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2026 KICD CBC Curriculum Design13 Weeks · 65 Lessons3 Strands in Term 1

Grade 7 Pre-Technical Studies Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 7 Pre-Technical Studies Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 7 Pre-Technical Studies Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 7 Pre-Technical Studies in Term 1.

Class / Grade
Grade 7
Pre-Primary Level
Learning Area
Pre-Technical Studies
Core CBC Activity
Term Duration
13 Weeks (65 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 8 · Exam: Wk 13
Ministry of Education 2026
Full Term Timetable

Grade 7 Pre-Technical Studies Term 1 Scheme of Work Table

Week-by-week lesson matrix with specific learning outcomes, inquiry questions, learning experiences, and assessment methods.

Scheme Font Size:

Changes text size in this preview and in downloaded Word (.docx) & PDF files.

65 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Foundations of Pre -Technical StudiesIntroduction 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)
2Foundations of Pre -Technical StudiesIntroduction 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)
3Foundations of Pre -Technical StudiesIntroduction 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)
4Foundations of Pre -Technical StudiesIntroduction 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)
5Foundations of Pre -Technical StudiesIntroduction 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)
21Foundations of Pre -Technical StudiesIntroduction 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)
2Foundations of Pre -Technical StudiesIntroduction 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)
3Foundations of Pre -Technical StudiesIntroduction 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)
4Foundations of Pre -Technical StudiesSafety 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)
5Foundations of Pre -Technical StudiesComputer 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)
31Foundations of Pre-Technical StudiesSafety 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)
2Foundations of Pre-Technical StudiesSafety 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)
3Foundations of Pre-Technical StudiesSafety 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)
4Foundations of Pre-Technical StudiesSafety 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)
5Foundations of Pre-Technical StudiesSafety 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)
Curriculum Design & Content

Grade 7 Pre-Technical Studies Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 7 Pre-Technical Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Foundations of Pre -Technical Studies

4 Sub-strands7 Lessons in Term 1

1.1 Introduction to Pre- Technical Studies

4 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.2 Introduction to Pre-Technical Studies

1 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Safety in the Work Environment

1 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Computer Concepts

1 Suggested LessonsTerm 1
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?
Learning Experiences
  • Course books
  • Computer user manuals
  • video clips
  • Digital devices such as; computers, laptops, smart phones, tablets among others
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

2
Strand 2.0

Foundations of Pre-Technical Studies

2 Sub-strands12 Lessons in Term 1

2.1 Safety in the Work Environment

6 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Computer Concepts

6 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3
Strand 3.0

Communication

5 Sub-strands26 Lessons in Term 1

3.1 Fundamentals of Communication

6 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.2 Introduction to Drawing

10 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.3 Plane Geometry

8 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.4 Fundamentals of Communication

1 Suggested LessonsTerm 1
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

3.5 Introduction to Drawing

1 Suggested LessonsTerm 1
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?
Learning Experiences
  • Drawing charts
  • Drawing papers/books
  • brochures and magazines
  • Geometrical set
Teaching Resources

Approved textbooks, realia, counters, flashcards, charts & digital devices.

Grade 7 Pre-Technical Studies Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 7 Pre-Technical Studies showing the term-by-term distribution of all 6 strands.

Term 1Current
  • Foundations of Pre -Technical Studies
  • Foundations of Pre-Technical Studies
  • Communication
Term 2View Term 2 →
  • Communication
  • Materials for Production
  • Tools and Production
Term 3View Term 3 →
  • Tools and Production
  • Entrepreneurship

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Curriculum Compliance & Official Accreditation

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

Help & Answers

Frequently Asked Questions: Grade 7 Pre-Technical Studies Term 1

What strands and sub-strands are covered in Grade 7 Pre-Technical Studies Term 1?

In Term 1, Grade 7 Pre-Technical Studies covers the following main strands: Foundations of Pre -Technical Studies, Foundations of Pre-Technical Studies, Communication. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 7 Pre-Technical Studies in Term 1?

Each sub-strand defines measurable learning outcomes covering knowledge, psychomotor skills, and values. Learners engage in hands-on activities, realia observation, and collaborative problem-solving as outlined in the syllabus breakdown above.

How is Grade 7 Pre-Technical Studies Term 1 structured across weeks?

This scheme spans 13 calendar weeks (65 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 13, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 1 scheme in Microsoft Word or PDF?

Yes. You can instantly download a completely editable Microsoft Word document (.docx) or print-ready PDF, or open it directly in the online scheme builder to customize teacher name, school name, and TSC details.