Communication in Pre-Technical Studies

Visual Programming - Application areas of visual programming software

By the end of the lesson, the learner should be able to:
- Explain the application areas of visual programming software in solving problems
- Identify uses of applications in daily life
- Appreciate the role of visual programming

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

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

Distinction Pre-Technical Studies Grade 9 pg. 48
- Digital device with internet
- Computer books
- Mobile phone showing applications
- Charts

- Observation - Oral questions - Written assignments

Communication in Pre-Technical Studies

Visual Programming - Introduction to Scratch programming

By the end of the lesson, the learner should be able to:
- Navigate the Scratch programming interface
- Identify basic components of Scratch
- Show confidence in using visual programming software

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

What are the basic components of Scratch programming software?

Distinction Pre-Technical Studies Grade 9 pg. 50
- Computer with Scratch 3 installed
- Digital projector
- Exercise books
- Scratch interface guide

- Observation - Practical work - Oral questions

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Create and customize backdrops in Scratch
- Insert sprites for a story
- Show creativity in designing visual elements

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

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

Distinction Pre-Technical Studies Grade 9 pg. 51
- Computer with Scratch 3
- Digital projector
- Step-by-step guide
- Examples of projects

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a story (Part 2) - Adding code blocks

By the end of the lesson, the learner should be able to:
- Add code blocks to backdrops and sprites
- Create backdrop switching and sprite behaviors
- Show understanding of event-driven programming

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

How do we program backdrops and sprites in a story?

Distinction Pre-Technical Studies Grade 9 pg. 52
- Computer with Scratch 3
- Digital projector
- Coding blocks reference
- Examples of scripts

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating a game (Part 1) - Maze game setup

By the end of the lesson, the learner should be able to:
- Create a maze game backdrop
- Use drawing tools in Scratch
- Show creativity in game design

In groups, learners are guided to:
- Start Scratch and save as 'The maze game', insert blue sky2 backdrop
- Use Rectangle tool to draw mazes (three vertical, two horizontal)
- Format mazes by removing outlines and arranging appropriately
- Add beetle sprite and set starting position

How do we create a maze game backdrop?

Distinction Pre-Technical Studies Grade 9 pg. 54
- Computer with Scratch 3
- Digital projector
- Game design examples
- Drawing tools guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Program sprite movement using arrow keys
- Add collision detection to game
- Show problem-solving skills in game programming

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

How do we program sprite movement and collision detection?

Distinction Pre-Technical Studies Grade 9 pg. 57
- Computer with Scratch 3
- Digital projector
- Movement blocks guide
- Collision detection guide

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Create multiple game levels
- Design level progression backdrops
- Demonstrate advanced game design skills

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

How do we create multiple levels in a game?

Distinction Pre-Technical Studies Grade 9 pg. 59
- Computer with Scratch 3
- Digital projector
- Level design examples
- Testing checklist

- Practical work - Observation - Rubrics - Game evaluation

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Set up backdrop for animation
- Download and upload sprites from internet
- Show resourcefulness in gathering animation assets

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

How do we set up a solar system animation?

Distinction Pre-Technical Studies Grade 9 pg. 61
- Computer with Scratch 3 and internet
- Digital projector
- List of planet names
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Add animation blocks to sprites
- Create orbital motion for planets
- Show precision in animation programming

In groups, learners are guided to:
- Click Sun sprite and add appropriate blocks to script pane
- Program Mercury's orbital motion
- Program Venus's orbital motion
- Program Earth's orbital motion and test animations

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

Distinction Pre-Technical Studies Grade 9 pg. 62
- Computer with Scratch 3
- Digital projector
- Orbital motion guide
- Animation examples

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

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

By the end of the lesson, the learner should be able to:
- Program remaining planets' orbital motions
- Coordinate multiple sprite animations
- Demonstrate animation sequencing skills

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

How do we complete the solar system animation?

Distinction Pre-Technical Studies Grade 9 pg. 64
- Computer with Scratch 3
- Digital projector
- Complete animation guide
- Solar system reference
Distinction Pre-Technical Studies Grade 9 pg. 67
- Program analysis guide
- Assessment rubric

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Creating own application

By the end of the lesson, the learner should be able to:
- Design and create own application using visual programming
- Apply visual programming skills independently
- Show creativity and innovation in programming

In groups, learners are guided to:
- Brainstorm ideas for own application (story, game or animation)
- Plan and design the application
- Create application using Scratch following learned techniques
- Test and refine application

How do we create our own application using visual programming?

Distinction Pre-Technical Studies Grade 9 pg. 68
- Computer with Scratch 3
- Digital projector
- Planning templates
- Project guidelines

- Practical work - Observation - Rubrics - Portfolio

Communication in Pre-Technical Studies

Visual Programming - Advanced features and techniques

By the end of the lesson, the learner should be able to:
- Explore advanced features in visual programming
- Create more complex programs
- Demonstrate mastery of visual programming concepts

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

What advanced features can we use in visual programming?

Distinction Pre-Technical Studies Grade 9 pg. 69
- Computer with Scratch 3
- Digital projector
- Advanced features guide
- Reference materials

- Practical work - Observation - Rubrics

Communication in Pre-Technical Studies

Visual Programming - Uses in day-to-day life and assessment

By the end of the lesson, the learner should be able to:
- Explain uses of visual programming in day-to-day life
- Complete assessment on visual programming
- Embrace the use of visual programming in daily life

In groups, learners are guided to:
- Discuss applications in money transfer, virtual learning, entertainment, websites
- Explain application in robotics and automation
- Complete assessment exercises covering all aspects learned
- Share experiences with family and reflect on importance

Why is visual programming important in day-to-day life?

Distinction Pre-Technical Studies Grade 9 pg. 69
- Assessment materials
- Digital devices
- QR code for digital exercise
- Examples of applications

- Written tests - Practical work - Self-reflection - Digital exercise

Communication in Pre-Technical Studies

Visual Programming - Project presentation and portfolio

By the end of the lesson, the learner should be able to:
- Present completed visual programming projects
- Create portfolio of programs developed
- Show confidence in demonstrating programming skills

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

How do we present our visual programming projects?

Distinction Pre-Technical Studies Grade 9 pg. 69
- Computer with Scratch 3
- Presentation materials
- Portfolio folder
- Assessment rubric

- Presentations - Portfolio - Peer assessment - Observation

Materials for Production

Materials for Production - Types of wood
Materials for Production - Classification of wood

By the end of the lesson, the learner should be able to:
- Identify types of wood used in the locality
- Describe physical characteristics of softwood and hardwood
- Show interest in learning about wood

In groups, learners are guided to:
- Use print or digital media to search for information on types of wood
- Discuss the physical characteristics of wood (soft and hard wood)
- Observe various items made of softwood and hardwood
- Create checklist to examine physical properties of tree types

What are the physical differences between softwood and hardwood?

Distinction Pre-Technical Studies Grade 9 pg. 76
- Digital devices
- Samples of hardwood and softwood
- Charts showing various types of wood
- Reference materials
- Various pieces of wood
- Checklists
- Photos of hardwood and softwood
- Exercise books

- Observation - Oral questions - Written assignments

Materials for Production

Materials for Production - Density and grain patterns
Materials for Production - Wood preparation - Conversion

By the end of the lesson, the learner should be able to:
- Explain the concept of density in wood
- Describe grain patterns in different types of wood
- Value the unique characteristics of different wood types

In groups, learners are guided to:
- Discuss density and hardness differences between softwood and hardwood
- Examine grain patterns in various wood samples
- Compare texture of different wood types
- Observe and record grain pattern variations

Why do hardwoods and softwoods have different grain patterns?

Distinction Pre-Technical Studies Grade 9 pg. 77
- Wood samples with visible grain
- Magnifying glasses
- Reference books
- Digital devices
- Digital devices and internet
- Video clips on sawmills
- Pictures of timber conversion
- Charts showing conversion methods

- Observation - Oral questions - Practical work

Materials for Production

Materials for Production - Wood preparation - Seasoning
Materials for Production - Uses of hardwood

By the end of the lesson, the learner should be able to:
- Define seasoning of wood
- Describe methods of seasoning wood (air drying and kiln drying)
- Explain why seasoning is important

In groups, learners are guided to:
- Discuss safe ways of preparing wood for use
- Compare air drying and kiln drying methods
- Examine the effects of moisture in wood
- Study diagrams showing both seasoning processes

Why must wood be seasoned before use?

Distinction Pre-Technical Studies Grade 9 pg. 78
- Digital resources
- Charts on wood seasoning
- Samples of seasoned wood
- Diagrams of kiln and air drying
- Hardwood samples
- Furniture items
- Charts and pictures
- Reference materials

- Written tests - Oral questions - Observation

Materials for Production

Materials for Production - Uses of softwood
Materials for Production - Importance of wood in day-to-day life

By the end of the lesson, the learner should be able to:
- Identify uses of softwood in different industries
- Explain why softwood is suitable for construction
- Show appreciation for the versatility of softwood

In groups, learners are guided to:
- Brainstorm on the uses of softwood in different trades
- Visit the locality to explore the uses of wood
- Discuss uses in construction, paper making, and packaging
- Create comparison table of softwood and hardwood uses

How is softwood used differently from hardwood?

Distinction Pre-Technical Studies Grade 9 pg. 79
- Softwood samples
- Construction materials
- Digital resources
- Internet access
- Reference books
- Digital devices
- Charts showing wood uses
- Case studies

- Observation - Practical work - Written tests

Materials for Production

Materials for Production - Types of waste materials

By the end of the lesson, the learner should be able to:
- Identify waste materials found in the environment
- Categorize waste materials by type (plastic, glass, metal, paper)
- Show awareness of waste in the environment

In groups, learners are guided to:
- Walk around the school compound to identify waste materials
- Study photographs showing various types of waste
- Discuss types of waste found in home and school
- Create classification system for different waste types

What types of waste materials are found in our environment?

Distinction Pre-Technical Studies Grade 9 pg. 82
- Charts showing waste types
- Gloves and masks
- Waste bins
- Observation sheets

- Observation - Oral questions - Checklist

Materials for Production

Materials for Production - Electronic and construction waste
Materials for Production - Safe handling methods - Composting

By the end of the lesson, the learner should be able to:
- Identify electronic waste and construction waste
- Explain sources of different waste types
- Appreciate the need to properly identify waste

In groups, learners are guided to:
- Identify electronic waste (computers, phones, appliances)
- Discuss construction waste materials
- Visit places around school to identify various types of waste
- Create inventory of e-waste sources

How do we distinguish between different categories of waste?

Distinction Pre-Technical Studies Grade 9 pg. 83
- Pictures of electronic waste
- Construction waste samples
- Digital resources
- E-waste labels
Distinction Pre-Technical Studies Grade 9 pg. 84
- Organic waste materials
- Compost pit
- Digital devices
- Gloves and masks

- Observation - Written tests - Oral questions

Materials for Production

Materials for Production - Safe handling methods - The 3Rs

By the end of the lesson, the learner should be able to:
- Explain the 3Rs of waste management (Reduce, Reuse, Recycle)
- Apply the 3Rs in handling waste materials
- Develop responsible waste management habits

In groups, learners are guided to:
- Discuss safe ways of handling waste materials
- Practice reducing, reusing, and recycling waste
- Search for information on the 3Rs using digital resources
- Create action plan for implementing 3Rs

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

Distinction Pre-Technical Studies Grade 9 pg. 84
- Recyclable materials
- Charts on 3Rs
- Internet access
- Reference books

- Written tests - Observation - Practical work

Materials for Production

Materials for Production - Incineration and landfills

By the end of the lesson, the learner should be able to:
- Describe the incineration process
- Explain how landfills are used for waste disposal
- Understand safety considerations in these methods

In groups, learners are guided to:
- Discuss safe ways of handling waste through controlled burning
- Learn about landfill design and use
- Compare advantages and disadvantages of different methods
- Examine environmental impacts of each method

When should incineration or landfills be used for waste disposal?

Distinction Pre-Technical Studies Grade 9 pg. 85
- Pictures of incinerators
- Digital resources
- Charts on waste disposal
- PPEs

- Oral questions - Written assignments - Observation

Materials for Production

Materials for Production - Bio-digestion

By the end of the lesson, the learner should be able to:
- Explain the bio-digestion process
- Identify organic materials suitable for bio-digestion
- Appreciate bio-digestion as a sustainable waste solution

In groups, learners are guided to:
- Discuss anaerobic digestion process
- Learn about biogas production
- Visit or observe a biodigester in operation
- Calculate potential energy generation from bio-digestion

How does bio-digestion convert waste into useful products?

Distinction Pre-Technical Studies Grade 9 pg. 85
- Pictures of biodigesters
- Digital devices
- Reference materials
- Case studies

- Observation - Oral questions - Written tests

Materials for Production

Materials for Production - Recycling waste materials

By the end of the lesson, the learner should be able to:
- Collect recyclable materials from the locality
- Make items from recycled waste materials
- Show creativity in recycling projects

In groups, learners are guided to:
- Collect recyclable waste materials with proper PPEs
- Brainstorm on items to make using waste materials
- Make items such as spirit lamps or flower vases
- Display recycled creations and explain process

What useful items can we create from waste materials?

Distinction Pre-Technical Studies Grade 9 pg. 86
- Recyclable materials
- Tools for making items
- Gloves and aprons
- Waste bins

- Practical work - Project - Observation

Materials for Production

Materials for Production - Importance of proper waste management

By the end of the lesson, the learner should be able to:
- Explain the importance of proper waste management
- Dispose waste materials using appropriate methods
- Demonstrate commitment to environmental conservation

In groups, learners are guided to:
- Practice safe disposal of waste materials (reduce, reuse, recycle, compost and burn)
- Visit the locality to observe handling of waste materials
- Discuss the importance of observing safety when handling waste
- Create awareness campaign on waste management

Why is proper waste management important in our community?

Distinction Pre-Technical Studies Grade 9 pg. 88
- Well-labelled dustbins
- PPEs
- Mop and bucket
- Digital resources

- Observation - Practical work - Rubrics

Tools and Production

Tools and Production - Identifying holding tools
Tools and Production - Types of vices and clamps

By the end of the lesson, the learner should be able to:
- Identify holding tools used in day-to-day life
- Name different types of holding tools
- Show interest in learning about holding tools

In groups, learners are guided to:
- Use visual aids or real objects to identify holding tools
- Study pictures showing various holding tools
- Draw and label holding tools in exercise books
- Discuss where each tool is used

What are holding tools and where are they used?

Distinction Pre-Technical Studies Grade 9 pg. 92
- Variety of holding tools (vices, clamps, pliers, tongs, clips)
- Charts showing holding tools
- Digital devices
- Different types of vices
- Various clamps
- Digital resources
- Reference materials

- Observation - Oral questions - Written assignments

Tools and Production

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

By the end of the lesson, the learner should be able to:
- Identify types of pliers, clips and tongs
- Distinguish between different holding tools
- Value the specific design of each tool

In groups, learners are guided to:
- Study longnose pliers, combination pliers, waterpipe pliers
- Identify paper clips, crocodile clips, circlips
- Observe blacksmith tongs, crucible tongs, cooking tongs
- Create comparison chart of all types

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

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

- Observation - Oral questions - Written tests

Tools and Production

Tools and Production - Safe use of holding tools
Tools and Production - Using holding tools to perform tasks

By the end of the lesson, the learner should be able to:
- Explain safety precautions when using holding tools
- Demonstrate safe use of holding tools
- Develop safe working habits

In groups, learners are guided to:
- Use print or digital media to search for information on safe use
- Watch videos on how to safely hold tools
- Role-play safe use of different holding tools
- Discuss common mistakes and how to avoid them

What safety measures should be observed when using holding tools?

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

- Observation - Practical work - Checklist

Tools and Production

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

By the end of the lesson, the learner should be able to:
- Use pliers to grip and bend wire
- Use clips to hold papers on drawing boards
- Use tongs to hold hot workpieces safely

In groups, learners are guided to:
- Grip and bend a wire using pliers
- Hold drawing paper onto a drawing board using paper clips
- Hold a hot workpiece using tongs
- Share experiences on the use of holding tools

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

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

- Practical work - Observation - Oral questions

Entrepreneurship

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

By the end of the lesson, the learner should be able to:
- Identify financial institutions available in Kenya
- Classify financial institutions in Kenya
- Appreciate the role of financial institutions in the economy

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

Which financial institutions are available in Kenya?

Distinction Pre-Technical Studies Grade 9 pg. 128
- Digital devices with internet
- Business Studies textbooks
- Newspapers and business magazines
- Exercise books and pens
Distinction Pre-Technical Studies Grade 9 pg. 130
- Banking and insurance brochures
- Charts and reference materials
Distinction Pre-Technical Studies Grade 9 pg. 132
- Case study materials
- Exercise books and pens

- Observation - Oral questions - Written tests

Entrepreneurship

Entrepreneurship - Utilizing financial services for entrepreneurial development
Entrepreneurship - Reasons for government involvement in business in Kenya

By the end of the lesson, the learner should be able to:
- Plan how to utilize financial services for business development
- Select appropriate financial institutions for specific business needs
- Value financial services in entrepreneurship

In groups, learners are guided to:
- Identify a business idea
- Determine financial institutions to visit and services needed
- Write a short report on findings
- Present report to teacher for assessment

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

Distinction Pre-Technical Studies Grade 9 pg. 133
- Access to local financial institutions
- Business planning templates
- Report writing guidelines
- Digital devices
Distinction Pre-Technical Studies Grade 9 pg. 136
- Business Studies textbooks
- Symbol for Competition Authority of Kenya
- Charts and digital resources
- Pictures of infrastructure projects

- Written reports - Observation - Oral questions - Self assessment

Entrepreneurship

Entrepreneurship - Ways in which government is involved in business activities
Entrepreneurship - Types of taxes in Kenya

By the end of the lesson, the learner should be able to:
- Describe ways in which the government is involved in business
- Explain legislation, regulation and government investment in business
- Value government support for business development

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

In which ways is the government involved in business?

Distinction Pre-Technical Studies Grade 9 pg. 138
- Digital devices with internet
- Business Studies textbooks
- E.P.Z symbol
- Charts and print media
Distinction Pre-Technical Studies Grade 9 pg. 140
- English dictionary
- Charts showing types of taxes
- Digital resources

- Oral questions - Written tests - Observation

Entrepreneurship

Entrepreneurship - E-Government services in business
Entrepreneurship - Importance of complying with government regulations in business

By the end of the lesson, the learner should be able to:
- Analyze e-Government services in business
- Navigate e-Government platforms for business services
- Appreciate the convenience and importance of e-Government services

In groups, learners are guided to:
- Read case study about e-Government experience
- Learn to navigate e-Citizen platform with teacher guidance
- Study e-Government services: registration, licensing, tax, procurement, intellectual property
- Visit Huduma Centre if possible

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

Distinction Pre-Technical Studies Grade 9 pg. 142
- Digital devices with internet
- Access to e-Citizen platform
- Case study materials
- Huduma Centre information
Distinction Pre-Technical Studies Grade 9 pg. 145
- Business Studies textbooks
- Case studies on compliance
- Charts and digital resources

- Observation - Oral questions - Practical work - Rubrics

Entrepreneurship

Entrepreneurship - Review and assessment (Government and Business)

By the end of the lesson, the learner should be able to:
- Review key concepts on government and business
- Apply knowledge of government involvement and taxes
- Demonstrate understanding of e-Government services and compliance

In groups, learners are guided to:
- Review reasons for government involvement and ways government is involved
- Discuss types of taxes and their importance
- Review e-Government services and compliance importance
- Complete assessment exercises

How does government involvement benefit businesses and the economy?

Distinction Pre-Technical Studies Grade 9 pg. 146
- Business Studies textbooks
- Assessment materials
- Charts and summaries

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

Entrepreneurship

Entrepreneurship - Meaning and importance of a business plan in entrepreneurship

By the end of the lesson, the learner should be able to:
- Explain the meaning and importance of a business plan
- Describe how business plan helps in entrepreneurship
- Appreciate the value of planning in business

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

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

Distinction Pre-Technical Studies Grade 9 pg. 148
- English dictionary
- Digital devices with internet
- Business Studies textbooks
- Sample business plans

- Oral questions - Written assignments - Observation

Entrepreneurship

Entrepreneurship - Components of a business plan in financial management

By the end of the lesson, the learner should be able to:
- Describe the components of a business plan in financial management
- Explain the purpose of each component
- Show understanding of the order of preparing components

In groups, learners are guided to:
- Use digital devices or print media to search for components of business plan
- Describe each component: business description, product/service, market analysis, marketing plan
- Study management team, cost plan, financial projection and executive summary
- Write short notes and present to class

What are the components of a business plan?

Distinction Pre-Technical Studies Grade 9 pg. 150
- Digital devices with internet
- Business Studies textbooks
- Sample business plans
- Charts

- Oral questions - Written tests - Observation

Entrepreneurship

Entrepreneurship - Analyzing a business plan example

By the end of the lesson, the learner should be able to:
- Analyze a complete business plan example
- Identify all components in the example
- Show understanding of how components relate to each other

In groups, learners are guided to:
- Study example business plan provided in textbook
- Analyze all components: executive summary, business description, product, market analysis
- Examine marketing plan, management plan, cost plan and financial projections
- Discuss how components connect

How are all components of a business plan connected?

Distinction Pre-Technical Studies Grade 9 pg. 153
- Example business plan
- Exercise books and pens
- Charts and analysis guides

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

Entrepreneurship

Entrepreneurship - Filling in a business plan template for a given business project

By the end of the lesson, the learner should be able to:
- Fill in a business plan template for a given business project
- Develop a complete business plan for own business idea
- Demonstrate ability to apply business planning knowledge

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

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

Distinction Pre-Technical Studies Grade 9 pg. 153
- Business plan template
- Exercise books and pens
- Calculators
- Sample business plans

- Practical work - Observation - Rubrics - Portfolio

Entrepreneurship

Entrepreneurship - Presenting and using a business plan

By the end of the lesson, the learner should be able to:
- Present complete business plan to class
- Accept and use feedback to improve business plan
- Embrace the use of a business plan in entrepreneurship

In groups, learners are guided to:
- Present complete business plan in class
- Receive comments and use feedback to improve business plan
- Discuss why business without plan is unlikely to succeed
- Advise family members about importance of business plan

Why is a business plan essential for entrepreneurial success?

Distinction Pre-Technical Studies Grade 9 pg. 154
- Completed business plans
- Presentation materials
- Feedback forms
- Assessment rubrics

- Presentations - Peer assessment - Self assessment - Observation

Entrepreneurship

Entrepreneurship - Review and assessment (Business Plan)

By the end of the lesson, the learner should be able to:
- Review key concepts on business planning
- Apply knowledge of business plan components
- Demonstrate understanding of business plan development

In groups, learners are guided to:
- Review business plan importance and components
- Discuss key elements of successful business plans
- Complete assessment exercises on business planning
- Reflect on learning and future entrepreneurial ventures

How do we use a business plan in entrepreneurship?

Distinction Pre-Technical Studies Grade 9 pg. 154
- Business Studies textbooks
- Assessment materials
- QR code for digital exercise
- Charts and summaries

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