Communication in Pre-Technical Studies

Visual Programming - Application areas of visual programming software

By the end of the lesson, the learner should be able to:

- Explain the application areas of visual programming software in solving problems
- Identify uses of applications in daily life
- Appreciate the role of visual programming

- Use digital device to search for uses of mobile applications and websites
- Study mobile phone screen with various applications
- Discuss application areas: games, animations, money transfer, robotics
- Identify problems solved by each application

How is visual programming used in solving day-to-day problems?

- Oxford Bk 9
pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts

- Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Introduction to Scratch programming

By the end of the lesson, the learner should be able to:

- Navigate the Scratch programming interface
- Identify basic components of Scratch
- Show confidence in using visual programming software

- Start Scratch program and identify stage, sprites pane, blocks palette, script area
- Practice navigating different areas of interface
- Explore available blocks and categories
- Create new project and save it

What are the basic components of Scratch programming software?

- Oxford Bk 9
pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 1) - Setting up backdrops and sprites

By the end of the lesson, the learner should be able to:

- Create and customize backdrops in Scratch
- Insert sprites for a story
- Show creativity in designing visual elements

- Start Scratch and save project as 'Greening the Environment'
- Select and customize backdrops (Desert, text backdrop)
- Insert sprites: Noor, Characters 1, Butterfly 1, Giraffe, Grasshopper
- Verify sprites and backdrops panes

How do we create backdrops and add sprites for a story in Scratch?

- Oxford Bk 9
pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks
Visual Programming - Creating a game (Part 1) - Maze game setup

By the end of the lesson, the learner should be able to:

- Add code blocks to backdrops and sprites
- Create backdrop switching and sprite behaviors
- Show understanding of event-driven programming

- Click stage and add blocks for backdrop switching
- Add blocks to sprites (Noor, Characters 1, Butterfly, Giraffe)
- Test story by clicking green flag
- Observe and discuss sprite behaviors

How do we program backdrops and sprites in a story?

- Oxford Bk 9
pg. 53
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts
pg. 55
- Game design examples
- Drawing tools guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 2) - Programming sprite movement and collision

By the end of the lesson, the learner should be able to:

- Program sprite movement using arrow keys
- Add collision detection to game
- Show problem-solving skills in game programming

- Set sprite movement for all four directions (up, down, left, right arrow keys)
- Add blocks to detect when sprite touches color
- Program sprite to move -10 steps when touching maze
- Test game and discuss observations

How do we program sprite movement and collision detection?

- Oxford Bk 9
pg. 58
- Computer with Scratch 3
- Digital projector
- Movement blocks guide
- Collision detection guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 3) - Adding game levels

By the end of the lesson, the learner should be able to:

- Create multiple game levels
- Design level progression backdrops
- Demonstrate advanced game design skills

- Create backdrop2 for level two, backdrop3 with 'PROCEED TO LEVEL 2'
- Create backdrop4 with 'SORRY!! You LOST!!'
- Add blocks to beetle sprite to change levels and end game
- Test complete game and refine based on testing

How do we create multiple levels in a game?

- Oxford Bk 9
pg. 60
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 1) - Solar system setup

By the end of the lesson, the learner should be able to:

- Set up backdrop for animation
- Download and upload sprites from internet
- Show resourcefulness in gathering animation assets

- Insert space backdrop
- Search internet for planet sprites and save with .PNG extension
- Upload all planet sprites (Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune)
- Add Sun sprite

How do we set up a solar system animation?

- Oxford Bk 9
pg. 62
- Computer with Scratch 3 and internet
- Digital projector
- List of planet names
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 2) - Programming planets (Sun, Mercury, Venus, Earth)

By the end of the lesson, the learner should be able to:

- Add animation blocks to sprites
- Create orbital motion for planets
- Show precision in animation programming

- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

How do we program orbital motion for Sun and inner planets?

- Oxford Bk 9
pg. 63
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating an animation (Part 3) - Programming planets (Mars, Jupiter, Saturn, Uranus, Neptune)

By the end of the lesson, the learner should be able to:

- Program remaining planets' orbital motions
- Coordinate multiple sprite animations
- Demonstrate animation sequencing skills

- Program Mars, Jupiter, Saturn, Uranus and Neptune orbital motions
- Add appropriate blocks to each planet sprite
- Test complete solar system animation
- Observe all planets orbiting Sun

How do we complete the solar system animation?

- Oxford Bk 9
pg. 65
- Computer with Scratch 3
- Digital projector
- Complete animation guide
- Solar system reference

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Testing and discussing programs

By the end of the lesson, the learner should be able to:

- Test program functionality
- Explain what each code block does
- Demonstrate understanding of programming concepts

- Test story, game and animation by clicking green flag
- Discuss what each block in script pane instructs sprites to do
- Explain orbital motions, movements and sprite behaviors
- Write down findings and present to class

How do code blocks control sprite behavior in programs?

- Oxford Bk 9
pg. 68
- Computer with Scratch 3
- Digital projector
- Program analysis guide
- Assessment rubric

- Practical work - Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Creating own application

By the end of the lesson, the learner should be able to:

- Design and create own application using visual programming
- Apply visual programming skills independently
- Show creativity and innovation in programming

- Brainstorm ideas for own application (story, game or animation)
- Plan and design the application
- Create application using Scratch following learned techniques
- Test and refine application

How do we create our own application using visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Planning templates
- Project guidelines

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Advanced features and techniques
Visual Programming - Uses in day-to-day life and assessment

By the end of the lesson, the learner should be able to:

- Explore advanced features in visual programming
- Create more complex programs
- Demonstrate mastery of visual programming concepts

- Explore additional Scratch features (variables, operators, sensing)
- Create programs with more complex logic and interactions
- Add sound effects and advanced animations to projects
- Test and debug programs

What advanced features can we use in visual programming?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Digital projector
- Advanced features guide
- Reference materials
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Project presentation and portfolio

By the end of the lesson, the learner should be able to:

- Present completed visual programming projects
- Create portfolio of programs developed
- Show confidence in demonstrating programming skills

- Prepare presentations of created applications
- Present story, game and animation projects to class
- Compile portfolio of all visual programming work
- Receive feedback and reflect on learning

How do we present our visual programming projects?

- Oxford Bk 9
pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Presentations - Portfolio - Peer assessment - Observation

Materials for Production

Wood - Types of wood
Wood - Classification of wood

By the end of the lesson, the learner should be able to:

- Identify types of wood used in the locality
- Describe physical characteristics of softwood and hardwood
- Show interest in learning about wood

- Use print or digital media to search for information on types of wood
- Discuss the physical characteristics of wood (soft and hard wood)
- Observe various items made of softwood and hardwood

What are the physical differences between softwood and hardwood?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 72
- Digital devices
- Samples of hardwood and softwood
- Charts showing various types of wood
- Various pieces of wood
- Checklists
- Photos of hardwood and softwood

- Observation - Oral questions - Written assignments

Materials for Production

Wood - Density and grain patterns
Wood - Wood preparation: Conversion

By the end of the lesson, the learner should be able to:

- Explain the concept of density in wood
- Describe grain patterns in different types of wood
- Value the unique characteristics of different wood types

- Discuss density and hardness differences between softwood and hardwood
- Examine grain patterns in various wood samples
- Compare texture of different wood types

Why do hardwoods and softwoods have different grain patterns?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 72
- Wood samples with visible grain
- Magnifying glasses
- Reference books
- Oxford Pre-Technical Studies Today Gr. 9 pg. 74
- Digital devices
- Video clips on sawmills
- Pictures of timber conversion

- Observation - Oral questions - Practical work

Materials for Production

Wood - Wood preparation: Seasoning
Wood - Uses of hardwood
Wood - Uses of softwood

By the end of the lesson, the learner should be able to:

- Define seasoning of wood
- Describe methods of seasoning wood (air drying and kiln drying)
- Explain why seasoning is important

- Discuss safe ways of preparing wood for use
- Compare air drying and kiln drying methods
- Examine the effects of moisture in wood

Why must wood be seasoned before use?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 75
- Digital resources
- Charts on wood seasoning
- Samples of seasoned wood
- Oxford Pre-Technical Studies Today Gr. 9 pg. 76
- Hardwood samples
- Furniture items
- Charts and pictures
- Oxford Pre-Technical Studies Today Gr. 9 pg. 77
- Softwood samples
- Construction materials
- Internet access

- Written tests - Oral questions - Observation

Materials for Production

Wood - Importance of wood in day-to-day life
Handling Waste Materials - Types of waste materials

By the end of the lesson, the learner should be able to:

- Explain the importance of wood in various sectors
- Discuss uses of wood in agriculture, carpentry, and culinary arts
- Value the role of wood in society

- Brainstorm on the importance of wood in daily life
- Discuss uses in construction, agriculture, and decoration
- Present findings on wood's contribution to different industries

Why is wood considered an essential raw material?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 78
- Reference books
- Digital devices
- Charts showing wood uses
- Oxford Pre-Technical Studies Today Gr. 9 pg. 82
- Charts showing waste types
- Gloves and masks
- Waste bins

- Oral questions - Written assignments - Observation

Materials for Production

Handling Waste Materials - Electronic and construction waste

By the end of the lesson, the learner should be able to:

- Identify electronic waste and construction waste
- Explain sources of different waste types
- Appreciate the need to properly identify waste

- Identify electronic waste (computers, phones, appliances)
- Discuss construction waste materials
- Visit places around school to identify various types of waste

How do we distinguish between different categories of waste?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 83
- Pictures of electronic waste
- Construction waste samples
- Digital resources

- Observation - Written tests - Oral questions

Materials for Production

Handling Waste Materials - Safe handling methods: Composting

By the end of the lesson, the learner should be able to:

- Explain the composting process
- Identify organic waste suitable for composting
- Demonstrate composting techniques

- Use print or digital media to search for information on composting
- Discuss how to convert organic waste into manure
- Practice piling organic waste for composting

What is composting and why is it important?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 84
- Organic waste materials
- Compost pit
- Digital devices
- Gloves and masks

- Practical work - Observation - Oral questions

Materials for Production

Handling Waste Materials - Safe handling methods: The 3Rs

By the end of the lesson, the learner should be able to:

- Explain the 3Rs of waste management (Reduce, Reuse, Recycle)
- Apply the 3Rs in handling waste materials
- Develop responsible waste management habits

- Discuss safe ways of handling waste materials
- Practice reducing, reusing, and recycling waste
- Search for information on the 3Rs using digital resources

How can we apply the 3Rs to manage waste effectively?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 85
- Recyclable materials
- Charts on 3Rs
- Internet access
- Reference books

- Written tests - Observation - Practical work

Materials for Production

Handling Waste Materials - Incineration and landfills

By the end of the lesson, the learner should be able to:

- Describe the incineration process
- Explain how landfills are used for waste disposal
- Understand safety considerations in these methods

- Discuss safe ways of handling waste through controlled burning
- Learn about landfill design and use
- Compare advantages and disadvantages of different methods

When should incineration or landfills be used for waste disposal?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 84
- Pictures of incinerators
- Digital resources
- Charts on waste disposal
- PPEs

- Oral questions - Written assignments - Observation

Materials for Production

Handling Waste Materials - Bio-digestion

By the end of the lesson, the learner should be able to:

- Explain the bio-digestion process
- Identify organic materials suitable for bio-digestion
- Appreciate bio-digestion as a sustainable waste solution

- Discuss anaerobic digestion process
- Learn about biogas production
- Visit or observe a biodigester in operation

How does bio-digestion convert waste into useful products?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 85
- Pictures of biodigesters
- Digital devices
- Reference materials

- Observation - Oral questions - Written tests

Materials for Production

Handling Waste Materials - Recycling waste materials

By the end of the lesson, the learner should be able to:

- Collect recyclable materials from the locality
- Make items from recycled waste materials
- Show creativity in recycling projects

- Collect recyclable waste materials with proper PPEs
- Brainstorm on items to make using waste materials
- Make items such as spirit lamps or flower vases

What useful items can we create from waste materials?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 86
- Recyclable materials
- Tools for making items
- Gloves and aprons
- Waste bins

- Practical work - Project - Observation

Materials for Production
Tools and Production
Tools and Production

Handling Waste Materials - Importance of proper waste management
Holding Tools - Identifying holding tools
Holding Tools - Types of vices and clamps

By the end of the lesson, the learner should be able to:

- Explain the importance of proper waste management
- Dispose waste materials using appropriate methods
- Demonstrate commitment to environmental conservation

- Practice safe disposal of waste materials (reduce, reuse, recycle, compost and burn)
- Visit the locality to observe handling of waste materials
- Discuss the importance of observing safety when handling waste

Why is proper waste management important in our community?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 88
- Well-labelled dustbins
- PPEs
- Mop and bucket
- Digital resources
- Oxford Pre-Technical Studies Today Gr. 9 pg. 92
- Variety of holding tools (vices, clamps, pliers, tongs, clips)
- Charts showing holding tools
- Different types of vices
- Various clamps

- Observation - Practical work - Rubrics

Tools and Production

Holding Tools - Types of pliers, clips and tongs
Holding Tools - Uses of holding tools

By the end of the lesson, the learner should be able to:

- Identify types of pliers, clips and tongs
- Distinguish between different holding tools
- Value the specific design of each tool

- Study longnose pliers, combination pliers, waterpipe pliers
- Identify paper clips, crocodile clips, circlips
- Observe blacksmith tongs, crucible tongs, cooking tongs

What are the differences between various types of pliers and tongs?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 93
- Various pliers
- Different clips
- Types of tongs
- Charts
- Oxford Pre-Technical Studies Today Gr. 9 pg. 94
- Chart showing uses of holding tools
- Available holding tools
- Relevant textbooks
- Digital devices

- Observation - Oral questions - Written tests

Tools and Production

Holding Tools - Safe use of holding tools
Holding Tools - Using holding tools to perform tasks

By the end of the lesson, the learner should be able to:

- Explain safety precautions when using holding tools
- Demonstrate safe use of holding tools
- Develop safe working habits

- Use print or digital media to search for information on safe use of holding tools
- Watch videos on how to safely hold tools
- Role-play safe use of different holding tools

What safety measures should be observed when using holding tools?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 96
- Digital devices with internet
- Relevant textbooks
- Safety goggles
- Gloves
- Oxford Pre-Technical Studies Today Gr. 9 pg. 98
- Bench vice
- G-clamp
- Pieces of wood
- Handsaw
- Wood glue
- Workbench

- Observation - Practical work - Checklist

Tools and Production

Holding Tools - Using pliers, clips and tongs
Holding Tools - Care and importance of holding tools

By the end of the lesson, the learner should be able to:

- Use pliers to grip and bend wire
- Use clips to hold papers on drawing boards
- Use tongs to hold hot workpieces safely

- Grip and bend a wire using pliers
- Hold drawing paper onto a drawing board using paper clips
- Hold a hot workpiece using tongs
- Share experiences on the use of holding tools

How are pliers, clips and tongs used in practical tasks?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 99
- Needle nose pliers
- Wire
- Paper clips
- Drawing board
- Crucible tongs
- Bunsen burner
- Oxford Pre-Technical Studies Today Gr. 9 pg. 100
- Holding tools
- Clean piece of cloth
- Soft brush
- Oil can
- Tool box or rack
- Dust cover

- Practical work - Observation - Oral questions

Tools and Production

Driving Tools - Identifying driving tools
Driving Tools - Types of hammers and mallets

By the end of the lesson, the learner should be able to:

- Identify driving tools used in day-to-day life
- Name different types of driving tools
- Show interest in learning about driving tools

- Study pictures showing various driving tools
- Identify driving tools available
- Draw the tools in exercise books and write their names

What are driving tools and what are they used for?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 106
- Variety of driving tools (hammer, mallet, screwdriver, punch, spanner)
- Charts showing driving tools
- Oxford Pre-Technical Studies Today Gr. 9 pg. 107
- Different types of hammers
- Various mallets
- Charts
- Digital resources

- Observation - Oral questions - Written assignments

Tools and Production

Driving Tools - Types of spanners, screwdrivers and punches

By the end of the lesson, the learner should be able to:

- Identify types of spanners, screwdrivers and punches
- Distinguish between different driving tools
- Value the specific design of each tool

- Study ring spanner, socket spanner, open spanner, adjustable spanner
- Identify straight slotted and Phillips screwdrivers
- Observe leather hole punch and drive pin punches

What are the different types of spanners, screwdrivers and punches?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 108
- Various spanners
- Different screwdrivers
- Types of punches
- Charts

- Observation - Practical work - Checklist

Tools and Production

Driving Tools - Uses of driving tools

By the end of the lesson, the learner should be able to:

- Describe the uses of different driving tools
- Select appropriate driving tools for given tasks
- Appreciate the importance of using correct tools

- Discuss uses of driving tools for different tasks
- Select driving tools to perform given tasks
- Study pictures showing driving tools being used

How are different driving tools used in various tasks?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 109
- Chart showing uses of driving tools
- Real driving tools
- Relevant textbooks
- Exercise book and pen

- Oral questions - Written tests - Observation

Tools and Production

Driving Tools - Safe use of driving tools

By the end of the lesson, the learner should be able to:

- Explain safety precautions when using driving tools
- Demonstrate safe use of driving tools
- Develop safe working habits

- Use digital devices to search for information on safe use of driving tools
- Watch videos on how to safely use each tool
- Role-play safe use of hammers, mallets, screwdrivers, spanners and punches

What safety measures should be observed when using driving tools?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 111
- Digital devices with internet
- Relevant textbooks
- Safety goggles
- Gloves
- First aid box

- Observation - Practical work - Checklist

Tools and Production

Driving Tools - Using hammers and mallets

By the end of the lesson, the learner should be able to:

- Use a hammer to join pieces of wood
- Use a mallet to drive dowels into wood
- Apply correct techniques in using driving tools

- Join two pieces of wood using a hammer and nails
- Join two pieces of wood using a wooden mallet and dowel
- Demonstrate safe use of driving tools when performing tasks

How do we use hammers and mallets to perform tasks safely?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 112
- Claw hammer
- Wooden mallet
- Pieces of wood
- Nails
- Dowels
- Workbench
- Clamp

- Practical work - Observation - Rubrics

Tools and Production

Driving Tools - Using screwdrivers, spanners and punches

By the end of the lesson, the learner should be able to:

- Use a screwdriver to fasten screws
- Use a spanner to tighten bolts and nuts
- Use a punch to make holes in leather

- Fasten pieces of wood using a screwdriver and screws
- Tighten a bolt and nut using a spanner and pliers
- Make holes in a leather belt using a revolving leather hole punch

How are screwdrivers, spanners and punches used in practical tasks?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 113
- Screwdriver
- Wood screws
- Spanner
- Pliers
- Bolt and nut
- Leather hole punch
- Leather belt

- Practical work - Observation - Oral questions

Tools and Production

Driving Tools - Care and importance of driving tools

By the end of the lesson, the learner should be able to:

- Clean and store driving tools properly
- Explain the importance of driving tools
- Appreciate the need for proper tool maintenance

- Use a dry piece of cloth to wipe off dirt from tools
- Clean and safely store driving tools
- Discuss the importance of driving tools in day-to-day life
- Present discussion points in class

Why is it important to care for driving tools properly?

- Oxford Pre-Technical Studies Today Gr. 9 pg. 115
- Driving tools
- Clean piece of cloth
- Soft brush
- Tool box
- Storage shelf
- Digital devices

- Observation - Practical work - Written tests

Entrepreneurship

Financial Services - Financial institutions available in Kenya

By the end of the lesson, the learner should be able to:

- Identify financial institutions available in Kenya
- Classify financial institutions in Kenya
- Appreciate the role of financial institutions in the economy

- Discuss and identify financial institutions in the locality and Kenya
- Use digital devices or print media to search for types of financial institutions
- Classify financial institutions in a table (banks, insurance companies, SACCOs, microfinance)
- Present completed classification table

Which financial institutions are available in Kenya?

- Oxford Bk 9
pg. 128
- Digital devices with internet
- Business Studies textbooks
- Newspapers and business magazines
- Exercise books and pens

- Observation - Oral questions - Written tests

Entrepreneurship

Financial Services - Services offered by financial institutions in Kenya
Financial Services - Case study on financial services

By the end of the lesson, the learner should be able to:

- Analyze services offered by financial institutions in Kenya
- Explain services offered by banks, insurance companies, SACCOs and microfinance institutions
- Appreciate the importance of financial services

- Use digital devices or print media to search for services offered by financial institutions
- Discuss services: deposit products, lending, payments, insurance, savings, credit facilities
- Make notes and present findings
- Visit a financial institution near school with teacher guidance

What services are offered by different financial institutions in Kenya?

- Oxford Bk 9
pg. 130
- Digital devices with internet
- Business Studies textbooks
- Banking and insurance brochures
- Charts and reference materials
pg. 132
- Case study materials
- Exercise books and pens

- Oral questions - Written tests - Observation - Written reports

Entrepreneurship

Financial Services - Utilizing financial services for entrepreneurial development

By the end of the lesson, the learner should be able to:

- Plan how to utilize financial services for business development
- Select appropriate financial institutions for specific business needs
- Value financial services in entrepreneurship

- Identify a business idea
- Determine financial institutions to visit and services needed
- Write a short report on findings
- Present report to teacher for assessment

What financial services would you utilize to start and develop a business?

- Oxford Bk 9
pg. 133
- Access to local financial institutions
- Business planning templates
- Report writing guidelines
- Digital devices

- Written reports - Observation - Oral questions - Self assessment

Entrepreneurship

Government and Business - Reasons for government involvement in business in Kenya

By the end of the lesson, the learner should be able to:

- Explain the reasons for government involvement in business in Kenya
- Describe how government promotes economic development and infrastructure
- Appreciate the government's role in business

- Discuss government involvement in infrastructure, defense, subsidies and regulation
- Study role of Competition Authority of Kenya (CAK)
- Examine government involvement in mining, energy and vital documents processing
- Make short notes and present to class

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

- Oxford Bk 9
pg. 136
- Business Studies textbooks
- Symbol for Competition Authority of Kenya
- Charts and digital resources
- Pictures of infrastructure projects

- Oral questions - Written tests - Observation - Discussion participation

Entrepreneurship

Government and Business - Ways in which government is involved in business activities

By the end of the lesson, the learner should be able to:

- Describe ways in which the government is involved in business
- Explain legislation, regulation and government investment in business
- Value government support for business development

- Use textbooks or digital devices to search for ways government is involved in business
- Discuss legislation, regulation, government investment, subsidies and training
- Examine promotion of industrialization, SMEs and Special Economic Zones
- Make notes and present findings

In which ways is the government involved in business?

- Oxford Bk 9
pg. 138
- Digital devices with internet
- Business Studies textbooks
- E.P.Z symbol
- Charts and print media

- Oral questions - Written tests - Observation

Entrepreneurship

Government and Business - Types of taxes in Kenya

By the end of the lesson, the learner should be able to:

- Explain the meaning and importance of paying taxes
- Identify types of taxes in Kenya
- Appreciate the contribution of taxes to national development

- Find meaning of 'tax' from dictionary and discuss importance
- Study types of taxes: income tax, VAT, corporate tax, fuel levy, excise duty
- Identify projects in locality that succeeded because of taxes
- Discuss and present on types of taxes

Why does the government levy different types of taxes?

- Oxford Bk 9
pg. 140
- English dictionary
- Business Studies textbooks
- Charts showing types of taxes
- Digital resources

- Oral questions - Written tests - Observation - Presentations

Entrepreneurship

Government and Business - E-Government services in business

By the end of the lesson, the learner should be able to:

- Analyze e-Government services in business
- Navigate e-Government platforms for business services
- Appreciate the convenience and importance of e-Government services

- Read case study about Syombua's experience with Huduma Centre and e-Citizen
- Learn to navigate e-Citizen platform with teacher guidance
- Study e-Government services: registration, licensing, tax, procurement, intellectual property
- Visit Huduma Centre if possible

What e-Government services are available to businesses in Kenya?

- Oxford Bk 9
pg. 142
- Digital devices with internet
- Access to e-Citizen platform
- Case study materials
- Huduma Centre information

- Observation - Oral questions - Practical work - Rubrics

Entrepreneurship

Government and Business - Importance of complying with government regulations in business

By the end of the lesson, the learner should be able to:

- Explain the importance of complying with government regulations in business
- Describe consequences of non-compliance
- Acknowledge the need to comply with government regulations in business

- Discuss consequences of selling sub-standard or expired goods
- Study that compliance prevents penalties and builds trust
- Examine how compliance provides fair competition and opens opportunities
- Discuss how compliance protects consumers and employees

Why is it important to comply with government regulations in business?

- Oxford Bk 9
pg. 145
- Business Studies textbooks
- Case studies on compliance
- Charts and digital resources

- Oral questions - Written assignments - Case study analysis - Written tests

Entrepreneurship

Government and Business - Review and assessment

By the end of the lesson, the learner should be able to:

- Review key concepts on government and business
- Apply knowledge of government involvement and taxes
- Demonstrate understanding of e-Government services and compliance

- Review reasons for government involvement and ways government is involved
- Discuss types of taxes and their importance
- Review e-Government services and compliance importance
- Complete assessment exercises

How does government involvement benefit businesses and the economy?

- Oxford Bk 9
pg. 146
- Business Studies textbooks
- Assessment materials
- Charts and summaries

- Written tests - Oral questions - Observation - Self-reflection

Entrepreneurship

Business Plan - Meaning and importance of a business plan in entrepreneurship
Business Plan - Components of a business plan in financial management

By the end of the lesson, the learner should be able to:

- Explain the meaning and importance of a business plan
- Describe how business plan helps in entrepreneurship
- Appreciate the value of planning in business

- Find meaning of 'business plan' from dictionary and discuss
- Use digital devices or textbooks to search for importance of business plan
- Discuss how business plan outlines vision, helps avoid mistakes, allocates resources
- Study how business plan is requirement for financing and acts as benchmark

What is a business plan and why is it important in entrepreneurship?

- Oxford Bk 9
pg. 148
- English dictionary
- Digital devices with internet
- Business Studies textbooks
- Sample business plans
pg. 150
- Charts

- Oral questions - Written assignments - Observation

Entrepreneurship

Business Plan - Analyzing a business plan example

By the end of the lesson, the learner should be able to:

- Analyze a complete business plan example
- Identify all components in the example
- Show understanding of how components relate to each other

- Study example business plan 'Mateka Pens Business Plan'
- Analyze all components: executive summary, business description, product, market analysis
- Examine marketing plan, management plan, cost plan and financial projections
- Discuss how components connect

How are all components of a business plan connected?

- Oxford Bk 9
pg. 153
- Example business plan (Mateka Pens)
- Exercise books and pens
- Charts and analysis guides

- Case study analysis - Oral questions - Written tests - Observation

Entrepreneurship

Business Plan - Filling in a business plan template for a given business project

By the end of the lesson, the learner should be able to:

- Fill in a business plan template for a given business project
- Develop a complete business plan for own business idea
- Demonstrate ability to apply business planning knowledge

- Think of a business idea and copy business plan template
- Complete all components: business description, product, market analysis, marketing plan
- Fill in management plan, cost plan and financial projections
- Review and refine complete business plan

How do we create a business plan for our own business idea?

- Oxford Bk 9
pg. 153
- Business plan template
- Exercise books and pens
- Calculators
- Sample business plans

- Practical work - Observation - Rubrics - Portfolio

Entrepreneurship

Business Plan - Presenting and using a business plan

By the end of the lesson, the learner should be able to:

- Present complete business plan to class
- Accept and use feedback to improve business plan
- Embrace the use of a business plan in entrepreneurship

- Present complete business plan in class
- Receive comments and use feedback to improve business plan
- Discuss why business without plan is unlikely to succeed
- Advise family members about importance of business plan

Why is a business plan essential for entrepreneurial success?

- Oxford Bk 9
pg. 154
- Completed business plans
- Presentation materials
- Feedback forms
- Assessment rubrics

- Presentations - Peer assessment - Self assessment - Observation

Entrepreneurship

Business Plan - Review and assessment

By the end of the lesson, the learner should be able to:

- Review key concepts on business planning
- Apply knowledge of business plan components
- Demonstrate understanding of business plan development

How do we use a business plan in entrepreneurship?

- Oxford Bk 9
pg. 154
- Business Studies textbooks
- Assessment materials
- QR code for digital exercise
- Charts and summaries

- Written tests - Oral questions - Self-reflection - Digital exercise