2026 KICD CBC Curriculum Design6 Strands · 27 Sub-strands124 Suggested Lessons

Grade 7 Pre-Technical Studies Strands, Sub-strands & Schemes of Work (2026)

Access the complete curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and downloadable schemes of work for Grade 7 Pre-Technical Studies. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

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Grade 7 Pre-Technical Studies Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 7 Pre-Technical Studies under the Kenya CBC curriculum framework.

Class / Level: Grade 7
Major Strands: 6 Strands
Annual Lessons: 124 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 7 Pre-Technical Studies Term 1 Scheme Table

13-week teaching matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

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Wk	Lsn	Strand	Sub-strand	Specific Learning Outcomes	Key Inquiry Question(s)	Learning Experiences	Learning Resources	Assessment Methods	Reflection
1	1	Foundations of Pre -Technical Studies	Introduction to Pre- Technical Studies	By the end of the sub strand, the learner should be able to; a) identify the components of Pre-Technical Studies as a learning area	1. Why is Pre- Technical Studies important in day-to- day life?	- brainstorm on the components of Pre- Technical Studies as a learning area	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre -Technical Studies	Introduction to Pre- Technical Studies	By the end of the sub strand, the learner should be able to; a) identify the components of Pre-Technical Studies as a learning area	1. Why is Pre- Technical Studies important in day-to- day life?	- brainstorm on the components of Pre- Technical Studies as a learning area	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre -Technical Studies	Introduction to Pre- Technical Studies	By the end of the sub strand, the learner should be able to; a) explain the role of Pre- Technical Studies in day- to-day life	1. Why is Pre- Technical Studies important in day-to- day life?	- discuss and present the role of Pre-Technical Studies in day-to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre -Technical Studies	Introduction to Pre- Technical Studies	By the end of the sub strand, the learner should be able to; a) embrace Pre-Technical Studies in career development	1. Why is Pre- Technical Studies important in day-to- day life?	- debate on the role of Pre- Technical Studies in day- to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre -Technical Studies	Introduction to Pre- Technical Studies	By the end of the sub strand, the learner should be able to; a) embrace Pre-Technical Studies in career development	1. Why is Pre- Technical Studies important in day-to- day life?	- debate on the role of Pre- Technical Studies in day- to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Foundations of Pre -Technical Studies	Introduction to Pre- Technical Studies	By the end of the sub strand, the learner should be able to; a) embrace Pre-Technical Studies in career development	1. Why is Pre- Technical Studies important in day-to- day life?	- debate on the role of Pre- Technical Studies in day- to-day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre -Technical Studies	Introduction to Pre-Technical Studies	By the end of the sub strand, the learner should be able to; a)  Question and b) Answer c)  Observation d)  Written test e)  Practical work f)  Peer and self g) assessment	1.  Discuss the role of Pre-Technical studies in clubs and societies?	- Pre-Technical Studies curriculum design - Pre-Technical Studies handbook - Digital devices such as; computers, laptops, smart phones, tablets among others - Relevant approved textbooks and reference materials - Photographs and pictures Charts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre -Technical Studies	Introduction to Pre-Technical Studies	By the end of the sub strand, the learner should be able to; a)  Question and b) Answer c)  Observation d)  Written test e)  Practical work f)  Peer and self g) assessment	1.  Discuss the role of Pre-Technical studies in clubs and societies?	- Pre-Technical Studies curriculum design - Pre-Technical Studies handbook - Digital devices such as; computers, laptops, smart phones, tablets among others - Relevant approved textbooks and reference materials - Photographs and pictures Charts	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre -Technical Studies	Safety in the Work Environment	By the end of the sub strand, the learner should be able to; a)  Question and b) Answer c)  Observation d)  Written test e)  Practical work f)  Peer and self g) assessment	1.  Learners visit workplaces in the locality to observe how workers practice safety as they perform tasks  Debate in clubs and societies on safety in the work environment?	- Workshop attires such as; overcoats, aprons, shoes, googles among others - Career brochures, career magazines - Digital devices such as; computers, laptops, smart phones, tablets among others	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre -Technical Studies	Computer Concepts	By the end of the sub strand, the learner should be able to; a)  Question and b) Answer c)  Observation d)  Written test e)  Practical work f)  Peer and self g) assessment	1.  Demonstrate how to use ICT tools (Calculators, Smartphones, Tablets, DVD players, Digital watches) during clubs and societies?	- Course books - Computer user manuals - video clips - Digital devices such as; computers, laptops, smart phones, tablets among others	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Foundations of Pre-Technical Studies	Safety in the Work Environment	By the end of the sub strand, the learner should be able to; a) identify potential safety threats in a work environment	1. Why is safety in the work environment important?	- brainstorm with peers on potential safety threats in a work environment (physical and online)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre-Technical Studies	Safety in the Work Environment	By the end of the sub strand, the learner should be able to; a) identify potential safety threats in a work environment	1. Why is safety in the work environment important?	- brainstorm with peers on potential safety threats in a work environment (physical and online)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre-Technical Studies	Safety in the Work Environment	By the end of the sub strand, the learner should be able to; a) outline safety rules and regulations in the work environment	1. How can online threats be safeguarded against?	- use print or digital media to search for information on potential hazards to personal safety in a work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre-Technical Studies	Safety in the Work Environment	By the end of the sub strand, the learner should be able to; a) observe safety in a work environment	1. How can online threats be safeguarded against?	- use print or digital media to search for information on physical threats to digital devices (theft, natural disasters, hardware failure) and online threats in a work environment and list them (cyberbullying, impersonation, phishing, hacking, friend requests from unknown people)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre-Technical Studies	Safety in the Work Environment	By the end of the sub strand, the learner should be able to; a) observe safety in a work environment	1.  discuss safety rules and regulations in a work environment  role play on safety for self and others in a work environment?	- use print or digital media to search for information on physical threats to digital devices (theft, natural disasters, hardware failure) and online threats in a work environment and list them (cyberbullying, impersonation, phishing, hacking, friend requests from unknown people)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 7 Pre-Technical Studies Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 7 Pre-Technical Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), learning experiences, and teaching resources.

Strand 1.0

Foundations of Pre -Technical Studies

4 Sub-strands7 Lessons

1.1 Introduction to Pre- Technical Studies

Term 14 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the components of Pre-Technical Studies as a learning area
explain the role of Pre- Technical Studies in day- to-day life
embrace Pre-Technical Studies in career development

Key Inquiry Questions (KIQs)

Why is Pre- Technical Studies important in day-to- day life?

Suggested Experiences

brainstorm on the components of Pre- Technical Studies as a learning area
discuss and present the role of Pre-Technical Studies in day-to-day life
debate on the role of Pre- Technical Studies in day- to-day life

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.2 Introduction to Pre-Technical Studies

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Practical work
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Discuss the role of Pre-Technical studies in clubs and societies?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Relevant approved textbooks and reference materials
Photographs and pictures Charts

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.3 Safety in the Work Environment

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Practical work
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Learners visit workplaces in the locality to observe how workers practice safety as they perform tasks  Debate in clubs and societies on safety in the work environment?

Suggested Experiences

Workshop attires such as; overcoats, aprons, shoes, googles among others
Career brochures, career magazines
Digital devices such as; computers, laptops, smart phones, tablets among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

1.4 Computer Concepts

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Practical work
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Demonstrate how to use ICT tools (Calculators, Smartphones, Tablets, DVD players, Digital watches) during clubs and societies?

Suggested Experiences

Course books
Computer user manuals
video clips
Digital devices such as; computers, laptops, smart phones, tablets among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 2.0

Foundations of Pre-Technical Studies

2 Sub-strands12 Lessons

2.1 Safety in the Work Environment

Term 16 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify potential safety threats in a work environment
outline safety rules and regulations in the work environment
observe safety in a work environment
appreciate the importance of observing safety in a work environment

Key Inquiry Questions (KIQs)

Why is safety in the work environment important?
How can online threats be safeguarded against?
 discuss safety rules and regulations in a work environment  role play on safety for self and others in a work environment?

Suggested Experiences

brainstorm with peers on potential safety threats in a work environment (physical and online)
use print or digital media to search for information on potential hazards to personal safety in a work environment
use print or digital media to search for information on physical threats to digital devices (theft, natural disasters, hardware failure) and online threats in a work environment and list them (cyberbullying, impersonation, phishing, hacking, friend requests from unknown people)
share ideas and practice on how to keep personal and sensitive data from public when online

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

2.2 Computer Concepts

Term 16 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the characteristics of a computer in a user environment
classify computers in a user environment
use a computer to perform tasks in a user environment
acknowledge the importance of different types of computers in a user environment

Key Inquiry Questions (KIQs)

Why are there different classes of computers?

Suggested Experiences

brainstorm on the meaning of the terms; computer, data and information
discuss on characteristics of a computer (speed, accuracy, versatility, reliability, diligence, storage, consistency)
download and watch a video clip on classification of computers
discuss classification of computers (functionality, purpose and size) in a user environment
interact with different types of computers in the user environment to perform tasks

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 3.0

Communication

6 Sub-strands27 Lessons

3.1 Fundamentals of Communication

Term 16 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the importance of communication in work environment
describe the ICT tools used in communication
use ICT to enhance communication
acknowledge the role of effective communication in the work environment

Key Inquiry Questions (KIQs)

Why is communication in the work environment important?
How is ICT used in communication?

Suggested Experiences

brainstorm and present on the meaning and importance of communication in the work environment
role play the importance of effective communication in work environment
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)
discuss ICT tools used in communication
use ICT tools and internet to communicate
discuss the benefits and challenges of the internet

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.2 Introduction to Drawing

Term 110 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the importance of drawing as a means of communication
distinguish between artistic and technical drawings used in technical fields
print numbers and letters of the alphabet as used in drawing
draw types of lines used in drawing
illustrate symbols and abbreviations used in drawing
appreciate the role of drawing in communication

Key Inquiry Questions (KIQs)

Why is drawing referred to as a universal way of communication?

Suggested Experiences

discuss the importance of drawing as a means of communication
brainstorm on the meaning of the terms ‘technical drawing’ and ‘artistic drawing’
use print or online resources to search for information on artistic and technical drawing
practice printing numbers and letters of the alphabet
use visual aids to search for information on the types of lines and their application in drawing (thick and thin continuous, dashed and chain)
draw various types of lines (thick and thin continuous, dashed and chain)
sketch basic symbols (⌀, ℄, R, ⊥, ▢) and abbreviations (DRG, A/F, A/C, I/D, O/D) used in drawing
use audio visual aids to study the application of symbols and abbreviations in drawing

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.3 Plane Geometry

Term 18 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

describe methods of dimensioning drawings in plane geometry
construct combined shapes used in a work environment
dimension combined shapes in plane geometry
embrace the use of plane geometry in a work environment

Key Inquiry Questions (KIQs)

How are combined shapes applied in day-to-day life?

Suggested Experiences

brainstorm on methods of dimensioning (linear, radial, angular, arc)
illustrate types of lines used in dimensioning
use visual aids to identify combined shapes
discuss how to draw combined shapes
use electronic or print media to search for information on methods of dimensioning combined shapes
discuss forms of dimensioning combined shapes (parallel, chain, combined)
draw and dimension combined shapes in plane geometry

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.4 Fundamentals of Communication

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Financial literacy and other school clubs and societies  Songs on business communication during music festivals  Debates on business communications in planned out of class school programmes?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Relevant approved textbooks and reference materials
Photographs and pictures

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.5 Introduction to Drawing

Term 11 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Learners visit nearby workplaces to observe how different types of drawings are done and how they are used in the community  learners discuss on types of drawing in out of class school programmes?

Suggested Experiences

Drawing charts
Drawing papers/books
brochures and magazines
Geometrical set

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

3.6 Plane Geometry

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Learners visit nearby workplaces to observe how different combined shapes and how they are used in the community?

Suggested Experiences

Drawing charts
Drawing papers/books
brochures and magazines
Geometrical set

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 4.0

Materials for Production

6 Sub-strands29 Lessons

4.1 Economic Resources

Term 26 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the characteristics of economic resources used for production of goods and services
classify economic resources in Kenya
distinguish between metallic and non- metallic materials as economic resources
analyse sustainable ways of using economic resources in Kenya
practice sustainable use of economic resources in the community

Key Inquiry Questions (KIQs)

What are economic resources?
How can economic resources be used sustainably?

Suggested Experiences

discuss and present on the meaning of economic resources
use print or digital media to search for information on the characteristics of economic resources and share with peers
read and analyse a case study on classification and types of economic resources in Kenya
discuss metallic and non-metallic materials as economic resources
carry out resource mapping on types of economic resources in the local community
use available resources to establish distribution of economic resources in Kenya
brainstorm and present sustainable ways of using economic resources in Kenya

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.2 Metallic Materials

Term 210 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify types of metallic materials used in a work environment
describe the physical properties of metallic materials found in a work environment
relate metallic materials to their use in a work environment
appreciate the use of metallic materials in production

Key Inquiry Questions (KIQs)

Why are metallic materials important in day-to-day life?

Suggested Experiences

use print or digital media to search for information on metallic materials
prepare a checklist for identifying types of metallic materials (steel, aluminum, copper)
perform practical activities to examine the physical properties of metallic materials (magnetism, conductivity of heat and electricity, appearance)
discuss the physical properties of metallic materials
match metallic materials to their use in the work environment

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.3 Non- Metallic Materials

Term 210 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify non-metallic materials found in the locality
categorise non-metallic materials as either synthetic or natural
describe the physical properties of non- metallic materials found in the locality
relate non-metallic materials to their uses in the locality
appreciate the use of non-metallic materials in production

Key Inquiry Questions (KIQs)

Why are non- metallic materials important?

Suggested Experiences

use print or digital media to search for information on non-metallic materials
discuss the non-metallic materials (wood, stone, plastics, paper, rubber, cement, glass, ceramics)
sort non-metallic materials as either synthetic or natural
perform practical activities to examine the physical properties of non-metallic materials (color, texture, hardness, fire resistance)
discuss the physical properties of non-metallic materials
match non- metallic materials to their use in the locality

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.4 Economic Resources

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Discuss classification of economic resources in Financial literacy and other school clubs and societies  Organised and planned field visits activities to carry our resource mapping?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Metallic and non- metallic materials
Relevant approved textbooks and reference materials
Photographs and pictures

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.5 Metallic Materials

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment
 Practical work

Key Inquiry Questions (KIQs)

 Learners visit local community and collect metallic materials and write down how each is used by the local community  Discuss the uses of metallic materials in clubs and societies?

Suggested Experiences

Metallic materials (steel, aluminium, copper)
brochures and magazines
Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

4.6 Non-Metallic Materials

Term 21 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment
 Practical work

Key Inquiry Questions (KIQs)

 Learners visit local community and collect non-metallic materials and write down how each is used by the local community  Discuss the uses of non-metallic materials in clubs and societies?

Suggested Experiences

Non-Metallic materials (wood, plastics, ceramic, paper, rubber, glass, cement, stone)
brochures and magazines
Digital devices such as; computer, laptop, smart phone, tablets among others Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 5.0

Tools and Production

4 Sub-strands28 Lessons

5.1 Measuring and Marking Out Tools

Term 218 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify measuring and marking out tools in the work environment
select measuring and marking out tools for a given task
use measuring and marking out tools to perform a given task
care for measuring and marking out tools in the work environment
recognise the importance of measuring and marking out tools in the work environment

Key Inquiry Questions (KIQs)

Why are measuring and marking out tools important in a work environment?
How are measuring and marking out tools used in a work environment?

Suggested Experiences

use visual aids and realia to identify measuring (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) in the work environment
discuss the use of measuring and marking out tools in the work environment
choose the appropriate measuring and marking out tools to perform a given task
use available resources to search for information on the use of measuring and marking out tools to perform specific tasks
demonstrate the use of measuring and marking out tools to perform specific tasks
perform specific tasks using measuring and marking out tools
care for and maintain measuring and marking out tools in the work environment

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.2 Production of Goods and Services

Term 38 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the benefits of production to the community
distinguish between goods and services found in the local market
describe the factors of production in the community
analyse the ethical and unethical practices in production of goods and services
participate in production activities in the community

Key Inquiry Questions (KIQs)

Why are factors of production important?

Suggested Experiences

brainstorm and present the meaning and benefits of production
discuss and present the meaning, types and characteristics of goods and services
read and analyse a case study on factors of production, characteristics and rewards
use print or digital media to search for information on ethical and unethical practices in production of goods and services
share experiences on ethical and unethical practices in production of goods and services

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.3 Measuring and Marking Out Tools

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment
 Practical work

Key Inquiry Questions (KIQs)

 Learners visit local workplaces and observe the use of measuring and marking out tools in performing different tasks  Discuss the uses of measuring and marking out tools in clubs and societies?

Suggested Experiences

Measuring tools (Tape measure, steel rule, callipers, weighing balance, stop watch, ammeter, voltmeter)
Marking out tools (divider, try- square, marking gauge, dot punch, scriber, pencil, marking knife) in the work environment
brochures and magazines
Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

5.4 Production of Goods and Services

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Discuss the factors of production in Financial literacy and other school clubs and societies  Participate in a talk by a volunteer resource person on the ethical and unethical practices in production?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Relevant approved textbooks and reference materials
Photographs and pictures

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Strand 6.0

Entrepreneurship

5 Sub-strands21 Lessons

6.1 Introduction to Entrepreneurship

Term 38 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

explain the importance of entrepreneurship to an individual and community
describe the qualities of an entrepreneur in business
explore sources of business ideas for a business venture
analyse the factors considered when evaluating the viability of a business opportunity
evaluate the factors that enhance success in a business

Key Inquiry Questions (KIQs)

The learner is guided to:  brainstorm and present the meaning of the terms ‘entrepreneur’ and ‘entrepreneurship’  discuss and present on the importance of entrepreneurship to an individual and community  download and watch a video clip or use available resources to search for information on qualities of an entrepreneur  conduct self-assessment on entrepreneurial qualities  use available resources to search for and present the meaning and sources of business ideas  compile a list of business?

Suggested Experiences

f) practice entrepreneurship for self and community development

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.2 Money

Term 310 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

identify the characteristics of money as a medium of exchange
explain the uses of money in day- to- day life
describe the key security features of the Kenyan currency
analyse the themes and symbols on the Kenyan currency
appreciate the use of money in day-to-day life. 5.3 Financial Goals (10 lessons)

Key Inquiry Questions (KIQs)

Why does the Kenyan currency have security features?
What are the themes and symbols on the Kenyan currency?

Suggested Experiences

brainstorm and present the meaning and characteristics of money
share experiences on use of money for buying goods and services
discuss and present on the uses of money
use print or digital media to search for information on the uses of money
use Kenyan currency to observe the key security features
brainstorm and present the themes and symbols used on the Kenyan currency
use different denominations of Kenyan currency to examine themes and symbols By the end of the sub strand, the learner should be able to: a) explain the importance of setting goals in financial management, b) analyse the factors to consider when setting financial goals, c) formulate financial goals for individual development, d) observe financial discipline in financial management

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.3 Introduction to Entrepreneurship

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Discuss business ideas and opportunities in Financial literacy and other school clubs and societies  Organised and planned field visits in the local community to engage with entrepreneurs  Participate in a talk by a volunteer resource person on the qualities of an entrepreneur?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Relevant approved textbooks and reference materials
Photographs and pictures

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.4 Money

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment

Key Inquiry Questions (KIQs)

 Discuss on the security features of the Kenyan currency in Financial literacy and other school clubs and societies  School drama festivals on themes and symbols on the Kenyan currency  Participating in a talk by a volunteer resource person on themes, symbols and security features on the Kenyan currency  Posters with messages on symbols and themes of Kenyan currency?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Relevant approved textbooks and reference materials
Photographs and pictures

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

6.5 Financial Goals

Term 31 Lessons

Specific Learning Outcomes (SLOs)

By the end of this sub-strand, the learner should be able to:

 Question and
Answer
 Observation
 Written test
 Peer and self
assessment
 Practical work

Key Inquiry Questions (KIQs)

 Discuss on factors to consider when setting financial goals in Financial literacy and other school clubs and societies  Participating in a talk by a volunteer resource person setting financial goals Posters with messages on SMART financial goals?

Suggested Experiences

Pre-Technical Studies curriculum design
Pre-Technical Studies handbook
Digital devices such as; computers, laptops, smart phones, tablets among others
Relevant approved textbooks and reference materials
Photographs and pictures

Teaching Resources

Approved course books, concrete realia, charts, manipulatives & digital devices.

Grade 7 Pre-Technical Studies Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 7 Pre-Technical Studies.

Term 1 Scheme13 Weeks

Foundations of Pre -Technical Studies
Foundations of Pre-Technical Studies
Communication

View Term 1

Term 2 Scheme14 Weeks

Communication
Materials for Production
Tools and Production

View Term 2

Term 3 Scheme9 Weeks

Tools and Production
Entrepreneurship

View Term 3

Other Grade 7 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 7.

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Explore Schemes for Other CBC Classes

Browse curriculum designs and ready-to-print schemes across Pre-Primary, Primary, and Junior Secondary levels.

PP1 Schemes PP2 Schemes Grade 1 Schemes Grade 2 Schemes Grade 3 Schemes Grade 4 Schemes Grade 5 Schemes Grade 6 Schemes Grade 8 Schemes Grade 9 Schemes

Curriculum Compliance & Official Accreditation

All schemes of work on this platform are meticulously aligned with official standards set by Kenyan educational statutory authorities:

Kenya Institute of Curriculum Development (KICD) ↗
Syllabus designs, strands, specific learning outcomes, and inquiry questions.
Ministry of Education Kenya (MoE) ↗
2026 school calendar dates, term durations, and mid-term break schedules.
Teachers Service Commission (TSC) ↗
Compliant with TPAD pedagogical records, professional records, and assessment rubrics.

Help & Answers

Frequently Asked Questions

What are the main strands in Grade 7 Pre-Technical Studies?

The official KICD strands for Grade 7 Pre-Technical Studies are: Foundations of Pre -Technical Studies, Foundations of Pre-Technical Studies, Communication, Materials for Production, Tools and Production, Entrepreneurship. Each strand is broken down into structured sub-strands with specific learning outcomes, inquiry questions, and suggested lesson periods.

Which sub-strands are taught across Term 1, Term 2, and Term 3 in Grade 7 Pre-Technical Studies?

The curriculum is systematically distributed across all three terms based on Ministry of Education term durations. Term 1 covers foundational strands, Term 2 advances core competencies, and Term 3 focuses on measurement, geometry, application, and revision. Review the curriculum breakdown above for the term-by-term allocation.

Are specific learning outcomes and inquiry questions included in these schemes?

Yes, every lesson in our Grade 7 Pre-Technical Studies schemes contains exact KICD specific learning outcomes (knowledge, skills, and attitudes), key inquiry questions, learning experiences, and assessment methods.

Can I download editable Word (.docx) and PDF schemes for Grade 7 Pre-Technical Studies?

Yes! You can instantly download formatted, editable Microsoft Word files (.docx) or print-ready PDFs for Term 1, Term 2, and Term 3, or customize them with your school name, TSC number, and term dates.