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

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

- Oral questions - Written test

Communication in Pre-Technical Studies

Visual Programming - Types of visual programming applications
Visual Programming - Features of visual programming applications

By the end of the lesson, the learner should be able to:
- Identify Scratch and Microsoft MakeCode as examples of visual programming applications
- Describe the purpose of each application
- Appreciate how visual programming applications make coding accessible to learners

In groups, learners are guided to:
- Study icons of Scratch, MakeCode and Spritebox and identify each application
- Discuss how Scratch uses colourful blocks to teach programming concepts
- Discuss how MakeCode enables beginners to create programs for devices

What makes Scratch a suitable visual programming application for learning coding?

- Longhorn Pre-Technical Studies Grade 8 pg. 53
- Digital devices with Scratch and MakeCode installed
- Internet access
- Longhorn Pre-Technical Studies Grade 8 pg. 54
- Computers or tablets with internet access
- Scratch application (scratch.mit.edu)

- 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:
- Explain the functions of the features of the Scratch application
- Match each Scratch feature to its correct function
- Show confidence in navigating the Scratch interface

In groups, learners are guided to:
- Use the Internet to find out the functions of Scratch features
- Complete the matching activity linking each feature to its function
- Practise using different Scratch features and discuss findings with peers

How does the script area in Scratch help a programmer create instructions for a sprite?

- Longhorn Pre-Technical Studies Grade 8 pg. 55
- Computers or tablets with Scratch
- Internet access
- Longhorn Pre-Technical Studies Grade 8 pg. 58

- Observation - Practical assessment

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 syntax, variables, input statements and output statements in visual programming
- Identify examples of input and output blocks in the Scratch application
- Appreciate the importance of understanding programming terminology

In groups, learners are guided to:
- Use the Internet to find meanings of syntax, variables, input and output statements
- Read and write meanings in notebooks and share with classmates
- Identify input blocks (sensing, ask) and output blocks (say, sound) in Scratch using Figures 8 and 9

What is the role of input and output statements in a visual programming application?

- Longhorn Pre-Technical Studies Grade 8 pg. 59
- Computers or tablets with Scratch
- Internet access and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 62
- Digital resources

- Oral questions - Written assignments

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 selection statements, repeating statements and variable declarations
- Explain how each is used to control program flow in visual programming
- Appreciate how these terminologies form the building blocks of programming logic

In groups, learners are guided to:
- Define selection statement and explain how it enables a program to make decisions (IF blocks)
- Define repeating statement and explain how it repeats a set of instructions multiple times
- Define variable declarations and explain how they specify the type of data a variable can hold

How does a selection statement allow a visual program to respond differently to different conditions?

- Longhorn Pre-Technical Studies Grade 8 pg. 62
- Computers or tablets with Scratch
- Internet access
- Longhorn Pre-Technical Studies Grade 8 pg. 63

- Oral questions - Written assignments

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

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

- Oral questions - Observation

Tools and Production

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

By the end of the lesson, the learner should be able to:
- Identify and describe snips, scrappers, planes, knives and wire strippers
- Explain the specific use of each cutting tool in the work environment
- Show curiosity in exploring a wide range of cutting tools

In groups, learners are guided to:
- Discuss types of snips (tinner's snips and compound/aviation snips) and their specific cutting applications using Figure 5
- Describe the scrapper, plane and knife — their structure and uses in the work environment using Figures 6, 7 and 8
- Describe the wire stripper and explain how it removes insulation from wires using Figure 9

How do tinner's snips differ from compound snips in the tasks they are designed to perform?

- Longhorn Pre-Technical Studies Grade 8 pg. 85
- Snips, scrappers, planes, knives and wire strippers
- Charts showing tools
- Longhorn Pre-Technical Studies Grade 8 pg. 86
- Cutting tools (hacksaw, handsaw, wire cutter, chisel, scrapper)
- Charts showing tools in use

- Oral questions - Observation

Tools and Production

Cutting Tools - Cutting tools used in the work environment
Cutting Tools - Using cutting tools to perform a given task

By the end of the lesson, the learner should be able to:
- Match cutting tools to the specific tasks they perform using flashcards
- Describe the range of tasks performed by cutting tools in different work environments
- Show appreciation for the wide application of cutting tools in the work environment

In groups, learners are guided to:
- Study flashcards on tasks carried out by cutting tools and choose the suitable tool for each task
- Discuss the learning points on the uses of cutting tools in different work environments
- Use a digital device to search and watch a video on the uses of cutting tools in a workplace

In what ways are cutting tools used differently across carpentry, electrical and metalwork environments?

- Longhorn Pre-Technical Studies Grade 8 pg. 87
- Digital devices and internet access
- Video link: https://youtu.be/3Ccig6KvDq/
- Longhorn Pre-Technical Studies Grade 8 pg. 88
- Hacksaw, metal bar, bench vice, protective gloves and goggles
- Working bench or surface

- Oral questions - Observation

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 handsaw to cut wood
- Demonstrate the safe and correct use of a wire cutter to cut wire
- Show responsibility when handling and operating cutting tools

In groups, learners are guided to:
- Follow the steps for using a handsaw: mark cutting line with try square, make a notch, hold saw correctly and use long smooth strokes
- Follow the steps for using a wire cutter: mark cutting point on wire, hold cutter correctly, place wire between blades and squeeze handles to cut
- Discuss and apply safety precautions for both tools

How does marking a cutting line with a try square improve the accuracy of a handsaw cut?

- 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

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

- Written test - Oral questions

Entrepreneurship

Bookkeeping - Importance of bookkeeping in entrepreneurship
Bookkeeping - Classifying business transactions

By the end of the lesson, the learner should be able to:
- Define bookkeeping and explain its role in a business
- Explain the meaning of basic bookkeeping terms (debtor, creditor, assets, liabilities, capital)
- Appreciate the importance of bookkeeping for planning, tax compliance, loan access and decision making

- Brainstorm on the meanings of basic bookkeeping terms listed in the figure and search using available resources
- Study stickers on the importance of bookkeeping created by Grade 8 learners and discuss how each benefit is achieved
- Identify other importances of bookkeeping and present findings to the class

Why is bookkeeping important for a business person in day-to-day entrepreneurship?

- 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

- Oral questions - Written assignments

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

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

- Oral questions - Written test

Entrepreneurship

Bookkeeping - Importance of bookkeeping in entrepreneurship
Income and Budgeting - Sources of income for an individual

By the end of the lesson, the learner should be able to:
- Explain the importance of financial records in a business
- Use spreadsheet software to prepare financial records
- Show appreciation for accurate record keeping as a foundation of business success

In groups, learners are guided to:
- Follow the road map to identify benefits of financial records and name the financial record that supports each benefit
- Discuss three importances of financial records: monitoring performance, financial planning and tax determination
- Use spreadsheet software to prepare the financial records from previous activities; answer review exercises on bookkeeping equation, SFP, cash flow and income statement

Why is it important for every business, no matter how small, to keep accurate financial records?

- Longhorn Pre-Technical Studies Grade 8 pg. 127
- Computers with spreadsheet software
- Sample financial records
- Longhorn Pre-Technical Studies Grade 8 pg. 130
- Digital devices and reference books
- Resource persons

- Written test - Peer and self-assessment

Entrepreneurship

Income and Budgeting - Importance of budgeting
Income and Budgeting - Preparing a simple budget

By the end of the lesson, the learner should be able to:
- Explain the importance of budgeting in managing personal finances
- Compare wise and unwise spending patterns using a given scenario
- Show willingness to apply budgeting principles in personal financial management

In groups, learners are guided to:
- Compare Amina and Furaha's spending from the figure and discuss who spent more wisely and why
- Brainstorm and discuss the six importances of budgeting (controlling spending, saving, living within means, avoiding unnecessary purchases, preparing for emergencies, achieving financial goals)
- Discuss ways of spending money wisely and how budgeting helps achieve financial goals

How does having a budget help an individual avoid unnecessary spending and debt?

- Longhorn Pre-Technical Studies Grade 8 pg. 131
- Sample personal budgets
- Digital devices and reference books
- Longhorn Pre-Technical Studies Grade 8 pg. 133
- Budget templates and exercise books
- Digital devices

- Oral questions - Written assignments

Entrepreneurship

Income and Budgeting - Ethical and unethical practices in budgeting
Income and Budgeting - Importance of financial planning

By the end of the lesson, the learner should be able to:
- Classify given practices as ethical or unethical in budgeting
- Describe unethical practices: dishonesty, fraud, irresponsibility, unfairness and excessive spending
- Show commitment to ethical financial practices in personal and business budgeting

In groups, learners are guided to:
- Study the figure of budgeting practices and draw lines classifying each as ethical or unethical
- Describe five ethical budgeting steps (tracking income, allocating for needs/savings/debt, sticking to the plan, avoiding impulse spending, adapting to changes)
- Discuss five categories of unethical practices (dishonesty, fraud, irresponsibility, unfairness, excessive spending) with examples

Why is it important to practise ethical budgeting in both personal and business financial management?

- Longhorn Pre-Technical Studies Grade 8 pg. 135
- Digital devices and reference books
- Case study cards
- Longhorn Pre-Technical Studies Grade 8 pg. 137
- Digital devices and library resources
- Reference books

- Oral questions - Written assignments

Entrepreneurship

Income and Budgeting - Sources of income for an individual
Marketing of Goods and Services - Importance of marketing to a business

By the end of the lesson, the learner should be able to:
- Outline sources of income and describe ethical practices in budgeting
- Prepare a family budget using knowledge of income and expenses
- Show confidence in applying income and budgeting skills to practical scenarios

In groups, learners are guided to:
- Prepare a simple monthly budget for a family together with a family member
- Answer exercises: outline 5 sources of income, describe 3 ethical issues in budgeting, evaluate Hassan's shoe vs toy spending decision
- Discuss how the government allocates funds in a budget and what this shows about budgeting priorities

How can budgeting help an individual or family avoid overspending and achieve their financial goals?

- Longhorn Pre-Technical Studies Grade 8 pg. 138
- Digital devices and library resources
- Exercise books
- Longhorn Pre-Technical Studies Grade 8 pg. 139
- Digital devices and internet access
- Business articles and reference books

- Written test - Peer and self-assessment

Entrepreneurship

Marketing of Goods and Services - Sources of information about the market
Marketing of Goods and Services - Factors considered when selecting a suitable market

By the end of the lesson, the learner should be able to:
- Identify sources of information about a market and its potential customers
- Explain how each source provides useful information for marketing decisions
- Show willingness to use multiple sources to gather market information

In groups, learners are guided to:
- Study pictures showing sources of market information and brainstorm additional sources
- Discuss six sources: mass media, social media and websites, books and reports, customer reviews and feedback, government data and statistics, trade fairs and exhibitions
- Visit an online marketplace (e.g. Jumia), read customer reviews and discuss how reviews influence marketing decisions

Which source of market information would be most useful for a small business in your community and why?

- Longhorn Pre-Technical Studies Grade 8 pg. 140
- Digital devices with internet access
- Newspapers, magazines and business reports
- Longhorn Pre-Technical Studies Grade 8 pg. 142
- Digital devices and internet access
- Business reference books

- Oral questions - Written assignments

Entrepreneurship

Marketing of Goods and Services - Selecting tools to market goods and services
Marketing of Goods and Services - Recognising suitable markets for goods and services

By the end of the lesson, the learner should be able to:
- Explain the enabling conditions for marketing of goods and services
- Distinguish between digital and traditional marketing tools
- Select appropriate marketing tools for a given business context

- Explain five enabling conditions: type of roads, quality of vehicles, communication networks, storage facilities and power supply
- Study the chart of marketing tools created by Grade 8 learners of Fanaka Junior School and classify into digital and traditional
- Select suitable marketing tools for a clothing line targeting teenagers; discuss digital tools (website, social media, email/SMS, content marketing, SEO) and traditional tools (print media, TV/radio, events)

How do you decide which marketing tools to use when launching a new product or service?

- Longhorn Pre-Technical Studies Grade 8 pg. 144
- Digital devices and internet access
- Charts on marketing tools
- Longhorn Pre-Technical Studies Grade 8 pg. 147
- Exercise books for written responses

- Oral questions - Observation

Entrepreneurship

Distribution of Goods and Services - Role of intermediaries in distribution
Distribution of Goods and Services - Channels of distribution

By the end of the lesson, the learner should be able to:
- Define distribution and channels of distribution
- Identify common intermediaries and explain their roles in the distribution of goods and services
- Appreciate the importance of intermediaries in making goods accessible to consumers

In groups, learners are guided to:
- Discuss the meaning of distribution and explain the role of student governors as a parallel to intermediaries
- Define intermediaries (wholesalers, retailers, distributors, agents, brokers, co-operatives) and discuss their roles in the figure
- Discuss the eight roles of intermediaries: transport and storage, facilitating transactions, reducing risk, expanding market access, promoting and marketing, breaking bulk, gathering market information and offering customer service

Why are intermediaries important in ensuring that goods produced in one location reach consumers in another?

- Longhorn Pre-Technical Studies Grade 8 pg. 148
- Digital devices and internet access
- Charts on channels of distribution
- Longhorn Pre-Technical Studies Grade 8 pg. 151
- Charts and flowchart templates

- Oral questions - Observation

Entrepreneurship

Distribution of Goods and Services - Ethics in distribution of goods and services

By the end of the lesson, the learner should be able to:
- Explain ethical and unethical practices in the distribution of goods and services
- Explain the importance of distributing goods and services in the community
- Value the need for ethical distribution for sustainable economic development

- Study the Grade 8 learners' model on ethical practices and discuss the seven ethical practices (fair pricing, honesty, consumer rights, sustainability, privacy, compliance, ethical marketing)
- Read the article on unethical distribution practices (price gouging, misleading advertising) and debate the motion: 'Ethical practices in distribution lead to greater profits than unethical practices'
- Read Rachael's story and discuss the five importances of distribution: accessibility, economic growth, consumer satisfaction, innovation and competition, and global trade

Why is it important for businesses to maintain ethical practices in the distribution of goods and services?

- Longhorn Pre-Technical Studies Grade 8 pg. 156
- Digital devices and internet access
- Debate cards and exercise books

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