Production Techniques

Knitting Skills - Introduction to knitting and tools

By the end of the lesson, the learner should be able to:
- Define knitting and identify the tools and materials used
- Distinguish between knitting needles of different sizes and their uses
- Show interest in knitting as a practical life skill and income-generating activity

In groups, learners are guided to:
- Observe and handle knitting needles, yarn and other knitting tools
- Discuss what knitting is and where knitted products are used in daily life
- Identify different types of yarn and match them to appropriate needle sizes

What is knitting and what tools does a learner need to begin knitting?

- Knitting needles
- Yarn
- Reference books
- Notebooks

- Oral questions - Written assignments

Production Techniques

Knitting Skills - Casting on stitches

By the end of the lesson, the learner should be able to:
- Demonstrate how to cast on stitches correctly onto a knitting needle
- Maintain even tension when casting on stitches
- Appreciate that correct casting on is the foundation for a neat knitted product

In groups, learners are guided to:
- Demonstrate and practise the slip knot as the starting point for casting on
- Practise casting on a set number of stitches onto the needle
- Check tension and correct uneven stitches before proceeding

Why is it important to cast on stitches evenly before beginning to knit?

- Knitting needles
- Yarn

- Observation - Practical assessment

Production Techniques

Knitting Skills - The knit stitch
Knitting Skills - The purl stitch

By the end of the lesson, the learner should be able to:
- Describe the steps involved in making the knit stitch
- Practise making knit stitches across a row correctly
- Demonstrate patience and precision when practising the knit stitch
- Describe the steps involved in making the purl stitch
- Practise making purl stitches across a row correctly
- Show perseverance when learning a new stitch technique

In groups, learners are guided to:
- Observe a demonstration of the knit stitch by the teacher
- Practise inserting the needle, wrapping the yarn and pulling it through to form a knit stitch
- Knit across a full row and check for dropped or extra stitches
- Observe a demonstration of the purl stitch by the teacher
- Practise the purl stitch by inserting the needle from right to left, wrapping the yarn and pulling through
- Alternate knit and purl stitches across rows and observe the pattern formed

How do you make a knit stitch correctly and how can you tell if a stitch has been dropped?
How is the purl stitch different from the knit stitch and what pattern do they create when combined?

- Knitting needles
- Yarn

- Observation - Practical assessment

Production Techniques

Knitting Skills - Knitting simple patterns (garter and stocking stitch)

By the end of the lesson, the learner should be able to:
- Knit a garter stitch pattern using all knit stitches
- Knit a stocking stitch pattern by alternating knit and purl rows
- Appreciate that combining stitches creates different textures and patterns in knitted fabric

In groups, learners are guided to:
- Practise knitting several rows using only the knit stitch to produce garter stitch fabric
- Alternate knit rows with purl rows to produce stocking stitch fabric
- Compare the texture and appearance of garter stitch and stocking stitch fabric

What is the difference in appearance between garter stitch and stocking stitch fabric?

- Knitting needles
- Yarn
- Completed stitch samples

- Observation - Practical assessment

Production Techniques

Knitting Skills - Increasing and decreasing stitches

By the end of the lesson, the learner should be able to:
- Demonstrate how to increase stitches to make a knitted piece wider
- Demonstrate how to decrease stitches to make a knitted piece narrower
- Value increasing and decreasing as techniques for shaping knitted products

In groups, learners are guided to:
- Practise increasing stitches by knitting into the front and back of a stitch
- Practise decreasing stitches by knitting two stitches together
- Observe how increasing and decreasing change the shape of the knitted fabric

Why would a knitter need to increase or decrease stitches during a knitting project?

- Knitting needles
- Yarn
- Sample knitted pieces

- Observation - Practical assessment

Production Techniques

Knitting Skills - Casting off and finishing
Knitting Skills - Knitting a simple product

By the end of the lesson, the learner should be able to:
- Demonstrate how to cast off stitches correctly to finish a knitted piece
- Weave in loose yarn ends neatly to complete the item
- Show pride and care in producing a neat finished knitted product
- Apply casting on, knit stitch, purl stitch and casting off to knit a simple product
- Complete a dishcloth or small scarf as a knitting project
- Appreciate knitting as a creative skill with practical and economic value

In groups, learners are guided to:
- Practise casting off stitches by passing each stitch over the next across the row
- Cut the yarn leaving a tail and weave in the loose ends using a needle
- Inspect the finished piece for dropped stitches or uneven edges and correct where possible
- Begin a simple project such as a dishcloth or small scarf using skills learnt
- Knit rows consistently maintaining even tension throughout the project
- Present the finished product to the class and discuss its practical uses and market value

How do you cast off stitches correctly to ensure the finished edge of a knitted piece does not unravel?
How can knitting skills learnt in school be used to generate income at home or in the community?

- Knitting needles
- Yarn
- Tapestry needle
- Scissors
- Knitting needles
- Yarn
- Scissors
- Tapestry needle

- Observation - Practical assessment
- Observation - Practical assessment - Portfolio

Production Techniques

Knitting Skills - Knitting as an income-generating activity

By the end of the lesson, the learner should be able to:
- Explain how knitting skills can be used to generate income
- Identify knitted products that have market value in the community
- Show entrepreneurial thinking by linking knitting skills to livelihood opportunities

In groups, learners are guided to:
- Discuss knitted products that can be sold such as dishcloths, scarves, hats and bags
- Estimate the cost of materials and a selling price for a simple knitted item
- Present and display knitted products and discuss marketing strategies with classmates

What knitted products could a learner make and sell to generate income in the community?

- Completed knitted products
- Notebooks
- Reference books

- Oral questions - Written assignments - Portfolio

Production Techniques

Knitting Skills - Summary and assessment

By the end of the lesson, the learner should be able to:
- Summarise the knitting techniques learnt including casting on, knit stitch, purl stitch and casting off
- Demonstrate competence in producing a simple knitted item
- Reflect on personal learning progress in knitting skills

In groups, learners are guided to:
- Review key knitting techniques through discussion and demonstration
- Complete the learning progress tracker and self-assess achievement
- Complete a written assessment on knitting skills and review outcomes with the teacher

What knitting skills have you learnt and how will you continue practising them at home?

- Knitting needles
- Yarn
- Learning progress tracker
- Assessment paper

- Written test - Practical assessment - Self-assessment

Production Techniques

Constructing Framed Suspended Garden - Introduction and meaning of off-season cropping
Constructing Framed Suspended Garden - Technologies for off-season cropping

By the end of the lesson, the learner should be able to:
- Define off-season cropping and explain its importance in food security
- Identify technologies that support off-season cropping such as drip irrigation and container gardening
- Appreciate off-season cropping as a solution to food shortage during dry seasons
- Describe drip irrigation and container gardening as technologies for off-season cropping
- Identify materials needed for drip irrigation using bottles or pipes
- Appreciate that innovative technologies enable crop production in limited space and dry conditions

In groups, learners are guided to:
- Search for the meaning of off-season cropping using digital devices or library resources
- Read the story of Rukia and discuss how she used container gardening and drip irrigation to grow food during the dry season
- Discuss the importance of off-season cropping to the farmer and the community
- Search for and watch videos on drip irrigation and container gardening using digital devices
- Discuss the materials used for drip irrigation bottles versus drip irrigation pipes
- Identify containers suitable for container gardening such as sacks, buckets, tyres and crates

How does off-season cropping help communities maintain a continuous food supply during dry seasons?
How do drip irrigation and container gardening enable farmers to grow crops during the dry season?

- Spark Agriculture Grade 7 pg. 71
- Digital devices
- Internet access
- Notebooks
- Spark Agriculture Grade 7 pg. 73
- Digital devices
- Internet access
- Sample containers
- Notebooks

- Oral questions - Written assignments
- Oral questions - Observation

Production Techniques

Constructing Framed Suspended Garden - Off-season cropping techniques

By the end of the lesson, the learner should be able to:
- Describe succession planting, staggered planting and timed planting as off-season cropping techniques
- Explain how each technique ensures a continuous food supply
- Value the use of planned planting techniques to maximise food production

In groups, learners are guided to:
- Discuss succession planting by planting a new crop immediately after harvesting the previous one
- Discuss staggered planting by growing the same crop at different time intervals in the same garden
- Discuss timed planting by growing crops early before the rainy season to escape pests and attract high market prices

How does staggered planting ensure that a farmer has a continuous supply of food throughout the year?

- Spark Agriculture Grade 7 pg. 75
- Notebooks
- Digital devices
- Reference books

- Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Identifying crops suitable for suspended gardening

By the end of the lesson, the learner should be able to:
- Identify off-season crops suitable for growing in framed suspended gardens
- Explain the factors that make a crop suitable for suspended gardening including short growing period and ability to grow in small spaces
- Show interest in growing vegetables and flowers to enhance food supply and beautify the environment

In groups, learners are guided to:
- Observe photographs of crops grown in suspended gardens such as kales, spinach, strawberries, onions, carrots and flowers
- Discuss factors that make crops suitable for suspended gardening such as short growing period and small space requirements
- Identify crops available in the school or community that can be established in suspended gardens

Which crops are most suitable for growing in framed suspended gardens and why?

- Spark Agriculture Grade 7 pg. 81
- Photographs of suspended gardens
- Digital devices
- Notebooks

- Oral questions - Written assignments

Production Techniques

Constructing Framed Suspended Garden - Selecting a site and designing framed structures
Constructing Framed Suspended Garden - Constructing framed structure (Method 1)

By the end of the lesson, the learner should be able to:
- Identify and evaluate suitable sites for framed suspended gardens in the school
- Draw a design of a framed structure based on available space and materials
- Demonstrate creativity and planning skills when designing the framed structure
- Collect and prepare materials needed to construct a framed structure using wooden planks and metal bars
- Construct a framed structure by erecting poles and fixing planks across them
- Demonstrate teamwork and safety when handling construction tools and materials

In groups, learners are guided to:
- Identify sites along driveways, walls, pathways and open spaces within the school suitable for suspended gardens
- Consider drainage, wind protection and sunlight access when evaluating sites
- Draw a design of the framed structure to fit the selected site and present to the class for feedback
- Collect wooden planks, metal bars, poles, nails and wires from the school or home
- Erect two poles about 2 to 3 metres apart at the selected site
- Fix wooden planks across the poles using nails or wire to create bars for suspending containers

What factors must you consider when selecting a site for a framed suspended garden?
How do you construct a strong and stable framed structure for suspending garden containers?

- Spark Agriculture Grade 7 pg. 82
- Drawing book or paper
- Pen
- Pencil
- Ruler
- Rubber
- Spark Agriculture Grade 7 pg. 83
- Wooden planks
- Nails
- Hammer
- Wires
- Metal bars
- Panga
- Tape measure
- Gloves
- Gumboots

- Observation - Portfolio (design sketch) - Oral questions
- Observation - Practical assessment

Production Techniques

Constructing Framed Suspended Garden - Constructing framed structure (Method 2)

By the end of the lesson, the learner should be able to:
- Construct a framed structure using locally available materials such as bamboo sticks and rope
- Mount the bamboo ladder structure on a wall or fence for suspending containers
- Appreciate that locally available and reused materials can be used innovatively for food production

In groups, learners are guided to:
- Cut bamboo sticks into equal sizes of about 40 cm each
- Tie the sticks using rope or wire to form a ladder-like framed structure
- Mount the structure on a wall or fence using nails and hang container gardens on the bamboo sticks

How can locally available materials be reused to construct framed structures for suspended gardens?

- Spark Agriculture Grade 7 pg. 84
- Bamboo sticks
- Rope or wire
- Nails
- Hammer
- Panga
- Gloves

- Observation - Practical assessment

Production Techniques

Constructing Framed Suspended Garden - Establishing crops in suspended containers

By the end of the lesson, the learner should be able to:
- Fill containers with soil mixed with organic manure and establish off-season crops in them
- Suspend filled containers on the constructed framed structure
- Take responsibility for the successful establishment of crops in the suspended garden

In groups, learners are guided to:
- Dig soil from the garden and mix it thoroughly with organic manure
- Fill containers with the prepared soil and establish the chosen planting materials
- Suspend the containers on the framed structure using wires and water the crops well

What must a learner do to ensure the crops established in suspended containers grow well?

- Spark Agriculture Grade 7 pg. 85
- Containers
- Soil
- Organic manure
- Planting materials
- Watering cans
- Wires

- Observation - Practical assessment

Production Techniques

Constructing Framed Suspended Garden - Managing crops in suspended gardens
Constructing Framed Suspended Garden - Creating educative messages and review

By the end of the lesson, the learner should be able to:
- Carry out management practices for crops in suspended gardens including watering, weeding, thinning, pruning and pest control
- Train creeping crops to grow in the right direction on the framed structure
- Show commitment to consistent care of the suspended garden project
- Create educative messages encouraging the community to adopt framed suspended gardens
- Summarise the steps for designing, constructing, establishing and managing a framed suspended garden
- Reflect on personal learning and teamwork throughout the project

In groups, learners are guided to:
- Water established crops regularly and remove weeds and pests from the containers
- Carry out thinning if crops are overcrowded and pruning where required
- Train creeping crops along the framed structure to ensure they grow in the desired direction
- Discuss Ali's message as a model and create group educative messages on the benefits of framed suspended gardens
- Write messages on manila papers and post them on noticeboards or display during community events
- Complete the learning progress tracker and review key learning points from the sub-strand

Why is it important to carry out management practices regularly for crops in suspended containers?
How can educative messages persuade community members to adopt framed suspended gardens for food security?

- Spark Agriculture Grade 7 pg. 85
- Garden tools
- Watering cans
- Pruning tools
- Established suspended garden
- Spark Agriculture Grade 7 pg. 86
- Manila papers
- Marker pens
- Learning progress tracker
- Notebooks

- Observation - Practical assessment
- Oral presentation - Portfolio - Self-assessment

Production Techniques

Adding Value to Crop Produce - Meaning and importance of value addition

By the end of the lesson, the learner should be able to:
- Define value addition in crop produce
- Explain the benefits of adding value including improved quality, longer shelf life and higher prices
- Appreciate value addition as a way of increasing income and reducing food waste

In groups, learners are guided to:
- Search for the meaning of value addition using digital devices and watch recommended videos
- Discuss examples of value addition such as processing simsim seeds into simsim paste
- Discuss the benefits of value addition including unique branding and improved marketability

Why is it important to add value to crop produce before selling it?

- Spark Agriculture Grade 7 pg. 89
- Digital devices
- Internet access
- Notebooks
- Reference books

- Oral questions - Written assignments

Production Techniques

Adding Value to Crop Produce - Meaning and importance of value addition

By the end of the lesson, the learner should be able to:
- Define value addition in crop produce
- Explain the benefits of adding value including improved quality, longer shelf life and higher prices
- Appreciate value addition as a way of increasing income and reducing food waste

In groups, learners are guided to:
- Search for the meaning of value addition using digital devices and watch recommended videos
- Discuss examples of value addition such as processing simsim seeds into simsim paste
- Discuss the benefits of value addition including unique branding and improved marketability

Why is it important to add value to crop produce before selling it?

- Spark Agriculture Grade 7 pg. 89
- Digital devices
- Internet access
- Notebooks
- Reference books

- Oral questions - Written assignments

Production Techniques

Adding Value to Crop Produce - Drying and drying and milling
Adding Value to Crop Produce - Roasting and packaging

By the end of the lesson, the learner should be able to:
- Describe drying as a value addition method that reduces moisture and prevents spoilage
- Describe the drying and milling process for crops such as sweet potatoes and cassava
- Show interest in applying value addition techniques to increase the shelf life of crop produce
- Describe roasting as a value addition method suitable for seeds such as pumpkin seeds and groundnuts
- Describe packaging as a value addition method that improves presentation and market value
- Appreciate that proper packaging creates a unique brand and attracts higher prices

In groups, learners are guided to:
- Discuss how drying is used for crops like groundnuts, tomatoes and dates to remove moisture and extend shelf life
- Demonstrate how sweet potatoes or cassava are washed, sliced, sun-dried and milled into flour
- Discuss how dried and milled produce can be packed and sold or stored for home use
- Discuss how pumpkin seeds and groundnuts are roasted before packing to improve quality
- Demonstrate how sorted high quality groundnuts are packaged in containers for sale
- Discuss how labelling a package helps identify the product and attract buyers

How does drying reduce spoilage and increase the shelf life of crop produce?
How does packaging groundnuts or other produce improve their market value compared to selling them loose?

- Spark Agriculture Grade 7 pg. 90
- Crop produce (tomatoes, sweet potatoes or cassava)
- Knife
- Basin
- Drying tray
- Reference books
- Spark Agriculture Grade 7 pg. 90
- Pumpkin seeds or groundnuts
- Roasting pan
- Firewood or gas cooker
- Packaging containers
- Marker pens (for labels)

- Observation - Oral questions
- Observation - Practical assessment

Production Techniques

Adding Value to Crop Produce - Juice extraction as value addition

By the end of the lesson, the learner should be able to:
- Describe juice extraction as a value addition method for fruits and vegetables
- Practise extracting juice from mangoes or sugarcane
- Demonstrate hygiene and food safety during juice extraction and storage

In groups, learners are guided to:
- Discuss how mango juice and kale juice are extracted through pressing or blending
- Demonstrate extraction of sugarcane squash by blending sugarcane with ginger, straining and adding lemon juice
- Discuss how to store extracted juice hygienically and how to market it

How does extracting juice from fruits and vegetables add value and create a marketable product?

- Spark Agriculture Grade 7 pg. 91
- Fresh sugarcane or mangoes
- Blender
- Muslin cloth
- Knife
- Clean jug
- Lemon
- Ginger

- Observation - Practical assessment

Production Techniques

Adding Value to Crop Produce - Practical value addition (drying tomatoes)

By the end of the lesson, the learner should be able to:
- Select high quality ripe tomatoes and prepare them for drying
- Slice and sun-dry tomatoes correctly over several days
- Value drying as a practical and affordable value addition method for tomatoes

In groups, learners are guided to:
- Select ripe, clean and pest-free tomatoes from the harvest
- Wash the tomatoes, slice them into desired sizes and spread on a drying tray
- Sun-dry the tomato slices for several days until fully dry then pack in clean containers for storage or sale

Why is drying a practical and affordable method of adding value to tomatoes?

- Spark Agriculture Grade 7 pg. 91
- Ripe tomatoes
- Knife
- Water
- Basin
- Drying tray
- Clean containers

- Observation - Practical assessment - Portfolio

Production Techniques

Adding Value to Crop Produce - Comparing raw and processed crop produce
Adding Value to Crop Produce - Value addition and entrepreneurship
Adding Value to Crop Produce - Summary and assessment

By the end of the lesson, the learner should be able to:
- Compare the quality, shelf life and market value of raw versus processed crop produce
- Identify the specific improvements value addition brings to a chosen crop
- Demonstrate critical thinking when evaluating the outcomes of value addition
- Summarise the meaning, methods and importance of value addition in crop produce
- Demonstrate understanding of drying, roasting, packaging and juice extraction techniques
- Reflect on personal learning progress on adding value to crop produce

In groups, learners are guided to:
- Compare the raw crop produce with the processed product in terms of appearance, shelf life and estimated selling price
- Fill in a comparison table showing differences between raw and processed produce
- Present findings to the class and get feedback from the teacher
- Review and discuss key value addition methods and their benefits
- Complete the learning progress tracker and self-assess achievement
- Complete a written assessment on adding value to crop produce and review outcomes with the teacher

What specific improvements does processing bring to a crop produce compared to selling it raw?
What value addition techniques have you learnt and how will you apply them at home to improve the quality of crop produce?

- Spark Agriculture Grade 7 pg. 92
- Raw and processed crop produce samples
- Notebooks
- Pen
- Completed value-added products
- Reference books
- Spark Agriculture Grade 7 pg. 89
- Notebooks
- Learning progress tracker
- Assessment paper
- Pen

- Oral questions - Written assignments - Portfolio
- Written test - Self-assessment - Oral review

Production Techniques

Making Homemade Soap - Introduction and materials for soap making

By the end of the lesson, the learner should be able to:
- Define soap and explain how homemade soap is made from plant-based oils and lye
- Identify materials and equipment needed for making homemade soap
- Appreciate soap making as a practical life skill and income-generating activity

In groups, learners are guided to:
- Discuss what soap is and how it is used for personal hygiene and cleaning
- Identify materials needed for soap making such as plant oils, lye (caustic soda), water and fragrance
- Discuss safety precautions when handling lye during soap making

Why is it important to follow safety precautions when using lye in homemade soap making?

- Plant oils
- Caustic soda (lye)
- Water
- Containers
- Gloves
- Goggles
- Reference books

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Safety precautions in soap making

By the end of the lesson, the learner should be able to:
- Describe the safety precautions to observe when making homemade soap
- Explain the dangers of handling caustic soda without protective gear
- Demonstrate responsibility and caution during practical soap making activities

In groups, learners are guided to:
- Discuss the dangers of caustic soda including burns and eye damage if handled incorrectly
- Identify protective gear required during soap making including gloves, goggles and apron
- Discuss how to safely mix lye with water by adding lye to water and never water to lye

What safety measures must a learner follow to avoid injury when making homemade soap?

- Gloves
- Goggles
- Apron
- Reference books
- Notebooks

- Oral questions - Written assignments

Production Techniques

Making Homemade Soap - Preparing the lye solution
Making Homemade Soap - Mixing oils and combining with lye solution

By the end of the lesson, the learner should be able to:
- Describe the correct procedure for mixing lye with water to make a lye solution
- Safely prepare a lye solution following correct safety procedures
- Show caution and precision when handling caustic soda during the practical activity
- Measure and prepare plant oils for soap making
- Combine cooled lye solution with plant oils at the correct temperature
- Demonstrate patience and precision during the soap mixing process

In groups, learners are guided to:
- Put on protective gear before beginning the lye preparation activity
- Carefully measure the correct amount of caustic soda and slowly add it to water while stirring
- Allow the lye solution to cool before proceeding to the next step of soap making
- Measure the required amount of plant oil and heat it gently until warm
- Allow both the oil and lye solution to cool to the same temperature before combining
- Pour the lye solution slowly into the oil while stirring continuously until the mixture reaches trace

Why must lye always be added to water and never water added to lye when making a lye solution?
How do you know the soap mixture has reached the correct stage (trace) before pouring it into moulds?

- Caustic soda
- Water
- Measuring containers
- Stirring stick
- Gloves
- Goggles
- Apron
- Plant oils
- Lye solution
- Cooking pot
- Stirring stick
- Thermometer
- Gloves
- Goggles

- Observation - Practical assessment

Production Techniques

Making Homemade Soap - Pouring into moulds and adding fragrance

By the end of the lesson, the learner should be able to:
- Pour the soap mixture into prepared moulds correctly
- Add fragrance or colour to the soap mixture before moulding
- Show creativity in producing soap with attractive appearance and pleasant scent

In groups, learners are guided to:
- Add fragrance or natural colourants such as turmeric to the soap mixture at trace
- Pour the soap mixture into prepared moulds such as boxes lined with paper
- Cover the moulds and leave the soap to set for 24 to 48 hours without disturbing

Why should fragrance be added at trace rather than at the beginning of the soap-making process?

- Soap mixture at trace
- Soap moulds
- Fragrance or essential oils
- Natural colourants
- Gloves

- Observation - Practical assessment

Production Techniques

Making Homemade Soap - Cutting, curing and finishing soap

By the end of the lesson, the learner should be able to:
- Unmould and cut the set soap into bars of appropriate sizes
- Explain why soap must be cured for several weeks before use
- Appreciate that curing improves the hardness and quality of homemade soap

In groups, learners are guided to:
- After 24 to 48 hours unmould the set soap carefully and cut into bars
- Arrange the soap bars on a rack or tray and leave them to cure in a well-ventilated area for 4 to 6 weeks
- Discuss how curing reduces the lye content and improves the hardness and mildness of the soap

Why must homemade soap be cured for several weeks before it is safe to use on the skin?

- Set soap
- Knife
- Curing rack or tray
- Gloves

- Observation - Practical assessment

Production Techniques

Making Homemade Soap - Packaging and marketing homemade soap
Making Homemade Soap - Summary and Strand 4 assessment

By the end of the lesson, the learner should be able to:
- Package cured soap bars attractively for sale or gifting
- Create a simple label with the product name, ingredients and contact details
- Show entrepreneurial thinking by planning how to market and sell homemade soap in the community
- Summarise the soap making process from preparing the lye solution to curing and packaging
- Demonstrate understanding of all Strand 4 production techniques including knitting, suspended gardens, value addition and soap making
- Reflect on personal learning progress across the entire Strand 4

In groups, learners are guided to:
- Wrap cured soap bars in paper or fabric and design a simple label for the product
- Discuss where and how to sell homemade soap such as at school events, market days or through social media
- Estimate the cost of making the soap and set a selling price to make a profit
- Review the key steps of soap making and discuss the importance of safety, hygiene and curing
- Complete the learning progress tracker and self-assess achievement across all Strand 4 sub-strands
- Complete a written assessment covering knitting, framed suspended gardens, value addition and soap making

How can a learner package and market homemade soap to make it attractive to buyers?
What have you learnt about production techniques in Strand 4 and how will you apply these skills at home or in the community?

- Cured soap bars
- Wrapping paper
- Marker pens
- Scissors
- Notebooks
- Notebooks
- Learning progress tracker
- Assessment paper
- Pen

- Observation - Portfolio - Oral questions
- Written test - Self-assessment - Oral review