CBE · Junior School
Grade 9 Pre-Technical Studies Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Pre-Technical Studies scheme of work for Grade 9 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 9
- Subject
- Pre-Technical Studies
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOUNDATIONS OF PRE-TECHNICAL STUDIES
Safety on Raised Platforms · Handling Hazardous Substances · Self- Exploration and Career Development
COMMUNICATION IN PRE-TECHNICAL STUDIES
Oblique Projection · 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 | Safety on Raised Platforms | By the end of the lesson, the learner should be able to: identify types of raised platforms used in performing tasks. | The learner is guided to: walk around the school to explore types of raised platforms (ladders, trestles, steps, stands, mobile raised platforms, work benches, ramps). | What is the importance of observing safety when working on raised platforms? | 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 | Safety on Raised Platforms | By the end of the lesson, the learner should be able to: describe risks associated with working on raised platforms. | The learner is guided to: brainstorm on the types of raised platforms used in day-to-day life. | What is the importance of observing safety when working on raised platforms? | 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 | Safety on Raised Platforms | By the end of the lesson, the learner should be able to: observe safety when working on raised platforms. | The learner is guided to: use print or digital media to search for information on risks associated with working on raised platforms. | What is the importance of observing safety when working on raised platforms? | 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 | Safety on Raised Platforms | By the end of the lesson, the learner should be able to: appreciate the need for observing safety while working on raised platforms. | The learner is guided to: discuss ways of minimising risks related to working on raised platforms. | What is the importance of observing safety when working on raised platforms? | 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 on Raised Platforms | By the end of the lesson, the learner should be able to: identify types of raised platforms used in performing tasks. | The learner is guided to: role-play safety practices for working on raised platforms. | What is the importance of observing safety when working on raised platforms? | 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 on Raised Platforms | By the end of the lesson, the learner should be able to: describe risks associated with working on raised platforms. | The learner is guided to: visit the locality to observe safety precautions taken when working on raised platforms. | What is the importance of observing safety when working on raised platforms? | 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 on Raised Platforms | By the end of the lesson, the learner should be able to: observe safety when working on raised platforms. | The learner is guided to: walk around the school to explore types of raised platforms (ladders, trestles, steps, stands, mobile raised platforms, work benches, ramps). | What is the importance of observing safety when working on raised platforms? | 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 on Raised Platforms | By the end of the lesson, the learner should be able to: appreciate the need for observing safety while working on raised platforms. | The learner is guided to: brainstorm on the types of raised platforms used in day-to-day life. | What is the importance of observing safety when working on raised platforms? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: identify hazardous substances found in the environment. | The learner is guided to: use print or digital media to search for information on hazardous substances (poisonous, flammable, corrosive). | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: classify hazardous substances found in the locality. | The learner is guided to: explore the environment to identify hazardous substances (poisonous, flammable, corrosive). | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: describe safe ways of handling hazardous substances in the environment. | The learner is guided to: group hazardous substances into poisonous, flammable or corrosive. | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: handle hazardous substances safely in the environment. | The learner is guided to: discuss safe ways of handling hazardous substances in the environment. | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: appreciate the importance of observing safety when handling hazardous substances. | The learner is guided to: read and interpret instructions on the conditions for use of hazardous substances. | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: identify hazardous substances found in the environment. | The learner is guided to: visit the locality to learn about safe handling of poisonous, flammable and corrosive substances. | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: classify hazardous substances found in the locality. | The learner is guided to: practise safe handling of poisonous, flammable and corrosive substances in the environment. | Why are hazardous substances labelled?; How are hazardous substances handled? | 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 | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: describe safe ways of handling hazardous substances in the environment. | The learner is guided to: discuss the importance of observing safety when handling hazardous substances. | Why are hazardous substances labelled?; How are hazardous substances handled? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | FOUNDATIONS OF PRE-TECHNICAL STUDIES | Handling Hazardous Substances | By the end of the lesson, the learner should be able to: handle hazardous substances safely in the environment. | The learner is guided to: use print or digital media to search for information on hazardous substances (poisonous, flammable, corrosive). | Why are hazardous substances labelled?; How are hazardous substances handled? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | FOUNDATIONS OF PRE-TECHNICAL STUDIES | Self- Exploration and Career Development | By the end of the lesson, the learner should be able to: explain ways of nurturing talents and abilities for self-development. | The learner is guided to: discuss and present on ways of nurturing talents and abilities. | How are talents and abilities nurtured?; Why is self-exploration necessary for career development? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | FOUNDATIONS OF PRE-TECHNICAL STUDIES | Self- Exploration and Career Development | By the end of the lesson, the learner should be able to: relate talents and abilities to career pathways. | The learner is guided to: display talents and abilities through clubs and societies and other planned school activities. | How are talents and abilities nurtured?; Why is self-exploration necessary for career development? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | FOUNDATIONS OF PRE-TECHNICAL STUDIES | Self- Exploration and Career Development | By the end of the lesson, the learner should be able to: analyse ethical and unethical practices related to the use of talents and abilities. | The learner is guided to: make a list of talents and abilities and their corresponding career pathways. | How are talents and abilities nurtured?; Why is self-exploration necessary for career development? | 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 9 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
Handling Waste Materials
TOOLS AND PRODUCTION
Holding Tools · Driving Tools
| 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: explain the application areas of visual programming software in solving problems. | The learner is guided to: use print or digital media to search for information on the application areas of visual programming. | How are applications developed using visual programming software? Why is wood 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: create an application using visual programming software for solving problems in day-to-day life. | The learner is guided to: discuss the application areas of visual programming software. | How are applications developed using visual programming software? Why is wood 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: embrace the use of visual programming in the day-to-day life. B y t h e end of the sub strand, the learner should be able to:. | The learner is guided to: watch a video on how to develop an application using visual programming software (games, stories and animations). | How are applications developed using visual programming software? Why is wood 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: classify wood according to physical characteristics. | The learner is guided to: develop interactive stories, games and animations using visual programming software. | How are applications developed using visual programming software? Why is wood 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 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: describe the preparation of wood for use in the production of items. | The learner is guided to: practise using visual programming applications to solve problems in day-to-day life. The learner is guided to:. | How are applications developed using visual programming software? Why is wood 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 | 2 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: relate types of wood to their uses in the community. | The learner is guided to: use print or digital media to search for information on types of wood. | How are applications developed using visual programming software? Why is wood 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 | 3 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: value the importance of wood in day-to-day life. | The learner is guided to: discuss the physical characteristics of wood (soft and hard wood). | How are applications developed using visual programming software? Why is wood 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 | 4 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: explain the application areas of visual programming software in solving problems. | The learner is guided to: use a checklist to sort wood as either softwood or hardwood. | How are applications developed using visual programming software? Why is wood 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 | |
| 3 | 1 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: create an application using visual programming software for solving problems in day-to-day life. | The learner is guided to: discuss methods of wood preparation (conversion and seasoning). | How are applications developed using visual programming software? Why is wood 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 | |
| 3 | 2 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: embrace the use of visual programming in the day-to-day life. B y t h e end of the sub strand, the learner should be able to:. | The learner is guided to: brainstorm on the uses of wood in different trades. | How are applications developed using visual programming software? Why is wood 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 | |
| 3 | 3 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: classify wood according to physical characteristics. | The learner is guided to: develop charts to match types of wood to their uses. | How are applications developed using visual programming software? Why is wood 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 | |
| 3 | 4 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: describe the preparation of wood for use in the production of items. | The learner is guided to: visit the locality to explore the uses of wood. | How are applications developed using visual programming software? Why is wood 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 | |
| 4 | 1 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: relate types of wood to their uses in the community. | The learner is guided to: use print or digital media to search for information on the application areas of visual programming. | How are applications developed using visual programming software? Why is wood 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 | |
| 4 | 2 | COMMUNICATION IN PRE-TECHNICAL STUDIES | Visual Programming | By the end of the lesson, the learner should be able to: value the importance of wood in day-to-day life. | The learner is guided to: discuss the application areas of visual programming software. | How are applications developed using visual programming software? Why is wood 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 | |
| 4 | 3 | MATERIALS FOR PRODUCTION | Handling Waste Materials | By the end of the lesson, the learner should be able to: identify waste materials found in the environment. | The learner is guided to: walk around the school compound to identify waste materials, (plastic, glass, metal, wood waste, electronic waste, construction waste). | How are waste materials handled in the locality? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | MATERIALS FOR PRODUCTION | Handling Waste Materials | By the end of the lesson, the learner should be able to: describe ways of handling waste materials safely in the environment. | The learner is guided to: use print or digital media to search for information on safe ways of handling waste materials. | How are waste materials handled in the locality? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | MATERIALS FOR PRODUCTION | Handling Waste Materials | By the end of the lesson, the learner should be able to: dispose waste materials using appropriate methods. | The learner is guided to: discuss safe ways of handling waste materials (reduce, reuse, recycle, compost and burn). | How are waste materials handled in the locality? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | MATERIALS FOR PRODUCTION | Handling Waste Materials | By the end of the lesson, the learner should be able to: appreciate the need for proper handling of waste materials in the environment. | The learner is guided to: practise safe disposal of waste materials (reduce, reuse, recycle, compost and burn). | How are waste materials handled in the locality? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | MATERIALS FOR PRODUCTION | Handling Waste Materials | By the end of the lesson, the learner should be able to: identify waste materials found in the environment. | The learner is guided to: visit the locality to observe handling of waste materials. | How are waste materials handled in the locality? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | MATERIALS FOR PRODUCTION | Handling Waste Materials | By the end of the lesson, the learner should be able to: describe ways of handling waste materials safely in the environment. | The learner is guided to: walk around the school compound to identify waste materials, (plastic, glass, metal, wood waste, electronic waste, construction waste). | How are waste materials handled in the locality? | 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 9 Pre-Technical Studies scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
TOOLS AND PRODUCTION
Project
ENTREPRENEURSHIP
Financial Services · Government and Business · Business Plan
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies. | The learner is guided to: explore the locality to identify problems that can be solved using the skills acquired in Pre-Technical Studies. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: select an item that can be made to solve the identified problem. | The learner is guided to: brainstorm on the possible solutions to the identified problems. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: make an item to solve the problem identified using locally available materials. | The learner is guided to: use print or digital media to search for information on possible items to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: utilise skills acquired in Pre-Technical Studies to solve problems in day-to-day life. | The learner is guided to: discuss possible items that can be made to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies. | The learner is guided to: select one item that can be made using the skills acquired to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: select an item that can be made to solve the identified problem. | The learner is guided to: sketch the item to be made using the skills acquired to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: make an item to solve the problem identified using locally available materials. | The learner is guided to: estimating the cost of materials for making the project item. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: utilise skills acquired in Pre-Technical Studies to solve problems in day-to-day life. | The learner is guided to: use locally available materials and tools to make the identified item. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies. | The learner is guided to: estimate the cost to determine the price for the item. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: select an item that can be made to solve the identified problem. | The learner is guided to: present the finished items for feedback. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: make an item to solve the problem identified using locally available materials. | The learner is guided to: explore the locality to identify problems that can be solved using the skills acquired in Pre-Technical Studies. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: utilise skills acquired in Pre-Technical Studies to solve problems in day-to-day life. | The learner is guided to: brainstorm on the possible solutions to the identified problems. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies. | The learner is guided to: use print or digital media to search for information on possible items to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: select an item that can be made to solve the identified problem. | The learner is guided to: discuss possible items that can be made to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: make an item to solve the problem identified using locally available materials. | The learner is guided to: select one item that can be made using the skills acquired to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: utilise skills acquired in Pre-Technical Studies to solve problems in day-to-day life. | The learner is guided to: sketch the item to be made using the skills acquired to solve the identified problem. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies. | The learner is guided to: estimating the cost of materials for making the project item. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: select an item that can be made to solve the identified problem. | The learner is guided to: use locally available materials and tools to make the identified item. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: make an item to solve the problem identified using locally available materials. | The learner is guided to: estimate the cost to determine the price for the item. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | Tools, materials, workshop equipment, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | TOOLS AND PRODUCTION | Project | By the end of the lesson, the learner should be able to: utilise skills acquired in Pre-Technical Studies to solve problems in day-to-day life. | The learner is guided to: present the finished items for feedback. | How are skills acquired in Pre- Technical Studies used to solve problems in the community? | 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 9 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.