Safety

Personal safety; Potential hazards to personal safety
Safety for self and others

By the end of the lesson, the learner should be able to:

Explain the meaning of safety and hazard.
Draw pictures of things or items that can cause harm, discomfort or sickness to people in their day-to-day life.
Appreciate the importance of observing safety.

In groups, learners are guided to explain the meaning of safety and hazard
In pairs, learners are guided to draw pictures of things or items that can cause harm, discomfort or sickness to people in their day-to-day life

What is personal safety?

KLB; Top Scholar: Pre-Technical Studies Learner    Book pg   1-4     Pictures       Realia
KLB; Top Scholar: Pre-Technical Studies Learner    Book pg   5-7   Realia     Charts

Oral questions Oral Report Observation

Safety

Safety for self and others
Safe handling of tools and equipment

By the end of the lesson, the learner should be able to:

Define the term safety gear.
Discuss the items that people wear to protect themselves and others when performing tasks.
Draw the pictures of people wearing different safety gear.
Recognize the importance of observing safety.

In groups, learners are guided to define the term safety gear
In groups, learners to discuss the items that people wear to protect themselves and others when performing tasks.
In pairs, or individually, learners to draw the pictures of people wearing different safety gear.

What is safety gear?

KLB; Top Scholar: Pre-Technical Studies Learner    Book pg   5-7   Table in the learner`s book
KLB; Top Scholar: Pre-Technical Studies Learner     Book pg   7-10    Pictures in the learner`s book

Oral questions Oral Report Observation

Safety

Safety rules and regulations at work

By the end of the lesson, the learner should be able to:

Identify ways of handling tools and equipments safely while performing tasks in the locality.
Practise how to handle tools and equipments safely when performing a task.
Appreciate the importance of safe handling of tools and equipments.

Learners are guided to identify ways of handling tools and equipments safely while performing tasks in the locality
Learners are guided to practise how to handle tools and equipments safely when performing a task

What is the safe way to handle tools when doing a task?

KLB; Top Scholar: Pre-Technical Studies Learner   Book pg   11-14     Realia

Oral questions Oral Report Observation

Safety

Safety rules and regulations at work

By the end of the lesson, the learner should be able to:

Discuss the meaning of safety rules and precautions.
Determine safety rules and regulations for a given task.
Appreciate the importance of observing safety rules and regulations at work.

In groups, learners are guided to discuss the meaning of safety rules and precautions
Learners to determine safety rules and regulations for a given task

How do you observe safety when performing a certain task?

KLB; Top Scholar: Pre-Technical Studies Learner
KLB; Top Scholar: Pre-Technical Studies Learner     Book pg   11-14.   Realia.

Oral questions Oral Report Observation

Safety

Career related to personal safety

By the end of the lesson, the learner should be able to:

Define career.
Discuss the safety items sold in their locality.
Draw the safety items that can be made in their locality.
Discuss the services related to personal safety in their locality
Appreciate the careers related to personal safety

Learners to define the term career.
In groups, learners are guided to discuss the safety items sold in their locality.
In groups, learners to discuss the services related to personal safety in their locality.
In pairs or individually, learners are guided to draw the safety items that can be made in their locality.

What is a career?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  15 -17. Table and Charts.

Oral questions Oral Report Observation

Safety

Career related to personal safety
Role of safety in day-to-day life

By the end of the lesson, the learner should be able to:

Identify how people learn safety.
Name careers of people in their community.
Discuss careers related to personal safety.
Appreciate the careers related to personal safety.

In groups, learners are guided to identify how people learn safety.
In pairs, learners are guided to name careers of people in their community.
In groups, learners to discuss careers related to personal safety

Which careers are related to personal safety?

KLB; Top Scholar: Pre-Technical Studies Learner.   Book pg  15 -17.  Realia.        Charts.
KLB; Top Scholar: Pre-Technical Studies Learner.    Book pg  17 -18.   Video clip.

Oral questions Oral Report Observation

Safety

Types of injuries
Causes of injury

By the end of the lesson, the learner should be able to:

Define the term injury.
Discuss the common types of injuries.
Draw a picture of a man with fractured leg in plaster.
Appreciate the importance of a health worker.

Learners to define the term injury.
In groups, learners are guided to discuss the common types of injuries.
Learners are guided to draw a picture of a man with fractured leg in plaster

What is a an injury?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  19 -20.  Pictures.      Video clips.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  21.   Digital devices.

Oral questions Oral Report Observation

Safety

Causes of injury

By the end of the lesson, the learner should be able to:

Identify causes of injuries in the locality.
List most common causes of injuries at workplaces in their community.
Discuss what would cause them injury while carrying out a task.
Recognize things that would cause them injury while carrying out an activity.

Learners are guided to identify causes of injuries in the locality
Learners to list most common causes of injuries at workplaces in their community.
In groups, learners to discuss what would cause them injury while carrying out a task.
Learners to recognize things that would cause them injury while carrying out an activity.

What causes injuries? What things would cause a person an injury while carrying out activities? Which actions are likely to cause someone injury while carrying out a task?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  21.   Digital devices.

Oral questions Oral Report Observation

Safety

First aid measures

By the end of the lesson, the learner should be able to:

Define the term first aid.
Identify the purpose of first aid.
List the items found in a first aid kit.
Relate types of injuries to corresponding first aid requirement.
Appreciate the use of a first aid kit.

Learners to define the term first aid.
In groups, learners to identify the purpose of first aid.
In groups, learners are guided to list the items found in a first aid kit.
In groups, learners to relate types of injuries to corresponding first aid requirement.

What is first aid? What kind of first aid is suitable for cuts, burns, scalds and fractures?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   21-23.  Pictures.     Realia.
KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   24-25.  Pictures in the learners book.

Oral questions Oral Report Observation

Safety

First aid measures

By the end of the lesson, the learner should be able to:

Outline the first aid procedure for burns and scalds.
Demonstrate the first aid procedure for burns and scalds.
Draw the pictures in learner`s book.

Learners are guided to outline the first aid procedure for burns and scalds.
In groups, in pairs or individually, learners to demonstrate the first aid procedure for burns and scalds.
Learners to draw the pictures in learner`s book. 

What is the first aid procedure for burns and scalds?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   26-27.   Pictures.
KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   27-28.    Pictures.

Oral questions Oral Report Observation

Safety

Safety measures to minimize injuries

By the end of the lesson, the learner should be able to:

Identify safety measures to minimize cuts, burns, scalds and fractures.
Discuss the safety measures that people take to minimize the injuries.
Apply safety measures to minimize injuries in the locality.

In groups, learners are guided to identify safety measures to minimize cuts, burns, scalds and fractures
In groups, learners are guided to discuss the safety measures that people take to minimize the injuries

How can we minimize injuries at the workplace?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   29-30.  Digital devices.

Oral questions Oral Report Observation

Safety

Careers related to first aid and management of injuries
Importance of safety in everyday life

By the end of the lesson, the learner should be able to:

Identify careers related to first aid and management of injuries.
Discuss services that are related to first aid in the locality.
Discuss the careers related to first aid and management of injuries.
Appreciate the careers related to first aid and management of injuries.

Learners are guided to identify careers related to first aid and management of injuries
In groups, learners are guided to discuss services that are related to first aid in the locality.
In groups, learners are guided to discuss the careers related to first aid and management of injuries

How do people learn about administering first aid?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   30-31.   
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   32-33.  Digital devices. 

Oral questions Oral Report Observation

Materials

Common materials

By the end of the lesson, the learner should be able to:

Take a walk around the school compound and collect different materials.
Name the materials they have collected.
Appreciate the materials found in their locality.

As a class, learners to take a walk around the school compound and collect different materials.
Learners to name the materials they have collected

Which type of materials have you collected?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   34.       Realia.

Oral questions Oral Report Observation

Materials

Common materials
Categorisation of materials into metals and non-metals

By the end of the lesson, the learner should be able to:

List the materials found in their locality.
Draw pictures of different materials in their locality.
Appreciate the materials found in their locality.

Learners are guided to list the materials found in their locality
Learners are guided to draw pictures of different materials in their locality

Which materials are found in their locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg 34.  Realia.   
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   36.  

Oral questions Oral Report Observation

Materials

Distinction between metallic and non-metallic materials
Physical properties of materials

By the end of the lesson, the learner should be able to:

List the difference between metallic and non-metallic materials.
Examine the appearance of each metallic and non-metallic materials in the locality.
Appreciate the difference between metallic and non-metallic materials.

In pairs, learners to list the difference between metallic and non-metallic materials.
In groups, learners to examine the appearance of each metallic and non-metallic materials in the locality.

What is the difference between metallic and non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   37-38.      Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   39. 

Oral questions Oral Report Observation

Materials

Physical properties of materials

By the end of the lesson, the learner should be able to:

Outline four physical properties of the common materials found in their locality.
Using a knife or nail, conduct an experiment to determine if the surface is hard or easy to scratch.
Enjoy conducting different experiments.

Learners are guided to outline four physical properties of the common materials found in their locality
In groups, learners to use a knife or nail, conduct an experiment to determine if the surface is hard or easy to scratch.

What are physical properties of different material? (stone, ball)

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   40.

Oral questions Oral Report Observation

Materials

Careers related to materials in the locality
Importance of different materials found in the locality

By the end of the lesson, the learner should be able to:

Identify the materials to make different items in learner

Learners to identify the materials to make different items in learner

Which careers are related to materials found in their locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   41-42.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   43.        Chart.

Oral questions Oral Report Observation

Materials

Importance of different materials found in the locality
Types of metals

By the end of the lesson, the learner should be able to:

Make a chart showing common materials in their locality.
Explain how the materials are used.
Play the crossword puzzle game.
Have fun and enjoy playing the game.

In groups, learners to explain how the materials are used
In groups, learners are guided to make a chart showing common materials in their locality.
In groups, learners are guided to play the crossword puzzle game.

Which types of materials are found in your locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   43.  Digital devices.     Crossword in learner`s book.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   44.        Realia.

Oral questions Oral Report Observation

Materials

Types of metals

By the end of the lesson, the learner should be able to:

Arrange the metallic items collected into groups.
List the different types of metals found in their locality.
Discuss the different types of metallic items found in their locality.
Appreciate the metallic materials found in their locality.

In groups, learners to arrange the metallic items collected into groups
In groups, learners to list the different types of metals found in their locality.
In groups, learners to discuss the different types of metallic items found in their locality

Which type of metals are found in your locality?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   45-46.          Charts.

Oral questions Oral Report Observation

Materials

Physical properties of ferrous and non-ferrous metals
Physical properties of ferrous and non-ferrous metals

By the end of the lesson, the learner should be able to:

Define ferrous and non-ferrous metals.
Discuss the physical properties of ferrous and non-ferrous metals.
Appreciate the physical properties of ferrous and non-ferrous metals.

In groups learners to define ferrous and non-ferrous metals.
In groups, learners to discuss the physical properties of ferrous and non-ferrous metals.

What are ferrous metals? What are non-ferrous metals?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   47-48.      Realia.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   48-49.     Pictures.             Video clips.

Oral questions Oral Report Observation

Materials

Uses of metals

By the end of the lesson, the learner should be able to:

Name the items made from iron, steel, aluminum and bronze.
Discuss the uses of metals in the locality.
Appreciate the uses of metals

In groups, learners to name the items made from iron, steel, aluminum and bronze
In groups, learners to discuss the uses of metals in the locality.

What are the uses of metals?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   50-51.

Oral questions Oral Report Observation

Materials

Careers related to the use of metals
Importance of different metals

By the end of the lesson, the learner should be able to:

Describe careers related to the use of metals
Recognize careers related to the use of metals.
Appreciate the careers related to the uses of metals.

In groups, learners to describe careers related to the use of metals.
In groups, learners to recognize careers related to the use of metals.

Which careers are related to the uses of metal?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   51-53.     Video clips.    Pictures.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   53.        Digital devices. 

Oral questions Oral Report Observation

Materials

Non-metallic materials

By the end of the lesson, the learner should be able to:

Walk around the school compound.
Collect pieces of non-metallic materials such as wood, glass, plastics.
Enjoy th excursion.

As a class, learners to walk around the school compound
As a class, learners to collect pieces of non-metallic materials such as wood, glass, plastics.

Which types of materials have you collected?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg   54.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   55  .        Table in the learner's book.

Oral questions Oral Report Observation

Materials

Categorisation of non-metallic materials as either synthetic or natural

By the end of the lesson, the learner should be able to:

Name the items made from synthetic materials and those made from natural non-metallic materials.
Discuss synthetic and natural non-metallic materials that they have come across at home and in the locality.
Categorise non-metallic materials as either synthetic or natural.
Enjoy categorisation of non-metallic materials as either synthetic or natural.

In pairs, learners to name the items made from synthetic materials and those made from natural non-metallic materials
In groups, learners are guided to discuss synthetic and natural non-metallic materials that they have come across at home and in the locality.
In groups, learners are guided to categorise non-metallic materials as either synthetic or natural

How do you categorise non-metallic materials as either synthetic or natural?

KLB; Top Scholar: Pre-Technical Studies Learner. Book pg  55 -57.     Video clip.

Oral questions Oral Report Observation

Materials

Physical properties of non-metallic materials

By the end of the lesson, the learner should be able to:

Name the items they have collected to conduct the experiment.
Conduct the physical properties of non-metallic materials.
Have fun conducting the experiments.

In groups, learners are guided to name the items they have collected to conduct the experiment.
In groups, learners to conduct the physical properties of non-metallic materials.

What are the physical properties of non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner`s Book pg  57 -58. 
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  59 -60.      Digital devices.

Oral questions Oral Report Observation

Materials

Uses of non-metallic materials
Career related to the processing and use of non-metallic materials

By the end of the lesson, the learner should be able to:

Identify the uses of non-metallic materials.
Name the five household items from non-metallic materials.
Practise how to make different household items from non-metallic materials.
Appreciate the uses of non-metallic materials.

In groups, learners are guided to identify the uses of non-metallic materials
In groups, learners are guided to name the five household items from non-metallic materials.
In groups, learners are guided to practise how to make different household items from non-metallic materials.

What are the uses of non-metallic materials

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   60-63.     Digital devices 
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   63-64.           Realia.

Oral questions Oral Report Observation

Materials

Career related to the processing and use of non-metallic materials

By the end of the lesson, the learner should be able to:

Discuss the careers related to the processing and use of non-metallic materials.
Recognise careers related to the processing and use of non-metallic materials.
Appreciate the careers related to the processing and use of non-metallic materials.

In groups, learners to discuss the careers related to the processing and use of non-metallic materials.
As a class, learners to recognise careers related to the processing and use of non-metallic materials

Which careers are related to the processing and use of non-metallic materials?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   64-65.    

Oral questions Oral Report Observation

Materials

Discussion of a problem in the community

By the end of the lesson, the learner should be able to:

Visit different areas in their community, school or homes.
Identify the different problems in different places that require technical skills to solve.
Enjoy the visitation.

As a class, learners are guided to visit different areas in their community, school or homes.
In pairs or in groups, learners are guided to identify the different problems in different places that require technical skills to solve.

Which place have you visited?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg  65-66.    Video clip.
KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66.           Digital devices.

Oral questions Oral Report Observation

Materials

Describe how a problem affect the community

By the end of the lesson, the learner should be able to:

Discuss how the problem they have identified affects people in the community, school or home.
Describe how the problem affect the community.
Summarise points about how the problem they have identified affects people in the community, school or home.
Have a desire to be a problem solver.

In groups, learners to discuss how the problem they have identified affects people in the community, school or home.
In groups, learners to describe how the problem affect the community
Learners are guided to summarise points about how the problem they have identified affects people in the community, school or home.

How does the problem affect the community?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66.         Digital devices.

Oral questions Oral Report Observation

Materials
Entrepreneurship.

Identification of the skills required to solve the problem
Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:

Identify the skills required to solve the problem.
Discuss the skills required to solve the problem that they have identified.
Summarise points about the skills required to solve the problem they have identified.
Appreciate the skills required to solve the problem.

In groups, learners are guided to identify the skills required to solve the problem
In groups, learners to discuss the skills required to solve the problem that they have identified.
Learners to summarise points about the skills required to solve the problem they have identified.

Which skills are required to solve the problem that they have identified?

KLB; Top Scholar: Pre-Technical Studies Learner.  Book pg   66. 
Teacher's Notes.
Grade 8 pg 47-48.
Digital devices.
Scissors,Charts and marker pens.
Video clips.

Oral questions Oral Report Observation

Entrepreneurship.

Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:

Define the term Business Idea.
Identify the sources of business ideas for a business venture.
Discuss the sources of business ideas for a business venture.
Search the internet for information on the sources of Business ideas for a business venture.
Recognize the sources of business ideas for a business venture.

In groups,in pairs,learners are guided to:

brainstorm and present the meaning of business idea.

search the internet for information on the sources of generating business ideas for a business venture.

identify the sources of generating business ideas.

discuss the sources of generating business ideas for business venture in the community.

What are the sources of business ideas for a business venture?

Teacher's Notes.
Grade 8 pg 49-50.
Digital devices.
Internet.
Grade 8 pg 50.

Assessment rubric. Written tests. Oral questions. Oral discussion.

Entrepreneurship.

Introduction to Entrepreneurship.

By the end of the lesson, the learner should be able to:

Define the terms: Business Opportunity, Viability and Evaluating as used in Entrepreneurship.
Outline the factors that an entrepreneur should consider when determining a business viability.
Discuss the factors that entrepreneurs should consider to determine business viability.
Create posters on factors that ensure the viability of a business opportunity.
Acknowledge the factors considered by entrepreneurs when determining a business viability.

In groups,pairs,learners are guided to:

search the internet and present the meaning of business opportunity, Evaluating and Viability.

brainstorm on the factors that an entrepreneur should consider to determine business viability.

discuss the factors that entrepreneurs should consider to determine business viability

create posters on the factors that entrepreneurs should consider to determine business viability.

What factors should an entrepreneur consider to determine a business viability?

Teacher's Notes.
Grade 8 pg 51-52.
Digital devices.
Posters.

Assessment rubric. Written tests. Oral discussion. Oral questions.

Entrepreneurship.

Introduction to Entrepreneurship.
Introduction to Entrepreneurship: Assessment.

By the end of the lesson, the learner should be able to:

Identify the factors that enhance business success in the community.
Discuss the factors that enhance business success in the community.
Prepare posters showing the factors that enhance business success in the community.
Acknowledge the factors that enhance business success in the community.

In groups,pairs,learners are guided to;

read,analyse a case study about the factors that enhance business success in the community.

identify the factors enhancing business success in the community from the case study.

discuss the factors that entrepreneurs should consider to enhance business success from the case study.

prepare and display posters showing the factors that enhance business success in the community.

What factors should entrepreneurs in community consider to enhance success in their businesses?

Teacher's Notes.
Grade 8 pg 53-54.
Posters.
Assessment books.
Teacher's Written tests.
Grade 8 pg 54.

Assessment rubrics. Checklists. Oral presentation. Oral discussion.

Entrepreneurship.

Financial Goals.

By the end of the lesson, the learner should be able to:

Define the terms: Financial Management and Goal Setting.
Identify the importance of setting goals in financial management.
Explain the importance of setting goals in financial management.
Acknowledge the need of setting goals in financial management.

In groups,pairs,learners are guided to:

brainstorm on the meaning of goal setting,goal and financial management.

study the pictures in learner's book and identify a goal in each picture.

identify the categories of financial goals that is:Short term, medium and long term financial goals.

discuss the importance of setting goals in financial management.

search the internet for information on the importance of setting goals in financial management.

What is a Goal? Why is it important for an individual to set financial goals?

Teacher's Notes.
MTP Business Grade 8 pg 1-4.
Pictures.
Internet
Digital devices.
Grade 8 pg 4.
Digital devices.
Internet.

Assessment rubric. Written tests. Oral questions. Oral discussion.

Entrepreneurship.

Financial Goals.

By the end of the lesson, the learner should be able to:

Create educative messages on the importance of financial discipline using digital devices or posters.
Enjoy creating educative messages on the importance of financial discipline.

In groups,learners are guided to;

collaborate in creating educative messages on the importance of financial discipline using digital devices or posters.

How can you create an attractive and educative message on the importance of financial discipline using digital devices?

Digital devices.
Internet.

Assessment rubrics. Checklists.

Entrepreneurship.

Financial Goals.

By the end of the lesson, the learner should be able to:

Identify the factors to consider when setting up financial goals.
Search the internet for information on the factors to consider when setting financial goals.
Prepare flashcards showing the factors considered when setting financial goals.
Acknowledge the factors considered when setting financial goals.

In groups,in pairs,learners are guided to:

brainstorm and present on the factors to consider when setting financial goals.

search the internet for information on the factors considered when setting financial goals.

prepare flashcards showing the factors considered when setting financial goals.

What are the factors to consider when setting financial goals?

Digital devices.
Internet.
Teacher's Notes.
Grade 8 pg 4-5.
Marker pens, scissors and manilla.
Flashcards.
Grade 8 pg 5.
Digital devices.

Checklists. Assessment rubric. Written tests. Oral questions.

Entrepreneurship.

Financial Goals.

By the end of the lesson, the learner should be able to:

Identify learning resources that one can use to search for information on setting financial goals.
Select and use learning resources to search for information on setting financial goals.
Appreciate the different learning resources used to search for information on setting financial goals.

In groups or pairs,learners are guided to:

study the pictures in learner's book and identify the resources that one can use to search for information on setting up financial goals.

list other resources that can be used to search for information for setting financial goals.

select and use a learning resource to search for information on setting up financial goals and make a presentation of their findings.

How can you use the resources to search for information on setting up financial goals? Which resources can you use to search for information on setting financial goals?

Teacher's Notes.
Grade 8 pg 6.
Print and Digital media.

Assessment rubric. Checklists. Written tests. Oral questions.

Entrepreneurship.

Financial Goals.

By the end of the lesson, the learner should be able to:

Outline the steps for formulating financial goals for individual development.
Discuss the steps for formulating financial goals for individual development.
Search the internet for steps for formulating financial goals for individual development.
Acknowledge the steps followed in formulating financial goals for self development.

In groups,learners are guided to:

outline the steps to follow when formulating a financial goal for individual development.

discuss the steps followed when formulating financial goals for individual development.

search the internet for information or clips on the steps followed when formulating financial goals for individual development.

Which steps should one follow when formulating a financial goal for individual development?

Teacher's Notes
Digital devices.
Internet.
Video clips.

Assessment rubrics. Checklists. Oral questions.

Entrepreneurship.

Financial Goals.
Financial Goals: Assessment.

By the end of the lesson, the learner should be able to:

Formulate financial goals for individual development.
Enjoy formulating financial goals for individual development.

Individually,in pairs,in groups,learners are guided to;

observe keenly as the teacher demonstrates how to set a SMART financial goal.

set SMART financial goals in their note books and present in class for assessment.

How do you set a SMART financial goal?

Grade 8 pg 6-7.
Teacher's Sample Financial Goals.
  Grade 8 pg 6-7. 
Teacher's Sample Financial Goals.

Assessment rubrics. Checklists. Peer Assessment.

Entrepreneurship.

Financial Goals: Assessment.

By the end of the lesson, the learner should be able to:
Attempt assessment questions on the sub-strand: Financial Goals.

In pairs or individually,learners are guided to: answer the questions on the sub-strand: Financial Goals.

Assessment rubrics. Teacher's Assessment questions.

Assessment rubrics. Written tests Checklists.