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

Grade 9 Pre-Technical Studies Schemes of Work & Strands (Term 1 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Pre-Technical Studies Term 1. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Pre-Technical Studies Term 1 Curriculum Overview

Summary of syllabus requirements, weekly distribution, key milestones, and course books approved by the Kenya Institute of Curriculum Development (KICD) for Grade 9 Pre-Technical Studies in Term 1.

Class / Grade: Grade 9
Learning Area: Pre-Technical Studies
Term Duration: 13 Weeks (65 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 13

Full Term Timetable

Grade 9 Pre-Technical Studies Term 1 Scheme of Work Table

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

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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	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)

Curriculum Design & Content

Grade 9 Pre-Technical Studies Term 1 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 1 in Grade 9 Pre-Technical Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Foundations of Pre – Technical Studies

1 Sub-strand8 Lessons in Term 1

1.1 Safety on Raised Platforms

8 Suggested LessonsTerm 1

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?

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

Strand 2.0

Foundations of Pre-Technical Studies

5 Sub-strands21 Lessons in Term 1

2.1 Self- Exploration and Career Development

6 Suggested LessonsTerm 1

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?

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

2.2 Computer Software

12 Suggested LessonsTerm 1

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?

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

2.3 Safety on Raised Platforms

1 Suggested LessonsTerm 1

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?

Learning Experiences

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

Teaching Resources

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

2.4 Self- Exploratio n and Career Developme nt

1 Suggested LessonsTerm 1

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?

Learning Experiences

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

Teaching Resources

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

2.5 Computer Software

1 Suggested LessonsTerm 1

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?

Learning Experiences

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

Teaching Resources

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

Strand 3.0

Communication

2 Sub-strands26 Lessons in Term 1

3.1 Oblique Projection

12 Suggested LessonsTerm 1

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?

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

3.2 Visual Programming

14 Suggested LessonsTerm 1

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?

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

Grade 9 Pre-Technical Studies Full Year Strands (Terms 1, 2 & 3)

Complete annual curriculum scope for Grade 9 Pre-Technical Studies showing the term-by-term distribution of all 6 strands.

Term 1Current

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

Term 2View Term 2 →

Communication
Materials for Production
Tools and Production

Term 3View Term 3 →

Tools and Production
Entrepreneurship

Other Grade 9 Schemes of Work for Term 1

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

Arabic (Term 1)Creative Arts & Sports (Term 1)French (Term 1)Agriculture & Nutrition (Term 1)Christian Religious Education (Term 1)English (Term 1)Integrated Science (Term 1)Islamic Religious Education (Term 1)Mathematics (Term 1)German (Term 1)Hindu Religious Education (Term 1)Indigenous Languages (Term 1)Kiswahili (Term 1)Mandarin (Term 1)Social Studies (Term 1)

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Curriculum Compliance & Official Accreditation

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

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 9 Pre-Technical Studies Term 1

What strands and sub-strands are covered in Grade 9 Pre-Technical Studies Term 1?

In Term 1, Grade 9 Pre-Technical Studies covers the following main strands: Foundations of Pre – Technical Studies, Foundations of Pre-Technical Studies, Communication. Each strand is broken down into specific sub-strands with allocated lesson periods across the 13-week term.

What are the specific learning outcomes for Grade 9 Pre-Technical Studies in Term 1?

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

How is Grade 9 Pre-Technical Studies Term 1 structured across weeks?

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

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

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