KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

PRE-TECHNICAL STUDIES
GRADE 8
 First published 2023

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN:

Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
TABLE OF CONTENTS ...................................................................................................................................................................................... i
NATIONAL GOALS OF EDUCATION ............................................................................................................................................................ ii
LESSON ALLOCATION AT JUNIOR SCHOOL ............................................................................................................................................ iv
LEARNING OUTCOMES FOR JUNIOR SCHOOL ......................................................................................................................................... v
ESSENCE STATEMENT ................................................................................................................................................................................... v
GENERAL LEARNING OUTCOMES.............................................................................................................................................................. vi
SUMMARY OF STRANDS AND SUB STRANDS ........................................................................................................................................ vii
STRAND 1.0: FOUNDATIONS OF PRE-TECHNICAL STUDIES ................................................................................................................. 1
STRAND 2.0: COMMUNICATION ................................................................................................................................................................... 8
STRAND 3.0: MATERIALS FOR PRODUCTION ......................................................................................................................................... 15
STRAND 4.0: TOOLS AND PRODUCTION .................................................................................................................................................. 19
STRAND 5.0: ENTREPRENEURSHIP ............................................................................................................................................................ 23
APPENDIX 1: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE LEARNING (CSL) .......................................................... 32
APPENDIX 2: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES. .......................... 35

i
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be
able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood
by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and
foster patriotism in order to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following the wake of
rapid modernisation. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to
support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and
relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognises the rapid industrial and technological changes taking place, especially in the developed world. We can only be
part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will
prepare our young people for these changing global trends.

ii
3. Promote individual development and self-fulfilment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children
to develop their potential interests and abilities. A vital aspect of individual development is the building of character.

4. Promote sound moral and religious values.

Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which provides
equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities
and corporate social service irrespective of gender, ability or geographical environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary
society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid
development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.

iii
LESSON ALLOCATION AT JUNIOR SCHOOL

S/No Learning Area Number of Lessons

1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture and Nutrition 4
9. Creative Arts and Sports 5
Total 40

* 1 lesson is set aside for the Pastoral/Religious Instruction Programme.

iv
LEARNING OUTCOMES FOR JUNIOR SCHOOL
By end of Junior School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
Pre-Technical Studies is an integrated learning area comprising of Business, Computer and Technical Studies learning areas. It
builds on the competencies acquired in Science and Technology, and other related learning areas at the Upper Primary School
level. The learning area encompasses Foundations of Pre-Technical Studies, Communication in the Work Environment, Materials
for Production, Tools and Production, and Entrepreneurship. These components aim to develop critical thinking, problem-solving,
creativity, innovation, communication, digital literacy, and financial literacy skills, all considered essential in both personal life
and the world of work.

This learning area is anchored in National Goals of Education No. 2 on providing the learners with the necessary skills and attitudes
for industrial development, Kenya Vision 2030 on making education responsive to education needs, Sessional Paper No 1 of 2019,
which recommend the promotion of technical and vocational education with an emphasis on Science, Technology, and Innovation
(ST&I) in the school curriculum. It is also informed by the National ICT Policy of Kenya 2016 (revised 2020) which emphasises
on use of ICT as a foundation for the creation of a more robust economy.

v
This subject aims at equipping learners with foundational knowledge, skills, attitudes, and values essential for the Science,
Technology, Engineering, and Mathematics (STEM) and Social Science pathways at Senior School. At Senior School, students
will select subjects such as Metal Technology, Wood Technology, Electrical Technology, Aviation Technology, Building
Technology, Power Mechanics Technology, Leatherwork, Hairdressing & Beauty Therapy, Marine & Fisheries, Business
Studies and Computer Science among others.

GENERAL LEARNING OUTCOMES

By the end of Junior School, the learner should be able to:
1. Communicate effectively through the use of information communication technology and innovation.
2. Select and use tools and materials in the production of goods and services.
3. Use financial and entrepreneurial competencies for prudent decision making.
4. Observe safety in the work environment to promote education for sustainable development.
5. Apply ICT skills to carry out activities in day-to-day life.
6. Create awareness on career choices in regard to career pathways and progression for self-development.

vi
SUMMARY OF STRANDS AND SUB STRANDS
Strands Sub Strands
1.0 Foundations of Pre-Technical studies 1.1 Fire and Data Safety
1.2 Computer Hardware
1.3 Consumer and Investor Protection
2.0 Communication 2.1 Business communication
2.2 Plain scale drawing
2.3 Visual programming
3.0 Materials for production 3.1 Composite Materials
3.2 Ceramics
4.0 Tools and Production 4.1 Cutting Tools
4.2 Production unit
5.0 Entrepreneurship 5.1 Bookkeeping
5.2 Income and Budgeting
5.3 Marketing goods and Services
5.4 Saving and Investment

vii
STRAND 1.0: FOUNDATIONS OF PRE-TECHNICAL STUDIES
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Question(s)
1.0 Foundations 1.1 Fire and By the end of the sub strand, The learner is guided to: 1. Why is fire safety
of Pre-Technical Data Safety the learner should be able to: ● brainstorm on the possible important?
Studies a) explain the possible causes of fire in a work 2. How is data
(7 lessons) causes of fire in a work environment (flammable secured in an
environment, substances, electrical faults, electronic device?
b) describe ways of combustible materials),
preventing fire in the ● share experiences on ways of
environment, preventing fire in the
c) use firefighting environment,
techniques to stop fire in ● discuss firefighting
an environment, techniques in the work
d) analyse threats to data in environment, (cooling,
an electronic device, smothering, starving,
e) secure data in an interrupting)
electronic device, ● role play firefighting
f) acknowledge the need for techniques in work
fire and data safety in environment,
day-to-day life. ● demonstrate firefighting
techniques to stop fire in an
environment,
● search for information using
available resources on the
threats of data in an electronic
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 device and share their
findings,
● discuss ways of securing data
stored in an electronic device
(use of passwords, backup,
anti-viruses),
● secure data in an electronic
device against possible threats
(use passwords; and scan
electronic devices using
antivirus).
Core competencies to be developed:
● Critical Thinking and Problem Solving: Learner acquires active listening and communication skills when following simple
instructions to complete tasks while role playing firefighting techniques in the work environment.
● Digital Literacy: Learner acquires skills of interacting with technology when using digital devices to secure electronic data
in a user environment
Values:
● Responsibility: Learner engages in assigned roles and duties when securing electronic data in the workplace against
possible threats.
● Respect: Learner appreciates diverse opinions when brainstorming on the threats of electronic data in the work
environment.
Pertinent and Contemporary Issues (PCIs):
● Cyber Security: Learner enhances online safety when practising how to secure electronic data in the workplace
environment.
Link to other subjects:
● The learner is able to relate fire safety to fire control measures in Integrated Science.

2
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Foundations 1.2 Computer By the end of the sub The learner is guided to: How are computer
of Pre-Technical Hardware strand the learner should ● brainstorm and present on the hardware used?
Studies be able to: meaning of the term ‘computer
(11 lessons) a) classify computer hardware’
hardware devices in a ● use available resources to search
user environment, for information on categories of
b) use computer computer hardware: input devices
hardware devices to (keying devices, pointing devices,
carry out a given task, scanning devices, voice input
c) value the importance devices, touch screen, digitizer,
of computer hardware digital cameras), output devices
devices in a user (hardcopy and softcopy), storage
environment. devices (fixed and removable
devices),
● discuss the categories of
computer hardware devices in a
user environment,
● match available devices to their
respective categories,
● perform tasks using computer
input, output and storage devices.
Core competencies to be developed:
Critical Thinking and Problem Solving: learner develops skills of interpretation and inference when categorising computer
hardware.
3
Values:
Peace: learner displays tolerance when performing tasks using computer hardware.
Pertinent and Contemporary Issues (PCIs):
Peer Education and Mentorship: learner enhances leadership skills when discussing the categories of computer hardware
devices in a user environment
Link to other subjects:
The learner is able to relate the skills used to perform tasks using input, output and storage devices to all learning areas when
using digital devices to search for information, download and watch videos.

4
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
1.0 Foundations 1.3 Consumer By the end of the sub- The learner is guided to: 1. Why does the
of Pre-Technical and Investor strand, the learner should ● brainstorm and present on the Government
Studies Protection be able to: meaning and importance of protect
a) explain the consumer and investor protection in consumers and
(4 lessons) importance of Kenya, investors?
consumer and ● use available resources to search for 2. How do
investor protection in information on the importance of consumers
Kenya, consumer and investor protection in protect
b) analyse ways in Kenya, themselves
which consumers and ● share experiences on ways in which from
investors are consumers and investors protect exploitation by
protected in Kenya, themselves, traders?
c) explore the ● discuss and present on ways in
Government financial which the Government protects
regulators in Kenya, consumers and investors.
d) protect oneself from ● use print or digital media to search
exploitation. for information on ways in which
non-Governmental organisations
protect consumers’ and investors’
concerns in Kenya,
● engage a resource person to discuss
ways in which non-Governmental
organisations protect consumers’
5
 and investors’ concerns in Kenya,
● read and analyse a case study on
Government financial regulators in
Kenya.
Core competencies to be developed:
● Learning to Learn: learner acquires skills of organising self-learning when searching for information on the importance of
consumer and investor protection in Kenya.
● Communication and Collaboration: learner develops writing, speaking, listening and teamworking skills when discussing,
brainstorming and presenting on consumer and investor protection.
Values:
● Respect: learner shows patience when brainstorming and presenting on the meaning and importance of consumer and
investor protection in Kenya.
● Responsibility: learner shows resilience when searching for information on the importance of consumer and investor
protection in Kenya.
● Unity: learner cooperates with other members when sharing experiences on ways in which consumers and investors
protect themselves.
Pertinent and Contemporary Issues (PCIs):
● Consumer Rights: learner become aware of ways of protecting consumers and investors rights when sharing in groups
Links to other subjects:
The learner is able to relate the skills used in consumer rights to human rights in Social Studies.

6
Assessment Rubric

Level Exceeds expectations Meets Approaches Below expectations

Indicator expectations expectations
Ability to use Uses four firefighting Uses four Uses three firefighting Uses two or one
firefighting techniques techniques to stop fire firefighting techniques to stop fire firefighting technique
to stop fire in an in an environment and techniques to stop in an environment with to stop fire in an
environment assists peers fire in an minimal assistance environment with a lot
environment of assistance
Ability to apply Applies more than Applies three Applies two control Applies one control
measures to secure three control measure control measure to measure to secure data measure to secure data
electronic data in the to secure data in a secure data in a in a computer in a computer
work environment computer computer
Ability to use computer Uses computer Uses computer Uses computer Uses computer
hardware devices to hardware devices to hardware devices hardware devices to hardware devices to
carry out a task carry out a task and to carry out a task carry out a task with carry out a task with a
assists peers minimal assistance lot of assistance

7
STRAND 2.0: COMMUNICATION
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Question(s)
2.0 Communication 2.1 Business By the end of the sub strand, The learner is guided to: 1. Why is business
Communication the learner should be able to: ● brainstorm on forms and communication
a) identify forms of channels of important?
(7 lessons) communication in a communication in the 2. How do people
work environment, work environment, communicate in
b) explore the factors ● use available resources to a business
considered when explore the channels of environment?
selecting communication under
channels of each form,
communication, ● discuss and present the
c) analyse ethical and factors considered when
unethical practices in selecting channels of
business communication,
communication, ● read and analyse a case
d) recognize suitable study on ethical and
channels of unethical practices in
communication in a communication.
work environment ● debate on ethical practices
in communication.
Core competencies to be developed:
● Communication and Collaboration: learner acquires writing, listening, speaking and team working skills when discussing
and brainstorming on forms and channels of communication.
8
● Learning to Learn: learner acquires organising self-learning skills when using available resources to explore the channels
of communication under each form.
● Self Efficacy: learner develops effective communication skills when debating on ethical practices in communication.
Values
● Respect: learner shows humility when debating on ethical practices in communication.
● Unity: learner cooperates with other members of the team when discussing and presenting the factors considered when
selecting channels of communication
Pertinent and Contemporary Issues (PCIs)
Social Cohesion: learner works together harmoniously with peers when debating on ethical practices in communication.
Link to other subjects:
The learner is able to relate the forms and channels of communication as a learner learns communication skills to English .

9
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Communication 2.2 Plain By the end of the sub strand, The learner is guided to: 1. What is the
Scale the learner should be able to:  use print or digital media to search importance of
Drawing a) describe the features of a for information on plain scales drawing
plain scale used in  discuss the features of a plain scale figures to
(6 lessons) drawing,  use drawing instruments to scale?
b)interpret a plain scale used construct a plain scale 2. Why are plane
in drawing,  discuss how to read plain scales figures drawn
c) draw plane figures to a  use visual aids to identify drawings to scale?
given scale, drawn to different scales
d)appreciate the use of plain  practice drawing plane figures to a
scale drawing in the work given plain scale
environment.
Core competencies to be developed:
 Learning to Learn: the learner acquires the skill to reflect on own work when practicing drawing of plane figures to a given
plain scale.
 Self-Efficacy: the learner acquires intrinsic self-motivation when drawing plane figures to scale.
Values:
 Unity: the learner enhances cooperation with peers when discussing how to read plain scales
 Responsibility: the learner demonstrates self-drive when practicing drawing plane figures to a given plain scale.

10
Pertinent and contemporary issues (PCIs):
Peer education and mentorship: learner develops inter personal relationship and group dynamics skills while discussing how to
read plain scales.
Link to Other Subjects:
Mathematics as the learner converts units of a plain scale

11
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
2.0 Communication 2.3 Visual By the end of the sub The learner is guided to: How are
Programming strand the learner should ● brainstorm on the meaning of the computer
be able to: terms ‘visual programming’ and programs used
(14 lessons) a) identify types of ‘visual programming application’, in daily life?
visual programming ● use available resources to search
applications used to for information on types of visual
solve problems in programming applications
day-to-day life, (Educational, Multimedia, Video
b) explore the features of games),
visual programming ● brainstorm on examples of visual
applications used in programming applications
the work (Microsoft MakeCode, Scratch,
environment, Sprite box),
c) create instructions to ● launch and discuss the different
solve problems using features of visual programming
visual programming applications (input, processing,
application, output, effects such as sound,
d) value the importance animations and background),
of visual ● Search for information on
programming to solve terminologies used in visual
problems in day-to- programming (syntax, variables,
day life. input output statements, coding,
coding blocks, sequence statement,
12
 repeating statement, selection
statement, variable declarations)
and discuss with peers
● use visual programming software
to create instructions in the work
environment.
Core competencies to be developed:
● Communication and Collaboration: Learner develops speaking, listening and teamworking skills when discussing the
features of a visual programming application
● Critical Thinking and Problem Solving: Learner develops open mindedness and creativity skills when applying effects
such as sound, animations, background in a program
Value:
Responsibility: Learner engages in assigned roles and duties when using visual programming software to create instructions in
the work environment.
Pertinent and Contemporary Issues (PCIs):
Peer Education: learner enhances healthy inter and intra personal relationships with others when searching for information on
terminologies used in visual programming and discussing with peers.
Link to other subjects
The learner is able to relate the skills used in visual programming to solving problems in Mathematics

13
Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to draw types Draws four types of Draws three types of Draws two types of Draws at most one type
of lines used in lines used in drawing lines used in drawing lines used in drawing of line used in drawing
drawing
Ability to use visual Uses the visual Uses visual Uses visual Uses visual
programming programming programming programming programming
application to create application to create application to create application to create application to create
instructions to solve instructions to solve instructions to solve instructions to solve instructions to solve
problems in day-to- problems in day-to-day problems in day-to-day problems in day-to-day problems in day-to-day
day life life and assists others life life with minimal life with a lot of
assistance assistance

14
STRAND 3.0: MATERIALS FOR PRODUCTION
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
3.0 Materials 3.1 Composite By the end of the sub The learner is guided to: 1. How can
for Production Materials strand, the learner should ● use visual aids and realia to identify composite
be able to: materials made of composites materials be
(7 lessons) a) identify composite (concrete, bricks, manufactured identified?
materials in the boards, stone, paper-mâché and 2. Why are
locality, plastic-coated paper) and share with composite
b) describe the the peers, materials used
composition of ● use print or digital media to search for in day-to-day
composite materials in information on the composition of life?
the locality, composite materials and share with
c) relate composite peers,
materials to their use ● discuss the constituent materials of
in a work composites,
environment, ● visit workplaces in the locality to
d) acknowledge the explore the uses of composite
importance of materials,
composite materials ● match composite materials to their
used in the locality. uses in the work environment.

Core competencies to be developed:

 Communication and Collaboration: Learner acquires speaking, listening and teamworking skills when discussing the
constituent materials of composites
15
 Digital Literacy: Learner acquires interacting with technology skills when using digital devices to search for information
on the composition of composite materials
Values:
Peace: The learner portrays respect for diversity when visiting workplaces in the locality to explore the uses of composite
materials
Pertinent and Contemporary Issues (PCIs):
Online Safety: The learner avoids harmful or illegal content when using digital media to search for information on the
composition of composite materials
Link to other subjects:
The learner is able to relate the concepts of composite materials to non-metals in Integrated Science.

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
3.0 Materials 3.2 Ceramic By the end of the sub strand, the The learner is guided to: How are
for Production Materials learner should be able to: ● use visual aids and realia to ceramic
a) identify common ceramic identify items made of ceramic materials used
(7 lessons) materials in the locality, materials (pottery, ceramic in day-to-day
b) describe the physical utensils, glass, shells) life?
properties of ceramic ● collect items made of ceramic
materials in the locality, materials in the locality,
c) relate ceramic materials to ● investigate the physical properties
their use in a work of ceramic materials (brittleness,
environment, fire resistance, heat resistance,
d) acknowledge the importance water resistance, corrosion
of ceramic materials used in resistance),
the locality. ● visit workplaces in the locality to
explore the uses of ceramic
materials,
● use a chart to match ceramic
materials to their uses in the work
environment.
Core competencies to be developed:
● Critical Thinking and Problem Solving: Learner acquires evaluation and decision-making skills when collecting items made
of ceramic materials in the locality.
● Citizenship: Learner demonstrates social cultural sensitivity and awareness when visiting workplaces in the locality to
explore the uses of ceramic materials.
17
Values:
● Responsibility: Learner engages in assigned roles and duties when collecting items made of ceramic materials in the
locality.
● Unity: Learner collaborates with others when using a chart to match ceramic materials with their use in the work
environment.
Pertinent and Contemporary Issues (PCIs):
Safety: The learner observes safety precautions when investigating the physical properties of ceramic materials.
Link to other subjects:
The learner is able to relate the skills learnt when identifying items made of ceramic materials to pottery in Creative Arts.

Assessment Rubric
Exceeds expectations Meets expectations Approaches Below expectations
Level expectations
Indicator
Ability to relate Relates composite materials Relates composite Relates some Relates some
composite materials to their use in a work materials to their use composite materials composite materials to
to their use in a environment, citing in a work to their use in a work their use in a work
work environment environment environment environment with
examples
guidance
Ability to relate Relates ceramic materials to Relates ceramic Relates some ceramic Relate some ceramic
ceramic materials to their use in a work materials to their use materials to their use materials to their use in
their use in a work environment citing examples in a work in a work a work environment
environment environment with guidance
environment

18
STRAND 4.0: TOOLS AND PRODUCTION
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.0 Tools and 4.1 Cutting By the end of the sub strand, The learner is guided to: Why are cutting tools
Production Tools the learner should be able to: ● use available resources to identify cared for?
a) identify cutting tools used cutting tools in the work
in the work environment, environment (snips, chisels,
(15 lessons) b) select cutting tools for handsaws, planes, hacksaws,
given tasks in a scrappers, knives, strippers,
workplace, cutters),
c) use cutting tools to ● discuss the use of cutting tools in
perform a given task, the work environment,
d) care for cutting tools in ● use audio visual aids to observe
the work environment, the use of cutting tools in the work
e) recognise the importance environment,
of cutting tools in the ● demonstrate safe use of cutting
work environment. tools to perform specific tasks,
● carry out given tasks using cutting
tools,
● maintain and store cutting tools in
the work environment.
Core competencies to be developed:
● Learning to Learn: learner acquires the skill of working collaboratively with others when discussing the use of cutting tools
in the work environment.

19
● Critical Thinking and Problem Solving: Learner acquires evaluation and decision-making skills when demonstrating safe
use of cutting tools in performing specific tasks.
Values:
● Responsibility: learner observes safety precautions when using cutting tools available to perform given tasks.
● Unity: learner respects other people’s opinions when discussing the use of cutting tools in the work environment.
Pertinent and Contemporary Issues (PCIs):
Safety: The learner observes safety when demonstrating safe use of cutting tools to perform specific tasks.
Link to other subjects:
The learner is able to relate the use of cutting tools to farm and kitchen tools and equipment in Agriculture and Nutrition.

20
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.0 Tools and 4.2 Production By the end of the sub The learner is guided to: How is the size of a
Production Unit strand, the learner should ● discuss the meaning of the term production unit
be able to: ‘production unit’ and present to determined?
a) explain the factors peers
(6 lessons) considered when ● brainstorm and present the factors
locating a production considered when choosing the
unit, location of a production unit
b) analyse the factors ● visit the local community to assess
determining the size of the factors that influenced the
a production unit, location of a particular production
c) locate a production unit unit (Posho mill, salon, barber
in a suitable area. shop, welding, cybercafé)
● use print or digital media to search
for information on the factors that
determine its size and share with
peers

21
Assessment Rubric
Level Exceeds expectations Meets expectations Approaches Below expectations
Indicator expectations
Ability to analyse the Analyses four factors Analyses four Analyses two to Analyses at most one
factors determining the determining the size of a factors determining three factors factor determining the
size of a business unit business unit citing the size of a business determining the size size of a business unit
examples unit of a business unit
Ability to use cutting Uses cutting tools to Uses cutting tools to Uses some cutting Uses some cutting tools
tools to perform a given perform a given task perform a given task tools to perform a to perform a given task
task skilfully given task with assistance
Ability to care for Cares for cutting tools in Cares for cutting Cares for some Cares for some cutting
cutting tools in the the work environment tools in the work cutting tools in the tools in the work
work environment Skilfully environment work environment environment with
assistance

22
STRAND 5.0: ENTREPRENEURSHIP
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Question(s)
5.0 Entrepreneurship 5.1 Bookkeeping By the end of the sub The learner is guided to: 1. Why is
strand, the learner ● brainstorm and present the bookkeeping
(12 lessons) should be able to: meaning of basic terms used in important to a
a) explain the bookkeeping business?
importance of ● discuss the importance of 2. How are the
bookkeeping in bookkeeping for a business, statements of
entrepreneurship, ● calculate assets, liabilities and financial
b) classify business capital using the bookkeeping position, cash
transactions in equation, flow and
bookkeeping, ● read and analyse a case study income
c) prepare simple on cash and credit transactions, statement
financial ● determine the cost and price of prepared?
statements for a a given product to calculate
business, profit and loss,
d) keep financial ● discuss the components of a
records for statement of financial position,
effective decision cash flow and income
making. statement,
● draw and present simple
statements of financial position,
cash flow and income statement
for a business.

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Core competencies to be developed:
 Critical Thinking and Problem-Solving: Learner acquires evaluation and decision-making skills when calculating assets,
liabilities and capital using the bookkeeping equation.
 Self-Efficacy: Learner develops effective communication skills when discussing, presenting and preparing statements of
financial position, cash flow and income.
Values:
 Peace: Learner works harmoniously with members of the team when brainstorming and presenting the meaning of basic
terms used in bookkeeping.
 Responsibility: Learner performs tasks assigned when calculating assets, liabilities and capital using the bookkeeping
equation.
 Respect: Learner shows regard for the input of every member of the team when discussing the components of a statement
of financial position, cash flow and income statement.
Pertinent and Contemporary Issues (PCIs):
Financial Literacy: learner enhances bookkeeping skills when drawing and presenting simple statements of financial position,
cash flow and income statement for a business.
Link to other subjects:
The learner is able to relate the skills used in calculating assets, liabilities and capital to calculations in Mathematics

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Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested
Experiences Key Inquiry
Question(s)
5.0 Entrepreneurship 5.2 Income By the end of the sub strand, The learner is guided to: 1. Why is it
and Budgeting the learner should be able to: ● share experiences on the important
a) identify sources of income meaning and sources of to prepare
(9 lessons) for an individual, income for an individual, a personal
b) explain the importance of ● brainstorm and present on budget?
budgeting in day-to-day the importance of 2. What are
life, budgeting, the ethical
c) prepare a simple budget for ● discuss and present on ways issues in
personal finance of spending money wisely, income and
management, ● prepare a simple personal budgeting?
d) explore ethical and budget,
unethical practices in ● brainstorm on and present
budgeting, the ethical and unethical
e) practice financial planning practices on income and
in income management. budgeting.
Core Competencies to be developed:
● Communication and Collaboration: Learner acquires writing, speaking, listening and team working skills when sharing
experiences, brainstorming and presenting on the sources of income and importance of budgeting.
● Critical Thinking and Problem Solving: Learner acquires evaluation skills when preparing a simple personal budget.
Values:
● Integrity: Learner develops ethical practices when budgeting and spending money.
● Responsibility: Learner performs tasks assigned when brainstorming and presenting on the importance of budgeting.
● Respect: Learner appreciates diverse opinions of others when sharing experiences on the meaning and sources of income

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 for an individual.
Pertinent and Contemporary Issues (PCIs)
Financial Literacy: learner enhances financial skills when preparing a personal budget and wise spending of money.
Link to other subjects:
The learner is able to relate the skills used in preparing a simple personal budget to calculations in Mathematics.

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Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Question(s)
5.0 Entrepreneurship 5.3 Marketing By the end of the sub strand, The learner is guided to: 1. How is the
of Goods and the learner should be able to: ● discuss and present the market of
Services a) explain the importance of meaning and importance of goods and
marketing to a business, marketing, services
(8 lessons) b) analyse the sources of ● interact with available selected?
information about the resources on sources of 2. Where can
market for its potential information about the information
customers, market and its potential about the
c) explore factors customers, market and its
considered when ● read and analyse a case potential
selecting a suitable study on factors considered customers be
market for goods and when selecting a suitable sourced
services, market for goods and from?
d) select tools to market services,
goods and services, ● use print or digital media
e) recognise suitable search and present
markets for goods and information on ICT tools
services. used in marketing of goods
and services.
Core Competencies to be developed:
● Communication and Collaboration: Learner acquires writing, speaking, listening and team working skills when discussing
and presenting on the meaning and importance of marketing.
● Digital Literacy: Learner acquires skills of interacting with digital technology when searching and presenting information

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 on ICT platforms used in marketing of goods and services.
● Critical Thinking and Problem Solving: Learner acquires research and explanation skills when searching and presenting
information on sources of information about the market and its potential customers.
Values:
● Respect: Learner shows regard for self and others when discussing and presenting on the meaning and importance of
marketing.
● Responsibility: Learner shows accountability when searching and presenting information on ICT platforms used in
marketing of goods and services.
Pertinent and Contemporary Issues (PCIs)
Safety: learner observes online safety when using print or digital media to search for information on ICT platforms used in
marketing of goods and services
Link to other subjects:
The learner is able to relate the skills learnt in marketing to barter trade in Social Studies

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Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry
Question(s)
5.0 Entrepreneurship 5.4 Saving and By the end of the sub The learner is guided to: 1. Why is
Investment strand, the learner should ● discuss and present on the saving and
be able to: meaning and reasons for investing
a) explain the reasons saving and investment in important?
(7 lessons) for saving and financial management, 2. What are the
investment in ● brainstorm and present on ethical and
financial methods of saving and unethical
management, investment for effective practices in
b) explore the methods financial management, saving and
of saving and ● prepare a simple saving and investing?
investment for investment plan,
effective financial ● make money boxes for
management, personal savings using locally
c) prepare a simple available materials,
saving and investment ● share experiences on ethical
plan for personal and unethical practices on
financial saving and investment,
management, ● search for information on
d) analyse ethical and ethical and unethical
unethical practices in practices on saving and
saving and investing investment from available
money, resources and share with
e) practice saving and peers.

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 investing for
individual financial
growth.
Core Competencies to be developed:
● Learning to Learn: Learner develops collaborative and sharing skills when brainstorming and presenting on the methods of
saving and investment.
● Critical Thinking and Problem Solving: Learner acquires evaluation and decision-making skills when preparing a simple
saving and investment plan.
● Imagination and Creativity: Learner develops observation skills when constructing money boxes for personal savings
using locally available materials.
● Self-Efficacy: Learner develops self-awareness and planning skills when preparing a simple saving and investment plan.
Values:
● Respect: Learner shows regard for the input of members when sharing experiences on ethical and unethical practices on
saving and investment.
● Unity: Learner cooperates with others when sharing experiences on ethical and unethical practices on saving and
investments.
Pertinent and Contemporary Issues (PCIs):
Financial Literacy: learner enhances the financial skills when preparing a simple saving and investment plan,
Link to other subjects:
The learner is able to relate the skills learnt in preparing a simple saving and investment plan to calculations in Mathematics.

30
 Assessment Rubric
Level Exceeds expectations Meets Approaches Below expectations
Indicator expectations expectations
Ability to classify Classifies two business Classifies two classifies one Classifies utmost one
business transactions in transactions in business business business transactions in
bookkeeping bookkeeping citing transactions in transactions in bookkeeping with
examples for each bookkeeping bookkeeping prompt
Ability to prepare simple Prepares three simple Prepares three Prepares two simple Prepares at least one
financial statements for a financial statements for a simple financial financial statements simple financial
business business statements for a for a business statement for a
business business
Analyses four sources of Analyses four sources of Analyses four Analyses two to Analyses at most one
information about the information about the sources of three sources of source of information
market for its potential market for its potential information about information about about the market for its
customers customers citing examples the market for its the market for its potential customers
potential customers potential customers
Ability to prepare a Prepares simple saving Prepares a simple Prepares a simple Prepares a simple
simple saving plan for plan with four saving plan with saving plan with saving plan with at
personal finance components for personal four components two to three most one component
management. finance management for personal finance components for for personal finance
highlighting examples management personal finance
management

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APPENDIX 1: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE LEARNING (CSL)

Introduction
In Grade 8, learners will undertake an integrated Community Service Learning (CSL) project of choice from a single or combined
subject. The CSL project will enable the learner to apply knowledge and skills from other subjects to address a problem in the
community. The implementation of the integrated CSL project will take a Whole School Approach, where all members of the
school community including teachers, school administration, parents/guardians/ local community and support staff. It will be a
collaborative effort where the teacher of Social Studies coordinates and works with other subject teachers to design and implement
the integrated CSL projects. The teachers will select a theme drawn from different Learning Areas and the broader categories of
Pertinent and Contemporary Issues (PCIs) for the CSL project. It should also provide an opportunity for development of core
competencies and nurturing of values. Learners will undertake one common integrated class CSL project following a 6-step
milestone approach as follows:

Milestone Description

Milestone 1 Problem Identification

Learners study their community to understand the challenges faced and their effects on community
members. Some of the challenges in the community can be:
● Environmental degradation
● Lifestyle diseases, Communicable and non-communicable diseases
● Poverty
● Violence and conflicts in the community
● Food security issues

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 Milestone 2 Designing a solution

Learners create an intervention to address the challenge identified.

Milestone 3 Planning for the Project

Learners share roles, create a list of activities to be undertaken, mobilise resources needed to create their
intervention and set timelines for execution

Milestone 4 Implementation
The learners execute the project and keep evidence of work done.

Milestone 5 Showcasing /Exhibition and Report Writing

Exhibitions involve showcasing learners’ project items to the community and reflecting on the feedback

Learners write a report detailing their project activities and learnings from feedback

Milestone 6 Reflection
Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts enabled them to do their
project as well as how the project helped to deepen learning of the academic concepts.

NOTE: The milestones will be staggered across the 3 terms of the academic calendar.

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Assessment of CSL integrated Project

Assessment for the integrated CSL project will be conducted formatively. The assessment will consider both the process and
end product. This entails assessing each of the milestone stages of the integrated CSL class project. It will focus on 3
components namely: skills from various learning areas applied in carrying out the project, core competencies developed and
values nurtured.

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APPENDIX 2: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES.
Strands Sub Strands Suggested Assessment Suggested Learning Suggested Non-
Methods Resources Formal Activities
1.0 Foundations of 1.4 Fire and ● Question and Answer ● Approved textbooks ● Role playing
Pre-Technical Data Safety ● Observation ● workshop rules and ● Health club, First
studies ● Written test regulations on fire Aid clubs, St.
● Practical work safety John’s Ambulance
● peer and self- ● Firefighting equipment ● community
assessment ● Posters and flyers sensitisation on
● Charts and pictures fire, and data safety
● Digital devices such as; and best practices
desktop computer, ● Field visit activities
laptop, smart phone,
tablets
1.2 Computer ● Question and Answer ● computer hardware ● community
Hardware ● Observation ● Approved textbooks sensitisation on the
● Written test ● Internet connectivity use of computer
● Practical work ● video and audio clips hardware
● learner’s profile ● Charts and pictures ● Field visits
● peer and self-
assessment
● portfolio
2.0 Communication 2.1 Business ● Question and Answer ● posters ● community
communication ● Observation ● photographs sensitisation
● Written test ● pictures ● role playing
● Practical work ● Business Studies

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 ● Peer and self-assessment handbook ● drama and music
● Digital resources festivals
● Approved Textbooks ● club and societies
● Charts, brochures activities
● field visits
● project activities

2.2 Plain scale ● Question and Answer ● Drawing books, Learners visit a
drawing ● Observation ● Pencils, nearby workshop or a
● Written test ● Geometrical TVET institution to
● Practical work instruments, observe and record
● peer and self- ● Ruler how plain scale
assessment ● Digital devices such as; drawing is done and
● portfolio computer, laptop, smart how it is used in the
phone, tablets among locality.
others
2.3 Visual ● Question and Answer ● Digital devices,
programming ● Observation ● Apps ● Community
● Written test ● productivity tools, presentations on
● Practical work ● visual programming how to navigate the
● peer and self- tools, visual programming
assessment ● computer software (OS, applications
● portfolio Utility software and ● sensitise
Application programs) communities on the
● Internet use of visual
programming

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 ● video and audio clips ● Club and society
activities

3.0 Materials for 3.1 Composite ● Question and Answer ● Concrete, bricks, Learners go round the
production Materials ● Observation manufactured boards, compound and the
● Written test stone, paper-mâché and nearby community
● Practical work plastic-coated paper and collect available
● peer and self- among others composite materials
assessment ● Digital devices, and write down how
● portfolio Approved books each is used by the
Internet, video, audio local community
clips, models, checklists.
3.2 Ceramics ● Question and Answer ● Earthenware, stoneware Learners visit a
● Observation and porcelain among nearby workshop to
● Written test others observe and record
● Practical work ● Career brochures, career how ceramics are used
● peer and self- magazines to make different
assessment ● Digital devices such as; gadgets
● portfolio computer, laptop, smart
phone, tablets

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4.0 Tools and 4.1 Cutting ● Question and Answer ● Snips, chisel, handsaw, Learners visit a
Production Tools ● Observation planes, hacksaw, nearby home to
● Written test scrappers, knives, observe and record
● Practical work strippers and scissors. how cutting tools are
● peer and self- ● Digital devices such as; used in the family and
assessment computer, laptop, smart local community
● Portfolios phone, tablets
4.2 Production ● Question and answer ● Field visits
unit ● learner’s profile ● Approved textbooks activities
● written tests ● Digital devices, ● Business clubs
● observation ● brochures
● Peer and self- ● pictures
assessment ● charts
● Workplaces in the
society

5.0 5.1 ● Portfolio ● Approved textbook ● Business clubs

Entrepreneurship Bookkeeping ● Question and answer ● Digital resources ● School
● learner’s profile ● Resource persons mentorship
● written tests ● Sample financial records programs
● observation
● Peer and self-
assessment

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5.2 Income and ● Portfolio ● Approved textbook ● Business clubs
Budgeting ● Question and answer ● Digital resources ● School
● learner’s profile ● Resource persons mentorship
● written tests ● Sample personal budget programs
● observation template
● Peer and self- ● Realia like piggy banks
assessment and money boxes
5.3 Marketing ● Portfolio ● Approved textbooks ● Business clubs
goods and ● Question and answer ● Digital devices, ● School mentorship
Services ● learner’s profile ● brochures programmes
● written tests ● pictures ● Academic field
● observation ● charts visits to local
● Peer and self- ● flyers markets
assessment ● brochures ● trade fairs and
● newspapers and shows
magazines
5.4 Saving and ● Portfolio ● Approved textbooks ● Academic field
Investment ● Question and answer ● Digital devices, visits
● learner’s profile ● brochures ● Business clubs and
● written tests ● pictures societies
● observation ● charts ● school mentorship
● Peer and self- ● flyers programmes
assessment ● brochures
● newspapers and
magazines

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