Communication in Pre-Technical Studies

Plane Geometry - Drawing instruments and materials

By the end of the lesson, the learner should be able to:
- Identify drawing instruments and materials used in plane geometry
- State the use of each drawing instrument
- Show interest in the correct selection of drawing instruments

In groups, learners are guided to:
- Observe and discuss drawing instruments and materials shown in Figure 1
- Identify each instrument and state its specific use
- Discuss which three instruments are most suitable for drawing parallel lines

Which instrument would you use to draw a perfect straight line and why?

- Longhorn Pre-Technical Studies Grade 8 pg. 18
- Drawing instruments (pencils, set squares, ruler)
- Digital resources

- Oral questions - Observation

Communication in Pre-Technical Studies

Plane Geometry - Drawing instruments and materials

By the end of the lesson, the learner should be able to:
- Distinguish between H series, B series and HB pencils and their uses
- Identify types of set squares and describe their functions
- Appreciate the importance of selecting the correct pencil grade for drawing

In groups, learners are guided to:
- Discuss the grades and uses of H, B and HB series pencils using Figure 2
- Identify the two types of set squares (45° and 30°/60°) and state their uses
- Practise using set squares to draw angles and parallel lines

How does the grade of a pencil affect the quality of a technical drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 19
- Pencils of various grades
- Set squares
- Longhorn Pre-Technical Studies Grade 8 pg. 20
- Geometrical drawing set
- Charts showing drawing instruments

- Observation - Oral questions

Communication in Pre-Technical Studies

Plane Geometry - Layout of a drawing environment

By the end of the lesson, the learner should be able to:
- Describe the requirements for setting up a drawing environment
- Explain the importance of a flat, clean and smooth drawing surface
- Show willingness to set up a drawing environment correctly

In groups, learners are guided to:
- Use the Internet or reference books to search for information on setting up a drawing environment
- Write and share summary notes on drawing environment requirements
- Discuss why a clean, flat surface improves drawing accuracy

Why is it important to set up a proper drawing environment before starting a technical drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 21
- Internet access and reference books
- Drawing boards and paper
- Longhorn Pre-Technical Studies Grade 8 pg. 22
- Drawing paper (A3)
- Pencils, ruler and set squares

- Oral questions - Written assignments

Communication in Pre-Technical Studies

Plane Geometry - Construction of combined shapes

By the end of the lesson, the learner should be able to:
- Construct a triangle inscribed in a circle using drawing instruments
- Draw combined shapes on a correctly set up paper layout
- Show precision and care when constructing geometric shapes

In groups, learners are guided to:
- Discuss how to draw combined shapes from Figure 8
- Construct a triangle inscribed in a circle following given steps
- Draw combined shapes on the paper layout prepared in the previous lesson

How are combined geometric shapes constructed accurately using drawing instruments?

- Longhorn Pre-Technical Studies Grade 8 pg. 24
- Geometrical drawing set
- Drawing paper with prepared layout
- Longhorn Pre-Technical Studies Grade 8 pg. 27
- Geometrical drawing set and drawing paper
- Ruler and compasses

- Observation - Practical assessment

Communication in Pre-Technical Studies

Plane Geometry - Use of plane geometry in drawing
Plane Geometry - Drawing instruments and materials

By the end of the lesson, the learner should be able to:
- Identify areas where plane geometry is applied in drawings
- Explain how plane geometry provides basic shapes, accurate proportions and precise constructions
- Appreciate the relevance of plane geometry in day-to-day technical work

In groups, learners are guided to:
- Study Kevin's house drawing and discuss how plane geometry is applied
- Identify basic geometric shapes in technical drawings (rectangles, circles, triangles)
- Use the Internet to search for more information on plane geometry applications in drawing

How is plane geometry applied to create accurate and proportional technical drawings?

- Longhorn Pre-Technical Studies Grade 8 pg. 29
- Internet access and reference books
- Charts showing plane geometry applications
- Longhorn Pre-Technical Studies Grade 8 pg. 31
- A3 drawing paper and geometrical set
- Pencils and ruler

- Oral questions - Observation

Communication in Pre-Technical Studies

Dimensioning - Meaning and types of dimensioning
Dimensioning - Types of dimensioning

By the end of the lesson, the learner should be able to:
- Define the term dimensioning as used in technical drawing
- Identify the types of dimensioning in drawing
- Show interest in understanding how dimensions communicate information in drawings

In groups, learners are guided to:
- Read about dimensioning from Rita's tablet activity and discuss the meaning
- Explain the meaning of dimensioning in own words
- Search the Internet for information on different types of dimensioning

What is dimensioning and why is it important in technical drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 32
- Digital devices and internet access
- Charts and drawings with dimensions
- Longhorn Pre-Technical Studies Grade 8 pg. 33
- Drawing charts showing linear and radial dimensioning
- Digital devices

- Oral questions - Observation

Communication in Pre-Technical Studies

Dimensioning - Types of dimensioning
Dimensioning - Lines used for dimensioning

By the end of the lesson, the learner should be able to:
- Describe angular dimensioning and explain where it is applied
- Describe arc length dimensioning and explain where it is applied
- Categorise types of dimensioning from given technical drawings

In groups, learners are guided to:
- Use Figure 3 to study angular dimensioning — specifying angles between two lines
- Use Figure 4 to study arc length dimensioning — specifying the exact length of an arc
- Identify and categorise the type of dimensioning used in given drawings

In what situations would you use angular dimensioning instead of linear dimensioning?

- Longhorn Pre-Technical Studies Grade 8 pg. 34
- Drawing charts showing angular and arc dimensioning
- Digital devices and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 35
- Drawing paper and pencils
- Charts showing dimensioning line types

- Oral questions - Observation

Communication in Pre-Technical Studies

Dimensioning - Lines used for dimensioning
Dimensioning - Dimensioning a given shape
Dimensioning - Dimensioning a given shape

By the end of the lesson, the learner should be able to:
- Draw dimension lines, extension lines and leader lines on given shapes
- Label each type of dimensioning line correctly
- Show precision when adding dimensioning lines to technical drawings

In groups, learners are guided to:
- Draw a rectangle and add dimension lines with arrowheads for length and width
- Add two extension lines for each dimension line drawn
- Draw a leader line pointing to the top surface of the rectangle and label it

How do you correctly draw and label dimensioning lines on a technical drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 36
- Drawing paper, pencils and ruler
- Set squares and geometrical set
- Longhorn Pre-Technical Studies Grade 8 pg. 37
- Charts showing dimensioning methods
- Drawing paper, pencils and geometrical set
- Portfolio folder

- Practical assessment - Observation

Communication in Pre-Technical Studies

Dimensioning - Dimensioning a given shape
Dimensioning - Importance of dimensioning

By the end of the lesson, the learner should be able to:
- Measure dimensions of given drawings using a ruler
- Dimension the drawings correctly using appropriate methods
- Show accuracy and neatness in dimensioned drawings

In groups, learners are guided to:
- Use a ruler to measure dimensions of drawings (a) and (b) in Activity 5
- Draw the shapes on paper and dimension each drawing correctly
- Trace outlines of drawings (a) and (b) in Activity 6 and apply parallel, chain or combined methods

How do you decide which dimensioning method is most appropriate for a given shape?

- Longhorn Pre-Technical Studies Grade 8 pg. 38
- Drawing paper, pencils and ruler
- Geometrical set
- Longhorn Pre-Technical Studies Grade 8 pg. 40
- Tape measure and drawing paper
- Pencils and ruler

- Practical assessment - Observation

Communication in Pre-Technical Studies

Dimensioning - Types of dimensioning

By the end of the lesson, the learner should be able to:
- Define dimensioning and name the parts of a dimension
- Measure and dimension plane figures using different methods
- Show confidence in identifying and applying dimensioning types

In groups, learners are guided to:
- Define dimensioning in own words
- Name the parts marked with letters in the given dimension figure
- Measure and dimension plane figures using parallel, chain or combined methods

How do you determine the correct type of dimensioning to apply to a given drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 41
- Drawing paper, pencils and ruler
- Geometrical set

- Written test - Practical assessment

Communication in Pre-Technical Studies

Plain Scale Drawing - Features of a plain scale

By the end of the lesson, the learner should be able to:
- Define a plain scale and explain its purpose in drawing
- Identify the features of a plain scale from a given diagram
- Show interest in learning how scales are used in technical drawing

In groups, learners are guided to:
- Use a dictionary or Internet to find the meaning of a plain scale
- Discuss what can be observed on a plain scale from the diagram provided
- Identify two sets of divisions, labels, the representative fraction (R.F.) and the zero point

What is a plain scale and why is it used in technical drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 42
- Plain scale diagrams and charts
- Internet access and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 43
- Plain scale diagrams
- Drawing instruments

- Oral questions - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Interpreting a plain scale

By the end of the lesson, the learner should be able to:
- Construct a plain scale given the representative fraction
- Interpret the divisions on a plain scale to read measurements
- Show precision when constructing and labelling a plain scale

In groups, learners are guided to:
- Construct a plain scale with R.F. to measure length in metres and decimetres
- Label the main divisions and subdivisions correctly
- Measure the divisions using a ruler and confirm the R.F. from the scale constructed

How do you use the representative fraction to construct a plain scale correctly?

- Longhorn Pre-Technical Studies Grade 8 pg. 44
- Drawing instruments and paper
- Ruler and pencil
- Longhorn Pre-Technical Studies Grade 8 pg. 45
- Drawing instruments and A3 paper

- Practical assessment - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Interpreting a plain scale
Plain Scale Drawing - Drawing plane figures to a given scale

By the end of the lesson, the learner should be able to:
- Read a plain scale to find lengths of given measurements
- Apply the formula: Length = Part A + Part B to find total length
- Show accuracy when reading values from a plain scale

In groups, learners are guided to:
- Construct the plain scale shown in Activity 4 and measure its divisions
- Read the plain scale to find the value of length x (Part A + Part B)
- Read the plain scale to find length k using the worked example (k = 4 m + 0.9 m = 4.9 m)

How do you accurately read a plain scale to find the length of a given measurement?

- Longhorn Pre-Technical Studies Grade 8 pg. 46
- Constructed plain scales
- Ruler and drawing instruments
- Longhorn Pre-Technical Studies Grade 8 pg. 47
- Drawing instruments and paper
- Ruler, pencil and calculator

- Oral questions - Written assignments

Communication in Pre-Technical Studies

Plain Scale Drawing - Use of plain scale drawing
Visual Programming - Types of visual programming applications
Visual Programming - Types of visual programming applications

By the end of the lesson, the learner should be able to:
- Identify workplaces where plain scale drawing is used
- Relate plain scale drawing to architecture, urban planning, surveying and interior design
- Show appreciation for the role of plain scale drawing in professional work

In groups, learners are guided to:
- Study a house plan and determine drawing measurements of walls using a ruler
- Compare the R.F. found with the one provided on the plan
- Discuss five work environments where plain scale drawing is used (architecture, urban planning, surveying, interior design, education)

How does plain scale drawing make it possible to represent large real-world objects on paper?

- Longhorn Pre-Technical Studies Grade 8 pg. 49
- House plan samples and printed scale drawings
- Internet access and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 52
- Digital devices and internet access
- Charts on types of visual programming
- Longhorn Pre-Technical Studies Grade 8 pg. 53
- Digital devices with Scratch and MakeCode installed
- Internet access

- Oral questions - Written test

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications

By the end of the lesson, the learner should be able to:
- Identify the features of the Scratch visual programming application
- Describe the function of each feature on the Scratch interface
- Show willingness to explore and navigate a visual programming environment

In groups, learners are guided to:
- Type 'Scratch' in a browser and launch the application
- Click 'Create' and identify different features on the Scratch homepage
- Write a brief summary of the features observed and share with classmates

What are the main features of the Scratch application and what is the role of each feature?

- Longhorn Pre-Technical Studies Grade 8 pg. 54
- Computers or tablets with internet access
- Scratch application (scratch.mit.edu)
- Longhorn Pre-Technical Studies Grade 8 pg. 55
- Computers or tablets with Scratch
- Internet access

- Observation - Oral questions

Communication in Pre-Technical Studies

Visual Programming - Features of visual programming applications
Visual Programming - Terminologies used in visual programming

By the end of the lesson, the learner should be able to:
- Add sprites and create commands in the Scratch script area
- Apply backdrops, sounds and effects to make a Scratch project interactive
- Show creativity when designing a visual programming project

In groups, learners are guided to:
- Add different sprites and create a set of commands in the script area
- Add backdrops, sounds and effects to the project
- Test how control and events blocks bring the project to life; share and explain the project to other groups

How do control blocks and event blocks work together to make a Scratch project interactive?

- Longhorn Pre-Technical Studies Grade 8 pg. 58
- Computers or tablets with Scratch
- Internet access
- Longhorn Pre-Technical Studies Grade 8 pg. 59
- Internet access and reference books

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Terminologies used in visual programming

By the end of the lesson, the learner should be able to:
- Define coding, coding blocks and sequence statements in visual programming
- Explain how coding blocks represent commands and control structures graphically
- Show understanding of how a sequence statement defines the order of instructions

In groups, learners are guided to:
- Complete the crossword puzzle activity on visual programming terminologies
- Define coding as the process of creating instructions for a computer to follow
- Discuss how coding blocks are graphical representations of commands in visual programming

How does a sequence statement ensure that a visual program runs its instructions in the correct order?

- Longhorn Pre-Technical Studies Grade 8 pg. 62
- Computers or tablets with Scratch
- Digital resources
- Internet access

- Oral questions - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Create a new Scratch file and select a sprite
- Build a sequence of instructions using Scratch coding blocks
- Show interest in using visual programming to solve problems

In groups, learners are guided to:
- Create a new file in Scratch, select a sprite and drag coding blocks to the script area
- Build the sequence of instructions provided in Activity 7 and click to run
- Remove the forever block and observe the difference in how the instructions run

What happens to a Scratch program when the forever block is removed from a sequence of instructions?

- Longhorn Pre-Technical Studies Grade 8 pg. 63
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Use event blocks to trigger actions in a Scratch program
- Apply an IF selection block to change sprite behaviour based on a condition
- Show creativity when using event and control blocks in Scratch

In groups, learners are guided to:
- Drag an Events block and a Looks block into the script area
- Press the space bar and observe the effect on the sprite's colour
- Change the key in the block drop-down and observe the new behaviour; select a backdrop from the Stage panel

How does changing the key in an event block affect what happens when the program runs?

- Longhorn Pre-Technical Studies Grade 8 pg. 64
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Observation

Communication in Pre-Technical Studies

Visual Programming - Creating instructions using visual programming

By the end of the lesson, the learner should be able to:
- Create a Scratch project of own choice using a sequence of coding blocks
- Write down the steps followed to create the instructions
- Show confidence and creativity in building an independent visual programming project

In groups, learners are guided to:
- Create instructions of own choice using Scratch and write down the steps followed
- Create a project where the sprite says 'Hello' when the green flag is clicked
- Share the complete sequence of instructions with classmates and explain coding choices

How do you plan and organise coding blocks before building a Scratch project?

- Longhorn Pre-Technical Studies Grade 8 pg. 65
- Computers or tablets with Scratch
- Internet access

- Practical assessment - Portfolio

Communication in Pre-Technical Studies
Materials for Production
Materials for Production

Visual Programming - Types of visual programming applications
Composite Materials - Composite materials in the locality
Composite Materials - Composite materials in the locality

By the end of the lesson, the learner should be able to:
- Explain the importance of visual programming in day-to-day life
- Describe the types and features of visual programming applications
- Show appreciation for visual programming as a tool for creativity and problem solving

In groups, learners are guided to:
- Read the newspaper article on visual programming and identify three importances stated
- Discuss other importances of visual programming (accessibility, creativity, digital literacy)
- Answer review exercises: define terms, describe types and create an electronic keyboard project

How has visual programming made coding more accessible to people who are not trained programmers?

- Longhorn Pre-Technical Studies Grade 8 pg. 66
- Digital devices and internet access
- Reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 67
- Realia (samples of composite materials from the locality)
- Longhorn Pre-Technical Studies Grade 8 pg. 68
- Visual aids and realia of composite materials

- Oral questions - Written test - Peer and self-assessment

Materials for Production

Composite Materials - Composition of composite materials
Composite Materials - Relating composite materials to their use

By the end of the lesson, the learner should be able to:
- Describe the composition of common composite materials
- Identify the constituent materials of concrete, bricks, manufactured boards, stones, papier mâché and plastic-coated paper
- Show curiosity in finding out what materials are combined to make composites

In groups, learners are guided to:
- Use the Internet or other available resources to find out the composition of each composite material (concrete, bricks, manufactured boards, stones, papier mâché, plastic-coated paper)
- Discuss the components of each composite material with peers
- Write and present summary notes on the composition of composite materials

What constituent materials are combined to make concrete and bricks?

- Longhorn Pre-Technical Studies Grade 8 pg. 69
- Internet access and reference books
- Digital devices
- Longhorn Pre-Technical Studies Grade 8 pg. 70
- Visual aids and realia of items made from composites
- Charts and pictures

- Oral questions - Written assignments

Materials for Production

Composite Materials - Relating composite materials to their use
Composite Materials - Importance of composite materials

By the end of the lesson, the learner should be able to:
- Identify uses of composite materials in different workplaces
- Relate composite materials to their specific uses in construction, carpentry and packaging
- Show responsibility when visiting and observing workplaces in the locality

In groups, learners are guided to:
- Observe workplaces shown in Figure 4 and name items made of composite materials in each
- Discuss the uses of composite materials in the workplaces shown
- Visit other workplaces in the locality and identify how composite materials are used in each

In what ways are composite materials used differently across various workplaces?

- Longhorn Pre-Technical Studies Grade 8 pg. 71
- Charts and pictures of workplaces
- Realia of composite materials
- Longhorn Pre-Technical Studies Grade 8 pg. 72
- Internet access and reference books
- Digital devices

- Observation - Oral questions

Materials for Production

Composite Materials - Composite materials in the locality
Ceramic Materials - Common ceramic materials in the locality

By the end of the lesson, the learner should be able to:
- Identify composite materials from pictures and describe their composition
- State the uses of identified composite materials in given work contexts
- Show confidence in applying knowledge of composite materials to practical scenarios

In groups, learners are guided to:
- Use a digital device to search for and download pictures of different composite materials
- Answer exercise questions: identify composites in a carpenter's workplace, describe composition, state uses of composite materials used by a carpenter, mason and chef
- Write a summary of findings on composition, uses and importance of composite materials

How are composite materials used differently by a carpenter, a mason and a chef?

- Longhorn Pre-Technical Studies Grade 8 pg. 74
- Digital devices and internet access
- Exercise books for written responses
- Longhorn Pre-Technical Studies Grade 8 pg. 75
- Realia (pottery, ceramic utensils, glass, shale)

- Written test - Oral questions

Materials for Production

Ceramic Materials - Common ceramic materials in the locality
Ceramic Materials - Physical properties of ceramic materials

By the end of the lesson, the learner should be able to:
- Describe the types of ceramic materials — pottery, ceramic utensils, glass and shale
- Distinguish between earthenware, stoneware and porcelain as types of pottery
- Appreciate the variety of ceramic materials available in the locality

In groups, learners are guided to:
- Define ceramic material as a non-metallic substance formed by heating natural minerals
- Discuss the four types: pottery (earthenware, stoneware, porcelain), ceramic utensils, glass and shale
- Describe the characteristics and common uses of each type using the learning points

How do earthenware, stoneware and porcelain differ in terms of the temperatures at which they are fired?

- Longhorn Pre-Technical Studies Grade 8 pg. 76
- Realia (earthenware pot, stoneware cup, porcelain plate, glass)
- Charts and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 77
- Ceramic items (pots, utensils, glasses)
- Hammer, flame source, hot water, lemon juice

- Oral questions - Observation

Materials for Production

Ceramic Materials - Physical properties of ceramic materials
Ceramic Materials - Relating ceramic materials to their use

By the end of the lesson, the learner should be able to:
- Define and explain the five physical properties of ceramic materials
- Give examples of how each property makes ceramic materials suitable for specific uses
- Appreciate how the properties of ceramic materials determine their applications

In groups, learners are guided to:
- Define and discuss brittleness — ceramic materials break easily when hit or dropped
- Define and discuss fire resistance, heat resistance and water resistance with examples
- Define corrosion resistance and explain how it makes ceramics suitable for laboratory use and acidic environments

Why are ceramic materials preferred for use in laboratories and cooking despite being brittle?

- Longhorn Pre-Technical Studies Grade 8 pg. 78
- Charts showing physical properties of ceramics
- Realia and reference books
- Visual aids showing uses of ceramic materials
- Realia and charts

- Oral questions - Written assignments

Materials for Production

Ceramic Materials - Relating ceramic materials to their use
Ceramic Materials - Common ceramic materials in the locality

By the end of the lesson, the learner should be able to:
- Identify ceramic items in workplaces during a locality visit
- Describe the uses of pottery, ceramic utensils, glass and shale in the work environment
- Show responsibility and social awareness when visiting workplaces in the locality

In groups, learners are guided to:
- Visit workplaces in the locality and identify pottery, ceramic utensils, glass and shale
- Describe the uses of each ceramic item identified in the workplace
- Share findings with classmates and discuss how ceramic materials contribute to work in the community

In what ways are ceramic materials used in workplaces and households in your locality?

- Longhorn Pre-Technical Studies Grade 8 pg. 79
- Locality workplaces (pottery workshop, kitchen, hardware store)
- Exercise books for recording findings
- Longhorn Pre-Technical Studies Grade 8 pg. 80
- Exercise books for written responses
- Realia and reference books

- Observation - Oral questions

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Define cutting tools and explain their role in the work environment
- Identify cutting tools from pictures including handsaws, hacksaws, cutters and knives
- Show interest in learning about the range of cutting tools used in day-to-day work

In groups, learners are guided to:
- Study the figures showing cutting tools (a–h) used in a Pre-Technical Studies workshop and identify each tool
- Discuss and describe each cutting tool observed
- Name other cutting tools found in the locality and list those available in school

Which cutting tools are commonly used in a carpentry workshop and what tasks does each perform?

- Longhorn Pre-Technical Studies Grade 8 pg. 82
- Cutting tools (handsaws, hacksaws, cutters, knives)
- Audio-visual aids and digital devices
- Longhorn Pre-Technical Studies Grade 8 pg. 84
- Chisels of different types
- Charts showing types of chisels
- Longhorn Pre-Technical Studies Grade 8 pg. 85
- Snips, scrappers, planes, knives and wire strippers
- Charts showing tools

- Oral questions - Observation

Tools and Production

Cutting Tools - Selecting cutting tools for given tasks
Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Select the appropriate cutting tool for a given task in a workplace
- Justify the selection of a cutting tool based on the nature of the task
- Show responsibility in choosing the correct tool to ensure safety and quality

In groups, learners are guided to:
- Study pictures of cutting tools being used in various tasks and name the tool in each picture
- Select the correct cutting tool for each task: cutting metal pipes, cutting wood, cutting wires and creating joints
- Discuss the selection of a cutting tool for removing excess glue from a joint

How do you determine the most suitable cutting tool to use for a specific task in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 86
- Cutting tools (hacksaw, handsaw, wire cutter, chisel, scrapper)
- Charts showing tools in use
- Longhorn Pre-Technical Studies Grade 8 pg. 87
- Digital devices and internet access
- Video link: https://youtu.be/3Ccig6KvDq/

- Oral questions - Written assignments

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a hacksaw to cut a metal workpiece
- Follow the correct steps for holding, positioning and operating a hacksaw
- Observe and apply safety precautions when using a hacksaw

In groups, learners are guided to:
- Visit a nearby workplace or observe a teacher demonstration on how cutting tools are used
- Follow the step-by-step procedure for using a hacksaw: clamp workpiece, hold handle correctly, position blade, use steady back-and-forth strokes and apply gentle pressure
- Discuss the safety precautions: wear gloves and goggles, ensure blade is tight and properly aligned

Why is it important to clamp the workpiece securely before using a hacksaw?

- Longhorn Pre-Technical Studies Grade 8 pg. 88
- Hacksaw, metal bar, bench vice, protective gloves and goggles
- Working bench or surface
- Longhorn Pre-Technical Studies Grade 8 pg. 89
- Handsaw, piece of wood, try square, bench vice
- Wire cutter, piece of wire, protective gloves

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a chisel to remove material from wood
- Follow the correct steps for holding a chisel and using a mallet to chip wood
- Apply safety measures to prevent injury when chiselling

In groups, learners are guided to:
- Follow steps for using a chisel: draw parallel lines with try square, clamp wood, hold chisel handle with non-dominant hand, place sharp end on wood
- Use a mallet to hit the back of the chisel to slowly remove wood chips until the required depth is reached
- Discuss safety: wear gloves and goggles, keep fingers away from cutting edge, ensure chisel is well-maintained

Why is it important to keep your fingers away from the cutting edge of a chisel when using a mallet?

- Longhorn Pre-Technical Studies Grade 8 pg. 90
- Chisel, mallet, piece of wood, bench vice, clamp, try square
- Protective gloves and goggles
- Longhorn Pre-Technical Studies Grade 8 pg. 91
- Snips, sheet of metal, ruler, pencil or scribe, protective gloves
- Scrapper, surface with paint or rust

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a plane to smooth and shape wood
- Demonstrate the safe and correct use of a knife for cutting fruits and vegetables
- Recognise the importance of proper grip and body positioning when using cutting tools

In groups, learners are guided to:
- Follow steps for using a plane: secure wood in bench vice, ensure blade is parallel to sole, align plane with wood grain and push forward with smooth steady strokes
- Follow steps for using a knife: place item on cutting board, hold knife firmly, curl fingers into a claw and use a rocking or slicing motion
- Discuss safety precautions: keep fingers away from cutting path, always cut away from the body

Why is it important to align the plane with the grain of the wood when smoothing a wooden surface?

- Longhorn Pre-Technical Studies Grade 8 pg. 92
- Plane, piece of wood, bench vice, protective gloves and goggles
- Knife, fruit or vegetable, cutting board

- Observation - Practical assessment

Tools and Production

Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Demonstrate the safe and correct use of a wire stripper to remove insulation from a wire
- Follow the correct steps for selecting the right hole size and stripping wire cleanly
- Show responsibility in observing safety when using a wire stripper

In groups, learners are guided to:
- Follow steps: choose the suitable hole size on the stripper matching the wire gauge, hold wire securely with non-dominant hand, squeeze handles to close blades around insulation
- Pull the stripper away from the wire to remove the cut insulation and check that all insulation is removed cleanly
- Discuss and review safety precautions for all cutting tools covered in previous lessons

Why is it important to choose the correct hole size on a wire stripper before stripping a wire?

- Longhorn Pre-Technical Studies Grade 8 pg. 93
- Wire stripper, piece of wire, protective gloves
- Different gauges of wire for practice

- Observation - Practical assessment

Tools and Production

Cutting Tools - Caring for cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify the correct ways of caring for cutting tools in the work environment
- Explain how each care method helps keep tools in good condition
- Show responsibility in maintaining cutting tools after use

In groups, learners are guided to:
- Study the care poster displayed in the Pre-Technical Studies workshop and discuss each care method shown
- Discuss how each method (cleaning, filing, oiling, storing) helps keep cutting tools in good condition
- Suggest additional ways of caring for cutting tools and write summary notes on findings

Why is it important to care for cutting tools after use in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 94
- Poster on tool care
- Toolbox, oil or grease, dry cloth, file

- Oral questions - Observation

Tools and Production

Cutting Tools - Caring for cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Practise cleaning, filing, oiling and storing cutting tools correctly
- Write the procedure followed for each maintenance method
- Appreciate the importance of regular maintenance for the durability of cutting tools

In groups, learners are guided to:
- Collect the items needed: dry cloth, different cutting tools, file, toolbox, oil or grease and soap and water
- Use the method shown in each picture to maintain different cutting tools: clean with cloth, file blunt edges, apply oil or grease and store neatly in a toolbox
- Write the procedure for each maintenance method practised and present to the class

How does regular oiling and cleaning of cutting tools extend their useful life in the work environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 95
- Cutting tools, dry cloth, file, toolbox, oil or grease
- Soap and water

- Practical assessment - Observation

Tools and Production

Cutting Tools - Importance of cutting tools in the work environment

By the end of the lesson, the learner should be able to:
- Identify workplaces where cutting tools are used from pictures
- Explain the importance of cutting tools in different work environments
- Recognise how cutting tools contribute to efficiency and quality of work

In groups, learners are guided to:
- Identify the workplaces shown in the pictures and name the cutting tools being used in each
- Discuss the importance of each cutting tool in its workplace context
- Identify and list jobs that require the use of cutting tools and explain how these tools contribute to work in each job

In what ways do cutting tools improve the quality and efficiency of work in a carpentry or construction environment?

- Longhorn Pre-Technical Studies Grade 8 pg. 96
- Pictures of cutting tools in workplaces
- Digital devices and internet access

- Oral questions - Written assignments

Tools and Production

Cutting Tools - Cutting tools used in the work environment
Computer Software - Meaning of computer software

By the end of the lesson, the learner should be able to:
- Sketch a chisel and state its use in the work environment
- Select appropriate cutting tools for a given project and justify the selection
- Describe the safety steps involved in using a handsaw correctly

In groups, learners are guided to:
- Sketch a chisel and label it; state its use
- Select cutting tools needed to build a simple bookshelf and explain the role of each tool selected
- Describe the steps and safety precautions for cutting wooden planks using a handsaw
- Identify cutting tools from Figure 10, describe their uses and state how each is cared for

How would you select and safely use cutting tools to carry out a simple woodworking project?

- Longhorn Pre-Technical Studies Grade 8 pg. 98
- Exercise books for written responses
- Cutting tools for reference
- Longhorn Pre-Technical Studies Grade 8 pg. 99
- Digital devices and internet access
- Reference books

- Written test - Oral questions

Tools and Production

Computer Software - Functions of application software

By the end of the lesson, the learner should be able to:
- Identify types of application software from icons
- Explain the functions of word processing, presentation and spreadsheet software in the workplace
- Show willingness to explore application software used in professional environments

In groups, learners are guided to:
- Study the icons for application software (word processor, presentation and spreadsheet) and identify each
- Brainstorm on the functions of each application software identified from the icons
- Visit a computer user environment (school office, secretary's office) and list the types of application software in use

What types of application software are used in a school office and what tasks does each perform?

- Longhorn Pre-Technical Studies Grade 8 pg. 100
- Digital devices with application software
- Internet access and reference materials
- Longhorn Pre-Technical Studies Grade 8 pg. 101
- Internet access

- Oral questions - Observation

Tools and Production

Computer Software - Using computer software to perform tasks

By the end of the lesson, the learner should be able to:
- Use a word processing application to type, edit and save a document
- Apply basic word processing features (typing, editing, saving) to produce a document
- Show confidence in using word processing software for day-to-day tasks

In groups, learners are guided to:
- Open a word processing program and type notes on the functions of different application software
- Edit the typed notes to correct errors and improve presentation
- Save the document in a file named 'application software' and name the software used

How is word processing software used to create and edit documents in day-to-day life?

- Longhorn Pre-Technical Studies Grade 8 pg. 101
- Computers with word processing software installed
- Digital devices
- Longhorn Pre-Technical Studies Grade 8 pg. 102
- Computers with presentation software installed
- Digital devices and projector

- Practical assessment - Observation

Tools and Production

Computer Software - Using computer software to perform tasks
Computer Software - Importance of application software
Computer Software - Importance of application software
Computer Software - Meaning of computer software

By the end of the lesson, the learner should be able to:
- Use spreadsheet software to create, edit and save data in rows and columns
- Organise a shopping list using appropriate column headers in a spreadsheet
- Show accuracy and neatness when entering and editing data in a spreadsheet

- Open a spreadsheet software program and create a shopping list with column headers for items needed for a new school term
- Edit the shopping list to correct and improve the data entered
- Save the spreadsheet in a file named after the learner and state the software used

How does spreadsheet software make it easier to organise and manage lists of data?

- Longhorn Pre-Technical Studies Grade 8 pg. 103
- Computers with spreadsheet software installed
- Digital devices
- Longhorn Pre-Technical Studies Grade 8 pg. 104
- Digital devices and internet access
- Reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 105
- Manila paper and markers for posters
- Digital devices for pictures and videos
- Longhorn Pre-Technical Studies Grade 8 pg. 106
- Computers with word processing and spreadsheet software
- Exercise books for written responses

- Practical assessment - Observation