2026 KICD CBC Curriculum Design5 Strands · 24 Sub-strands109 Suggested Lessons

Grade 8 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 8 Pre-Technical Studies. Preview Term 1 below or choose your specific term for direct export to Microsoft Word (.docx) and PDF.

Choose Term Scheme:Term 1 Scheme Term 2 Scheme Term 3 Scheme View Strands & Outcomes

Grade 8 Pre-Technical Studies Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 8 Pre-Technical Studies under the Kenya CBC curriculum framework.

Class / Level: Grade 8
Major Strands: 5 Strands
Annual Lessons: 109 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 8 Pre-Technical Studies Term 1 Scheme Table

13-week teaching 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 →

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	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) explain the possible causes of fire in a work environment	1. Why is fire safety important?	- brainstorm on the possible causes of fire in a work environment (flammable substances, electrical faults, combustible materials)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) explain the possible causes of fire in a work environment	1. Why is fire safety important?	- brainstorm on the possible causes of fire in a work environment (flammable substances, electrical faults, combustible materials)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) describe ways of preventing fire in the environment	1. Why is fire safety important?	- share experiences on ways of preventing fire in the environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) use firefighting techniques to stop fire in an environment	1. How is data secured in an electronic device?	- discuss firefighting techniques in the work environment, (cooling, smothering, starving, interrupting)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) analyse threats to data in an electronic device	1. How is data secured in an electronic device?	- role play firefighting techniques in work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) secure data in an electronic device	1. device and share their findings, ● discuss ways of securing data stored in an electronic device (use of passwords, backup, anti-viruses), ● secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus)?	- demonstrate firefighting techniques to stop fire in an environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) acknowledge the need for fire and data safety in day-to-day life	1. device and share their findings, ● discuss ways of securing data stored in an electronic device (use of passwords, backup, anti-viruses), ● secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus)?	- search for information using available resources on the threats of data in an electronic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) acknowledge the need for fire and data safety in day-to-day life	1. device and share their findings, ● discuss ways of securing data stored in an electronic device (use of passwords, backup, anti-viruses), ● secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus)?	- search for information using available resources on the threats of data in an electronic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) acknowledge the need for fire and data safety in day-to-day life	1. device and share their findings, ● discuss ways of securing data stored in an electronic device (use of passwords, backup, anti-viruses), ● secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus)?	- search for information using available resources on the threats of data in an electronic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre-Technical Studies	Fire and Data Safety	By the end of the sub strand, the learner should be able to; a) acknowledge the need for fire and data safety in day-to-day life	1. device and share their findings, ● discuss ways of securing data stored in an electronic device (use of passwords, backup, anti-viruses), ● secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus)?	- search for information using available resources on the threats of data in an electronic	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Foundations of Pre-Technical Studies	Computer Hardware	By the end of the sub strand, the learner should be able to; a) classify computer hardware devices in a user environment	1. How are computer hardware used?	- brainstorm and present on the meaning of the term ‘computer hardware’	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre-Technical Studies	Computer Hardware	By the end of the sub strand, the learner should be able to; a) classify computer hardware devices in a user environment	1. How are computer hardware used?	- brainstorm and present on the meaning of the term ‘computer hardware’	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre-Technical Studies	Computer Hardware	By the end of the sub strand, the learner should be able to; a) classify computer hardware devices in a user environment	1. How are computer hardware used?	- brainstorm and present on the meaning of the term ‘computer hardware’	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre-Technical Studies	Computer Hardware	By the end of the sub strand, the learner should be able to; a) classify computer hardware devices in a user environment	1. How are computer hardware used?	- use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras), output devices (hardcopy and softcopy), storage devices (fixed and removable devices)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre-Technical Studies	Computer Hardware	By the end of the sub strand, the learner should be able to; a) use computer hardware devices to carry out a given task	1. How are computer hardware used?	- use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras), output devices (hardcopy and softcopy), storage devices (fixed and removable devices)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 8 Pre-Technical Studies Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 8 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

5 Sub-strands24 Lessons

1.1 Fire and Data Safety

Term 17 Lessons

Specific Learning Outcomes (SLOs)

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

explain the possible causes of fire in a work environment
describe ways of preventing fire in the environment
use firefighting techniques to stop fire in an environment
analyse threats to data in an electronic device
secure data in an electronic device
acknowledge the need for fire and data safety in day-to-day life

Key Inquiry Questions (KIQs)

Why is fire safety important?
How is data secured in an electronic device?
device and share their findings, ● discuss ways of securing data stored in an electronic device (use of passwords, backup, anti-viruses), ● secure data in an electronic device against possible threats (use passwords; and scan electronic devices using antivirus)?

Suggested Experiences

brainstorm on the possible causes of fire in a work environment (flammable substances, electrical faults, combustible materials)
share experiences on ways of preventing fire in the environment
discuss firefighting techniques in the work environment, (cooling, smothering, starving, interrupting)
role play firefighting techniques in work environment
demonstrate firefighting techniques to stop fire in an environment
search for information using available resources on the threats of data in an electronic

Teaching Resources

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

1.2 Computer Hardware

Term 111 Lessons

Specific Learning Outcomes (SLOs)

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

classify computer hardware devices in a user environment
use computer hardware devices to carry out a given task
value the importance of computer hardware devices in a user environment

Key Inquiry Questions (KIQs)

How are computer hardware used?

Suggested Experiences

brainstorm and present on the meaning of the term ‘computer hardware’
use available resources to search for information on categories of computer hardware: input devices (keying devices, pointing devices, scanning devices, voice input devices, touch screen, digitizer, digital cameras), output devices (hardcopy and softcopy), storage devices (fixed and removable devices)
discuss the categories of computer hardware devices in a user environment
match available devices to their respective categories
perform tasks using computer input, output and storage devices

Teaching Resources

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

1.3 Consumer and Investor Protection

Term 14 Lessons

Specific Learning Outcomes (SLOs)

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

explain the importance of consumer and investor protection in Kenya
analyse ways in which consumers and investors are protected in Kenya
explore the Government financial regulators in Kenya
protect oneself from exploitation

Key Inquiry Questions (KIQs)

Why does the Government protect consumers and investors?
How do consumers protect themselves from exploitation by traders?

Suggested Experiences

brainstorm and present on the meaning and importance of consumer and investor protection in Kenya
use available resources to search for information on the importance of consumer and investor protection in Kenya
share experiences on ways in which consumers and investors protect themselves
discuss and present on ways in which the Government protects consumers and investors
use print or digital media to search for information on ways in which non-Governmental organisations protect consumers’ and investors’ concerns in Kenya
engage a resource person to discuss ways in which non-Governmental organisations protect consumers’ and investors’ concerns in Kenya
read and analyse a case study on Government financial regulators in Kenya

Teaching Resources

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

1.4 Fire and Data Safety

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)

● Role playing ● Health club, First Aid clubs, St. John’s Ambulance ● community sensitisation on fire, and data safety and best practices ● Field visit activities?

Suggested Experiences

Approved textbooks
workshop rules and regulations on fire safety
Firefighting equipment
Posters and flyers
Charts and pictures
Digital devices such as; desktop computer, laptop, smart phone, tablets

Teaching Resources

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

1.5 Computer Hardware

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
● learner’s profile
● peer and self
assessment
● portfolio

Key Inquiry Questions (KIQs)

● community sensitisation on the use of computer hardware ● Field visits?

Suggested Experiences

computer hardware
Approved textbooks
Internet connectivity
video and audio clips
Charts and pictures

Teaching Resources

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

Strand 2.0

Communication

5 Sub-strands23 Lessons

2.1 Plain Scale Drawing

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

describe the features of a plain scale used in drawing
interpret a plain scale used in drawing
draw plane figures to a given scale
appreciate the use of plain scale drawing in the work environment

Key Inquiry Questions (KIQs)

What is the importance of drawing figures to scale?
Why are plane figures drawn to scale?

Suggested Experiences

use print or digital media to search for information on plain scales
discuss the features of a plain scale
use drawing instruments to construct a plain scale
discuss how to read plain scales
use visual aids to identify drawings drawn to different scales
practice drawing plane figures to a given plain scale

Teaching Resources

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

2.2 Visual Programming

Term 1 Term 214 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of visual programming applications used to solve problems in day-to-day life
explore the features of visual programming applications used in the work environment
create instructions to solve problems using visual programming application
value the importance of visual programming to solve problems in day-to- day life

Key Inquiry Questions (KIQs)

How are computer programs used in daily life?

Suggested Experiences

brainstorm on the meaning of the terms ‘visual programming’ and ‘visual programming application’
use available resources to search for information on types of visual programming applications (Educational, Multimedia, Video games)
brainstorm on examples of visual programming applications (Microsoft MakeCode, Scratch, Sprite box)
launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background)
Search for information on terminologies used in visual programming (syntax, variables, input output statements, coding, coding blocks, sequence statement, repeating statement, selection statement, variable declarations) and discuss with peers
use visual programming software to create instructions in the work environment

Teaching Resources

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

2.3 Business communication

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
● Practical work
● Peer and self-assessment

Key Inquiry Questions (KIQs)

● community sensitisation ● role playing ● drama and music festivals ● club and societies activities ● field visits ● project activities?

Suggested Experiences

photographs
Business Studies handbook
Digital resources
Approved Textbooks
Charts, brochures

Teaching Resources

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

2.4 Plain scale drawing

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
● Practical work
● peer and self
assessment
● portfolio

Key Inquiry Questions (KIQs)

Learners visit a nearby workshop or a TVET institution to observe and record how plain scale drawing is done and how it is used in the locality?

Suggested Experiences

Drawing books
Geometrical instruments
Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

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

2.5 Visual programming

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
● Practical work
● peer and self
assessment
● portfolio

Key Inquiry Questions (KIQs)

● Community presentations on how to navigate the visual programming applications ● sensitise communities on the use of visual programming ● Club and society activities?

Suggested Experiences

Digital devices
productivity tools
visual programming tools
computer software (OS, Utility software and Application programs)
video and audio clips

Teaching Resources

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

Strand 3.0

Materials for Production

4 Sub-strands16 Lessons

3.1 Composite Materials

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

identify composite materials in the locality
describe the composition of composite materials in the locality
relate composite materials to their use in a work environment
acknowledge the importance of composite materials used in the locality

Key Inquiry Questions (KIQs)

How can composite materials be identified?
Why are composite materials used in day-to-day life?

Suggested Experiences

use visual aids and realia to identify materials made of composites (concrete, bricks, manufactured boards, stone, paper-mâché and plastic-coated paper) and share with the peers
use print or digital media to search for information on the composition of composite materials and share with peers
discuss the constituent materials of composites
visit workplaces in the locality to explore the uses of composite materials
match composite materials to their uses in the work environment

Teaching Resources

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

3.2 Ceramic Materials

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

identify common ceramic materials in the locality
describe the physical properties of ceramic materials in the locality
relate ceramic materials to their use in a work environment
acknowledge the importance of ceramic materials used in the locality

Key Inquiry Questions (KIQs)

How are ceramic materials used in day-to-day life?

Suggested Experiences

use visual aids and realia to identify items made of ceramic materials (pottery, ceramic utensils, glass, shells)
collect items made of ceramic materials in the locality
investigate the physical properties of ceramic materials (brittleness, fire resistance, heat resistance, water resistance, corrosion resistance)
visit workplaces in the locality to explore the uses of ceramic materials
use a chart to match ceramic materials to their uses in the work environment

Teaching Resources

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

3.3 Composite 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
● Practical work
● peer and self
assessment
● portfolio

Key Inquiry Questions (KIQs)

Learners go round the compound and the nearby community and collect available composite materials and write down how each is used by the local community?

Suggested Experiences

Concrete, bricks, manufactured boards, stone, paper-mâché and plastic-coated paper among others
Digital devices, Approved books Internet, video, audio clips, models, checklists

Teaching Resources

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

3.4 Ceramics

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
● Practical work
● peer and self
assessment
● portfolio

Key Inquiry Questions (KIQs)

Learners visit a nearby workshop to observe and record how ceramics are used to make different gadgets?

Suggested Experiences

Earthenware, stoneware and porcelain among others
Career brochures, career magazines
Digital devices such as; computer, laptop, smart phone, tablets

Teaching Resources

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

Strand 4.0

Tools and Production

4 Sub-strands23 Lessons

4.1 Cutting Tools

Term 215 Lessons

Specific Learning Outcomes (SLOs)

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

identify cutting tools used in the work environment
select cutting tools for given tasks in a workplace
use cutting tools to perform a given task
care for cutting tools in the work environment
recognise the importance of cutting tools in the work environment

Key Inquiry Questions (KIQs)

Why are cutting tools cared for?

Suggested Experiences

use available resources to identify cutting tools in the work environment (snips, chisels, handsaws, planes, hacksaws, scrappers, knives, strippers, cutters)
discuss the use of cutting tools in the work environment
use audio visual aids to observe the use of cutting tools in the work environment
demonstrate safe use of cutting tools to perform specific tasks
carry out given tasks using cutting tools
maintain and store cutting tools in the work environment

Teaching Resources

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

4.2 Production Unit

Term 2 Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

explain the factors considered when locating a production unit
analyse the factors determining the size of a production unit
locate a production unit in a suitable area

Key Inquiry Questions (KIQs)

The learner is guided to: ● discuss the meaning of the term ‘production unit’ and present to peers ● brainstorm and present the factors considered when choosing the location of a production unit ● visit the local community to assess the factors that influenced the location of a particular production unit (Posho mill, salon, barber shop, welding, cybercafé) ● use print or digital media to search for information on the factors that determine its size and share with peers?

Teaching Resources

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

4.3 Cutting 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
● Practical work
● peer and self
assessment
● Portfolios

Key Inquiry Questions (KIQs)

Learners visit a nearby home to observe and record how cutting tools are used in the family and local community?

Suggested Experiences

Snips, chisel, handsaw, planes, hacksaw, scrappers, knives, strippers and scissors
Digital devices such as; computer, laptop, smart phone, tablets

Teaching Resources

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

4.4 Production unit

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

● Question and answer
● learner’s profile
● written tests
● observation
● Peer and self
assessment

Key Inquiry Questions (KIQs)

● Field visits activities ● Business clubs?

Suggested Experiences

Approved textbooks
Digital devices
Workplaces in the society

Teaching Resources

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

Strand 5.0

Entrepreneurship

6 Sub-strands23 Lessons

5.1 Bookkeeping

Term 312 Lessons

Specific Learning Outcomes (SLOs)

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

explain the importance of bookkeeping in entrepreneurship
classify business transactions in bookkeeping
prepare simple financial statements for a business
keep financial records for effective decision making. 5.2 Income and Budgeting (9 lessons) 5.3 Marketing of Goods and Services (8 lessons)

Key Inquiry Questions (KIQs)

Why is bookkeeping important to a business?
How are the statements of financial position, cash flow and income statement prepared?
By the end of the sub strand, the learner should be able to: a) identify sources of income for an individual, b) explain the importance of budgeting in day-to-day life, c) prepare a simple budget for personal finance management, d) explore ethical and unethical practices in budgeting, e) practice financial planning in income management?

Suggested Experiences

brainstorm and present the meaning of basic terms used in bookkeeping
discuss the importance of bookkeeping for a business
calculate assets, liabilities and capital using the bookkeeping equation
read and analyse a case study on cash and credit transactions
determine the cost and price of a given product to calculate profit and loss
discuss the components of a statement of financial position, cash flow and income statement
draw and present simple statements of financial position, cash flow and income statement for a business. By the end of the sub strand, the learner should be able to: a) explain the importance of marketing to a business, b) analyse the sources of information about the market for its potential customers, c) explore factors considered when selecting a suitable market for goods and services, d) select tools to market goods and services, e) recognise suitable markets for goods and services

Teaching Resources

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

5.2 Saving and Investment

Term 37 Lessons

Specific Learning Outcomes (SLOs)

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

explain the reasons for saving and investment in financial management
explore the methods of saving and investment for effective financial management
prepare a simple saving and investment plan for personal financial management
analyse ethical and unethical practices in saving and investing money
practice saving and investing for individual financial growth

Key Inquiry Questions (KIQs)

Why is saving and investing important?
What are the ethical and unethical practices in saving and investing?

Suggested Experiences

discuss and present on the meaning and reasons for saving and investment in financial management
brainstorm and present on methods of saving and investment for effective financial management
prepare a simple saving and investment plan
make money boxes for personal savings using locally available materials
share experiences on ethical and unethical practices on saving and investment
search for information on ethical and unethical practices on saving and investment from available resources and share with peers

Teaching Resources

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

5.3 Bookkeeping

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

● Portfolio
● Question and answer
● learner’s profile
● written tests
● observation
● Peer and self
assessment

Key Inquiry Questions (KIQs)

● Business clubs ● School mentorship programs?

Suggested Experiences

Approved textbook
Digital resources
Resource persons
Sample financial records

Teaching Resources

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

5.4 Income and Budgeting

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

● Portfolio
● Question and answer
● learner’s profile
● written tests
● observation
● Peer and self
assessment

Key Inquiry Questions (KIQs)

● Business clubs ● School mentorship programs?

Suggested Experiences

Approved textbook
Digital resources
Resource persons
Sample personal budget template
Realia like piggy banks and money boxes

Teaching Resources

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

5.5 Marketing goods and Services

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

● Portfolio
● Question and answer
● learner’s profile
● written tests
● observation
● Peer and self
assessment

Key Inquiry Questions (KIQs)

● Business clubs ● School mentorship programmes ● Academic field visits to local markets ● trade fairs and shows?

Suggested Experiences

Approved textbooks
Digital devices
newspapers and magazines

Teaching Resources

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

5.6 Saving and Investment

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

● Portfolio
● Question and answer
● learner’s profile
● written tests
● observation
● Peer and self
assessment

Key Inquiry Questions (KIQs)

● Academic field visits ● Business clubs and societies ● school mentorship programmes?

Suggested Experiences

Approved textbooks
Digital devices
newspapers and magazines

Teaching Resources

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

Grade 8 Pre-Technical Studies Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 8 Pre-Technical Studies.

Term 1 Scheme13 Weeks

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 8 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 8.

Arabic Hub Christian Religious Education Hub English Hub French Hub Creative Arts & Sports Hub Agriculture & Nutrition Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Integrated Science Hub Islamic Religious Education Hub Kiswahili Hub Mandarin Hub Mathematics Hub Social Studies Hub

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 7 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 8 Pre-Technical Studies?

The official KICD strands for Grade 8 Pre-Technical Studies are: 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 8 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 8 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 8 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.