2026 KICD CBC Curriculum Design14 Weeks · 70 Lessons3 Strands in Term 2

Grade 8 Pre-Technical Studies Schemes of Work & Strands (Term 2 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 8 Pre-Technical Studies Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

Select Term:

Term 1Term 1 Scheme & Strands Term 2Term 2 Scheme & Strands Term 3Term 3 Scheme & Strands

Grade 8 Pre-Technical Studies Term 2 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 8 Pre-Technical Studies in Term 2.

Class / Grade: Grade 8
Learning Area: Pre-Technical Studies
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 8 Pre-Technical Studies Term 2 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.

70 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	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) create instructions to solve problems using visual programming application	1. How are computer programs used in daily life?	- launch and discuss the different features of visual programming applications (input, processing, output, effects such as sound, animations and background)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) create instructions to solve problems using visual programming application	1. How are computer programs used in daily life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) value the importance of visual programming to solve problems in day-to- day life	1. How are computer programs used in daily life?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) value the importance of visual programming to solve problems in day-to- day life	1. How are computer programs used in daily life?	- use visual programming software to create instructions in the work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) value the importance of visual programming to solve problems in day-to- day life	1. How are computer programs used in daily life?	- use visual programming software to create instructions in the work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) value the importance of visual programming to solve problems in day-to- day life	1. How are computer programs used in daily life?	- use visual programming software to create instructions in the work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) value the importance of visual programming to solve problems in day-to- day life	1. How are computer programs used in daily life?	- use visual programming software to create instructions in the work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) value the importance of visual programming to solve problems in day-to- day life	1. How are computer programs used in daily life?	- use visual programming software to create instructions in the work environment	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Communication	Business communication	By the end of the sub strand, the learner should be able to; a) ● Question and Answer b) ● Observation c) ● Written test d) ● Practical work e) ● Peer and self-assessment	1. ● community sensitisation ● role playing ● drama and music festivals ● club and societies activities ● field visits ● project activities?	- photographs - Business Studies handbook - Digital resources - Approved Textbooks - Charts, brochures	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Communication	Business communication	By the end of the sub strand, the learner should be able to; a) ● Question and Answer b) ● Observation c) ● Written test d) ● Practical work e) ● Peer and self-assessment	1. ● community sensitisation ● role playing ● drama and music festivals ● club and societies activities ● field visits ● project activities?	- photographs - Business Studies handbook - Digital resources - Approved Textbooks - Charts, brochures	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Communication	Plain scale drawing	By the end of the sub strand, the learner should be able to; a) ● Question and Answer b) ● Observation c) ● Written test d) ● Practical work e) ● peer and self f) assessment g) ● portfolio	1. 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?	- Drawing books - Geometrical instruments - Digital devices such as; computer, laptop, smart phone, tablets among others	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Communication	Plain scale drawing	By the end of the sub strand, the learner should be able to; a) ● Question and Answer b) ● Observation c) ● Written test d) ● Practical work e) ● peer and self f) assessment g) ● portfolio	1. 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?	- Drawing books - Geometrical instruments - Digital devices such as; computer, laptop, smart phone, tablets among others	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Communication	Visual programming	By the end of the sub strand, the learner should be able to; a) ● Question and Answer b) ● Observation c) ● Written test d) ● Practical work e) ● peer and self f) assessment g) ● portfolio	1. ● Community presentations on how to navigate the visual programming applications ● sensitise communities on the use of visual programming ● Club and society activities?	- Digital devices - productivity tools - visual programming tools - computer software (OS, Utility software and Application programs) - video and audio clips	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Materials for Production	Composite Materials	By the end of the sub strand, the learner should be able to; a) identify composite materials in the locality	1. How can composite materials be identified?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Materials for Production	Composite Materials	By the end of the sub strand, the learner should be able to; a) identify composite materials in the locality	1. How can composite materials be identified?	- 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	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 8 Pre-Technical Studies Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 8 Pre-Technical Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Communication

4 Sub-strands17 Lessons in Term 2

1.1 Visual Programming

14 Suggested LessonsTerm 2

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?

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

1.2 Business communication

1 Suggested LessonsTerm 2

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?

Learning Experiences

photographs
Business Studies handbook
Digital resources
Approved Textbooks
Charts, brochures

Teaching Resources

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

1.3 Plain scale drawing

1 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

1.4 Visual programming

1 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

Strand 2.0

Materials for Production

4 Sub-strands16 Lessons in Term 2

2.1 Composite Materials

7 Suggested LessonsTerm 2

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?

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

2.2 Ceramic Materials

7 Suggested LessonsTerm 2

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?

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

2.3 Composite Materials

1 Suggested LessonsTerm 2

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?

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

2.4 Ceramics

1 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

Strand 3.0

Tools and Production

2 Sub-strands21 Lessons in Term 2

3.1 Cutting Tools

15 Suggested LessonsTerm 2

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?

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

3.2 Production Unit

6 Suggested LessonsTerm 2

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

Grade 8 Pre-Technical Studies Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 8 Pre-Technical Studies showing the term-by-term distribution of all 5 strands.

Term 1View Term 1 →

Foundations of Pre-Technical Studies
Communication

Term 2Current

Communication
Materials for Production
Tools and Production

Term 3View Term 3 →

Tools and Production
Entrepreneurship

Other Grade 8 Schemes of Work for Term 2

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

Arabic (Term 2)Christian Religious Education (Term 2)English (Term 2)French (Term 2)Creative Arts & Sports (Term 2)Agriculture & Nutrition (Term 2)German (Term 2)Hindu Religious Education (Term 2)Indigenous Languages (Term 2)Integrated Science (Term 2)Islamic Religious Education (Term 2)Kiswahili (Term 2)Mandarin (Term 2)Mathematics (Term 2)Social Studies (Term 2)

Explore Schemes for Other CBC Grades

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: Grade 8 Pre-Technical Studies Term 2

What strands and sub-strands are covered in Grade 8 Pre-Technical Studies Term 2?

In Term 2, Grade 8 Pre-Technical Studies covers the following main strands: Communication, Materials for Production, Tools and Production. Each strand is broken down into specific sub-strands with allocated lesson periods across the 14-week term.

What are the specific learning outcomes for Grade 8 Pre-Technical Studies in Term 2?

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 8 Pre-Technical Studies Term 2 structured across weeks?

This scheme spans 14 calendar weeks (70 lesson slots), with Mid-Term Break in Week 8 and End-of-Term Assessment in Week 14, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 2 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.