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

- Oral questions - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Features of a plain scale
Plain Scale Drawing - Interpreting a plain scale

By the end of the lesson, the learner should be able to:
- Describe the four features of a plain scale
- Explain the role of the representative fraction (R.F.) on a plain scale
- Appreciate that the zero point is the reference for all measurements on a plain scale

In groups, learners are guided to:
- Discuss the four features: two sets of divisions, labelled numbers, R.F. and zero point
- Explain the difference between main divisions (e.g. metres) and subdivisions (e.g. decimetres)
- Discuss how the direction from the zero point determines the unit being measured

How does the representative fraction help us understand the relationship between a drawing and the real object?

- Longhorn Pre-Technical Studies Grade 8 pg. 43
- Plain scale diagrams
- Drawing instruments
- Longhorn Pre-Technical Studies Grade 8 pg. 44
- Drawing instruments and paper
- Ruler and pencil

- Oral questions - Written assignments

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 plain scales for different units of measurement
- Compare plain scales of different R.F. values
- Appreciate the need for accuracy when constructing plain scales

In groups, learners are guided to:
- Construct a plain scale (a) in cm and mm up to 10 cm
- Construct a plain scale (b) in metres and decimetres up to 12 m
- Construct a plain scale (c) in kilometres and hectometres; compare and discuss the three scales

Why do plain scales for different units of measurement look different even when the R.F. is the same?

- Longhorn Pre-Technical Studies Grade 8 pg. 45
- Drawing instruments and A3 paper
- Ruler and pencil
- Longhorn Pre-Technical Studies Grade 8 pg. 46
- Constructed plain scales
- Ruler and drawing instruments

- Practical assessment - Observation

Communication in Pre-Technical Studies

Plain Scale Drawing - Drawing plane figures to a given scale
Plain Scale Drawing - Use of plain scale drawing

By the end of the lesson, the learner should be able to:
- Determine the representative fraction of a given scale drawing
- Draw plane figures to a given scale using drawing instruments
- Appreciate the importance of accurate scale conversion when drawing

In groups, learners are guided to:
- Measure given drawings and calculate the representative fraction
- Convert actual dimensions to drawing dimensions using the scale
- Draw a classroom floor measuring 12 m × 8 m to a given scale following the worked example

How do you convert actual measurements to drawing measurements when making a scale drawing?

- Longhorn Pre-Technical Studies Grade 8 pg. 47
- Drawing instruments and paper
- Ruler, pencil and calculator
- Longhorn Pre-Technical Studies Grade 8 pg. 49
- House plan samples and printed scale drawings
- Internet access and reference books

- Practical assessment - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications

By the end of the lesson, the learner should be able to:
- Define visual programming and visual programming applications
- Identify the three types of visual programming applications
- Show interest in exploring visual programming tools

In groups, learners are guided to:
- Brainstorm on the meanings of visual programming and visual programming applications
- Use the Internet to search for types of visual programming applications
- Discuss and categorise educational, multimedia and video game development applications

How is visual programming different from regular text-based programming?

- 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 - Observation

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
Visual Programming - Creating instructions using 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
- Longhorn Pre-Technical Studies Grade 8 pg. 63

- 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:
- 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

Visual Programming - Types of visual programming applications

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

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

Materials for Production

Composite Materials - Composite materials in the locality

By the end of the lesson, the learner should be able to:
- Define the term composite material
- Identify composite materials found in the locality
- Show interest in exploring composite materials in the immediate environment

- Study cards on composite materials created by Grade 8 learners (Figure 1) and identify materials on each card
- Discuss the meaning of composite materials in groups
- Give three examples of composite materials found in the community

What is a composite material and where can composite materials be found in the locality?

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

- Oral questions - Observation

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
Composite Materials - Composite materials in the locality

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
- Longhorn Pre-Technical Studies Grade 8 pg. 74
- Digital devices and internet access
- Exercise books for written responses

- Observation - Oral questions

Materials for Production

Ceramic Materials - Common ceramic materials in the locality

By the end of the lesson, the learner should be able to:
- Define the term ceramic material
- Identify common ceramic materials found in the locality
- Show interest in learning about ceramic materials in the environment

In groups, learners are guided to:
- Study Figure 1 showing ceramic materials observed during a workshop visit
- Discuss the meaning of ceramic materials in groups
- Give three examples of items made from ceramic materials in the community

What is a ceramic material and where are ceramic materials found in the locality?

- Longhorn Pre-Technical Studies Grade 8 pg. 75
- Realia (pottery, ceramic utensils, glass, shale)
- Digital devices and internet access
- Longhorn Pre-Technical Studies Grade 8 pg. 76
- Realia (earthenware pot, stoneware cup, porcelain plate, glass)
- Charts and reference books

- Oral questions - Observation

Materials for Production

Ceramic Materials - Physical properties of ceramic materials

By the end of the lesson, the learner should be able to:
- Investigate the physical properties of ceramic materials through practical experiments
- Observe and record the behaviour of ceramic materials when subjected to impact, heat and water
- Show responsibility and caution when handling ceramic materials during experiments

In groups, learners are guided to:
- Hit a ceramic pot with a hammer and observe what happens (brittleness)
- Expose ceramic items to a flame for 2 minutes and note changes (fire resistance)
- Pour hot water into a ceramic cup and check for melting or bending (heat resistance); fill a glass with water and check for leaks (water resistance); add lemon juice to a ceramic glass and observe changes (corrosion resistance)

What happens to a ceramic material when it is dropped or subjected to high temperatures?

- Longhorn Pre-Technical Studies Grade 8 pg. 77
- Ceramic items (pots, utensils, glasses)
- Hammer, flame source, hot water, lemon juice
- Longhorn Pre-Technical Studies Grade 8 pg. 78
- Charts showing physical properties of ceramics
- Realia and reference books

- Observation - Practical assessment

Materials for Production

Ceramic Materials - Relating ceramic materials to their use

By the end of the lesson, the learner should be able to:
- Name ceramic materials from pictures and identify their uses
- Relate pottery, glass ceramics, shales and ceramic utensils to their specific uses
- Show appreciation for the wide range of uses of ceramic materials in daily life

In groups, learners are guided to:
- Name the ceramic material shown in each picture in Figure 3
- Discuss the uses of pottery (household items, decorative objects, construction materials)
- Discuss uses of glass ceramics (cooking, insulators, laboratory equipment), shales (construction, cement, oil/gas) and ceramic utensils (kitchen use)

How do the physical properties of ceramic materials make them suitable for their various uses?

- Longhorn Pre-Technical Studies Grade 8 pg. 78
- Visual aids showing uses of ceramic materials
- Realia and charts
- Longhorn Pre-Technical Studies Grade 8 pg. 79
- Locality workplaces (pottery workshop, kitchen, hardware store)
- Exercise books for recording findings

- Oral questions - Observation

Materials for Production
Tools and Production

Ceramic Materials - Common ceramic materials in the locality
Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Explain the importance of ceramic materials in day-to-day life
- Identify ceramic items from pictures and state their uses
- Show confidence in applying knowledge of ceramic materials to practical scenarios

In groups, learners are guided to:
- Match each ceramic material to its correct use in the matching activity
- Write summary notes on the importance of ceramic materials and share with classmates
- Answer exercises: state the meaning of ceramics, name and explain uses of ceramic items, identify the property demonstrated when a plate breaks, explain why ceramic beakers are used in laboratories

Why are ceramic materials considered important in both domestic and industrial settings?

- Longhorn Pre-Technical Studies Grade 8 pg. 80
- Exercise books for written responses
- Realia and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 82
- Cutting tools (handsaws, hacksaws, cutters, knives)
- Audio-visual aids and digital devices

- Written test - Peer and self-assessment

Tools and Production

Cutting Tools - Cutting tools used in the work environment

By the end of the lesson, the learner should be able to:
- Identify and describe the types of chisels used in the work environment
- Distinguish between flat, cross-cut, half-round and diamond-pointed chisels
- Appreciate the importance of selecting the correct chisel for a given task

In groups, learners are guided to:
- Use available resources to identify cable cutters and describe their use on thick wires and cables
- Discuss the four types of chisels using Figure 4: flat (general chiselling), cross-cut (grooves and keyways), half-round (curved grooves) and diamond-pointed (corners and small grooves)
- Share findings on which chisel is most suitable for specific tasks

What type of chisel would you select to cut a curved groove and why?

- 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
- Longhorn Pre-Technical Studies Grade 8 pg. 90
- Chisel, mallet, piece of wood, bench vice, clamp, try square
- Protective gloves and goggles

- 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 snips to cut a metal sheet
- Demonstrate the safe and correct use of a scrapper to remove paint from a surface
- Show care and precision when using snips and scrappers

In groups, learners are guided to:
- Follow steps for using snips: mark cutting line on metal sheet, hold snips correctly, place sheet between blades, align with marked line and squeeze to cut along the line
- Follow steps for using a scrapper: hold handle firmly, place blade on surface and push with steady even pressure to remove paint
- Discuss safety: wear gloves, cut away from the body

How do you ensure a clean and accurate cut when using snips on a metal sheet?

- 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
Entrepreneurship
Entrepreneurship

Cutting Tools - Cutting tools used in the work environment
Bookkeeping - Importance of bookkeeping in entrepreneurship
Bookkeeping - Classifying business transactions

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. 108
- Digital devices and reference books
- Sample financial records
- Longhorn Pre-Technical Studies Grade 8 pg. 110
- Sample business records

- Written test - Oral questions

Entrepreneurship

Bookkeeping - Classifying business transactions

By the end of the lesson, the learner should be able to:
- Calculate assets, liabilities and capital using the bookkeeping equation
- Solve problems involving capital given assets and liabilities of a business
- Show accuracy when working with financial figures in bookkeeping

In groups, learners are guided to:
- Study the worked example for ABC Wholesalers and follow the steps to calculate capital
- Solve exercises: calculate capital for Nyamu Enterprises and Mbao Supplies as at given dates
- Complete the capital calculation table and solve Tina's equipment purchase scenario

How do you calculate the capital of a business when given its assets and liabilities?

- Longhorn Pre-Technical Studies Grade 8 pg. 112
- Exercise books for calculations
- Sample business records
- Longhorn Pre-Technical Studies Grade 8 pg. 113
- Digital devices and reference books
- Sample receipts and invoices

- Written test - Oral questions

Entrepreneurship

Bookkeeping - Classifying business transactions

By the end of the lesson, the learner should be able to:
- Define cost, price, profit and loss as used in business
- Apply the formulae: Price = Cost + Profit and Profit = Price − Cost
- Determine the cost and price of a product to calculate profit or loss

In groups, learners are guided to:
- Study Diana's bakery and rental business tables showing expenses and selling prices
- Define cost (money spent to produce), price (amount paid by customer) and apply the profit/loss formula
- Calculate whether Diana makes a profit or loss from each business and discuss the effect of a rent increase

How does a business person determine whether they have made a profit or a loss?

- Longhorn Pre-Technical Studies Grade 8 pg. 114
- Exercise books for calculations
- Sample business expense records
- Longhorn Pre-Technical Studies Grade 8 pg. 115
- Digital devices for reference

- Oral questions - Written assignments

Entrepreneurship

Bookkeeping - Preparing simple financial statements

By the end of the lesson, the learner should be able to:
- Identify the components of a statement of financial position
- Explain the relationship between total assets and total capital plus liabilities
- Prepare a simple statement of financial position for a given business

In groups, learners are guided to:
- Study the statement of financial position for Bei Nafuu Limited and identify components (assets, capital, liabilities)
- Compare total assets with total capital and liabilities and discuss what the equality shows
- Discuss the relationship between the bookkeeping equation and the statement of financial position

Why must the total assets always equal total capital plus liabilities in a statement of financial position?

- Longhorn Pre-Technical Studies Grade 8 pg. 116
- Sample statements of financial position
- Exercise books for preparation
- Longhorn Pre-Technical Studies Grade 8 pg. 117
- Exercise books for SFP preparation
- Reference books and sample records

- Oral questions - Written assignments

Entrepreneurship

Bookkeeping - Preparing simple financial statements

By the end of the lesson, the learner should be able to:
- Identify the three components of a statement of cash flow (operating, investing and financing activities)
- Explain the meaning of positive and negative values in a cash flow statement
- Calculate the net cash increase or decrease for a given period

In groups, learners are guided to:
- Study the statement of cash flow for Furaha Enterprises and identify operating, investing and financing activities
- Explain what values in brackets represent (cash outflows) and calculate the net cash increase
- Study the worked example for Upendo Ventures and follow the steps to prepare a complete statement of cash flow

What does the net cash increase or decrease in a statement of cash flow tell a business person?

- Longhorn Pre-Technical Studies Grade 8 pg. 120
- Sample statements of cash flow
- Exercise books for preparation

- Oral questions - Written assignments

Entrepreneurship

Bookkeeping - Preparing simple financial statements

By the end of the lesson, the learner should be able to:
- Prepare a statement of cash flow from given financial data for operating, investing and financing activities
- Calculate net cash flows for each activity category and the overall net cash change
- Appreciate the importance of a statement of cash flow in monitoring business liquidity

In groups, learners are guided to:
- Prepare a statement of cash flow for Tumaini Solutions from given operating, investing and financing data
- Prepare a statement of cash flow for Rafiki Traders using the same format
- Prepare a statement of cash flow for Bora Enterprises from a mixed list of financial items

How does a statement of cash flow help a business person monitor the flow of money in and out of the business?

- Longhorn Pre-Technical Studies Grade 8 pg. 123
- Exercise books for preparation
- Sample statements of cash flow

- Written test - Practical assessment

Entrepreneurship

Bookkeeping - Preparing simple financial statements
Bookkeeping - Importance of bookkeeping in entrepreneurship

By the end of the lesson, the learner should be able to:
- Identify and explain the components of an income statement (revenue, gross profit, expenses, net income)
- Prepare a simple income statement from given financial data
- Appreciate how an income statement shows whether a business is profitable

In groups, learners are guided to:
- Study the income statement for Baraka Enterprises and identify and discuss its four components
- Define revenue, gross profit, expenses and net income and explain how each is calculated
- Study the worked example for Wendo Limited and prepare income statements for Jenga Enterprises and Nyota Limited

How does an income statement help a business person determine whether a profit or loss has been made?

- Longhorn Pre-Technical Studies Grade 8 pg. 124
- Sample income statements
- Exercise books for preparation
- Longhorn Pre-Technical Studies Grade 8 pg. 127
- Computers with spreadsheet software
- Sample financial records

- Oral questions - Written test

Entrepreneurship

Income and Budgeting - Sources of income for an individual
Income and Budgeting - Importance of budgeting

By the end of the lesson, the learner should be able to:
- Define income and identify sources of income for an individual
- Identify multiple income streams from a real-life scenario
- Appreciate the value of diversifying income sources for financial stability

In groups, learners are guided to:
- Read Jane's story and identify all the ways she earns money (salary, jewellery sales, rental income, investments, freelance writing)
- Discuss and identify other sources of income for an individual (salary, wages, business income, rental, investments, grants)
- Share personal experiences related to income sources with classmates

Why is it important for an individual to have more than one source of income?

- Longhorn Pre-Technical Studies Grade 8 pg. 130
- Digital devices and reference books
- Resource persons
- Longhorn Pre-Technical Studies Grade 8 pg. 131
- Sample personal budgets

- Oral questions - Observation

Entrepreneurship

Income and Budgeting - Preparing a simple budget
Income and Budgeting - Ethical and unethical practices in budgeting

By the end of the lesson, the learner should be able to:
- Define a budget and explain its components (income and expenses)
- Prepare a simple personal budget showing income, expenses and savings
- Appreciate the importance of planning expenditure before spending

In groups, learners are guided to:
- Study Njeri's budget, compare total income and total expenses and calculate savings
- Define a budget as a plan for spending money showing income, expenses and savings
- Prepare a personal budget for Nelson's Lake Nakuru trip and for the Grade 8 children's home visit

How do you prepare a simple personal budget and what does it show about your financial plan?

- Longhorn Pre-Technical Studies Grade 8 pg. 133
- Budget templates and exercise books
- Digital devices
- Longhorn Pre-Technical Studies Grade 8 pg. 135
- Digital devices and reference books
- Case study cards

- Written assignments - Practical assessment

Entrepreneurship

Income and Budgeting - Importance of financial planning
Income and Budgeting - Sources of income for an individual

By the end of the lesson, the learner should be able to:
- Outline the steps involved in financial planning
- Explain the importance of financial planning using a real-life dialogue
- Appreciate that early financial planning leads to long-term financial security

In groups, learners are guided to:
- Read the dialogue between Ayub and Joan about Liz's financial planning journey and answer questions
- Outline the four steps of financial planning from the learning points (assess finances, set goals, create budget, build emergency fund)
- Discuss how financial planning leads to confidence and financial stability

What are the steps involved in financial planning and why is it important to start planning early?

- Longhorn Pre-Technical Studies Grade 8 pg. 137
- Digital devices and library resources
- Reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 138
- Exercise books

- Oral questions - Written assignments

Entrepreneurship

Marketing of Goods and Services - Importance of marketing to a business
Marketing of Goods and Services - Sources of information about the market

By the end of the lesson, the learner should be able to:
- Define marketing and explain its role in a business
- Explain the importance of marketing: revenue generation and customer acquisition and retention
- Appreciate how marketing contributes to the growth and sustainability of a business

In groups, learners are guided to:
- Read the business article on marketing and discuss why marketing is important for a business
- Define marketing as the process of promoting and selling products or services by identifying and meeting customer needs
- Discuss two importances: revenue generation (attracting purchases) and customer acquisition and retention (building loyalty and attracting new customers)

How does effective marketing contribute to the growth and financial stability of a business?

- Longhorn Pre-Technical Studies Grade 8 pg. 139
- Digital devices and internet access
- Business articles and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 140
- Digital devices with internet access
- Newspapers, magazines and business reports

- Oral questions - Observation

Entrepreneurship

Marketing of Goods and Services - Factors considered when selecting a suitable market
Marketing of Goods and Services - Selecting tools to market goods and services

By the end of the lesson, the learner should be able to:
- Explain the factors considered when selecting a suitable market for goods and services
- Analyse how target customers, market size, competition, accessibility and profitability affect market selection
- Appreciate the importance of research before selecting a market

In groups, learners are guided to:
- Study Mr Mbati's summary on factors to consider when selecting a market and discuss each factor
- Discuss five factors: target customers, market size and growth rate, level of competition, market accessibility and market profitability
- Brainstorm enabling conditions that support or hinder marketing in the community

What factors would you consider before deciding which market to enter when starting a new business?

- Longhorn Pre-Technical Studies Grade 8 pg. 142
- Digital devices and internet access
- Business reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 144
- Charts on marketing tools

- Oral questions - Written assignments

Entrepreneurship

Marketing of Goods and Services - Recognising suitable markets for goods and services
Distribution of Goods and Services - Role of intermediaries in distribution
Distribution of Goods and Services - Channels of distribution
Distribution of Goods and Services - Ethics in distribution of goods and services

By the end of the lesson, the learner should be able to:
- Identify suitable markets for goods and services using a case study
- Define an ideal customer profile and explain its importance in market selection
- Show confidence in applying marketing knowledge to real-life business scenarios

In groups, learners are guided to:
- Read the GreenTech case study and discuss what drove rising demand and how the company selected its markets
- Discuss how to define an ideal customer: demographics, interests, location and purchasing power
- Visit nearby shops or supermarkets and observe: types of customers, best-selling products and marketing tools used; share findings with classmates

How would you identify and select the most suitable market for a new product in your community?

- Longhorn Pre-Technical Studies Grade 8 pg. 147
- Digital devices and internet access
- Exercise books for written responses
- Longhorn Pre-Technical Studies Grade 8 pg. 148
- Charts on channels of distribution
- Longhorn Pre-Technical Studies Grade 8 pg. 151
- Charts and flowchart templates
- Longhorn Pre-Technical Studies Grade 8 pg. 156
- Debate cards and exercise books

- Oral questions - Written test