CBE · Junior School
Grade 7 Pre-Technical Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Pre-Technical Studies scheme of work for Grade 7 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 7
- Subject
- Pre-Technical Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOUNDATIONS OF PRE -TECHNICAL STUDIES
Introduction to Pre-Technical Studies · Safety in the Immediate Environment · Computer Concepts
Communication in Pre-Technical Studies
Introduction to Drawing · Free-hand sketching
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Introduction to Pre-Technical Studies | By the end of the lesson, the learner should be able to: identify the components of Pre-Technical Studies as a learning area. | The learner is guided to: brainstorm on the components of Pre- Technical Studies as a learning area. | Why is Pre- Technical Studies important in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Introduction to Pre-Technical Studies | By the end of the lesson, the learner should be able to: explain the role of Pre- Technical Studies in day-to-day life. | The learner is guided to: discuss and present the role of Pre-Technical Studies in day-to-day life. | Why is Pre- Technical Studies important in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Introduction to Pre-Technical Studies | By the end of the lesson, the learner should be able to: embrace Pre-Technical Studies in career development. | The learner is guided to: debate on the role of Pre- Technical Studies in day-to-day life. | Why is Pre- Technical Studies important in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Introduction to Pre-Technical Studies | By the end of the lesson, the learner should be able to: identify the components of Pre-Technical Studies as a learning area. | The learner is guided to: brainstorm on the components of Pre- Technical Studies as a learning area. | Why is Pre- Technical Studies important in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Safety in the Immediate Environment | By the end of the lesson, the learner should be able to: identify potential safety threats in the immediate environment. | The learner is guided to: brainstorm with peers on potential safety threats in the immediate environment (physical and online). | Why is safety in the immediate environment important?; How can online threats be safeguarded against? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Safety in the Immediate Environment | By the end of the lesson, the learner should be able to: outline safety rules and regulations for a given situation. | The learner is guided to: use print or digital media to search for information on potential hazards to personal safety in the environment. | Why is safety in the immediate environment important?; How can online threats be safeguarded against? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Safety in the Immediate Environment | By the end of the lesson, the learner should be able to: observe safety in the immediate environment. | The learner is guided to: use print or digital media to search for information on physical threats to digital devices (theft, natural disasters, hardware failure) and online threats in the immediate environment and list them (cyberbullying, impersonation, phishing, hacking, friend requests from unknown people). | Why is safety in the immediate environment important?; How can online threats be safeguarded against? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Safety in the Immediate Environment | By the end of the lesson, the learner should be able to: appreciate the importance of observing safety in the immediate environment. | The learner is guided to: share ideas and practice on how to keep personal and sensitive data from public when online. | Why is safety in the immediate environment important?; How can online threats be safeguarded against? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Safety in the Immediate Environment | By the end of the lesson, the learner should be able to: identify potential safety threats in the immediate environment. | The learner is guided to: discuss safety rules and regulations to observe (when performing tasks, handing materials and tools). | Why is safety in the immediate environment important?; How can online threats be safeguarded against? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Safety in the Immediate Environment | By the end of the lesson, the learner should be able to: outline safety rules and regulations for a given situation. | The learner is guided to: role play on safety for self and others in the immediate environment. | Why is safety in the immediate environment important?; How can online threats be safeguarded against? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Computer Concepts | By the end of the lesson, the learner should be able to: explain the characteristics of a computer in a user environment. | The learner is guided to: brainstorm on the meaning of the terms; computer, data and information. | Why are computers classified differently?; How are computers used in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Computer Concepts | By the end of the lesson, the learner should be able to: classify computers used in day-day life. | The learner is guided to: discuss characteristics of a computer (speed, accuracy, versatility, reliability, diligence, storage, consistency). | Why are computers classified differently?; How are computers used in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Computer Concepts | By the end of the lesson, the learner should be able to: use a computer to perform tasks in a user environment. | The learner is guided to: download and watch a video clip on classification of computers. | Why are computers classified differently?; How are computers used in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Computer Concepts | By the end of the lesson, the learner should be able to: acknowledge the importance of different types of computers used in day-day life. | The learner is guided to: discuss classification of computers (functionality, purpose and size) in a user environment. | Why are computers classified differently?; How are computers used in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Computer Concepts | By the end of the lesson, the learner should be able to: explain the characteristics of a computer in a user environment. | The learner is guided to: interact with different types of computers in the user environment to perform tasks. | Why are computers classified differently?; How are computers used in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | FOUNDATIONS OF PRE -TECHNICAL STUDIES | Computer Concepts | By the end of the lesson, the learner should be able to: classify computers used in day-day life. | The learner is guided to: brainstorm on the meaning of the terms; computer, data and information. | Why are computers classified differently?; How are computers used in day-to-day life? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Communication in Pre-Technical Studies | Introduction to Drawing | By the end of the lesson, the learner should be able to: explain the importance of drawing as a means of communication. | The learner is guided to: discuss the importance of drawing as a means of communication. | How are drawings used in technical communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Communication in Pre-Technical Studies | Introduction to Drawing | By the end of the lesson, the learner should be able to: distinguish between artistic and technical drawings used in technical fields. | The learner is guided to: brainstorm on the meaning of the terms ‘technical drawing’ and ‘artistic drawing. | How are drawings used in technical communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Communication in Pre-Technical Studies | Introduction to Drawing | By the end of the lesson, the learner should be able to: print numbers and letters of the alphabet as used in drawing. | The learner is guided to: use print or online resources to search for information on artistic and technical drawing. | How are drawings used in technical communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Communication in Pre-Technical Studies | Introduction to Drawing | By the end of the lesson, the learner should be able to: draw types of lines used in drawing. | The learner is guided to: practice printing numbers and letters of the alphabet. | How are drawings used in technical communication? | Tools, materials, workshop equipment, 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 7 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Communication in Pre-Technical Studies
Free-hand sketching · ICT tools in Communication
Materials for Production
Introduction to Materials
Tools and Production
Measuring and Marking Out Tools · Computer Hardware
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Communication in Pre-Technical Studies | Free-hand sketching | By the end of the lesson, the learner should be able to: Explain principles of free hand sketching; Identify techniques of free hand sketching. | The learner is guided to: discuss the meaning of free-hand sketching as used in Pre-Technical Studies; use print and digital media to search for information on freehand sketching techniques (box method, centerline method, hand compass method),(hatching, cross-hatching, stippling, and blending). | Why is free-hand sketching important? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Communication in Pre-Technical Studies | Free-hand sketching | By the end of the lesson, the learner should be able to: sketch lines using free-hand; sketch 2D shapes using free hand; appreciate the importance of free hand sketching in communication. | The learner is guided to: use pencils and drawing papers to sketch lines; use pencils and drawing papers to sketch two-dimensional shape; use digital media, to observe how free hand sketches express artistic ideas in different career fields. | Why is free-hand sketching important? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Communication in Pre-Technical Studies | ICT tools in Communication | By the end of the lesson, the learner should be able to: explain the importance of ICT tools in communication. | The learner is guided to: brainstorm and present on the meaning and importance of ICT tools in communication. | How are ICT tools used in communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Communication in Pre-Technical Studies | ICT tools in Communication | By the end of the lesson, the learner should be able to: describe the ICT tools used in communication. | The learner is guided to: use print or digital media to search for information on ICT tools used in communication (email, mobile phone, computers, video and web conferencing tools, social networking and online collaboration) and present the findings. | How are ICT tools used in communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Communication in Pre-Technical Studies | ICT tools in Communication | By the end of the lesson, the learner should be able to: use ICT tools to enhance communication. | The learner is guided to: communicate using ICT tools (send and receive; email, texts, calls, chats, audio, animations and video). | How are ICT tools used in communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Communication in Pre-Technical Studies | ICT tools in Communication | By the end of the lesson, the learner should be able to: acknowledge the role of communication in Pre-Technical Studies. | The learner is guided to: brainstorm and present on the meaning and importance of ICT tools in communication. | How are ICT tools used in communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Communication in Pre-Technical Studies | ICT tools in Communication | By the end of the lesson, the learner should be able to: explain the importance of ICT tools in communication. | The learner is guided to: use print or digital media to search for information on ICT tools used in communication (email, mobile phone, computers, video and web conferencing tools, social networking and online collaboration) and present the findings. | How are ICT tools used in communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Communication in Pre-Technical Studies | ICT tools in Communication | By the end of the lesson, the learner should be able to: describe the ICT tools used in communication. | The learner is guided to: communicate using ICT tools (send and receive; email, texts, calls, chats, audio, animations and video). | How are ICT tools used in communication? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Materials for Production | Introduction to Materials | By the end of the lesson, the learner should be able to: identify materials used in production. | The learner is guided to: discuss and present on the meaning of materials used in production. | How are materials used sustainably? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Materials for Production | Introduction to Materials | By the end of the lesson, the learner should be able to: distinguish between metallic and non-metallic materials found in the locality. | The learner is guided to: use print or digital media to search for information on materials used in production and share with peers. | How are materials used sustainably? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Materials for Production | Introduction to Materials | By the end of the lesson, the learner should be able to: describe sustainable ways of using materials in production. | The learner is guided to: discuss the differences between metallic and non-metallic materials. | How are materials used sustainably? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Materials for Production | Introduction to Materials | By the end of the lesson, the learner should be able to: appreciate the importance of materials in production. | The learner is guided to: sort out materials in the locality as either metallic or non-metallic. | How are materials used sustainably? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Materials for Production | Introduction to Materials | By the end of the lesson, the learner should be able to: identify materials used in production. | The learner is guided to: brainstorm and present sustainable ways of using materials in production. | How are materials used sustainably? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Materials for Production | Introduction to Materials | By the end of the lesson, the learner should be able to: distinguish between metallic and non-metallic materials found in the locality. | The learner is guided to: discuss and make a presentation on importance of materials used in production. | How are materials used sustainably? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Tools and Production | Measuring and Marking Out Tools | By the end of the lesson, the learner should be able to: identify measuring and marking out tools used to perform tasks. | The learner is guided to: use visual aids and realia to identify measuring tools (tape measure, steel rule, callipers, weighing balance, stop watch, ammeter, voltmeter) and marking out tools (divider, try-square, marking gauge, dot punch, scriber, pencil, marking knife). | Why are measuring and marking out tools important in day-to-day life?; How are measuring and marking out tools used when performing tasks? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Tools and Production | Measuring and Marking Out Tools | By the end of the lesson, the learner should be able to: select measuring and marking out tools for a given task. | The learner is guided to: choose the appropriate measuring and marking out tools to perform a given task. | Why are measuring and marking out tools important in day-to-day life?; How are measuring and marking out tools used when performing tasks? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Tools and Production | Measuring and Marking Out Tools | By the end of the lesson, the learner should be able to: use measuring and marking out tools to perform a given task. | The learner is guided to: use available resources to search for information on the use of measuring and marking out tools. | Why are measuring and marking out tools important in day-to-day life?; How are measuring and marking out tools used when performing tasks? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Tools and Production | Measuring and Marking Out Tools | By the end of the lesson, the learner should be able to: care for measuring and marking out tools to minimise damage. | The learner is guided to: perform specific tasks using measuring and marking out tools. | Why are measuring and marking out tools important in day-to-day life?; How are measuring and marking out tools used when performing tasks? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Tools and Production | Measuring and Marking Out Tools | By the end of the lesson, the learner should be able to: recognise the importance of measuring and marking out tools when performing tasks. | The learner is guided to: practice caring for measuring and marking out tools. | Why are measuring and marking out tools important in day-to-day life?; How are measuring and marking out tools used when performing tasks? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Tools and Production | Measuring and Marking Out Tools | By the end of the lesson, the learner should be able to: identify measuring and marking out tools used to perform tasks. | The learner is guided to: use visual aids and realia to identify measuring tools (tape measure, steel rule, callipers, weighing balance, stop watch, ammeter, voltmeter) and marking out tools (divider, try-square, marking gauge, dot punch, scriber, pencil, marking knife). | Why are measuring and marking out tools important in day-to-day life?; How are measuring and marking out tools used when performing tasks? | Tools, materials, workshop equipment, 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 7 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Tools and Production
Computer Hardware
Entrepreneurship
Introduction to Entrepreneurship · Production Unit · Financial Goals
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: classify computer hardware devices in a user environment. | The learner is guided to: brainstorm and present on the meaning of the term ‘computer hardware. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: use computer hardware devices to carry out a given task. | The learner is guided to: use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras), output devices (hardcopy and softcopy), storage devices (fixed and removable devices). | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: value the importance of computer hardware devices in a user environment. | The learner is guided to: match available devices to their respective categories. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: classify computer hardware devices in a user environment. | The learner is guided to: perform tasks using computer input, output and storage devices. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: use computer hardware devices to carry out a given task. | The learner is guided to: brainstorm and present on the meaning of the term ‘computer hardware. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: value the importance of computer hardware devices in a user environment. | The learner is guided to: use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras), output devices (hardcopy and softcopy), storage devices (fixed and removable devices). | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: classify computer hardware devices in a user environment. | The learner is guided to: match available devices to their respective categories. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: use computer hardware devices to carry out a given task. | The learner is guided to: perform tasks using computer input, output and storage devices. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: value the importance of computer hardware devices in a user environment. | The learner is guided to: brainstorm and present on the meaning of the term ‘computer hardware. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: classify computer hardware devices in a user environment. | The learner is guided to: use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras), output devices (hardcopy and softcopy), storage devices (fixed and removable devices). | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: use computer hardware devices to carry out a given task. | The learner is guided to: match available devices to their respective categories. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Tools and Production | Computer Hardware | By the end of the lesson, the learner should be able to: value the importance of computer hardware devices in a user environment. | The learner is guided to: perform tasks using computer input, output and storage devices. | How are computer hardware used? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Entrepreneurship | Introduction to Entrepreneurship | By the end of the lesson, the learner should be able to: explain the importance of entrepreneurship in the community. | The learner is guided to: brainstorm and present the meaning of the terms ‘entrepreneur’ and ‘entrepreneurship; discuss and present on the importance of entrepreneurship in the community. | Why is entrepreneurship important in the community?; What are the qualities of an entrepreneur? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Entrepreneurship | Introduction to Entrepreneurship | By the end of the lesson, the learner should be able to: describe the qualities of an entrepreneur in business. | The learner is guided to: use print or digital resources to search for information on qualities of an entrepreneur. | Why is entrepreneurship important in the community?; What are the qualities of an entrepreneur? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Entrepreneurship | Introduction to Entrepreneurship | By the end of the lesson, the learner should be able to: explore sources of business ideas for a business venture. | The learner is guided to: conduct self-assessment on entrepreneurial qualities. | Why is entrepreneurship important in the community?; What are the qualities of an entrepreneur? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Entrepreneurship | Introduction to Entrepreneurship | By the end of the lesson, the learner should be able to: appreciate the role of entrepreneurship in a community. | The learner is guided to: use available resources to search for and present the meaning and sources of business ideas; discuss the role of entrepreneurship in a community. | Why is entrepreneurship important in the community?; What are the qualities of an entrepreneur? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Entrepreneurship | Production Unit | By the end of the lesson, the learner should be able to: explain the factors considered when locating a production unit. | The learner is guided to: discuss the meaning of the term ‘production unit’ and present to peers. | How is the size of a production unit determined? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Entrepreneurship | Production Unit | By the end of the lesson, the learner should be able to: analyse the factors determining the size of a production unit. | The learner is guided to: brainstorm and present the factors considered when choosing the location of a production unit. | How is the size of a production unit determined? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Entrepreneurship | Production Unit | By the end of the lesson, the learner should be able to: value the importance of locating a production unit in a suitable area. | The learner is guided to: visit the local community to assess the factors that influenced the location of a particular production unit (Posho mill, salon, barber shop, welding, cybercafé). | How is the size of a production unit determined? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Entrepreneurship | Production Unit | By the end of the lesson, the learner should be able to: explain the factors considered when locating a production unit. | The learner is guided to: use print or digital media to search for information on the factors that determine its size and share with peers. | How is the size of a production unit determined? | Tools, materials, workshop equipment, 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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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 7 Pre-Technical 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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