CBE · Senior School
Grade 10 Business Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Business Studies scheme of work for Grade 10 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 10
- Subject
- Business Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 10 Business Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
BUSINESS AND MONEY MANAGEMENT
Money · Business Goals · Budgeting in Business · Banking
BUSINESS AND ITS ENVIRONMENT
Business Activities
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: identify the key security features of the Kenyan currency. | The learner is guided to: discuss and present on security features and themes of money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: describe the functions of money when carrying out financial transactions. | The learner is guided to: share experiences on why people keep money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: justify the demand for money for achieving economic development. | The learner is guided to: role play functions of money in carrying out financial transactions. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: examine the factors that determine supply of money in an economy. | The learner is guided to: read and analyse a case study on the demand for money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: evaluate ethical practices on the use of money in financial transactions. | The learner is guided to: brainstorm and present on the factors that determine supply of money in an economy. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: acknowledge the role of money in day-to-day life. | The learner is guided to: using available resources, search for information on ethical and unethical practices on money in financial management. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: identify the key security features of the Kenyan currency. | The learner is guided to: watch video clips on ethical and unethical practices in the use of money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: describe the functions of money when carrying out financial transactions. | The learner is guided to: discuss and present on security features and themes of money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: justify the demand for money for achieving economic development. | The learner is guided to: share experiences on why people keep money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: examine the factors that determine supply of money in an economy. | The learner is guided to: role play functions of money in carrying out financial transactions. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: evaluate ethical practices on the use of money in financial transactions. | The learner is guided to: read and analyse a case study on the demand for money. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: acknowledge the role of money in day-to-day life. | The learner is guided to: brainstorm and present on the factors that determine supply of money in an economy. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | BUSINESS AND MONEY MANAGEMENT | Money | By the end of the lesson, the learner should be able to: identify the key security features of the Kenyan currency. | The learner is guided to: using available resources, search for information on ethical and unethical practices on money in financial management. | Why is demand for and supply of money important in financial management?; What are the ethical and unethical practices on the use of money? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: analyse the importance of goal setting in business. | The learner is guided to: discuss and present the meaning and importance of goal setting in business. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: examine the factors to consider when setting goals for a business. | The learner is guided to: brainstorm and present on the factors to consider when setting business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: describe steps followed when setting business goals. | The learner is guided to: using available resources, search for information on the steps followed when setting business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: formulate SMART short term and long term goals for a business. | The learner is guided to: set SMART short term and long term business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: appreciate the need for setting goals in business. | The learner is guided to: discuss and present the meaning and importance of goal setting in business. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: analyse the importance of goal setting in business. | The learner is guided to: brainstorm and present on the factors to consider when setting business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: examine the factors to consider when setting goals for a business. | The learner is guided to: using available resources, search for information on the steps followed when setting business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: describe steps followed when setting business goals. | The learner is guided to: set SMART short term and long term business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: formulate SMART short term and long term goals for a business. | The learner is guided to: discuss and present the meaning and importance of goal setting in business. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: appreciate the need for setting goals in business. | The learner is guided to: brainstorm and present on the factors to consider when setting business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | BUSINESS AND MONEY MANAGEMENT | Business Goals | By the end of the lesson, the learner should be able to: analyse the importance of goal setting in business. | The learner is guided to: using available resources, search for information on the steps followed when setting business goals. | Why is goal setting important in business?; What are the factors considered when setting business goals? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | BUSINESS AND MONEY MANAGEMENT | Budgeting in Business | By the end of the lesson, the learner should be able to: explain the importance of budgeting in business. | The learner is guided to: brainstorm and present on the meaning and importance of budgeting. | What is the importance of budgeting in business? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 10 Business Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
BUSINESS AND ITS ENVIRONMENT
Business Activities · Types of Business Ownership · Social Responsibility of Business · Entrepreneurship · Consumer Satisfaction
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | BUSINESS AND ITS ENVIRONMENT | Business Activities | By the end of the lesson, the learner should be able to: explain the concept of needs and wants as used in day to day life; analyse the types of economic resources in satisfaction of human needs and wants; investigate the importance of business activities in the society; classify business activities in an economy; examine the micro and macro factors that affect business activities; appreciate the importance of business activities in an economy. | The learner is guided to: brainstorm and present the meaning and differences between needs and wants; discuss the characteristics of economic resources; use available resources to search for information on the types of economic resources; brainstorm the relationship between scarcity, choice and opportunity cost, and scale of preference in satisfaction of human want; share experiences on importance of business activities in society; role play on classification of business activities in an economy; use digital devices or print media to search for information on micro and macro business environment and analyse the types and how they influence business activities; prepare a scale of preference for your back to school needs and wants. | What is the role of business activities in an economy?; Why are economic resources important in satisfaction of human wants? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: explore the formation, management, sources of finance, advantages, and disadvantages of a sole proprietorship business enterprise in Kenya. | The learner is guided to: discuss and present the meaning of sole, proprietorship, partnership and cooperative society. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: examine the formation, management, sources of finance, advantages, and disadvantages of a partnership business enterprise in Kenya. | The learner is guided to: brainstorm and present the formation and management of sole proprietorship, partnerships and cooperative societies. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: analyse the formation, types, management, sources of finance, advantages, and disadvantages of a cooperative for economic growth. | The learner is guided to: use digital devices or print media to search for information on sources of finance for sole proprietorship, partnerships and cooperative societies. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: acknowledge the role of sole proprietorship, partnerships and cooperative societies in the economy. | The learner is guided to: debate on the advantages and disadvantages of a sole proprietorship, partnerships and cooperative societies. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: explore the formation, management, sources of finance, advantages, and disadvantages of a sole proprietorship business enterprise in Kenya. | The learner is guided to: discuss and present the meaning of sole, proprietorship, partnership and cooperative society. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: examine the formation, management, sources of finance, advantages, and disadvantages of a partnership business enterprise in Kenya. | The learner is guided to: brainstorm and present the formation and management of sole proprietorship, partnerships and cooperative societies. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: analyse the formation, types, management, sources of finance, advantages, and disadvantages of a cooperative for economic growth. | The learner is guided to: use digital devices or print media to search for information on sources of finance for sole proprietorship, partnerships and cooperative societies. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: acknowledge the role of sole proprietorship, partnerships and cooperative societies in the economy. | The learner is guided to: debate on the advantages and disadvantages of a sole proprietorship, partnerships and cooperative societies. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | BUSINESS AND ITS ENVIRONMENT | Types of Business Ownership | By the end of the lesson, the learner should be able to: explore the formation, management, sources of finance, advantages, and disadvantages of a sole proprietorship business enterprise in Kenya. | The learner is guided to: discuss and present the meaning of sole, proprietorship, partnership and cooperative society. | How are sole proprietorship, partnerships and cooperative societies formed and managed?; What are the sources of finance for sole proprietorships, partnerships and cooperative societies? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: justify the need for social responsibility of a business in the society. | The learner is guided to: discuss and present on the need for social responsibility of a business in the society. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: examine social responsibility activities of a business in the community. | The learner is guided to: use digital resources or print media to search on social responsibility activities of a business in the community. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: analyse the challenges faced by businesses when carrying out social responsibilities. | The learner is guided to: brainstorm and present on the challenges faced by businesses when carrying out social responsibilities. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: design and implement a social responsibility activity in the school. | The learner is guided to: carry out a simple survey to identify needy learners. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: appreciate the need for business social responsibility in the society and the environment. | The learner is guided to: mobilize the available resources from local community to assist the needy learners. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: justify the need for social responsibility of a business in the society. | The learner is guided to: discuss and present on the need for social responsibility of a business in the society. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: examine social responsibility activities of a business in the community. | The learner is guided to: use digital resources or print media to search on social responsibility activities of a business in the community. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: analyse the challenges faced by businesses when carrying out social responsibilities. | The learner is guided to: brainstorm and present on the challenges faced by businesses when carrying out social responsibilities. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: design and implement a social responsibility activity in the school. | The learner is guided to: carry out a simple survey to identify needy learners. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: appreciate the need for business social responsibility in the society and the environment. | The learner is guided to: mobilize the available resources from local community to assist the needy learners. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | BUSINESS AND ITS ENVIRONMENT | Social Responsibility of Business | By the end of the lesson, the learner should be able to: justify the need for social responsibility of a business in the society. | The learner is guided to: discuss and present on the need for social responsibility of a business in the society. | Why is business social responsibility important? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | BUSINESS AND ITS ENVIRONMENT | Entrepreneurship | By the end of the lesson, the learner should be able to: assess the entrepreneurial skills for economic growth. | The learner is guided to: Brainstorm and present on the entrepreneurial skills. | How are business opportunities identified?; Why is business incubation important? Why is production important in an economy? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | BUSINESS AND ITS ENVIRONMENT | Entrepreneurship | By the end of the lesson, the learner should be able to: examine the types of entrepreneurs in business. | The learner is guided to: discuss and present on the types of entrepreneurs. | How are business opportunities identified?; Why is business incubation important? Why is production important in an economy? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | BUSINESS AND ITS ENVIRONMENT | Entrepreneurship | By the end of the lesson, the learner should be able to: evaluate business ideas and opportunities for business start-ups. | The learner is guided to: read and analyse case studies on business ideas and opportunities. | How are business opportunities identified?; Why is business incubation important? Why is production important in an economy? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | BUSINESS AND ITS ENVIRONMENT | Entrepreneurship | By the end of the lesson, the learner should be able to: justify the importance of incubation for business growth. | The learner is guided to: share experiences on business ideas and opportunities for business start-ups. | How are business opportunities identified?; Why is business incubation important? Why is production important in an economy? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 10 Business Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
BUSINESS AND ITS ENVIRONMENT
Consumer Satisfaction
GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS
Public finance · International Trade
FINANCIAL RECORDS IN BUSINESS
Business Transactions · Effects of Business Transactions · Source Documents and Books of Original Entry
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | BUSINESS AND ITS ENVIRONMENT | Consumer Satisfaction | By the end of the lesson, the learner should be able to: explore the importance of consumer satisfaction in business; examine the terms and conditions for the supply of goods and services to a consumer. | The learner is guided to: discuss and present on the meaning and importance of consumer satisfaction in business; use digital devices or print media to search for information on the terms and conditions in supply of good and services. | Why is consumer satisfaction important in business? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | BUSINESS AND ITS ENVIRONMENT | Consumer Satisfaction | By the end of the lesson, the learner should be able to: justify the remedies for consumer satisfaction; carry out a customer satisfaction survey for improvement of service delivery; embrace the importance of customer satisfaction for business sustainability. | The learner is guided to: share experiences on cases involving consumer satisfaction remedies for a product; role play remedies for consumer satisfaction; prepare a questionnaire to collect data on consumer satisfaction on the products offered within the community and share the findings in class. | Why is consumer satisfaction important in business? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: explain the importance of public finance in Kenya. | The learner is guided to: The learner shall be guided to:. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: assess the concept of taxation in Kenya. | The learner is guided to: discuss and present the meaning, importance and sources of public finance. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: analyse the types of custom duties in Kenya. | The learner is guided to: brainstorm and present the meaning and importance of taxation. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: evaluate the trends in taxation in Kenya. | The learner is guided to: use available resources to search for information on the principles of taxation. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: identify ethical issues in taxation. | The learner is guided to: discuss and share the requirements for tax compliance in Kenya (register with KRA, pay tax, file returns). | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: write an article on importance of taxation in Kenya to sensitize the community. | The learner is guided to: compile a list of people/goods excepted from taxation in Kenya. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: appreciate the role of public finance in Kenya. | The learner is guided to: listen to a resource person on types of custom duties, tax compliance and exemption. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: explain the importance of public finance in Kenya. | The learner is guided to: use digital devices or print media to search for information on the trends in taxation in Kenya and share. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: assess the concept of taxation in Kenya. | The learner is guided to: read and analyse case studies on ethical issues in taxation. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: analyse the types of custom duties in Kenya. | The learner is guided to: write an article on the importance of taxation and present during clubs and societies. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: evaluate the trends in taxation in Kenya. | The learner is guided to: The learner shall be guided to:. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: identify ethical issues in taxation. | The learner is guided to: discuss and present the meaning, importance and sources of public finance. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: write an article on importance of taxation in Kenya to sensitize the community. | The learner is guided to: brainstorm and present the meaning and importance of taxation. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | Public finance | By the end of the lesson, the learner should be able to: appreciate the role of public finance in Kenya. | The learner is guided to: use available resources to search for information on the principles of taxation. | What is the role of taxation in economic development? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: examine the concept of international trade in an economy. | The learner is guided to: brainstorm and present on the meaning, classification and importance of international trade, balance of trade and balance of payment. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: explore the limitations of international trade to a country. | The learner is guided to: debate on the advantages and disadvantages of international trade. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: analyse the terms of sale and payments used in international trade. | The learner is guided to: use available resources to search for information on the terms of sale and payments used in international trade. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: explore digital applications in international trade. | The learner is guided to: use digital devices or print media to search for information on the appropriate digital applications or platforms used in international trade. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: Map the local products that can be developed for export. | The learner is guided to: carry out a survey in the community on local products that can be developed for export. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: appreciate the importance of international trade in an economy. | The learner is guided to: brainstorm and present on the meaning, classification and importance of international trade, balance of trade and balance of payment. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: examine the concept of international trade in an economy. | The learner is guided to: debate on the advantages and disadvantages of international trade. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: explore the limitations of international trade to a country. | The learner is guided to: use available resources to search for information on the terms of sale and payments used in international trade. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS | International Trade | By the end of the lesson, the learner should be able to: analyse the terms of sale and payments used in international trade. | The learner is guided to: use digital devices or print media to search for information on the appropriate digital applications or platforms used in international trade. | What are the benefits of international trade? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 10 Business Studies so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
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The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
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