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2026 KICD CBC Curriculum Design9 Weeks · 45 Lessons2 Strands in Term 3

Grade 9 Pre-Technical Studies Schemes of Work & Strands (Term 3 2026)

Comprehensive curriculum designs, strands, sub-strands, specific learning outcomes, inquiry questions, and editable schemes of work for Grade 9 Pre-Technical Studies Term 3. Free on-page syllabus breakdown with instant export to editable Word (.docx) and PDF.

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Grade 9 Pre-Technical Studies Term 3 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 3.

Class / Grade
Grade 9
Pre-Primary Level
Learning Area
Pre-Technical Studies
Core CBC Activity
Term Duration
9 Weeks (45 Lessons)
5 Lessons Per Week
Key Milestones
Mid: Wk 5 · Exam: Wk 9
Ministry of Education 2026
Full Term Timetable

Grade 9 Pre-Technical Studies Term 3 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.

45 Lessons · Weeks Merged← Swipe horizontally to see all columns →
WkLsnStrandSub-strandSpecific Learning OutcomesKey Inquiry Question(s)Learning ExperiencesLearning ResourcesAssessment MethodsReflection
11Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) identify a problem in the locality that can be solved using the skills acquired in Pre-Technical Studies

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

- brainstorm on the problems in the locality that can solved using the skills acquired

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) select an item that can be made to solve the identified problem

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

- use a print or digital media to search for information on possible items to solve the identified problem

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) select an item that can be made to solve the identified problem

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

- discuss possible items that can be made to solve the identified problem

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) select an item that can be made to solve the identified problem

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

- discuss possible items that can be made to solve the identified problem

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) make an item to solve the problem identified using locally available materials

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

- select one item that can be made using the skills acquired to solve the identified problem

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
21Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) make an item to solve the problem identified using locally available materials

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

- sketch the item that can be made using the skills acquired to solve the identified problem

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) make an item to solve the problem identified using locally available materials

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

- sketch the item that can be made using the skills acquired to solve the identified problem

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) make an item to solve the problem identified using locally available materials

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

- use locally available materials and tools to make the identified item

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) utilise skills learnt in solving problems in the day-to-day life

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

- estimate the cost to determine the price for the item

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) utilise skills learnt in solving problems in the day-to-day life

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

- estimate the cost to determine the price for the item

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
31Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) utilise skills learnt in solving problems in the day-to-day life

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

- display the finished item to peer assessment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
2Tools and ProductionProject

By the end of the sub strand, the learner should be able to;

a) utilise skills learnt in solving problems in the day-to-day life

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

- display the finished item to peer assessment

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
3Tools and ProductionHolding Tools

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

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

- Pliers, Clamps, spanners, vice, Tongs, clips among others

- Career brochures, career magazines

- Digital devices such as; computer, laptop, smart phone, tablets among others

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
4Tools and ProductionDriving Tools

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

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

- Hammers, Screw driver, spanner, punches mallets among others

- Career brochures, career magazines

- Digital devices such as; computer, laptop, smart phone, tablets among others

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
5Tools and ProductionDistributio n of Goods and Services

By the end of the sub strand, the learner should be able to;

a)  Assignments

b)  Self and peer

c) assessment

d)  Oral questions

e)  Portfolio

f) Assessment

g)  Observation

h)  Rubrics

i)  Tests

1.  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?

- Digital resources

- Resource person

- Relevant textbooks and reference materials

- Photographs and pictures

Approved course textbooks, realia, charts

- Observation

- Oral questions

- Written exercises

(Handwritten after lesson)
Curriculum Design & Content

Grade 9 Pre-Technical Studies Term 3 Strands and Sub-strands Breakdown

Official KICD curriculum breakdown taught during Term 3 in Grade 9 Pre-Technical Studies. Includes specific learning outcomes (SLOs), key inquiry questions (KIQs), core learning experiences, and teaching aids.

1
Strand 1.0

Tools and Production

5 Sub-strands18 Lessons in Term 3

1.1 Project

14 Suggested LessonsTerm 3
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.

1.2 Holding Tools

1 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.3 Driving Tools

1 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

1.4 Distributio n of Goods and Services

1 Suggested LessonsTerm 3
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?
Learning Experiences
  • Digital resources
  • Resource person
  • Relevant textbooks and reference materials
  • Photographs and pictures
Teaching Resources

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

1.5 Project

1 Suggested LessonsTerm 3
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?
Learning Experiences
  • Digital resources
  • Resource person
  • Relevant textbooks and reference materials
  • Computer software
Teaching Resources

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

2
Strand 2.0

Entrepreneurship

6 Sub-strands19 Lessons in Term 3

2.1 Financial Services

4 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.2 Government and Business

6 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.3 Business Plan

6 Suggested LessonsTerm 3
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?
Learning 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 textbooks, realia, counters, flashcards, charts & digital devices.

2.4 Financial Services

1 Suggested LessonsTerm 3
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?
Learning Experiences
  • Digital resources
  • Resource person
  • Relevant textbooks and reference materials
Teaching Resources

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

2.5 Government and Business

1 Suggested LessonsTerm 3
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?
Learning Experiences
  • Digital resources
  • Resource person
  • Relevant textbooks and reference materials
  • Photographs and pictures
Teaching Resources

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

2.6 Business Plan

1 Suggested LessonsTerm 3
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?
Learning Experiences
  • Digital resources
  • Resource person
  • Relevant textbooks and reference materials
  • Photographs and pictures
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 2View Term 2 →
  • Communication
  • Materials for Production
  • Tools and Production
Term 3Current
  • Tools and Production
  • Entrepreneurship

Other Grade 9 Schemes of Work for Term 3

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Explore Schemes for Other CBC Grades

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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:

Help & Answers

Frequently Asked Questions: Grade 9 Pre-Technical Studies Term 3

What strands and sub-strands are covered in Grade 9 Pre-Technical Studies Term 3?

In Term 3, Grade 9 Pre-Technical Studies covers the following main strands: Tools and Production, Entrepreneurship. Each strand is broken down into specific sub-strands with allocated lesson periods across the 9-week term.

What are the specific learning outcomes for Grade 9 Pre-Technical Studies in Term 3?

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 3 structured across weeks?

This scheme spans 9 calendar weeks (45 lesson slots), with Mid-Term Break in Week 5 and End-of-Term Assessment in Week 9, in full compliance with the 2026 Kenyan Ministry of Education school calendar.

Can I download and edit this Term 3 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.