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

Grade 9 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 9 Pre-Technical Studies Term 2. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 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 9 Pre-Technical Studies in Term 2.

Class / Grade: Grade 9
Learning Area: Pre-Technical Studies
Term Duration: 14 Weeks (70 Lessons)
Key Milestones: Mid: Wk 8 · Exam: Wk 14

Full Term Timetable

Grade 9 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.

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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	Communication	Visual Programming	By the end of the sub strand, the learner should be able to; a) create an application using visual programming software for solving problems in day-to-day life	1. How are applications developed using visual programming software?	- search and play a video on how to develop an application using visual programming software (games and stories)	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 an application using visual programming software for solving problems in day-to-day life	1. How are applications developed using visual programming software?	- search and play a video on how to develop an application using visual programming software (games and stories)	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) create an application using visual programming software for solving problems in day-to-day life	1. How are applications developed using visual programming software?	- search and play a video on how to develop an application using visual programming software (games and stories)	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) embrace the use of visual programming in the day- to-day life	1. How are applications developed using visual programming software?	- search and play a video on how to develop an application using visual programming software (games and stories)	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) embrace the use of visual programming in the day- to-day life	1. How are applications developed using visual programming software?	- develop interactive stories, games and animations	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) embrace the use of visual programming in the day- to-day life	1. How are applications developed using visual programming software?	- develop interactive stories, games and animations	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) embrace the use of visual programming in the day- to-day life	1. How are applications developed using visual programming software?	- develop interactive stories, games and animations	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) embrace the use of visual programming in the day- to-day life	1. How are applications developed using visual programming software?	- develop interactive stories, games and animations	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) embrace the use of visual programming in the day- to-day life	1. How are applications developed using visual programming software?	- develop interactive stories, games and animations	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Communication	Oblique Projection	By the end of the sub strand, the learner should be able to; a)  Oral tests b)  Observation c)  Checklist d)  Written test e)  Rubrics f)  Project g)  Practical work h)  Portfolio	1. Learners take a walk around the school to observe and record the use of oblique drawings in the technical fields?	- Drawing papers - Digital devices such as; computer, laptop, smart phone, tablets among others - Samples of free hand sketches - Three - dimensional realia	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
3	1	Communication	Oblique Projection	By the end of the sub strand, the learner should be able to; a)  Oral tests b)  Observation c)  Checklist d)  Written test e)  Rubrics f)  Project g)  Practical work h)  Portfolio	1. Learners take a walk around the school to observe and record the use of oblique drawings in the technical fields?	- Drawing papers - Digital devices such as; computer, laptop, smart phone, tablets among others - Samples of free hand sketches - Three - dimensional realia	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)  Rating scales b)  rubrics c)  questionnaires d)  projects e)  portfolios f)  oral questions g)  aural questions h)  interview schedules i)  written tests j)  anecdotal records k)  observation l) schedules m)  checklists	1. Share experience with the community members on the importance of visual programming in solving day to day problems?	- Reference materials - digital devices - manilla papers - video clips - audio clips - visual programming software	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	3	Materials for Production	Wood	By the end of the sub strand, the learner should be able to; a) classify wood according to physical characteristics	1. Why is wood an important material in day-to–day life?	- use print or digital media to search for information on the types of wood used at the workplace	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	4	Materials for Production	Wood	By the end of the sub strand, the learner should be able to; a) classify wood according to physical characteristics	1. Why is wood an important material in day-to–day life?	- use print or digital media to search for information on the types of wood used at the workplace	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)
	5	Materials for Production	Wood	By the end of the sub strand, the learner should be able to; a) describe the preparation of wood for use in a workplace	1. Why is wood an important material in day-to–day life?	- use a checklist to sort wood as either softwood or hardwood	Approved course textbooks, realia, charts	- Observation - Oral questions - Written exercises	(Handwritten after lesson)

Curriculum Design & Content

Grade 9 Pre-Technical Studies Term 2 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 2 in Grade 9 Pre-Technical Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

Strand 1.0

Communication

3 Sub-strands16 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:

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.

1.2 Oblique Projection

1 Suggested LessonsTerm 2

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?

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

1.3 Visual Programming

1 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

Strand 2.0

Materials for Production

4 Sub-strands18 Lessons in Term 2

2.1 Wood

8 Suggested LessonsTerm 2

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?

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

2.2 Hazardous Materials

8 Suggested LessonsTerm 2

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?

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

2.3 Wood

1 Suggested LessonsTerm 2

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?

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

2.4 Hazardous Materials

1 Suggested LessonsTerm 2

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?

Learning Experiences

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

Teaching Resources

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

Strand 3.0

Tools and Production

4 Sub-strands36 Lessons in Term 2

3.1 Holding Tools

7 Suggested LessonsTerm 2

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?

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

3.2 Driving Tools

8 Suggested LessonsTerm 2

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?

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

3.3 Distribution of Goods and Services

7 Suggested LessonsTerm 2

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?

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

3.4 Project

14 Suggested LessonsTerm 2

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?

Learning 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 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 1View Term 1 →

Foundations of Pre – Technical Studies
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 9 Schemes of Work for Term 2

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

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

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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 2

What strands and sub-strands are covered in Grade 9 Pre-Technical Studies Term 2?

In Term 2, Grade 9 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 9 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 9 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.