CBE · Junior School
Grade 8 Pre-Technical Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Pre-Technical Studies scheme of work for Grade 8 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 8
- Subject
- Pre-Technical Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOUNDATIONS OF PRE-TECHNICAL STUDIES
Fire Safety · Data Safety
COMMUNICATION IN PRE-TECHNICAL STUDIES
Plane Geometry · Dimensioning · Plain Scale Drawing · Visual Programming
| 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 | Fire Safety | By the end of the lesson, the learner should be able to: identify possible causes of fire outbreaks in the environment. | The learner is guided to: brainstorm on the meaning and importance of fire. | Why is fire safety important? | 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 | Fire Safety | By the end of the lesson, the learner should be able to: explain ways of preventing fire outbreaks in the environment. | The learner is guided to: discuss the possible causes of fire outbreaks in the environment (flammable substances, electrical faults, combustible materials). | Why is fire safety important? | 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 | Fire Safety | By the end of the lesson, the learner should be able to: extinguish fires in the environment using appropriate methods. | The learner is guided to: share experiences on ways of preventing fire outbreaks in the environment. | Why is fire safety important? | 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 | Fire Safety | By the end of the lesson, the learner should be able to: acknowledge the need for fire safety in day-to-day life. | The learner is guided to: discuss firefighting techniques in the work environment, (cooling, smothering, starving, interrupting). | Why is fire safety important? | 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 | Fire Safety | By the end of the lesson, the learner should be able to: identify possible causes of fire outbreaks in the environment. | The learner is guided to: role play firefighting techniques for extinguishing fire. | Why is fire safety important? | 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 | Fire Safety | By the end of the lesson, the learner should be able to: explain ways of preventing fire outbreaks in the environment. | The learner is guided to: brainstorm on the meaning and importance of fire. | Why is fire safety important? | 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 | Data Safety | By the end of the lesson, the learner should be able to: outline the importance of data in an electronic device. | The learner is guided to: brainstorm on the meaning of data and information in an electronic device. | How is data protected in an electronic device? | 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 | Data Safety | By the end of the lesson, the learner should be able to: identify threats to data in an electronic device. | The learner is guided to: use available resources to search for the importance of data in electronic devices. | How is data protected in an electronic device? | 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 | Data Safety | By the end of the lesson, the learner should be able to: describe ways of protecting data in an electronic device; secure data in an electronic device. | The learner is guided to: discuss threats to data in electronic devices (virus and unauthorised access); discuss techniques of securing data in an electronic device (use passwords; and scan electronic devices using antivirus). | How is data protected in an electronic device? | 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 | Data Safety | By the end of the lesson, the learner should be able to: acknowledge the need for data safety in day-to-day life. | The learner is guided to: use appropriate techniques to secure data in an electronic device against possible threats. | How is data protected in an electronic device? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: identify instruments used in drawing. | The learner is guided to: discuss the instruments used in drawing (set squares, drawing set, straight edges and pencils). | How are combined shapes applied 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: explain the layout of a drawing environment. | The learner is guided to: use print and digital resources to search for information on setup of drawing paper (drawing surface, margins, title page). | How are combined shapes applied 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: construct combined shapes applied in drawing. | The learner is guided to: discuss how to draw combined shapes. | How are combined shapes applied 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: embrace the use of plane geometry in drawing. | The learner is guided to: use available resources to construct combined shapes. | How are combined shapes applied 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: identify instruments used in drawing. | The learner is guided to: discuss the instruments used in drawing (set squares, drawing set, straight edges and pencils). | How are combined shapes applied 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: explain the layout of a drawing environment. | The learner is guided to: use print and digital resources to search for information on setup of drawing paper (drawing surface, margins, title page). | How are combined shapes applied 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 | Plane Geometry | By the end of the lesson, the learner should be able to: construct combined shapes applied in drawing. | The learner is guided to: discuss how to draw combined shapes. | How are combined shapes applied 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 | 2 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Plane Geometry | By the end of the lesson, the learner should be able to: embrace the use of plane geometry in drawing. | The learner is guided to: use available resources to construct combined shapes. | How are combined shapes applied 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 | 3 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Dimensioning | By the end of the lesson, the learner should be able to: By the end of this sub strand, the learner should be able to:. | The learner is guided to: In groups, the learner is guided to:. | Why is dimensioning applied in drawings? | 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 | Dimensioning | By the end of the lesson, the learner should be able to: identify the types of dimensioning in drawing. | The learner is guided to: discuss the term dimensioning as used in drawing. | Why is dimensioning applied in drawings? | 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 8 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
COMMUNICATION IN PRE-TECHNICAL STUDIES
Visual Programming
MATERIALS FOR PRODUCTION
Composite Materials · Ceramic Materials
TOOLS AND PRODUCTION
Cutting Tools · Computer Software
| 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 | Visual Programming | By the end of the lesson, the learner should be able to: identify types of visual programming applications used in day-to-day life. | The learner is guided to: brainstorm on the meaning of the terms ‘visual programming’ and ‘visual programming application. | How are computer programs 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 | |
| 1 | 2 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: explore the features of visual programming applications in a user environment. | The learner is guided to: use available resources to search for information on types of visual programming applications (Educational, Multimedia, Video games). | How are computer programs 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 | |
| 1 | 3 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: create instructions to solve problems using visual programming application. | The learner is guided to: brainstorm on examples of visual programming applications (Microsoft MakeCode, Scratch, Sprite box). | How are computer programs 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 | |
| 1 | 4 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: value the importance of visual programming in day-to-day life. | The learner is guided to: launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background). | How are computer programs 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 | |
| 2 | 1 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: identify types of visual programming applications used in day-to-day life. | The learner is guided to: use available resources to search for information on terminologies used in visual programming (syntax, variables, input output statements, coding, coding blocks, sequence statement repeating statement, selection statement, variable declarations) and discuss with peers. | How are computer programs 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 | |
| 2 | 2 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: explore the features of visual programming applications in a user environment. | The learner is guided to: use visual programming software to create sequential instructions. | How are computer programs 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 | |
| 2 | 3 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: create instructions to solve problems using visual programming application. | The learner is guided to: brainstorm on the meaning of the terms ‘visual programming’ and ‘visual programming application. | How are computer programs 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 | |
| 2 | 4 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: value the importance of visual programming in day-to-day life. | The learner is guided to: use available resources to search for information on types of visual programming applications (Educational, Multimedia, Video games). | How are computer programs 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 | 1 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: identify types of visual programming applications used in day-to-day life. | The learner is guided to: brainstorm on examples of visual programming applications (Microsoft MakeCode, Scratch, Sprite box). | How are computer programs 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 | 2 | MATERIALS FOR PRODUCTION | Composite Materials | By the end of the lesson, the learner should be able to: identify composite materials in the locality. | The learner is guided to: discuss the meaning of composite materials. | How can composite materials be identified?; Why are composite materials 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 | 3 | MATERIALS FOR PRODUCTION | Composite Materials | By the end of the lesson, the learner should be able to: describe the composition of composite materials in the locality. | The learner is guided to: use visual aids and realia to identify materials made of composites (concrete, bricks, manufactured boards, stone, paper-mâché and plastic-coated paper) and share with the peers. | How can composite materials be identified?; Why are composite materials 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 | MATERIALS FOR PRODUCTION | Composite Materials | By the end of the lesson, the learner should be able to: relate composite materials to their use in a work environment. | The learner is guided to: use print or digital media to search for information on the composition of composite materials and share with peers. | How can composite materials be identified?; Why are composite materials 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 | MATERIALS FOR PRODUCTION | Composite Materials | By the end of the lesson, the learner should be able to: acknowledge the importance of composite materials used in the locality. | The learner is guided to: discuss the constituent materials of composites. | How can composite materials be identified?; Why are composite materials 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 | MATERIALS FOR PRODUCTION | Composite Materials | By the end of the lesson, the learner should be able to: identify composite materials in the locality. | The learner is guided to: visit the locality to explore the uses of composite materials. | How can composite materials be identified?; Why are composite materials 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 | MATERIALS FOR PRODUCTION | Composite Materials | By the end of the lesson, the learner should be able to: describe the composition of composite materials in the locality. | The learner is guided to: match composite materials to their uses in the work environment. | How can composite materials be identified?; Why are composite materials 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 | MATERIALS FOR PRODUCTION | Ceramic Materials | By the end of the lesson, the learner should be able to: identify common ceramic materials in the locality. | The learner is guided to: discuss the meaning of ceramic materials. | How are ceramic materials 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 | MATERIALS FOR PRODUCTION | Ceramic Materials | By the end of the lesson, the learner should be able to: describe the physical properties of ceramic materials in the locality. | The learner is guided to: use visual aids and realia to identify items made of ceramic materials (pottery, ceramic utensils, glass, shells). | How are ceramic materials 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 | 2 | MATERIALS FOR PRODUCTION | Ceramic Materials | By the end of the lesson, the learner should be able to: relate ceramic materials to their use in a work environment. | The learner is guided to: collect items made of ceramic materials in the locality. | How are ceramic materials 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 | 3 | MATERIALS FOR PRODUCTION | Ceramic Materials | By the end of the lesson, the learner should be able to: acknowledge the importance of ceramic materials used in the locality. | The learner is guided to: investigate the physical properties of ceramic materials (brittleness, fire resistance, heat resistance, water resistance, corrosion resistance). | How are ceramic materials 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 | 4 | MATERIALS FOR PRODUCTION | Ceramic Materials | By the end of the lesson, the learner should be able to: identify common ceramic materials in the locality. | The learner is guided to: visit the locality to explore the uses of ceramic materials. | How are ceramic materials 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 |
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 8 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
TOOLS AND PRODUCTION
Computer Software
ENTREPRENEURSHIP
Bookkeeping · Income and Budgeting · Distribution of Goods and Services
| 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 Software | By the end of the lesson, the learner should be able to: identify the categories of computer software used in a workplace. | The learner is guided to: brainstorm on the meaning of the term ‘computer software’ and present to peers. | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: explain the functions of different application software in the workplace. | The learner is guided to: use available resources to search for information about different computer software. | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: use computer software to perform tasks in day-to-day life. | The learner is guided to: discuss categories of computer software (system software, application software). | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: acknowledge the importance of application software in the workplace. | The learner is guided to: brainstorm on the functions of different application software (word processing, presentation, spreadsheets). | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: identify the categories of computer software used in a workplace. | The learner is guided to: perform tasks using different application software (word processing, presentation, spreadsheet). | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: explain the functions of different application software in the workplace. | The learner is guided to: brainstorm on the meaning of the term ‘computer software’ and present to peers. | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: use computer software to perform tasks in day-to-day life. | The learner is guided to: use available resources to search for information about different computer software. | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: acknowledge the importance of application software in the workplace. | The learner is guided to: discuss categories of computer software (system software, application software). | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: identify the categories of computer software used in a workplace. | The learner is guided to: brainstorm on the functions of different application software (word processing, presentation, spreadsheets). | How is computer software used in day-to-day life?; Why is computer software important? | 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 Software | By the end of the lesson, the learner should be able to: explain the functions of different application software in the workplace. | The learner is guided to: perform tasks using different application software (word processing, presentation, spreadsheet). | How is computer software used in day-to-day life?; Why is computer software important? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: explain the importance of bookkeeping in entrepreneurship. | The learner is guided to: brainstorm and present the meaning of basic terms used in bookkeeping. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: classify business transactions in bookkeeping. | The learner is guided to: discuss the importance of bookkeeping for a business. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: prepare simple financial statements for a business. | The learner is guided to: calculate assets, liabilities and capital using the bookkeeping equation. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: appreciate the importance of financial records in day-to-day life. | The learner is guided to: read and analyse a case study on cash and credit transactions. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: explain the importance of bookkeeping in entrepreneurship. | The learner is guided to: determine the cost and price of a given product to calculate profit and loss. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: classify business transactions in bookkeeping. | The learner is guided to: discuss the components of a statement of financial position, cash flow and income statement. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: prepare simple financial statements for a business. | The learner is guided to: draw and present simple statements of financial position, cash flow and income statement for a business. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: appreciate the importance of financial records in day-to-day life. | The learner is guided to: brainstorm and present the meaning of basic terms used in bookkeeping. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: explain the importance of bookkeeping in entrepreneurship. | The learner is guided to: discuss the importance of bookkeeping for a business. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | ENTREPRENEURSHIP | Bookkeeping | By the end of the lesson, the learner should be able to: classify business transactions in bookkeeping. | The learner is guided to: calculate assets, liabilities and capital using the bookkeeping equation. | Why is bookkeeping important to a business?; How are the statements of financial position, cash flow and income statement prepared? | 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.
More Grade 8 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 8 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.
How do I download a whole term as a PDF?
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?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.