CBE · Senior School
Grade 11 Business Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Business Studies scheme of work for Grade 11 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 11
- Subject
- Business Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 11 Business Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
BUSINESS AND ITS ENVIRONMENT
Types of Business Ownership · Methods of Price Determination · Entrepreneurship · Procurement · Marketing
FINANCIAL RECORDS IN BUSINESS
The Ledger
| 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 | Types of Business Ownership | By the end of the lesson, the learner should be able to: differentiate between private and public limited companies in relation to formation, management and sources of finance in Kenya. | The learner is guided to: The learner shall be guided to:. | Why are public and private limited companies important in an economy? | 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: examine the advantages and disadvantages of private and public limited companies in an economy. | The learner is guided to: discuss and present the meaning, formation, management and sources of finance for public and private limited companies. | Why are public and private limited companies important in an economy? | 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: sensitise the local community on the importance of limited companies in a country. | The learner is guided to: use digital devices or print media to search for the information on the formation and management of private and public limited companies. | Why are public and private limited companies important in an economy? | 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: appreciate the role of private and public limited companies in Kenya. | The learner is guided to: debate on advantages and disadvantages of public and private limited companies in an economy. | Why are public and private limited companies important in an economy? | 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: differentiate between private and public limited companies in relation to formation, management and sources of finance in Kenya. | The learner is guided to: prepare posters to sensitise the community on the importance of limited companies. | Why are public and private limited companies important in an economy? | 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: examine the advantages and disadvantages of private and public limited companies in an economy. | The learner is guided to: The learner shall be guided to:. | Why are public and private limited companies important in an economy? | 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: sensitise the local community on the importance of limited companies in a country. | The learner is guided to: discuss and present the meaning, formation, management and sources of finance for public and private limited companies. | Why are public and private limited companies important in an economy? | 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: appreciate the role of private and public limited companies in Kenya. | The learner is guided to: use digital devices or print media to search for the information on the formation and management of private and public limited companies. | Why are public and private limited companies important in an economy? | 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: differentiate between private and public limited companies in relation to formation, management and sources of finance in Kenya. | The learner is guided to: debate on advantages and disadvantages of public and private limited companies in an economy. | Why are public and private limited companies important in an economy? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: analyse the concept of demand and supply in a market. | The learner is guided to: The learner shall be guided to:. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: explore factors influencing demand and supply for a product. | The learner is guided to: brainstorm and present on meaning, importance, differences and types of demand and supply in the market. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: draw demand and supply schedules, curves and market equilibrium for price determination. | The learner is guided to: discuss and present factors influencing demand and supply for a product. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: determine the effects of movement along and shift in demand and supply curves in the market. | The learner is guided to: draw and interpret the demand and supply schedules, curves and market equilibrium for price determination. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: investigate other methods of determining the price of a product in the market. | The learner is guided to: illustrate the effects of movement along and shift in demand and supply curves in the market. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: embrace the role of demand and supply in determining market prices of products. | The learner is guided to: share experiences on other methods of price determination. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: analyse the concept of demand and supply in a market. | The learner is guided to: role play on various methods of determining price of a product in the market. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: explore factors influencing demand and supply for a product. | The learner is guided to: The learner shall be guided to:. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: draw demand and supply schedules, curves and market equilibrium for price determination. | The learner is guided to: brainstorm and present on meaning, importance, differences and types of demand and supply in the market. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: determine the effects of movement along and shift in demand and supply curves in the market. | The learner is guided to: discuss and present factors influencing demand and supply for a product. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: investigate other methods of determining the price of a product in the market. | The learner is guided to: draw and interpret the demand and supply schedules, curves and market equilibrium for price determination. | Why is price determination of a product important?; How is the price of a product determined? | 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 | Methods of Price Determination | By the end of the lesson, the learner should be able to: embrace the role of demand and supply in determining market prices of products. | The learner is guided to: illustrate the effects of movement along and shift in demand and supply curves in the market. | Why is price determination of a product important?; How is the price of a product determined? | 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: asses the importance of entrepreneurial culture in Kenya. | The learner is guided to: The learner shall be guided to:. | How is the growth of an economy influenced by entrepreneurship?; Why has entrepreneurial culture changed in the recent past in Kenya? | 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: describe the factors influencing enterprise growth in Kenya. | The learner is guided to: brainstorm and present the meaning and importance of entrepreneurial culture in Kenya. | How is the growth of an economy influenced by entrepreneurship?; Why has entrepreneurial culture changed in the recent past in Kenya? | 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: analyse the role of entrepreneurship to an economy. | The learner is guided to: discuss and present on the factors influencing enterprise growth in Kenya. | How is the growth of an economy influenced by entrepreneurship?; Why has entrepreneurial culture changed in the recent past in Kenya? | 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: investigate the importance of intellectual property rights for business growth. | The learner is guided to: debate the role of entrepreneurship in an economy. | How is the growth of an economy influenced by entrepreneurship?; Why has entrepreneurial culture changed in the recent past in Kenya? | 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 11 Business Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FINANCIAL RECORDS IN BUSINESS
The Ledger · Trial Balance · Cash Books
BUSINESS AND MONEY MANAGEMENT
Savings and Investments · Financial Markets
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: examine the purpose of a ledger in accounting. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: analyse the types of ledgers for business record keeping. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: explain the concept of double entry and rules of recording business transactions in ledger accounts. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: record business transactions in the ledger accounts. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 5 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: balance off ledger accounts for a business. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: acknowledge the role of ledgers in accounting. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: examine the purpose of a ledger in accounting. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: analyse the types of ledgers for business record keeping. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: explain the concept of double entry and rules of recording business transactions in ledger accounts. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 5 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: record business transactions in the ledger accounts. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | FINANCIAL RECORDS IN BUSINESS | The Ledger | By the end of the lesson, the learner should be able to: balance off ledger accounts for a business. | The learner is guided to: The learner shall be guided to: discuss and present the meaning and purpose of a ledger in accounting, brainstorm and present on the types of ledgers for business record keeping, use available resources to search for information on double entry and rules of recording transactions in ledger accounts, use digital devices or other available resources to record business transactions in ledger accounts, balance off ledger accounts for a business. | Why do businesses prepare ledgers?; What are the rules of recording business transactions in ledger accounts? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: explain the importance of a trial balance for a business entity. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: prepare a trial balance for a business entity. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: analyse the errors in a trial balance. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 5 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: correct errors in a trial balance. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: embrace the importance of a trial balance to a business. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: explain the importance of a trial balance for a business entity. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: prepare a trial balance for a business entity. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: analyse the errors in a trial balance. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 5 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: correct errors in a trial balance. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: embrace the importance of a trial balance to a business. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | FINANCIAL RECORDS IN BUSINESS | Trial Balance | By the end of the lesson, the learner should be able to: explain the importance of a trial balance for a business entity. | The learner is guided to: The learner shall be guided to: brainstorm and present the meaning and importance of a trial balance, use digital devices or other available resources to prepare a trial balance, discuss and present the errors in a trial balance, correct errors in a trial balance. | Why is a trial balance important to a business?; How are errors in a trial balance corrected? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | FINANCIAL RECORDS IN BUSINESS | Cash Books | By the end of the lesson, the learner should be able to: analyse the purpose of a cash book for financial management. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning and purpose of a cash book for financial management, brainstorm and present on the types of cash books used in bookkeeping (single, double, three column cash books), prepare and present cash books for financial management, using available resources. | Why is a cash book important in bookkeeping?; How is a bank reconciliation statement prepared? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | FINANCIAL RECORDS IN BUSINESS | Cash Books | By the end of the lesson, the learner should be able to: examine the types of cash books as used in bookkeeping. | The learner is guided to: search and present information on the meaning and purpose of a bank reconciliation statement, prepare and present a bank reconciliation statement to harmonise cash and bank transactions. | Why is a cash book important in bookkeeping?; How is a bank reconciliation statement prepared? | Business documents, ledgers, receipts, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 5 | FINANCIAL RECORDS IN BUSINESS | Cash Books | By the end of the lesson, the learner should be able to: prepare cash books for financial management. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning and purpose of a cash book for financial management, brainstorm and present on the types of cash books used in bookkeeping (single, double, three column cash books), prepare and present cash books for financial management, using available resources. | Why is a cash book important in bookkeeping?; How is a bank reconciliation statement prepared? | 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 11 Business Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
BUSINESS AND MONEY MANAGEMENT
Financial Markets
GOVERNMENT AND GLOBAL INFLUENCE IN BUSINESS
Public Finance · Consumer and Investor Protection · Financial Regulators in Business · Economic Planning and Development in Kenya · International Trade
| 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 | Financial Markets | By the end of the lesson, the learner should be able to: explore the importance of financial markets in the economy. | The learner is guided to: The learner shall be guided to:; discuss and present on the meaning and importance of financial markets in the economy. | Why are financial markets important?; How are transactions on securities carried out in the stock exchange? | 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 | Financial Markets | By the end of the lesson, the learner should be able to: examine the functions of stock exchange and bond markets in the economy. | The learner is guided to: search for information and present on the functions of stock exchange and bond markets. | Why are financial markets important?; How are transactions on securities carried out in the stock exchange? | 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 | Financial Markets | By the end of the lesson, the learner should be able to: analyse the process of buying and selling securities in the stock exchange; use ICT tools for efficient transactions in the securities exchange. | The learner is guided to: role play on the process of buying and selling of securities in the stock exchange; visit Nairobi Securities Exchange website to learn on the securities traded. | Why are financial markets important?; How are transactions on securities carried out in the stock exchange? | 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 | Financial Markets | By the end of the lesson, the learner should be able to: evaluate the challenges investors face when buying and selling securities. | The learner is guided to: engage a resource person (face to face or online) to share information on securities traded on securities exchange. | Why are financial markets important?; How are transactions on securities carried out in the stock exchange? | 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 | Financial Markets | By the end of the lesson, the learner should be able to: acknowledge the role of stock exchange and bond markets in the economy. | The learner is guided to: use suitable ICT tools to get information on how to transact in the securities exchange; read case studies and present on challenges facing investors when buying and selling securities. | Why are financial markets important?; How are transactions on securities carried out in the stock exchange? | 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: explore sources of public finance other than taxation in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: classify public expenditure in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: assess the principles of public expenditure in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: acknowledge other sources of public finance in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: explore sources of public finance other than taxation in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: classify public expenditure in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: assess the principles of public expenditure in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: acknowledge other sources of public finance in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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: explore sources of public finance other than taxation in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present sources of public finance other than taxation, brainstorm and present on the categories of public expenditure, use digital devices or print media to search for information on the principles of public expenditure, Write an article on public expenditure and present it during clubs and societies. | What are the sources of public finance?; How does the government spend its revenue? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: analyse the reasons for consumer and investor protection in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: examine the ways in which the government protects consumers and investors in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: assess the consumer and investor rights in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: explore the consumer and investor protection issues in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: evaluate the role of consumer and investor bodies or associations in consumer protection. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: acknowledge the need for consumer and investor protection in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: analyse the reasons for consumer and investor protection in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: examine the ways in which the government protects consumers and investors in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: assess the consumer and investor rights in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: explore the consumer and investor protection issues in Kenya. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 | Consumer and Investor Protection | By the end of the lesson, the learner should be able to: evaluate the role of consumer and investor bodies or associations in consumer protection. | The learner is guided to: The learner shall be guided to: discuss and present on the meaning, reasons for consumer and investor protection in Kenya, brainstorm and present on the ways in which the government protects consumers and investors in Kenya, role play on consumer and investor rights, share experiences on the consumer and investor protection issues in Kenya, discuss how the government protects consumers from effects of high emissions and effluence in Kenya. listen to a talk by a resource person on role of consumer and investor bodies, use digital devices or print media to search and present information on the role of consumer and investor bodies, analyse and present case studies on the role of consumer and investor bodies, compose songs or poems to sensitize the school community on the consumer and investor rights. | Why should consumers and investors need protection?; What are the challenges faced when dealing with consumer and investor protection? | 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 11 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.
Can I adapt it for my own school calendar?
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