2026 KICD CBC Curriculum Design6 Strands · 28 Sub-strands134 Suggested Lessons

Grade 9 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 9 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 9 Pre-Technical Studies Curriculum Facts

Summary of syllabus structure, strands, lesson periods, and approved textbooks for Grade 9 Pre-Technical Studies under the Kenya CBC curriculum framework.

Class / Level: Grade 9
Major Strands: 6 Strands
Annual Lessons: 134 Lesson Periods
Terms Available: Terms 1, 2 & 3

Term 1 Live Preview

Grade 9 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	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) identify types of raised platforms used in a workplace	1. What is the importance for observing safety when working on raised platforms?	- walk around the school to explore types of raised platforms (ladders, trestles, steps, stands, work benches, ramps)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) identify types of raised platforms used in a workplace	1. What is the importance for observing safety when working on raised platforms?	- walk around the school to explore types of raised platforms (ladders, trestles, steps, stands, work benches, ramps)	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) describe risks associated with working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- brainstorm on the types of raised platforms used in day-to- day life	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) describe risks associated with working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- use print or digital media to search for information on risks associated with working on raised platforms	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) observe safety when working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- discuss ways of minimising risks related to working on raised platforms in workplace	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
2	1	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) observe safety when working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- discuss ways of minimising risks related to working on raised platforms in workplace	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) appreciate the need for observing safety while working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- role play safety practices for working on raised platforms	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) appreciate the need for observing safety while working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- visit workplaces around the school to note safety precautions taken when working on raised platforms	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre – Technical Studies	Safety on Raised Platforms	By the end of the sub strand, the learner should be able to; a) appreciate the need for observing safety while working on raised platforms	1. What is the importance for observing safety when working on raised platforms?	- visit workplaces around the school to note safety precautions taken when working on raised platforms	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre-Technical Studies	Self- Exploration and Career Development	By the end of the sub strand, the learner should be able to; a) explain ways of nurturing talents and abilities for business purposes	1. How are talents and abilities nurtured?	- discuss and present on ways of nurturing talents and abilities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Foundations of Pre-Technical Studies	Self- Exploration and Career Development	By the end of the sub strand, the learner should be able to; a) explain ways of nurturing talents and abilities for business purposes	1. How are talents and abilities nurtured?	- discuss and present on ways of nurturing talents and abilities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	2	Foundations of Pre-Technical Studies	Self- Exploration and Career Development	By the end of the sub strand, the learner should be able to; a) relate talents and abilities to career pathways in senior school	1. How are talents and abilities nurtured?	- display talents and abilities through clubs and societies and other planned school fora	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Foundations of Pre-Technical Studies	Self- Exploration and Career Development	By the end of the sub strand, the learner should be able to; a) analyse ethical and unethical practices related to the use of talents and abilities	1. Why is self- exploration necessary for career development?	- make a list of talents and abilities and the corresponding career pathways in the senior school	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Foundations of Pre-Technical Studies	Self- Exploration and Career Development	By the end of the sub strand, the learner should be able to; a) analyse ethical and unethical practices related to the use of talents and abilities	1. Why is self- exploration necessary for career development?	- engage with a resource person on career opportunities related to talents and abilities in Pre- Technical Studies	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Foundations of Pre-Technical Studies	Self- Exploration and Career Development	By the end of the sub strand, the learner should be able to; a) choose a career based on talents and abilities for self-development	1. Why is self- exploration necessary for career development?	- read and discuss a case study on ethical and unethical practices related to the use of talents and abilities	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Official KICD Syllabus

Grade 9 Pre-Technical Studies Strands and Sub-strands (Full Curriculum)

Explore the complete curriculum designs for Grade 9 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

1 Sub-strand8 Lessons

1.1 Safety on Raised Platforms

Term 18 Lessons

Specific Learning Outcomes (SLOs)

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

identify types of raised platforms used in a workplace
describe risks associated with working on raised platforms
observe safety when working on raised platforms
appreciate the need for observing safety while working on raised platforms

Key Inquiry Questions (KIQs)

What is the importance for observing safety when working on raised platforms?

Suggested Experiences

walk around the school to explore types of raised platforms (ladders, trestles, steps, stands, work benches, ramps)
brainstorm on the types of raised platforms used in day-to- day life
use print or digital media to search for information on risks associated with working on raised platforms
discuss ways of minimising risks related to working on raised platforms in workplace
role play safety practices for working on raised platforms
visit workplaces around the school to note safety precautions taken when working on raised platforms

Teaching Resources

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

Strand 2.0

Foundations of Pre-Technical Studies

5 Sub-strands21 Lessons

2.1 Self- Exploration and Career Development

Term 16 Lessons

Specific Learning Outcomes (SLOs)

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

explain ways of nurturing talents and abilities for business purposes
relate talents and abilities to career pathways in senior school
analyse ethical and unethical practices related to the use of talents and abilities
choose a career based on talents and abilities for self-development

Key Inquiry Questions (KIQs)

How are talents and abilities nurtured?
Why is self- exploration necessary for career development?

Suggested Experiences

discuss and present on ways of nurturing talents and abilities
display talents and abilities through clubs and societies and other planned school fora
make a list of talents and abilities and the corresponding career pathways in the senior school
engage with a resource person on career opportunities related to talents and abilities in Pre- Technical Studies
read and discuss a case study on ethical and unethical practices related to the use of talents and abilities

Teaching Resources

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

2.2 Computer Software

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

identify the categories of computer software used in a workplace
explain the functions of different application software in the workplace
use computer software to perform tasks in day-to-day life
acknowledge the importance of application software in the workplace

Key Inquiry Questions (KIQs)

How are computer software used in day-to-day life?
Why is computer software important?

Suggested Experiences

brainstorm on the meaning of the term ‘computer software’ and present to peers
use available resources to search for different computer software
discuss categories of computer software (system software, application software)
brainstorm on the functions of different application software (word processing, presentation, spreadsheets, databases, desktop publishing, information management systems, customized software)
perform tasks using different application software (word processing, presentation, spreadsheet and desktop publishing)

Teaching Resources

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

2.3 Safety on Raised Platforms

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

 Oral tests
 Observation
 Checklist
 Written test
 Rubrics
 Practical work

Key Inquiry Questions (KIQs)

Learners take a walk around the school and identify types of raised platform?

Suggested Experiences

Raised platforms
Video clips and visual aids
Personal protective equipment(PPEs)

Teaching Resources

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

2.4 Self- Exploratio n and Career Developme nt

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

 Assignments
 Self and peer
assessment
 Oral questions
 Observation

Key Inquiry Questions (KIQs)

 Clubs and societies  School mentoring and coaching programmes  Field visit activities  School drama festivals with themes on talents and abilities  Discussion by a resource person on careers  Parental empowerment and engagement guidelines?

Suggested Experiences

Digital resources
Volunteer resource person
Relevant textbooks and reference materials
Photographs and pictures

Teaching Resources

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

2.5 Computer Software

Term 11 Lessons

Specific Learning Outcomes (SLOs)

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

 Rating scales
 rubrics
 questionnaires
 projects
 portfolios
 oral questions aural
questions
 interview written
 anecdotal records
 observation
schedules

Key Inquiry Questions (KIQs)

Create awareness to community members on how to select appropriate type of application software for their computers?

Suggested Experiences

Reference materials
digital devices
manilla papers
video clips, audio clips, models
computer software (Application programs)

Teaching Resources

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

Strand 3.0

Communication

4 Sub-strands28 Lessons

3.1 Oblique Projection

Term 112 Lessons

Specific Learning Outcomes (SLOs)

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

explain the characteristics of oblique drawing in technical fields
sketch given drawings in oblique projection
draw shaped blocks in oblique projection
appreciate the application of oblique projection in technical communication

Key Inquiry Questions (KIQs)

How are oblique drawings used in technical fields?

Suggested Experiences

use print or digital media to search for information on characteristic of oblique drawings
brainstorm on the characteristic of oblique drawings
draw given drawings in oblique projection without using instruments (ensure neatness, correct line work, maintain proportionality, correct labelling and maintain accuracy)
discuss the steps for drawing shaped blocks in oblique projection
use drawing instruments to draw shaped blocks in oblique projection (ensure neatness, correct line work, maintain proportionality, correct labelling and maintain accuracy and correct dimensioning)

Teaching Resources

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

3.2 Visual Programming

Term 1 Term 214 Lessons

Specific Learning Outcomes (SLOs)

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

explain the application areas of visual programming software in solving problems
create an application using visual programming software for solving problems in day-to-day life
embrace the use of visual programming in the day- to-day life

Key Inquiry Questions (KIQs)

How are applications developed using visual programming software?

Suggested Experiences

use available resources to search for information on the application areas of visual programming (mobile programming and web development)
discuss the application areas of visual programming software
search and play a video on how to develop an application using visual programming software (games and stories)
develop interactive stories, games and animations

Teaching Resources

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

3.3 Oblique Projection

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

 Oral tests
 Observation
 Checklist
 Written test
 Rubrics
 Project
 Practical work
 Portfolio

Key Inquiry Questions (KIQs)

Learners take a walk around the school to observe and record the use of oblique drawings in the technical fields?

Suggested Experiences

Drawing papers
Digital devices such as; computer, laptop, smart phone, tablets among others
Samples of free hand sketches
Three - dimensional realia

Teaching Resources

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

3.4 Visual Programming

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

 Rating scales
 rubrics
 questionnaires
 projects
 portfolios
 oral questions
 aural questions
 interview schedules
 written tests
 anecdotal records
 observation
schedules
 checklists

Key Inquiry Questions (KIQs)

Share experience with the community members on the importance of visual programming in solving day to day problems?

Suggested Experiences

Reference materials
digital devices
manilla papers
video clips
audio clips
visual programming software

Teaching Resources

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

Strand 4.0

Materials for Production

4 Sub-strands18 Lessons

4.1 Wood

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

classify wood according to physical characteristics
describe the preparation of wood for use in a workplace
relate types of wood to their uses in a workplace
value the importance of wood in the day-to-day life

Key Inquiry Questions (KIQs)

Why is wood an important material in day-to–day life?

Suggested Experiences

use print or digital media to search for information on the types of wood used at the workplace
use a checklist to sort wood as either softwood or hardwood
discuss methods of wood preparation for use in a workplace (conversion and seasoning)
visit a workplace to explore on the uses of wood
develop charts to match types of wood to their uses
brainstorm on the uses of wood in different trades

Teaching Resources

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

4.2 Hazardous Materials

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

identify hazardous materials in the workplace
classify hazardous materials in the workplace
demonstrate safe practices when handling hazardous materials in the workplace
acknowledge the importance of safe handling of hazardous materials in the workplace

Key Inquiry Questions (KIQs)

Why is it important to safely handle hazardous materials?

Suggested Experiences

use print or digital media to search for information on hazardous materials in the workplace
brainstorm on hazardous materials found in the workplace
use charts to group hazardous materials in the workplace (poisonous, flammable, corrosive, e-waste)
interpret safety instructions contained in labels and manuals on handling of hazardous materials
discuss safe ways of handling hazardous materials (to self, others, environment and promote safety awareness)
exercise safe ways of handling hazardous materials in the workplace (read instructions, use PPE, handle the material, store/dispose safely)
visit a local workplace to observe safe handling of hazardous waste materials

Teaching Resources

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

4.3 Wood

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

 Oral tests
 Observation
 Checklist
 Written test
 Rubrics
 Project
 Practical work

Key Inquiry Questions (KIQs)

Learners visit the locality to explore process of wood preparation and uses?

Suggested Experiences

Assorted Pieces of wood (hard and soft)
Career brochures, career magazines
Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

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

4.4 Hazardous Materials

Term 21 Lessons

Specific Learning Outcomes (SLOs)

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

 Oral tests
 Observation
 Checklist
 Written test
 Rubrics
 Project
 Practical work

Key Inquiry Questions (KIQs)

Learners visit a nearby workshop in the locality to observe safe handling of poisonous, flammable and corrosive substances?

Suggested Experiences

Digital devices like video
Local work places
Personal protective equipment(PPEs)
Safety labels and manuals

Teaching Resources

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

Strand 5.0

Tools and Production

8 Sub-strands40 Lessons

5.1 Holding Tools

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

identify holding tools used in a workplace
select holding tools for a given task in a workplace
use holding tools to perform a given task in a workplace
care for holding tools in the workplace
appreciate the importance of holding tools in the workplace

Key Inquiry Questions (KIQs)

How are holding tools used in a workplace?

Suggested Experiences

use visual aids or real objects to identify holding tools in a workplace (pliers, clamps, tongs, clips, spanner, vice)
choose holding tools for different tasks
discuss the use of holding tools in the workplace
use audio visual aids or print media to get information on safe use of holding tools in the workplace
demonstrate safe use of holding tools for different tasks
practise using holding tools for given tasks
maintain and store holding tools in the workplace

Teaching Resources

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

5.2 Driving Tools

Term 28 Lessons

Specific Learning Outcomes (SLOs)

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

identify driving tools used in a workplace
select driving tools for a given task in a workplace
use driving tools to perform a given task in a workplace
care for driving tools in a workplace
value the need for driving tools in a workplace

Key Inquiry Questions (KIQs)

How are driving tools used in a workplace?

Suggested Experiences

use visual aids or realia to identify driving tools in a workplace (hammer, screwdriver, spanner, punches, mallets)
choose driving tools for different tasks
discuss the use of driving tools in a workplace
use audio visual devices to search and watch a video clip on the safe use of driving tools in a workplace
demonstrate safe use of driving tools to perform tasks
practise using driving tools to perform given tasks
maintain and store driving tools in a workplace

Teaching Resources

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

5.3 Distribution of Goods and Services

Term 27 Lessons

Specific Learning Outcomes (SLOs)

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

explain the role of intermediaries in the distribution of goods and services
illustrate the channels for distributing different goods and services in business
analyse ethical and unethical practices in distribution of goods and services
participate in distribution of goods and services in the community

Key Inquiry Questions (KIQs)

How is the distribution of goods and services carried out in day-to-day life?
Which ethical issues influence distribution of goods and services?

Suggested Experiences

discuss and present the meaning of channels of distribution and role of intermediaries in distribution of goods and services
search from available resources the role of intermediaries in distribution of goods and services to the consumer
search and watch video clips on channels for distributing different goods and services
prepare a chart on channels for distribution of different goods and services
analyse case studies on different distribution channels for goods and services
debate on ethical issues on distribution of goods and services

Teaching Resources

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

5.4 Project

Term 2 Term 314 Lessons

Specific Learning Outcomes (SLOs)

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

identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies
select an item that can be made to solve the identified problem
make an item to solve the problem identified using locally available materials
utilise skills learnt in solving problems in the day-to-day life

Key Inquiry Questions (KIQs)

How are competencies acquired in Pre- Technical Studies used to solve day- to-day problems?

Suggested Experiences

explore the locality to establish problems that can be solved using the skills acquired in this learning area
brainstorm on the problems in the locality that can solved using the skills acquired
use a print or digital media to search for information on possible items to solve the identified problem
discuss possible items that can be made to solve the identified problem
select one item that can be made using the skills acquired to solve the identified problem
sketch the item that can be made using the skills acquired to solve the identified problem
use locally available materials and tools to make the identified item
estimate the cost to determine the price for the item
display the finished item to peer assessment

Teaching Resources

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

5.5 Holding Tools

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Oral tests
 Observation
 Checklist
 Written test
 Rubrics
 Project
 Practical work

Key Inquiry Questions (KIQs)

Learners visit the locality and identify the role of holding tools?

Suggested Experiences

Pliers, Clamps, spanners, vice, Tongs, clips among others
Career brochures, career magazines
Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

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

5.6 Driving Tools

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Oral tests
 Observation
 Checklist
 Written test
 Rubrics
 Project
 Practical work

Key Inquiry Questions (KIQs)

Learners visit work environments around your locality and observe the various uses, care and storage of driving tools?

Suggested Experiences

Hammers, Screw driver, spanner, punches mallets among others
Career brochures, career magazines
Digital devices such as; computer, laptop, smart phone, tablets among others

Teaching Resources

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

5.7 Distributio n of Goods and Services

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Assignments
 Self and peer
assessment
 Oral questions
 Portfolio
Assessment
 Observation
 Rubrics
 Tests

Key Inquiry Questions (KIQs)

 Clubs and societies  Field visit activities  Discussion by a resource person on distribution of goods and services  Debates on distribution of goods and services  Parental empowerment and engagement guidelines  Road shows on distribution of goods and services?

Suggested Experiences

Digital resources
Resource person
Relevant textbooks and reference materials
Photographs and pictures

Teaching Resources

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

5.8 Project

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Portfolio
 Observation
 interview

Key Inquiry Questions (KIQs)

 Field visits to the local community  Parental empowerment and engagement guidelines?

Suggested Experiences

Digital resources
Resource person
Relevant textbooks and reference materials
Computer software

Teaching Resources

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

Strand 6.0

Entrepreneurship

6 Sub-strands19 Lessons

6.1 Financial Services

Term 34 Lessons

Specific Learning Outcomes (SLOs)

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

identify financial institutions available in Kenya
classify financial institutions in Kenya
analyse services offered by financial institutions in Kenya
utilise financial services for entrepreneurial development

Key Inquiry Questions (KIQs)

What are the services offered by different financial institutions in Kenya?

Suggested Experiences

use print or digital media to search for information on financial institutions available in Kenya
discuss and present the types of financial institutions in Kenya (banks, insurance, SACCOs, micro finance)
use ICT and other available resources to search for information on services offered by financial institutions in Kenya
use a case study on financial institutions to identify the financial services

Teaching Resources

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

6.2 Government and Business

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

explain the reasons for government involvement in business in Kenya
describe ways of government involvement in business
explore types of taxes in Kenya
analyse e-Government services in business
acknowledge the need to comply with Government regulation in business

Key Inquiry Questions (KIQs)

Why is it important for the Government to get involved in business?

Suggested Experiences

brainstorm and present on the reasons for government involvement in business in Kenya
use available resources to search for information on ways of Government involvement in business
discuss and present on the meaning and importance of paying taxes in Kenya
discuss on the types of taxes in Kenya (income tax, VAT, corporate tax, excise duty) and present to peers
discuss a case study on e- Government services in business
use ICT tools to access and interact with e- Government platform in Kenya

Teaching Resources

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

6.3 Business Plan

Term 36 Lessons

Specific Learning Outcomes (SLOs)

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

explain the importance of a business plan in entrepreneurship
describe the components of a business plan in financial management
fill in a business plan template for a given business project
embrace the use of a business plan in entrepreneurship

Key Inquiry Questions (KIQs)

Why is a business plan important to an entrepreneur?
How is a business plan prepared?

Suggested Experiences

brainstorm and present the meaning and importance of business plan
use available resources to search for information on the meaning and importance of business plan
discuss and present the components of a business plan
read case studies to get information on the components of a business plan
complete a business plan template (executive summary business description, product and service, market/competitor analysis, financial projection and marketing plan)

Teaching Resources

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

6.4 Financial Services

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Assignments
 Self and peer
assessment
 Oral questions
 Observation

Key Inquiry Questions (KIQs)

 Learners Visit financial institutions to familiarise with financial services  Club and societies  School drama festivals with themes on financial services  Discussion by a resource person on financial services  Posters with messages on financial services  Debates on financial services  Parental empowerment and engagement guidelines?

Suggested Experiences

Digital resources
Resource person
Relevant textbooks and reference materials

Teaching Resources

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

6.5 Government and Business

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Assignments
 Self and peer
assessment
 Oral questions
 Observation

Key Inquiry Questions (KIQs)

 Clubs and societies  School mentoring and coaching programmes  Field visit to Huduma centres  Discussion by a resource person on government and business  Posters with messages on government and business  Parental empowerment and engagement guidelines?

Suggested Experiences

Digital resources
Resource person
Relevant textbooks and reference materials
Photographs and pictures

Teaching Resources

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

6.6 Business Plan

Term 31 Lessons

Specific Learning Outcomes (SLOs)

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

 Assignments
 Self and peer
assessment
 Oral questions
 Portfolio
Assessment
 Observation
 Journaling

Key Inquiry Questions (KIQs)

 Clubs and societies  Field visit activities  Discussion by a resource person on business plan  Posters with messages on business plan  Parental empowerment and engagement guidelines?

Suggested Experiences

Digital resources
Resource person
Relevant textbooks and reference materials
Photographs and pictures

Teaching Resources

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

Grade 9 Pre-Technical Studies Schemes of Work by Term (1, 2 & 3)

Download editable schemes of work and explore strands for all terms in Grade 9 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 9 Learning Areas & Schemes

Download complete, editable schemes of work and explore strands for all subjects in Grade 9.

Arabic Hub Creative Arts & Sports Hub French Hub Agriculture & Nutrition Hub Christian Religious Education Hub English Hub Integrated Science Hub Islamic Religious Education Hub Mathematics Hub German Hub Hindu Religious Education Hub Indigenous Languages Hub Kiswahili Hub Mandarin 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 8 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 9 Pre-Technical Studies?

The official KICD strands for Grade 9 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 9 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 9 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 9 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.