CTE Grade 7-Textbook Zero Draft

CAREER AND TECHNICAL
EDUCATION (CTE)
Student Textbook
Grade 7
F EDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

MINISTRY OF EDUCATION
የኢትዮጵያ ፌደራላዊ ዴሞክራሲያዊ ሪፐብሊክ
የትምህርት ሚኒስቴር
F EDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA
MINISTRY OF EDUCATION
IN COLLABORATION WITH
HAWASSA UNIVERSITY
CAREER & TECHNICAL

EDUCATION (CTE)
STUDENT TEXTBOOK
GRADE 7
(DRAFT 0)
Writers: Dr. Getachew Habtamu
Dr. Ashenafi Kebede
Content Editor: Dr. Diriba Kaske
Instructional Design Editor: Mr. Seboka Geleta
Language Editor: Mr. Seifu Zinabl
Book Designer: Mr. Wondwossen Ergete
Illustrator: Dr. Degif Teka
Table of Contents Page
UNIT 1
1. INTRODUCTION TO CAREER AND TECHNICAL EDUCATION
(CTE). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.1. Meaning of Career. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.2. Job vs Career . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
1.3. Meaning of Career and Technical Education . . . . . . . . 3
1.4. Importance of Career and Technical Education . . . . . . 4
UNIT 2
2. PERSONAL CAREER SELECTION . . . . . . . . . . . . . . . . . . 6
2.1. Introduction to Career and Technical Education areas in
Ethiopia. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
2.2. Soft Sills. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2.1. Definition of Soft Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
2.2.2. Types of soft skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.3. Personal Profile Development. . . . . . . . . . . . . . . . . . . . . 12
2.3.1. What is Personal Profile?. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
2.3.2. How to Develop a Personal Profile. . . . . . . . . . . . . . . . . . . . . . 13
UNIT 3
3. SELF-EMPLOYMENT OPPORTUNITIES. . . . . . . . . . . . . . 15
3.1. Gardening Horticulture . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3.1.1. Definition of Gardening Horticulture. . . . . . . . . . . . . . . . . . . 16
3.1.2. Types of garden. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
3.1.3. Essential garden tools . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
3.1.4. Seeds and Transplants. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
3.1.5. Basic steps to start Garden . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
3.1.6. Healthy plant growth (Garden Care). . . . . . . . . . . . . . . . . . . . 20
3.1.7. Pest and Disease Management. . . . . . . . . . . . . . . . . . . . . . . . . 20
3.2. Dairy Farming . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3.2.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
3.2.2. Milking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3.2.3. Milking techniques (Methods). . . . . . . . . . . . . . . . . . . . . . . . . 23
Grade 7 i
3.2.3.1 Hand Milking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.2.3.2 Machine Milking . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.2.4. Milk Preservation Methods . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
3.2.5. Management of the Herd. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
3.2.5.1 Housing systems. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3.2.5.2 Nutritional management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3.2.5.3 Reproductive management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.2.5.4 Lactation management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
3.2.6. Animal waste from cattle dairies . . . . . . . . . . . . . . . . . . . . . . . 27
3.2.7. How does one can start a dairy farm? . . . . . . . . . . . . . . . . . . . 27
3.3. Animal Fattening. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.3.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.3.2. Site Selection. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.3.3. Housing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
3.3.4. Important Criteria for Selection of Fattening Cattle. . . . . . . . 29
3.4. Poultry Production . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.4.1. Introduction. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31
3.4.2. Types of poultry production. . . . . . . . . . . . . . . . . . . . . . . . . . . 32
3.4.3. Chicken selection criteria. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.4.4. Feed sources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.4.5. General Management. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.4.6. 3.4.6 Poultry Health. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
3.4.7. Common Diseases. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
3.4.8. Disease Control in Family Flocks. . . . . . . . . . . . . . . . . . . . . . . 36
3.5. Beekeeping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.5.1. Important factors to start beekeeping. . . . . . . . . . . . . . . . . . . . 38
3.5.2. Beekeeping equipment and Tools: . . . . . . . . . . . . . . . . . . . . . . 39
3.5.3. Apiary Management . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
UNIT 4
4. HAIR STYLING AS A SELF-EMPLOYMENT OPPORTUNITY
42
4.1. Hair Care and Beauty . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
ii Grade 7
4.1.1. Men’s Hair Styling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
4.1.1.1 Factors that influence styling . . . . . . . . . . . . . . . . . . . . . . . . . . 45
4.1.1.2 Appropriate Men’s Hair, Safety and Hygienically Styling. . . . . . . 46
4.1.2. Products, Tools and Equipment . . . . . . . . . . . . . . . . . . . . . . . 48
4.1.3. How to Cut Men’s Hair. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 49
4.2. How To Set Woman Hair. . . . . . . . . . . . . . . . . . . . . . . . 50
4.2.1. Basic styling techniques for women’s hair. . . . . . . . . . . . . . . . 50
4.2.2. Blow drying techniques for women’s hair. . . . . . . . . . . . . . 51
4.2.3. Factors that influence styling: . . . . . . . . . . . . . . . . . . . . . . . . . 51
4.2.4. Products, Tools and Equipment for Women Hair Styling . . . 52
4.3. Hand/nail care treatment . . . . . . . . . . . . . . . . . . . . . . . . . 53
4.4. Sterilization and disinfection. . . . . . . . . . . . . . . . . . . . . . 54
4.4.1. Sterilization . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
4.4.2. Disinfection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
4.5. Shampooing and conditioning. . . . . . . . . . . . . . . . . . . . . 55
4.6. Skin care . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
UNIT 5
5. GARMENT MAKING, NEEDLE/TEXTILE CRAFTS AND PAINT-
ING. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.1. Garment Making . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
5.2. 5.2. Sewing and Sewing machines. . . . . . . . . . . . . . . . . . 61
5.2.1. Use of Sewing Machine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
5.2.2. Parts of a Sewing Machine. . . . . . . . . . . . . . . . . . . . . . . . . . . . 62
5.2.3. Garment Equipment (Tools) . . . . . . . . . . . . . . . . . . . . . . . . . . 64
5.2.4. Select materials and prepare effectively to make a garment. . . 68
5.3. Cloth Painting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
5.3.1. Preparing the Surface for Painting . . . . . . . . . . . . . . . . . . . . . 69
5.4. Actual Painting. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
5.4.1. Basic fabric painting techniques. . . . . . . . . . . . . . . . . . . . . . . . 70
5.4.2. Materials and Equipment suitable for Fabric Painting. . . . . . 74
5.5. Needle/Textile Crafts. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
5.5.1. Meaning of Needle/Textile crafts. . . . . . . . . . . . . . . . . . . . . . . 76
Grade 7 iii
5.5.2. Types of needle/textile crafts. . . . . . . . . . . . . . . . . . . . . . . . . . . 77
UNIT 6
6. RECOGNISING EMPLOYMENT OPPORTUNITIES. . . . . . 83
6.1. Employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
6.1.1. Labour Market . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
6.1.2. Local and National labour markets . . . . . . . . . . . . . . . . . . . . . 84
6.2. Self-employment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
6.2.1. Types of self-employment. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
6.2.2. Advantages of self-employment. . . . . . . . . . . . . . . . . . . . . . . . 87
6.3. Voluntary Work . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
6.3.1. What is voluntary work or volunteerism?. . . . . . . . . . . . . . . . 88
6.3.2. Why voluntary work? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
UNIT 7
7. EMPLOYABILITY. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
7.1. Definition of Employability. . . . . . . . . . . . . . . . . . . . . . . 90
7.2. Employability skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
7.3. Curriculum Vitae (CV) Writing. . . . . . . . . . . . . . . . . . . . 94
7.4. .Covering letter preparation. . . . . . . . . . . . . . . . . . . . . . . 95
UNIT 8
8. PREPARING FOR EMPLOYMENT. . . . . . . . . . . . . . . . . . 97
8.1. Importance of a Job Interview. . . . . . . . . . . . . . . . . . . . . 97
8.2. Common Interview Questions . . . . . . . . . . . . . . . . . . . . 98
8.3. Reasons why applicants fail in job interview . . . . . . . . 99
8.4. Preparing for a job Interview. . . . . . . . . . . . . . . . . . . . . . 100
iv Grade 7
Introduction To Career And Technical Education (cte)
UNIT INTRODUCTION TO CAREER

AND TECHNICAL EDUCATION
1 (CTE)
LEARNING OUTCOMES
At the end of this unit, learners will be able to:
🏹 Explain Career, Job, and Career and Technical Education
🏹 Illustratethe importance of Career and Technical Education
Key Terms
Career: Career can be briefly defined as the path of progress individuals follow to real-
ize their aspiration
Job: what a person does (work) at the moment to get income for a living.
Technical Education: education which has a primary focus on practical or technical

skills for performing a certain task.
1.1. Meaning of Career

Brainstorming Question
Discuss in pairs on what your family and you want to be in the future and
why.
Careercan be briefly defined as the path of progress individuals follow to realize their
aspiration- life goals (what they want to be in the future) during theireducation and
work life.
For a person on a job, career comprises of the different jobs a person has held, titles/
positions he/she has earned and work he/she has accomplished over a long period of time.
Thus, a career includes one’s choice of field of work and advancement in the chosen
field.A career could mean working as a doctor, lawyer, carpenter, electrician, cashier,
or hairstylist, etc.
1.2. Job vs Career
Grade 7 1
UNIT 1
As presented above, career describes an individual’s jour-
ney through learning, work, and other aspects of life. What
about a job? Are the concepts “Job” and “Career” the same?
Activity 1
1. Discuss on what a job is all about in pairs
It is often said that “job’ and “career” are the same. Though they are related, they,
however, mean two different things.A career is often confused with a job. Though
career and job are related, they are different (see Table 1) below.
Table 1.1. Differences between Career and Job
Career Job
Career is a series of connected employ- Job is something that individuals do at a
ment opportunities. particular period of time.
Career is being engaged in a satisfying Job is what a person does at work now to
and productive activity throughout one’s bring home an income (money).
lifetime.
Career involves a long-term view of a se- Job is a regular activity in exchange of
ries of jobs and work experiences. payment.
Career is long-term professional journey Job can be full-time or part-time and
determined based on your passion.. may be short-term
The course of Career changes through Relatively stable as one can work for a
time as one can move from one job to long time
another
Thus, a career has a goal of improving your skills so you can grow in your job, or
move into another job. Career involves not only what one does now but also future
advancement in the current field of job, including changing to other jobs.
We often hear people saying:
“I have a job as a cleaner.”
“I have a job as a plumber.”
“I have a job as a teacher.”
2 Grade 7
By saying so, they are telling what they are doing at the moment, i.e., their current
job. A job to be a career, one has to work on the same job over the years. A career can
be one job or series of jobs obtained through advancement. The following statements
indicate what career means.
“I have worked as a Home Health Aide, a Nursing Assistant, and a Nurse. My

career is in health care.”
“I have worked as a recruiting clerk and as an assistant personnel head. Now

I am a personnel manager. My career is in Human Resource Management.”
Getting a job is a one-time event; a career is a lifelong process- progress is like climbing
a ladder (see Fig. 1 below). To have a career, think about what type of work you want
to do in the future, and what education you will need to meet your goals.
Figure 1.1: Job (now) vs Career (future growth)
Thus, any work, paid or unpaid, pursued over an extended period of time can consti-
tute a career. Careers can include schoolwork, homemaking, or volunteer work.
Activity 2
Discuss in group of four students the contribution of a job to society.
1.3. Meaning of Career and Technical Education

CTE is a broad term of education that combines academic and technical skills with
the knowledge and training needed for further education and employment oppor-
tunity. Career and Technical Education is the practice of teaching specific technol-
ogy-based and career-oriented skills to students. CTE offers skills to begin working
in different economic sectors.
Grade 7 3
UNIT 1
CTE combines academic education (education which has learning as its primary
purpose) and technical education (education which has a primary focus on practical
or technical skills for performing a certain task). For employment opportunity, CTE
prepares students for the world of work by introducing them to workplace compe-
tencies (knowledge, skills and attitudes) in a real-world applied context.
Activity 2
1. Is there a relationship between CTE and employment opportunity?Discuss in

pairs and tell to your teacher.
1.4. Importance of Career and Technical Education

Career and Technical Education covers courses and programmes in engineering,
technology, management, architecture, urban planning, pharmacy, crafts, hotel man-
agement and catering technology. It plays a vital role in human resource develop-
ment of a country by creating skilled manpower, enhancing socioeconomic develop-
ment and improving the quality of life.CTE programs are the primary college-and
career-readiness programs, providing both technical training and hands-on learning
experiences for students to practice and develop cross-cutting skills that all employ-
ers value.CTE equips students with the types of technical trainings and practical
work experiences that are applicable across a variety of fields.
Activity 3
1. Discuss in pairs the contributesof CTE to individual development.
Career and Technical Education provides the following benefits.
• CTE connects classroom learning with applied knowledge and skills to solve
real problems.
• Career and Technical Education offers good opportunities for employmentby
reducing the problem of unemployment.
• Career and Technical Education serves as a base for further education at a
higher level and future career development.
• Career and Technical Education provides job and hands-on experiences and
help create more engaged members of the workforce. This hands-on experi-
4 Grade 7
ence prepares them for the technical aspects of future careers.
Unit review questions
1. Say True for the correct statements and False for the incorrect ones.
a) Career is a one-time activity.
b) Career and job are not related.
c) CTE does not involve acquiringknowledge.
d) Career is for immediate gain but job is future oriented.
e) CTE focuses more on academic learning.
2. Fill in the blanks with appropriate concepts.

a) ____________is future-oriented and _____________ is short-term.
b) What one wants to be in the future is ________________.
c) ________ links school learning with the world of work.
3. Answer the following question in writing.

- Describe the relationship and difference of Job and Career.
Grade 7 5
UNIT 2
UNIT
PERSONAL CAREER SELEC-
2
LEARNING OUTCOMES
TION
At the end of this unit, learners will able to:

🏹 Discover their career-related values, interests, abilities, and skills relating
them to the eight Career and Technical Education areas
🏹 Familiarize with soft skills – creative thinking, and problem solving skills
🏹 Prepare their personal profile.
Key Terms
Soft skills:are personal attributes of a person for building good interactions job
performance and career growth.
Personal profile: is detail information about a specific person.
Creative thinking: is skill of generating new ideas and way of working.
Problem solving: is skill of identifying and finding a solution to a problem.
2.1. Introduction to Career and Technical Education

areas in Ethiopia
Identify some of the areas in which people could get jobs for a living in
your locality.
In the career and technical education program in Ethiopia, eight occupational areas
are identified, consisting of sub specializations within each area. The eight CTE ar-
eas in Ethiopia are part of CTE secondary school program and you will learn them
in detail in grade 11 and 12. Secondary school CTE programs are categorized in to
two: Natural Sciences and Social Sciences. Areas under natural sciences are man-
ufacturing, agriculture, construction, information technology, and health sciences.
6 Grade 7
Personal Career Selection
Students placed in the natural sciences are to choose among these CTE areas. Areas
under social sciences for students placed in the social science stream are business sci-
ences comprising of specializations in accounting, banking and insurance, marketing,
office management and hotel and tourism.
These eight CTE areas are briefly introduced below.

1. Manufacturing: Manufacturing is the production of goods through the use
of labour, machineries, tools and biological or chemical processing or for-
mulation. Manufacturing involves transforming raw materials into finished
goods and services.It also involves product design and material selection.
The material is modified during various manufacturing processes to create
the finished product.
For example, in sugar production, sugarcane (raw material) is changed into

sugar (final product) through various methods and processes. The cloth jack-
et or sweater (product) you are wearing is made of cotton (raw material) by
textile factory. As one area of CTE program in Ethiopia, the manufacturing
area consists of the following four sub specializations:
- Metal Manufacturing
- Automotive Technology
- Textile and leather garment
- Wood Working
Activity 1
1. Discuss in groups how manufacturing assisted you as students in

your learning and report to the class.
2. Construction: comprises a wide range of activities involving plans, de-

signs, constructs, alterations, maintains, repairs and eventually demolishes
of buildings, bridges, roads, railways, and other similar works. As one area
of CTE in Ethiopia, the manufacturing area consists of the following four
sub specializations:
- Electricity
- Plumbing
- Carpentry
Grade 7 7
UNIT 2
- Finishing Works
3. Information Technology and Computer Science:involvesthe use of com-

puters, storages, networks and other physical devices, infrastructures and
processes to create, process, store, secure and exchange all forms of electron-
ic data and designing software (programs) and hardware and telecommuni-
cations. These includes:
- Computer Maintenance and Network

- Website Design
- Computer Graphics and Design, etc.
4. Agriculture: Agriculture is the practice of cultivating plants and livestock.

It involves crop production, animal production (e.g., poultry), fattening,
flower cultivation, preserving natural resources such as forestry, soil fertili-
ty, erosion protection, etc., and the use of agricultural technologies such as
tractors, harvesters, etc.
Activity 2
1. List out individually what cultivating plants and livestock production

involves, and then compare your lists with your classmate.
5. Health Sciences: Health science is the application of science to health

including the study of medicine, nutrition, and personal and community
health, childcare and well-being, and reproductive health. It also involves
the use of health technologies such as needle, syringe, X-ray, ultrasound,
testing tools in hospitals, clinics, and health centres. Medical doctors, nurs-
es, laboratory technicians, pharmacists are the health science professionals.
You can imagine how HIV-AIDS affected family relations, family income and
the country’s resources. The COVID-19 pandemic is also affecting the so-
cio-economic development of Ethiopia. These cases highlight the importance
of health professionals.
Activity 3
1. List out advice of health professionals to prevent the spread of COVID

19 and discuss in pairs its practice in your school.
8 Grade 7
6. Business Science: is about activities involved in doing business (trade)
which includes what goods/services to sell, how to make them available,
and how to sell goods and services. It involves:
- Accounting and finance (recording and keeping business evidences),

- Marketing (what and how to sell and buy),
- Banking (keeping, withdrawing, and borrowing of money),
- Insurance (avoiding risks such as damage),
- Managing business enterprises, and
- Hotel and Tourism.
Activity 4
1. Identify the major activities of banks individually. Then compare and

discuss them in pairs in the class room.
7. Language and Social Sciences: deals with activities, knowledge and skills
in the use of language (for example, story/application writing, translation
etc.), social work (community development), anthropology (study of origins
and humans, culture, etc.) and citizenship (creating good citizens).
8. Performing and Visual Arts: includes music and dance, theatre, films, paint-
ing and sculpture. It also involves playing various musical instruments such
as Kirar, Masinqo, Flute, Guitar, Drums, Piano, Dinke (south region), etc.
2.2. Soft Sills
2.2.1. Definition of Soft Skills
Soft skills are general abilities that characterize a person’s relationships with others;
personal attributes that enhance an individual’s interactions with others, job perfor-
mances and career prospects.They are called “soft” because they are not skills that
define someone’s work, like repairing a car.
Soft skills are abilities that someone can use in any career, enabling everyone to en-
gage in meaningful interactions with others, unlike hard skills. Hard skills tend to be
specific to a certain type of task whereas soft skills are broadly applicable in almost
every job- they are not job-specific. Soft skills are universal abilities that every per-
Grade 7 9
UNIT 2
son must develop for productive interaction, effective work performance and good
relationship.
2.2.2. Types of soft skills
Soft skills include self-awareness, time management, communication, teamwork,

good manner, respect for others, self-confidence, listening, collaboration, etc. Soft
skills could be personal and interpersonal.
Personal soft skills are attributes in a particular person such as autonomy, flexibility,
attention to details, curiosity, etc. Interpersonal soft skills are those that influence
others such as person-person communication, collaboration, teamwork, listening, etc.
Activity 5
1. Have you ever been late to school? If so, why were you late and what
was the penalty for being late? What do think should you do to avoid
being late?
Two important soft skills are presented below.
Creative Thinking: Creative thinking is the ability to consider something in a new

way. It might be a new approach to a problem, a solution to a conflict, or a new result
from a data set. Creative thinking means thinking outside the box- outside the usual
way.
Creative thinking might mean devising new ways to carry out tasks, solve problems,
and meet challenges. It means bringing a fresh idea and perspective to your work.
For example, many scientific discoveries in new technologies are the result of creative
thinking.
Activity 6
1. Think of your pen or pencil whether it is a result of creative thinking

or not. Please discuss in a group of four students.
Generally, anything that involves an “aha” moment is considered creative. It could

be new way of doing things; new insights and ideas help solve problems or bring
10 Grade 7
better benefits and increase productivity and efficiency. Every technology that we
use today such as knives in the kitchen, radio, television, electricity, computers, au-
tomobiles, airplanes, machineries, medical, sewing machines, etc. are the results of
creative thinking.
Unsolved problems and curiosity are the main triggers of creative thinking. The ef-
fort to solve new problems and to satisfy ones eagerness to know something leads a
person to creative thinking. It involves:
- Analysis: the ability to examine things carefully to know what they mean.
- Open-mindedness: setting aside any biases or assumption one may have;
looking at things in a completely new way.
- Organization: organizing ideas so others will understand and follow through
with your new approach.
- Communication:expressing the idea effectively verbally or in writing in a
manner that others understand and accept your creative idea or solution.
- Experimentation: asking questions and critical observation are important
practices that support creative thinking.
Activity 7
1.You know that 1+1=2. But, your friend said 1 + 1=3. What is your
reaction?
2. You know that the number of people infected by communicable
disease such as COVID-19, HIV/ AIDS is increasing from time to time.
How do you show the rise of the infection other than writing a report?
Problem Solving: Problem solving involves methods and skills to find the best solu-
tions to problems. Problem solving is the act of knowing a problem, identifying the
cause of the problem, developing and selecting alternative solution, and applying
the selected solution and checking if the problem is solved. The problem may be
related to a task, a situation, or even a person. Whatever the case, problem solving is
the ability to handle difficult or unexpected situations as well as complex challenges
whose solution is unclear.
Grade 7 11
UNIT 2
For example, what situation forced you to cover your exercise books with plastic
cover? Why do you choose a plastic cover? You want the exercise book not to be
dirty, torn or damaged because of the splash of a liquid, mud, etc. You can cover the
exercise books with either paper or plastic. Does the paper cover solve the problem of
damage and dirtiness? It doesn’t because it accumulates dirt and can easily be dam-
aged if liquid is poured on it. Paper cover is not the right solution. So, the plastic is
the best solution. In simple terms, that is what problem solving means.
Please note that creative thinking and problem solving are interlinked in which one
leads to the other. Problems initiate creative thinking; creative thinking leads to po-
tential solutions.
Activity 8
1. Identify a certain problem in your locality and think about how you
are to solve it individually.
2.3. Personal Profile Development
2.3.1. What is Personal Profile?

Introduce yourselves (who you are) to each other. Do it in pair.
A personal profile is a short introduction which outlines your personal characteris-

tics, telling others what kind of a person you are, the attributes and qualities you pos-
sess, your educational level and experience you have. For example, somebody whom
you do not know may ask you to tell him/her your name, age, school, grade level,
place of birth, religion, etc.
Somebody may even ask you if you have skills such as cooking skill, translating skill,
singing skill, good writing skill, etc. In this case, she/he is asking you your personal
profile- detail information about you to know who you are and what you possess.
12 Grade 7
Activity 9
1.Discuss in pairs why personal profile is prepared?
Preparing personal profile does not only introduce oneself in personal relationship,
but also useful to get a job. In fact, it is a requirement when applying for employment.
Before hiring an applicant, the employers require information about the applicant to
have some information about the person. The information helps the employers to see
if the applicant has the required skills, knowledge, experience, etc. related to the job.
You will learn more about this and related issues in unit 7 and 8.
2.3.2. How to Develop a Personal Profile
Personal profile is written sequentially and briefly, focussing on the most important
attributes. The following steps are to be followed in writing personal profile.
- A brief description of yourself
Write who you are (Name and address, age, sex, etc.), depending on the pur-
pose for developing the personal profile. In your case, you can write your name,
home address (region, zone, woreda, city/town, school, etc.
- Mention your skills and abilities
Write about your strengths and skills you have. For example, translation skill,
speaking a certain language, knitting skill, drawing skill, etc. You can also in-
clude behavioural statements such as ‘I am hard working and diligent, coop-
erative’, etc.
- Include education or experience.
You can write your education level, say, primary school complete, grade 7,
grade 8 complete, etc. Any kind of experience in performing a task, even if
done on voluntary basis, could be included if the personal profile is for a job.
Personal profiles for a job shall be short and concise so that they can be read quickly.
Personal profile for a job shall focus on the important aspects that are linked to the
specific nature of the job.
Grade 7 13
UNIT 2
Activity 10
1.Write your personal profile as if you have certain skills and experi-
ence. Then, show to your teacher.
Unit Review Questions

1. Identify the incorrect statement and write the corrected one with a
reason.
a) Sewing is a hard skill for a carpenter

b) Hard skills are universal while soft skills are specific to a job.
c) Soft skill alone gets you employment.
d) Being open mindedness is an obstacle for problem solving.
e) Innovation and critical thinking are very much related.
f ) Soft skills do not support students to learn.
2. Multiple choice questions: chose the best answer form the alterna-
tives and circle the letter of your choice.
1) ______ skill is specific for a certain job.

a) soft b) hard c) problem solving d) critical thinking
2. Information to be included in personal profile for a job is______________.
a) education b) experience c) name and address d) all are answers
3. Non-verbal communication is the use of ______ for telling information.
a) speaking b) writing c) body language d) all are answers
3. Answer the following questions in writing
1. What information are included in a personal profile?

2. Which comes first: Critical Thinking or Solution of a Problem? Why?
14 Grade 7
Self-employment Opportunities
UNIT
SELF-EMPLOYMENT OPPOR-
3 TUNITIES
LEARNING OUTCOMES:
At the end of this unit, students will able to:
🏹 Attain knowledge and skills of health and safety, the production of plants,
the use of tools and the skills demanded by the Horticulture sector
🏹 Attain knowledge and skills of health and safety, the use of equipment
demanded by the animal care sector.
🏹 Attain knowledge and skills of health and safety, the use of equipment
demanded by the animal fattening sector.
🏹 Attain knowledge and skills of health and safety, the use of equipment for
beekeeping farm
🏹 Attain knowledge and skills of health and safety, the use of equipment for
poultry farm.
Key Terms
Gardening, horticulture, fattening, bee keeping, dairy farm, poultry
Gardening is the practice of growing and cultivating plants as part of horticul-

ture.
Horticulture is the art or science of growing flowers, fruits, vegetables, and

shrubs, especially in gardens or orchards
Fattening is the production of cattle for meat or consumption based on market

demand.
Beekeepingis the practice of honeybee management in hives for pollination and

the production of honey and other products
Grade 7 15
UNIT 3
Dairy farm is a class of agriculture for long-term production of milk, which is
processed for eventual sale of a dairy product
Poultry are the smallest livestock investment a village household can make.
3.1. Gardening Horticulture
3.1.1. Definition of Gardening Horticulture
Horticulture is the art or science of growing flowers, fruits, vegetables, and shrubs, es-
pecially in gardens or orchards. Horticulture is subdivision of agriculture which deals
with gardening of plants. Agriculture deals with cultivation of crops and also animal
farming whereas Horticulture deals with cultivation only.
Gardening is the practice of growing and cultivating plants as part of horticulture. It

involves an active participation in the growing of plants, and tends to be labour-in-
tensive, which differentiates it from farming or forestry.
Vegetables farming take more than just a place to grow the vegetables.
Activity 1
1. Do you have any experience in gardening horticultural crops? If, yes

please share your experience to the class?
3.1.2. Types of garden
Students, understanding different types of garden will help them to lead their career
on horticultural job. In Ethiopia the horticultural garden are being introduced in
towns which helped urban dwellers to engage on this farming systems. There are
many types of gardening. In this section we focus on the two most popular types of
gardening are: vegetable gardens, and Container gardens.
a) Vegetable Garden
Vegetable gardening consists of selecting a site, planning the garden, preparing the
16 Grade 7
soil, choosing the seeds and plants, planting a crop, and nurturing the plants until
they are ready for harvest. The end result is fresh produce to eat, share, or sell.
Vegetable gardening doesn’t take a lot of money, time, or talent, although some of
each would be helpful. With patience and practice, your skills will improve every
year. Growing vegetables takes some space, but not necessarily large garden. A vege-
table garden can be in the ground or in a planting bed.
Home gardens can be described as a mixed cropping system that encompasses vege-
tables, fruits, plantation crops, spices, herbs, ornamental and medicinal plants as well
as livestock that can serve as a supplementary source of food and income.
b) Container gardens.
Many vegetables can be grown in containers that are deep enough to support their
root systems. The bigger the container, the easier it is to be successful.
Vegetables that do well in containers include beans, beets, carrots, cucumbers, garlic,
lettuces, mustard greens, peas, peppers, potatoes, spinach, squash, and tomatoes.
Containers require more frequent irrigation than gardens, especially as the plants
grow and require more water. A drip irrigation system connected to a timer is a great
addition to a container garden. Containers can be prepared from used materials such
as bottles, pots, barrels, and from commercial potters/synthetics (See Fig 3.1 below).
Figure 3.1: Container garden
3.1.3. Essential garden tools
Before you start planting, you need to know and prepare the following tools (See
Table 3.1 below):
Grade 7 17
UNIT 3
Table 3.1: Table 3.1: Garden tools
Tools Picture/photo of tools

Gloves
Pruning Shears (Hand prun-

ers, also called secateurs)
Loppers
Garden Fork
Hand trowel
Spade
Rake
Hoe
Activity 2:
Activity 2
1. Visit and list down the local horticulture garden tools in your locality
and write the use of each tool
3.1.4. Seeds and Transplants
• Seeds
A greater variety of seeds are available than transplants, and seeds are less expensive.
Some seeds can be sown directly into the garden. Plant seeds according to package
18 Grade 7
directions. Plants can be transplanted by planting seeds. Gradually move seedlings
from the protected environment to the garden, hardening them off by slowly intro-
ducing the transplants into full sun for a longer period each day over a week’s time.
• Transplants
Garden with transplants harvest crops is sooner than with seeds. Some plants take so
long to mature that even if started from seed in the garden at the beginning of the
season, they would still not be ready to harvest at the end of the season (See Fig 3.2
below). Except for tomatoes, which can be planted slightly deeper, transplants should
be planted in the ground at the same depth they were in the container. Root crops
(such as carrots, radishes, and beets) do not transplant well.
Figure 3.2: Transplants
3.1.5. Basic steps to start Garden
Gardening can be a profitable business and provide a good work/life balance when
managed properly. If you are thinking of starting a career as a self-employed garden-
er, this short and simple guide will help you get a sense of what is involved. To be
successful you need to follow the steps listed below.
1. Decide what you like to grow in your home garden
2. Choose a location to start your garden
3. Plan your garden beds(See Fig 3. 3)
Figure 3.3: Different types of garden beds
4. Invest in basic garden tools
Grade 7 19
UNIT 3
5. Choose the right seeds or transplants
6. Plant with care (Fig. 3.4 shows careful sowing of seeds)
Figure 3.4: planting seeds
7. Nurture your garden

8. Enjoy your harvest (Fig 3.5 illustrating harvesting)
Figure 3.5: Harvest of some vegetables
3.1.6. Healthy plant growth (Garden Care)
The most important duty of the gardener is garden care and harvesting the yield
depends on effective care of the garden. There may be season fluctuations to get rain
water as expected or planned. Always the gardener should prepare himself for such
scarcity of rain water.
3.1.7. Pest and Disease Management
Pests are attracted to stress plants, so keep plants healthy with adequate sun, water,
and fertility.
The gardener should include flowering plants that support beneficial insects to con-
trol pests and air pollination.
Select hardy disease- and pest-resistant seeds or plants by reading labels carefully.
When choosing transplants, look for those that are healthy and free of insects and
diseases.
20 Grade 7
Activity 3
1. Write down the major pests and diseases of vegetables in your area?
2. What are the local prevention methods of pests and disease?
3.2. Dairy Farming
3.2.1. Introduction
A dairy is a business enterprise established for the harvesting or processing (or both)
of animal milk – mostly from cows, but also from goats, sheep, or camels – for
human consumption. A dairy is typically located on a dedicated dairy farm or in a
section of a multi-purpose farm (mixed farm) that is concerned with the harvesting
of milk.
Milk is a nutrient-rich liquid food produced by the mammary glands of mammals.

It is the primary source of nutrition for young mammals, including breastfed human
infants before they are able to digest solid food. As an agricultural product, dairy milk
is collected from farm animals.
As an attributive, the word dairy refers to milk-based products, derivatives and pro-

cesses, and the animals and workers involved in their production: for example dairy
cattle, dairy goat. A dairy farm produces milk and a dairy factory processes it into a
variety of dairy products.
Dairy farming is a class of agriculture for long-term production of milk, which
is processed (either on the farm or at a dairy plant, either of which may be called
a dairy) for eventual sale of a dairy product. Dairies are growing in popularity to pro-
duce an alternative milk source for human infants.
Food processing is the transformation of agricultural products into food, or of

one form of food into other forms. Food processing includes many forms of
processing foods, from grinding grain to make raw flour to home cooking to
complex industrial methods used to make convenience foods.
Dairy products or milk products are a type of food produced from or containing
Grade 7 21
UNIT 3
the milk of mammals, most commonly cattle, water buffaloes, goats, sheep,
and camels. Dairy products include food items such as yogurt, cheese and
butter (see Fig.3.6 below)
Figure 3.6: Dairy Farming
The earliest evidence of using domesticated cows for dairy production is the seventh
millennium BC.
Large scale dairy farming is only viable where either a large amount of milk is re-
quired for production of more durable dairy products such as cheese, butter, etc. or
there is a substantial market of people with money to buy milk, but no cows of their
own.
Centralized dairy farming as we understand it primarily developed around villages

and cities, where residents were unable to have cows of their own due to a lack of
grazing land. Near the town, farmers could make some extra money on the side by
having additional animals and selling the milk in town. The dairy farmers would fill
barrels with milk in the morning and bring it to market
3.2.2. Milking
Milking is the act of removing milk from the mammary glands of cattle, goats, sheep,

and, more rarely camels. Milking may be done by hand or by machine, and requires
the animal to be currently or recently pregnant. The milker may refer either to the
animal that produces the milk or the person who milks said animal.
In local dairy farming, the milking of the cow was done by hand, but an individual
milker could not be expected to milk more than a dozen cows a day. For most herds,
milking took place indoors twice a day in a barn with the cattle tied by the neck with
ropes or held in place by stanchions. A barn is an agricultural building usually on
22 Grade 7
farms and used for various purposes. A barn refers to structures that house livestock,
including cattle as well as equipment and fodder, and often grain.
3.2.3. Milking techniques (Methods)
There are two most commonly used techniques or methods of milking.
3.2.3.1 Hand Milking
Hand milking is performed by massaging and pulling down on the teats of the ud-
der, squirting the milk into a bucket (see Fig. 3.7 below).
a b
Figure 3.7: Udder (a) Bucket (b)
Two main methods used as hand milking are:
1) The top of the teat is pinched shut between finger and thumb, trapping milk
in the lower part, which is then squeezed by the other fingers, squirting the
milk out through the hole in the tip of the teat.
2) The top of the teat is pinched shut by the fingers and thumb, which are then
slid down the teat, pushing the milk towards the bottom.
Hand milking is the first milking machines were an extension of the traditional
milking pail (see Fig.3.8 below). The early milker device fit on top of a regular milk
pail and sat on the floor under the cow. Following each cow being milked, the bucket
would be dumped into a holding tank.
Figure 3.8: Hand Milking on a farm and Hand Milking
Grade 7 23
UNIT 3
3.2.3.2 Machine Milking
Most milking in the developed world is done using milking machines. Teat cups are
attached to the cow’s teats, and then the cups alternate between vacuum and normal
air pressure to extract the milk. The milk is filtered and cooled before being added to
a large bulk tank of milk for storage ( see Fig. 3.9 below).
The existing robotic milking has allowed cows to have the freedom to decide when
to milk, but still needs to make contact with people – entering the milking room is
equal to getting food
Figure 3.9: Machine Milking
Machine milking is also called automatic milking that is the milking of dairy animals,

especially of dairy cattle, without human labour (Fig. 3.10 below).
Figure 3.10: An Automatic Milking System
3.2.4. Milk Preservation Methods
Cool temperature has been the main method by which milk freshness has been
extended. Cooling milk extends its storage life, until it would be transported to the
town market.
The naturally cold underground water would be continuously pumped into a cool-
ing container or barrel. This method of milk cooling was popular before the arrival
24 Grade 7
of electricity and refrigeration
Refrigeration
Refrigeration is equipment that was initially used to cool cans of milk, which were
filled by hand milking. These cans were placed into a cooled water bath to remove
heat and keep them cool until they were able to be transported to collect facilities.
A small refrigeration compressor was used to remove heat from the evaporator coils.
This cooling method worked well for smaller dairies, however was fairly inefficient
and was unable to meet the increasingly higher cooling demand of larger milking
parlors.
Another device which has contributed significantly to milk quality is the plate heat
exchanger (PHE). This device utilizes a number of specially designed stainless steel
plates with small spaces between them. This method of cooling can remove large
amounts of heat from the milk in a very short time, thus drastically slowing bacte-
ria growth and thereby improving milk quality. Ground water is the most common
source of cooling medium for this device. Dairy cows consume approximately 3 gal-
lons of water for every gallon of milk production and prefer to drink slightly warm
water as opposed to cold ground water.
Activity 4
1. Discuss the milk preservation methods
3.2.5. Management of the Herd
The dairy industry is a constantly evolving business. Management practices change

with new technology and regulations that move the industry toward increased eco-
nomic and environmental sustainability. Management strategies as well as available
technologies, local regulations, and environmental conditions manifest in different
management of nutrition, housing, health, reproduction and waste.
Most modern dairy farms divide the animals into different management units de-
pending on their age, nutritional needs, reproductive status, and milk production
Grade 7 25
UNIT 3
status. The group of cows that are currently lactating, the milking herd, is often
managed most intensively to make sure their diet and environmental conditions are
conducive to producing as much high quality milk as possible.
3.2.5.1 Housing systems
Dairy cattle housing systems vary greatly throughout the world depending on the
climate, dairy size, and feeding strategies. Housing must provide access to feed, wa-
ter and protection from relevant environmental conditions. One issue for humanely
housing cattle is temperature extremes. Heat stress can decrease fertility and milk
production in cattle. Providing shade is a very common method for reducing heat
stress. Barns may also incorporate fans or tunnel ventilation into the architecture
of the barn structure. Overly cold conditions, while rarely deadly for cattle, cause
increases in maintenance energy requirements and thus increased feed intake and
decreased milk production.
Feed provision is also an important feature of dairy housing. Pasture based dairies
are a more extensive option where cows are turned out to graze on pasture when
the weather permits. Often the diet must be supplemented with when poor pasture
conditions persist. Free stall barns and open lots are intensive housing options where
feed is brought to the cattle at all times of year.
3.2.5.2 Nutritional management
Feed for their cattle is by far one of the largest expenses for dairy producer whether it
be provided by the land they graze or crops grown or purchased. Pasture based dairy
producers invest much time and effort into maintaining their pastures and thus feed
for their cattle. Pasture management techniques such as rotational grazing are com-
mon for dairy production. Many large dairies that deliver food to their cattle have a
dedicated nutritionist who is responsible for formulating diets with animal health,
milk production, and cost efficiency in mind. For maximum productivity diets must
be formulated differently depending on the growth rate, milk production, and repro-
ductive status of each animal.
To meet all of their nutritional requirements cows must eat their entire ration. Un-
fortunately, much like humans, cattle have their favorite foods. To keep cattle from
26 Grade 7
selectively eating the most desirable parts of the diet, most produces feed a total
mixed ration (that is each cow can consume the required level of nutrients in each
bite).
3.2.5.3 Reproductive management
Female calves born on a dairy farm will typically be raised as replacement stock to
take the place of older cows that are no longer sufficiently productive. The life of a
dairy cow is a cycle of pregnancy and lactation starting at puberty. The timing of
these events is very important to the production capacity of the dairy. A cow will
not produce milk until she has given birth to a calf. Consequently, timing of the first
breeding as well as all the subsequent breeding is important for maintaining milk
production levels.
3.2.5.4 Lactation management
After the birth of a calf the cow begins to lactate. Lactation will normally continue
for as long as the cow is milked but production will steadily decline. Dairy farmers
are extremely familiar with the pattern of milk production and carefully time the
cow’s next breeding to maximize milk production. The pattern of lactation and preg-
nancy is known as the lactation cycle.
Lactation describes the secretion of milk from the mammary glands and the period
of time that a mother lactates to feed her young
3.2.6. Animal waste from cattle dairies
When properly managed, dairy and other livestock waste, due to its nutrient content
(N, P, K), makes an excellent fertilizer promoting crop growth, increasing soil organ-
ic matter, and improving overall soil fertility and tilth (the physical condition of soil)
characteristics.
3.2.7. How does one can start a dairy farm?
Dairy farming set up needs some requirements well before establishing it. The fol-
lowing are some of the requirements needed to start dairy farm.
Grade 7 27
UNIT 3
1. Space/Shelter Requirements of Dairy Farming Animals
2. Improved Dairy Breeds (even local breeds can be used)
3. Fodder Management of the Dairy Farm
4. Daily Dairy Farm Management
5. Disease Control and Management
6. Dairy Farming Reproduction/Breeding Management
Activity 5
1. Ask the agricultural extension agents about lactation period and re-
port.
3.3. Animal Fattening
3.3.1. Introduction
The demand for meat is high and increasing each year. But this sector is not supply-
ing the market as the producers could not match the consumers. Therefore, fattening
is a career and get profit with in short time.
Animals for fattening are usually young bulls/oxen, sheep or goats purchased from
local markets. When buying the cattle, you want to be ready to evaluate the potential
for beef fattening of various sorts of cattle, in reference to the market value of various
grades of beef, factors to think about containing the breed of cattle, gender, maturity
type, and age. This is often because different types of cattle react differently to the
meat fattening process. Some cattle breeds are more fitting for cattle fattening than
others breeds.
Cattle fattening practices in Ethiopia is categorized in to three major fattening sys-

tems:
1) traditional fattening system: In traditional system, farmers usually sell oxen

after the plowing season when they are in poor body condition and too old for
the draught purposes.
28 Grade 7
2) by product-based fattening system : by-product-fed are typically raised
on maize, soy and other types of feed. Some by-product-fed cattle are raised
in concentrated animal feeding operations known as feed lots.
3) Hararghe fattening system.
Activity 6
1. What are the important feeds for fattening of cattle in your locality?
3.3.2. Site Selection
It’ll be highly profitable if feeds are obtainable within the locality. Feed components
like rice straw, corn Stover, copra meal, rice bran, and molasses should be copious in
stock. Grass supply must be adequate for the cattle to graze throughout the year.
3.3.3. Housing
Proper housing and equipment are vital during a successful backyard cattle rising.
Cattle must be shielded from extreme hot or cold conditions. The shade is extreme-
ly necessary
3.3.4. Important Criteria for Selection of Fattening Cattle
To ensure a profitable income from fattening cattle, these below factors are to be
considered:
• Age of Cattle: Younger animals need an extended feeding period. The feed is
employed for maintenance, growth, and cattle fattening. Older animals get a
shorter time for fattening. The preferred age of cattle is 2 to three years old.
• Sex of Cattle: Steers (castrated males) are chosen over heifers thanks to their
inherent capacity to realize weight, grow faster and easier to manage. for fat-
tening
• Disposition/character: A lively yet mild, quiet, and simply handled steer
Grade 7 29
UNIT 3
generally grow fast and fattens easily. Restless, nervous & erratic cattle waste
an excessive amount of energy.
• Constitution- and Vigour: These factors are determined by the dimensions

and quantity of the vital organs. An outsized feeding capacity, a robust appe-
tite, an enormous heart girth, well-sprung ribs, and a good, depend upon full
chest show good constitution and vigor.
• Breed: Improved breeds gain weight quicker with less feed than native ani-
mals. The method of fattening cattle like us:
Before we start raising cattle, it’s good we all know and identify the kinds of cattle
which will be fattened, to make it easier for us to understand where it’s come from
and the way to boost the kinds of cows that exist.
Feed and Types of feeds
What is the simplest feed for fattening cattle? Barley is that the best grain for lot
feeding cattle, but wheat, triticale, sorghum, maize, and oats are often used. Oats isn’t
a perfect grain on its own for cattle fattening but are often used with any of the op-
posite grains. Hay or silage might be used because of the roughage source
There are two major categories of feed: concentrates (grains) and roughages (pasture,
hay, silage). Roughages are usually high in fiber. Concentrates are usually high in
protein or carbohydrates
• Hay: Hay is forage that has been mowed and dried for use as livestock feed. It
is usually the primary source of nutrients during the winter.
• Silage: Silage is the term used for the feed produced by controlled fermenta-
tion of high moisture herbage. Silage can be made from forage or grain crops.
• Vitamin and minerals supplements: Producers mixing their own simple ra-
tions should use supplements that contain vitamins and minerals. These sup-
plements can easily be combined with whole grains or by-product feeds to
create a balanced concentrate ration.
• By-product Feeds: There are numerous by-products available as a result of
30 Grade 7
processing a traditional feed ingredient to generate another product. By-prod-
uct feeds can often be economical sources of nutrients
Activity 7
1. Discuss in group about theselection criteria of Cattle Fattening
3.4. Poultry Production
3.4.1. Introduction
Chicken are widespread and almost every rural family owns chicken, which provide
a valuable source of family protein and income. Poultry are the smallest livestock
investment a village household can make.
Chicken’s products are among the major source of animal protein, aside from beef,
pork and fish. And chickens are already an integral part of human life. Small scale
poultry production fulfils the animal nutrition demand for a family.Income genera-
tion is the primary goal of family poultry keeping. Eggs can provide a regular, even
though small, income while the sale of live birds provides a more flexible source of
cash as required (See Fig 3.11 below).
Poultry production is an important and integral part of most Ethiopian households

in rural, urban and peri-urban areas. Poultry can play a key role in poverty alleviation,
nutrition and food security.
Figure 3.11: Supply to market
Grade 7 31
UNIT 3
Activity 8
1. Form a group and observe poultry farm around your locality.
3.4.2. Types of poultry production
There are four poultry production systems in developing countries and in Africa
in particular in Ethiopia. These include the free-range system or traditional village
system; the backyard or subsistence system; the semi intensive system and the small-
scale intensive system.
1. Free-Range Extensive Systems
Under free-range conditions, the birds are not confined and can scavenge for food
over wide area. Simple shelters may be provided, and these may or may not be used.
The birds may roost outside, usually in trees, and nest in the bush. The flock contains
birds of different species and varying ages.
2. Backyard Extensive Systems
Poultry are housed at night but allowed free-range during the day. They are usually
fed a handful of grain in the morning and evening to supplement scavenging (See
Fig 4.2 below).
Figure 3.12: Backyard Extensive Systems
3. Semi-Intensive Systems
These are a combination of the extensive and intensive systems where chicken are
confined to a certain area with access to shelter. They are commonly found in urban
32 Grade 7
and semi-urban as well as rural situations.
4. Intensive Systems
These systems are used by medium to large-scale commercial enterprises, and are
also used at the household level. Chickens are fully confined either in houses or cag-
es. Capital outlay is higher and the birds are totally dependent on their owners for
all their requirements.
Traditional chicken production system is an appropriate system that makes the best
use of locally available resources. Chicken provide major opportunities for increased
protein production and incomes for smallholder farmers because of short generation
interval, high rate of productivity, the ease with which its products can be supplied
to different areas, the ease with which its products can be sold due to their relatively
low economic values, its minimal association with religious taboos and its comple-
mentary role played in relation to other crop–livestock activities.
3.4.3. Chicken selection criteria
There are some criteria you need to follow in order to select the best chicken for the
poultry production.
1. Good hatching ability: select hens with good egg incubating behavior.
2. Mothering behavior: flightiness/ability to escape/and protect chicks and herself

from predators.
3. High growth rate: maintain chicks with fast growth rate and cull chickens show-
ing poor growth and any dwarf birds. Birds with delayed sexual maturity or sur-
plus cocks that reach slaughtering age should be culled.
4. Select eggs for hatching: average size, good shell quality (without any deformity
or cracks), clearly defined shape (broader bottom with sharper tip).
5. Hatched chicks (day-old chicks; DOCs): good body condition, without deformi-
ty in the legs or eyes. Also, chicks should be keen to eat and drink.
6. Disease resistance: Select chickens with good disease resistance – i.e. breed from
those that survive disease outbreaks.
Grade 7 33
UNIT 3
3.4.4. Feed sources
There is a clear relationship between egg production and feed/nutrient intake. These
feedstuffs were mostly by-products of home food processing and agro industries.
The feed resources for chickens include:
 Household cooking waste;
 Cereal and cereal by-products;
Roots and tubers;


Oilseeds;

Trees, and shrubs


Animal proteins;

Commercially prepared feed.


Activity 9
1. Explain the local feeds for chickens.
3.4.5. General Management
1. Housing
Some village households keep their few chickens inside the house or even under their
bed at night, to discourage theft.The basic requirements for poultry housing are:
Space

Ventilation;

Light and

Protection (from weather and predators).


34 Grade 7
2, Incubation and Hatching
(a) Natural Incubation
The broody hen chosen for natural incubation should be large (to cover and thus
keep more eggs warm), healthy and preferably vaccinated, with a good brooding and
mothering record. Eggs usually become fertile about four days after the rooster has
been introduced to the hens.
Feed and water provided in close proximity to the hen will keep her in better condi-
tion and reduce embryo damage due to the cooling of the eggs if she has to leave the
nest to scavenge for food.
This is a further reason for providing her with easy access to water. In very dry re-
gions, slightly damp soil can be placed under the nesting material to assist the hen in
maintaining the correct humidity (between 60 and 80 percent).
(b) Artificial Incubation
There are many commercial artificial incubators of varying capacities. Most depend
on electricity, but some use gas or kerosene for heating. All use a thermostatic switch-
ing device to keep the temperature constant within one Celsius degree.
Activity 10
1. Discuss about cultural housing for poultry in Ethiopia.
3.4.6. 3.4.6 Poultry Health
Infectious diseases are major problems that may be introduced easily into the flock
through contaminated materials and sick birds. This is the main reason why poultry
producers should not buy chickens from live bird markets or from uncertified or
unknown sources, especially during outbreaks of disease. When birds are purchased
or gifted from an outside source, it is important to place them in quarantine for two
weeks in a room/shed or cage, so that they do not mix with the host flock and to
observe the new birds for any signs of sickness.
Grade 7 35
UNIT 3
These infections become more of a problem in domestication, which usually involves
some degree of increase in stock density –even if only for overnight accommodation
– and thus increases the risk of cross-infection.
Inadequate ventilation of poultry houses results in a build-up of ammonia gas from

poultry faeces, which contain urea. This can predispose the poultry to respiratory
disorders, such as sneezing, running eyes and mucous discharges from the mouth.
Providing good ventilation easily prevents this.
Activity 11
1. Ask poultry site and ask the major poultry diseases and their cure.
3.4.7. Common Diseases
The common diseases and disorders of free-range poultry may be either infectious
or noninfectious, and are caused by a wide range of organisms or deficiencies. The
common infectious diseases are viral, bacterial, and parasitic diseases. The non- in-
fectious diseases are feed deficiencies, and toxicity.
3.4.8. Disease Control in Family Flocks
The most economical and effective means of preventing non-viral diseases is im-
proved management and nutrition, of which the most important aspects are hygiene,
housing, flock structure, and young chick care and feeding.
Simple medical control measures appropriate for free-range village flocks include:
Vaccination, Deworming for internal parasites and Treatment for external parasites.
Activity 12
1. Ask your teacher to explain the common poultry diseases and control
methods.
36 Grade 7
3.5. Beekeeping
Beekeeping (Apiculture) is the practice of honeybee management in hives for pol-
lination and the production of honey and other products, such as wax, royal jelly,
propolis and pollen. In addition, the production of live material, such as bees and
queens, may represent other outputs of beekeeping.Honey bees are social insects. By
working together the survival of all members of the colony are improved. There are
three different sorts of bee in one colony each with their own work (see Fig 3.13.
below).
1. Queen bee.
There is only one queen bee in a colony. She is the mother of the hive. Her
work is to lay eggs that will develop in to new bees. She can lay 1000 eggs
every day at sometimes of year.
2. Male bee or drone
3. His only job is to mate with a young queen. There are about500 drones in a
hive when there is plenty of food. They are driven out during the dearth pe-
riod.
4. Worker bee
She is a female but cannot lay eggs. She does all the work in the hive. There may be
as many as 40,000workers in the main honey gathering season.
Figure 3.13: Types of bee
Grade 7 37
UNIT 3
Activity 13
1. Discuss the importance of bee products for human health..
3.5.1. Important factors to start beekeeping
1. Establish beekeeping site
2. Colonies of honeybees
3. Basic equipment, materials and tools require to establish apiary.
4. Clear and fencing apiary/beekeeping site
1. Site selection
Productive beekeeping depends on good colony management and good beekeeping

areas, in order to promote it as a profitable agricultural occupation; areas with good
potential for beekeeping must be located and evaluated. Successful site selection is
important to promote sustainable bee culture development and to save time, energy,
and capital investment. Apiary sites are often limited for a small-scale beekeeping
venture. Choosing a site often involves balancing the needs of the bees against those
sites available (see Fig 3.14 below).
Figure 3.14: Apiary site
Activity 14
1. Ask from beekeepers how bees make honey?
38 Grade 7
3.5.2. Beekeeping equipment and Tools:
Beekeeping equipment is materials used in beekeeping and honey production.Be-

sides the hive, there are several pieces of equipment that are indispensable for bee-
keeping. If a person is to work with bees successfully, there should be some protection
from bee stings. Protective clothing worn by the beekeeper prevents most stings. A
smoker when properly used allows for some control over the bees, thus minimizing
stings .A hive tool allows the beekeeper to pry top bars (seeTable 3.2 below)
Table 3.2: Beekeeping equipment and Tools
Equipment/Tools Picture
Veil
Clothing
Smoker
Sprayer
Hive tool
Casting mould
Queen excluder
Honey extractor
Grade 7 39
UNIT 3
Honey presser
Wax extractor
Honey sieve
Uncapping fork
Transformer
Activity 15
1. Write local Beekeeping equipment and Tools being used in your area
and present in the class room.
3.5.3. Apiary Management
A good apiary management starts with choosing a good site to hang or place hives. If
you choose a poor site people and animals may be stung. If the site is insecure honey
and hives can be stolen. The following are recommended practices for a good apiary
site.
The site must be easy to get to and from in order for you to check the hives regularly.
 A high hedge or fence should be put around the apiary to separate the bees
from people and animals, as bees can be aggressive. The apiary should be away
from human and livestock dwelling areas, roads and public areas.
It should be safe from strong direct sunshine, be shaded during the hot part

of the day but have sun in the morning. Shade must be constructed if none is
available at the site.
40 Grade 7
It should be safe from strong direct wind and allow good air circulation.

It must be near a fresh water supply; this can be a river, pond or even a drip-

ping tap.
Putting hives in a bee house/shed, which can be locked to prevent thieves


stealing the honey, is one option. But there must be holes in the wall to allow
the bees to get enough fresh air in and out of their hives.
The bees will also appreciate being away from smoke, fire and unfriendly

neighbors.
Select a suitable location, considering the following conditions
Sunrise set

Wind direction

Away human settlements

Free from air and water pollution

Free from bee diseases

Provision of clean water source

 Site should be open & at dry place having shade
It should have natural / artificial wind breaks


Area should be rich in bee flora


Activity 16
1. Form a group and ask Extension worker to explain local practices to

select a suitable location.
Grade 7 41
UNIT 4
UNIT HAIR STYLING AS A
4
SELF-EMPLOYMENT OPPORTU-
NITY
LEARNING OUTCOMES:
🏹 state some basic hair styling techniques for men and women
🏹 explain basic blow drying techniques for women’s hair
🏹 to provide basic hand and nail care treatment
🏹 Know how and why to sterilize and disinfect tools and equipment
🏹 Practice applying shampoo, and condition, and drying hair.
🏹 provide basic skin care treatment
4.1. Hair Care and Beauty
Hair care is an overall term for parts of hygiene and cosmetology involving the hair
on the human head. Hair care is keeping hair clean, healthy-looking, and attractive
using different methods and tools. Hair care will differ according to one’s hair type
and according to various processes that can be applied to hair. All hair is not the
same; indeed, hair is a manifestation of human diversity. Hair care routines differ
according to an individual’s culture and the physical characteristics of one’s hair. Hair
care services are offered in salons, barbershops and day spas and products are avail-
able commercially for home use. Hair care is one of the career opportunity helps for
income generation and support livelihoods.
Activity 1
1. Are there people in your area who do hair care activities as a career?
If so, do you think this activity is a good source of income? Discuss
how.
42 Grade 7
Hair Styling As A Self-employment Opportunity
4.1.1. Men’s Hair Styling
Hair styling is an occupation of arrangement of hair to create an attractive presen-

tation; it is the process of making an individual beautiful by cleaning, adding and
changing the shape of hair through washing, straitening, smoothening, or cutting
or curling, or dying or a combination of some or all based on the preference of the
client. Its main purpose is to make the person attractive to the satisfaction of the per-
son. A hairstyle is the way hair is cut and styled. When hair styling, barbers usually
look at style guides that show different styles of hair shapes (see Fig 4.1 below).
Figure 4.1: Men’s hairstyle guides
To be able to provide an exceptional haircut for men, there are basic techniques and
principles that the best barbershop should be aware of. The barber should master the
foundation of men’s haircuts – the four basic techniques of haircutting.
A) The Four Basic Haircutting Techniques
These techniques will make use of a pair of scissors, scissors combs, clippers, clipper
blades, and clipper combs.
1. Scissors over Fingers Haircutting Technique
The scissors over fingers technique is used in layering with horizontal or vertical
sections of the hair (see Fig.4.2 below).
Grade 7 43
UNIT 4
Figure 4.2: Scissors over Fingers Haircutting
2. Scissors over Comb Haircutting Technique
This technique is used for layering the horizontal and vertical sections of your hair
except that this is done on shorter hair. It is also used to define shapes on side area. A
softer hairstyle is achieved with the scissors over comb technique (seeFig.4.3 below).
Figure 4.3: Scissors over Comb Haircutting
3. Clipper over Comb Haircutting Technique
This is the fundamental skill in cutting men’s hair. This technique is almost the same
with the scissors over comb except that a clipper is used in this method. While the
use of scissors over comb results in a softer hairstyle, this technique, on the other
hand, results in a shaved look.
The barber will choose the right size of the clipper and comb depending on the area
of the head he is going to work on (see Fig.4.4 below).
Figure 4.4: Clipper over Comb Haircutting
44 Grade 7
4. The Blade on Skin Haircutting Technique
This haircut technique is usually used in outlining and finishing a haircut with a
pair of scissors or a clipper. This technique works on faded or tapered haircuts and a
clipper blade or attachment is used. The blade on skin technique is also used in the
haircut’s perimeter, and it includes shaving the hair at the back of your neck. The
barber can also use this technique to shorten the hair length of the bangs. This tech-
nique can also be used around the ears to achieve a clean outline (see Fig.4.5 below).
Figure 4.5: Blade on Skin Haircutting
Activity 2
1. Visit the nearby men’s beauty salon and ask techniques of hair cut-
ting and report.
4.1.1.1 Factors that influence styling
Previous chemical services, percentage of grey, client requirements, tools and equip-
ment, presence of added hair, maintenance of style suitability are the factors which
influence hair styling.
• Hair condition – dry, greasy, normal, virgin, chemically treated, elasticity

(strength of hair), porosity (damage to cuticle layer, the ability to absorb mois-
ture).
• Hair cut/style – uniform layer, one length, short graduation, long graduation.
Temperature – body heat, salon temperature, added heat. Texture – fine, me-
dium, coarse. Length – short, medium, long.
• Density – fine, medium, thick.
Grade 7 45
UNIT 4
• Growth patterns – cowlick, widow’s peak, nape whorl, double crown, male
pattern baldness. Skin tone – fair, medium, olive, dark. Face shape – oval,
round, square, oblong, heart, pear. Head size – large, medium, small. Existing
curl – tight, soft, wave. Lifestyle – job, family, and financial.
4.1.1.2 Appropriate Men’s Hair, Safety and Hygienically

Styling
Working in the men’s beauty salon, following appropriate safety measures and main-
taining hygienically practices and procedures is one of the most important hair styl-
ing activities.
1. Hair Washing For Cleaning
Washing hair removes excess sweat and oil, as well as unwanted products from the
hair and scalp. Often hair is washed as part of a shower or bathing with shampoo.
Shampoos work by applying water and shampoo to the hair. Conditioners are often
used after shampooing to smooth down the cuticle layer of the hair, which can be-
come roughened during the physical process of shampooing. Conditioners can also
provide a physical layer of protection for the h hair against physical and environmen-
tal damage (see Fig.4.6 below).
Figure 4.6: Hair cleaning
2. Hair colouring
Hair colouring is the process of adding pigment to or removing pigment from the
hair shaft. Hair colouring processes may be referred to as colouring or bleaching,
depending on whether pigment is being added or removed. Most permanent colour
changes require that the cuticle of the hair be opened so the colour change can take
place within the cuticle. This process, which uses chemicals to alter the structure of
46 Grade 7
the hair, can damage the cuticle or internal structure of the hair, leaving it dry, weak,
or prone to breakage (see Fig.4.7 below).
Figure 4.7: Hair colouring
3. Perms and chemical straightening
Perms and relaxation using relaxer or thermal reconditioning involve chemical alter-
ation of the internal structure of the hair in order to affect its curliness or straightness.
Hair that has been subjected to the use of a perms is weaker due to the application
of chemicals, and would be treated gently and with greater care than hair that is not
chemically altered (see Fig.4.8).
Figure 4.8: Hair with perms
4. Breakage and other damage
Hair can be damaged by chemical exposure, prolonged or repeated heat exposure.

Oil is harmful for rough hair and for dry scalp as it decreases nourishment for hair
leading to split and hair fall.
Scalp skin can suffer from infestations of mites, lice, infections of the follicles or fun-
gus. There could be allergic reactions to ingredients in chemical preparations applied
to the hair, even ingredients from shampoo or conditioners. An odor that persists for
a few weeks despite regular hair washing may be an indication of a health problem
on the scalp skin.
Grade 7 47
UNIT 4
5. General hair loss
Some choose to shave their hair off entirely, while others may have an illness (such as
a form of cancer—note that not every form of cancer or cancer treatment necessarily
means one will lose their hair) that caused hair loss or led to a decision to shave the
head.
Activity 3
1. Ask the barber man around your school to tell you men’s hair, safely
and hygienically styling.
4.1.2. Products, Tools and Equipment
Hairstyling tools, Equipment and products include barber chair, Hair clipper, Barber
cloth or wrap, Barber powder, Hairbrush, Comb, Barber neck paper/tape, Barber
mirror or back mirror, Hair brilliantine, Disinfectant, Hair cream, Hair dryer, hair
blower or blow drier Hair gel, Hair scissors, Hair spray, Hair tonic, Hair wax, Shave
brush, Shaving oil, Straight razor, Barber Strop, Station mat, wax and Shaving soap
or Shaving cream (see Fig.4.9 below).
Figure 4.9: Tools and equipment
Activity 4
1. Identify the tools and equipment used for men hairstyle in your lo-
cality.
48 Grade 7
4.1.3. How to Cut Men’s Hair
Trimming a man’s hair is relatively simple if you pay attention and take your time.
You can use hair-cutting scissors, electric clippers, or a combination of the two. Ask
the man how short he wants his hair, how evenly he wants it cut, and how he plans
to style his hair afterward. Be confident and trust your intuition. Practice is the best
way to hone your skills.
The following are steps needed in order to prepare for styling men’s hair.
STEP 1. PREPARING TO CUT
• Ask the man how he wants his hair.

• Choose a haircut
• Make sure that you have plenty of time.
• Set up the work area: Always start with clean hair:
• Detangle his hair by running a comb through it.
STEP 2. TRIMMING WITH CLIPPERS
• Choose a clipper attachment.

• Hold the clippers firmly between your thumb and first two fingers.
• Start clipping at the base of his head.
• Line up the back of the head.
• Line up the sides.
STEP 3. TRIMMING THE TOP AND BANGS
• Dampen the top of the man’s head,

• Trim the top.
• After cutting your entire line, comb the hair
• Blend the top of the head.
• Trim his bangs.
STEP 4.BLENDING AND FINISHING THE CUT
• Blend scissor cuts with a clipper cut.
Grade 7 49
UNIT 4
• Trim his neck and sideburns.
• Comb one last time.
• Wash orspritz his hair one more time,
• Sweep the floor before you let him out of the chair.
Activity 5
1. Visit the barber and ask the procedures (from preparation up to fin-
ishing) of hair trimming.
4.2. How To Set Woman Hair

Hair styling is the treatment involved washing the hair using shampoo, applying
styling lotion to the hair and placing the hair on hair rollers, and then drying it gen-
tly before shaping it into a soft curl style.
4.2.1. Basic styling techniques for women’s hair
Some of the basic styling techniques for women’s hair are Blow drying (flat, root lift,
movement), straightening, smoothing, curling (waves, curls), finger drying (natural
look, spiky effect), hair up (plait, pleat, rolls, curls) (see Fig.4.10 below).
Figure 4.10: Women hairstyle
Preparation procedures for styling women’s hair:
• Preparation of self
• Preparation of client
• Preparation of work area
50 Grade 7
Activity 6
1. Discuss in group about the types of women’s hairstyle in Ethiopia

and specifically your locality.
4.2.2. Blow drying techniques for women’s hair
This part will help students to acquire the skill and knowledge of identifying the
condition and the thickness of the hair they are working on to be able to choose a
product that will support your blow-dry. You will know what hair problems may oc-
cur and how to deal with them (see Fig.4.11 below).
Figure 4.11: Blow drying
Activity 7
Activity 7
1. Discuss in group about Blow drying for women’s hair.
4.2.3. Factors that influence styling:
Previous chemical services, percentage of grey, client requirements, tools and equip-
ment, presence of added hair, maintenance of style suitability are the factors which
influence hair styling.
• Hair condition – dry, greasy, normal, virgin, chemically treated, elasticity
Grade 7 51
UNIT 4
(strength of hair), porosity (damage to cuticle layer, the ability to absorb mois-
ture).
• Hair cut/style – uniform layer, one length, short graduation, long graduation.
Temperature – body heat, salon temperature, added heat. Texture – fine, me-
dium, coarse. Length – short, medium, long.
• Density – fine, medium, thick.
• Growth patterns – cowlick, widow’s peak, nape whorl, double crown, male
pattern baldness. Skin tone – fair, medium, olive, dark. Face shape – oval,
round, square, oblong, heart, pear. Head size – large, medium, small. Existing
curl – tight, soft, wave. Lifestyle – job, family, and financial.
4.2.4. Products, Tools and Equipment for Women Hair

Styling
Hairstyle products are used to change the texture and/or shape of hair, or to hold a
hairstyle in place. Some of the products used in hairstyle are: Lotions, mousses, acti-
vators, gels, moisturisers, heat protectors (see Fig.4.12 below).
Figure 4.12: Products
Hand held dryer, hood dryer, diffuser, nozzle, round brushes, flat brushes, rollers
secured with pins, pin curl clips, straighteners, curling tongs, heated rollers, feath-
ers, ribbons, combs ,brushes ,rollers (short, medium, or long) , clips (duckbills, dou-
ble-pronged, single-pronged) , Pins and Clamps (see Fig.4.13 below)
52 Grade 7
Figure 4.13: Equipment for human hair
Activity 8
Visit individually the women’s beauty salon in your area and

1. List down the steps used for hair stylingand
2. Write tools, equipment, and products used by the beautician.
4.3. Hand/nail care treatment

Keeping nails trimmed and filed can help to reduce the amount of fungus in the
nails. This also provides pain relief when thickened nails cause pressure-related
pain(SeeFig.4.14 below).
Nail care tools and equipment are articles used in any nail care service which are
durable or permanent and are hand-held.
1. Preparation of the beautician/worker
2. Prepare the model
3. Prepare the work area
4. Prepare products, tools and equipment
Figure 4.14: Hand/nail care
Grade 7 53
UNIT 4
Activity 9
1. Write down the Hand/nail care tools and equipment in your locality
and discuss in the classroom.
4.4. Sterilization and disinfection
4.4.1. Sterilization
This is the strongest form of cleaning. Sterilization removes all forms of bacteria,
fungi, and viruses. This is most important for tools that have been used. Sterilizing
Equipment and Products:
- alcohol-based hand rub

- liquid soap
- disposable hand towels
- disposable gloves
- labelled, rigid, airtight washable containers to hold used equipment(see
Fig.4.15 below).
Figure 4.15: Cleaning
4.4.2. Disinfection
Disinfection kills most but not all bacteria and fungi present on the surface of your

tools. Not all disinfectants have the same level of effectiveness and they won’t be able
to destroy highly resistant bacterial spores or viruses.
54 Grade 7
Tools should always be sanitized and disinfected between every client to prevent the
spread of bacteria. Many salons choose to use barricade solution to disinfect their
tools. However, this alone is not enough. Tools should be regularly sanitized with hot
soapy water before they are disinfected. They should then be dried thoroughly and
stored somewhere clean. Detergents that can be used include:
- dishwashing liquid,
- liquid soap, and
- shampoo.
- Detergent must be thoroughly rinsed from all items after cleaning.
Activity 10
1. Identify the differences among disinfection and sterilization.
4.5. Shampooing and conditioning

The shampoo or conditioner is a product of cosmetic generally in the form of liquid,
cream, solid or powder, made from substances surfactant to clean the hair and op-
tionally treating the hair (See Fig. 16 below).
The basic washing is done with water. But water alone does not mix with a fatty
substance, it is necessary to add a dispersing agent (detergent), allowing it to dissolve
the dirt of the hair and the scalp. The shampoo is applied by massaging into wet hair,
which mechanically increases the effectiveness of washing. To facilitate washing, it
is recommended to use hot water, however, the heat dilates the pores and stimulates.
Figure 4.16: Shampoo
Grade 7 55
UNIT 4
Activity 11
1. Visit the hair dresser/beautician and list down the techniques of Shampoo-
ing and conditioning.
4.6. Skin care

Skin care is the range of practices that support skin integrity, enhance its appearance
and relieve skin conditions. They can include nutrition, avoidance of excessive sun
exposure and appropriate use of emollients. Practices that enhance appearance in-
clude the use of cosmetics.
Skin care is a routine daily procedure in many settings, such as skin that is either
too dry or too moist, and prevention of dermatitis (inflammation of the skin) and
prevention of skin injuries. Skin care is a part of the treatment of wound healing, ra-
diation therapy and some medications.
i. Type of skin care
There are different types of skin care. One of them is facial skin care. A facial is
a family of skin care treatments for the face, including steam, exfoliation (physical
and chemical), extraction, creams, lotions, facial masks, peels, and massage. They are
normally performed in beauty salons. They are used for general skin health as well as
for specific skin conditions (See Fig 17 below).
Figure 4.17: Facial skin care
ii. Products required for a basic skin care treatment
Cosmetics are constituted mixtures of chemical compounds derived from either nat-
56 Grade 7
ural sources, or synthetically created ones. Cosmetics have various purposes. Those
designed for personal care and skin care can be used to cleanse or protect the body
or skin. Cosmetics designed to enhance one›s appearance (makeup) can be used to
conceal blemishes, enhance one›s natural features (such as the eyebrows and eye-
lashes), add color to a person’s face and,can be used to change the appearance of the
face entirely to resemble a different person, creature or object. Cosmetics can also be
designed to add fragrance to the body(See Fig, 18 below).
Figure 4.18: Cosmetics
Activity 12
1. Visit the Skin care centres/shop in your locality and write down the equip-
ment and procedures used by the beautician.
Review Exercise
Part I: Say true for the correct statements and false for the incorrect
ones.
1. Hair care routines differ according to an individual’s culture and the physical
characteristics of one’s hair
2. A barber’s place of work is known as a beauty salon
3. Washing hair removes excess sweat and oil, as well as unwanted products from
the hair and scalp
4. Cleaning kill bacteria, viruses, or fungi, which are generally referred to as
germ
5. Sanitizers kill more germs than disinfectants
6. In cosmetics, skin toner or simply toner refers to a lotion or wash designed to
cleanse the skin
7. To give nail care treatment the workers should have Clean, ironed uniform,
Grade 7 57
UNIT 4
flat, closed-in shoes, no jewellery
Part II: Choose the best answer among the given alternatives
1. Which of the following is correct

A) All hair is not the same;
B) Hair is a manifestation of human diversity.
C) Hair care routines differ according to an individual’s culture and the phys-
ical characteristics of one’s hair.
D) Hair care services are offered in salons, barbershops and day spas
E) All are correct
2. A barber is a person whose occupation is mainly to _______ except
A) cut men’s and boys’ hair or beards.
B) dress, men’s and boys’ hair or beards.
C) groom, men’s and boys’ hair or beards.
D) style and shaves men’s and boys’ hair or beards.
E) blow men’s and boys’ hair or beards.
3. Hair can be damaged
A) by chemical exposure,
B) prolonged or repeated heat exposure.
C) A and B are correct
D) No Answer
4. Which of the following is false about Preparing to Cut
A) Make sure that you have plenty of time
B) Choose a haircut
C) Ask the man how he wants his hair
D) NO answer
5. Hairstyle products are used
A) to change the texture and/or shape of hair,
B) to hold a hairstyle in place
C) Disinfect bacteria
D) A and B are correct
58 Grade 7
Part III: Give short answer to the following questions
1. Write the process of curling hair

2. Write the factors that influence styling of woman hair
3. Explain the difference between clean tools, sanitized tools, or disinfected
tools.
4. Explain basic haircutting techniques of man hair
5. List down the woman styling Products
6. What are tools, equipment and accessories for woman hair
7. Explain the preparation procedures for styling women’s hair
Grade 7 59
UNIT 5
UNIT GARMENT MAKING, NEE-
5
DLE/TEXTILE CRAFTS AND
PAINTING
LEARNING OUTCOMES:
🏹 Identify and use a range of sewing equipment and machine.
🏹 Select materials and prepare effectively to make a garment.
🏹 Use simple painting techniques.
🏹 Apply basic Needle/Textile Crafts
Key Terms
Garment: a piece of clothing
Painting: applying some kind of paint to some kind of surface.
Cloth Painting: applying some kind of paint to a piece of cloth.
Sewing Machine: machine used for sewing cloths used by tailors.
5.1. Garment Making

Brain storming Question
Discuss how the cloths you are wearing are made. They are made of
what? Who made them and how?
Garment is a piece of clothing (see Fig. 5.1) and garment making is all the processes,
activities and technologies of making cloths. Garment making involves many pro-
cessing steps, beginning with the idea or design concept and ending with a finished
product. Activities in garment making involves sequential processes of choosing the
fabric, design, cutting, stitching, sewing, checking, pressing (ironing) and packaging
for delivery.
60 Grade 7
Garment Making, Needle/textile Crafts And Painting
Figure 5.1: Figure 2.1: A sample wrapped garment
Activity 1
1. There is a saying, “Measure 10 times and, then cut”. Discuss what it

means in a group of four students.
5.2. 5.2. Sewing and Sewing machines

The garment making includes sewing cloth using sewing machines after the design
and cloth fabric is selected and the design (the form of the cloth) is completed.
Sewing is a craft that involves stitching fabrics together either with a thread and
needle (Fig. 5.2) by hand or with a machine. Its use is nearly universal among human
populations and dates back to ancient times.Sewing is used primarily to produce
cloths and household furnishings such as curtains, bedclothes, table linens, etc.
a b
Figure 5.2: Figure 2.2: Illustration for sample (a) Tread and (b) Needles
5.2.1. Use of Sewing Machine
Modern garment/cloth making is done through sewing machines. A sewing ma-

chine is a machine used to stitch fabric and other materials together with thread (See
Fig. 5.3 below).
Sewing machines come with a vast variance in options but the basic operation of a
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sewing machine is the same from machine to machine, whether new or old. Newer
machines have some additional parts and some parts are hidden, unlike the old ones.
a b
Figure 5.3: Figure 2.3: Illustrationof (a) modern sewing machine (b) older sewing
machine
Activity 2
1. Visit a tailor shop in your locality and identify the steps he/she follow when
using the machine and present to the class.
5.2.2. Parts of a Sewing Machine
Knowing how to operate a sewing machine is not that much difficult and can eas-
ily be learned. Many sewing machines have guidelines called manual, showing the
different parts, with the function of each and how to operate the machine. What
is required is following the manual correctly and carefully. The different parts of a
sewing machine are operated one after the other, thus, knowing the sequential flow
of the activities is critical to get the desired quality clothing.
A sewing machine has different parts performing different functions. Each part has
its own specific function. Knowing the different parts and their specific function is
very important in operating a sewing machine. The parts of a sewing machine and
their respective functions are briefly described below.
62 Grade 7
1. Spool pin: holds the spool of thread.
2. Bobbin binder spindle: During winding, the bobbin is placed on the spin-
dle.A bobbin is a small metal, wood, or plastic wheel or reel design that holds
thread. The thread is wrapped around a small cylinder that is attached to thin
wheels on either end.
3. Bobbin winder stopper: When the bobbin reaches its optimum capacity, then
the bobbin winder stopper stops the bobbin winding.
4. Stitch width dial: The main purpose of the stitch width dial is to control the
zigzag stitch.
5. Pattern selector dial:The pattern selector dial is to set the symbol of the de-
sired stitch pattern.
6. Hand-wheel: The hand-wheel is used to raise and lower the needle, which is
situated on the right side of the sewing machine.
7. Stitch length dial: Stitch length dial is used to control the length of the stitch.
8. Reverse stitch lever: The machine will sew in the reverse while the lever is
pushed.
9. Power switch: Power switch means the off-on office of the electrical sewing
machine. Normally power switch is located on the right side of the machine.
10. Bobbin winder thread guide: These types of thread guides are used during
bobbin winding.
11. 11. Thread tension dial: A thread tension dial is used to control the tension
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UNIT 5
on the top thread.
12. Thread take-up lever: During sewing, the top thread passes through the
thread take-up lever. Thread take-up lever moves up and down with the nee-
dle.
13. Needle clamp screw: The needle clamp screw holds the needle in its actual
place.
14. Presser’s foot: Presser’s foot holds the fabric in its definite place.
15. Bobbin cover: During sewing, the bobbin cover protects and covers the bob-
bin holder.
16. Bobbin cover release button: used to release the cover for entrance to the
bobbin.
17. Feed dog: During sewing, the feed dog pulls the fabric forward.
18. Needle: The needle is used to form a stitch in the garments.
19. Needle plate: A needle plate is a metal plate that is situated under the needle
and presser foot. It helps to move the fabric forward during sewing.
Activity 3
1. Form a group of 4 students and discuss what will happen if the hand
wheel is broken. Then, each group presents the result.
5.2.3. Garment Equipment (Tools)
Tailors use different kinds of tools along with sewing machines with specific usage
and application techniques in the process of making the final clothing. Here under,
some of the frequently used sewing equipment (tools) presented with their brief
functions.
Scissors: are needed to cut the fabric and thread. (See Fig. 5.5 below).
Figure 5.4: Figure 2.4: Different kinds of Scissors
64 Grade 7
Measuring Tape (ruler): is used to measure size, width, curves, etc. with centime-
tres or inches on different sides (see fig. 5.6 below).
Figure 5.5: Figure 2.5: Measuring Tape
Needles:used to fix the fabric stiches together using tread (see Fig. 5.7 below).The
type of needle varies depending on the nature of the fabric such as thickness. Nee-
dle size is generally determined by fabric weight. Lighter fabrics require smaller
needles, and heavier fabrics require bigger needles.
a b
Figure 5.6: Figure 2.6: Various types of needles: (a) Sewing machine needles, (b) hand
sewing needle
Pins and pincushion:Pins are meant to keep the fabric in place while cutting or
sewing; pins could be metal kind or the ones with the coloured head. Pins are dif-
ferent both in length and thickness, so choose the appropriate one for the purpose.
Pincushion holds the pins (see Fig. 5.8 below).
a b
Figure 5.7: Figure 2.7: Sample of (a) Pins and (b) pincushion
Iron and water spray: used to stretch the fabric before or while sewing so that it
is easy to move in the machine and avoid unnecessary bends on the cloth Ironing
may require water spray to pour water on the cloth when ironing to smoothen
the unnecessary curls on the cloth. Ironing may also require a press cloth to avoid
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UNIT 5
burning or bleaching, and iron board on which to iron the cloth standing (See fig.
5.9 below).
a b
Figure 5.8: Figure 2.8: Illustration for (a) iron (b) iron board
Thimble and Needle Threader: These sewing tools are needful for sewing by
hand or a machine. A thimble is a small pitted cup worn on the finger to push the
needle. It protects the finger from being pricked or poked by a needle while sew-
ing (see Fig. 5.10). Thimble is used while thread tails left from sewing machine.
The needle threader is useful for threading any kind of needle (for sewing by hand
or by machine): put in the eye of the needle, then thread it and pull it back, soit
threads the needle.
a b

Figure 5.9: Figure 2.9: Sample illustration for (a) Thimble and (b) Needle Threader
Threads: a kind of thin yarn used for sewing. Threads is of various kinds. of threads.
Cotton (for woven fabrics) or polyester (better for knits), nylon and woolly nylon
(see Fig. 5.11 below).
Figure 5.10: Figure 2.10: Sample of Cotton Threads
Activity 4
1. Observe your uniform in the class room. Is the thread of the sweater
and trousers the same?
66 Grade 7
Frixion Pens: they are marking tools, useful for transferring pattern notches onto
light colored fabrics such as ballpoint pen gel which are erasable (see Fig. 5.12
below).
Figure 5.11: Figure 2.11: Frixion Pen
Lubrication Oil: sewing machines require regular care to extend their usage time.
It is necessary to lubricate gears in or on the sewing machine.Oiling and lubricat-
ing is preventative maintenance. It reduces friction between moving parts of the
machine (see Fig. 5.13 below).
Figure 5.12: Figure 2.12: Lubrication oil for sewing machine
Tailor’s Chalk: Tailor’s chalk (see Fig. 5.14 below) allows the tailor to easily mark
the fabric when measuring the fabric and preparing to cut it. It will work on most
materials and is easily removed, making it a popular tool in the sewing world. The
normal teaching chalk can also serve the purpose.
Figure 5.13: Figure 2.13: Tailors’ chalks
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UNIT 5
Activity 5
1. Bring a color piece of cloth to the classroom and draw a five-pointed

star using a white chalk and show to the class.
5.2.4. Select materials and prepare effectively to make a

garment
Selecting the right material and equipment is one of the most important activities
in making garment. The quality of the material from which the cloth is made deter-
mines the quality of the final garment. The use of proper tools also affects the quality
of the final product.
1. Fabric Matters When making Clothes: The choice for the fabric to use for
any type of clothing is a very crucial step in garment making. The weight of
fabric and the extent to which the fabric stretches matters.
2. Using perfect Sewing Tools and Equipment: In order to achieve attractive,
professional looking fabric, it is imperative to possess right kind of quality
tools.
3. Preparation for garment making: Garment making requires organization of
garment makers. It is not done by chance or carelessly. It requires thoughtful
action and adequate preparation mentally and physically. Prior assortment of
all the necessary materials and tools is important. Putting tools in proper plac-
es is also important for to get them when wanted. For example, the tailor must
be very attentive when measuring, cutting, and ironing, to prevent damages
which cannot be corrected.
5.3. Cloth Painting

Cloth painting is applying paint on a fabric surface. It is graphic art consisting of
an artistic composition made by applying paints to a surface.Fabric painting is the
application of specialized paints to fabric, i.e., on a piece of cloth.
Activity 6
68 Grade 7
Activity 6
1. Observe the cloths of students (male and female) in the class and
identify those cloths with different colours and discuss the differenc-
es.
Fabric painting can be used to decorate everything from clothing to home furnish-
ings like curtains, tablecloths (see Fig 5.15 below). It opens all sorts of possibilities
for creative expression, allows creating unique works of art. Fabric painting makes
cloths attractive and appealing.
Figure 5.14: Figure 2.14: Piece of clothes painted with variety of colours
Activity 7
1. Identify table cloths at your home and draw them on paper with col-
ors and show to the teacher.
5.3.1. Preparing the Surface for Painting
Fabric (cloth) painting requires preparation before painting to make the painting
attractive and appealing. The following guidelines may help in preparing the surface
for painting.
1. Choose the appropriate fabric to paint on: Fabric painting can be successful only
if the correct kind and type of fabric is used. Choosing the right fabric is important.
There are many kinds of synthetic and natural fabrics, and some work better than
others as surfaces for painting.
2. Prepare the fabricfor painting: Firstly, a fabric needs to be pre-washed to erase

dirt, smoothing shrinkage, if any, chemicals and starch present is washed off. Sec-
ondly, the fabric would have to be dried and ironed.
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UNIT 5
3. Setting up the fabric painting area: A flat surface is one of the most important
setup requirements. It could be the dining room table or a kitchen counter or any flat
and smooth surface.
4. Setting and selecting the paint: There are various kinds of paints with different
colours. The choice of paint depends on the kind of fabric and need of the person for
whom the painting is done.
Activity 8
1. Visit a fabric painting shop and ask for the criteria to select paint and
report to your teacher.
5.4. Actual Painting

As for different techniques, there are different tools that are used. Paint application
techniques are of importance as it finally makes the artwork.
5.4.1. Basic fabric painting techniques
Freehand painting: clothpainting made by hand without the use of guiding or mea-
suring instruments (see Fig. 5.15 below).
Figure 5.15: Figure 2.15: Free hand painting
Activity 9
1. Draw a leaf using your pencil on a piece of paper and shade it with
green colour.
70 Grade 7
Dot painting: If you have a pencil you can do this easy technique. The back end of
the pencil, when dipped in paint can give you good dots.You can also use ear buds –
materials to clear the ear (see Fig.5.16 below).
Figure 5.16: Figure 2.16: Dot painting with colours using ear buds
Activity 10
1. Get an ink and practice dot painting on a piece of cloth using an ear
bud.
Outliner painting:This is a method in which you simply do the outline to work the

whole design. This can be done with a thin liner brush (00 brush) or an outliner(see
Fig.18 below).
Figure 5.17: Figure 2.17: Outliner painting
Spray painting: Fill a small sprayer bottle with colour and splash away or use a straw
to blow designs on the fabric (see Fig. 5.19 below). One can either buy spray fabric
paint or add a special additive to paint which will make the paint sprayable. Protect
your nose and mouth with a cover since sprays contain chemicals that affect health.
Grade 7 71
UNIT 5
Figure 5.18: Figure 2.18: Spray painting and sprays
Block painting: Block painting is done with stamps. You apply paint on stamps and
this stamp is imprinted on the fabric.Vegetable block painting is the easiest way you
can do at home. Who does not have vegetables at home? Simply cut vegetables like
potato and can be used as stamps. Wooden blocks with either letters, patterns, or
any symbol can serve the purpose. They are then dipped in either natural dyes or
pigments but nowadays in fabric colours and pressed neatly on fabric that needs to
be adorned or printed (see Fig. 5.19 below).
Figure 5.19: Figure 2.19: Block painting
Activity 12
Activity 11
1. Prepare a stamp from wood material and practice block painting by

ink.
Stencil painting:This is the most preferred method of fabric painting. Stencils make
fabric painting easy.Simply place ready-made stencils on the fabric and use a brush
or sponge to fill in colours. Repeat making similar designs with the same stencil all
over. For example, to print a picture on the front side of a T-shirt, a picture design
is made on the stencil; a hard surface is entered in the T-shirt to avoid paint sinking
on the back side of the T-shirt. Then, the stencil is fixed on the T-shirt carefully (see
Fig. 20 below).
72 Grade 7
Figure 5.20: Figure 2.20: A cloth T-shirt by stencil technique
Then, spray the back of the stencil with spray to make it sticky and paint the stencil.
After painting, remove the stencil carefully, holding the T-shirt by the other hand.
Finger painting: This is applied if there are no brushes. The fingers can create beau-
tiful art work literally. Using one’s fingers to paint directly on to fabric is a very en-
tertaining act (see Fig. 21 below).
Figure 5.21: Figure 2.21: Finger painting
Activity 12
1. Practice finger paint on a piece of cloth in the classroom.
One-stroke painting: This is a very beautiful technique – even a beginner can easily
master this method of fabric painting and create beautiful designs, especially floral
ones. Simply load a flat brush with paint and use it in one stroke to paint petals,
leaves, and other designs (see Fig.22 below). A single color or more shades of col-
ors can be loaded on the brush to create a shaded effect.
Figure 5.22: Figure 2.22: One-stroke painting
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UNIT 5
Sun Painting: Sun Painting is a very natural and basic way of painting with cloth
paints. It uses the energy of the sun, to get the final result. Paint the fabric with a
cloth paint using feathers, leaves, flowers (see Fig. 23 below).

Figure 5.23: Figure 2.23: Sun painting
Then, spread it directly under the sun, then place the elements over it attractively
or according to the design.Leave it be in the sun till it dries completely. When the
elements are removed, the areas which were painted would be seen highlighted and
the impressions of the elements would appear in a fader and faint manner.
5.4.2. Materials and Equipment suitable for Fabric Paint-

ing
One of the most common styles of fabric painting is using a paintbrush to apply
paint to a fabric just as one might do on paper. Some people find that stencilling or
transferring the design onto the fabric in advance can be helpful when attempting
to draw complex designs. Some people use tools other than brushes to apply paint
to fabric, and sponges, rollers, and stamps can all be used.Among the fabric painting
tools used, few of them are listed below:
• Paintbrushes – Both flat and round tip, in various sizes can be used (see Fig.
5.24 below)

Figure 5.24: Flat and round paintbrushes
74 Grade 7
Foam Brushes / Sponges (to Toothbrushes

clean or wash)
Figure 5.26: Toothbrushes
Figure 5.25: Sponge brushes
Water Container (to mix paint or socking

the cloth)- any open container can serve the
Plastic covering to protect the work
purpose.
surface: any flat plastic-made cover
can serve the purpose.
Figure 5.27: Water container Figure 5.28: Plastic covers
• Apron to protect the painters’ clothing form the painting drops while painting.
Figure 5.29: Apron to be worn
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UNIT 5
• Paint Palette (a surface to mix paint)
Figure 5.30: Paint palette
• Paper Towels (cleaning purpose)- Ordinary tissue (toilet) towels can serve the
purpose.
Figure 5.31: Paper towels
After painting there are few fabrics that can be hand washed, while others can safely
be machine washed. Always wash fabrics inside out and never expose them while
drying to direct sunlight. Keep in mind to never soak the fabric in hot water or even
wash in hot water.
5.5. Needle/Textile Crafts

Brainstorming question
What activities do you do using Needle and Thread?
5.5.1. Meaning of Needle/Textile crafts
Needle/Textile crafts are crafts made by hand using needle and thread on a textile
product such as piece of cloth.
Activity 13
1. What needle/textile crafts do you know in your locality? Take a pho-

tograph of some and show to the class.
76 Grade 7
5.5.2. Types of needle/textile crafts
1. Applique: is a type of sewing technique where one takes one material and sews
it on top of another material with the goal of creating some type of pattern or
design (see Fig.5.32 below). It is particularly suitable for work which is to be seen
from a distance, for example, banner-making.
Figure 5.32: Sample of Applique
2. Embroidery: is the art of decorating fabrics or cloth using a needle, thread, and
yarn, stitching designs onto cloth. It is a decorative needle-thread work done on
cloth, often being a picture or a pattern. It is usually done for decorative purpose (see
Fig. 5.33 below).

Figure 5.33: Sample of Embroidery
Activity 14
1. Discuss in pairs the embroidery items that could be made at home.
3. Crochet: a form of chain-stitch embroidery done with a hook instead of a needle.

In crochet work, the hook is used, without a foundation material, to make a texture
of looped and interlinked chains of thread. The most popular material used to cro-
chet is yarn. The interlocking of the loops is done by using a small crochet hook (see
Grade 7 77
UNIT 5
Fig. 5.354below).
a b c
Figure 5.34: Samples of a) Yarn thread b) Crochet craft work c) Crochet Hook
5. Darning: Darning is the process of repairing a hole in a garment or other textile

using a darning needle; it can also be used for decorative purposes in embroidery.
When repairing a cloth, a person may need to use a round object, to support the
fabric (see Fig. 5.36 below).
a b
a b
Figure 5.35: Sample of a) Darning activity and b) darned item
Activity 15
1. Practice darning on a piece of cloth.
5. Knitting: is a technique to turn thread or yarn into a piece of cloth. It involves

using long needles to interlink or knot a series of loops made by one continuous
thread. Each loop or knot connects to another one, and when enough loops have
been made, the result is a flat piece of material called a textile. Sweaters, t-shirts, and
a range of other textile goods, like socks and blankets, are made by knitting (see Fig.
5.37 below).
78 Grade 7
a b
Figure 5.36: Samples of a) Knitting b) Knitted T-shirt
6. Patchwork: When small pieces of fabric are sewn together at the edges to form a
design or pattern, it is called patchwork. The pieces are often different in colour and
shape (see Fig. 5.37 below). The patches of fabric can be arranged to form a picture
but are sometimes randomly placed. It involves sewing together small pieces of fabric
and stitching them together into a larger design.
Figure 5.37: Samples of Patchwork products
7. Quilting: is the technique of using two layers of fabric, usually with a soft material
placed in between the layers and then stitched together. A bed covering or similar
large rectangular piece of quilting work is called a quilt (see Fig. 5.39 below). A quilt
does not have to be rectangular, however. Many quilts hang on the wall as art quilts
and are all kinds of shapes and sizes.
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UNIT 5
Figure 5.38: Sample of Quilt products
Activity 16
1. Visit a shop that sell quilts and ask how they are made and report to
the class.
8. Tatting: Tatting is a method of using thread and tools such as shuttle and needle
to create special knot work. If one uses shuttle, it is shuttle tatting; if needle is used,
it is needle shuttle (see Fig. 5.39 below).
a b
Figure 5.39: Samples of a) Shuttle Tatting b) Needle Tatting
9. Needlepoint: is the process of creating images or patterns with closely sewn

stitches. The design is sewed onto a stiff canvas. It is often used to create items like
ornaments and eyeglass cases (see Fig. 5.40 below).
80 Grade 7
Figure 5.40: Samples of Needlepoint works
Needle/Textile crafts are useful in many ways. In addition to decoration, they have
health benefits: These benefits included the stimulation of creativity, development
of patience and control, slowing mental deterioration, fighting stress and anxiety,
improved self-esteem, and strengthening of social ties.
Unit assessment questions
I. Say true for the correct statements and false to the incorrect state-
ment.
1. Garment making involves sewing the cloth and using sewing machines.
2. Sewing is a craft that involves stitching fabrics together only with a machine.
3. Many sewing machines have guidelines.
4. Selecting the right material and equipment is not important in making garment.
5. During fabric painting, choosing fabric is important.
6. The kind of fabric does not affect choice of paint.
7. Fabric softeners are spongy brushes used to paint a fabric.
8. Embroidery uses shuttles as a background.
II. Choose the best answer from the given alternatives by circling the
letter of your choice.
1. Scissors are used for___________.

a) Sewing b) cutting c) drawing d) painting
2. Which one of the following painting method does not use brushes?
a) One-stroke b) finger c) stencil d) outliner
3. The words ‘stamp, wooden blocks, carved potatoes….’ are associated
with______.
a) Tie-die painting b) finger painting c) block painting d) sun paint-
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UNIT 5
ing.
4. ___________ is used to raise and lower the needle in a sewing machine.
a) Hand-wheel b) bobbin c) Power switch d) Winder
5. Which one of the textile craft uses shuttles?
a) Embroidery b) needlepoint c) Darning d) Tatting
III. Answer the following questions in writing.
1. List at least four activities in garment making.

2. What activities are performed by a tailor before sewing the cloth?
82 Grade 7
Recognising Employment Opportunities
UNIT
RECOGNISING EMPLOY-
6 MENT OPPORTUNITIES
LEARNING OUTCOMES:
🏹 Identify the different types of work opportunities in local and national
labour market both in rural and urban areas.
🏹 Familiarize the concept of the labour market and able to identify job op-
portunities
Key Terms
Employment: is getting a job for earning a living.
Self-employment: working for oneself rather than working for a specific employ-
er
Labour market: mechanism where potential employers and employees meet with
each other for employment purpose
Voluntarism: performing something of value one’s own free will with no pay-
ment.
6.1. Employment
Employment simply means getting a job to earn income for a living. If a person is
engaged in some kind of productive work- activity or set of activities done to pro-
duce something useful- could be products or services- and, in return, the person gets
some kind of income in terms of money or in kind, we say the person is in employment.
Employment is obtained from the labour market.
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UNIT 6
Activity 1
1. Identify different types of employment in your locality based on the

definition of employment given above.
6.1.1. Labour Market
Activity 2
1. Describe a Market and list down the activities involved in a market?
A labour market is a mechanism where potential employers and employees meet

with each other. Thus, the labour market involves employers and employees. In the
labour market, employers seek people with knowledge and skills for work (workers
or employees) and people with knowledge and skills also seek for job to do for their
living.
In the labour market, employers compete to hire the best, and the workers compete
for the good job. The worker may be anyone who wishes to offer his services for
income, while the employer may be a single person or an organization that needs a
skilled individual to do a specific job or to complete a task.
6.1.2. Local and National labour markets
The labour market could be local or national. The local labour market is a specific
geographical area in which there are employers and workers in the same area. In this
case, employers get workers and workers get jobs in their residences or nearby plac-
es. Thus, a local labour market represents the set of jobs for which an unemployed
worker in a particular location applies for the job without traveling much distance.
Your town or city may be considered as local labour market if there are different jobs
and people with skills to fill the jobs in the town or city.
84 Grade 7
Activity 3
1. Discuss in group of four, the difference between local and national

market.
National labour market is labour market at the country level describing the avail-
ability of jobs and potential workers nationwide. In this case, employers seek workers
from all over the country and workers move across the country for employment
purpose. For example, a person in your locality may be hired in any part of Ethiopia,
very far from the locality.
Now a day in Ethiopia, the establishment flower plantation, large scales farming, the
expansion of manufacturing enterprises such as sugar factory, rural road construc-
tion, telecommunications, electricity, use of tractors and harvesting machines, etc.
have opened an attractive job opportunity.
6.2. Self-employment
Employment is of two kinds: paid employment and self-employment. Both kinds of
employment are very useful for individuals and society.
Self-employment refers to working for oneself rather than working for a specific
employer who pays a wage or salary. It is the act of a person or group of persons gen-
erating one’s income directly from those who buy their outputs, as opposed to being
an employee of others.
Self-employed persons find their work rather than being provided by an employer
and earn their income from what they are operating.
Activity 4
1. Identify self-employed persons in your locality and state on what

type of work they are engaged.
6.2.1. Types of self-employment
Grade 7 85
UNIT 6
There are four types of self-employment opportunities in which individuals could
engage.
Sole proprietors (Sole trader)
Sole proprietorships refer to a type of enterprise that is owned and operated by a single
person. A sole proprietor works individually but often, they may hire a few employees
to support them with payment. Persons that have small kiosks, hotel, stationaries,
cloth houses, electric shops, barbers, beauty salons, book shops, internet cafes, private
schools, etc., are examples of sole proprietorship or sole traders.
Independent contractors
Independent contractors are individuals with a specialized skills hired to perform

specific jobs for clients on contract basis. Some examples of independent contractors
include carpenters, photographers, doctors, lawyers, accountants, plumbers, electri-
cians, and builders.
Activity 5
1. Discuss in pairs on the difference between a sole trader and indepen-

dent contractor?
Partnerships
Partnerships are an arrangement between two or more individuals to establish, man-

age and operate a business together and share in its profits and losses based on some
agreement. Unlike a sole trader, partnership is owned by more than one person. Each
partner contributes a certain amount of money and share profits according to his/her
contribution. In some partnerships, all members share benefits and losses equally. In
some cases, some partners share profits but their share to paying debt is limited to
their contribution in the business.
Private Limited Company (PLC)
A private limited company may be formed by a single person or group of persons. If

owned by a single person, all the properties (shares) of the company are owned by
the single person. If owned by more than one person, property (shares) of the com-
86 Grade 7
pany is owned collectively by its members, dividing the property (shares) between
the owners. Private limited companies are legally required to be registered with the
registration authority.
Activity 6
1. Distinguish between a partnership and limited company?
6.2.2. Advantages of self-employment
One of the most notable advantages of self-employment is perhaps the large degree of
freedom and flexibilityinvolved. It allows the individual to do things that they love, set
flexible working hours, decide what work to do or not do, and can change and stop
at any time fulfilling legal requirements.
Self-employed individuals are able tobecome their own boss, enjoy unlimited
amounts of creativity without fear of opposition from a manager, and exert complete
control over most business decisions.
Self-employment provides to work with people of his/her choice, unlike paid em-
ployment. The owner makes the decisions about who to hire and fire, and the owner
can build a team aligned to the employees’ personality and goals.
Among the benefits of self-employment is being able to create jobs for one self and
also for the unemployed. By being self-employed, the owner gets an earning for a
living, and became financially independent. A self-employed person can hire others
to work in the business providing a living for many others. This is a very important
role in reducing unemployment especially for countries like Ethiopia where large
number of people seek employment.
Self-employment provideswith a sense of pride and achievement in creating a suc-

cessful business and the power to make changes as one feels necessary.
Self-employed persons work on their own account, using the method of their choice,
and risk. Self-employed person assume personal responsibility and control over his/her
own work, make decision by his/her own, flexible in terms of time and what to work, un-
Grade 7 87
UNIT 6
like paid employees who works under the order of others. A self-employed person is
his/her own boss.
Activity 7
1. In your understanding, is self-employment better for a living?
6.3. Voluntary Work
6.3.1. What is voluntary work or volunteerism?
When a person gives his/her time, energy, talent willingly to help the community or
certain groups or individuals or organization without financial gain, we say the per-
son is engaged in voluntary work or volunteering.It is to perform or offer to perform
a service of value of one’s own free will, done free of charge. Voluntary work is also
called voluntary service.
Volunteers support communities using a wide variety of skills, knowledge and ex-
perience. For example, we often see young people by their own initiative willingly
reconstruct old houses of elders. We also observe medical doctors visit hospitals once
or twice a year to give free medical service for the needy. We also see lawyers provide
volunteer service in legal centres for low-income people.There are young boys and
girls who come together on their own will to support HIV patients going to the pa-
tients’ home. These are examples of voluntary work provided willingly to support the
needy and community development without financial gain.
6.3.2. Why voluntary work?
Volunteering has many benefits. It gives those involved in voluntary work satis-
faction, the ability to use previously possessed skills or develop new skills. It also
provides a chance to gain experience useful for employment. It gives self-confidence
for those who give voluntary service in applying their skill and knowledge gained in
school.
It is also useful for employment as employers consider voluntary service as sign
88 Grade 7
of commitment, loyalty and a strong desire to contribute to the success of society.
Besides, volunteering provides an opportunity to meet new people and make new
friends and learn new skills from the real work setting. Through volunteer service,
citizens can participate in development activities of their community.
Unit Review Exercises

I. Write True for the correct statements and False for the incorrect ones.
1. Employment is an income earning condition for a living.

2. The goods and services that people use are results of productive work.
3. Self-employment is working for others on salary or wages.
4. Sole proprietorship is a business owned by more than one person.
5. Labor market does not involve buying and selling of talents, abilities, and ex-
periences.
II. Choose the best answer from the alternatives and circle the letter of
your choice.
1. Large degree of personal freedom to change is the benefit of_________.
a) Partnership c) Sole trader

b) Limited company d) all could be answers
2. Volunteerism is__________.
a) Paid employment for community service.
b) Self-employment for community service
c) Free service for community
d) Done for salary
3. ________labour market is a specific narrow geographical area.
a) Local b) National c) Urban d) Rural

III. Answer the following questions in writing
1. Write at least two differences between paid employment and self-employment

2. State at least two differences between urban and rural labor market.
Grade 7 89
UNIT 7
UNIT
7
EMPLOYABILITY
LEARNING OUTCOMES:
🏹 Define employability.
🏹 Describe employability skills needed.
🏹 Demonstrate employability skills in job application.
🏹 Create strong Curriculum Vitae.
🏹 Write good covering letter.
Key Terms
Employability: building one’s capability to choose and gain initial employment.
Employability skills: Employability skills are a set of non-technical skills, needed to

get and continue in employment.
Curriculum Vitae: is document highlighting ones professional and academic achieve-

ments for consideration for employment.
7.1. Definition of Employability
Activity 1
1. If a person says ‘I am ready for employment’, what does he/she mean?
You remember that in unit 6 we described employment as getting a job to earn a liv-
ing in the form of both paid or self-employment. To be employed, individuals must
possess knowledge, technical and soft skills to the level required and also work-re-
lated experiences.
90 Grade 7
Employability
Employability is building one’s capability that makes individuals more likely to choose
and gain initial employment. Employability involves a mix of skills, abilities and per-
sonal qualities, which will make an individual competitive and excel others. Employ-
ability builds self-confidence, spirit to excel and high achievement.
Employability depends on knowledge possessed (what you know:- information and

understandings you have), Skills developed (what you do with what you know- tech-
nical skills), Attitudes (how a person approach things- positive or negative; likes or
dislikes) and the way one presents the capabilities to potential employers (commu-
nication- oral and written).
7.2. Employability skills

As we discussed in the previous units, individuals who aspire for employment need
to have technical skills and a wide range of soft skills to gain and continue in em-
ployment.
Employability skills are a set of non-technical skills, knowledge and understandings

needed to get and continue in employment. Employability skills are useful across all
employment sectors that enable a person to thrive in a workplace and any life activ-
ity. They include essential skills such as communication, personal qualities such as
patience and commitment and values such as respect, trust, etc.
Activity 2
1. Discuss in pairs the difference between employable and technical

skills.
There are a lot of employability skills essential to succeed in employment and build
one’s career among which the following eight are presented below.
1. Personal Development: is getting the most from yourself and others.

It involves developing your goals, assessing your skills and qualities, comparing with
career requirements, identifying the gap and filling the gap to attain the goals.
2. Communication: it is about how to transmit or receive messages accurately to

and from other people through spoken or written form, or movement, or signs, for
Grade 7 91
UNIT 7
mutual understandings. It is about meaning sharing. Communication includes verbal
and non-verbal communication and listening.
Figure 7.1: Differences in verbal and non-verbal communication
Activity 3
1. Form a group of four and identify the difference between the sen-
tences ‘Do it as soon as possible’ and ‘Do it immediately’.
3. Teamwork: isthe ability to work with others together in groups and teams harmo-
niously to accomplish something (see Fig. 7.2).
Figure 7.2: Illustration of Teamwork
Activity 4
1. Is playing football a team work? Why so? Discuss in pairs.
4. Problem solving: it is about determining why a problem is happening and how to

resolve that problem.
5. Initiative: it deals withthe power or opportunity to act or take charge before oth-
ers do.
92 Grade 7
Employability
6. Ability to use new technologies: Familiarizing someone with available technol-
ogies and acquiring skills to productively use available technology is a fundamental
skill for life.
Activity 5
1. Identify available technologies in your school and check if you have

the skill to use.
Planning and organizing: Planning and organizing skill requires identifying tasks,
prioritize them, create schedules for them and complete them on time. You can de-
velop organizational and planning skills by developing a timetable for your daily
activities, participating in organizing an event such as parent days, having a study
plan on paper, etc.
Activity 6
1. Is the school teaching/learning time table a plan? Develop your study

plan and show it to the teacher.
8. Self-Management: is the ability to regulate one’s emotions, thoughts, and be-

haviors effectively in different situations. Self-management begins from knowing
oneself- one’s potential, strengths and weakness, likes and dislikes, values and beliefs,
feelings, etc.
Activity 7
1. What do you think is the reason for the wide spread of HIV-AIDS? Is
it relatedto Self-management/self-control skill?
Grade 7 93
UNIT 7
7.3. Curriculum Vitae (CV) Writing
Curriculum Vitae is a detailed document highlighting ones professional and aca-
demic achievements given to an employer for consideration for employment. CVs
typically include information like personal information such as who the person is,
(the name of the person, age,sex, address, email address, phone number, etc.), quali-
fication (education level) work experience, and other achievements.
Table 7.1: Sample CV for a primary school student.
94 Grade 7
Employability
Table 7.2: Sample CV for a professional
7.4. .Covering letter preparation

A cover letter (job application letter) is sent along with a resume when applying for a
job. It introduces in short a job seeker’s work history, professional skills, and personal
interest in applying for a job. The main purpose of a cover letter is to support the
content of your CV and to persuade the reader to open the CV.
Unit Review Exercises

I. Write True for the correct statements and False for the incorrect ones.
1. Employability is building ones capability to gain employment.

2. Employability skills are used only in some employment sectors.
3. The capacity to take personal responsibility is not related to self-management

skill.
4. Teamwork involves working in collaboration with others for a purpose.
Grade 7 95
UNIT 7
II. Multiple choice questions: choose the best answer from the given
alternatives and circle the letter of your choice.
1. Non-verbal communication is __________.
a) The use of words to share information

b) Using body language
c) Communication in writing
d) Speech communication.
2. Curriculum vitae is for______________.
a) Leaving a job
b) Applying for employment
c) Knowing oneself
d) Teamwork
3. Employability refers to___________.
a) Getting employment
b) Applying for a job
c) Writing CV
d) Readiness for employment
4. The word collaboration is related to _______soft skill.
a) Team work
b) Self-management
c) Initiative
d) Personal development
III. Assignment to be reported to the teacher
a) Form a group of four and each group visit a particular work site (hospital, school,
any government office) in your locality and identify one person, ask for all informa-
tion for a CV and prepare his/her CV.
b) Write a short covering letter that accompany the CV you prepared and show both
to your teacher.
96 Grade 7
Preparing For Employment
UNIT
PREPARING FOR EMPLOY-
8 MENT
LEARNING OUTCOMES:
🏹 Recognize about the importance of being prepared for a recruitment in-
terview
🏹 Familiarize with common interview questions

🏹 Identify skills that help to be successful in job interview
Key Terms
Job interview:a question-answer session conducted to select appropriate persons for a
job.
Mock interview:practicing answering interview questionsthat may be asked before

the actual interview.
8.1. Importance of a Job Interview

An interview is a conversation between two or more persons for gathering infor-
mation for a certain purpose. The interviewer (the doctor) asks questions the inter-
viewee (the patient) to obtain information. Like the interview between the doctor
and the patient, interview is also conducted for employment purpose. This type of
interview is called a job interview.
Figure 8.1: Conversation between employee and employer
Grade 7 97
UNIT 8
Activity 1
1. Practice interviewing in pairs on your study plan playing both as an inter-

viewer and interviewee roles.
A job interview is important for both the potential employer and employee. Inter-
view is important because it connects both the employers as well as job seekers. It
provides an opportunity for both to decide if the individual’s skills and character
align with the firm’s needs and culture. A job interview enables a company to learn
more about an applicant. Interviews are conducted when the employer wants to
gather useful knowledge, skill and qualities about the potential employee that he/she
cannot get out of one’s resume.
Activity 2
1. Indicate the benefits a job interview provides for the job seeker and
the employer in a two-column table. Then, show your work for your
teacher.
8.2. Common Interview Questions

Employers will start with some open-ended questions aimed at getting to know you,
your work experience, skills and interest to the job. There are a lot of questions to be
asked in a job interview depending on the nature of the job, the employer, situation,
etc. Job interview questions also vary from job to job as the skills and quality required
by different jobs are different. Some of the common most frequently asked questions
for job interview are presented below as examples.
• Tell Me about Yourself?

• What do you think are your greatest strengths?
• How did you hear about this job?
• Why should we hire you?
• Why do you want this job?
• What can you do for us that other candidates cannot?
• What are your weaknesses?
98 Grade 7
Remember that doing well in a job interview cannot be taken as presenting all your
strengths and skills. It is about speaking to the employer that you have skills and
knowledge. You can follow these four steps to help you answer any interview.
Step 1: Know the job description: Before your interview, you should take some time
to know more about what the employer is looking for by reading job descriptions.
Once you’ve understood the job description, the role and organization, you can re-
flect this awareness in your answers to interview questions.
Step 2: Give Specific Examples: Employers look to your past experience to get a
sense of your future intention. They also want to see how the interviewee’s skills and
experiences express themselves learning in concrete actions.
Step 3: Address follow-up questions: Beyond the initial interview question, your
interviewer may ask you to elaborate on something you said or know more about
your answer.
Step 4: Pay attention to the job and organization: Finally, the candidate should
relate his/her answers to the job and organization.
At the conclusion, the interviewee can ask when results of the interview will be
announced. You can express your interestto workfor the organization. You need to
thank the interviewer at the end of the interview.
8.3. Reasons why applicants fail in job interview

An interview is a vital step to obtaining a career position and often depends on your
skills. But sometimes candidates fail to respond to the interviewers’ questions be-
cause of the following conditions:
• Inability to express oneself clearly - poor voice, or grammar mistakes, etc.

• Poor personal appearance
• Not prepared for interview
• Uncertainty about future goals and career plans
• Asks no or poor questions about the position
• Lack of confidence - nervousness, fails to look interviewer in the eye
• Overemphasis on money - too interested in salary
Grade 7 99
UNIT 8
Activity 3
1. Discuss in groups how overemphasis on money leads to failure in job

interview?
8.4. Preparing for a job Interview

During the preparation for an interview, one must know what he/she wants to achieve
from the interview. There are a number of steps you can take before the interview to
get positive impression on your potential employer.
- Knowing the job

- Match what is required with what you possess
- Know the employer (company)
- Study your CV and know everything about it
- Practice interviewing (Mock interview)
- Know what to wear, and bring to the interview
Activity 4
1. Exercise Mock Interview in pairs, exchanging roles.
100 Grade 7
Unit Review Questions
I. Say True for the correct statements and False for the incorrect ones
1. A person is interviewed means the applicant get employment.

2. Job posting is done for employment.
3. It doesn’t matter if applicants chew gums while interviewed.
4. Job interview comes before giving a CV for potential employers.
5. Eye contact is not recommended for job interview.
II. Fill in the blanks with appropriate concepts.
1. A mock interview is done by _______________.

2. Job Interview involves __________________.
3. The interviewee answering a phone call while on a job interview is acceptable.
III. Answer the following questions in writing.
1. Why knowing the job and the employer are important before a job interview?
2. What benefit does a job interview provide for employers and job applicants?
Grade 7 101

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CAREER AND TECHNICAL

F EDERAL DEMOCRATIC REPUBLIC OF ETHIOPIA

CAREER & TECHNICAL

UNIT INTRODUCTION TO CAREER

Technical Education: education which has a primary focus on practical or technical

1.1. Meaning of Career

1.2. Job vs Career

1. Discuss on what a job is all about in pairs

“I have a job as a cleaner.”

“I have a job as a plumber.”

“I have a job as a teacher.”

“I have worked as a Home Health Aide, a Nursing Assistant, and a Nurse. My

“I have worked as a recruiting clerk and as an assistant personnel head. Now

Figure 1.1: Job (now) vs Career (future growth)

Discuss in group of four students the contribution of a job to society.

1.3. Meaning of Career and Technical Education

1. Is there a relationship between CTE and employment opportunity?Discuss in

1.4. Importance of Career and Technical Education

2. Fill in the blanks with appropriate concepts.

b) What one wants to be in the future is ________________.

c) ________ links school learning with the world of work.

3. Answer the following question in writing.

At the end of this unit, learners will able to:

Personal profile: is detail information about a specific person.

Creative thinking: is skill of generating new ideas and way of working.

Problem solving: is skill of identifying and finding a solution to a problem.

2.1. Introduction to Career and Technical Education

These eight CTE areas are briefly introduced below.

For example, in sugar production, sugarcane (raw material) is changed into

1. Discuss in groups how manufacturing assisted you as students in

2. Construction: comprises a wide range of activities involving plans, de-

3. Information Technology and Computer Science:involvesthe use of com-

- Computer Maintenance and Network

4. Agriculture: Agriculture is the practice of cultivating plants and livestock.

1. List out individually what cultivating plants and livestock production

5. Health Sciences: Health science is the application of science to health

1. List out advice of health professionals to prevent the spread of COVID

- Accounting and finance (recording and keeping business evidences),

1. Identify the major activities of banks individually. Then compare and

2.2. Soft Sills

2.2.1. Definition of Soft Skills

2.2.2. Types of soft skills

Soft skills include self-awareness, time management, communication, teamwork,

Two important soft skills are presented below.

Creative Thinking: Creative thinking is the ability to consider something in a new

1. Think of your pen or pencil whether it is a result of creative thinking

Generally, anything that involves an “aha” moment is considered creative. It could

2.3. Personal Profile Development

2.3.1. What is Personal Profile?

Introduce yourselves (who you are) to each other. Do it in pair.

A personal profile is a short introduction which outlines your personal characteris-

1.Discuss in pairs why personal profile is prepared?

2.3.2. How to Develop a Personal Profile

Unit Review Questions

a) Sewing is a hard skill for a carpenter

1) ______ skill is specific for a certain job.

1. What information are included in a personal profile?

Gardening is the practice of growing and cultivating plants as part of horticul-

Horticulture is the art or science of growing flowers, fruits, vegetables, and