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| WK | LSN | STRAND | SUB-STRAND | LESSON LEARNING OUTCOMES | LEARNING EXPERIENCES | KEY INQUIRY QUESTIONS | LEARNING RESOURCES | ASSESSMENT METHODS | REFLECTION |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Safety on Raised Platforms - Types of raised platforms
|
By the end of the
lesson, the learner
should be able to:
-identify types of raised platforms used in a workplace -describe the characteristics of different types of raised platforms -appreciate the different types of raised platforms used in a workplace |
The learner is guided to:
-walk around the school to explore types of raised platforms (ladders, trestles, steps, stands, work benches, ramps) -brainstorm on the types of raised platforms used in day-to-day life |
Why is it important to observe safety when working on raised platforms?
|
- Photographs
-Realia -Digital devices -Practical workplace -Models -Oxford Pre-Technical Studies Today pg. 2 |
- Written questions
-Oral questions
-Observation
-Portfolio
|
|
| 1 | 2 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Safety on Raised Platforms - Types of raised platforms
Safety on Raised Platforms - Risks associated with working on raised platforms |
By the end of the
lesson, the learner
should be able to:
-identify types of raised platforms used in a workplace -describe the characteristics of different types of raised platforms -appreciate the different types of raised platforms used in a workplace |
The learner is guided to:
-brainstorm on the types of raised platforms used in day-to-day life -use print or digital media to search for information on types of raised platforms |
Why is it important to observe safety when working on raised platforms?
|
- Photographs
-Realia -Digital devices -Practical workplace -Models -Oxford Pre-Technical Studies Today pg. 3 -Oxford Pre-Technical Studies Today pg. 4 |
- Written questions
-Oral questions
-Observation
-Portfolio
|
|
| 1 | 3 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Safety on Raised Platforms - Risks associated with working on raised platforms
Safety on Raised Platforms - Safety measures when working on raised platforms |
By the end of the
lesson, the learner
should be able to:
-explain common risks when working on raised platforms -describe factors that increase risks on raised platforms -value the importance of risk awareness in workplace safety |
The learner is guided to:
-use digital devices to search for information on the risks associated with working on raised platforms -compile a list of risks associated with raised platforms -discuss causes of accidents on raised platforms |
Why is it important to observe safety when working on raised platforms?
|
- Photographs
-Realia -Digital devices -Practical workplace -Models -Oxford Pre-Technical Studies Today pg. 5 -Oxford Pre-Technical Studies Today pg. 6 |
- Written questions
-Oral questions
-Observation
-Portfolio
|
|
| 1 | 4 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Safety on Raised Platforms - Safety measures when working on raised platforms
Safety on Raised Platforms - Importance of observing safety on raised platforms |
By the end of the
lesson, the learner
should be able to:
-demonstrate proper safety techniques on raised platforms -apply appropriate safety measures in different contexts -appreciate the value of following safety protocols |
The learner is guided to:
-discuss safety precautions that should be observed by various professionals when using raised platforms -demonstrate proper use of PPEs when working on raised platforms -create safety guidelines for working on raised platforms |
Why is it important to observe safety when working on raised platforms?
|
- Photographs
-Realia -Digital devices -Practical workplace -Models -Oxford Pre-Technical Studies Today pg. 7 -Oxford Pre-Technical Studies Today pg. 8 |
- Written questions
-Oral questions
-Observation
-Portfolio
|
|
| 2 | 1 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Safety on Raised Platforms - Importance of observing safety on raised platforms
Self-Exploration and Career Development - Ways of nurturing talents and abilities |
By the end of the
lesson, the learner
should be able to:
-summarize key safety principles for raised platforms -apply safety knowledge in practical scenarios -value workplace safety as a personal responsibility |
The learner is guided to:
-create posters highlighting the importance of safety on raised platforms -role-play emergency response to raised platform accidents -discuss legal requirements for workplace safety |
Why is it important to observe safety when working on raised platforms?
|
- Photographs
-Realia -Digital devices -Practical workplace -Models -Oxford Pre-Technical Studies Today pg. 9 - Digital devices -Reference materials -Productivity tools -Manila papers -Oxford Pre-Technical Studies Today pg. 20 |
- Written questions
-Oral questions
-Observation
-Portfolio
|
|
| 2 | 2 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Self-Exploration and Career Development - Displaying talents and abilities
Self-Exploration and Career Development - Talents and career pathways Self-Exploration and Career Development - Career opportunities in Pre-Technical Studies |
By the end of the
lesson, the learner
should be able to:
-demonstrate personal talents and abilities -practice skills for improving talents -appreciate feedback for personal growth |
The learner is guided to:
-display talents and abilities through clubs and societies and other planned school fora -provide constructive feedback to peers on their talents -discuss ways to improve personal talents |
How are talents and abilities nurtured?
|
- Digital devices
-Reference materials -Productivity tools -Manila papers -Oxford Pre-Technical Studies Today pg. 21 -Oxford Pre-Technical Studies Today pg. 22 -Resource person -Oxford Pre-Technical Studies Today pg. 23 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Journals
-Portfolios
-Oral questions
-Aural questions
|
|
| 2 | 3 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Self-Exploration and Career Development - Ethics related to talents and abilities
Self-Exploration and Career Development - Unethical practices related to talents and abilities |
By the end of the
lesson, the learner
should be able to:
-analyze ethical practices related to the use of talents and abilities -identify values that support career success -appreciate the importance of ethics in career development |
The learner is guided to:
-discuss ethical practices that can help one succeed in a career -explore examples of successful people who exemplify good ethics -analyze how ethical practices contribute to career success |
Why is self-exploration necessary for career development?
|
- Digital devices
-Reference materials -Productivity tools -Manila papers -Oxford Pre-Technical Studies Today pg. 24 -Oxford Pre-Technical Studies Today pg. 25 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Journals
-Portfolios
-Oral questions
-Aural questions
|
|
| 2 | 4 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Computer Software - Meaning of computer software
Computer Software - Categories of computer software |
By the end of the
lesson, the learner
should be able to:
-explain the meaning of computer software -identify types of computer software -appreciate the role of software in computer operations |
The learner is guided to:
-brainstorm on the meaning of the term 'computer software' and present to peers -use available resources to search for different computer software -discuss the function of software in computer systems |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 3 | 1 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Computer Software - System software
Computer Software - Application software |
By the end of the
lesson, the learner
should be able to:
-explain the functions of system software -identify different types of system software -appreciate the importance of system software |
The learner is guided to:
-discuss the functions of system software -explore examples of system software (operating systems, device drivers, utilities) -demonstrate how system software interacts with hardware |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 3 | 2 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Computer Software - Word processing software
Computer Software - Presentation software Computer Software - Spreadsheet software |
By the end of the
lesson, the learner
should be able to:
-explain the functions of word processing software -use word processing software for basic document creation -appreciate the importance of word processing in communication |
The learner is guided to:
-discuss the functions and features of word processing software -demonstrate how to create, edit and format documents -perform tasks using word processing software |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 3 | 3 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Computer Software - Database software
Computer Software - Desktop publishing software |
By the end of the
lesson, the learner
should be able to:
-explain the functions of database software -understand basic database concepts -value the importance of databases in information management |
The learner is guided to:
-discuss the functions and features of database software -explore the structure of a simple database -identify uses of databases in daily life |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 3 | 4 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Computer Software - Information management systems
Computer Software - Customized software |
By the end of the
lesson, the learner
should be able to:
-explain the functions of information management systems -identify types of information management systems -value the importance of efficient information management |
The learner is guided to:
-discuss the functions of information management systems -explore examples of information management systems in various sectors -understand how information systems support organizations |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 4 | 1 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
|
Computer Software - Software integration
Computer Software - Importance of computer software |
By the end of the
lesson, the learner
should be able to:
-explain how different software applications can work together -identify the benefits of integrated software solutions -value the importance of interoperability in software systems |
The learner is guided to:
-discuss how different software applications can share information -explore examples of integrated software workflows -understand the concept of file formats and compatibility |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 4 | 2 |
FOUNDATIONS OF PRE-TECHNICAL STUDIES
COMMUNICATION |
Computer Software - Future trends in software
Oblique Projection - Characteristics of oblique drawings |
By the end of the
lesson, the learner
should be able to:
-identify emerging trends in computer software -understand the potential impact of new software technologies -value continuous learning in the field of technology |
The learner is guided to:
-research current and emerging trends in software development -discuss the potential impact of artificial intelligence, cloud computing, and mobile applications -explore career opportunities related to software development |
How are computer software used in day-to-day life?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video/audio clips -Computer software -Oxford Pre-Technical Studies Today (Computer Software section - refer to Table of Contents) - Drawing papers -Pencils -Samples of free hand sketches -Three-dimensional realia -Oxford Pre-Technical Studies Today pg. 30 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
|
|
| 4 | 3 |
COMMUNICATION
|
Oblique Projection - Characteristics of oblique drawings
Oblique Projection - Sketching oblique drawings |
By the end of the
lesson, the learner
should be able to:
-distinguish between cavalier projection and cabinet projection -identify the spatial dimensions in oblique drawings -value the three-dimensional representation in technical drawings |
The learner is guided to:
-brainstorm on the characteristics of oblique drawings -compare cavalier projection with cabinet projection -identify the three axes in oblique drawings |
How are oblique drawings used in technical fields?
|
- Drawing papers
-Pencils -Digital devices -Samples of free hand sketches -Three-dimensional realia -Oxford Pre-Technical Studies Today pg. 31 -Oxford Pre-Technical Studies Today pg. 32 -Oxford Pre-Technical Studies Today pg. 33 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
-Portfolio
|
|
| 4 | 4 |
COMMUNICATION
|
Oblique Projection - Sketching oblique drawings
Oblique Projection - Drawing shaped blocks |
By the end of the
lesson, the learner
should be able to:
-sketch more complex objects in oblique projection -apply step-by-step techniques for creating oblique drawings -appreciate the problem-solving aspects of technical drawing |
The learner is guided to:
-follow a step-by-step process to create oblique drawings -sketch a square box in oblique projection -sketch a rectangular brick in oblique projection |
How are oblique drawings used in technical fields?
|
- Drawing papers
-Pencils -Digital devices -Samples of free hand sketches -Three-dimensional realia -Oxford Pre-Technical Studies Today pg. 34 -Geometrical set -Oxford Pre-Technical Studies Today pg. 35 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
-Portfolio
|
|
| 5 | 1 |
COMMUNICATION
|
Oblique Projection - Drawing a square brick
Oblique Projection - Drawing a horizontal cylinder |
By the end of the
lesson, the learner
should be able to:
-draw a square brick in oblique projection using instruments -apply technical drawing principles with precision -value the neatness and accuracy in technical drawing |
The learner is guided to:
-use drawing instruments to draw a square brick in oblique projection -follow systematic steps for creating the drawing -ensure neatness, correct line work, proportionality, and accurate dimensions |
How are oblique drawings used in technical fields?
|
- Drawing papers
-Pencils -Digital devices -Geometrical set -Three-dimensional realia -Oxford Pre-Technical Studies Today pg. 36 -Oxford Pre-Technical Studies Today pg. 38 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
-Portfolio
|
|
| 5 | 2 |
COMMUNICATION
|
Oblique Projection - Drawing a triangular prism
Oblique Projection - Using drawing instruments |
By the end of the
lesson, the learner
should be able to:
-draw a triangular prism in oblique projection -apply techniques for drawing angled surfaces -value the precision required in technical drawings |
The learner is guided to:
-use a drawing paper, ruler, pencil, protractor, and set square to draw a triangular prism -follow sequential steps to create the drawing -ensure proper dimensions and accuracy |
How are oblique drawings used in technical fields?
|
- Drawing papers
-Pencils -Digital devices -Geometrical set -Three-dimensional realia -Oxford Pre-Technical Studies Today pg. 40 -Oxford Pre-Technical Studies Today pg. 42 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
-Portfolio
|
|
| 5 | 3 |
COMMUNICATION
|
Oblique Projection - Applications of oblique projection
Oblique Projection - Applications in technical communication |
By the end of the
lesson, the learner
should be able to:
-explain applications of oblique projection in technical fields -identify professions that utilize oblique drawings -appreciate the practical value of oblique projection in industry |
The learner is guided to:
-use digital devices or print media to search for information on the applications of oblique projection -discuss how engineers, architects, and designers use oblique projection -explore real-world examples of oblique drawings in technical fields |
How are oblique drawings used in technical fields?
|
- Drawing papers
-Pencils -Digital devices -Geometrical set -Three-dimensional realia -Oxford Pre-Technical Studies Today pg. 43 -Oxford Pre-Technical Studies Today pg. 44 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
-Portfolio
|
|
| 5 | 4 |
COMMUNICATION
|
Visual Programming - Application areas
Visual Programming - Applications in problem-solving Visual Programming - Creating a story application |
By the end of the
lesson, the learner
should be able to:
-explain the application areas of visual programming software -identify how visual programming solves problems -appreciate the value of visual programming in modern computing |
The learner is guided to:
-use digital devices to search for information on applications of visual programming -discuss uses of mobile phone applications in daily life -explore the use of visual programming in website development |
How are applications developed using visual programming software?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video clips -Audio clips -Models -Visual programming software -Oxford Pre-Technical Studies Today pg. 48 -Oxford Pre-Technical Studies Today pg. 49 -Oxford Pre-Technical Studies Today pg. 50 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
-Interview schedules
-Written tests
-Anecdotal records
-Observation schedules
-Checklists
|
|
| 6 | 1 |
COMMUNICATION
|
Visual Programming - Creating a story application
Visual Programming - Creating a game application |
By the end of the
lesson, the learner
should be able to:
-program interactions between characters in a story -implement logical sequences in visual programming -value the importance of systematic thinking in programming |
The learner is guided to:
-add blocks for the sprites to create character actions and dialogue -test and debug the story application -add interactive elements to enhance user engagement |
How are applications developed using visual programming software?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video clips -Audio clips -Models -Visual programming software -Oxford Pre-Technical Studies Today pg. 52 -Oxford Pre-Technical Studies Today pg. 54 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
-Interview schedules
-Written tests
-Anecdotal records
-Observation schedules
-Checklists
|
|
| 6 | 2 |
COMMUNICATION
|
Visual Programming - Creating a game application
|
By the end of the
lesson, the learner
should be able to:
-implement game mechanics using visual programming -create interactive elements in a game -appreciate the logical structure required in game programming |
The learner is guided to:
-add programming blocks to control game character movement -implement collision detection and game rules -test and refine the game mechanics |
How are applications developed using visual programming software?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video clips -Audio clips -Models -Visual programming software -Oxford Pre-Technical Studies Today pg. 56 -Oxford Pre-Technical Studies Today pg. 58 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
-Interview schedules
-Written tests
-Anecdotal records
-Observation schedules
-Checklists
|
|
| 6 | 3 |
COMMUNICATION
|
Visual Programming - Creating an animation
|
By the end of the
lesson, the learner
should be able to:
-explain the principles of animation in visual programming -plan the components of an interactive animation -appreciate animation as a form of visual communication |
The learner is guided to:
-discuss the elements needed for an animation project -gather resources for creating an animation -design the characters and background for the animation |
How are applications developed using visual programming software?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video clips -Audio clips -Models -Visual programming software -Oxford Pre-Technical Studies Today pg. 60 -Oxford Pre-Technical Studies Today pg. 62 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
-Interview schedules
-Written tests
-Anecdotal records
-Observation schedules
-Checklists
|
|
| 6 | 4 |
COMMUNICATION
|
Visual Programming - Creating an animation
Visual Programming - Uses in day-to-day life |
By the end of the
lesson, the learner
should be able to:
-refine and enhance an animation using visual programming -implement timing and synchronization in animation -appreciate the attention to detail required in quality animations |
The learner is guided to:
-fine-tune the timing and sequencing of the animation -add sound effects or music to enhance the animation -test and optimize the animation for smooth performance |
How are applications developed using visual programming software?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video clips -Audio clips -Models -Visual programming software -Oxford Pre-Technical Studies Today pg. 64 -Oxford Pre-Technical Studies Today pg. 66 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
-Interview schedules
-Written tests
-Anecdotal records
-Observation schedules
-Checklists
|
|
| 7 | 1 |
COMMUNICATION
MATERIALS FOR PRODUCTION MATERIALS FOR PRODUCTION |
Visual Programming - Future prospects
Wood - Classification of wood Wood - Classification of wood |
By the end of the
lesson, the learner
should be able to:
-discuss emerging trends in visual programming -identify career opportunities related to visual programming -embrace the potential of visual programming for innovation |
The learner is guided to:
-research on advancements in visual programming platforms -discuss potential career paths in programming and software development -explore how visual programming is evolving with new technologies |
How are applications developed using visual programming software?
|
- Reference materials
-Digital devices -Manila papers -Internet -Video clips -Audio clips -Models -Visual programming software -Oxford Pre-Technical Studies Today pg. 68 - Assorted pieces of wood (hard and soft) -Career brochures -Career magazines -Oxford Pre-Technical Studies Today pg. 72 -Oxford Pre-Technical Studies Today pg. 73 |
- Rating scales
-Rubrics
-Questionnaires
-Projects
-Portfolios
-Oral questions
-Aural questions
-Interview schedules
-Written tests
-Anecdotal records
-Observation schedules
-Checklists
|
|
| 7 | 2 |
MATERIALS FOR PRODUCTION
|
Wood - Preparation of wood
|
By the end of the
lesson, the learner
should be able to:
-describe methods of wood preparation for use -explain the conversion process of wood into timber -appreciate the importance of proper wood preparation |
The learner is guided to:
-discuss methods of wood preparation for use in a workplace (conversion and seasoning) -explore how wood is converted into usable timber -understand the importance of proper wood preparation |
Why is wood an important material in day-to-day life?
|
- Assorted pieces of wood (hard and soft)
-Career brochures -Career magazines -Digital devices -Oxford Pre-Technical Studies Today pg. 75 -Oxford Pre-Technical Studies Today pg. 76 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 7 | 3 |
MATERIALS FOR PRODUCTION
|
Wood - Uses of wood
Wood - Uses of hardwood |
By the end of the
lesson, the learner
should be able to:
-relate types of wood to their uses in a workplace -identify appropriate wood types for specific applications -appreciate the versatility of wood as a material |
The learner is guided to:
-visit a workplace to explore the uses of wood -observe various wooden items and identify the type of wood used -discuss why certain wood types are preferred for specific uses |
Why is wood an important material in day-to-day life?
|
- Assorted pieces of wood (hard and soft)
-Career brochures -Career magazines -Digital devices -Oxford Pre-Technical Studies Today pg. 77 -Oxford Pre-Technical Studies Today pg. 78 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 7 | 4 |
MATERIALS FOR PRODUCTION
|
Wood - Uses of softwood
Wood - Importance of wood |
By the end of the
lesson, the learner
should be able to:
-identify specific uses of softwood in different contexts -explain why softwood is preferred for certain applications -appreciate the qualities of softwood that make it suitable for specific uses |
The learner is guided to:
-develop charts to match softwood types to their uses -explore the use of softwood in construction, paper production, and packaging -discuss the relationship between softwood properties and its applications |
Why is wood an important material in day-to-day life?
|
- Assorted pieces of wood (hard and soft)
-Career brochures -Career magazines -Digital devices -Oxford Pre-Technical Studies Today pg. 79 -Oxford Pre-Technical Studies Today pg. 80 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 8 | 1 |
MATERIALS FOR PRODUCTION
|
Waste Materials - Types of waste materials
Waste Materials - Safe handling of waste Waste Materials - Safe handling of waste |
By the end of the
lesson, the learner
should be able to:
-identify waste materials found in the environment -categorize different types of waste materials -appreciate the need for proper waste identification |
The learner is guided to:
-study photographs showing various types of waste materials -identify waste materials found in homes and schools -visit places around the school to identify various types of waste |
How should we handle waste materials?
|
- Digital devices
-Charts showing waste materials -Realia -Oxford Pre-Technical Studies Today pg. 82 -Oxford Pre-Technical Studies Today pg. 83 -Personal Protective Equipment -Oxford Pre-Technical Studies Today pg. 84 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 8 | 2 |
MATERIALS FOR PRODUCTION
|
Waste Materials - Recycling waste materials
Waste Materials - Making items from waste |
By the end of the
lesson, the learner
should be able to:
-identify recyclable materials in the locality -collect and sort recyclable materials -value the practice of recycling for environmental sustainability |
The learner is guided to:
-collect recyclable waste materials from the locality -sort collected materials into appropriate categories -brainstorm on potential uses for recycled materials |
How should we handle waste materials?
|
- Digital devices
-Charts showing waste materials -Realia -Personal Protective Equipment -Oxford Pre-Technical Studies Today pg. 85 -Tools and materials -Oxford Pre-Technical Studies Today pg. 86 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 8 | 3 |
MATERIALS FOR PRODUCTION
|
Waste Materials - Making items from waste
|
By the end of the
lesson, the learner
should be able to:
-create useful items from recycled materials -apply appropriate techniques for working with recycled materials -value creativity and resourcefulness in repurposing waste |
The learner is guided to:
-use appropriate tools to make items from recycled materials -follow safety guidelines while working with tools and materials -create useful items such as spirit lamps, flower vases, or storage boxes |
How should we handle waste materials?
|
- Digital devices
-Charts showing waste materials -Realia -Tools and materials -Oxford Pre-Technical Studies Today pg. 87 -Oxford Pre-Technical Studies Today pg. 88 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 8 | 4 |
MATERIALS FOR PRODUCTION
TOOLS AND PRODUCTION |
Waste Materials - Importance of waste management
Holding Tools - Types of holding tools |
By the end of the
lesson, the learner
should be able to:
-explain the importance of proper waste management -identify the benefits of waste management to the environment -value the role of proper waste management in sustainable development |
The learner is guided to:
-collect waste materials in the school compound and neighborhood -sort and dispose of waste properly -discuss the importance of proper waste management for the environment and society |
How should we handle waste materials?
|
- Digital devices
-Charts showing waste materials -Realia -Personal Protective Equipment -Oxford Pre-Technical Studies Today pg. 89 - A variety of holding tools -Charts showing holding tools -Digital devices -Oxford Pre-Technical Studies Today pg. 92 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 1 |
TOOLS AND PRODUCTION
|
Holding Tools - Uses of holding tools
Holding Tools - Selecting holding tools |
By the end of the
lesson, the learner
should be able to:
-explain the uses of different holding tools -match holding tools to their specific functions -value the importance of selecting appropriate holding tools |
The learner is guided to:
-observe demonstrations of holding tools being used -discuss the uses of various holding tools -match specific holding tools to their appropriate uses -identify situations where specific holding tools are required |
How are holding tools used in a workplace?
|
- A variety of holding tools
-Charts showing the uses of holding tools -Digital devices -Oxford Pre-Technical Studies Today pg. 94 -Oxford Pre-Technical Studies Today pg. 96 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 2 |
TOOLS AND PRODUCTION
|
Holding Tools - Safety when using holding tools
Holding Tools - Using holding tools Holding Tools - Using holding tools |
By the end of the
lesson, the learner
should be able to:
-explain safety measures when using holding tools -demonstrate safe practices when handling holding tools -value the importance of safety in a workplace |
The learner is guided to:
-use digital devices or print media to search for information on safe use of holding tools -discuss safety precautions when using holding tools -demonstrate safe handling of holding tools -role-play safe practices when using holding tools |
How are holding tools used in a workplace?
|
- A variety of holding tools
-Digital devices -Safety gear -Oxford Pre-Technical Studies Today pg. 97 -Pieces of wood -Workbench -Tools for performing tasks -Oxford Pre-Technical Studies Today pg. 98 -Materials for practice (wood, wire, paper) -Oxford Pre-Technical Studies Today pg. 100 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 3 |
TOOLS AND PRODUCTION
|
Holding Tools - Care for holding tools
Holding Tools - Importance of holding tools |
By the end of the
lesson, the learner
should be able to:
-demonstrate care for holding tools -explain maintenance procedures for holding tools -value the importance of proper tool maintenance |
The learner is guided to:
-demonstrate cleaning of different holding tools -discuss proper storage of holding tools -practice cleaning, oiling, and storing holding tools -identify signs of wear and tear in holding tools |
How are holding tools used in a workplace?
|
- A variety of holding tools
-Cleaning materials -Oil and grease -Storage facilities -Oxford Pre-Technical Studies Today pg. 102 -Digital devices -Oxford Pre-Technical Studies Today pg. 104 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 9 | 4 |
TOOLS AND PRODUCTION
|
Driving Tools - Types of driving tools
Driving Tools - Uses of driving tools |
By the end of the
lesson, the learner
should be able to:
-identify driving tools used in a workplace -categorize different types of driving tools -appreciate the importance of driving tools in a workplace |
The learner is guided to:
-identify driving tools using visual aids or real objects -categorize driving tools into hammers, mallets, screwdrivers, spanners and punches -discuss the characteristics of different driving tools |
How are driving tools used in a workplace?
|
- A variety of driving tools
-Charts showing driving tools -Digital devices -Oxford Pre-Technical Studies Today pg. 106 -Charts showing the uses of driving tools -Oxford Pre-Technical Studies Today pg. 108 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 10 | 1 |
TOOLS AND PRODUCTION
|
Driving Tools - Selecting driving tools
Driving Tools - Safety when using driving tools |
By the end of the
lesson, the learner
should be able to:
-select appropriate driving tools for specific tasks -explain the criteria for selecting driving tools -appreciate the importance of using the right tool for a specific task |
The learner is guided to:
-discuss the criteria for selecting driving tools for different tasks -analyze tasks and determine the most appropriate driving tool for each -select driving tools for given tasks and justify their choices |
How are driving tools used in a workplace?
|
- A variety of driving tools
-Charts showing the uses of driving tools -Digital devices -Oxford Pre-Technical Studies Today pg. 110 -Safety gear -Oxford Pre-Technical Studies Today pg. 112 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 10 | 2 |
TOOLS AND PRODUCTION
|
Driving Tools - Using driving tools
|
By the end of the
lesson, the learner
should be able to:
-use driving tools to perform given tasks -demonstrate proper techniques when using driving tools -appreciate the effectiveness of driving tools in completing tasks |
The learner is guided to:
-observe demonstrations of proper use of driving tools -practice using a hammer to join two pieces of wood -demonstrate the correct techniques for driving nails using a hammer |
How are driving tools used in a workplace?
|
- A variety of driving tools
-Materials for practice (wood, nails) -Safety gear -Oxford Pre-Technical Studies Today pg. 113 -Materials for practice -Oxford Pre-Technical Studies Today pg. 114 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 10 | 3 |
TOOLS AND PRODUCTION
|
Driving Tools - Care for driving tools
Driving Tools - Importance of driving tools Project - Identifying problems in the locality |
By the end of the
lesson, the learner
should be able to:
-demonstrate care for driving tools -explain maintenance procedures for driving tools -value the importance of proper tool maintenance |
The learner is guided to:
-demonstrate cleaning of different driving tools -discuss proper storage of driving tools -practice cleaning, oiling, and storing driving tools -identify signs of wear and tear in driving tools |
How are driving tools used in a workplace?
|
- A variety of driving tools
-Cleaning materials -Oil and grease -Storage facilities -Oxford Pre-Technical Studies Today pg. 116 -Digital devices -Oxford Pre-Technical Studies Today pg. 118 - Notebook -Pen -Oxford Pre-Technical Studies Today pg. 121 |
- Oral tests
-Observation
-Checklist
-Written test
-Rubrics
-Project
-Practical work
|
|
| 10 | 4 |
TOOLS AND PRODUCTION
|
Project - Brainstorming on problems
Project - Selecting an item to solve the problem |
By the end of the
lesson, the learner
should be able to:
-brainstorm on problems that can be solved using Pre-Technical Studies skills -select a problem to solve -value the importance of collaborative problem-solving |
The learner is guided to:
-discuss the problems identified in the locality -identify which problems can be solved using Pre-Technical Studies skills -narrow down to one problem to solve through a project -justify the selection of the chosen problem |
How are competencies acquired in Pre-Technical Studies used to solve day-to-day problems?
|
- List of identified problems
-Notebook -Pen -Oxford Pre-Technical Studies Today pg. 122 - Digital devices -Oxford Pre-Technical Studies Today pg. 123 |
- Observation
-Interview
-Written test
-Rubrics
-Project
-Practical work
|
|
| 11 | 1 |
TOOLS AND PRODUCTION
|
Project - Sketching the item to be made
Project - Estimating project costs |
By the end of the
lesson, the learner
should be able to:
-sketch the item to be made -identify materials needed for the project -value the importance of planning before implementation |
The learner is guided to:
-sketch the item they want to make -discuss and refine the sketch -identify materials required to make the item -keep records in a project portfolio |
How are competencies acquired in Pre-Technical Studies used to solve day-to-day problems?
|
- Drawing materials
-Notebook -Pen -Oxford Pre-Technical Studies Today pg. 123 - Notebook -Calculator -Oxford Pre-Technical Studies Today pg. 124 |
- Observation
-Interview
-Written test
-Rubrics
-Project
-Practical work
|
|
| 11 | 2 |
TOOLS AND PRODUCTION
|
Project - Obtaining materials
Project - Making the item |
By the end of the
lesson, the learner
should be able to:
-obtain the required materials for the project -assess the quality of obtained materials -value the importance of resource mobilization in projects |
The learner is guided to:
-collect required materials and tools -document the collected materials -assess the suitability of the materials -organize the materials for efficient use |
How are competencies acquired in Pre-Technical Studies used to solve day-to-day problems?
|
- Project materials
-Tools -Camera (optional) -Oxford Pre-Technical Studies Today pg. 124 -Safety gear -Oxford Pre-Technical Studies Today pg. 125 |
- Observation
-Interview
-Written test
-Rubrics
-Project
-Practical work
|
|
| 11 | 3 |
TOOLS AND PRODUCTION
|
Project - Making the item
Project - Finishing and evaluating the item |
By the end of the
lesson, the learner
should be able to:
-make the item following proper procedures -use tools and materials safely -value the importance of craftsmanship in making quality products |
The learner is guided to:
-follow the project plan to make the item -use appropriate tools and techniques -observe safety precautions -document the making process |
How are competencies acquired in Pre-Technical Studies used to solve day-to-day problems?
|
- Project materials
-Tools -Safety gear -Oxford Pre-Technical Studies Today pg. 125 -Evaluation checklist -Oxford Pre-Technical Studies Today pg. 126 |
- Observation
-Interview
-Written test
-Rubrics
-Project
-Practical work
|
|
| 11 | 4 |
TOOLS AND PRODUCTION
|
Project - Pricing the item
Project - Problem-solving application Project - Skills utilization in daily life |
By the end of the
lesson, the learner
should be able to:
-calculate the total cost of producing the item -determine an appropriate price for the item -value the importance of proper pricing in business |
The learner is guided to:
-calculate the total expenses incurred in making the item -add a markup percentage to determine the selling price -justify the pricing strategy -document the pricing process |
How are competencies acquired in Pre-Technical Studies used to solve day-to-day problems?
|
- Calculator
-Record of expenses -Notebook -Pen -Oxford Pre-Technical Studies Today pg. 126 - Completed project item - Notebook -Digital devices |
- Observation
-Interview
-Written test
-Rubrics
-Project
-Practical work
|
|
| 12 | 1 |
ENTREPRENEURSHIP
|
Financial Services - Financial institutions in Kenya
Financial Services - Classification of financial institutions |
By the end of the
lesson, the learner
should be able to:
-identify financial institutions available in Kenya -explain the meaning of financial institutions -appreciate the role of financial institutions in society |
The learner is guided to:
-discuss the meaning of financial institutions -identify financial institutions available in their locality and in Kenya -explore the general role of financial institutions |
What are the services offered by different financial institutions in Kenya?
|
- Digital devices with internet connection
-Business Studies textbooks -Newspapers -Oxford Pre-Technical Studies Today pg. 128 -Oxford Pre-Technical Studies Today pg. 129 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 12 | 2 |
ENTREPRENEURSHIP
|
Financial Services - Services offered by financial institutions
Financial Services - Utilization of financial services |
By the end of the
lesson, the learner
should be able to:
-analyze services offered by financial institutions in Kenya -compare services offered by different financial institutions -value the importance of financial services |
The learner is guided to:
-search for information on services offered by banks, insurance companies, SACCOs, and microfinance institutions -discuss the various services provided by different financial institutions -compare services across different types of financial institutions |
What are the services offered by different financial institutions in Kenya?
|
- Digital devices with internet connection
-Business Studies textbooks -Newspapers -Oxford Pre-Technical Studies Today pg. 130 -Case study materials -Oxford Pre-Technical Studies Today pg. 133 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 12 | 3 |
ENTREPRENEURSHIP
|
Government and Business - Reasons for government involvement
Government and Business - Ways of government involvement |
By the end of the
lesson, the learner
should be able to:
-explain the reasons for government involvement in business in Kenya -identify key sectors where government is involved -value the role of government in business development |
The learner is guided to:
-brainstorm and present on the reasons for government involvement in business in Kenya -discuss why government involvement is important in certain sectors -analyze the impact of government involvement in various business sectors |
Why is it important for the Government to get involved in business?
|
- Digital devices with internet connection
-Business Studies textbooks -Newspapers -Oxford Pre-Technical Studies Today pg. 136 -Oxford Pre-Technical Studies Today pg. 138 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 12 | 4 |
ENTREPRENEURSHIP
|
Government and Business - Taxes in Kenya
Government and Business - e-Government services Government and Business - Compliance with regulations |
By the end of the
lesson, the learner
should be able to:
-explain the meaning and importance of taxes -identify types of taxes in Kenya -value the importance of paying taxes |
The learner is guided to:
-discuss the meaning of tax using a dictionary -explore the importance of paying taxes -identify different types of taxes in Kenya (Income Tax, PAYE, VAT, Excise Duty) -discuss how taxes contribute to national development |
Why is it important for the Government to get involved in business?
|
- English dictionary
-Business Studies textbooks -Oxford Pre-Technical Studies Today pg. 140 - Digital devices with internet connection -Oxford Pre-Technical Studies Today pg. 143 -Oxford Pre-Technical Studies Today pg. 145 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 13 | 1 |
ENTREPRENEURSHIP
|
Business Plan - Meaning and importance
Business Plan - Importance of a business plan |
By the end of the
lesson, the learner
should be able to:
-explain the meaning of a business plan -describe the importance of a business plan in entrepreneurship -appreciate the value of planning in business |
The learner is guided to:
-discuss the meaning of 'plan' using a dictionary -derive the meaning of 'business plan' from the discussion -brainstorm on the importance of a business plan to business owners and employees -explore how a business plan helps avoid mistakes and allocate resources |
Why is a business plan important to an entrepreneur?
|
- English dictionary
-Business Studies textbooks -Digital devices -Oxford Pre-Technical Studies Today pg. 148 - Digital devices with internet connection -Oxford Pre-Technical Studies Today pg. 149 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 13 | 2 |
ENTREPRENEURSHIP
|
Business Plan - Components of a business plan
Business Plan - Business description and product |
By the end of the
lesson, the learner
should be able to:
-describe the components of a business plan -explain the purpose of each component -appreciate the structure of a well-organized business plan |
The learner is guided to:
-search for information on components of a business plan -list the components in order of preparation -list the components in order of appearance in the final document -discuss the purpose of each component |
How is a business plan prepared?
|
- Digital devices with internet connection
-Business Studies textbooks -Oxford Pre-Technical Studies Today pg. 150 - Sample business plans -Oxford Pre-Technical Studies Today pg. 151 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 13 | 3 |
ENTREPRENEURSHIP
|
Business Plan - Market analysis and marketing plan
Business Plan - Management and financial components |
By the end of the
lesson, the learner
should be able to:
-explain the market/competitor analysis component -describe the marketing plan component -value market research in business planning |
The learner is guided to:
-study a sample business plan -analyze the market/competitor analysis component -explore the marketing plan component -discuss how these components support market positioning |
How is a business plan prepared?
|
- Sample business plans
-Business Studies textbooks -Oxford Pre-Technical Studies Today pg. 152 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
|
| 13 | 4 |
ENTREPRENEURSHIP
|
Business Plan - Executive summary and completing a plan
Business Plan - Creating a business plan Business Plan - Embracing business planning Business Plan - Embracing business planning |
By the end of the
lesson, the learner
should be able to:
-explain the executive summary component -fill in a business plan template for a given business project -value the process of business planning |
The learner is guided to:
-study a sample business plan -analyze the executive summary component -practice completing a business plan template -discuss the overall process of business plan development |
How is a business plan prepared?
|
- Sample business plans
-Business plan templates -Business Studies textbooks -Oxford Pre-Technical Studies Today pg. 153 - Business plan templates -Oxford Pre-Technical Studies Today pg. 154 |
- Assignments
-Self and peer assessment
-Oral questions
-Observation
|
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