; 
d)	finish woven items;
e)	 care for woven items;
f)	display the woven items;
g)	store the woven items;
h)	clear the working area.

12.2 	Content
12.2.1	Observing safety precautions when weaving 
•	Safety of self
•	Safety of others
•	Safety of materials and equipment

12.2.2 	Identifying woven items
•	Neck scarves
•	Baby shawls
•	Table mats 
•	Table cloth 
•	Chair covers
•	Bed covers 
•	Shoulder shawls

12.2.3 Weaving items
•	Neck  scarf 
•	Baby shawl 
•	Table cloth 
•	Bed cover 

12.2.4	 Finishing the woven items
•	Trimming
•	Frilling 
•	Knotting
•	Twining 

12.2.5	Caring for the woven items
•	Folding 
•	Wrapping 

12.2.6	 Displaying the woven items
12.2.7 	Storing the woven items
12.2.8 	Clearing the working area

12.3  	Suggested Learning and Teaching Activities
•	
•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making 
•	Loading 
•	Pushing 
•	Pulling 
•	Trimming
•	Frilling 
•	Knotting
•	Twining  
•	Alternating 
•	Holding
•	Folding 
•	Wrapping 
•	Cleaning
•	Packing 

12.4	 Suggested Learning and Teaching Resources
•	
•	Shuttle
•	Yarn 
•	Loom 
•	Finished woven items
•	Transparent bags
•	Cello tape 
•	Razor blade
•	Pair of scissors 
•	
•	Cupboards 
•	Cartons
•	Working surface 
•	Cobbler’s needle 
•	Combs
•	Object of reference
•	Calendar systems
•	

13.0	     SELLING WOVEN ITEMS
13.1	Specific Objectives
	By the end of the topic, the trainee should be able to:
a)	 identify possible market for woven items;
b)	determine prices of different woven items;
c)	 brand woven items;
d)	display woven items;
e)	sell woven items;
f)	record sales.

13.2 	Content 
13.2.1	Identifying possible market for woven items
•	Within the institution
•	Surrounding community 

13.2.2	Determining prices of different woven items
•	Size of the item
•	Material used
•	Labour 
•	Demand

13.2.3	Branding woven items
•	Identifying a name/brand
•	Printing 
•	Labeling the item

13.2.4	Displaying the woven items
•	Hanging 
•	Putting on shelves
•	Exhibition

13.2.5	Selling woven items
•	Cash
•	Agents
•	Online

13.2.6	Recording sales.

13.3	Suggested Learning and Teaching Activities 
•	
•	Demonstrating(hand support) 
•	Manipulating 
•	Imitating 
•	Turn taking
•	Choice making
•	Determining price 
•	Identifying name/brand
•	Labeling
•	Displaying 
•	Persuading customers
•	Selling
•	Delivering  
•	Role playing
•	Pantomiming
•	Counting money
•	Giving change 
•	Stock taking 
•	Recording
•	Packaging 
•	

13.4	Suggested Learning and Teaching Resources 
•	
•	Finished woven items
•	Name tags
•	Working surface
•	Shelves 
•	Money 
•	Transparent bags
•	Cartons 
•	Razor blades
•	Object of reference
•	Calendar systems

COMMUNICATION AND SOCIAL SKILLS

Introduction
Communication is a means by which relationships among people is established and maintained through interaction. Social skills form the foundation for communication and interaction. Learners who are deafblind experience difficulties in interacting with others. Therefore communication and social skills should be taught to these learners to enable them function effectively in the society. 
  
General Objectives
By the end of the unit, the trainee should be able to:
a)	acquire receptive and expressive communication skills;
b)	acquire social skills;
c)	develop socially acceptable communication behavior.

1.0	      RECEPTIVE COMMUNICATION SKILLS
1.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	respond to greetings appropriately;
b)	 respond to instructions and commands correctly;
c)	respond to questions appropriately;
d)	interprete information in articles and objects.

1.2 	Content
1.2.1 	Responding to greetings appropriately
1.2.2	Responding to instructions and commands correctly
1.2.3	Responding to questions appropriately
1.2.4	 Interpreting information in articles and objects

1.3	 Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Turn taking
•	Choice making
•	Imitating
•	Manipulating
•	Signing
•	Reading
•	Writing
•	Asking and answering questions
•	Role playing
•	Pantomiming

1.4 	Suggested Learning and Teaching Resources
•	Experience books
•	Pictures
•	Photographs
•	Resource persons
•	Tactile diagrams
•	Story boxes
•	Portfolios
•	Real objects  
•	Object of reference
•	Calendar systems

2.0	      EXPRESSIVE COMMUNICATION SKILLS
2.1       Specific objectives
By the end of the topic, the trainee should be able to:
a)	describe activities of the day;
b)	tell different stories;
c)	express emotions;
d)	discuss events;
e)	pantomime different activities.

2.2 	Content
2.2.1 	Describing activities of the day
2.2.2 	Telling different stories
2.2.3 	Expressing emotions 
2.2.4 	Discussing events 
2.2.5 	Pantomiming activities

2.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Dramatizing
•	Pantomiming
•	Writing 
•	Telling stories
•	Describing event/activities
•	Imitating
•	Signing
•	Turn taking
•	Role playing
•	Choice making
•	Making experience books
•	Naming objects

2.4 	Suggested Learning and Teaching Resources

•	Tactile charts
•	Tactile diagrams
•	Resource persons
•	Pictures
•	Real objects
•	Workshop objects
•	Classroom objects
•	Kenyan Sign Language books
•	Kenyan Sign Language for schools (current edition)
•	Braille machine & 
•	Braille paper
•	Drawing books
•	Exercise books
•	Pens
•	Pencils
•	Crayons
•	Paints
•	Painting brushes
•	Experience books
•	Object of reference
•	Calendar systems

 

3.0	  	DIRECTIONAL AND POSITIONAL CONCEPTS
3.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	identify locations of various structures in the compound;
b)	identify positions of various objects/tools in relation to the body;
c)	arrange objects/tools in relation to each other;
d)	move the body in relation to the environment;
e)	move objects/tools in relation to self.

3.2 	Content
3.2.1 	Identifying locations of various structures in the compound 
•	Near to 
•	Next to 
•	Infront
•	Behind
•	Sideways

3.2.2 	Identifying positions of various objects/tools in relation to the body
•	Left/Right
•	Top/Bottom
•	Sideways
•	Above/Below
•	Behind/In front

3.2.3 	Arranging objects/tools in relation to each other
•	Putting objects/tools under or on  the table
•	Putting objects/tools in the tool box
•	Putting objects/tools on the shelf
•	Putting objects/tools on top of each other

3.2.4 	Moving the body in relation to the environment
•	Working area
•	Farm structures
•	Paths 

3.2.5 	Moving objects/tools in relation to self
•	Putting an object on the head 
•	Putting an object/tool on the shoulder
•	Pushing an object/tool away from self
•	Pulling an object/tool towards self
•	Rolling an object/tool besides self

3.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Imitating
•	Manipulating
•	Choice making
•	Discussing
•	Turn taking
•	Pushing
•	Pulling
•	Carrying
•	Moving objects
•	Arranging objects
•	Walking
•	Trailing
•	Signing
•	Role playing

3.4 	Suggested Learning and Teaching resources

•	Tables
•	Tool box
•	Books
•	Pictures 
•	photographs
•	Classroom objects
•	Workshop objects/tool
•	Classroom objects
•	Kitchen objects
•	School map (tactile)
•	Kenyan Sign Language charts
•	Kenyan Sign Language books
•	Kenyan Sign Language for schools (current edition)
•	Braille machine &papers
•	Farm objects
•	Real objects
•	Utensils 
•	Laundry objects
•	Tactile charts
•	Tactile diagrams
•	Experience books
•	Object of reference
•	Calendar systems

4.0	 	SIGNS FOR DIFFERENT PLACES
4.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	identify institutions for learners who are deafblind;
b)	identify towns where the institutions are found;
c)	identify major towns and cities in Kenya.

4.2 	Content
4.2.1 	Identifying institutions for learners who are deafblind
•	Signing
•	Tactual signing
•	Fingerspelling
•	Writing
•	Verbalizing

4.2.2 	Identifying towns where the institutions are found
4.2.3 	Identifying major towns and cities in Kenya
•	Nairobi
•	Mombasa
•	Kisumu
•	Eldoret
•	Nakuru
•	Garissa

4.3 	Suggested Teaching and Learning Activities

•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Manipulating
•	Choice making
•	Role play
•	Signing 
•	Reading
•	Tactual signing
•	Fingerspelling
•	Writing
•	Verbalizing
•	Excursion
•	Making experience books

4.4 	Suggested Learning and Teaching Resources

•	Map of Kenya (tactile)
•	Kenyan Sign Language books
•	Kenyan Sign Language for schools (current edition)
•	Resource persons
•	Pictures
•	Manual alphabet chart
•	Braille machine
•	Braille paper
•	Photographs
•	Experience books
•	Object of reference
•	Calendar systems

5.0   	MAKING FRIENDS
5.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	identify friends;
b)	 make friends;
c)	sustain friendship.

5.2 	Content
5.2 .1 	Identifying friends
•	Sign name 
•	Personal identifier

5.2.2 	Making friends
•	Introducing self
•	Sharing 
•	Assisting others

5.2.3 Sustaining friendship

5.3 	Suggested Learning and Teaching Activities
•	 

•	Demonstrating (hand support)
•	Manipulating
•	Imitating
•	Turn taking
•	Choice making
•	Introducing self
•	Sharing
•	Assisting others
•	Writing 
•	Reading
•	Story telling
•	Pantomiming
•	Role playing
•	Signing
•	Visiting friends
•	Fingerspelling
•	Asking and answering questions

5.4 	Suggested Learning and Teaching Resources
•	Resource persons
•	Pictures
•	Photographs
•	Sign Language charts
•	Kenyan Sign Language books
•	Kenyan Sign Language for schools (current edition
•	Personal identifiers
•	Experience books
•	Object of reference
•	Calendar systems

6.0	GOOD BEHAVIOUR
6.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	use courtesy signs/words;
b)	exhibit acceptable social behavior.

6.2 	Content 
6.2.1 	Using courtesy signs/words
•	Please
•	Thank you
•	Sorry
•	Excuse 
•	Help me
•	Forgive
•	Greetings 

6.2.2	Exhibiting acceptable social behaviour

6.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Pantomiming
•	Turn taking
•	Manipulating
•	Signing
•	Tactual signing
•	Choice making
•	Story telling
•	Role playing 
•	Imitating
•	Excursion 

6.4 	Suggested Learning and Teaching Resources
•	Resource persons
•	Kenyan Sign Language books
•	Kenyan Sign Language for schools (current edition)
•	Experience books
•	Pictures
•	Photographs
•	Manual alphabet
•	Sign Language chart
•	Object of reference
•	Calendar systems

HEALTHY AND SAFETY 

Introduction

General objectives
By the end of the unit, the trainee should be able to:
(a)	maintain personal and environmental hygiene;
(b)	develop healthy practices on food and nutrition;
(c)	develop safety  skills  for work  and environment;
(d)	acquire first aid skills for common accidents and ailments;
(e)	develop awareness of HIV and AIDS.

1.0 	Maintaining hygiene 
1.1  	Specific  objectives
       	By the end of the topic, the trainee should be able:
a)	care for own body;
b)	dress  self  appropriately;
c)	clean the environment;
d)	care for cleaning materials and equipment;
e)	store cleaning materials and equipment.

1.2  	Content
1.2.1 	Caring for own body
•	cleaning the body
•	caring for hair
•	brushing teeth
•	keeping nails clean
•	Menstrual hygiene

1.2.2	Dressing self appropriately
•	Putting on clean clothes
•	Changing clothes
•	Mending clothes
•	Wearing clothes for appropriate activity
•	Wearing  protective clothes

1.2.3	Cleaning the environment;
•	Classroom
•	School compound
•	Workshop/working area
•	kitchen
•	Bathroom
•	Toilet
•	Water source
•	Compost pit/dust bin

1.2.4	Caring for cleaning materials and equipment
1.2.5	Storing cleaning materials and equipment

1.3    	Suggested Learning and Teaching Activities
•	Demonstrating (Hand support)
•	Imitating
•	Manipulating
•	Turn taking 
•	Dressing
•	Trimming fences and flowers
•	Slashing grass
•	Washing
•	Dusting 
•	Oiling
•	Sweeping
•	Mopping 
•	Sharpening
•	Collecting rubbish
•	Mending
•	Airing

1.4   	Suggested Learning and Teaching Resources

•	Clothes
•	Dusters
•	Mops
•	Body scrub
•	Body lotion/oil
•	Bathing soap
•	Panga 
•	Jembe
•	Secateurs 
•	Darning needles
•	Thread
•	Razor blade
•	Nail cutter
•	Dust bins
•	Water
•	Water containers
•	Detergents
•	Towels
•	Face towels
•	Basins/buckets
•	Pegs
•	Oil
•	Combs
•	Towels
•	Scissors
•	Water
•	Lotion
•	Shampoo
•	Assorted sanitary towels
•	Object of reference
•	Calendar systems

2.0  	Food and nutrition
2.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	Identify nutritional value of food;
b)	Identify diet for different groups of people.

2.2	Content
2.2.1	Identifying nutritional value of food
•	Vitamins
•	Proteins
•	Carbohydrates
•	Fats and oils
•	Minerals

2.2.2	Identifying diet for different groups of people
•	Infants
•	Elderly
•	Sick
•	Manual workers
•	Expectant mothers
•	Nursing mothers 

2.2.3	Suggested  Learning and Teaching  Activities
•	Demonstrating (hand support)
•	Manipulating
•	Imitating
•	Turn taking
•	Choice making
•	Role playing
•	Identifying food stuff
•	Collecting different food stuff
•	Grouping food stuff
•	Asking and answering questions

2.2.4	Suggested Learning and Teaching Resources

•	Food stuff
•	Water 
•	Water containers
•	Trays
•	Utensils
•	Soap
•	Hand towel
•	Basins
•	Baskets
•	Buckets
•	Object of reference
•	Calendar systems

3.0	 	Common  accidents and ailments
3.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	identify common  accidents;
b)	identify ways of preventing common accidents;
c)	identify common  ailments;
d)	identify ways of preventing ailments.

3.2   	Content
3.2.1	 Identifying common accidents
•	Burns
•	Cuts
•	Falls
•	Electric shock
•	Strain
•	Sprain
•	Dislocation
•	Bites and stings
•	Choking

3.2.2 	 Identifying ways of preventing common accidents 
•	Covering boiling  water
•	Holding sharp equipment appropriately
•	Putting off all the electric appliances after use
•	Drying wet floors
•	Carrying materials that are manageable
•	Removing obstacles
•	Clearing bushes
•	Taking of little quantities of food at a time
•	Avoiding talking while eating

3.2.3	 Identifying common ailments
•	Nose bleeding
•	Headaches
•	Common colds
•	Fainting
•	Muscle cramps

3.2.4	Identifying ways of preventing ailments
•	 Working  under shade
•	 Avoiding fatigue
•	 Working in a well ventilated room
•	Using clean handkerchief
•	Performing regular body exercises

3.3 	Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Imitating
•	Manipulating
•	Role  playing
•	Covering boiling  water
•	Holding sharp equipment appropriately
•	Putting off all the electric appliances 
•	Drying wet floors
•	Carrying materials that are manageable
•	Removing obstacles
•	Clearing bushes
•	Taking of little quantities of food at a time
•	 Eating without talking

3.4 	Suggested Learning and Teaching Resources
•	Electrical appliances
•	Slashers
•	Water
•	Panga
•	Knives
•	Containers
•	Source of fire
•	Food stuff
•	Utensils 
•	Mops
•	Dusters
•	Detergents 
•	Pictures 
•	Photographs
•	Object of reference
•	Calendar systems

4.0 	First aid
4.1 	Specific objectives
       	By the end of the topic, the trainee should be able to:
a)	identify first aid kit contents;
b)	observe safety precautions when  administering  first aid;
c)	perform first aid for common accidents and ailments.

4.2  	Content
4.2.1 	Identifying contents of first aid kit
4.2.2 	Observing safety precautions when administering first aid
•	safety of self 
•	safety of the casualty
4.2.3 	Performing first aid for common accident and ailments
•	Burns and scalds
•	Cuts
•	Choking
•	Fainting
•	Nose bleeding
•	Epileptic fits
•	Bites and stings

4.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Manipulating
•	Choice making 
•	Imitating 
•	Turn taking
•	Role playing
•	Dressing wounds
•	Positioning
•	Applying oil and disinfectants
•	Applying liniment 
•	Patting
•	Tying
•	Cleaning wounds

4.4   	Suggested Learning and Teaching Resources

•	First aid kit 
•	Water
•	Disinfectants
•	Gloves
•	Cotton wool
•	Bandages
•	Resource person
•	Handkerchief
•	Liniment
•	Mattress/mats
•	Ointment
•	Sling
•	Pain killers
•	Gauze
•	Locally available materials
•	Object of reference
•	Calendar systems

5.0     Safety in the environment
5.1     Specific objectives
By the end of the topic the trainee should be able to:
a)	 identify clues and land marks in the environment;
b)	identify dangerous places in the environment;
c)	move safely  with  aid of a sighted guide;
d)	move safely  using  a white cane;
e)	use mobility protective techniques appropriately.

5.2	Content
5.2.1	Identifying clues and land marks in the environment
5.2.2	Identifying dangerous places in the environment

•	Open pits
•	Bore holes
•	Swampy areas
•	Bushy areas
•	Rocky areas
•	Wells and rivers 
•	Swimming pools
•	Electrical/barbed fences
•	Fire places
•	Loose electrical wires
•	Chemical stores
•	Steep grounds
•	Slippery surfaces
•	Trenches
•	Bee hives 

5.2.3 	Moving safely with aid of a sighted guide
5.2.4	 Moving safely using a white cane
5.2.5 	Using mobility protective techniques appropriately

5.3	Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Choice making 
•	Imitating 
•	Manipulating
•	Turn taking
•	Role play
•	Guiding
•	Tapping
•	Trailing
•	Taking position
•	Changing sides
•	Opening and closing doors
•	Locating items
•	Identifying dangerous places
•	Ascending and descending stairs
•	Moving along narrow passage ways

5.4   	Suggested Learning and Teaching Resources

•	Land marks/clues
•	Sighted guide
•	Obstacles /barriers
•	White cane
•	Selected sites
•	Resource persons
•	Pictures 
•	Photographs 
•	Object of reference
•	Calendar systems

6.0 	HIV and AIDS
6.1 	Specific objectives
      	By the end of the topic, the trainee should be able to:
a)	identify ways of contracting HIV; 
b)	identify ways of preventing HIV;
c)	identify ways of caring for a person infected with AIDS. 

6.2	Content
6.2.1	Identifying ways of contracting HIV
•	Blood transfusion
•	Unprotected sex
•	Sharing sharp objects 
•	Coming into direct contact with body fluids of an infected person

6.2.2	Identifying ways of preventing HIV

6.2.3	Identifying ways of caring for a person infected with AIDS 
•	Nutrition
•	Medication 
•	Therapy
•	Hygiene 
•	Avoiding re-infection

6.3 	Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Imitating
•	Turn taking
•	Grouping food stuff
•	Manipulating
•	Role playing
•	Asking and answering questioning 

6.4   Suggested Learning and Teaching Resources
•	Models
•	Resource persons
•	Pictures 
•	Photographs 
•	Object of reference
•	Calendar systems

INFORMATION COMMUNICATION TECHNOLOGY (ICT)
	
Introduction
This unit is intended to equip the trainee with basic knowledge, skills, attitude and competencies in Information Communication Technology (ICT). The trainee will be equipped with skills to enable him/her use ICT in daily activities.

General Objectives 
By the end of the unit, the trainee should be able to:
a)	demonstrate ability to use basic ICT devices; 
b)	use ICT in daily activities appropriately;
c)	appreciate the use of ICT.

1.0	Information Communication Technology devices
1.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when handling ICT devices;
b)	identify common ICT devices; 
c)	identify uses of ICT devices.

1.2 	Content
1.2.1 	Observing safety precautions when handling ICT devices
•	Safety of self
•	Safety of others
•	Safety of devices

1.2.2	Identifying common ICT devices 
•	Computer
-	Desk top
-	Lap top
-	IPad
•	Telephone
•	Cell phone
•	Radio
•	Television 
•	Video machine
•	Camera

1.2.3 	Identifying uses of ICT devices

1.3 	Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Asking and answering questions

 1.4 	Suggested Learning and Teaching Resources

•	Computer
•	Telephone
•	Cell phone
•	Radio
•	Television 
•	Video machine
•	Camera
•	Pictures
•	Photographs
•	Source of power
•	Models
•	Working surface
•	Resource person
•	Object of reference
•	Calendar systems

2.0	Using common ICT devices
2.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when using ICT devices;
b)	identify main parts of common ICT devices;
c)	connect the devices to source of power;
d)	switch on devices;
e)	use devices appropriately;
f)	switch off devices;
g)	store devices appropriately.

2.2	Content
2.2.1	Observing safety precautions when using ICT devices
•	Safety of self
•	Safety of others
•	Safety of devices

2.2.2	Identifying main parts of common ICT devices

•	Telephone
•	Cell phone
•	Radio
•	Television 
•	Video machine
•	Camera

2.2.3	Connecting the devices to source of power
•	Battery
•	Electricity
•	Solar
2.2.4	Switching on the devices
2.2.5	Using the devices appropriately
2.2.6	Switching  off the devices
2.2.7	Storing the devices appropriately.

2.3	 Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Asking and answering questions
•	Switching on
•	Switching off
•	Connecting to power
•	Storing

2.4 	Suggested Learning and Teaching Resources

•	Telephone
•	Cell phone
•	Radio
•	Television 
•	Video machine
•	Camera
•	Pictures
•	Photographs
•	Models
•	Storage facilities
•	Battery 
•	Electricity
•	Solar
•	Working surface
•	Resource person
•	Object of reference
•	Calendar systems

3.0	Using a computer
3.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	observe safety precautions when using computer;
b)	identify main parts of a computer;
c)	connect the computer to source of power;
d)	switch on the computer;
e)	use the computer appropriately;
f)	switch off the computer;
g)	store the computer appropriately.

3.2	     Content 
3.2.1	Observing safety precautions when using computer
•	Safety of self
•	Safety of others
•	Safety of the computer

3.2.2	Identifying main parts of a computer
•	Monitor
•	Keyboard
•	Mouse
•	Central Processing Unit (CPU)

3.2.3	Connecting the computer to source of power
3.2.4	Switching on the computer
3.2.5	Using the computer appropriately
•	Manipulating mouse
•	Manipulating keyboard
•	Playing computer games
•	Opening a word document
•	Typing letters and numbers
•	Using internet

3.2.6	Switching off the computer
3.2.7	Storing the computer appropriately

3.3		Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Typing
•	Playing games
•	Listening to music
•	Watching games and pictures
•	Browsing
•	Asking and answering questions
•	Switching on
•	Switching off
•	Connecting to power
•	Storing

3.4	 Suggested Learning and Teaching Resources

•	Computer
•	Monitor 
•	Keyboard
•	Mouse
•	Pictures
•	Photographs
•	Storage facilities
•	Battery 
•	Electricity
•	Solar
•	Working surface
•	Resource person
•	Object of reference
•	Calendar systems

4.0	Caring for ICT devices
4.1	Specific objectives
By the end of the topic, the trainee should be able to:
a)	 disconnect ICT devices from source of power;
b)	clean ICT devices;
c)	pack ICT devices appropriately;
d)	store ICT devices appropriately.

4.2	      Content
4.2.1	Disconnecting ICT devices from source of power;
4.2.2	Cleaning ICT devices
4.2.3	Packing ICT devices appropriately
4.2.4	Storing ICT appropriately

4.3	        Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Wiping
•	Dusting
•	Blowing  
•	Packing 
•	Asking and answering questions
•	Disconnecting from power

•	Storing

4.4	Suggested Learning and Teaching Resources

•	Desktop
•	Laptop 
•	iPad
•	Telephone
•	Cell phone
•	Radio
•	Television 
•	Video machine
•	Camera
•	Pictures
•	Photographs
•	Storage facilities
•	Battery 
•	Electricity
•	Solar
•	Working surface
•	Resource person
•	Object of reference
•	Calendar systems

    

ENTREPRENEURSHIP

Introduction 
Entrepreneurship refers to engagement in business activities using money and making business deals. This unit is intended to equip the trainee with necessary knowledge, skills, attitude and competencies that will enable him or her start, operate and manage small scale business enterprise.  

General Objectives 
 By the end of the unit, the trainee should be able to:
a)	acquire entrepreneurial skills necessary for starting and operating a business;
b)	use money to carry out business transactions;
c)	acquire positive attitude towards self-employment for income generation.

1. 0 	Money 
1.1 	Specific objectives
By the end of the topic, the trainee should be able to::
a)	identify different denominations of money; 
b)	identify value of money;
c)	use money to obtain goods and services.

1.2 	Content 
1.2.1	 Identifying different denominations of money
1.2.2	 Identifying value of money
1.2.3	Using money to obtain goods and services

1.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Asking and answering questions
•	Counting
•	Identifying 
•	Excursion
•	Buying
•	Selling
•	Bargaining
•	Recording 

1.3 	Suggested Learning and Teaching Resources
•	Denominations of money
•	Cash box
•	Shop
•	Market
•	Resource person
•	Goods 
•	Pictures
•	Photographs
•	Recording books
•	Receipt book
•	Object of reference
•	Calendar systems

2.0	Income generating activities
2.1 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	identify income generating activities in the community;
b)	identify suitable location for a business;
c)	identify products and services that are in demand;
d)	start a business.

2.2	Content
2.2.1	Identifying income generating activities in the community
2.2.2	Identifying  suitable location for a business
•	Potential customers
•	Economic activities of the area
•	Access roads
•	Means of transport
•	Availability of public utilities such as electricity, telephone services and water 
•	Business premises rent
•	Competing businesses

2.2.3	Identifying products and services that are in demand
2.2.4	 Starting a business

2.3 	Suggested Learning and Teaching Activities
•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Asking and answering questions
•	Excursion

2.4 	Suggested Learning and Teaching Resource
•	Money
•	Shop
•	Market
•	Resource person
•	Goods 
•	Pictures
•	Photographs
•	Object of reference
•	Calendar systems

3.0	   	Marketing and selling of goods and services
3.1	 	Specific objectives
By the end of the topic, the trainee should be able to:
a)	prepare goods for sale;
b)	determine prices of goods and services;
c)	identify ways of distributing goods to customers;
d)	identify various ways of advertising goods and services;
e)	practise appropriate grooming for a sales person.

3.1.1	Content 
3.1.2	Preparing goods for sale
•	Selecting best goods for sale
•	Grading goods appropriately	
•	Packaging goods

3.1.3	Determining prices of goods and services
•	Costing the products 
•	Fixing profit margins
•	Negotiating prices
•	Setting reasonable prices
•	Designing a price list
•	Setting maximum and minimum possible prices of products

3.2.3 	Identifying ways of distributing goods to customers
3.2.4 	Identifying various ways of advertising goods and services
•	Radio 
•	Television
•	Sales representatives                       
•	Posters
•	Internet
•	Brochures 
3.2.5 	Practising appropriate grooming for a sales person.

3.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Asking and answering questions
•	Excursion
•	Labeling
•	Packaging
•	Distributing
•	Drawing
•	Writing 
•	Grooming
•	Delivering
•	Browsing
•	Recording  

3.4 	Suggested Learning and Teaching Resource

•	Money
•	Shop
•	Market
•	Resource person
•	Goods 
•	Pictures
•	Photographs
•	Radio 
•	Television
•	Sales representatives                       
•	Posters
•	Internet
•	Cash box
•	Brochures 
•	Price tags
•	Price lists
•	Object of reference
•	Calendar systems

4.0	Managing a business  
4.1	Specific objectives
	By the end of the topic, the trainee should be able to: 
a)	identify different sources of business finances;
b)	keep business records; 
c)	identify various methods of saving money.

4.2	Content
4.2.1	Identifying different Sources of business finances
•	Personal savings
•	Donations 
•	Bank loans
•	Micro finance institution loans
•	Savings and credit societies
•	Self help groups
•	Grants

4.2.2	Keeping business records 
4.2.3	Identifying various methods of saving money
•	Saving box 
•	Mobile phone
•	Saving in the bank
•	Cooperative savings 

4.3 	Suggested Learning and Teaching Activities

•	Demonstrating (hand support)
•	Manipulating
•	Turn taking
•	Choice making
•	Imitating
•	Role playing
•	Pantomiming
•	Signing
•	Asking and answering questions
•	Excursion
•	Labeling
•	Packaging
•	Writing 
•	Grooming
•	Delivering
•	Browsing
•	Recording  

4.4 	Suggested Learning and Teaching Resources

•	Money
•	Shop
•	Market
•	Resource person
•	Goods 
•	Pictures
•	Photographs
•	Radio 
•	Television
•	Sales representatives                       
•	Posters
•	Internet
•	Cash box
•	Brochures 
•	Price tags
•	Price lists
•	Saving box 
•	Mobile phone
•	Record books
•	Receipt books
•	Object of reference
•	Calendar systems