Longhorn
Business Studies
Grade 7
Teacher’s Guide
James Kinyanjui
Maureen Savai
Susan Achieng
Alfred Nyairo
Mary Ngema
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© J. Kinyanjui • M. Savai • S. Achieng • A. Nyairo • M. Ngema, 2022.
e moral rights of the authors have been asserted.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or
transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise
without the prior written permission of the copyright owner.
First published 2022
ISBN 978-9966-64-386-5
Printed by
iii
Introduction.............................................................................................................. iv
Sample schemes of work.......................................................................................... xxii
Strand 1: Business and Money Management Skills............................................ 1
1.1: Introduction to Business Studies.................................................................. 1
1.2 Money.............................................................................................................. 13
1.3 Personal Goals ................................................................................................ 24
1.4 Talents and Abilities....................................................................................... 33
Strand 2: Business and its Environment............................................................ 48
2.1: Business Activities.......................................................................................... 48
2.2 Goods and Services........................................................................................ 63
2.3 Economic Resources...................................................................................... 73
2.4 Business Communication ............................................................................. 84
2.5 Production of Goods and Services............................................................... 92
2.6 Marketing of Goods and Services................................................................ 103
Strand 3: Government and Global Inuence in Business................................... 111
3.1 Government and Business ........................................................................... 111
3.2 Taxation in Kenya........................................................................................... 118
Strand 4: Financial Records in Business ........................................................... 125
4.1 Business Transactions.................................................................................... 125
Guidelines for Community Service Learning Project......................................... 136
Contents
iv
Introduction
A. Background information on Competency-Based Curriculum
e Competency-Based Curriculum (CBC) places the learner at the centre of learning and
emphasises on adapting to the changing needs of learners, teachers and society in general.
Implementing this curriculum calls for you to focus on guiding each learner to develop the
knowledge, skills and attitudes in accordance to the competency-based learning guidelines.
e vision of the basic education curriculum reforms is to enable every Kenyan to become
an engaged, empowered and ethical citizen. is will be achieved by providing every
Kenyan learner with the right standard of skills and knowledge to thrive in the 21
st
century.
is shall be accomplished through the provision of conducive teaching and learning
environment, resources and a sustainable visionary curriculum that provides every learner
with high-quality learning. To do this, you must engage the learners in exciting activities
that allow them to use and progressively demonstrate the competencies outlined in the
curriculum. is Teacher’s Guide has been designed to do just that. It provides guidelines
for identifying and nurturing the talents and interests of learners, to prepare them for the
world of work, career progression and sustainability. In accordance with the Competency-
Based Curriculum, this Teacher’s Guide provides recommendations for developing
competencies, mainstreaming Pertinent and Contemporary Issues, promoting national
values and integrating national cohesion into the learning experiences.
B. National goals of education
e national goals of education in Kenya are:
1. Foster nationalism and patriotism and promote national unity:
Kenya’s people belong to dierent communities, races and religions, but these
dierences need not divide them. ey must be able to live and interact as Kenyans. It is
a paramount duty of education to help young people acquire this sense of nationhood
by removing conicts and promoting positive attitudes of mutual respect, which
enable them to live together in harmony and foster patriotism to make a positive
contribution to life of the nation.
2. Promote the social, economical, technological and industrial needs for national
development:
Education should prepare the youth of the country to play an eective and productive
role in the life of the nation through:
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and
relationships, which are necessary for the smooth progress of a rapidly
v
developing modern economy. ere is bound to be a silent social revolution
following in the wake of rapid modernization. Education should assist our
youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise
and personal qualities that are required to support a growing economy. Kenya is
building up a modern and independent economy, which requires an adequate and
relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and
attitudes for industrial development. Kenya recognizes the rapid industrial and
technological changes taking place, especially in the developed world. We can
only be part of this development if our education system is deliberately focused
on the knowledge, skills and attitudes that will prepare our young people for
these changing global trends.
3. Promote individual development and self-fulllment:
Education should provide opportunities for the fullest development of individual
talents and personalities. It should help children to develop their talents, potential
interests and abilities. A vital aspect of individual development is the building of
character.
4. Promote sound moral and religious values:
Education should provide for the development of knowledge, skills and attitudes that
will enhance the acquisition of sound moral values and help children to grow up into
self-disciplined, self-reliant and integrated citizens.
5. Promote social equality and responsibility:
Education should promote social equality and foster a sense of social responsibility
within an education system, which provides equal educational opportunities for all. It
should give all children varied and challenging opportunities for collective activities and
corporate social service irrespective of gender, ability or geographical environment.
6. Promote respect for and development of Kenya’s rich and varied cultures:
Education should instill in the youth of Kenya an understanding of past and present
cultures and their valid place in contemporary society. Children should be able to blend
the best of traditional values with the changing requirements that must follow rapid
development to build a stable and modern society.
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7. Promote international consciousness and foster positive attitudes towards other
nations:
Kenya is part of the international community. It is part of the complicated and
interdependent network of peoples and nations. Education should therefore lead the
youth of the country to accept membership of this international community with all
the obligations and responsibilities rights and benets that this membership entails.
8. Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health for them to
avoid indulging in activities that will lead to physical or mental ill-health. It should
foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.
C. General learning outcomes for Middle School
By the end of Middle School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate
self-expression.
2. Communicate eectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment eectively for
learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote good
health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic
responsibility.
7. Appreciate the country’s rich and diverse cultural heritage for harmonious
co-existence.
8. Manage pertinent and contemporary issues in society eectively.
9. Apply digital literacy skills for communication and learning.
D. Essence statement for Business Studies
Business Studies at junior secondary will be oered as an integrated subject covering
the following strands; business and money management skills, business and its
environment, government and global inuence in business and nancial records in
business. is will equip the learner with business competencies like; critical thinking,
problem-solving and creativity, digital and nancial literacy, communication and
networking which are considered necessary for their personal life and business in
general. e subject is critical at this level of education as evidenced by the KICD
needs assessment report and the Kenya Vision 2030. Oering Business Studies
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at junior secondary level recognises that social-cultural factors, developmental
age, instructional opportunities and models as embraced by theories such as the
Instructional Design eory, Vygotsky’s Social-Cultural eory, Gardner’s Multiple
Intelligence eory and Piaget’s eory of Cognitive Development inuence learning
and development of potential. Others are accounting and entrepreneurship theories
such as descriptive accounting theory, Normative accounting theory and Innovation
eory by Schumpeter among others.
E. General learning outcomes for Business Studies
By the end of Junior Secondary School, the learner should be able to:
1. Make eective use of nancial literacy skills; for prudent nancial decision-
making, generation of income and creation of wealth for sustainable
development.
2. Understand business and its environment in addressing economic issues in
society.
3. Practise basic business and entrepreneurial skills for the development of self
and society.
4. Act with integrity and apply knowledge, critical understanding and technology
to environmental concerns and ethical issues as both opportunities and
constraints for businesses.
5. Recognise the role of government in business and respond to community,
national and global economic issues as an informed and responsible citizen.
6. Develop an awareness of the nature and signicance of basic skills of keeping
business nancial records, innovation and change within the context of business
activities.
7. Exhibit an understanding of pertinent and contemporary issues in business
and society.
8. Develop a foundation for further studies in careers related to Business Studies.
F. Interrelationship between the national goals of education, general
learning outcomes for Middle School, general learning outcomes for
Business studies and specic learning outcomes
e national goals of education are signicant in promoting the political, social
and economic development of this country. e national goals reect on the
needs of the Kenyan society and give direction on the holistic development
of learners to enable them to play eective roles in society. As a result, all the
learning outcomes, that is, the general learning outcomes for middle school, the
general learning outcomes for Business Studies and specic learning outcomes are
viii
formulated towards the attainment of the national goals. e knowledge of this
interrelationship is very important for you as a teacher. It enables you to embed the
goals and establish the qualities that are most desirable among Kenyan citizens. An
example of this interrelationship is as follows:
G. Strengths of the Competency-Based Curriculum
1. Learner-focused: e focus is on the educational achievement of each learner.
e learner takes the centre stage in the learning experience with the teacher
as a facilitator.
2. Focus on competencies: e focus is more on the development of competencies
than lesson content. It aims at the appropriate application of knowledge, and
not necessarily its acquisition.
3. Opportunities for local decision-making and greater depth of study: It gives
the teacher great autonomy and exibility in implementing the curriculum
as opposed to a prescriptive curriculum where teaching or learning methods
are prescribed to the teacher. e competency-based curriculum focuses on
programs that have more learning outcomes.
4. Balances between formative and summative assessment: e curriculum avoids
too much focus on summative assessment. It adopts a range of assessment
criteria that focuses on the development of the learning outcomes, cross-
curricular competencies, literacy and numeracy.
National goal
Promote positive attitudes towards good health and environmental protection.
General learning outcome for middle school
Explore, manipulate, manage and conserve the environment eectively for
learning and sustainable development.
General learning outcome for Business studies
Understand business and its environment in addressing economic issues in
the society.
Specic learning outcomes
Describe themes and symbols on the Kenyan currency.
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5. Collaborative and co-development models: Teachers, learners, parents and all
other stakeholders are involved in the curriculum delivery.
6. Synchronous learning: An integrated and interactive approach is used to
develop competencies and encourage interdisciplinary learning.
H. Structure of the Teacher’s Guide
is Teacher’s Guide is organised into two main sections. Part 1 is the general
introduction section detailing pedagogical approaches and issues. Part 2 highlights
the sub-strands just as they are outlined in the Learner’s Book. It gives in detail, the
expected learning outcomes, interesting teaching and learning experiences, tips on
handling the special needs learners and informative notes to the teachers. e strands
have been structured as follows:
1. Sub-Strand title
2. Specic learning outcomes
3. Key inquiry questions
4. Core competencies to be developed
5. Pertinent and contemporary issues
6. Links to other subjects
7. Values
8. Suggested teaching and learning resources
9. Suggested assessment criteria
10. Background Information
11. Teaching guidelines
12. Assessment tool
13. Suggested answers to the assessment tasks
1. Sub strand title
In Grade 7, the learner will build on the competencies acquired at upper primary.
2. Specic learning outcomes
ese are the knowledge skills and attitudes that the learner should be exposed to
by the end of each sub-strand. e specic learning outcomes are accompanied
by suggested learning experiences, which is a summary of activities that should be
carried out to meet the specic learning outcomes.
3. Key inquiry questions
is is an approach where the teacher uses questions to stimulate the learner’s thinking,
to allow them to generate information using their own words and understanding.
Key Inquiry Questions play the following functions:
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• Help to focus the learning.
• Probe for deeper meaning and set the stage for further questioning.
• Foster the development of critical thinking skills and higher-order capabilities
such as problem-solving.
• Allow learners to explore ideas in a free, non-judgmental, meaningful and
purposeful way.
• Encourage collaboration amongst learners, teachers and the community thus
integrating technology to support the learning process.
Key Inquiry Questions Sample are given in this Guide. You are free to add your Key
Inquiry Questions in each lesson. Consider the following when writing Key Inquiry
Questions:
• e focus of your learning outcome and the strand as given in the curriculum
design.
• Examine the concept in the curriculum design that must be addressed and
brainstorm on questions that would enable learners to think about the concept
without dictating the direction or outcome of their thinking.
• Utilise the six typical question words: Who? What? Where? When? Why? How?
4. Core competencies to be developed
A competency-based approach enables meaningful connections within and between
subjects. e seven core competencies to be developed in every learner are:
I. Communication and collaboration
Communication is the act of transferring information from one place to another,
whether vocally, visually or non-verbally. Collaboration on the other hand is the
process where two or more people or organisations work together to realise shared
goals. Strategies for eective communication enhance the attainment of greater
collaboration among learners. is ultimately increases their success as they engage
in collaborative problem-solving.
II. Self-ecacy
Self-ecacy is a person’s belief in his or her capabilities to perform tasks or assignments
that can change and transform his or her life. It determines how a learner feels, thinks,
behaves and motivates him or herself. Self-ecacy has the potential to determine four
major processes in a learner, namely: cognitive, motivational, aective and selection
processes.
III. Critical thinking and problem solving
An important outcome of quality education is teaching learners how to think
critically. Learners can reason uncritically. When learners are empowered with
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critical thinking, they avoid being subjective and use logic and evidence to arrive at
conclusions. Critical thinking further facilitates exploring new ways of doing things
and thus promotes learner autonomy. is gives learners ways of solving problems
in their lives and communities and will ultimately help them to fulll their potential,
which is the vision for the basic education curriculum.
IV. Creativity and imagination
Creativity is the ability to imagine and create meaningful original ideas, forms,
methods, patterns and interpretations in the mind to produce something new.
Imagination only exists or happens in the mind and it remains in the mind. In
educational terms, creativity and imagination refer to the ability of learners and their
teachers to form images and ideas in their minds and turn them into real, visible
creations. Learners who are creative and imaginative can make life interesting for
themselves and others around them. ey use the knowledge, skills and values
acquired in the learning process to create new ideas that result in products that add
value to their lives and the lives of others around them.
V. Citizenship
Human beings have always been known to form communities based on shared
identities. Such identities are formed in response to a variety of human needs,
which might be economical, political, religious or social. e individuals in these
communities identify themselves as citizens. Citizenship is the state of being vested
with the rights, privileges and duties of a citizen. A sense of citizenship helps
to equip learners with skills to deal with situations of conict and controversy in
a knowledgable and tolerant manner. It nurtures personal respect and respect for
others wherever they live.
VI. Digital literacy
Digital literacy can be described as having the knowledge, skills and behaviour
necessary to eectively and safely use a wide range of digital content and devices.
Such devices include mobile phones, smartphones, tablets, laptops or desktops.
Digital literacy skills include being able to use computer communication networks,
being able to engage in online communication and social networks, being aware of
and adhering to online ethical behaviour protocols, being aware of societal issues
raised through digital media and being able to search, evaluate and use information
channeled through digital platforms.
VII. Learning to learn
Learning to learn is the ability to pursue and persist in learning, to organise one’s
learning by the eective management of time and information, both individually
and in groups. It includes awareness of one’s learning process and needs, identifying
xii
available opportunities and the ability to overcome obstacles to learn successfully.
Learning to learn helps learners to build on prior learning and life experiences to
use and apply knowledge and skills in a variety of contexts. ere are four pillars of
learning: learning to know, learning to do, learning to be and learning to live together.
ese core competencies should be achieved once learners have met all the learning
outcomes in a strand.
5. Pertinent and Contemporary Issues (PCIs)
Learners, just like other people, are faced with a myriad of challenges owing to the legal,
technological, social, cultural and economic dynamics in society. ese challenges have
been captured in the Competency-Based Curriculum as Pertinent and Contemporary
Issues (PCIs). Six PCIs have been addressed in this book. ese are:
i) Global citizenship: Peace education, integrity, ethnic and racial relations, social
cohesion, patriotism and good governance, human rights and responsibilities,
child’s rights, child care and protection, gender issues in education.
ii) Health Education: HIV and AIDS Education, alcohol and drug abuse prevention,
lifestyle diseases, personal hygiene, preventive health, common communicable
and chronic diseases.
iii) Life skills and values education: Life skills, values, moral education and human
sexuality, etiquette.
iv) Education for Sustainable Development (ESD): Environmental education,
disaster risk reduction, safety and security education (small arms, human
tracking), nancial literacy, poverty eradication, countering terrorism,
extreme violence and radicalization, gender issues and animal welfare.
v) Learner support programmes: Guidance services, career guidance, counseling
services, peer education, mentorship, learning to live together, clubs and
societies, sports and games.
vi) Community service learning and parental engagement: Service learning and
community involvement, parental empowerment and engagement.
ese six PCIs have been captured in the learning activities.
6. Links to other subjects
is section highlights the other subjects that are related to the concepts in the sub-
strands. e relationship is by way of the subjects applying the skills being taught in
the sub-strand and vice versa.
7. Values
ese are standards that guide an individual on how to respond or behave in a given
circumstance. e teaching of values will facilitate the achievement of the curriculum
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reforms, vision of moulding and ethical citizens. e core values emphasised in this
Teacher’s Guide are love, responsibility, respect, unity, peace, patriotism, social justice
and integrity.
8. Suggested teaching and learning resources
ese refer to items that the teacher requires during the teaching and learning
process. ey include the classroom, textbooks, wall charts, cards, pictures, wall maps,
classroom objects, models, resource persons, social facilities, such as community
halls, health centres and other learning institutions.
a) Classroom as learning or teaching resource
A classroom generally refers to the place where learning takes place. Learners learn
from everything that happens around them such as the things that they hear, see,
touch, taste, smell or play with. It is therefore important for you to make the classroom
an attractive and stimulating environment. is can be done by:
• Carefully arranging the furniture and desks.
• Putting up teaching and learning resources on the walls. Examples are wall
charts, pictures or photographs.
• Displaying models
• Having a display corner in the classroom where learners display their work
and keep the materials they use in the activities. e materials in the classroom
should get the learners thinking and asking questions about what is around
them and encourage them to do worthwhile activities.
b) Safety in the classroom and during outdoor activities
Learners in middle school are extremely active and curious. As such, they are inclined
to get harmed or injured. ey should therefore be constantly protected from sources
of injury or harm. You are therefore advised to take strict safety precautions whenever
learners are in class or outside the classroom. Some areas that need consideration as
far as safety is concerned include:
• When using tools and equipment.
• During experiments or demonstrations.
• When handling sharp or pointed objects like a pair of scissors, razor blade or
cutting tools.
• During nature walks and eld community visits.
c) Improvisation
If each learner is to have a chance of experimenting, cheap resources must be made
available. Expensive equipment and materials may not always be available in most
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schools. You are therefore advised to improvise using locally available materials as
much as possible. Improvisation should however not be regarded as a cheap substitute
for proper equipment.
9. Suggested assessment criteria
is section gives the teacher a range of suggested methods they can use to assess the
learner’s progress.
10. Background Information
is section outlines key knowledge, skills, attitudes and values that learners need to
have acquired earlier that will facilitate their learning in the sub-strand.
11. Teaching guidelines
is section guides the teacher on how to facilitate learning in each activity. e
guidance for the teaching guidelines is structured as follows:
a) Preparation
b) Learner engagement
Attention to learners with special education needs
Suggested learning experiences
c) Suggested assessment methods
is section gives the teacher a range of suggested methods they can use to assess
the learner’s progress.
d) Assessment tool
ese are suggested tools for assessing the learner’s achievements of the
competencies envisaged in the lesson.
I. e role of the teacher in learner-centered learning
e role of the teacher in a Competency-Based Curriculum is that of a facilitator. He
or she facilitates discovery, acquisition and sharing of knowledge, skills, values and
attitudes through learning experiences. e teacher organises and coordinates these
learning experiences either in class or outside the classroom. Learning experiences
comprises of activities that the learner is engaged in during the lesson. e activities
may be carried out by an individual learner or as a group work activity. However,
they should ultimately, enable the learner to achieve the intended specic learning
outcomes of the lesson.
Learning experiences enable the learner to:
• Acquire knowledge, skills and develop attitudes.
• Acquire the intended competencies.
• Learn from one another.
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• Self-evaluate and evaluate others.
• Engage deeply in the subject matter.
• Reect on the learning process.
• Interact with others during the learning process.
J. Grouping learners for learning experiences
e following are dierent ways of grouping learners:
1. Similar ability grouping
2. Mixed ability grouping
3. Similar interests grouping
4. Special needs grouping
5. Gender grouping
Grouping learners has several advantages such as:
1. e individual learner’s progress and needs can easily be observed.
2. e teacher-learner relationship is enhanced.
3. A teacher can easily attend to the needs and challenges of a small group.
4. Materials that were inadequate for individual work can be easily shared.
5. Learners can learn from one another.
6. Cooperation among learners can be easily developed.
7. Many learners accept correction from the teacher more readily and without feeling
humiliated when they are in a small group rather than individually.
8. Learner’s creativity, responsibility and leadership skills can easily be developed.
9. Learners can work at their pace.
e type of grouping that you may choose depends on:
10. e activity or task to be tackled.
10. e materials available.
11. Ability of learners in the class (gied or talented learners, average learners and time
takers).
However, you must be exible enough to adjust or change the type of grouping to cope
with new situations. ere is no xed number of learners that a group must have. is will
be dictated by factors such as the task to be done, the materials available, characteristics of
learners in your class, size and the space available. However, groups should on average have
between four to seven learners. You can also resort to pair work depending on the nature
of the content being taught at the time.
ere is no one method or approach to teaching that is appropriate for all lessons. erefore,
as a teacher, choose wisely the method to use or a combination of methods depending on
the nature of the activity or task.
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Suggestions on eective group activities
Most of the activities in the class will require learners to work in pairs or groups. Group
activities expose learners to dierent opinions, problem-solving ideas and interactive
discussions that will help to broaden and deepen their understanding. Learners are
motivated by hearing the ideas and opinions of others, and by having the opportunity
to react to them. Collaborative learning helps facilitate a learner’s social and personal
development by allowing them to communicate and learn together. Pair and group
activities usually work best when every learner participates actively as they communicate
to discuss and evaluate ideas, and they may also produce shared answers or notes. Creating
eective groups in the classroom helps in developing core competencies and values such as
accountability, cooperation, integrity and life skills in the learners.
Below are suggestions on how you can make the activities more successful during Business
Studies lessons.
1. Co-create clearly dened expectations with the learners.
2. Come up with three to ve rules of group expectations with the learners. is helps
in developing ownership among learners.
3. Give job role cards to learners. Make the roles rotational. e following are some of
the suggested role cards:
Facilitator
• Ensures that everyone is on task.
• Encourages the group members to do their best.
• Ensures that the group work is completed.
Recorder
• Writes the names of the group members.
• Does all the writings and recordings for the group discussions.
Timekeeper
• Keeps track of time for group work.
Presenter
• Presents the group discussion and results to the class.
xvii
Facilitating dierentiated learning and learners with special needs
Inclusive education involves ensuring all learners are engaged in education and that they
are welcomed by other learners so that everyone can achieve their potential. e inclusive
practice embraces every individual regardless of gender or ability including those with
special needs. e focus of an inclusive curriculum is on ensuring participation in the
education of learners with dierent learning styles. To be successful, it entails a range of
issues including attitude, adapting to the learning resources, a variety of teaching and
learning methods and working together. Overall, the benets of an inclusive curriculum
extend to all learners. Dierentiated learning may be conceptualised, as a teacher’s response
to the diverse learning needs of individual learners. You are encouraged to know if the
learner understand their diverse learning styles and preferences and also tailor the concept
delivery process to meet the needs of each learner.
Learners with special needs who may follow the regular curriculum include those with:
• Physical impairment
• Visual impairment
• Hearing impairment
• Mental diculties
• Speech diculties
• Gied and talented
• Mild cerebral palsy
• Emotional and behavioural diculties
Use the following strategies to facilitate dierentiated learning.
Type of
learners
Possible characteristics Suggested ways of facilitation
Gied and
talented
learners
• ey learn easily and have a high
retention of knowledge and skills.
• ey show interest in several
subjects and ask challenging
questions critically and
analytically.
• ey are alert, curious, observant
and quick to respond to issues.
• ey are restless when given tasks
that are less challenging or do not
interest them.
• ese learners usually exceed
expectations.
• Gis and talents are innate and
you need to help the learners to
develop them.
• You can assist such learners
by providing them with extra
work in terms of written tests
and other performances.
xviii
Time takers • ey learn slowly and have low
retention of knowledge and skills.
• Some may have better physical
development than mental
development.
• ey get distracted easily.
• ese learners may be restless,
aggressive and disruptive
resulting from previous failure
and as a consequent, dislike of
the subject.
• Encourage them to make
a study timetable and read
from a place that is free from
destruction.
• Give them small tasks that can
be done in a short duration of
time.
• Do not label the learner and
keep supporting them.
• Be patient with these learners
as they take time to grasp the
concepts.
Auditory
learners
• Prefer face-to-face discussions,
lectures, podcasts and well-
narrated videos.
• ey struggle with reading and
writing tasks.
• Revise by saying concepts out
loud.
• Prefer presentations or
discussions assignments.
• Allow them to lead class
presentations and reward
participation.
• Allow auditory learners who
are having challenges to take
oral exams instead of written
ones.
• Encourage them to sing
songs and recite poems about
Business studies concepts.
Visual learners • Takes in new information by
looking at images, videos, maps,
diagrams, and other graphic
organisers.
• Make use of shapes, real,
symbols, charts, diagrams and
typography among other visual
elements to appeal to visual
learners.
Kinaesthetic
learners
• Prefer hands-on and learn best by
doing.
• Encourage kinaesthetic
learners to participate in
experiments, projects and
other interactive activities.
• Give them practical
assignments such as making
models.
xix
Read/write
learners
• ey prefer learning through
reading articles, textbooks,
manuals, and so on.
• ey like taking notes and
reading the notes back over again.
• ese learners focus on clarity of
concepts that have been written.
• Use lists to summaries concepts
and procedures.
• Allow them to rewrite concepts
and ideas in their own words.
• Give these learners handouts,
manuals and reading lists
relevant to the concepts being
studied.
Use the following strategies to facilitate learners with special needs.
Special need Possible characteristics Suggested ways of facilitation
Visual
impairment
• Excessive blinking, rubbing of
the eyes, frowning, squinting or
sensitivity to light
• Double vision or sees overlapping
images of objects
• Fails to observe or notice details in
pictures, videos, shapes and objects
• Views objects closely or too far from
the eyes
• Discharge from the eyes
• Frequent falling or stumbling over
objects
• Bad performance in games and sports
that demand eye-hand or eye-foot
coordination
• Over-reliance on other senses such as
touch and hearing
• Allow learners with short-
sightedness to sit at the front
of the class.
• Write text on the chalkboard
and charts using large print.
• Give them materials to handle
instead of showing them from
a distance.
• Allow learners with long-
sightedness to sit at the back
of the class or any other
appropriate distance from the
chalkboard.
• Encourage them to use other
senses such as hearing.
Hearing
impairment
• Rarely responds when talked to
• Delayed response and requests those
speaking to repeat words
• Speaks too soly or too loudly and
fails to regulate the pitch of their
voice
• Directs their ears towards the
direction of the sound
• Discharge from the ears
• Stares blankly at you as you speak
• Tilting of the head towards the source
of the sound
• Encourage them to learn sign
language
• Provide speech-to-text
captioning for videos.
• Encourage their parents or
guardian to buy hearing aids
for them.
• Use teaching and learning
resources that appeal to their
other senses such as sight.
• Speak loudly for them to hear
as you explain concepts.
xx
Physical
impairment
• Stunted growth
• Hump development on the spine
• Weak bones that break easily
• Poor bladder or bowel control
• Poor balance and posture
• Crippled limbs
• Missing limbs
• Make use of their functional
body parts.
• Encourage their parents to
buy equipment that can help
them to do tasks.
Always remind learners that everyone is special and they need to assist those who are
dierent. Other suggestions on facilitating dierentiated learning and learners with special
needs have been outlined in the teaching guidelines for each sub-strand. Treat all learners
fairly regardless of their challenges and encourage the learners to do the same. In extreme
cases, you can give recommendations for these learners to join special schools.
K.
Guidelines on parental empowerment and engagement
Parental empowerment and engagement underscore the critical role that parents and
guardians play towards the holistic growth and success of their children.
In the competency-based curriculum, parents or guardians need to be empowered and
allowed to actively participate in their children’s learning experiences.Parental engagement
therefore will be enhanced through the following strategies:
1. Participatory decision-making: Involve parents or guardians in the formulation of
decisions that aect the learner’s overall wellbeing within and outside the school.
Engage them in discussions concerning their children’s observed behaviour. is
allows parents or guardians to take part in the identication of their children’s
natural abilities, academic capabilities, career guidance and choices.
2. Communication and collaboration: Parents or guardians are key stakeholders in the
school community. Timely and eective communication enables them to collaborate
with the school towards the improvement of their children’s well-being. Update
parents and guardians regularly and provide them with opportunities to respond on
matters concerning their children’s learning and behaviour.
3. Learning and development process: Quality is at the heart of education and the
learning experiences that learners are exposed to are fundamentally important
to their future well-being. Quality learning should facilitate holistic growth and
development in the following aspects: physical, social, intellectual, emotional, moral
and spiritual. Involve parents in monitoring and providing support to their children
as they grow and learn.
4. Resourcing, volunteering and linkages: Schools require human, physical, nancial
and other types of resources to function eectively and eciently. Involve the parents
in supporting school activities and development through volunteerism, provision of
own resources and networking for the school.
xxi
5. Educate parents and guardians on their roles and responsibility in boosting the
achievement of desired learning outcomes during parents’ meetings and other
gatherings.
6. Encourage parents and guardians to engage with their children on school assignments
and projects.
Note: As you engage parents and guardians, exercise restraint and resist the temptation of
over engaging or overburdening them. Discourage them from carrying out tasks, activities
and assignments on behalf of their children.
L. Competency-based assessment
e main purpose of competency-based assessment is to:
• Inform teaching and learning decisions.
• Establish the level of learner’s competence.
• Ascertain progress against the learning outcomes.
• Encourage learners to make judgments about their performance.
• Enhance learner motivation.
• Identify where intervention, focused support or referral is required.
• Make decisions regarding choice of subject, course and careers pathways.
e following are the common forms of assessment in a Competency-Based Curriculum.
1. Formative Assessment or Assessment for learning (AFL)
is is an investigative tool to monitor the progress of an individual learner in meeting
the learning outcomes in a subject or learning area. It involves gathering data during the
learning process and providing feedback to rene the teaching and learning strategies. is
approach helps build an accurate and detailed understanding of the learner and inform on
pedagogy so that you can provide appropriate assistance to the learner.
2. Assessment as Learning
Assessment as learning occurs when a learner is assisted to develop a capacity to be
independent, self-directed to set individual goals, monitor own progress or self-assess and
reect on his or her learning. A learner can self-assess when you provide them with a clear
picture of the steps followed to reach prociency or a set criterion that have a variety of
examples and models of decent work for comparison.
3. Assessment of learning
is is a summative assessment and is carried out at the end of a task, an activity, a
sub-strand, a strand, a term, a year or level of learning. Summative assessment is a
comprehensive process used to summarise and communicate what a learner knows
and can do concerning the learning outcomes and expectations aer a dened
instructional period of time. It summarises individual learner’s achievements. Since
summative assessment comes at the end of a sub stand, a strand or a term, the feedback
xxii
has less impact on learner’s learning compared to formative assessment. e evidence
is used to determine the level of achievement. It is designed to provide information
on the achievement of a learner to parents, educators and learners themselves for
appropriate placement or further studies.
e assessment methods that could be used
include the following:
1. Observation: involves monitoring the learner as he or she does an activity or a task
to see if he or she can perform it exquisitely.
2. Written tests: involves answering questions by way of writing. Ensure that the test
is standardized to measure the ability of individual learners against the learning
outcomes.
3. Oral questions: involves questioning the learners and using their answers to gauge
their mastery of knowledge, skills and attitude. Ensure that the language used in
asking the questions is at the level of the learner.
4. Assignments: involves giving learners activities or tasks to accomplish to expose
them to particular knowledge, skills and values.
e following assessment tools can be developed for use in assessing the learning outcomes.
a) Checklists: is an assessment tool that communicates goals and highlights the required
knowledge, skills and attitude to be assessed. It assists the teacher to determine areas
of focus to enable the learner to develop relevant knowledge and skills.
b) Rating scales: is an assessment tool that species the criteria and allows teachers to
gather information and make informed decisions about what learners can do about
the outcomes. It uses descriptive words, such as always, usually, sometimes and never.
c) Questionnaires: is a self-assessment tool that allows a teacher to collect information
from a learner. It consists of a list of questions on various aspects of the learner’s
experiences.
d) Project: is a set of activities or tasks that are to be implemented within a set time
frame. Learners identify a need in their community where they can provide services
based on what they have learned.
e) Journals: the learner keeps a record of their personal feelings, thoughts and experiences
daily. It provides a window into the learner’s thinking and learning experiences.
f) Portfolio: is a purposeful collection of work samples, self-assessments and goal
statements that reect a learner’s progress. A Portfolio is a le or binder, which holds
samples of individual learners’ work. At dierent points during the year, this portfolio
can be used to discuss with the learner, the learner’s parents, administrators or other
sta members regarding their progress as well as providing services for the learner.
g) Learner’s prole: is a summary of the teacher’s opinion on a learner’s mastery of
competencies.
h) Anecdotal records: are short reports, photographs and drawings that give detailed
descriptions of incidents, their contexts and what was said or done by the learner(s).
xxiii
i) Observation schedule: is an assessment tool that allows a teacher to record the
characteristics and behaviour that a learner displays as he or she performs learning
activities or tasks.
Guide to developing competency-based assessment tasks
Competency-based assessment tasks create opportunities for learners to apply the
competencies and skills they have acquired to solve real-world problems and situations.
ese are real-life authentic tasks that enable the teacher to assess the learner’s ability to
synthesise, apply, analyse, evaluate and create solutions to challenges in their immediate
environment.
e following steps are used to develop the competency-based assessment tasks.
Step 1: Developing the competencies
e competencies are formulated from the specic learning outcomes. e competencies
determine what the learner knows and what they should be able to do.
For example:
• e learner can communicate and collaborate with other learners to collect data in
the immediate environment.
• e learner can analyse collected data and develop tools for representing the data.
Step 2: Developing the authentic task
Develop a task from the competencies in step 1. e task should focus on the learning
experiences the learner should undertake.
For example:
• Instruct learners to carry out research on dierent business activities in the
community in their own free time and with the help of their friends. Let them collect
data and determine the most common business activities in their community. ey
should represent their data using bar graphs, pie charts and line graphs.
Characteristic of a good authentic task
Ӻ It resembles real-life tasks, activities and experiences.
Ӻ It involves high-order thinking (applying, analysing, evaluating and creating).
Ӻ It requires learners to communicate and collaborate with others.
Ӻ It involves the application of knowledge already learned in class.
xxiv
Step 3: Developing the criteria
Create sample criteria to establish clarity with the learners about the concepts that are
applied while doing the authentic task.
For example:
• Ability to explain the meaning and importance of paying tax.
• Ability to sensitise the school community on the importance of paying taxes in
Kenya.
Step 4: Developing a scoring guide for the authentic task
Use the criteria in step 3 to develop an appropriate assessment tool. Use the assessment tool
to calibrate the level of performance of individual learners in the task.
A. Professional documents
ese are the documents used by the teacher in the preparation, implementation and
evaluation of teaching and learning. ey are vital documents that a teacher must have to
keep track of his or her work, that of the learners as well as to make teaching and learning
more eective. ey include:
1. Schemes of work
2. Lesson plans
3. Records of work covered
4. Progress records
1. Schemes of work
A scheme of work is a document that a teacher develops from the curriculum design. A
scheme of work shows how the planned curriculum content shall be distributed within the
time allocated for the subject.
A scheme of work helps the teacher to:
a) Plan on what resources will be required.
b) Decide on the methodology to be used.
c) Plan for assessment.
A sample lesson plan template is provided on page xxvii of this Teacher’s Guide.
xxv
SAMPLE SCHEME OF WORK
CLASS: Grade 7
SUBJECT: Business Studies Term: 1
Week Lesson Strand Sub-
strand
Specic
learning
outcome
Suggested learning
experience
Key inquiry
question
Teaching or
learning resources
And references
Assessment Reection
3 2 Business
and Money
management
skills.
Money By the
end of the
lesson, the
learner
should
be able to
identify the
key security
features of
the Kenyan
currency.
Learners in groups
or pairs are guided to
identify the security
features on the
Kenyan currency.
Learners are guided
to watch a video on
key security features
of the Kenyan
currency.
How should
we ensure that
the Kenyan
currency is
secure?
Kenyan notes and
coins, photographs
and pictures of the
Kenyan money,
Learner’s Book,
Teacher’s Guide
and digital devices.
Observe the
learners as they
identify the key
security features
of the Kenyan
currency.
xxvi
2. Lesson Plan
A lesson plan is an essential document for eective teaching and learning. A well-done
lesson plan helps the teacher to:
• Organise the content to be taught in advance focusing clearly on the content to be
covered and the way it should be taught hence avoiding vagueness and irrelevance.
• Plan, prepare and assemble teaching or learning resources.
• Present concepts and skills in a systematic manner, using appropriate strategies to
achieve the stated lesson outcomes.
• Manage time well during the lesson.
• Select and design appropriate assessment methods to evaluate the teaching and
learning process.
Components of the lesson plan
a) Organisation of learning: shows where learning will be taking place. It could be in the
classroom, or outside the classroom or a visit to a nearby library or community farm.
b) Introduction: the lesson should be introduced in an interesting and stimulating
manner to arouse curiosity in the learners. Integrate the learner’s related past
experiences as much as possible, tapping into the learner’s prior knowledge to prepare
them for additional content you are about to introduce.
c) Lesson development: this is the actual teaching of the subject area content. e subject
matter is divided into steps. Each step should contain one main idea or experience.
Explicitly outline how you will present the lesson’s concepts to the learners and the
activities to be undertaken in each step to achieve the stated outcomes. It should
indicate clearly how and what is to be taught and the learning experiences. You as a
teacher should vary the teaching or learning activities as the need arises.
d) Conclusion: this step summarises the lesson by putting emphasis on important
points or concepts covered. During this time a wrap-up of the lesson is given to help
learners organise the information into meaningful context in their minds.
is can be done by:
Ӻ Asking questions to establish whether the lesson outcomes have been achieved.
Ӻ Allowing learners to seek clarication.
Ӻ Summarising the main points in the lesson.
Ӻ Giving follow-up activity(ies) such as an assignment or a project.
Ӻ It is important to note that a lesson plan may not have all the details of the
content; therefore, the teacher should have lesson notes.
xxvii
e) Reection on the lesson: this is a critical analysis of the learning. e teacher is called
upon to make an honest assessment of his or her performance and that of the learners
during the lesson and give reasons for the success or failure of the lesson. Suggestions
or remedies should be highlighted in this section.
e lesson planning will require emphasis on embedding and infusing the aspect
of the CBC such as core competencies, PCIs, values, non-formal learning activities,
links to other learning areas, resources and assessment. A conscious eort must be
made during planning to include the types of questioning techniques that will be
used in the lesson.
A sample lesson plan template is provided below.
School Grade Subject Date Time Roll
Strand: ____________________________________________
Sub-strand: ________________________________________
Specic learning outcome:
By the end of the sub-strand, the learner should be able to:
____________________________________________
____________________________________________
Key Inquiry Question(s):
____________________________________________
____________________________________________
Core competencies: __________________________________
PCI’s: _____________________________________________
Values: _______________________________________________________________
Learning resources: _____________________________________________________
Organisation of learning (where and how to conduct the lesson): _________________
_____________________________________________________________________
xxviii
Introduction:
_____________________________________________________________________
_____________________________________________________________________
Lesson development:
_____________________________________________________________________
_____________________________________________________________________
Conclusion and summary:
_____________________________________________________________________
_____________________________________________________________________
Self-evaluation/remarks: ________________________________________________
_____________________________________________________________________
3. Records of work
A record of work is a document kept by the teacher showing the work that has been done
at the end of every lesson, strand or sub-strand. e individual teacher makes the entries
daily. It helps in:
• Accountability and transparency of work covered by the teacher.
• e continuity of teaching of a class.
• Giving a new teacher an idea of where to start teaching the class.
• Evaluation of schemes of work aer a period.
• Providing uniformity of content coverage in the case of several streams.
e record tracks the achievement of learning outcomes and the competencies acquired
by the learner. e record can be used to show the teacher whether their teaching has been
eective in addressing the learning needs of individual learners. It therefore acts as a guide
for the teacher to be able to give the required attention to individual learners to ensure the
desired outcomes as stated in the curriculum designs are portrayed by all the learners. e
progress record can also be used to give the learner and the parents or caregiver information
about the learner’s progress.
Components of records of work
a) Time frame: ere should be an indication of the date and week when the work was
covered.
b) Work done: Strand and sub-strand as derived from the specic learning outcome(s).
c) Reection: e remarks column should have a statement(s) specifying the success
and or challenges of that lesson and recommendations.
xxix
d) Details of the teacher: include the name, signature or initials of the implementing
teacher for accountability.
e school management should also regularly sign the record of work. A sample record of
work is provided below.
School: ______________ Learning area _________
Name of teacher ___________ Grade: _____________
Date We e k Work done Reection Signature
4. Assessment record book
An assessment record book is an elaborate arrangement of rubrics and any other assessment
tools that represent a learner’s performance against the learning outcomes over a certain
period. e assessment record book is handed over to the teacher handling the learner
in the next grade to ensure a smooth transition of learners and enable the new teacher to
determine the characteristics, interests and entry behaviour of individual learners. It also
helps to:
• Ensure the grading is fair and consistent for all learners.
• Compare a learner’s performance in dierent grades.
• Measure the product, process and learning progress of a learner.
• Provide an opportunity for learners to evaluate their strengths or weaknesses over
some time and to work collaboratively with their teachers in setting attainable targets
for the future.
A sample assessment record book is provided on the following page xxx.
xxx
Name: __________________________ School: _________________________
Learning area:____________________ Grade: __________________________
Admission number: ________________ Age: ____________________________
Term: ___________________________ Year: ____________________________
Learner’s ability and
expectations.
Indicator
Exceeds
Expectations
Meets
Expectations
Approaches
Expectations
Below
Expectations
Remarks
Makes observations in
activities and tasks.
Asks oral questions in class.
Answers questions orally in
class.
Recalls key concepts.
Expresses good values.
Draws/ presents complete
work done.
Makes correct
interpretations.
Relates things from known
to unknown.
Makes correct analysis.
Presents sustained
reasonable arguments.
N. Conclusion
is Teacher’sGuide has been written to help you guide learners to learn Business studies in
the most enjoyable and captivating manner. Youare reminded to alwaysarouse thecuriosity
of learners as you teach. Some things that you may do in preparation for a lessoninclude:
• Go through the expected learning outcomes – this should help guide the manner of
teaching.
• Read through the lesson in advance to get an overview of the content to be covered.
• Form a mental picture of the learning activities and how you will interact with
learners when dealing with the suggestedactivities.
• Collect the materials that will be needed during the lesson in advance.
Remember: e suggested learning experiences in this book are just a guide.
You may not need to follow them to theletter.Feelfreetoincorporateother innovative
teaching methods that will help in delivering the intended content
optimally.
1
Introduction to Business Studies
1.1
Number of lessons: 6
Refer to the Learner’s Book pages 1-8
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) examine the concept of Business Studies in Kenya.
b) explore career opportunities related to Business Studies in Kenya.
c) appreciate the importance of Business Studies in day-to-day life.
Key inquiry questions
1. What does Business Studies comprise of?
2. What is the importance of studying Business Studies?
3. What are the career opportunities associated with Business Studies?
Core competencies to be developed
• Imagination and creativity: this is developed as the learners think about the career
opportunities associated with Business Studies and make choices during role-plays.
• Learning to learn: this is developed as the learners brainstorm on the components
and importance of Business Studies.
• Critical thinking and problem solving: this is developed as learners discuss and debate
on the importance of studying Business Studies.
• Self-ecacy: this is developed as learners debate and discuss the concept of Business
Studies and role-play the career opportunities associated with Business Studies.
• Communication and collaboration: this is developed as learners discuss and present
the meaning and components of Business Studies.
• Digital literacy: this is developed as learners interact with digital devices in the digital
learning activities provided in the Learner’s Book.
Business and Money
Management Skills
1
2
Values
• Peace: as learners work together in groups to discuss and present the meaning,
components and importance of Business Studies in their day-to-day life.
• Responsibility: as learners organise and take part in a class debate on the importance
of studying Business Studies.
• Unity: as learners work together and discuss careers opportunities associated with
Business Studies.
• Respect: as learners respect each other’s opinions as they debate on the importance
of Business Studies in their day-to-day life.
Pertinent and Contemporary Issues (PCIs)
• Decision-making skills: as learners identify careers related to Business Studies and
make decisions on how to role-play them.
• Critical thinking: as learners debate and make a report on the importance of studying
Business Studies from the debate.
• Financial literacy: as learners discuss careers opportunities associated with Business
Studies.
• Social cohesion: as learners work together and debate on the importance of Business
Studies. is is also developed as they role-play careers associated with Business
Studies.
Links to other subjects
• Pre-technical and Pre–career as learners learn about the career opportunities
associated with Business Studies in Kenya.
• English as learners learn new vocabularies when examining the concept of Business
Studies in Kenya. ey also learn communication skills as they debate on the
importance of Business Studies.
• Performing Arts as learners role-play dierent careers related to Business Studies.
Suggested learning and teaching resources
• Pictures and photographs.
• Charts.
• Relevant reference materials.
• Digital devices.
• Flashcards.
Suggested assessment methods
a) Assessments
b) Oral questions
3
1. Guide learners to form groups and provide them with pictures that illustrate
dierent business activities.
2. Guide the learners to identify the dierent business activities from the pictures. e
values of unity and love are promoted as they work together in groups to identify
the business activities from the pictures.
3. Allow the learners to discuss the dierent business activities that they have
identied from the pictures. is promotes their communication and collaboration
skills. eir creativity and imagination is enhanced as they discuss the dierent
pictures and explain the business activities shown.
c) Observation
d) Self assessment
Background information
Business Studies is a learning area that deals with the study of activities that involve
production, distribution and use of goods and services. In the day-to-day life, the learners
experience these activities around them. In this sub-strand, learners will learn about these
activities as they discuss about the components of Business Studies and the importance of
studying Business Studies.
Teaching guidelines
Concepts of Business Studies
Refer to the Learner’s Book pages 1-5
a) Preparation
1. Make pictures that show dierent business activities in the society.
2. Organise for the learners to walk around the surrounding community to
observe dierent business activities that are taking place.
3. Prepare digital devices and reference materials that the learners will use in the
activities.
b) Learner engagement
Attention to learners with special needs
Take note of the physically challenged learners. Let some learners volunteer to be their guide
during the out of class activity by giving them support such as pushing the wheelchairs as
they participate in the activity. is promotes leadership skills as well as social cohesion.
Suggested learning experiences
Activity 1
4
1. is is an outdoor activity, where the learners are required to take a walk
around the community surrounding the school to identify the dierent business
activities carried out.
2. Guide the learners as they walk around the surrounding commmunity identifying
the business activities. is enhances environmental awareness. It also promotes
learning to learn. As they work collaboratively as a class, the values of peace,
unity and responsibility are promoted among learners.
3. Ask the learners probing questions to help them identify the business activities
that involve production, distribution and use of goods and services. is
promotes critical thinking and problem solving skills.
4. Encourage the learners to take pictures and videos of business activities. is
promotes digital literacy as the learners interact with the digital resources.
5. In the classroom, let the learners discuss the business activities they identied.
is promotes learning to learn. eir communication and collaboration skills
are also enhanced.
4. Guide the learners to understand the meaning of business activities and Business
Studies as indicated in “My Dictionary’ section in the Learner’s Book. You can
also use the local examples to help the learners understand the meaning of
Business Studies.
Activity 2
Components of Business Studies
a) Preparation
Watch the video prior to the lesson to get familiar with the components of Business
Studies. e components of Business Studies include:
a) Economics, which involves the study of ways human beings satisfy their
needs and wants using scarce resources.
b) Commerce, which is the study of all the activities that involves the eective
process of exchange of goods and services. It aslo involves the study of the
process of transforming raw materials into usable goods or services.
c) Entrepreneurship, which involves identication of a business opportunity,
acquaring the necessary resources, starting and managing a business venture.
d) Accounting, which involves recording all the business activities that have
taken place in a business for decision making.
5
1. Guide the learners to make a list of the dierent departments in the school. Let
them relate the departments or oces to the dierent components of business
that they have learnt. is promotes critical thinking and problem solving skills
in learners.
2. Prepare all the teaching and learning resources required
3. Make an early request to the various departments in your school to allow the
learners to visit the departments.
4. Prepare the digital devices required.
b) Learner engagement
Attention to learners with special needs
Take note of the learners with eye problems. Encourage other learners to guide
them as they watch the video on the components of Business Studies. Also, you
can project the video on a wider screen so that the learners with visual problems
do not strain. Give them priority to take front seats.
Digital learning activity
1. Guide the learners as they watch the video on the components of Business Studies.
is promotes digital literacy among the learners. e video is provided in the
accompanying media under the name “ components of Business Studies.’’
2. You can also encourage the learners to use reference materials to research on
the components of Business Studies. is enhances their research skills. It also
promotes learning to learn.
3. Allow the learners to discuss each component of Business Studies and explain the
importance of studying each component. Critical thinking and problem solving
skills are enhanced. As the learners work and discuss in groups, the values of
unity, love and peace are enhanced. It also promotes responsibility as each learner
takes responsibility in the group.
4. Guide the learners to talk about each component of Business Studies in relation to
their day-to-day life. is promotes self-ecacy.
Activity 3
6
1. Group the learners so that they can have a class debate. is promotes unity,
collaboration and self ecacy.
2. Encourage the learners to volunteer and take dierent roles in the class debate.
is promotes leadership skills among the learners. It also promotes responsibility
and integrity as learners take dierent roles in the debate.
3. Let them debate and make notes on the importance of studying Business Studies.
As the learners debate their communication and collaboration skills are enhanced.
2. Guide the learners to visit the oces and learn about the activities that take place
in the oce and relate them to the components of Business Studies. is promotes
the learner’s creativity and imagination. It also promotes learning to learn.
3. Use this opportunity to inform the learners about the dierent career opportunities
that are associated to the dierent components of Business Studies. is promotes
career guidance.
4. Use other examples in the local community that entail the components of Business
Studies that the learners can relate with, to further explain the components of
Business Studies.
Extended activity
1. Notify the learners of the extended activity provided in the Learner’s Book.
2. Encourage them to do it with the help of their parents, guardians or caregivers. is
promotes parental empowerment and engagement.
3. Let the learners present their ndings from the extended activity in class. is
promotes their self-esteem and self-ecacy as learners feel a sense of achievement.
As the learners stick the dierent photographs illustrating dierent components of
Business Studies, their creativity and imagination skills are enhanced.
Importance of Business Studies
a) Preparation
Arrange the class so that the learners can have a class debate on the importance of
Business Studies.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to give those with speech diculties time to articulate their
points during the debate and group discussions. is promotes social justice.
Suggested learning experiences
Activity 4
7
1. Allow the learners to identify dierent business activities in Kenya. is promotes
environmental awareness. It also promotes their life skills.
2. Guide the learners to discuss the importance of each business activity to the
society. ey also need to explain why it is important to study a given business
activity. As the learners work harmoniously in the groups, their communication
and collaboration skills are enhanced. e value of respect is enhanced as the
learners respect each other’s opinion in the activity.
3. Allow the learners to volunteer and present their ndings to the class. is promotes
peer education. It also promotes self-ecacy and self-awareness.
4. Guide the learners through dierent examples in the community, that they can
relate to, that illustrates the importance of studying Business Studies.
5. Appreciate the learners for the work well done in the presentations. Give a short
summary on the importance of studying Business Studies. e following are some
points that you can use to explain to the learners the importance of studying
Business Studies.
a) Business Studies prepares learners for oce work in a business environment.
b) It gives opportunity to learn self-reliance.
c) A learner is able to relate the knowledge acquired to the business activities
carried out around them.
d) It enables learners to acquire life skills, which assist them in their day to day
life such as buying and selling, letter writing and preparing a family budget.
e) It helps learners appreciate the role of business activities in the community.
f) Business Studies prepare learners for higher education.
g) Business Studies makes learners useful members of the society by making
them contribute to economic development of their community.
Activity 5
a) Suggested assessment methods
a) Oral questions: as the learners examine the concepts of Business Studies, ask
them leading oral questions to help them in their discussions.
b) Observation: observe the learners as they do the dierent activities and guide
them accordingly.
c) Assignments: ask the learners to individually do Assessment task 1 given in the
Learner’s Book as an assignment. Use the assessment to assess if learners can
appreciate the importance of Business Studies.
8
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
examine
the concept
of Business
Studies in
Kenya.
Correctly
examines
the concept
of Business
Studies in
Kenya.
Examines the
concept of
Business Studies
in Kenya.
Examines the
concept of
Business Studies
in Kenya with
assistance.
Experiences
diculties in
examining
the concept of
Business Studies
in Kenya.
Expected answers to Assessment task 1
1. a) Assess the answers learners give and guide them accordingly.
b) Assess the answers learners give and guide them accordingly.
2.
Z Y A D F G H J L P V L K
B F Q E C O N O M I C S R
C W G A Y F R A D E K O X
O Z S U T A P U I V W I T
M Y H G L T J M A O P L R
M E J W A I R Q H L G O A
E S L T B U S I N E S S D
R A Q P T R N G W T K P E
C V E B L E A C F O I R O
E A C T I V I T Y C R D S
I L N V P D Y O L O G T N
W S Y X N S Z R A B V E F
M E A C C O U N T I N G O
3. Business Studies
4. a) Assess the answers learners give and guide them accordingly.
b) Assess the answers learners give and guide them accordingly.
9
1. Guide the learners to take turns to identify dierent career opportunities that start
with dierent letters of the alphabet. As the learners think and identify dierent
careers that start with dierent alphabets, their critical thinking, as well as their
imaginative creativity are enhanced.
2. Let the learners discuss and present the careers that are associated to Business
Studies. e values of respect, social cohesion and integrity are also promoted as the
learners give each other equal opportunity to contribute in the group discussions.
3. Aer the learners have identied the dierent careers associated with Business
Studies, guide them to take dierent roles in dierent careers.
5. a) • Alex will acquire the necessary skills and knowledge needed to start and
operate a business.
• e course will also help him develop critical thinking and decision-making
skills that would help him run the business.
• e course will help him learn the new business trends that he can apply in
his business.
(b) • Alex’s business will provide employment to the people in the community.
• Alex can educate the people in the community on how to use solar thus
promoting ESD.
• His business can attract other business and thus his community gets more
products.
Career opportunities related to Business Studies in Kenya
Refer to the Learner’s Book pages 6-7
a) Preparation
1. Prepare the digital learning materials that the learner will need for the digital
learning activity.
2. Organise for a resource person for example, the career guidance teacher to talk
to the learners about careers that are associated with Business Studies.
b) Learner engagement
Attention to learners with special needs
Take note of the the learners with visual and hearing imparements as the learners
watch the video in the digital learning activity. Encourage the other learners to guide
them as they watch the video.
Suggested learning experiences
Activity 6
10
1. Organise for a resource person to talk to the learners on the careers associated with
Business Studies. e resource person can be the career and guidance teacher in the
school.
2. Encourage the learners to ask questions that will help them understand the dierent
requirements for dierent careers associated to Business Studies.
3. Guide the learners to understand the dierent career opportunities associated to
Business Studies that they could explore in future. is promotes career guidance.
4. Guide them to role-play the dierent careers associated with Business Studies.
is promotes self-awareness, as learners discover their dierent abilities.
Communication and collaboration are also enhanced. is will also act as a guide
to pre-career studies.
Digital learning activity
1. Guide the learners to use digital devices to watch the video on the careers associated
with Business Studies. As the learners interact with the digital devices, digital literacy
is promoted among the learners. e video is provided in the accompanying media
under the name “ Careers related to Business Studies.’’
2. You can also encourage the learners to use reference materials to research on the
careers associated to Business Studies. is enhances their research skills. It also
promotes learning to learn.
3. Allow the learners to discuss about the dierent careers associated with Business
Studies that they may want to pursue in future. is promotes career guidance.
Extended Activity
1. Notify the learners of the extended activity in the Learner’s Book and encourage
them to do it with the help of their parents, guardians or caregivers. is promotes
parental empowerment and engagement.
2. Let the learners be guided to identify the careers associated with Business Studies that
people around their home are engaged in. is promotes environmental awareness
as the learners appreciate that there are people around their home who have careers
associated with Business Studies.
3. Encourage the learners to share their ndings in class. is promotes peer-to-peer
education. It also promotes self-ecacy and self-esteem in learners as they feel a
sense of achievement in the presentations.
Activity 7
11
c) Suggested assessment method
i) Oral questions: Ask the learners oral questions as they discuss the career
opportunities associated with Business Studies.
ii) Observation: Observe the learners as they role-play the careers associated with
Business Studies and guide them accordingly.
iii) Assessment: Ask the learners to individually do Assessment task 2 in the
Learner’s Book.
Assessment tool
Assess if the outcomes have been achieved using a rating scale like the one shown below.
Rating Scale
a) Administrative information
Learner’s Name __________________________ Grade ________________
School _______________________________________________________
Learning Area _________________________________________________
Strand ____________________ Sub-strand__________________________
Learning Activity ______________________________________________
b)
Competence (knowledge,
skills, attitudes, values)
assessed
Ver y
satised
4
Satised
3
Unsatised
2
Very
Unsatised
1
Examines the concept of
Business Studies in Kenya
correctly.
Comprehensively explores
the career opportunities in
Business Studies in Kenya.
c) Comments on the learner’s performance
_________________________________________________________________
_________________________________________________________________
Learner’s Signature ____________________ Date _____________________
Teacher’s Name ______________ Signature_____________
Date __________________
12
Expected answers to Assessment task 2
1. • Business Studies prepares learners for oce work in the dierent components
of Business Studies.
• It equips learners for self-reliance.
• A learner is able to relate the knowledge acquired to the business activities
carried out around them.
• It enables learners to enquire a lot of skills, which assist them in their daily
living such as buying and selling, letter writing and preparing a family budget.
• A learner appreciates the role of business activities in the country.
• Business Studies prepare learners for higher education.
• e study of Business Studies can contribute to making the learners useful
members of the society by making them contribute to economic development
of their society.
2. (a) • Commerce
• Accounting
(b) • Commerce this will be applied at the county government would need to
buy goods and services that are required during construction.
• Accounting this will be applied when the county government would need
the nancial activities recorded and the necessary nancial records stored.
3. • A bookkeeper who keeps records of the business occurrences in the centre.
• A salesperson who sells the products in the centre.
• An oce secretary who receives visitors, answers calls, takes messages and does
other oce work in the centre.
• An accountant who prepares and examines nancial records for the centre to
ensure they are accurate.
13
Money
1.2
Number of lessons: 6
Refer to the Learner’s Book, pages 9-18
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) illustrate the uses of money in day-to-day life.
b) identify the key security features of the Kenyan currency.
c) describe themes and symbols on the Kenyan currency.
d) appreciate the importance of money in the economy.
Key inquiry questions
1. Why is money important?
2. How should we ensure Kenyan currency is secure?
3. What are the themes and symbols on the Kenyan currency?
Core competencies to be developed
• Self-ecacy: this is developed as the learners share their experiences on the use of
money for buying and selling goods and services.
• Imagination and creativity: this is developed as learners create a market set up in the
classroom; create price tags for the items collected from the environment and in a
role-play of uses of money in day-to-day life.
• Learning to learn: this is developed as learners apply the knowledge learned on
themes and symbols on the Kenyan currency and relate the use of the themes to
promote the dierent sectors of the economy.
• Citizenship: this is developed as learners discuss the key security features of the
Kenyan currency.
• Digital literacy: this is developed as learners use digital devices to learn about the
security features, themes and symbols of Kenyan currency.
• Communication and collaboration: this is developed as learners discuss and present
the meaning and uses of money. It is also enhanced as they discuss the themes and
symbols on the Kenyan currency.
Pertinent and Contemporary Issues (PCIs)
• Critical thinking skills is developed as the learners role-play uses of money and
discuss the importance of money in the economy.
14
• Financial literacy: this is developed as the learners discuss and share their experiences
on the use of money.
• Citizenship is enhanced as learners recognise and discuss the symbols on the Kenyan
currency.
Links to other subjects
• Mathematics: is is enhanced as learners learn the dierent denominations of the
Kenyan currency.
• Social Studies: is is enhanced as learners learn the uses of money in dierent
sectors of the economy.
• English: Learners discuss in groups, thus, enhancing their language. ey will also
learn new vocabularies as they discuss.
Values
• Peace as learners work together in groups to discuss the uses of money.
• Respect as learners respect each other’s opinions and give each other time to
contribute in the group discussions.
• Unity as learners work in harmony to role-play the uses of money.
Suggested learning and teaching resources
• Pictures illustrating uses of money.
• Dierent items from the local environment that learners can use to role-play in a
class market set up.
• Dierent denominations of the Kenyan banknotes and coins.
• Pictures of dierent denominations of the Kenyan banknotes and coins.
• Digital devices.
• Reference materials.
Suggested assessment methods
a) Observation
b) Self-assessment
c) Oral questions
d) Assignments
Background information
At the primary school level, learners were introduced to the concept of money. In this sub-
strand, learners will learn about the uses of money, themes and symbols on the Kenyan
currency. ey will also interact with digital resources as they learn more about the security
features of the Kenyan currency.
15
1. Organise the learners into pairs ensuring the pairing is well balanced, with learners
with special needs well accommodated in the pairs. Provide the learners with the
dierent pictures that illustrate the meaning of money.
2. Let them study the pictures you will provide them with. ey also need to observe
the pictures provided in Activity 1 in the Learner’s Book to help them explain the
meaning of money. As the learners oberve the pictures, their observation skills are
enhanced.
3. Guide them as they discuss and explain the meaning of money from the pictures
encouraging them to respect each other’s views. is promotes respect and peace
among the learners. It also enhances critical thinking and problem-solving skills as
the learners think and explain the meaning of money from the pictures.
4. Let the learners share their real-life experiences that show a time when they used
money to pay for goods or services. is enhances their life skills as they think
of their day-to-day expenditure. It also promotes love and unity as the learners
harmoniously share their day-to-day experiences.
Teaching guidelines
Meaning, uses and importance of money
Refer to Learner’s Book pages 9-11
a) Preparation
1. Prepare dierent pictures that illustrate the meaning of money to help the
learners explain the meaning of money.
2. Learners will role-play the uses of money. Have learners collect dierent
items from the environment that they will use to make a market set up for
role-playing.
b) Learner engagement
Attention to learners with special needs
As you make the pictures that the learners will use, ensure the pictures are large and
easy to see for the learners with visual impairment.
As you assign learners dierent roles in the role-play. Ensure you assign the learners
with physical challenges manageable roles so that they can fully participate in the
activity.
Suggested learning experiences
Activity 1
16
1. Let the learners collect dierent items from the environment that they can use to
role-play the uses of money. is promotes education for sustainable development
as they improvise and re-use the locally available materials to learn.
2. Remind the learners to take safety measures as they collect the dierent
items from the environment. is promotes safety education. As the learners
interact with dierent items in the environment when collecting the materials,
environmental awareness is promoted.
3. Guide the learners to decide the cost of each item that they have collected. is
promotes nancial literacy, as the learners quantify dierent items in terms of
monetary value. Let them create price tags that they will stick on the items to
show the prices.
4. Guide the learners to create a market set-up with learners playing dierent roles
in the market set-up. e learners’ creativity and imagination are promoted as
they use their creativity and imagination to set up the class market.
5. Ensure the learners actively participate, making sure that the physically
challenged also take part. is enhances the learners’ communication and
collaboration skills. It also enhances the values of integrity and honesty as they
engage in using money in the market set-up.
6. Ask probing questions such as, “what would happen if one does not have money
to buy an item?” is promotes their critical thinking and problem-solving skills.
7. Guide them to discover the uses of money as they role-play in the market set-up.
5. Observe the learners as they discuss to ensure that each learner is actively
participating in the activity.
6. Guide the learners to explain the meaning of money. Appreciate them for
the trials they make in explaining the meaning of money. is promotes
self-ecacy as the learners feel a sense of achievement.
7. Conclude by explaining to the learners the meaning of money. You can also
ask the learners to learn the meaning of money from the guide given in ‘My
Dictionary’ section in the Learner’s Book. is ensures that learners with
dierent learning styles understand the meaning of money.
Uses of money
Suggested learning experiences
Activity 2
17
1. Organise the learners in groups to work on activity 3 in the Learner’s Book.
2. Guide the learners to share their experiences when they have used money in
their life. ey can also share their experiences when they have seen money being
used. is enhances their life skills as they share their day-to-day experiences on
the use of money. It also promotes the values of respect and social justice as the
learners listen to each other and respect each other’s contributions.
3. Ask the learners to explain how money was used in each experience they share.
is promotes critical thinking and problem-solving skills as they relate their
experience with the uses of money.
4. Guide the learners to use digital devices or reference books to research the uses
of money. is enhances their digital literacy skills as they interact with digital
devices. It also enhances their research skills as they research the uses of money.
5. Organise the learners to have a class debate on the uses of money. is enhances
their communication and collaboration skills. It also promotes their self-ecacy,
as the learners can articulate their points during the class debate.
6. Use the learning points provided in the Learners Book on the uses of money to
explain to the learners the uses of money. You can also use examples from the
local environment that learners can relate with, to illustrate the uses of money.
Activity 3
c) Suggested assessment methods
a) Oral questions: Ask oral questions as the learners discuss and present the
meaning and use of money.
b) Observation: Observe the learners as they role-play and debate on the uses
of money.
c) Assignments: Ask the learners to individually work on Assessment task 1
in the Learners’ Book. Mark their work and use it to gauge if learners have
understood the uses of money.
18
1. Guide the learners to form groups, as you ensure learners with special needs, are well
accommodated. Provide each group with the dierent denominations of the Kenyan
banknotes to identify the security features. Working in groups promotes peace and
unity among the learners.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment rubric like
the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
illustrate the
uses of money
in day-to-day
life.
Correctly
illustrates the
uses of money
in day-to-day
life.
Illustrates the
uses of money
in day-to-day
life.
Illustrates the
uses of money in
day-to-day life
with assistance.
Experiences
diculty in
illustrating the uses
of money in the
day-to-day life.
Expected answers to Assessment task 1
1. Store of value
2. Assess the answers learners give and guide them accordingly.
3. True.
Key security features in the Kenyan currency
Refer to Learner’s Book pages 12-14
a) Preparation
1. Learners are required to interact with the Kenyan banknotes, ensure you have
dierent denominations to be used by the learners in groups. Familiarise
yourself with the security features by going through the activity before the
lesson.
2. For the digital learning activity, ensure you watch the video prior and ensure all
the digital resources required are available.
b) Learner engagement
Attention to learners with special needs
As the learners interact with the dierent denominations of the Kenyan currency,
select learner guides who will help those with visual impairment to identify the
dierent denominations. Encourage the learners to guide them as they observe and
talk about the security features on the Kenyan currency.
Suggested learning experiences
Activity 4
19
2. Let the learners interact with the dierent denominations observing and feeling
the banknotes using the guide provided in Activity 4 in the Learner’s Book. As the
learners identify the features on the banknotes, their observation skills are enhanced.
3. Allow the learners to discuss and identify the dierent security features on each
banknote. eir communication and collaboration skills are enhanced as they discuss.
ey also develop the values of integrity and unity as they use the available banknotes
to identify the security features.
Digital learning activity
1. Use a digital device to play the learners a video showing the dierent security features
on the Kenyan currency. e video is available on the accompanying media under
the name “Security features of the Kenyan money’’.
2. As the learners interact with the digital devices to learn about the security features
of the Kenyan currency, their digital literacy skills are enhanced.
3. Conclude by explaining to the learners why having security features on the Kenyan
currency is important.
Suggested assessment methods
a) Oral questions: Ask the learners oral questions as they interact with the Kenyan
banknotes to identify key security features.
b) Observation: Observe the learners as they identify the security features on Kenyan
currency.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an observation schedule
like the one shown below.
a) Administrative information
School: Neema Junior Secondary School Date: 16/01/2022
Learner’s name: Teresa Amani Teacher’s name: Maxwell
Nyongesa
Grade: 7 Red Subject: Business Studies
Strand: Business and money management skills Sub strand: Money
b) Learning activities/tasks
• In groups, learners identify the key security features on
the Kenyan money.
• In groups, learners use
digital devices to learn
about the key security
features on Kenyan
money.
20
d) Competency assessed (knowledge, skills, attitude, values)
Tick appropriately
Yes No Comments
• e learner can identify the key security features on the
Kenyan money.
√ Diligent and
focused.
• e learner assists others to ensure they are able to
identify the key security features on the Kenyan money.
√ Shows
leadership
skills.
c) Feedback on the learner’s ability to identify the features of
the Kenyan currency.
Good work, keep it up.
d)Feedback on the learner’s ability to use digital devices to
learn about features of the Kenyan money.
e learner needs more
practice.
Learner’s signature
Teacher’s signature
Expected answers to Assessment task 2
1. • When the banknotes are held to the light the watermark of a perfect lion’s
head, the text CBK and the value of the banknote are seen from both sides
of each banknote.
• When the banknotes are held to the light, the security thread appears as a
continuous line.
• When you run your ngers over each banknote you can feel the value and the
word Kenya.
• When the banknotes are tilted at an angle, the security thread changes colour
from red to green. e 200, 500 and 1000 banknotes have additional rainbow
colours on the thread.
• When the banknotes are tilted at an angle, the golden band on the back of
banknote shows the value of the banknote.
2. Learners will have varied responses as they explain to their deskmates. Guide them
accordingly.
21
3.
Security feature Banknote
Four bars 50 shillings note
Five bars 100 shillings note
Two bars 200 shillings note
ree bars 500 shillings note
One bar 1000 shillings note
4. Check the report learners write and guide them accordingly.
emes and symbols on the Kenyan currency
Refer to Learner’s Book pages 15-18
a) Preparation
1. Familiarise yourself with the themes and symbols found in each Kenyan
currency.
2. Collect real money or copies of the Kenyan money to use in teaching of the
themes and symbols on the Kenyan money.
b) Learner engagement
Attention to learners with special needs
Use varied teaching methods so that each and every learner can be able to identify the
themes on the Kenyan currency.
22
1. Guide the learners to form groups as you ensure learners with special needs are
well accommodated in the groups. is promotes inclusivity and peace among the
learners. Provide them with the photos or the real money that they will use in the
activity.
2. Guide them to identify the dierent symbols and themes on the money.
3. Let them explain what the symbols on the money stand for. As they relate the
symbols to Kenya, they develop patriotism and citizenship. eir communication
and collaboration skills are enhanced as they discuss and present the dierent
symbols on the Kenyan currency.
4. Guide the learners to identify and discuss the dierent themes on Kenyan money.
Let the learners relate the themes of the Kenyan currency to the development of
the dierent sectors of the economy. is promotes patriotism and citizenship. It
also promotes social justice and peace.
Suggested learning experiences
Activity 5 and 6
Digital learning activity
1. Guide the learners to use digital devices to watch a video explaining the dierent
themes and symbols on the Kenyan currency. You can also let learners use digital
devices to search and learn about the dierent symbols and themes on the Kenyan
currency. is promotes digital literacy.
2. e video is available in the accompanying media under the name ‘‘emes and
Symbols in the Kenyan currency’.’
3. Use the coins and banknotes provided in the Learner’s Book under ‘’learning points’’
to guide the learners on the themes and symbols on the Kenyan currency. You also
need to guide the learners on the symbols and themes of other Kenyan generation
currencies that are in use in Kenya.
c) Suggested assessment methods
a) Oral questions: Ask oral questions that will help them identify and explain the
dierent themes and symbols on the Kenyan currency.
b) Observation: Observe the learners as they identify the dierent symbols and
themes on the Kenyan currency. Guide those who have diculty in identifying
the symbols and themes.
23
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment rubric like
the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
describe themes
and symbols
on the Kenyan
currency.
Precisely
describes themes
and symbols
on the Kenyan
currency.
Describes
themes and
symbols on
the Kenyan
currency.
Describes the
themes and
symbols on the
Kenyan currency
with assistance.
Experience
diculty
describing the
themes and
symbols on
the Kenyan
currency.
Expected answers to Assessment task 3
1. Assess the learner’s description of the symbols on the Kenyan currency and guide
them accordingly.
2. a) 500 shillings note.
b) • When the banknote is held to the light the watermark of a perfect
lion’s head, the text CBK and the value, 500, are seen from both
sides of the banknote.
• When the banknote is held to the light the security thread appears as a
continuous line.
• When you run your ngers over the banknote you can feel the value 500,
and the word Kenya.
• When the banknote is tilted at an angle the security thread changes colour
from red to green.
• When the banknote is tilted at an angle, rainbow colours are seen on the
thread.
• When the banknote is tilted at an angle the golden band on the back of the
banknote shows the value, 500.
c) • e dove that symbolises the peaceful Kenya.
• Tourism that shows Kenya’s rich tourism industry.
24
Personal Goals
1.3
Number of lessons: 6
Refer to the Learner’s Book pages 19-26
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) explore the meaning and importance of setting personal goals for self-development.
b) analyse the factors to consider when setting personal goals for self-development.
c) set personal goals for self-development.
d) use ICT devices or exercise books for setting personal goals for self-development.
e) recognise the need for setting personal goals for self-development.
Key inquiry questions
1. Why is it important to set personal goals?
2. What factors should be considered when setting personal goals?
Core competencies to be developed
• Self-ecacy: this is developed as learners set personal goals for self-development.
• Creativity and imagination: this is enhanced as learners develop a personal goals
wheel to illustrate the SMART goals they have set.
• Critical thinking and problem solving: this is developed as learners think and discuss
the factors to consider when setting personal goals and apply the factors as they set
their personal goals.
• Digital literacy: this is developed as learners use digital devices to set personal goals
for self-development.
• Communication and collaboration: this is developed as learners work together in
groups and discuss the importance of setting personal goals.
• Learning to learn: this is developed as learners learn how to set SMART personal
goals.
Pertinent and Contemporary Issues (PCIs)
• Decision-making skills: as learners set, rank and prioritise their personal goals.
• Eective communication: as learners discuss the importance of setting personal
goals for self-development.
25
• Financial literacy: as learners set personal goals regarding their future careers.
• Career guidance: learners are guided in setting personal goals concerning the careers
they would like to pursue.
Links to other subjects
• Life Skills Education in problem-solving, critical thinking, eective communication
and decision making as learners discuss the importance of setting personal goals.
• Pre-technical and Pre-career Studies as learners set goals to determine learning
pathways and future careers.
• Computer Science as learners use digital devices to set personal goals for
self-development.
Values
• Responsibility: as learners set personal SMART goals for self-development.
• Respect: as learners give each other time to share their personal goals and respect
each other’s views.
• Peace: as learners work together in groups to discuss the factors to consider when
setting personal goals.
Suggested learning and teaching resources
• Flashcards
• Personal goals wheel
• Digital devices
• Reference books
Suggested assessment criteria
a) Written Assessments
b) Self-check assessment
c) Oral questions
d) Assignments
e) Observation
Background information
In any business, it is important to set business goals. However for learners to be able to set
business goals, they rst need to learn how to set personal goals. In this sub-strand, the
learners will learn the meaning of personal goals, the importance of personal goals and
how to set them. ey will also learn the factors to consider before setting personal goals
and then set personal goals for self-development.
26
1. Guide the learners to read the story of Eliud Kipchoge on Activity 2 in the Learner’s
Book. Communication and collaboration skills are enhanced as they read the story.
2. Let them discuss and identify the personal goals set by Kipchoge from the story.
is promotes their critical thinking and problem-solving skills.
3. Guide the learners relate to the story to people that they know who set personal
goals and achieved them. is promotes environmental awareness. It will also help
the learners appreciate the importance of setting personal goals.
1. Guide the learners to work in pairs to make ashcards showing various aspects of
their life. As the learners think about the various aspects of their life, self-awareness
is promoted.
2. Let them take turns to pick one ashcard at a time from the ones they have made.
ey should then explain to their partner how they want to develop that aspect of
their life. As the learners give each other opportunities during turn taking, respect
and peace are promoted.
3. Move around the class asking oral questions regarding the learner’s goals, to ensure
that the learners understand what a goal is. Use this as the basis for guiding the
learners to understand the meaning of personal goals.
4. Guide the learners through “My Dictionary” section provided in the Learner’s
Book for them to understand the meaning of personal goals.
Teaching guidelines
Meaning and importance of setting personal goals
Refer to the Learner’s Book pages 19-22
a) Preparation
Prepare all the teaching and learning resources. ese include manila papers, marker
pens and pair of scissors.
b) Learner engagement
Attention to learners with special needs
Encourage the learners not to seclude those with learning diculties as they discuss
and present the meaning and importance of personal goals. is promotes social
justice.
Suggested learning experiences
Activity 1
Activity 2
27
4. Let the learners share the personal goals that they have set in the past and also
share how they were able to achieve them. e competency of learning to learn
is enhanced as learners share stories of the personal goals they set in the past
and how they achieved them. is promotes self-ecacy and self-esteem as the
learners feel a sense of achievement.
5. Guide the learners to discuss the importance of setting personal goals. Guide
the learners through the learning points provided in the Learner’s Book aer the
activity for them to appreciate the importance of setting personal goals.
a) Suggested assessment methods
a) Oral questions: As the learners discuss, ask them oral questions to help
them understand the meaning and importance of setting personal goals for
self-development.
b) Observation: Observe the learners as they explain the meaning of personal
goals and discuss the importance of setting personal goals. Guide those who
may be having diculties.
c) Written Assessment: Ask the learners to individually do Assessment task 1 in
the Learner’s Book. Asssess the answers they give and guide them accordingly.
Assessment tool
Assess if the outcomes have been achieved by completing an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
explore the
meaning and
importance
of setting
personal
goals for self-
development.
Comprehensively
explores the
meaning and
importance of
setting personal
goals for self-
development.
Explores the
meaning and
importance
of setting
personal
goals for self-
development.
Explores the
meaning and
importance of
setting personal
goals for self-
development
with assistance.
Has
diculty in
exploring the
meaning and
importance
of setting
personal
goals for self-
development.
Expected answers to Assessment task 1
1. Personal goals are things that you would like to achieve or accomplish within a
given time.
28
1. Guide the learners to read the story in Activity 3 in the Learner’s Book.
2. Let them discuss and identify the dierent personal goals that Jacob had set.
is promotes their communication and collaboration skills.
3. Guide them to discuss the factors that Jacob could have considered when making
the personal goals. As the learners read the story compressively and identify
the factors, their critical thinking and problem-solving skills are enhanced. ey
also develop unity and respect as they allow each other to contribute in the
discussion.
4. Guide the learners to use digital devices or reference books to research the
factors to consider when setting personal goals. is promotes digital literacy.
It also enhances their research skills as well as learning to learn.
2. Setting personal goals helps:
• you to measure progress towards the goals you have set.
• you to act on the goals in order to achieve them.
• in giving you focus.
• you increase your willingness to succeed by helping you stay motivated.
3. a) Expect varied responses, related to helping the learner achieve academic
excellence.
b) Check for strategies of action for achieving various personal goals, and guide
the learners accordingly.
Factors to consider when setting personal goals
Refer to the Learner’s Book page 22-23
a) Preparation
Prepare the digital devices or the reference materials that the learners can use to
research the factors to consider when setting personal goals.
b) Learner engagement
Attention to learners with special needs
Take note of those with speech diculties and encourage the learners to be patient
with them as they read the story and make their contributions in the activity.
Suggested learning experiences
Activity 3
29
5. Let the learners discuss how they can apply the factors they have researched when
setting their personal goals. is promotes self-awareness.
6. Guide the learners through the learning points provided aer the activity. Empasize
to the learners the need to set SMART goals.
Activity 4
1. Guide the learners to work together in pairs and discuss how to use the SMART
guideline when making personal goals.
2. Let them use an example of one goal they would like to achieve and follow the
guidelines to make the goal SMART. is promotes critical thinking and problem-
solving skills. As they work in pairs, their peace, unity and love are enhanced.
3. Let them think of various goals that they desire to achieve and set them to discuss
how they can make them SMART. is will enhance learning to learn.
Suggested assessment methods
a) Oral questions: As the learners discuss, ask them oral questions to help them analyse
the factors to consider when setting personal goals.
b) Observation: Observe the learners as they work in pairs and discuss how to set
SMART goals. Guide them accordingly.
c) Assessment: Ask the learners to individually do Assessment task 2 in the learner’s
book. Assess the answers they give and guide them accordingly.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
analyse the
factors to
consider
when setting
personal
goals for self-
development
Critically
analyses the
factors to
consider and
their inuence
on personal goal
setting for self-
development
Analyses the
factors to
consider when
setting personal
goals for self-
development
Analyses the
factors to
consider when
setting personal
goals for self-
development
with assistance
Has diculty
in analysing
the factors to
consider when
setting personal
goals for self-
development
30
1. Guide the learners to work in pairs as they carry out Activity 5 in the Learner’s
Book. As the learners work in pairs, it promotes their collaboration and
communication skills as well as unity.
2. Let the learners rank the goals they have written on the wheel in order of importance
and select the most important goal to them. Let them write short-term goals that
will help them achieve the most important goal they identied using the SMART
criteria.
3. Encourage them to discuss among themselves the SMART personal goals they have
set and how they will achieve them. As the learners discuss their personal goals,
they realise that people have dierent goals in life. is way, respect is instilled. e
competence of learning to learn is also enhanced as learners make SMART goals.
Expected answers to Assessment task 2
1. • Goals help you to measure progress towards the goals you have set.
• Goals help you to act on the goals in order to achieve them.
• Goals help gives you focus.
• Goals increases your willingness to succeed by helping you stay motivated.
2. a) Expect varied responses. Check the relevant reasons centered on:
• she aligned her goals to values
• she ensured the goals are SMART
• she shared her goals to people who helped her achieve them
• she was disciplined.
b) Check for relevant factor responses around the goals being SMART
Setting personal goals for self-development
Refer to the Learner’s Book page 24-25
a) Preparation
You are required to go through the activity before the lesson, prepare all the teaching
and learning resources required.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to use big handwriting when making the goals wheel so that those
with eye problems do not strain when reading.
Suggested learning experiences
Activity 5
31
Extended activity
Notify learners of the extended activity and encourage them to work under the guidance
of their parents, guardians or caregivers to make a personal goals board and use it to set
personal goals. As the parents, guardians or caregivers help the learners to set up and help
them achieve their personal goals, parental engagement and empowerment is promoted.
Let learners share their work in class in the next lesson and encourage them to hang the
boards in their rooms as visual reminders to keep achieving their goals.
Using digital devices to set personal goals for self-development
Refer to the learner’s Book page 26
Suggested learning experiences
a) Preparation
Prepare the digital devices or exercise books that the learners will use to set personal
goals.
b) Attention to learners with special needs
Encourage the learners to guide those with eye problems as they engage in the activity.
Encourage the learners to work on full screen mode to enable those with eye problem
a clearer visibility. Also, mix the slow learners with the fast learners
Digital learning activity
1. Guide the learners to draw a table that will help them set personal goals using
digital devices. is promotes their critical thinking and problem-solving skills.
2. Let them use the table as a guide to set up SMART personal goals. Move around
the class to ensure that the learners are all participating and can set personal
goals using the available resources. Help those that need assistance to make the
goals and then guide them to share their goals via e-mail. is enhances their
digital literacy skills.
Assessment methods
a) Oral questions: Ask the learners oral questions to help them in setting personal goals.
b) Observation: Observe the learners as they set SMART personal goals and guide those
who may be having diculties in setting the goals.
c) Journaling: Guide the learners to keep a journal, tracking the achievement of their
personal goals.
d) Self assessment: Let the learners do the self-assessment task provided in the Learner’s
Book. is helps them reect on what they have learnt in the substrand.
32
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an observation schedule
like the one shown below.
a) Administrative information
School: Jumba Junior Secondary School Grade 7 Central
Learner’s name: Simon Bateri Teacher’s name: Josephine Kago
Subject: Business Studies Strand: Business and money management
skills
Sub-strand: Personal Goals Learning activity: Setting SMART
personal goals
b) Observation Schedule
Yes No
Comments
c) Competency assessed (knowledge, skills, attitude,
values)
Tick appropriately
�
Diligent and
focused
• e learner completes the activity within the assigned
time.
�
Shows
leadership
skills
• e learner assists others to ensure the group targets
are realised.
a) Feedback on the learner’s ability to explain the
meaning of personal goals.
b) Feedback on the learner’s ability set SMART
personal goals using a digital device.
Learner’s signature
Teacher’s signature
Expected answers to Assessment task 3
1. check the goals learners set and ensure they are SMART. Guide accordingly incase
they are not.
a) Check relevant considerations that learners give.
b) Check relevant strategies for attaining personal goals.
c) Check relevant parties identied to help achieve the personal goals. e
responses my include parents or caregivers, teachers, coaches and others
2. check relevant personal goals related to academic excellence.
33
Talents and Abilities
1.4
Number of lessons: 8
Refer to the Learner’s Book pages 27-36
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) distinguish between talents and abilities of learners in school
b) identify ways of nurturing talents and abilities for business purposes
c) demonstrate personal talents and abilities in school
d) relate talents and abilities to career opportunities in the world
e) identify ethical issues related to the use of talents and abilities in business
f) appreciate the importance of nurturing talent and abilities in generating income.
Key inquiry questions
1. What is the dierence between talents and abilities?
2. How can talents and abilities be nurtured?
3. What are the ethical issues related to the use of talents and abilities?
4. What career opportunities are related to talents and abilities?
Core competencies to be developed
• Creativity and imagination: this is developed as the learners demonstrate their talents
and abilities during the talent show organised in school.
• Communication and collaboration: this is developed as the learners work together to
discuss the dierences between talents and abilities.
• Learning to learn: this is developed as the learners learn about the ethical issues that
relate to the use of talents and abilities in business.
• Self-ecacy: this is developed as learners demonstrate their talents and abilities and
identify the career opportunities in the world that relate to their talents and abilities.
Pertinent and Contemporary Issues (PCIs)
• Critical thinking: this is developed as learners think of ways of nurturing their talents
and abilities. It is also enhanced as learners think and explain reasons why ethical
issues are important when using talents and abilities.
• Social cohesion: this is developed as learners work together to showcase their talents
and abilities and share how they discovered their talents and abilities.
34
• Financial literacy: this is developed as learners discuss ways that talents and abilities
can be used for business.
Links to other subjects
• Performing Arts as learners demonstrate their talents and abilities.
• Visual arts as learners display their talents and abilities.
• Life skills as learners identify suitable career opportunities related to their talents
and abilities.
• Integrated science as learners create and innovate using their talents and abilities.
Values
• Integrity as learners learn about ethics in the use of talents and abilities.
• Respect as learners identify, showcase and appreciate talents and abilities in school.
• Peace as learners interact in discussion to dierentiate between talents and abilities.
• Unity as learners work together to explore their talents and abilities.
• Love as learners share their talents and abilities for the benet of others and share
how they improve their talents and abilities.
• Personal responsibility as learners take up roles during the talent shows to showcase
their talents and abilities.
Suggested learning and teaching resources
• Pictures of people demonstrating dierent talents.
• Resource person.
• A chart.
• Flashcards.
• Posters on ethical issues related to the use of talents and abilities in business.
• Digital devices.
• Reference materials.
Suggested assessment methods
a) Oral questions
b) Assignments
c) Observation
d) Self and peer assessments
Background information
In primary school, the learners were introduced to talents and abilities. In this strand, they
are going to dierentiate between talents and abilities in school and learn how to nurture
them. e learners will also have an opportunity to demonstrate their talents and abilities
in school and identify ethical issues related to the use of talents and abilities.
35
1. Guide the learners to form groups and provide them with pictures of people
showing dierent talents and abilities. You can also direct the learners to look at
the pictures provided in Activity 1 in the Learner’s Book.
2. Let the learners discuss about the pictures and describe what is happening in each
picture. As they discuss, their communication and collaboration skills are enhanced.
3. Guide them to explain how the people in the pictures are demonstrating their
talents or abilities. eir critical thinking and problem-solving skills is enhanced
as they analyse and explain how the people in the pictures are using their talents
and abilities. e learners also develop the values of unity and love as they work
together in the activity.
4. Let the learners discuss and present the dierences between talents and abilities.
is promotes social cohesion.
5. Encourage each group to select a representative who will present the group’s
ndings to the class. is promotes peer education. It also promotes self-esteem
and self-ecacy as the learners feel a sense of achievement as they present their
ndings to the class.
6. Guide the learners to understand the meaning of talents and abilities as provided
in the Learner’s Book under the section of “My Dictionary.” is will help them
nd the dierences between the two.
Teaching guidelines
Distinguishing between talents and abilities
Refer to the Learner’s Book pages 27-30
a) Preparation
1. You can download other pictures that demonstrate people using their talents
or you can have newspaper cuttings of people using their talents and abilities.
2. You can prepare a chart showing the dierences between talents and abilities.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to give the time takers an opportunity and be patient with
them as they contribute in the groups. is promotes social justice. It also promotes
peace and respect among the learners.
Suggested learning experiences
Activity 1
36
1. Let learners work as a class to identify the dierent talents and abilities as guided
in Activity 2 in the Learner’s Book.
2. Guide the learners to form dierent questions that will help them identify the
dierent talents and abilities in the school. Ensure that the questions they form
can help the learners collect data for both talents and abilities in the school. As
the learners form the questions, their critical thinking and problem-solving skills
are enhanced. eir creativity and imagination are also enhanced. e value of
integrity is enhanced as learners identify talents and abilities of other learners
in the school.
3. Help the learner group their schoolmates with talents together and those with
abilities together. is will help them distinguish between talents and abilities.
Guide them to highlight the dierences between talents and abilities by
explaining how they identied the dierent talents and abilities in the school.
4. Choose learners randomly from the class to explain how dierent talents and
abilities can be improved. is will help them further identify the dierences
between talents and abilities. As the learners explain how to improve talents and
abilities and the dierences between talents and abilities, their creativity and
imagination are enhanced.
5. Conclude by giving a summary of the dierences that the learners have
mentioned in both activities and draw their attention to the diversity of
responses. Let the learners know that dierent people have dierent talents
and abilities.
6. Explain to the learners that talents can be simple or complex and that there
are dierent kinds of special talents which people are not even aware of. ese
special talents may include, being a good listener, understanding others and
sharing kindness. is will help learners appreciate each other’s talent and
abilities.
7. ey also need to understand that talents can be simple or complex such as
a) Having good communication skills.
b) Working well in a team.
c) Being a talented learner.
d) Good timekeeper.
e) Being good at memorising.
Activity 2
37
8. Guide the learners through the learning points provided in the Learner’s Book
aer the activity to help them understand the dierences between talents and
abilities. You can also use examples of people from the local community who
have dierent talents or abilities to help the learners understand the dierences
between talents and abilities.
a) Suggested assessment methods
a) Oral questions: As the learners discuss, ask them oral questions to help them
distinguish between talents and abilities.
b) Peer-to-peer education: Allow the learners to guide others through a class
presentation on the dierence between talents and abilities. is enhances
self-esteem as well as leadership skills.
c) Written assessments: Ask the learners to individually work on Assessment
task 1 in the Learner’s Book. Use the learner’s responses to evaluate if the
learning outcomes have been achieved.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment rubric
like the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
distinguish
between
talents and
abilities of
learners in the
school.
Comprehensively
explains the
dierences
between talents
and abilities of
learners in the
school.
Explains the
dierences
between
talents and
abilities of
learners in the
school.
Explains the
dierences
between
talents and
abilities of
learners in the
school when
prompted.
Has a challenge
in explaining
the dierences
between talents
and abilities of
learners in the
school.
38
1. Guide the learners to form groups. Ensure that the groups are inclusive in terms of
gender and learners with special needs.
2. Let the learners read the story of Zawadi in Activity 3 in the Learner’s Book. As
they read the story, their communication and collaboration skills are enhanced.
ey will also learn new vocabulary that will help them improve their language.
Expected answers to Assessment task 1
Nurturing talents and abilities for business purpose
Refer to the Learner’s Book pages 30-31
a) Preparation
Prepare all the teaching and learning materials required in advance.
You can prepare short stories of people who the learners are familiar with, who have
been able to nurture their talents and abilities for business purposes.
b) Learner engagement
Encourage the learners to be patient with those with speech diculties as they read
through the story in the activity.
Suggested learning experiences
Activity 3
Cook chapati
Be an athlete
Fix a motorcycle
Paint pictures
Play chess
Play a violin
Ride a horse
Singing songs
Juggling a ball
Draw well
Being innovative
Be a comedian
Talent
Ability
39
3. Guide the learners to use the story to discuss ways in which talents and abilities
can be natured for business purposes. As the learners explain ways of maturing
talent for business purposes, their creativity and imagination skills are enhanced.
4. Allow the learners to talk about people they know who have nurtured their abilities
and talents for business purposes. is promotes environmental awareness, as they
can demonstrate awareness of the dierent activities in their environment. ey
also develop life skills as they learn ways they can nurture their talents and abilities
for business.
5. Share with the class, short stories of other people who use their talents for business
purposes. Guide them to understand that they can nature their talents and abilities
for business propose. is helps the learners in career guidance and development.
It also promotes nancial literacy as they discuss about talents and abilities in
business.
6. Encourage the learners to identify the talents and abilities each one has, and
nurture them as they maybe career opportunities.
b) Suggested assessment criteria
a) Oral questions: Ask the learners probing questions that will help them identify
the dierent ways of nurturing talents.
b) Observation: Observe the learners as they read through the story and as they
discuss the dierent ways of nurturing talents and abilities for business purposes.
Guide those with diculties.
Assessment method
Assess if the outcomes of the lesson have been achieved by using an assessment rubric like
the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
identify ways
of nurturing
talents and
abilities for
business
purposes.
Correctly
identies ways
of nurturing
talents and
abilities for
business
purposes.
Identies ways
of nurturing
talents and
abilities for
business
purposes.
Identies ways of
nurturing talents
and abilities
for business
purposes. when
prompted.
Has a challenge
in identies ways
of nurturing
between talents
and abilities
for business
purposes.
40
1. Guide learners to work in groups through Activity 4 in the Learner’s Book to
identify the dierent talents and abilities of learners in the class.
2. Let the learners discuss the talents and abilities they would like to explore. As they
discuss, they appreciate the diverse talents and abilities promoting the value of
respect among the learners.
3. Guide the learners to do a self-assessment and identify the dierent talents or
abilities that they would explore. is promotes self-awareness.
4. Let the learners use the guide given in Activity 4 in the Learner’s Book to
individually write the talents and abilities they would like to explore.
5. Encourage the learners to work together to explore each other’s talents and abilities.
is promotes unity, respect and social justice as the learners appreciate that each
individual is unique in their way.
6. Guide the learners to organise a short class talent show, where they showcase
the talents and abilities they have explored. is promotes the competencies of
learning to learn and self-ecacy and enhances harmony, responsibility and unity
as the learners work together to showcase their talents and abilities.
7. Allow the learners to pick some of the talents and abilities to showcase to the
school. Encourage them to pick a variety of talents and abilities. is promotes
self-esteem and self-ecacy.
8. Help the learners decide on the talents and abilities that are better performed
individually, in groups or as a class and let them perfect them. Use this opportunity
to encourage the learners to nurture their talents for business purposes. is
promotes career guidance.
Demonstrating personal talents and abilities in school
Refer to the Learner’s Book page 31 - 32
c) Preparation
Prepare all the teaching and learning resources needed.
e learners will need to showcase their talents and abilities in school. Organise
dierent forums that will help learners showcase their talents.
d) Learner engagement
Attention to learners with special needs
Pay attention to learners with special needs and help them explore their talents and
abilities. Encourage them that disability is not inability.
Suggested learning experiences
Activity 4
41
9. Conclude the lesson, by appreciating the learners for the work done. Make them
aware of the talent and ability show you have organised in school where they will
demonstrate their abilities and talents. Encourage them to participate and guide
them to do good preparation.
Activity 5
1. Organise a good forum where the learners can demonstrate their talents and
abilities to the school. You can have a segment during the school assembly where
the learners can demonstrate their talents and abilities. In partnership with the
clubs and societies in the school, you can also organise a talent show in the school.
2. Encourage the learners to perfect on the talents and abilities that they will
demonstrate to the school. is will help promote creativity and imagination as the
learner thinks of ways that they can demonstrate their talents and abilities.
3. Appreciate everyone who made the activity a success. Guide the learners to the
clubs and societies in the school that they can join to nurture their talents and
abilities.
4. Encourage other learners in school to explore their talents and abilities. is
promotes self-awareness.
a) Suggested assessment criteria
a) Observation: Observe the learners as they demonstrate their talents and abilities.
Guide those who may have diculties in exploring their talents and abilities.
a) Written Assessments: Ask learners to individually work on Assessment task 2 in
the Learner’s Book.
Assessment method
Assess if the outcomes of the lesson have been achieved by using an observation schedule
like the one shown below.
a) Administrative information
School: Sunshine Junior Secondary School Date: 16/01/2022
Learner’s name: Joy Amani Teacher’s name: Alex Bahati
Grade: 7 Subject: Business Studies
Strand: Business and money management skills Sub-strand: Talents and abilities
b) Learning activities/tasks
• In groups, learners explore and demonstrate their
talents and abilities in the class.
• As a class, learners
demonstrate their talents and
abilities in the school.
42
Observation schedule
a) Competency (knowledge, skills, attitude, values)
assessed. (Tick appropriately)
Yes No Comments
• e learner completes the activity within the
assigned time.
√ Diligent and
focused
• e learner assists others to ensure the group
targets are realised.
√ Shows leadership
skills.
b) Feedback on the learner’s ability to explore
her talents and abilities.
Great exploration of talents and
abilities.
c) Feedback on the learner’s ability to
demonstrate her talents and abilities.
Team player in demonstrating
talents and abilities in the
school.
Learner’s signature
Teacher’s signature
Expected answers to Assessment task 2
1. a) Talent-singing.
b) Ability-reciting poems.
2. Assess learners’ responses and guide accordingly.
3. Expect several responses from the learners.
4. • Singing on the assembly
• Acting during drama festivals.
• Taking part in sporting activities.
• Participating in public speaking contests.
Relating talents and abilities to career opportunities in the world
Refer to the Learner’s Book pages 33-34
a) Preparation
Prepare pictures that show famous people who have used their talents and abilities as
career opportunities.
Organise to have a resource person like the career and guidance teacher to talk and help
learners relate dierent talents and abilities to career opportunities in the world.
b) Learner engagement
Attention to learners with special needs
Have pictures of people with special needs who have used their talents and abilities
as a career in the world. is motivates those with special needs to work towards
43
exploring their talents and abilities. is promotes social justice, as learners with
special needs feel accommodated in society.
Suggested learning experiences
Activity 6
1. Guide the learners through activity 6 in the Learner’s Book to list their past
experiences when they did something well and enjoyed doing it. Explain to the
learners that each one has a unique set of talents and abilities that they have used in
the past to create positive outcomes and experiences. is promotes life skills as the
learners think of their unique talents. It also promotes creativity and imagination.
2. Let them prioritise their top experiences from the list and identify talents and
abilities that made them enjoy the experience. Ask the learners to discuss the careers
each member might excel in, given the talents or abilities they have identied. As
the learners discuss, they can recognise their unique talents and abilities that will
help them make informed judgments about appropriate careers.
3. Let the learners discuss and relate their talents and abilities with the career
opportunities in the world.
4. Lead the class discussion, exploring and relating their talents and abilities to the
possible career opportunities in the world. is promotes career guidance and
life skills among the learners. Where possible, expound on the possibilities for
individual learners.
Activity 7
1. Guide the learners to read the ashcards provided in activity 7 in the Learner’s
Book.
2. Let them identify the talents and abilities in each ashcard and relate them to the
dierent career opportunities in the world. is promotes the learner’s creativity
and imagination. It also promotes critical thinking and problem-solving skills as the
learners relate dierent talents and abilities to career opportunities in the world.
e value of respect and responsibility are enhanced as learners work in groups.
3. Let the learners share their stories of dierent people in the world who explored
talents and abilities as career opportunities. is promotes self-awareness.
44
Activity 8
1. You can have dierent pictures of people the learners can relate within the
community and the world. ese people in the pictures should be people who use
their talents and abilities in their area of profession. Explain that all of the people in
the pictures were creating something or expressing their unique talent and abilities
in their career.
2. Let the learners observe the pictures and discuss about the people in the pictures
and explain how they have used their talents and abilities in their careers. is
promotes the communication and collaboration skills of the learners. It also
promotes career guidance as the learners identies the people and relate the people
with career opportunities that make use of talent and abilities.
3. Let the learners know that there are many dierent kinds of special talents, for
example, being good listeners, understanding others or sharing kindness. Talents
can be simple or complex. is promotes self-awareness as the learners can relate
to the simple things that they can do that and explore as career opportunities. It
also promotes love and unity as the learners discover the talents and abilities that
can help others as they are explored as careers.
Activity 9
1. Organise for the learners to listen to a resource person on career opportunities in
the world that relate to talent and abilities.
2. Let the learners listen to a career talk from the career and guidance teacher or a
resource person on opportunities related to talents and abilities.
3. Let them write a summary from the talk in their notebooks. is promotes
responsibility.
4. Choose learners randomly to present dierent talents and abilities and explain
how it relates to dierent career opportunities in the world. is promotes peer
education, self-esteem and self-ecacy. It also promotes the values of responsibility
and respect.
Extended Activity
1. Notify the learners of the extended activity in the Learner’s Book and encourage
them to complete it with the help of their parents, guardian or caregivers.
2. Encourage them to ask their parents, guardians or caregivers to help them identify
the dierent people in the community who use their talents and abilities as a career.
is promotes parental empowerment and engagement.
3. Let the learners discuss with their parents, guardians or caregivers how they can help
them use their talents and abilities as career opportunities.
45
Activity 10
1. Ask the learners to observe the posters as you guide them to identify the ethical
issues being demonstrated. Let the learners use a dictionary to get the meaning of
the technical terms.
2. Allow the learners to discuss about the dierent ethical issues that relate to the use
of talents and abilities. is promotes responsibility and respect as they learn about
ethical issues.
3. Let the learners discuss and identify other ethical issues that relate to the use of
talents and abilities. is promotes communication and, collaboration, critical
a) Suggested assessment method
a) Observation: Observe the learners as they discuss about their talents and abilities
and relate them to dierent career opportunities in the world.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment rubric like
the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
relate their
talents and
abilities
to career
opportunities
in the world.
Correctly
relates talents
and abilities
to career
opportunities
in the world.
Relates talents
and abilities
to career
opportunities
in the world.
Relates talents
and abilities
to career
opportunities in
the world when
prompted.
Has a challenge
in relating
talents and
abilities to career
opportunities in
the world.
Ethical issues related to the use of talents and abilities in business
Refer to the Learner’s Book page 35-36
a) Preparation
Make posters that communicate dierent ethical issues in the use of talents and abilities.
b) Learner engagement
Attention to learners with special needs
As you make the posters, use big fonts so that the visually impaired learners do not strain
as they read the posters.
Suggested learning experiences
46
thinking and problem-solving skills. It also promotes the values of integrity and
social cohesion.
4. Guide the learners to make posters on ethical issues that relate to the use of talents
and abilities. Help the learners use the posters to sensitize the school community.
is promotes peer education. It also promotes responsibility and integrity among
the learners. It will also enhance self-esteem and self-ecacy as the learners feel a
sense of achievement in educating the school community.
5. Guide the learners through the learning points provided in the Learner’s Book to
clearly understand ethical behaviour in the use of talent and abilities for business
purposes.
c) Suggested assessment methods
a) Oral questions: as the learners discuss about the ethical issues that relate to the
use of talents and abilities, ask them oral questions to help them understand the
importance of ethical issues in the use of talents and abilities.
b) Peer assessments: allow the learners to assess each other to know if they have
understood ethical issues related to the use of talents and abilities.
Expected answers to Assessment task 3
1. Check relevant career opportunities related to talents. Guide appropriately. ey
may be in various elds like sporting and art.
2. Check various relevant talents and abilities in the nearby locality.
3. • Playing fairly when using talents in competitions.
• Avoid discriminations in talent use.
• Avoiding discrimination in the use of talent.
• Follow the set rules as you work on improving and advancing your talents and
abilities.
4. Check the reasons the learners give and guide them accordingly.
47
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment checklist
like the one shown below.
Checklist
a) Administrative Information
i) School
ii) Teacher’s name
iii) Grade
iv) Learning area
v) Strand
vi) Sub-strand
vii) Date or period of assessment
b) Learning Activity/Task
No. Name
Competence (Knowledge, skills, attitude, values)
assessed (tick appropriately)
Participates in
demonstrating
talents and
abilities in school.
Relates talents
and abilities
to career
opportunities
in the world.
Takes part in
identifying ethical
issues related to the
use of talents and
abilities and make
posters.
Teacher’s
comment.
YES NO YES NO YES NO
1.
2.
3.
Teacher’s signature Date
48
Business Activities
2.1
Number of lessons: 8
Refer to the Learner’s Book pages 37- 46
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) distinguish between needs and wants as used in Business Studies.
b) explore the meaning of the term scarcity, choice, scale of preference and opportunity
cost in relation to satisfaction of consumer needs and wants.
c) prepare a scale of preference to satisfy personal needs and wants.
d) justify the need for business activities for self and the community.
e) analyse trading activities in the community.
f) recognise the need for business activities in satisfaction of human wants and need for
self and community.
Key inquiry questions
1. What is the importance of the scale of preference in the satisfaction of human wants
and needs?
2. What is the purpose of business activities?
Core competencies to be developed
• Communication and collaboration: this is developed as the learners discuss the
dierences between needs and wants.
• Imagination and creativity: this is developed as learners make choices during
role-play.
• Critical thinking and problem solving: this is developed as learners prepare the scale
of preference for their personal needs and wants.
• Learning to learn: this is promoted as the learners prepare the scale of preference and
make choices.
• Digital literacy: this is promoted as learners interact with digital devices.
Business and its
Environment
2
49
Pertinent and Contemporary Issues (PCIs)
• Good governance: as learners learn about the decisions that the government makes
that aects society.
• Decision-making skills: this is promoted as learners make choices and role-play.
• Financial literacy: this is promoted as learners discuss the economic problem of
scarcity and choice.
Links to other subjects
• Social Studies as they learn about economic activities in their community.
• Home Science as they learn about consumer education.
• Agriculture as they learn about agribusiness.
• English as they learn about communication skills.
Values
• Peace as they work together during discussions.
• Unity as they work together during discussions.
• Respect as they work together during discussions.
• Integrity as they are guided to conduct a simple survey.
• Personal responsibility as they make choices, prepare scale of preferences and
role-play.
Suggested learning and teaching resources
• Pictures and photographs.
• Flashcards.
• Relevant reference materials.
• Digital devices.
Suggested assessment criteria
a) Written test
b) Oral questions
c) Assignments
d) Observation
e) Peer assessment
Background information
is is any information that you want the teacher to have before starting to teach the
topic. You need to be properly informed on the business activities as well as the expected
ashcard materials that will be utilised with this sub-strand.
50
1. Guide the learners to make ashcards like the ones shown in activity 1 in the
Learner’s Book. e cards should have dierent wants and needs that the learners
can associate with.
2. Ensure that the items that they list in the ashcards comprise of needs and wants
of dierent learners. As the learners discuss the dierent needs and wants, their
communication and collaboration skills are enhanced. ey also become aware of
their environment as they talk about the dierent needs and wants in their life.
is enhances their life skills as well as environmental awareness.
3. Let the learners sort the ashcards they have made into groups of needs and wants.
As they sort the items into groups of needs and wants, their critical thinking and
problem-solving skills are enhanced. e values of unity and respect are enhanced
as learners allow each other to sort the cards.
4. Guide the learners to use the ashcards they have sorted to complete a table like
the one shown in the activity. e table that the learners make should show needs
and wants in dierent columns. e learner’s decision-making skills are enhanced
as learners make decisions while sorting the wants and needs.
5. Use the table the learners have completed explaining the dierences between needs
and wants. Guide the learners to understand that needs are basics of life while
wants are things they require to make life comfortable.
6. Take the opportunity to encourage the learners to learn how to save to be able to
meet needs and wants that may arise in the future. is promotes nancial literacy.
Teaching guidelines
Distinguishing between needs and wants
Refer to the Learner’s Book pages 37 - 38
a) Preparation
Prepare ashcards with dierent needs and wants that the learners will use to dierentiate
between wants and needs.
b) Learner engagement
Attention to learners with special needs
As you make the ashcards, use big fonts so that those with visual impairment do not
strain to read. You can also have learners volunteer to be learner guides to help those
who may have challenges reading. is promotes social justice.
Suggested learning experiences
Activity 1
51
Extended activity
1. Notify the learners of the extended activity provided in the Learner’s Book.
2. Encourage them to do it with the help of their parents, guardians or with
friends, classmates or caregivers. This promotes parental empowerment and
engagement.
3. As the learners join their parents, guardians or caregivers to the market or for
shopping and help in making decisions on the wants and needs of the family, their
life skills are enhanced.
4. Let the learners present their experiences from the extended activity in class. is
promotes self-esteem and self-ecacy as learners feel a sense of achievement.
e) Suggested assessment methods
a) Written test: Ask learners to individually do Assessment task 1 in the Learner’s
Book. Use the answers the learners give to assess if the learning outcome has
been achieved.
b) Oral questions: As the learners discuss, ask them oral questions to help them
sort the cards into needs and wants.
Assessment tool
Assess if the outcomes have been achieved by completing an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
distinguish
between
needs and
wants as used
in Business
Studies.
oroughly
distinguishes
between
needs and
wants as used
in Business
Studies.
Distinguishes
between
needs and
wants as used
in Business
Studies.
Distinguishes
between needs
and wants as
used in Business
Studies with
assistance.
Has diculty
distinguishing
between needs
and wants as
used in Business
Studies.
Expected answers to Assessment task 1
1. Wants
2. Car
3. a) Assess the answers the learners give and guide them accordingly.
b) Assess the answers the learners give and guide them accordingly.
52
1. Organise the learners into groups to play the musical chairs game in Activity 2
in the Learner’s Book. Ask the group of learners that will be singing to discuss
and agree among themselves on the song they will sing. is promotes decision-
making skills.
2. Guide the learners to play the game by having a chair less than the number of
players. Explain to the learners that the chairs in the game are the resources they
need and the urge to sit to remain in the game is the want.
3. Let the group of learners that are not players sing and stop abruptly to allow
those playing to get a sit immediately the song stops. e player who misses a
chair joins the others in singing. As players who miss a chair agree to get out of
the game, it enhances the values of peace, respect, integrity and responsibility. It
also promotes social cohesion.
4. Guide the learners to relate the chairs to resources available in the environment.
Let them discuss and note that the resources are not enough thus understanding
the concept of scarcity.
5. Explain to the learners that just like the chairs, when the available resources
are utilised, they get exhausted. Encourage them to use the available resources
sustainably. This promotes education for sustainable development. It also
promotes life skills.
6. Guide the learners to discuss and explain why the wants for all learners were not
satised. is will help them understand the concept of scarcity of resources.
As the learners discuss, their critical thinking and problem-solving skills are
enhanced.
e concept of scarcity, choice, scale of preference and opportunity cost
Refer to Learner’s Book pages 39 - 41
Scarcity
a) Preparation
Prepare the space and have the chairs arranged in a circle.
Prepare all the teaching and learning resources required in the activities.
b) Learner engagement.
Attention to learners with special needs.
Encourage the learners with physical challenges to take part in the musical chairs activity
by integrating them in the activity to sing and do other tasks that they can manage.
Suggested learning experiences.
Activity 2
53
1. Arrange the learners in groups to work on Activity 4 in the Learner’s Book.
2. Guide them to make a list of dierent wants from their day-to-day life. e items
should have a monetary value, for example, new uniform, a new pair of shoes
or a bicycle. As they think and write the wants from their day-to-day life, their
creativity and imagination skills are enhanced. ey also develop life skills.
3. Let the learners arrange the list that they have made in order of priority. As they
arrange the items in the order of priority their decision-making skills are enhanced.
Inform them that the list they have made is called a scale of preference.
4. Guide the learners to make choices from the scale of preferences they have made.
Let them identify the opportunity cost for the wants that they may choose to satisfy.
is promotes critical thinking and problem-solving skills in learners.
7. Conclude the activity by explaining to the learners that just like the number of
chairs, resources in the world are not enough and that is why they are considered
scarce. People work every day so that they can create more resources to keep
satisfying their needs and wants.
1. Pair the learners to do activity 3 provided in the Learner’s Book. e alternatives
show options one can have in life.
2. Guide the learners to make similar options that they can have or have had in their
day-to-day life. is promotes creative thinking and problem-solving skills.
3. Let each learner list the benets of each of the options in every pair of alternatives
they have listed.
4. Let each use the benets that they have listed for each option to choose the option
they will take. As they make choices, they develop decision-making skills. ey
also develop the values of responsibility and respect as they respect the options
each one of them makes.
5. Explain to the learners that for every choice they make, there is an opportunity
cost. Guide them to identify the opportunity cost for every choice they made for
the pair of alternatives they had.
6. Emphasise that dierent people may make dierent choices from the given
alternatives, based on their perceived benets. It is also possible to make similar
choices, based on dierent reasons. is will help the learners respect the choices
each one of them makes, thus promoting learning to learn among the learners.
Choice and opportunity cost
Activity 3
Scale of preference
Activity 4
54
5. Explain to the learners that dierent people including the government have a lot
of wants but the resources are scarce and that is why they need to make a list of
preferences to help them make good choices. is promotes good governance as
learners learn how governments make choices.
6. Help the learners relate scarcity, choice and opportunity cost to help them decide
the wants to satisfy because of the limited resources.
7. Guide them to deduce the meaning of scale of preference. As they appreciate the
role of the scale of preference in the satisfaction of several competing wants and
needs, they develop nancial literacy.
1. Pair the learners to do Activity 5 in the Learner’s Book and let them read the story
given in the activity. is promotes their communication and collaboration skills. It
also enhances their language as they learn new vocabulary.
2. Guide the learners to make a list of wants that they may wish to satisfy with 2 000
shillings. As the learners think and list the items that they can buy with the money,
their creativity and imagination skills are enhanced.
3. Let the learners discuss and make a scale of preference from the list they made,
factoring in the approximate costs of the items. is promotes unity and respect as
the learners discuss harmoniously how to make a list of preferences of the wants
and the needs that they would satisfy using the money.
4. Ask the learners to choose the items that they would buy considering that the
money they have which is a scarce resource cannot be used to buy all the items in
their scale of preference. is promotes nancial literacy. It also promotes their
decision-making skills.
5. Let them identify the opportunity costs from the choices made above, giving
explanations why they dropped the opportunity costs above. is promotes the
learner’s critical thinking and problem-solving skills.
6. Encourage the learners to apply the concepts of scarcity, the scale of preference,
choice and opportunity cost in their day-to-day life. is promotes their life skills.
Activity 5
Suggested assessment methods
a) Oral question: Ask learners leading oral questions as they do the activities
involving scarcity, choice, scale of preference and opportunity cost to help them
make informed decisions.
b) Observation: Observe as the learners do the activities and guide those who have
diculties.
55
1. Pair the learners and guide them through activity 6 in the Learner’s Book.
2. Let the learner take turns to make a list of their personal needs and wants. is
promotes social cohesion as the learners allow each other to make a list of their
personal needs and wants. It also promotes the value of unity, integrity and
responsibility.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
explore the
meaning of the
terms scarcity,
choice, scale of
preference and
opportunity
cost in relation
to satisfaction
of human wants
and needs.
Correctly
explores the
meaning of the
terms scarcity,
choice, scale of
preference and
opportunity
cost in relation
to satisfaction
of human
wants and
needs.
Explores the
terms scarcity,
choice, scale of
preference and
opportunity
cost in relation
to satisfaction
of human
wants and
needs.
Explores
terms scarcity,
choice, the
scale of
preference and
opportunity
cost in relation
to satisfaction
of human
wants and
needs with
assistance.
Has diculty
exploring terms
scarcity, choice,
the scale of
preference and
opportunity cost
in relation to
satisfaction of
human wants and
needs.
Preparing a scale of reference
Refer to the Learner’s Book pages 42 - 44
a) Preparation
Prepare the digital devices or the reference materials that the learners will use for
research.
b) Learner engagement.
Attention to learners with special needs
Encourage the learners to allow each one to prepare a scale of reference. Let the quick
talented be patient with the time takers as each one prepares a scale of preference.
Suggested learning experiences
Activity 6
56
1. Pair the learners and allow them to do Activity 7 in the Learner’s Book where they
make a scale of preference based on a daily life scenario.
2. Allow the learners to make a list of items that they could wish to buy if they had
5 000 shillings.
3. Guide them to make a scale of preference based on the list that they have made. As
the learners make the list of preferences, their critical thinking and problem-solving
skills are enhanced.
4. Ask the learners to check the scale of reference that their partners have made to
ensure each one understands how to make a scale of preference. is promotes
peer assessment.
5. Let the learners choose the goods that they will buy. Remind them that money is a
resource that is scarce and in this case, it cannot be used to buy all their needs and
wants. is promotes life skills as well as nancial literacy.
6. Encourage the learners to use digital devices to research sustainable ways of
choice-making in satisfaction of wants and needs. is promotes digital literacy. It
also promotes learning to learn.
3. Encourage them to discuss and give reasons why they ranked the items using the
given criteria. is promotes their critical thinking and problem-solving skills.
4. Let them discuss and explain the importance of a scale of preference. is promotes
communication and collaboration. It also promotes learning to learn and life skills,
as the learners get to understand why it is important to make a scale of preference
before making a choice in their day-to-day life.
5. Help them to use digital devices or reference materials to research on the scarcity
of resources, why people need to make a choice and the importance of a scale of
preference in satisfaction of needs and wants.
6. Let the learners choose representatives who will present the ndings of the group
in a class discussion. is promotes peer-to-peer learning. It also promotes self-
ecacy and self-esteem as the learners present the group’s ndings in class.
7. Point out that even the government does planning and prepares ascale of preference
on projects to undertake rst. at is why health, education is considered more
urgent than infrastructure. As they appreciate this, good governance is promoted.
Activity 7
57
Extended activity
1. Notify the learners of the extended activity in the Learner’s Book and encourage
them to complete it with the help of their parents, guardians or caregivers.
2. Encourage them to help their parents, guardian or caregivers in making a scale of
preference for the family’s needs and wants for a month. is promotes parental
empowerment and engagement.
c) Suggested assessment methods
a) Written assignments: Ask the learners to individually do assessment task 2
provided in the Learner’s Book. Use the assessment to evaluate if each of the
learners has understood the concept of scarcity, scale of preference, choice and
opportunity cost.
b) Peer-assessment: Encourage the learners to check the scale of preference that
their partners have made to assess if they can prepare a scale of preference.
Encourage them to correct each other where they can.
c) Observation: Observe the learners as they prepare the scale of preference and
guide those who may have diculties.
Assessment tool
Assess if the learners can prepare a scale of preference using an observation schedule like
the one shown below.
(a) Administrative information
School: Sunshine Junior secondary school Date: 07/03/2022
Learner’s name: Paul Bahati
Teacher’s name: Maxwell
Nyongesa
Grade: 7 Subject: Business Studies
Strand: Business and its environment Sub strand: Business Activities
(b) Learning activities/tasks
• In pairs, learners prepare a scale of preference.
(c) Competency assessed (knowledge, skills, attitude, values)
Tick appropriately
Yes No Comments
• e learner completes the activity within the assigned
time.
Diligent and
focused
58
• e learners assist each others to ensure the group
targets are realised.
Shows
leadership
skills
d)Feedback on the learner’s ability to make a list of dierent
wants and needs that they would want to satisfy.
Able to make a list of
preference.
e) Feedback on the learner’s ability to prepare a scale of
preference.
Needs guidance on
preparing a scale of
preference.
Learner’s signature
Teacher’s signature
Expected answers to Assessment task 2
1. a) Economic resources are limited.
b) People require large quantities of needs and wants.
2. Check responses given by learners. ey should portray the competing nature on
wants, and the unlimited nature of resources.
3. Check relevant responses from the learners. e responses to bring out a choice
made from two or more competing wants or needs.
4. Check relevant responses and explanations.
5. a) A pair of shoes.
b) A jacket.
c) Money being a resource was not enough to buy both.
Need for business activities in the society
Refer to the Learner’s Book pages 43 - 44
a) Preparation
1. Make ashcards showing dierent beneciaries of business activities in the
community.
2. Prepare all the learning and teaching resources required.
b) Learner engagement
Attention to learners with special needs
Make ashcards with large fonts so that the learners with visual problems do not
strain reading.
59
Suggested learning experiences
Activity 8
1. Organise the learners in groups and provide them with materials to make ashcards
that they will use for Activity 8 provided in the Learner’s Book. Encourage the
learners to reuse hard papers like cartons from the environment. is promotes
Education for Sustainable Development. It also promotes environmental education
as learners learn to reuse the materials from the environment.
2. Let them take turns to pick one card at a time and explain how the party benets
from business activities in the community. is promotes the critical thinking
and problem-solving skills of learners. e values of unity, respect, peace, and
responsibility are also enhanced as learners discuss in the groups.
3. Guide the learners to explain what would happen if there were no business activities
in the community. is will help them recognise and appreciate the importance of
business activities in society.
4. Let the learners share the goup’s ndings with the class. is promotes self-ecacy
and self-esteem among the learners as they feel a sense of achievement aer making
a class presentation. It also promotes peer education.
5. Help them understand that businesses help in economical growth of a country. e
more the business activities, the more the development and the better the living
standards of people. As they appreciate that business activities are key to strong
economies, they develop good governance skills.
c) Suggested assessment methods
Written assessment: Ask learners to individually do Assessment task 3 provided in the
Learner’s Book. Use this assessment to assess if the learners can explain the need for
business activities in the community.
Assessment method
Assess if the learning outcomes have been achieved by using an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
justify the
need for
business
activities for
self and the
community.
Consistently
justies the
need for
business
activities
for self and
community.
Justies the
need for
business
activities for self
and community.
Justies the need
for business
activities for
self and the
community with
assistance.
Has diculty
justifying the
need for business
activities for
self and the
community.
60
1. Guide the learners to visit a local market or shopping centre to analyse the dierent
activities in the community. Remind them to also consider small traders like
those selling sweets along the road, as they are part of the trading activities in the
community.
Expected answers to Assessment task 3
1. Check responses of learners. e responses should show how the learner benets
from business activities, for example.
a) I get food from the business activities.
b) I get variety of goods to choose from.
c) I get school requirements like pens or books to use in school.
d) Improved infrustructure due to economical growth.
2. Check relevant responses that show how the community benets from business
activities, for example, the community gets:
a) Variety of goods and services.
b) Jobs for the people in the community.
c) Improved infrastructure.
3. a) Prot from the company.
b) Salary, skills for processing milk, processed milk.
c) Income by selling milk to Yasmin, improved infrastructure processed milk.
Check other relevant responses and guide the learners accordingly.
Analysing trading activities in the community
Refer to Learner’s Book page 44 - 46
a) Preparation
Make prior arrangements for learners to visit the nearest market or shopping centre near
the school to analyse the dierent trading activities in the community.
b) Learner engagement
Attention to learners with special needs
• Let the learners volunteer to be learner guides for those who have physical challenges.
e learner guides can help in pushing wheelchairs and other tasks that help the
physically challenged as they visit the market or shopping centre.
• Encourage the learners to be patient with those who have speech diculties during
the class discussion.
Suggested learning experiences
Activity 9
61
2. Have the learners carry their books to note down the dierent business activities.
3. Let the learners observe the dierent activities that are taking place in the
community. Guide them to analyse the trading activities by discussing why the
trading activities are essential in the community. is promotes environmental
awareness. It also promotes life skills.
4. Let them note that some businesses may be selling goods and some providing
services.
5. Guide them also to note the businesses that conduct their activities online, and
give examples if any.
6. Let the learners brainstorm and share the business they would start in the
community. Guide them to discuss how the business activity would be benecial to
the community. is promotes critical thinking and problem-solving skills among
the learners.
7. Guide the learners to identify the dierent roles of retailers in the market.
Activity 10
1. Organise the learners to have a class debate on the role of retailers in the community.
2. Guide them to debate the roles of retailers in the community. As the learners
articulate their points, their communication and collaboration skills are enhanced.
ey develop the values of respect and responsibility as they take dierent roles in
the group and respect each other’s views during the debate.
3. Guide the learners to write summarised notes on the role of retailers in the
community. is promotes learning to learn.
Extended activity
1. Notify the learners of the extended activity in the Learner’s Book and encourage
them to complete it with the help of their parents, guardian or caregivers.
2. Ask them to accompany their parents, guardians or caregivers to the market or
shopping centre. Let them discuss the need for business activities in the community.
is promotes parental empowerment and engagement.
Suggested assessment methods
a) Observation: Observe the learners as they analyse the trading activities in the
community and ensure they can analyse a wide range of business activities in the
community including online trading activities.
b) Written assessment: Ask the learners to individually do Assessment task 4 provided
in the Learner’s Book. Use the answers the learners give to assess if they can justify the
need for business activities in the community.
62
Assessment tool
Assess if the learning outcomes have been achieved by using an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
analyse
business
activities in the
community.
Accurately
analyses
various
business
activities in the
community.
Analyses a
few business
activities
in the
community.
Analyses a
few business
activities in the
community with
assistance.
Has diculty
in analysing
business
activities in the
community.
Expected answers to Assessment task 4
1. Check on the relevance of the responses the learners give, for example; sugar, books,
milk, soap, clothing, barber services, beauty services or medical services.
2. Assess the answers the learners give and guide them accordingly.
3. Facial scrubbing, hair trimming, nail trimming and polish, ear piercing. Accept
other relevant services oered in a beauty shop.
4. Check appropriate prices for the services the learners give.
5. ey get commission, which is a percentage of the amount of money sent or received
through their mobile money transfers services.
63
Goods and Services
2.2
Number of lessons: 5
Refer to the Learner’s Book pages 47 - 57
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) analyse types and importance of goods and services found in the local market
b) distinguish between goods and services found in the market
c) identify sources and places where consumers may buy goods and services
d) embrace the value of goods and services for the satisfaction of human wants
Key inquiry questions
1. What are goods and services?
2. What are the characteristics of goods and services?
3. What is the importance of goods and services?
Core competencies to be developed
• Digital literacy: this is developed as learners interact with digital devices.
• Critical thinking and problem solving: this is promoted as learners distinguish
between goods and services.
• Communication and collaboration: this is enhanced as learners interact in discussions.
• Learning to learn: from the market exposure during the visit to the community
market.
• Self-ecacy: is is enhanced as learners interact with people in the market.
Pertinent and Contemporary Issues (PCIs)
• Social skills: this is promoted as learners interact during discussions and visit the
market.
• Social cohesion: this is promoted as learners interact with each other and the
community during a visit to the local market.
• Financial literacy: this is promoted as learners discuss goods and services.
Links to other subjects
• Social Studies: as learners learn about economic activities.
• Computer Science: as the learners learn about the virtual market.
• Home Science: as they learn about consumer education.
• Agriculture: as learners learn about the marketing of agricultural goods.
64
1. Arrange the learners in groups and allow them to read through the case study
provided in Activity 1 in the Learner’s Book.
2. Let the learners read the case study and use it to answer the questions that follows.
As they read the case study their communication and collaboration skills are
enhanced.
Values
• Peace: as learners interact with each other and the local market.
• Respect: as learners discuss about goods and services.
Suggested learning and teaching resources
• Pictures
• Dierent goods and services in the locality
• Charts
Suggested assessment criteria
a) Written test
b) Oral questions
c) Assignments
Background information
Learners have learnt about human needs and wants. ey have also learnt that human
wants are unlimited and they cannot all be satised. ey now need to learn how they can
satisfy their needs and wants using goods and services.
Teaching guidelines
Types, characteristics and importance of goods and services
Refer to the Learner’s Book pages 47 - 55
a) Preparation
Prepare all the teaching and learning resources required for the activities.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be patient with those with speech diculties as they read through
the case study and the story in the activities. is promotes social justice.
Suggested learning experiences
Activity 1
65
1. Pair the learners and let them work on Activity 3 provided in the Learner’s Book.
2. Guide the learners to make web charts like the one given in the Learner’s Book. As
the learners think of dierent providers to use as they make the web charts, their
creativity and imagination are enhanced.
1. Aer the learners present the meaning of goods and services, allow them to do
Activity 2 in the Learner’s Book.
2. Let the learners read the story in the activity and present it. As the learners read
the story, they learn new vocabulary hence their communication and collaboration
skills are enhanced.
3. Guide the learner to identify dierent goods and services from the story. As the
learners identify that the goods and services in the story were paid for, their
nancial literacy is enhanced.
4. Explain to them that every human being requires various goods and services to
satisfy their needs and wants. Let them share experiences of the goods and services
they use in their day-to-day life.
5. Guide the learners to discuss the goods and services that are within the class,
school and community. is promotes environmental awareness.
3. Guide the learners to use the questions provided aer the case study as a guide
to understanding the meaning of goods and services. As the learners discuss
and answer the questions from the case study, their critical thinking and
problem-solving skills are enhanced. ey also develop the values of integrity and
unity as they allow each learner in the group to make their contributions.
4. Allow the learners to present the meaning of goods and services to the class. is
promotes self-ecacy.
5. Explain to the learners that Andrew’s new computer is a good because it is a
tangible item he will purchase and take home. e repair is known as a service
because Maria did not purchase a product. Instead she paid for a skill known as a
service, which helped her to meet her needs.
6. Ask the learners to share their experiences about a time they took or saw an item
being taken for repair. is could be an electronic gadget, a piece of clothing, shoes,
or a bag. Use this illustration to explain the meaning of services.
7. Use examples of locally available goods to explain the meaning of goods to the
learners. is promotes environmental awareness.
Activity 2
Activity 3
66
1. Let learners in groups make a list of various goods that they use in their day-
to-day lives. is promotes environmental awareness. Let them discuss how
the goods they have listed are used. As they discuss, their communication and
collaboration skills are enhanced. ey also develop the values of peace and
unity as they work harmoniously in the groups.
3. Guide them to take turns to write the dierent goods or services that the
providers oer and the partner to identify if that is a good or service. is
promotes critical thinking and problem-solving skills among the learners. e
values of social cohesion and unity are also developed as the learners work
together to make the web charts.
4. Let the learners share their web charts with the class so that others can evaluate if
the pairs were able to identify the dierent goods and services given by dierent
providers. is promotes peer assessment.
Suggested assessment methods
a) Written tests: Ask learners to individually do Assessment task 1 provided in the
Learner’s Book. Use the answers the learners give to assess if they can be able to
dierentiate between goods and services.
b) Oral questions: Ask the learners random questions regarding goods and
services from various providers to help them understand what goods and
services are.
c) Peer assessment: Let the learners assess each other to evaluate if their partners
have understood what goods and services are.
Expected answers to Assessment task 1
1. a) good b) service c) service d) good e) good f) service
2. Shoes, uniform, food, books, pens, lunch box, education, medical care. Check
other relevance goods and services that learners give and guide them accordingly.
3. c) Both goods and services.
Types of goods and services
Activity 4
67
1. Guide Learners to work in pairs and discuss the dierent services that are
oered in the community. As the learners think and talk about the services,
their creativity is enhanced.
2. Guide the learners to sort the services that they have listed into dierent
types using the guidance in the activity. is promotes critical thinking and
problem-solving skills.
3. Guide the learners through the learning points in the Learner’s Book for them
to understand the dierent types of goods.
1. Organise the learners into groups to work on Activity 6 provided in the Learner’s
Book.
2. Let them discuss about the dierent things that they have done for the last few
days using the guiding questions provided.
3. Ensure that the learners give responses that involve both goods and services.
As the learners discuss the dierent things they have done or used, their
environmental awareness is enhanced. is also helps learners embrace the value
of goods and services in satisfaction of human wants as they realise that they use
goods and services in their day-to-day life to satisfy their needs and wants.
4. Guide the learners to use the goods and services they have discussed to complete
a table like the one given in activity 6 in the Learner’s Book. is promotes
critical thinking and problem-solving skills among the learners. It also promotes
2. Guide them to classify the goods mentioned into descriptions on the table. As
learners interact in groups to classify the goods and services, they build social
cohesion and peace. eir critical thinking and problem-solving skills are also
enhanced through discussion and classication of goods and services.
3. Guide the learners to understand that a good may belong to multiple categories
based on its usage. For example, a car, can be used exclusively within a family for
private use. It can also be used as a taxi, oering services. As the learners discuss
and decide the category to which the dierent goods can belong, they develop
their decision-making skills.
Activity 5
Characteristics of goods and services
Activity 6
68
1. Organise the learners in groups to work on activity 7 provided in the Learner’s
Book.
2. Let the learners discuss and explain the importance of public transport, security,
wind, rivers and dams to the community. As they discuss, their communication
and collaboration skills are enhanced.
3. Let them list dierent goods and services that are found in their locality.
4. Guide the learners to discuss the importance of the goods and services that they
have listed. is helps the learners appreciate the importance of goods and services
in satisfaction of human wants and needs.
5. Guide the learners to make notes on the importance of goods and services. is
promotes responsibility.
6. Use the learning points provided in the Learner’s Book to guide the learners on the
importence of goods and services. You can also use local examples that learners
can identify with to guide the learners on the importance of goods and services.
decision-making skills as learners decide how to sort the goods and services in the
table.
5. Encourage them to give each one in the group equal opportunity to categorise
a good or service in the table. is promotes social cohesion, integrity and
responsibility among the learners.
6. Let the learners observe the table they have completed and discuss the characteristics
of goods and services from the table. As the learners discuss the characteristics of
goods and services from the table, their collaboration and communication skills are
also enhanced.
7. Use the learning points provided in the Learner’s Book to guide the learners on the
dierent characteristics of goods and services.
Importance of goods and services
a) Preparation
Prepare all the teaching and learning materials needed.
Have a few samples of goods used in day-to-day life for demonstration.
b) Learner engagement
Suggested learning experiences
Activity 7
69
c) Suggested assessment methods
a) Oral questions: Mention to learners various goods and services and ask them to
explain the importance of the goods or services you have mentioned.
b) Written assessment: Ask the learners to individually do Assessment task 2 in the
Learner’s Book. Use the answer they give to assess if they have understood the
concepts in the learning outcome.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
analyse types
and importance
of goods and
services found
in the local
market.
Correctly
analyses
types and
importance
of goods and
services found
in the local
market
Analyses types
and importance
of goods and
services found in
the local market.
Analyses types
and importance
of goods and
services found
in the local
market when
prompted.
Experiences
diculty
analysing the
types and
importance
of goods and
services found
in the local
market.
Expected answers to Assessment task 2
1. Assess the answers the learners give and guide them accordingly.
2. ey have a price
3. Consumer goods are goods that are sold to the consumers for their use or enjoyment.
Examples include food, beverages, clothing, shoes, and gas.
4.
Durable goods can be used for a long time.
Goods and services found in the market
Refer to the Learner’s Book page 55
a) Preparation
i) Choose an appropriate day and market or shopping centre where the learners
can visit and identify dierent goods and services.
ii) Prepare the digital devices, connected to the internet that the learners will use
for the digital learning activity.
70
1. Guide learners to the nearest market. Have them make short stopovers and interact
for a few minutes with various providers of goods and services. As learners interact
with the community, their social cohesion is enhanced. e learners also gain the
value of peace, responsibility and respect as they interact with each other and the
local market residents.
2. Let them write and record the dierent goods found in their market centre and
their importance to the community.
3. Have them interact with the sellers of the goods and services to nd out the prices
of the same and record them. As learners interact with the community, asking
questions in the process of exploring various goods and services and their prices,
they enhance their social skills. As they note and recognize the cost of various
goods and services in the market, the learners enhance their nancial literacy skills.
4. As learners interact with the outside community and get exposure to the real
market, learning to learn is prompted.
c) Learner engagement
Attention to learners with special needs
Encourage the learners to be mindful of those who have physical challenges as they visit
the local market.
Suggested learning experiences
Activity 8
Digital learning activity
1. Have the learners in groups, and let them connect digital devices to the internet. Give
them examples of virtual markets where they can nd dierent goods and services.
2. Let them explore various goods and services and their prices in the virtual market
and list them down. As the learners explore various goods and services and the
prices attached to them, their nancial literacy is enhanced.
3. Explain to them how one can purchase a good or service from the virtual market. As
learners get hands-on with digital devices, they develop digital literacy.
Sources and places where goods and services can be bought
Refer to the Learner’s Book pages 56 - 57
a) Preparation
Prepare pictures showing the dierent places where goods and services can be bought.
71
1. Guide the learners to discuss the pictures in Activity 9 in the Learner’s Book that
shows dierent places that goods and services can be bought. As the learners
discuss in groups they develop social cohesion and respect. ey also develop their
communication and collaboration skills.
2. Let them share experiences about the dierent places where they have seen goods
and services being sold or bought. is promotes self-awareness as well as life skills
as learners learn the dierent places that goods and services are bought.
3. Ask them to write more places that they have obtained goods and services from.
4. Let the groups’ front representatives to share their ndings with the rest of the
class. is promotes peer education.
5. Use examples that learners can relate to in the locality where goods and services
can be obtained to explain to the learners where goods and services can be bought.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be patient with those with speech diculties as they share their
experiences and make their contribution in the discussions. is promotes social cohesion.
Suggested learning experiences
Activity 9
Extended Activity 2
1. Notify the learners of the extended activity provided in the Learner’s Book.
2. Encourage them to do it with the help of their parents, guardians or caregivers. Let
them discuss and make a list of the goods and services that the family needs for a
month. ey can then discuss with their parents, guardians, or caregivers the places
where they can buy the goods or services. is promotes parental empowerment and
engagement.
3. Let the learners present their ndings from the extended activity in class. is
promotes self-esteem and self-ecacy as learners feel a sense of achievement when
they are able to present their ndings to the class.
c) Suggested assessment methods
i) Observation: Observe the learners as they discuss various places where goods
and services can be bought and guide them accordingly.
72
ii) Written assessment: Ask the learners to individually do Assessment task 3
provided in the Learner’s Book.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubrics like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
identify
sources and
places where
consumers
may buy
goods and
services
Accurately
identies
sources and
places where
consumers
may buy
goods and
services.
Identies
sources and
places where
consumers may
buy goods and
services.
Identies sources
and places where
consumers may
buy goods and
services when
prompted.
Experience
diculty
identifying
sources and
places where
consumers may
buy goods and
services.
Expected answers to Assessment task 3
1. Assess the answers the learners give and guide them accordingly. e following are
some of the answers you can expect:
a) in school, colleges and universities.
b) in hospital and clinics.
c) bookshop, shop or supermarket.
d) shop, electronics shop or supermarket
e) show room or car bazaar.
f) taxi parking.
Note: the above goods and services can also be found in a virtual market.
2. Guide the learners to identify the online markets where goods and services can be
bought.
73
Economic Resources
2.3
Number of lessons: 6
Refer to the Learner’s Book pages 58 - 67
Specic learning outcomes
By the end of the sub-strand, the learner should be to:
a) examine the characteristics of economic resources used for the production of goods
and services
b) analyse types of economic resources in Kenya
c) explore sustainable ways of using economic resources in Kenya
d) conduct resource mapping in the local community and classify economic resources
e) appreciate the importance of economic resources in Kenya for the production of
goods and services.
Key inquiry questions
1. What are the characteristics of economic resources?
2. How are economic resources classied?
3. How can economic resources be used sustainably?
Core competencies to be developed
• Communication and collaboration: this is developed as learners work together to
discuss the characteristics of economic resources used for production of goods and
services.
• Self-ecacy: this is developed as learners identify and discuss the economic resources
in their community.
• Critical thinking and problem solving: this is developed as learners discuss sustainable
ways of using economic resources in Kenya.
• Citizenship: this is developed as learners carry out resource mapping and classify
economic resources in their community.
• Digital literacy: this is developed as learners interact with digital resources to establish
the distribution of economic resources in the community.
• Learning to learn: this is developed as learners interact with digital resources on
economic resources and identify how economic resources in their community are
used in production of goods and services.
74
Pertinent and Contemporary Issues (PCIs)
• Eective communications: this is developed as learners classify and discuss types of
economic resources in Kenya.
• Social cohesion: this is developed as learners work together and map out economic
resources in their locality
• Decision making: this is developed as learners identify economic resources in their
community and make decisions on how to use the economic resources sustainably.
• Critical thinking: this is developed as learners classify the economic resources found
in Kenya.
• Financial literacy: this is developed as learners learn that economic resources have a
monetary value.
Links to other subjects
• Social Studies as they learn about economic activities such as mining, shing, trade.
• Agriculture as they learn about the distribution of crops, soil, animals.
• Religious Education as they learn about the natural resources that can be used in
production of goods and services.
Values
• Respect as learners work together during the discussions.
• Peace as they work together during discussions.
• Responsibility learners map out economic resources in the community.
• Unity as they work together during discussions.
• Integrity as they learn about sustainable use of economic resources.
• Social justice: as learners explore sustainable ways of using economic resources.
Suggested learning and teaching resources
• Flashcards
• Pictures and photographs
• Posters
• Reference materials
• Digital devices
Suggested assessment methods
a) Written assessments
b) Oral questions
c) Assignment
d) Observation
e) Peer assessment
75
1. Guide the learners to form groups and discuss dierent goods and services that can
be used to make a house or any other item that can lead the learners to mention
dierent economic resources.
2. Encourage them to use the locally available materials like manila papers and
used cartons to make ashcards like the ones shown in Activity 1 in the Learner’s
Book. is promotes Education for Sustainable Development. It also enhances their
creativity and imagination.
3. Let the learners take turns to pick a ashcard from the ones they have made and
discuss how each resource is used. is promotes social justice, social cohesion,
love and unity as the learners discuss in groups.
Background information
e learners have learnt and interacted with dierent economic activities like mining,
shing and trade in Social Studies. ey also learnt about the distribution of crops, soil and
animals in Agriculture. In Religious Education, they have background information about
God’s creation of natural resources. Capitalize on the knowledge that the learners have to
help them identify and learn about economic resources.
Teaching guidelines
Meaning and characteristics of economic resources
Refer to the Learner’s Book page 58 - 61
a) Preparation
Use the locally available materials like manilla paper or hard papers like used cartons
to make ashcards that they will use in the activities.
b) Learner engagements
Attention to learners with special needs
In the case of large groups, ensure the shorter learners are seated in front to see each
card as it is being displayed.
Take note of learners with speech problems, and encourage the learners to give them a
fair chance as they make contributions to the group and as they read the conversation
between Phena and Mr Baraka.
Suggested learning experiences
Activity 1
76
1. Pair the learners and let each one of them take a role to read the conversation in
Activity 2 provided in the Learner’s Book.
2. Guide the learners to role play as they read the conversation between Phena
and Mr. Baraka. is promotes their communication and collaboration skills.
e values of respect and responsibility are promoted as the learners read the
conversation collaboratively.
3. Guide the learners to discuss and identify dierent characteristics of economic
resources from the conversation. is promotes critical and creative thinking.
4. Guide the learners through the learning points provided in the Learner’s
Book aer the activity for them to understand the characteristics of economic
resources.
4. Guide the learners as they discuss how the resources listed on the ashcards
contribute to the construction of a house. As they name the resources, ask them
oral questions that will help them mention human resources, natural resources
and man-made resources.
5. Guide the learners to sort the resources into naturally occurring resources, man-
made resources and human resources. As the learners sort the economic resources,
into dierent categories, they develop their critical thinking and problem-solving
skills. e learners also develop their communication and collaboration skills.
6. Let the learners present their work in class, this promotes self-ecacy, responsibility
and peer education.
7. Guide the learners to understand the meaning of economic resources as indicated
in “My Dictionary” section in the Learner’s Book. You can give suitable examples
in the local environment to help the learners get the meaning of economic
resources.
Characteristics of economic resources
Activity 2
Suggested assessment methods
a) Oral questions: ask oral questions as the learners discuss to help them
understand the meaning and characteristics of economic resources.
b) Observation: observe the learners as they discuss and sort the dierent
economic resources and guide them accordingly.
77
c) Written assessments: Ask learners to individually do Assessment tasks 1 and
2 provided in the Learner’s Book. Use the answers they give to guide them
accordingly.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using a rating scale like the
one shown below.
Rating scale
a) Administrative information
Learner’s name _________________________________ Grade ________________
School_______________________________________________________________
Learning area _________________________________________________________
Strand _________________________________ Sub-strand ____________________
Learning activity _______________________________________________________
a)
Competence (knowledge,
skills, attitudes, values)
assessement
Excellent Good Fair Weak
Explains the meaning of
economic resources.
Presents the characteristics
of economic resources.
b) Comments on the learner’s performance ________________________________
Learners signature ____________________ Date _________________________
Teachers name _____________ Signature _____________ Date ______________
Expected answers to Assessment task 1
1. Carpenter, timber, nails, glue, hammer, saw, paint.
2. Check on the relevant economic resources that learners give and guide them
accordingly, for example.
• A eld for grazing the animals.
• Cattle that will be kept in the farm.
• Workers who will work in the farm to take care of the animals.
• Cattle feeds for the animals.
• Veterinary doctor who will be taking care of the animals.
78
1. Let the learners discuss and identify the dierent types of economic resources from
the ashcards shown in Activity 3 in the Learner’s Book.
2. Guide the learners to discuss the economic resources in their community and make
ashcards showing the economic resources. As the learners discuss, ensure that the
resources that they give are of dierent types. As they work in groups, the learners
develop unity and peace.
3. Let the learners discuss how each resource is used in the satisfaction of human
needs and wants. is will help the learners appreciate the importance of economic
resources in the satisfaction of human needs and wants.
Expected answers to Assessment task 2
1. Minerals have the following features:
• ey are scarce.
• ey have money value
• ey are unevenly distributed
• ey can be put into dierent uses
• ey change ownership
2. Workers have the following characteristics:
• ey are human beings who provide the physical or mental eort.
• ey sale their labour and not themselves.
• eir labour cannot be separated from them.
• ey are highly mobile.
• eir eort cannot be stored for future use.
• ey are very basic in production of goods and services.
Types of economic resources in Kenya
Refer to the Learner’s Book page 61 - 63
a) Preparation
Prepare ashcards with dierent types of economic resources in Kenya.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be audible as they discuss so that those who have hearing
problems may not strain.
Suggested learning experiences
Activity 3
79
4. Guide the learners to use the table provided in the activity to classify the dierent
types of economic resources that they have identied. is promotes critical thinking
and problem-solving skills.
5. You can ask the learners to use reference materials to research how human resources
are classied. As the learners interact with the reference materials, their research
skills as well as learning to learn are enhanced.
6. Ask the learners to read through the learning points provided aer the activity giving
examples to each classication as per the table. As the learners make decisions aimed
at classifying the economic resources into various types, they develop their ability to
make decisions.
a) Suggested assessment methods
a) Written Assessments: Ask learners to individually do self-Assessment task 3 in the
Learner’s Book. Use the answers the learners give to assess if the learning outcome
has been achieved.
b) Oral questions: As the learners discuss, ask them oral questions to help them sort
the economic resources into dierent types.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment rubric like
the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
illustrate the
uses of money
in day-to-day
life.
Correctly
illustrates the
uses of money
in day-to-day
life.
Illustrates the
uses of money
in day-to-day
life.
Illustrates the
uses of money
in day-to-
day life with
assistance.
Experiences
diculty in
illustrating the
uses of money
in day-to-day
life.
Expected answers to Assessment task 3
. Human resource
80
2.
Picture
Capital
resource
Human
resource
Natural
resource
Tractor Driver Land
Fishing rod,
boat and
basin.
Fisherman River, stone
and trees.
Pump and
car
Petrol
attendant
Land.
3.
Gold
4. Human resource
5. Check for relevant economic resources that learners give and guide them correctly.
Exploring sustainable ways of using economic resources in Kenya
Refer to Learner’s Book page 64
a) Preparation
1. Prepare more posters that sensitise on sustainable use of economic resources
in Kenya.
2. Prepare the digital devices that they will use for the digital learning activity.
81
1. Group the learners and provide them with a map showing the distribution of
economic resources in the community.
2. Guide learners to study the map and identify the dierent resources from the map.
Discuss how the economic resources are distributed on the map. As learners work
together to study and analyse the resource map, unity and respect are promoted.
1. Group the learners and guide them through Activity 4 in the Learner’s Book.
2. Let the learners study and discuss the messages on the posters. As they study the
pictures in groups, and discuss the messages on the posters, their communication
and collaboration skills are enhanced. Ask the learners oral questions as they
discuss, to make them think critically, for example, you can ask them why they
think the posters are telling people to plant four aer cutting one. As the learners
appreciate the motive behind conserving resources and using them sparingly, they
develop the value of integrity.
3. Guide the learners to discuss other ways that they can sensitise the community
on using resources sustainably. is promotes their critical thinking and problem-
solving skills. It also fosters responsibility.
4. As the learners make decisions on how resources can be used sustainably, they
develop environmental awareness. Education for Sustainable Development is also
enhanced.
3. Have a few copies of an atlas or reference books that show economic resource
distribution in a community.
4. For activity 6, learners are supposed to visit the local community. Do a pre-visit
and identify an area where there are a variety of economic resources. Map out
the exact boundaries within which you want them to map out the resources.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to help the visually impaired learners as they read the posters
showing economic ways of using economic resources.
Encourage them to support the physically challenged as they go for the outdoor
activity, for example, by pushing the wheelchair.
Suggested learning experiences
Activity 4
Activity 5
82
1. Guide the learners to visit the local community to map out various resources
and exact places where they are located. As the learners do the real visit to the
community to map out various resources found in the community, they develop
responsibility and citizenship.
2. As the learners identify the various resources in the community, ask them probing
questions that will help them identify various resources, for example, land. As they
interact within themselves and the outside community environment, the learners
enhance their social cohesion.
3. Let the learners use the skills they learnt in Social Studies, on sketch mapping to
sketch a map of the community that they identied the resources and locate the
resources on the map. is promotes creativity and imagination.
3. Let the learners classify the resources that they have identied, this promotes critical
thinking and problem-solving skills.
4. Allow the learners to pick group representatives who will present the group ndings
to the class. is promotes self-ecacy as well self-esteem.
Activity 6
Digital learning activity
1. Guide the learners to use a digital device or a reference book to identify economic
distribution in a community. is promotes digital literacy.
2. Guide learners to study a map on the digital device and identify the dierent resources
from the map. Let them discuss how the economic resources are distributed on the
map. Ask them oral questions as they identify the economic resources from the
map, on how the resources can be used sustainably. is promotes Education for
Sustainable Development.
Extended activity
1. Notify the learners of the extended activity in the Learner’s Book and encourage
them to complete it with the help of their parents, guardians or caregivers.
2. Let the learners discuss with their parents, guardians or caregivers how the
distribution of economic resources in their community. is promotes parental
empowerment and engagement.
83
Suggested assessment methods
a) Written test: Ask learners to individually do Self-Assessment task 3 in the Learner’s
Book.
Use the answers the learners give to assess if the learning outcome has been achieved.
b) Oral questions to ask the learners to discuss, ask them oral questions to help them
map resources in the community.
Assessment tool
Assess if the outcomes of the lesson were achieved by completing the checklist below.
School: ___________________
Date : _____________________ Teacher’s name: ____________
Grade: 7 Subject: Business Studies
Strand: Business and its environment Sub strand: Economic resources
Competence assessed (Knowledge, analysis, application)
(tick appropriately)
Maps
resources
correctly
Classies
the
resources
correctly
Gives
economic
importance
of the
resource
Embraces
resource
sustainability
Suggests
sustainable
ways of
using the
resource
No. Name YES NO YES NO YES NO YES NO YES NO
1 John
2 Mary
3 Stacy
Expected answers to Assessment task 4
1. Expect varied answers depending with their locality. Check and guide learners
appropriately.
a) Accept responses that show how the resources help satisfy the wants of the
locality. For example, land gives them crops for food.
b) Check for appropriate resource sustainability ideas. For example, mixed farming
in agriculture, aorestation in forestry.
84
Business Communication
2.4
Number of lessons: 6
Refer to the Learner’s Book pages 68 - 74
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) assess the meaning and importance of communication in business
b) use ICT tools in business communication
c) recognize the role of eective communication in business.
Key inquiry questions
1. What is the importance of communication in business?
2. How can one use ICT tools in business communication?
Core competencies to be developed
• Imagination and creativity as learners role play and discuss the ICT tools and their
application.
• Communication and collaboration as learners discuss the ICT tools and the
importance of communication in business.
• Learning to learn as they interact with ICT tools and their applications.
• Critical thinking and problem solving as learners discuss the importance of
communication in business and role-play.
• Digital literacy as they interact with ICT communication tools and their applications.
• Self-ecacy as learners discuss and role-play the importance of communication in
business.
Pertinent and Contemporary Issues (PCIs)
• Eective communication as learners discuss the ICT tools and their applications.
• Social cohesion as they discuss the available ICT tools and their applications in
business communication.
• Financial literacy as they learn about communication in business.
Links to other subjects
• English as they learn about communication skills.
• Life skills as they learn about communication skills.
• Computer Science as they learn about ICT tools in communication.
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Values
• Peace as they discuss in class the meaning and importance of communication in
business.
• Unity as they work together during discussions.
• Love as they discuss the meaning and importance of communication in business.
• Respect as they discuss the meaning and importance of communication in business.
• Responsibility as they use dierent ICT tools in business communication and role
play.
Suggested learning and teaching resources
• Pictures and photographs
• Digital devices
Suggested assessment criteria
a) Written test
b) Oral questions
c) Take away assignment
Background information
Learners communicate with their families at home, each other in school, when they go for
shopping or even when they are playing with friends. Use the knowledge that the learners
have about the communications to introduce them to business communication.
Teaching guidelines
Meaning and importance of communication in business
Refer to the Learner’s Book pages 68 - 70
a) Preparation
1. Prepare pictures and photographs that illustrate people making
communication in a business setup.
2. Identify some communication that have been made in the school or nearby
businesses that you can use during the lesson.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be patient with those who have speech diculties,
and allow them to also contribute in the group discussions.
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1. Organise the learners in groups to do Activity 2 provided in the Learner’s Book.
2. Let them use the questions provided in the unit to discuss the importance of
communication in a business. As they discuss in groups, they develop unity and
love.
3. Guide the learners to make notes on the importance of communication in a
business using the points that they have discussed. is promotes responsibility.
4. Assign the learners dierent roles and let them decide the type of business
communication that they will role-play. is promotes decision-making skills
among the learners.
5. Let them role-play communication in a business environment, illustrating
the importance of communication in a business. e learners’ creativity and
imagination are enhanced. ey also develop self-ecacy and self-esteem.
6. Guide the learners through the learning points provided in the Learner’s Book
aer the activity to help them appreciate the importance of communication in
business.
7. Emphasise to the learners that business communication may range from simple
communication like conversing with a seller when buying a good or a service.
Sometimes, people make calls or write letters when they want to get particular
information from a seller.
1. Arrange the learners into manageable groups, and guide them to work together
to do Activity 1 in the Learner’s Book.
2. Provide the learners with pictures illustrating dierent communications in a
business environment. Let the learners discuss the pictures and identify that
communication is being made in a business environment. As the learners discuss,
they develop their communication and collaboration skills. ey also develop the
values of unity, peace and love as they discuss in groups.
3. Let the learners identify the information that is being relayed in the pictures and
the people the message is intended for. is enhances the learners’ creativity and
imagination.
4. Let the learners present their ndings to the class. is promotes peer education
as well as self-ecacy.
5. Guide the learners to understand the meaning of business communication using
the denition given in the Learner’s Book under ‘My Dictionary.’
Suggested learning experiences
Activity 1
Importance of communication in business
Activity 2
87
Extended activity
1. Notify the learners of the extended activity provided in the Learner’s Book.
2. Let the learners discuss with their parents, guardians or caregivers any business
communications that they have ever received. Encourage them to talk about the
importance of business communication. is promotes parental empowerment
and engagement.
3. Let the learners share their ndings with the class. is promotes peer-to-peer
education.
Suggested assessment methods
a) Oral question: ask learners oral questions regarding communication in business.
b) Written Assessments: ask learners to individually do Assessment task 1 provided
in the Learner’s Book.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
assess the
importance of
communication
in business.
Correctly
assesses the
importance of
communication
in business.
Assesses the
importance of
communication
in business.
Assesses the
importance of
communication
in business with
support.
Exhibits
diculty in
assessing the
importance of
communication
in business.
Expected answers to Assessment task 1
1. Observe relevant role-plays and guide the learners appropriately. Encourage them
to interchange roles.
2. Expect and check for downward communication in form of delegating or assigning
duties, giving instructions, giving appraisals and any other that the learners may
give.
3. rough a notice, a memo, a brief in the sta meeting. Check and accept other
ocial ways of communication to a group of workers.
88
1. Provide the learners with dierent pictures showing ICT tools and devices that
are used in business communication. You can also guide the learners to observe
the pictures provided in Activity 4 in the Learner’s Book.
2. Let the learners identify and discuss the ICT tools and devices used in business
shown in the pictures. Unity and love are promoted as the learners discuss in
groups.
3. Guide them to discuss how the ICT tools and devices they have identied are used
in business communication and the communication that can be made through
the ICT tools and devices. is promotes communication and collaboration. It
also promotes critical thinking and problem-solving skills.
4. • Management can use communication in planning, organising, directing and
controlling.
• Eective communication helps in creating good relations between dierent
customers and tellers as well as other workers.
• When information and facts are eectively communicated to the concerned
person in the bank, it is easy to make decisions promptly.
• Good and ecient communication with dierent parties in the bank, enables
it to achieve and establish a good reputation.
• Good communication helps addressing grievances in the bank.
ICT tools used in business communication
Refer to Learner’s Book pages 71 - 74
a) Preparation
1. Inform the school secretary in advance and help him or her prepare to talk to the
learners from his or her oce or from the communication oce.
2. Prepare pictures showing dierent ICT tools and devices that are used in business
communication.
3. Ensure that there are ICT tools and devices that learners can use to role-play
communication in business.
d) Learner engagement
Attention to learners with special needs
Encourage learners not to seclude learners with behavioural and emotional
diculties. Let everyone feel part of the ICT engagements as they use various
ICT devices in the school setup.
Activity 3
89
1. Provide the learners with ICT tools and devices available in the school that learners
can use to illustrate the use of ICT tools and devices in business communication.
2. Organise the learners into dierent roles for them to role-play, applying the use of
ICT tools and devices in business communication.
3. Let the learner take the roles assigned to them and use the ICT tools and devices
and role-play to send business communication. is promotes digital literacy. It also
promotes social cohesion and social justice as the learners allow each other to make
business communication during the role-play.
4. Let the learners come up with the information to be relayed in each case. As they
learn, the application of these ICT tools as used in business communication, their
communication and collaboration skills is enhanced. As learners discuss ICT tools
and their applications, they develop eective communication.
5. Encourage the learners to role-play business communication that informs the sellers
about some goods and services and their prices. is promotes nancial literacy.
6. Guide the learners make short notes on various ICT tools and devices highlighting
the eciency of the ICT tools and in business communication.
1. Prepare the learners to visit the school secretary’s office or the school
communication oce from where the communication will be done. Guide the
learners to understand that the school is a business and thus the communications
done in and out of the school are part of business communications.
2. Let the learners brainstorm the questions they will ask the person who is in
charge of the school communications. is will improve their critical thinking and
problem-solving skills. It also promotes learning to learn.
3. Guide the learners to discuss with the person in charge of communication the
importance of using the ICT tools and devices in business communication.
4. Guide the learners to the school communication oce and observe the dierent
business communication that is done from the oce. As the learners ask questions,
their self-ecacy, collaboration and communication skills are enhanced.
5. Let the learners identify the ICT tools and devices that are used for business
communication. If possible, let the learners interact with the ICT tools and devices.
is promotes digital literacy.
6. Let the learners role-play sending appropriate business communications. As the
learners role-play, their imagination and creativity are enhanced.
Activity 4
Activity 5
90
Role of eective communication in business
Refer to the Learner’s page 73
1. Organise learners into two groups, one group to sing loudly while the other group
participates in passing communication. e song should be loud enough to destruct
the communication.
2. Guide the group passing the communication to stand in a straight line. Give the rst
learner in line a business communication to pass to the next in line by whispering.
Have the rst learner on the line whisper the communication to the next one in line
until the last person in line gets the communication.
3. Let the learners compare the communication that gets to the back of the line with the
rst communication that was passed and explain how eective the communication
was. is promotes critical and problem-solving skills.
4. Let the learners relate the communication to business communications and
explain the role of eective business communication. is promotes creativity and
imagination. It also promotes eective communication.
5. Guide the learners in a discussion on the role of eective communication in
business. As the learners discuss among themselves, they develop unity, love and
respect among themselves.
Suggested assessment methods
a) Oral questions: ask learners oral questions on various forms of business communication
and when they are appropriate.
b) Observation: observe learners as they interact with various ICT tools and devices to
make business communications and guide those who may be having issues.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubrics like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to use
ICT tools
in business
communication.
Innovatively
uses appropriate
ICT tools
in business
communication.
Uses appropriate
ICT tools
in business
communication.
Uses
appropriate ICT
tools in business
communication
with support.
Exhibits
diculty using
appropriate ICT
tools in business
communication.
91
Expected answers to Assessment task 2
1. Expect varied responses ranging from internet marketing like email, bill boards,
On- store digital displays, Check for relevant explanation of each method identied
by the learners such as
a) Radio communication, especially where there is need to convey the
communication in vernacular.
b) Social media communication, especially where there is demonstration
required to the target customers.
c) Phone message communication. Especially where the business targets the
existing customers whom they already have there phone numbers.
2. Television, Radio, Mobile phone, computer. Expect other relevant responses and
guide accordingly.
3. Expect varied experiences from learners and guide accordingly.
4. a) To enable it pass information to other parties.
b) To enable it understand information from the other parties.
c) To enable the business have a basis of action or decision making
d) For easy planning.
e) It is a means of coordination.
5. Expect varied responses centered on:
a) Noise.
b) Language barrier.
c) Cultural diversity.
d) Choice of wrong medium.
e) Prejudgment.
f) Lack of trust.
92
Production of Goods and Services
2.5
Number of lessons: 8
Refer to the Learner’s Book pages 75 - 85
Specic learning outcomes
By the end of the sub-strand, the learners should be able to:
a) explore the meaning and importance of production in the community
b) analyse the importance, characteristics and rewards for the factors of production in
the community
c) examine consumer concerns to be addressed in the production of goods and services
d) embrace the value of factors of production in producing goods and services to satisfy
human wants.
Key inquiry questions
1. What is the importance of production?
2. What are the characteristics and rewards for the factors of production?
Core competencies to be developed
• Learning to learn: this is developed as the learners interact with digital devices to
research the rewards for factors of production.
• Critical thinking and problem solving: this is developed as the learners discuss the
importance of the production of goods and services in their community and analyse
the characteristics of factors of production.
• Citizenship: this is developed as the learners embrace the value of land as a factor of
production.
• Communication and collaboration: this is developed as the learners work in groups
to discuss and present the characteristics of factors of production.
• Self-ecacy: this is developed as the learners discuss and present the importance
and characteristics of factors of production.
Pertinent and Contemporary Issues (PCIs)
• Good governance: as learners discuss the contribution of factors of production
towards the production of goods and services.
• Environment awareness: as learners learn how each factor of production contributes
to the production of goods and services in their community.
93
• Critical thinking: as learners examine how the production of goods and services
address consumer concerns such as quality, quantity, overpricing, scarcity, safety
and ingredients.
Lins to other subjects
• Social studies as the learners learn about the factors of production present in their
environment.
• Agriculture as the learners learn about land and its characteristics as a factor of
production.
• Home science as they learn about concerns related to quality, safety and ingredients
used in food production.
Values
• Integrityas learners learn how consumer concerns can be addressed in the production
of goods and services.
• Peace as learners work together in groups to discuss the importance and characteristics
of factors of production.
• Love as learners share knowledge on the importance and characteristics of factors of
production.
• Unity as learners work in groups to research the rewards for each factor of production.
• Social justices as learners discuss the importance and characteristics of the factors of
production in providing fairness in society.
Suggested learning and teaching resources
• Pictures and photographs
• Chart showing the factors of production and their rewards
• Relevant reference materials
• Digital devices
Suggested assessment methods
a) Observation
b) Oral questions
c) Self and Peer assessment
Background information
At this level, learners already know about goods and services produced in an economy.
ey have also analysed the types, characteristics and importance of goods and services. In
this section, they will learn how these goods and services are produced.
94
1. Organise the learners into groups and guide them through Activity 1 in the
Learners Book. As they work in groups, they develop the value of unity and love.
2. Guide the learners to identify and discuss the production process being carried out
in each picture story. As the learners explain what is happening in each picture,
their creativity and imagination are enhanced.
3. Guide them to deduce and explain the meaning of production from the processes
in the picture story. is promotes theircritical thinking and problem-solving skills.
4. Allow them to present the meaning to the class. is enhances the learners’
self-ecacy.
5. Guide the learners to understand the meaning of production as indicated in the
section of ‘My Dictionary’ in the Learner’s Book.
Teaching guidelines
Exploring the meaning and importance of production in the community
Refer to the Learner’s Book pages 75 - 77
a) Preparation
1. You can prepare pictures showing various production activities.
2. You can also prepare a short video showing production activities in progress.
3. Organise relevant reference materials and digital devices that learners will use
in the activities.
d) Learner engagement
Attention to learners with special needs
As you make the pictures, pay attention to learners with visual impairments. Make
the pictures big enough for them to see. You can also have them sit in front to see
the pictures easily. As learners discuss other goods and services produced in the
community, take note of learners with speech diculties. Encourage the learners to
give them time to express their views. is promotes peace and love as well as social
cohesion.
Suggested learning experiences
Activity 1
95
1. Organise the learners into groups and guide them through Activity 2 in the
Learner’s Book.
2. Let them identify and discuss various goods and services that dierent people in
the community produce. is includes the carpenters, security guards, doctors
and tailors. As the learners discuss the goods and services dierent people in the
community provide, their communication and collaboration skills are enhanced.
ey also develop environmental awareness and career guidance as they learn
about the careers of dierent producers in the community.
3. Guide the learners to discuss the importance of the production of goods and
services to the community.
4. Allow and guide the learners to present the importance of production of goods
and services to their community. is enhances self-ecacy and communication
skills.
5. Use the learning points provided in the Learner’s Book to guide the learners
on the importance of production to the community. Use the locally available
goods and services and their importance to the community to explain to the
learners the importance of production to the community. is helps the learners
appreciate the role of production in the community.
Importance of production
Activity 2
Extended activity
Notify the learners of the extended activity provided in the Learner’s Book and encourage
them to get parental guidance when doing it. Parental empowerment and engagement
are fostered, as they discuss with the learners the production activities they are engaged
in, and the importance of the goods and services they produce to the community. Let
them write down their ndings and present them in class. is promotes self-ecacy as
well as learning to learn.
Suggested assessment methods
a) Observation: Observe the learners and guide them accordingly as they do the
activities.
b) Oral questions: Ask the learners oral questions to help them explore the meaning
and importance of production activities to their community.
96
c) Assignment: Ask the learners to individually do Assessment task 1 provided in
the Learner’s Book as an assignment. Use the answers the learners give to assess if
they can explain the meaning of production and the importance of production to
the community.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approach
expectation
Below
expectation
State and
explain the
meaning and
importance of
production.
Correctly
explores the
meaning and
importance
of production
in the
community.
Explores the
meaning and
importance of
production in
the community.
Inconsistently
explores the
meaning and
importance of
production in
the community.
Exhibits
diculty in
exploring the
meaning and
importance of
production in
the community.
Expected answers to Assessment task 1
1. Check and ensure that the answers are relevant and guide them accordingly.
2. a) Assess the answers given and guide the learners appropriately.
b) Assess the answers given and guide the learners appropriately.
Analysing factors of production
Refer to the Learner’s Book pages 77 - 83
a) Preparation
i) Prepare relevant reference materials or digital devices.
ii) You can also prepare a chart showing the factors of production and their
rewards.
b) Learner engagement
Attention to learners with special needs
As learners read through the activities, pay attention to learners with speech diculties.
Encourage the rest of the learners to be patient with them. Encourage them to give them
time to express their views. is promotes respect and love.
97
1. Organise the learners into groups and guide them through Activity 3 in the Learner’s
Book. As they read the story in groups, their communication and collaboration
skills are enhanced. ey also develop the value of unity and respect for each other.
2. Guide the learners to identify the factors of production from the story. Have
them also think and mention other factors of production, not mentioned in the
story. is helps them develop their critical thinking and problem-solving skills.
Financial literacy is also promoted as the learners discuss the nancial benets that
Mr. Bright gets from his farm.
3. Use the learning points provided in the Learner’s Book to guide the learners on
factors of production. You can take the learners around the school compound
and let them identify factors of production available around the school. is helps
them develop environmental awareness.
1. Guide the learners to work in pairs to identify goods or services that they use in
their day-to-day lives. e value of respect is promoted as the learners appreciate
each one’s contribution to the discussion.
2. Ask them to identify the factors of production required in the production of the
goods or services that they have identied, and guide them to categorise them
into land, labour, capital or entrepreneurship. is promotes critical thinking and
problem-solving skills in learners.
3. Let the learners discuss the characteristics of the factors of production that they
identify and make short notes. As they discuss the characteristics in groups, it
fosters communication and collaboration skills. Ask them to share their ndings in
class. As they share their ndings, their self-ecacy is promoted.
4. Guide the learners through the learning points provided in Learner’s Book, to
deduce the characteristics of the factors of production. Let the learners understand
that the entrepreneur brings together the other factors of production to produce
goods and services.
Suggested Learners experiences
Activity 3
Characteristics of factors of production
Activity 4
98
1. Guide the learners to use reference materials or digital devices to research the
rewards for the factors of production. is enhances the learner’s digital literacy,
learning to learn and research skills.
2. Let the learners discuss the reward for each factor of production that they have
researched. is promotes communication and collaboration. It also promotes love
unity and respect as the learners make their contributions to the group.
3. Encourage each individual to make notes on the rewards of production that they
have discussed. is promotes responsibility.
4. Let them share their ndings in class, this promotes peer education.
5. Guide the learners through the learning points in the Learner’s Book for them to
understand the rewards of factors of production.
6. You can mention other rewards for the factors of production such as rates for land,
and commission for labour.
Rewards for factors of production
Activity 5
Suggested assessment method
i) Observation: observe the learners as they discuss through the activities and guide
those who may be experiencing diculties.
ii) Oral questions: ask the learners oral questions that will help them analyse the factors
of production.
iii) Assignment: ask the learners to individually do Assessment task 1 in the Learner’s
Book.
99
Assessment tool
Assess if the outcomes of the lesson have been achieved using a rating scale like the one
shown below.
Rating scale
a) Administrative information
Learner’s name_________________________________ Grade _________________
School _____________________________________________________________
Learning area _______________________________________________________
Strand ________________________________ Sub-strand ___________________
Learning activity _____________________________________________________
Competence (knowledge,
skills, attitudes, values)
assessed
Always
4
Usually
3
Sometimes
2
Never
1
Analyses the importance,
characteristics and rewards
of production in the
community.
Comments on the learner’s performance
___________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Learner’s signature____________________ Date___________________________
Teacher’s signature____________________ Date___________________________
Expected answers to Assessment task 2
1.
Interest
2. Prot
3. God provides it freely by nature
4. Capital
100
1. is activity entails learners observing information on dierent goods especially
those that display contents, ingredients, warnings, usage instructions and
recommended prices.
2. Guide the learners to observe the information on dierent goods that they collected.
As they observe and learn about this information, they develop life skills.
Factor Land Labour Capital Entrepreneurship
e skills of a
teacher
√
An oil eld √
Tea pickers √
A shopping
mall
√
e owners of a
private school
√
A jembe √
Professional
footballers
√
A railway line √
Consumer concerns to be addressed in production of goods and services
Refer to the Learner’s Book pages 83 - 85
a) Preparation
i) Prepare locally available sample goods that display contents, ingredients,
warnings, usage instructions and recommended prices.
ii) Inform the learners about the next activity, and encourage them to bring sample
goods that have user information on them.
b) Learner engagement
Attention to learners with special needs
Ask learners to be careful as they collected dierent items from the environment.
is promotes life skills as others may have an allergy to some products for example
perfume containers. It also promotes health education.
Activity 6
101
1. Guide the learners to observe and discuss the picture provided in Activity 7 in the
Learner’s Book. You can also guide them to look at the warning signs or instruction
signs on dierent equipment in the school compound.
2. Let them discuss the various consumer concerns addressed by each piece
of information found on the goods. Give them a chance to share their own
experiences on how the production of goods and services may address various
consumer concerns. is promotes self-ecacy and self-esteem. It also promotes
peer education.
3. Emphasise that it is a requirement by the government that manufacturers
3. Let the learners discuss how the modern production of goods and services
has improved the quantity and quality of products produced for use by the
community. As the learners discuss, love and peace are enhanced. eir creativity
and imagination are also enhanced.
Activity 7
display contents, warnings, ingredients and any other information to educate the
consumers. is promotes good governance.
Suggested assessment methods
a) Observation: observe the learners as they examine the consumer concerns addressed
in production of goods and services and guide them accordingly.
b) Oral questions: ask the learners oral questions to help them examine the consumer
concerns addressed in production of goods and services.
c) Assignment: ask the learners to individually do Assessment task 3 provided in the
Learner’s Book. Use the answers the learners give to assess if they can examine the
consumer concerns addressed in production of goods and services.
102
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approach
expectation
Below
expectation
Ability to
examine the
consumer
concerns to
be addressed
in production
of goods and
services.
oroughly
examines the
consumer
concerns to
be addressed
in production
of goods and
services.
Examines the
consumer
concerns to
be addressed
in production
of goods and
services.
Examines the
consumer
concerns to
be addressed
in production
of goods and
services with
assistance.
Exhibits
diculty in
examining
the consumer
concerns to
be addressed
in production
of goods and
services.
Expected answers to Assessment task 3
1. a) Quality
b) quantity
c) price
d) expiry date
e) Display of ingredients.
2. a) Quality is assured.
b) Price is claried to avoid overpricing by dishonest traders
c) Expiry date to enable consumers not to consume if expired
d) Display of ingredients, to inform consumers in case they want to monitor their
diet.
103
Marketing of Goods and Services
2.6
Number of lessons: 6
Refer to the Learner’s Book pages 86 - 92
Specic learning outcomes
By the end of the sub-strand, the learner should be able to:
a) relate the terms market, marketing and consumer to the business environment
b) explain factors considered when selecting a suitable market for goods and services
c) identify ICT platforms used for marketing goods and services
d) appreciate the role of marketing in the satisfaction of human needs and wants in
society.
Key inquiry questions
1. What is the relationship between market, marketing and the consumer?
2. What factors are considered when selecting a market for goods and services?
Core competencies to be developed
• Communication and collaboration: as the learners discuss in groups or pairs about
marketing, a market, consumers and factors to consider when selecting a suitable
market.
• Critical thinking and problem solving: as learners analyse a case study in selecting a
suitable market.
• Learning to learn: as learners learn about marketing.
Pertinent and Contemporary Issues (PCIs)
• Eective communication: as learners discuss a market and marketing.
• Problem-solving: as learners analyse a case study on factors to consider when
selecting a suitable market.
• Critical thinking: as learners analyse a case study on factors considered in selecting
a suitable market
• Financial literacy: as they learn about the concept of marketing of goods and services.
Links to other subjects
• Computer Science as they learn about marketing of goods through ICT platforms.
• Home Science as they learn about consumer education.
104
• Agriculture as they learn about looking for a market for agricultural product.
• English as they learn about communication skills.
Values
• Peace as they work together during the group discussions and case study.
• Unity as they work together during the group discussions and case study.
• Respect as they work together during the group discussions and case study.
• Social cohesion: learners discuss market/marketing/consumer.
Suggested learning and teaching resources
• Pictures
• Digital devices for marketing
• Goods and services for role play
Suggested assessment criteria
a) Written test
b) Oral questions
c) Take away assignment/activity
Background information
e learners have interacted with the concept of marketing in their day-to-day life. Make
the learning process as much fun as possible since they can connect with this marketing
concept.
Teaching guidelines
Relating market, marketing and consumer to the business environment
Refer to the Learner’s Book pages 86 - 88
a) Preparation
Prepare pictures showing dierent markets and marketing activities.
Prepare all the teaching and learning resources needed.
b) Learner engagement
Attention to learners with special needs
Take note of the time takers and mix them with those who are talented to help them
not lag behind and encourage them to share their thoughts.
105
1. Organise the learner into dierent groups to role-play marketing of goods and
services. is will help the learners understand how a market, a consumer and
marketing are related in satisfaction of human wants and needs.
2. Let the learners in dierent groups discuss and identify a good or a service that they
will market. ey should also agree on the market and the intended consumer for
the good or service. As the learners discuss and identify the market, consumer and
marketing activity, their critical thinking and problem-solving skills are enhanced.
1. Guide the learners to observe the dierent pictures showing dierent marketing
activities as shown in the Learners Book Activity 2. As the learners discuss the
pictures, their communication and collaboration skills are enhanced. e values of
unity and respect are enhanced as learners allow each other to share their thoughts
on what the pictures are all about.
2. Guide the learners to discuss and answer the guiding questions provided in the
activity. As the learners discuss and answer the questions, critical thinking and
problem-solving skills are enhanced.
3. Let the learners discuss and present other marketing ways in which the information
on the pictures could be delivered to the intended people. is promotes creativity
and imagination.
4. Guide the learners to understand the meaning of marketing in relation to a market
and a consumer in satisfaction of human wants and needs.
1. Guide the learners to observe the dierent pictures showing dierent activities and
discuss the pictures shown in Activity 1 in the Learner’s Book. Let them identify
the places in the picture where people are getting goods and services from. As
the learners discuss the pictures, their communication and collaboration skills are
enhanced. e values of unity and respect are enhanced as learners allow each
other to share their thoughts on what the pictures are all about.
2. Guide the learners to identify the name given to the people who buy goods and
services. is promotes the learner’s creativity and imagination.
3. Use their ndings to explain to them the meaning of a market and a consumer and
the relationship between a market and a consumer.
Suggested learning experiences
Activity 1
Activity 2
Activity 3
106
eir communication and collaboration skills are also enhanced.
3. Guide them to think of a creative way to market the good or service. is promotes
their creativity and imagination. It also promotes eective communication as
learners think of the best way to market the good or service to the consumer.
4. Let the learners role-play marketing the goods or services that they selected.
is promotes responsibility and integrity as learners take dierent roles in the
role-play.
5. Guide the learners to discuss and relate a market, a consumer and marketing to
the business environment. is promotes environmental awareness.
Suggested assessment methods
a) Questionnaire: Find out if the learners can relate a market, a consumer and
marketing to the business environment by letting them answer a questionnaire
with questions like the following:
i) Have you ever been to a market? (Tick appropriately) Yes… No…
ii) If yes, what did you purchase?
iii) What kind of market did you purchase your product from?
iv) How oen do you visit the market? Daily…. Weekly…Monthly. Any other
b) Observation: observe as the learners role-play and guide them accordingly.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
relate the
terms market,
marketing and
consumer to
the business
environment.
Explicitly
relates the
terms market,
marketing and
the consumer
to the business
environment.
Relates the
terms market,
marketing and
consumer to
the business
environment.
Relates the
terms market,
marketing and
the consumer
to the business
environment
with assistance.
Experiences
challenges
relating the
term market,
marketing and
the consumer
to the business
environment.
107
1. Guide the learners to observe the pictures provided in Activity 5 in the Learner’s
Book.
2. Let them discuss and explain the market in which they would choose to sell
goods and services. As the learner decides on the market for goods and services,
their decision-making skills are enhanced.
3. Guide the learners to discuss and present the dierent factors to consider when
choosing a market for goods and services. is enhance peer to peer education
as used set to learn.
1. Put the learners in groups for them to work on Activity 4 provided in the
Learner’s Book.
2. Guide the learners to read through the case study and then discuss the things
that may inform Samuel’s decision on the choice of a market for his fruits. is
will enhance their critical thinking and problem-solving skills.
3. Encourage learners to discuss factors that one needs to consider before choosing
a given market for goods and services. As the learners work together in the
activities, they develop the values of peace and unity. ey also develop respect
as they learn to regard each other’s opinions.
4. Allow them to present their ndings in class. is promotes their communication
and collaboration skills.
Expected answers to Assessment task 1
a) A market is a place where buying and selling of dierent goods and services take
place.
b) Buyers and sellers .
Factors to consider when selecting a market for goods and services
Refer to Learner’s Book pages 88 - 91
a) Preparation
Prepare all the teaching and learning resources required.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be patient with those who have speech diculties and
allow them enough time as they read through the case study in the activity.
Suggested learning experiences
Activity 4
Activity 5
108
1. Let the learners read and discuss the information given in Activity 6 in the Learner’s
Book.
2. Guide them to discuss and understand the impact of each item in each market.
is promotes the critical thinking and problem-solving skills of learners.
3. Let them present, agree and give reasons the market that Kevin should choose for
the new shop. is promotes creativity and imagination.
4. Guide the learners to discuss other factors that Kevin may consider before choosing
a market for the new shop. As the learners discuss the factors to consider when
choosing a market, their communication and collaboration skills are enhanced.
ey also develop the values of love and peace.
5. Use examples from the locality to explain the factors one would consider before
choosing a given market. is promotes environmental awareness.
6. Use the learning points provided in the Learner’s Book to explain to the learners
the factors that one may need to consider before choosing a market for goods and
services.
Activity 6
Suggested assessment methods
a) Observation: Observe the learners as they discuss the various factors to consider
when choosing a market and guide them accordingly.
b) Oral questions: Ask learners oral questions regarding the choice of a market for
goods and services to help them in their discussions.
Assessment tool
Assess if the outcomes have been achieved by using a rubric like the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
explain factors
to consider
when selecting
a suitable
market for
goods and
services.
Correctly
explains factors
considered
when selecting
a suitable
market for
goods and
services.
Explains
factors
considered
when selecting
a suitable
market for
goods and
services.
Explains factors
considered
when selecting a
suitable market
for goods and
services with
assistance.
Experiences
challenges
explaining factors
considered
when selecting a
suitable market
for goods and
services.
109
1. Guide the learners to use digital devices or reference materials to research the ICT
platforms used in marketing. is promotes their research skills.
2. Encourage them to share their life experiences on some ICT platforms that they
have witnessed being used for the marketing of goods and services. is promotes
self-ecacy and self-esteem.
3. Emphasize that ICT plays a huge role in the marketing of goods and services. is
helps learners appreciate the role of marketing in the satisfaction of human needs
and wants in society.
ICT platforms used for marketing goods and services
Refer to the Learner’s Book pages 91 - 92
a) Preparation
Ensure the class has digital devices or reference materials they can use to research the
ICT platforms that can be used for marketing.
b) Learner engagement
Attention to learners with special needs.
Encourage the talented learners to assist the time takers to research ICT platforms
used for marketing goods and services.
Suggested learning experiences
Activity 7
a) Suggested assessment methods
i) Observation: Observe as the learners discuss, the ICT platforms that can be
used for marketing and guide them accordingly.
ii) Oral questions: Ask learners leading questions as they discuss to help them
identify the ICT platforms that can be used for the marketing of goods and
services.
iii) Assessments: Ask the learners to individually do Assessment task 2 in the
Learner’s Book. Use it to assess the learner’s understanding of the concepts
thought.
110
b) Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
identify ICT
platforms
used in the
marketing of
goods and
services.
Innovatively
identies ICT
platforms
used in the
marketing of
goods and
services.
Identies ICT
platforms
used in the
marketing of
goods and
services.
Identies ICT
platforms used
in the marketing
of goods and
services with
assistance.
Experiences
challenges in
identifying ICT
platforms used
in the marketing
of goods and
services.
Expected answers to Assessment task 2
1. A supermarket, a bookshop, in an online market. Check learners’ other responses
and guide them appropriately.
2. Check for relevant responses from the learners.
• Number of potential customers
• Competition level
• Presence of good infrastructure like roads, electricity and water.
• Customer preference and tastes.
3. Expect various responses around the popular social media platforms television and
radio.
111
Government and Business
3.1
Number of lessons: 7
Refer to the Learner’s Book pages 93 - 97
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) justify the need for government involvement in business in Kenya
b) identify the legal requirements for starting and operating a simple business in Kenya
c) recognise the role of government in business in Kenya.
Key inquiry questions
1. Why is it important for the government to get involved in business?
2. What are the legal requirements for starting and operating a simple business in
Kenya?
Core competencies to be developed
• Communication and collaboration: as they debate on the need for government
involvement in business in Kenya.
• Citizenship: as learners identify legal requirements to start and operate a simple
business in Kenya.
• Self-ecacy: as they debate on the need for government involvement in business.
• Digital literacy: as learners interact with digital devices when identifying legal
requirements to start and operate a simple business in Kenya.
Pertinent and Contemporary Issues (PCIs)
• Good governance: as learners learn about the legal requirements for starting and
operating a simple business in Kenya.
• Social cohesion: as learners learn about the legal requirements inuencing business
and embrace the sense of belonging in the community.
• Financial literacy: as they are made aware of legal requirements for starting and
operating a simple business in Kenya.
Government and Global
Inuence in Business
3
112
• Citizenship: as they interact and identify legal requirements for starting and operating
a simple business in Kenya.
Links to other subjects
• Social Studies as they learn about governance.
• Computer Studies as they use digital devices to learn about legal requirements for
operating a simple business in Kenya.
• Pre-Technical and pre-career studies as they learn about how they can start simple
businesses.
• English as they learn about communication skills.
Values
• Peace as they work together during discussions on the need for government
involvement in business.
• Integrity as they learn about legal requirements inuencing business activities in
Kenya.
• Social justice as they learn about the need for government involvement in business
activities.
• Patriotism as they discuss and debate on the need for government involvement in
business activities.
Suggested learning and teaching resources
• Pictures
• Flashcards
• Digital devices
• Reference materials
• Resource person
Suggested assessment methods
a) Written test
b) Oral questions
c) Take away assignment
Background information
is topic involves learners investigating reasons why the government is involved in
business and the legal requirements to operate a simple business. You will need to source
for a resource person who will address the legal requirements for starting a simple business
in Kenya.
113
1. Guide the learners to make ashcards showing the dierent sectors in which the
government of Kenya has involved itself in business.
2. Let them take turns to pick one ashcard at a time from the ones they have made
and explain how the government is involved in the business in that sector. is
promotes their communication and collaboration skills. It also promotes their
critical thinking and problem solving skills.
3. Guide the learners to discuss why it is necessary for the government to be involved
in business in that sector. As the learner discuss and justify the need for government
involvement in business, they develop citizenship as well as patriotism.
1. Organise the learners into groups to debate on the need for government involvement
in business in Kenya.
2. Let the learners take dierent roles in the debate. is promotes responsibility and
leadership skills.
3. Guide the learners to debate on the need for government involvement in business
in Kenya. is will enhance their communication and collaboration skills. Ensure
that all the learners participate and where possible give guiding questions. As the
learners are able to articulate their points during the debate, self-ecacy and self-
esteem are enhanced.
4. Guide the learners to make notes from the points in the debate on the need for
government involvement in business.
Teaching guidelines
Need for government involvement in business
Refer to the Learner’s Book pages 93 - 95
a) Preparation
Prepare the classroom in such a way that the learners can have a debate.
b) Attention to learners with special needs
Encourage the learners to be patient with those who have emotional challenges as
they make their presentation during the debate. is promotes their social skills.
Suggested learning experiences
Activity 1
Activity 2
114
4. Let the learners make notes on the need for the government to be involved
in business in Kenya. is will help them recognise and appreciate the role of
government involvement in business, thus promoting good governance.
5. Use the learning points provided in the Learner’s Book to explain to the learners
the need for government involvement in business in Kenya.
a) Suggested assessment methods
i) Written assessments: Ask learners to individually do Assessment task 1 in
the Learner’s Book. Use the answers the learners give to assess if the learning
outcome have been achieved.
ii) Oral questions: As the learners discuss, ask them oral questions to help them
understand the need for government involvement in business.
Assessment tool
Assess if the learning outcomes have been achieved by using an assessment rubric like
the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
justify the
need for
government
involvement
in business
in Kenya.
Correctly
justies the
need for
government
involvement
in business in
Kenya.
Justies the
need for
government
involvement
in business in
Kenya.
Justies the need
for government
involvement
in business in
Kenya with
support.
Experiences
diculty in
justifying
the need for
government
involvement
in business in
Kenya.
Expected answers to Assessment task 1
1. Assess if the posters the learners design show reasons for government involvement
in business. Guide them accordingly.
2. Assess if the presentation the learners make highlights benets of government
involvement in business.
3. ese are essential services that many people need. Such services if le to the
private sector, they maybe too expensive for the people to aord or the private
sector may not provide them especially in areas where they are not protable.
115
1. Guide the learners to identify a resource person who can talk to them on the
legal requirement one needs to start and operate a business in Kenya. As the
learners get involved in identifying the resource person, their leadership skills
are enhanced. eir decision-making skills are also enhanced.
2. Let the learners make a list of questions that they would like the resource person
to answer as he or she presents the legal requirements needed to start and
operate a simple business in Kenya. is promotes their critical thinking and
problem solving skills.
3. Have the learners engage the resource person by asking as many questions as to
help them understand the legal requirements for starting and operating a simple
business in Kenya. is will help them develop citizenship.
1. Guide learners to use a digital device or reference books to research on legal
requirements to start and operate a simple business in Kenya. is promotes
digital literacy. It also enhances their research skills.
2. Let the learner discuss the dierent legal documents and payments needed for
one to start a simple business in Kenya. is promotes regulatory and nancial
literacy. e knowledge on the legal requirements needed to start a business in
Kenya also promotes good governance.
3. Let learners volunteer and present the group’s ndings in class. is promotes
peer education. It also promotes the values of responsibility and integrity.
Legal requirements for starting and operating a simple business in Kenya
Refer to the Learner’s Book pages 95 - 97
a) Preparation
1. Prepare the digital devices or reference materials that the learners will use
to research on legal requirements for operating a simple business in Kenya.
2. Get a resource person to guide learners on the legal requirements for starting
and operating a simple business in Kenya.
b) Learner engagement
Attention to learners with special needs
Pay attention and integrate those with special needs in the groups and ensure they are
participating fully in the group’s tasks.
Suggested learning experiences
Activity 3
Activity 4
116
4. Let them record their ndings from the resource person in their exercise books. is
promotes responsibility and integrity.
5. Use the learning points provided in the Learner’s Book to explain to the learners the
legal requirements for starting and operating a business in Kenya.
Extended Activity
1. Notify the learners of the extended activity in the Learner’s Book and encourage
them to visit a shop or business premises near them with the help of their parents,
guardians or caregivers. is promotes parental empowerment and engagement.
2. Let the learners be guided to identify the dierent legal requirements needed to
start and operate a business in Kenya. As the learners learn about the dierent
requirements, they get to appreciate the need for the legal requirements in starting
and operating a business in Kenya. is promotes citizenship and patriotism.
Suggested assessment methods
a) Oral questions: ask the learners oral questions as they discuss the legal requirements
required to start and operate a business in Kenya.
b) Assessment: ask the learners to individually do Assessment task 2 in the Learner’s
Book.
Assessment tool
Assess if the outcomes of the lesson have been achieved by using assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
identify
the legal
requirements
for starting
and operating
a simple
business in
Kenya.
Appropriately
identies legal
requirements
for starting and
operating a
simple business
in Kenya.
Identies legal
requirements
for starting and
operating a
simple business
in Kenya.
Identies legal
requirements
for starting and
operating a
simple business
in Kenya with
support.
Experiences
diculty in
identifying
the legal
requirements
for starting and
operating a
simple business
in Kenya.
117
Expected answers to Assessment task 2
1. A legal business name, a business permit, public health certicate and re safety
permit, dairy board permit. Check the other certicates the learners mention, assess
if they are necessary for a milk shop and guide them accordingly.
2. Check the presentation the learners make. e presentations need to show reasons
why people should have the legal requirement before operating a business in Kenya.
is can include:
a) Gives business identity or unique name and physical location.
b) e government earns revenue from giving out permits.
c) Makes the business socially responsible and adherent to recommended
standards, for example, public health permits.
d) Provides or guarantees safety to customers for example re permit.
e) Ensures that professionals who are operating businesses offer professional
services.
118
Taxation in Kenya
3.2
Number of lessons: 8
(Refer to the Learner’s Book pages 98 - 103)
Specic learning outcomes
By the end of the sub strand, the learner should be able to:
a) explain the meaning of tax and taxation in Kenya.
b) examine the importance of paying taxes in Kenya.
c) investigate the need for paying taxes in Kenya.
d) desire to pay taxes as a Kenyan citizen.
Key inquiry questions
1. Why is it important to pay tax to the government?
2. How does an individual benet from paying taxes?
Core competencies to be developed
• Citizenship: as they learn about the importance of paying taxes to the government.
• Digital literacy: as learners interact with digital resources and create posters for
sensitising the school community on the need for paying tax.
• Learning to learn: learners interact with the digital resources and resource person on
the importance of paying taxes to the government.
Pertinent and Contemporary Issues (PCIs)
• Good governance: they learn about importance of paying taxes to the government.
• Social cohesion: as they learn the importance of paying tax for provision of public
goods and services.
• Financial literacy: as they interact with a payslip.
• Citizenship:as they learn the importance of paying tax, which makes them responsible
citizens.
Links to other subjects
• Social Studies as they learn about governance and citizenship.
• Mathematics as they learn about taxes from the sample payslip.
• Computer Studies as they interact with digital devices.
• English as the learners interact and discuss in groups, they learn new vocabulary.
119
Values
• Integrity as they learn about paying tax.
• Social justice as they learn about paying and importance of tax.
• Patriotism as they learn about importance of paying tax.
• Responsibility as they learn about paying tax.
Suggested learning and teaching resources
• Digital devices
• Reference materials
• Resource person
• Pictures
Suggested assessment methods
a) Written test
b) Oral questions
c) Observation
Background information
Guide the learners to understand about taxation in the simplest form. Give more relevant
examples around the school to emphasise on the benets of taxation. You can as well get a
sample of a payslip or an electronic tax register (ATR) receipt for them to observe the tax
levied or paid.
Teaching guidelines
Tax and taxation in Kenya
Refer to the Learner’s Book pages 98 - 99
a) Preparation
Prepare all the teaching and learning resource required.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to guide those who have eye problems as they observe
the pictures and discuss about tax.
120
1. Guide the learners through Activity 1 in the Learner’s Book. Let them talk about
what the people in the picture are doing.
2. Probe them to identify situations where they have seen the government collect
money from citizens. is enhances their life skills.
3. Guide the learners to discuss and present the meaning of tax and taxation. As the
learners discuss their communication and collaboration skills are enhanced.
4. e values of unity and respect are enhanced as learners give each other an
opportunity to share their experiences and views.
1. Pair the learners and let them do activity 2 provided in the Learner’s Book. Let
them read the case study and answer the questions that follow.
2. Guide the learners to identify the tax amount on the payslip and explain where
the amount goes aer deduction. As the learners discuss their communication and
collaboration skills are enhanced. ey also develop life skills as well as nancial
literacy as they discuss about the payslip.
3. Use other examples from the local environment that the leaners can identify with
to explain the meaning of tax and taxation
Suggested learning experiences
Activity 1
Activity 2
d) Suggested assessment method
Oral questions: As the learners discuss, ask them oral questions to help them
understand the meaning of tax and taxation.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
explain the
meaning
of tax and
taxation in
Kenya.
Clearly explains
the meaning of
tax and taxation
in Kenya.
Explains the
meaning of tax
and taxation in
Kenya.
Explains the
meaning of tax
and taxation
in kenya when
prompted.
Has diculty
explaining the
meaning of tax
and taxation in
Kenya.
121
1. Organise the learners into groups to debate on the importance of paying tax to
the government.
2. Let the learners volunteer for dierent roles in the debate. is promotes integrity
and responsibility. It also promotes leadership skills among the learners.
3. Guide the learners to debate on the importance of paying tax to the government.
e learner’s communication and collaboration skills are enhanced as learners
articulate their issues in the debate.
4. Let the learners make notes on the importance of paying tax to the government.
1. Ask learners to discuss about the pictures provided in Activity 3 in the Learner’s
Book.
2. Guide them to note that the pictures show services that the government provides
using the money it collects through taxation. is promotes patriotism and
responsibility.
3. Allow them to state other services that the government provides using the
money they collect as tax. is promotes the values of integrity and honesty.
4. Guide the learners on the importance of paying taxes to the government. is
promotes citizenship.
5. Let them understand that by paying tax promptly, the government gets money to
plan and run its services to the citizens easily and hence the country’s economy
grows. is promotes patriotism in learners.
Importance of Taxation in Kenya
Refer to the Learner’s Book pages 100 - 101
a) Preparation
Group the learners and arrange the classroom in such a way that they can debate on the
importance of tax.
Attention to learners with special needs
Encourage the learners to be patient with those who have speech diculties as they
discuss.
b) Learner engagement
Suggested learning experiences
Activity 3
Activity 4
122
Extended Activity
1. Notify the learners of the extended activity provided in the Learner’s Book.
2. Encourage them to ask their parents, guardians or caregivers the instances
when they paid tax and how they made the payment. is promotes parental
empowerment and engagement.
3. Let the learners engage them on the importance of paying tax to the government.
is promotes citizenship and patriotism.
d) Suggested assessment methods
a) Written Assessments: ask learners to individually do Assessment task 1
provided in the Learner’s Book.
b) Oral question: ask learners to explain the importance of paying taxes to the
government.
c) Take away assignment: encourage the learners to nd out from their family
members how they pay tax. is promotes parental empowerment and
engagements.
d) Let learners get more information from their parents or guardians regarding
taxation. ey can use following as a guide.
• Have you ever heard about tax?
• If yes, what do you understand by the term taxation?
• Do you participate in paying tax?
• If yes, how?
• Why is it important for citizens to pay tax?
Assessment tool
Assess if the outcomes of the lesson have been achieved by using an assessment rubric
like the one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below
expectation
Ability to
examine the
importance of
paying taxes in
Kenya.
Correctly
examines the
importance of
paying taxes
in Kenya.
Examines the
importance of
paying taxes
in Kenya.
Examines the
importance of
paying taxes
in Kenya when
prompted.
Has diculty
examining the
importance of
paying taxes in
Kenya.
123
1. Make arrangements to have a resource person talk to the learners on the
importance of paying tax. Encourage the learners to ask the resource person
questions that will help them understand the need for paying taxes. is promotes
their communication and collaboration skills.
2. Guide the learners in creating posters showing the importance of paying taxes and.
is promotes their creativity and imagination.
3. Guide the learners to use the posters to educate the school community on the
importance of paying taxes. is promotes citizenship and patriotism.
Expected answers to Assessment task 1
1. Education, health care, security, defense, electricity and water supply. Assess other
relevant services the learners give.
2. Education, desks, books, medical insurance. Assess other relevant goods or services
the learners give.
3. a) e Government of Kenya.
b) Taxes paid by people and fees levied on businesses.
c) It enables the government to run its operations like providing goods and
services to the people.
Investigating the need for paying tax in Kenya
Refer to the Learner’s Book pages 102 - 103
a) Preparation
1. Prepare all the teaching and learning materials in advance.
2. Prepare digital devices learners will use for the digital learning activity.
3. Make arrangements to have a resource person come and address the learners
on the importance of paying taxes in Kenya.
d) Learner engagement
Attention to learners with special needs
Pay attention to the time takers. Encourage the rest to work together with them as they
create posters on importance of paying taxes. is promotes unity and collaboration.
Suggested learning experiences
Activity 5
124
Digital learning activity
d) Suggested assessment method
a) Written assessments: Let learners to individually do assessment task 1 provided in the
Learner’s Book.
b) Oral questions: Ask learners oral questions regarding importance of paying taxes in
Kenya.
Assessment tool
Assess if the outcomes of the lesson have been achieved using an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approaches
expectation
Below expectation
Ability to
investigate
the need for
paying taxes
in Kenya.
oroughly
investigates
the need for
paying taxes in
Kenya.
Investigates the
need for paying
taxes in Kenya.
Investigates the
need for paying
taxes when
prompted.
Experience
diculty
investigating the
need for paying
taxes in Kenya.
Expected answers to Assessment task 2
1. Assess the presentation the learners give to ensure it shows the importance of paying
tax.
2. Classrooms and oces, school bus, books, furniture and land where the school is
built. Guide the learners appropriately.
3. a) e tax enables the government to run its operations and carry out its projects
to the benet of the citizens. Check examples if given and guide accordingly.
Expect and check relevant answers as the government spends its revenue.
b) From the money that Maureen pays as tax, the government is able to raise
funds to use in provision of goods and services to the people of Kenya.
125
Business Transactions
4.1
Number of lessons: 11
Refer to the Learner’s Book pages 104 - 121
Specic learning outcomes
By the end of the sub-strand, the learners should be able to:
a) explain the meaning of a business transaction as used in business
b) distinguish between cash and credit transactions in business
c) identify nancial documents used in buying and selling in business
d) analyse methods used in making payments for goods and services
e) appreciate the role of nancial documents in record keeping in business
Key inquiry Questions
1. What is the dierence between cash and credit transactions?
2. Which nancial documents and methods of payment are used in business
transactions?
Core competencies to be developed
• Communication and collaboration: this is developed as learners work in groups to
discuss and brainstorm on nancial documents used in buying and selling goods
and services.
• Imagination and creativity: this is developed as learners improvise dierent items to
use in role-playing payment methods used in business transactions.
• Critical thinking: this is developed as learners identify the nancial documents used
in buying and selling goods and services.
• Digital literacy: this is developed as the learners use digital devices to search for
sample nancial documents used in buying and selling.
• Self- ecacy: this is developed as the learners take dierent roles to role-play methods
of making payment.
• Learning to learn: this is developed as learners search and present information on
nancial documents used in buying and selling.
Financial Records in
Business
4
126
Pertinent and Contemporary Issues (PCIs)
• Eective communication as learners discuss, brainstorm and role-play payments
methods used in business transactions.
• Critical thinking as they role play, discuss and brainstorm on nancial documents
and methods of payment.
• Decision making as they role-play on methods of payment and evaluate their benets.
• Financial literacy as they brainstorm on nancial documents and methods of
payment.
Links to other subjects
• Agriculture as they learn about payments of farm products and their nancial
records.
• Computer Science as they search for information using digital devices.
• Home Science they learn about consumer education.
• Mathematics as they learn about commercial arithmetics.
Values
• Integrity as they learn about making the right payments.
• Responsibility as they role-play the methods of making payment in business
transactions.
• Respect as they brainstorm on nancial documents used.
• Peace as they learn about making payments and role-play.
• Unity as they learn about making payments and brainstorm on nancial documents
used in buying and selling.
Suggested learning and teaching resources
1. Pictures and photographs
2. Sample nancial documents
3. Relevant reference materials
4. Digital devices
Suggested assessment criteria
a) Observation
b) Oral questions
c) Assessments
d) Self and Peer assessment
Background information
e learners have learned about dierent business activities that take place in the
community. ey need to know the dierent types of business activities and the type of
127
1. Organise the learners in groups to do Activity 2 in the Learner’s Book.
2. Guide them to identify dierent business transactions that can take place in a
business environment, using the examples given as a guide. Let them make a list
of the transactions that they identied. Critical thinking and problem-solving skills
are enhanced as learners identify dierent business transactions.
3. Ask the learners probing questions as they write dierent business transactions
to ensure that they have transactions that involve both goods and services. is
promotes creativity and imagination.
1. Organise the learners into groups to do Activity 1 provided in the Learner’s Book.
2. Guide the learners to take dierent roles in the conversation and role-play through
the conversion. As they agree and take turns, they develop respect for each other
as well as responsibility.
3. Let them identify and discuss the dierent business transactions from the
conversation. As they discuss the transactions, they develop their communication
and collaboration skills.
4. Guide the learners to understand the meaning of a business transaction from “My
Dictionary” section, in the Learner’s Book.
payments that facilitates the activities. In this sub-strand, learners will learn about the
types of business transactions and identify the dierent documents used in the business
transactions. ey will also analyse the payment methods used in business transactions.
Teaching guidelines
Meaning and types of business transactions
Refer to the Learner’s Book pages 104 - 106
a) Preparation
Prepare all the teaching and learning resources.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be audible as they read the story so that those who have
hearing problems do not strain.
Suggested Learners experiences
Activity 1
Activity 2
128
4. Guide the learners to discuss and classify the transactions they have identied
into either cash transactions or credit transactions. As they discuss and classify
the business transactions they learn to respect each other’s opinion thus,
promoting love and unity. As they make decisions about the type of transactions,
their decision-making skill is promoted.
5. Let them share their work in class. is promotes peer education as well as
self-ecacy.
Suggested assessment methods
a) Observation: Observe the learners as they explain the meaning of business
transactions during the group discussion, class presentations, services and guide
them accordingly.
b) Oral questions: Ask the learners oral questions to help them explain the meaning
and types of business transactions.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approach
expectation
Below
expectation
Ability to
explain the
meaning
of business
transactions
as used in
business.
Correctly
explains the
meaning
of business
transactions
as used in
business.
Explains the
meaning
of business
transactions
as used in
business.
Explains the
meaning
of business
transactions as
used in business
with assistance.
Has diculty
in explaining
the meaning
of business
transactions
as used in
business.
Distinguishing between cash and credit transactions
Refer to the Learner’s Book page 106
a) Preparation
Prepare a chart showing the dierences between cash and credit transactions.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be patient with those who have speech diculties as
they read the story. is promotes social cohesion.
129
1. Organise the learners into groups and let them do Activity 3 in the Learner’s
Book.
2. Encourage them to share experiences of a time when they witnessed cash and
credit transactions taking place. is promotes critical thinking. e learners
also learn to respect each other opinions, promoting social cohesion.
3. Let the learners make individual notes on the dierences between cash and
credit transactions. is promotes responsibility.
4. Guide them to share the dierences between cash transactions and credit
transactions that they have discussed. is promotes peer education. It also
enhances their self-ecacy and self-esteem.
5. Guide the learners to distinguish between cash and credit transactions using a
chart.
Activity 3
Extended activity
1. Notify the learners of the extended activity in the Learner’s Book. Encourage
them to join their parents, guardians or caregivers when they go for the usual
family shopping.
2. Let the learners ask their parents whether they pay for the goods or services on
cash or credit. is promotes parental engagement and empowerment.
3. Encourage them to share their experiences with the class. As the learners present
and share their ndings in class with their peers, they develop the self-ecacy.
Suggested assessment methods
a) Observation: observe the learners as they distinguish between cash and credit
transactions during the group discussion and guide them accordingly.
b) Oral questions: ask the learners oral questions to help them distinguish between
cash and credit transactions.
c) Written assessments: ask the learners to individually do Assessment task 1
provided in the Learner’s Book. Use the answers the learners give to assess if they
can distinguish between cash and credit transactions.
130
1. Organise the learners into groups to work through Activity 4 in the Learner’s Book.
2. Let the learners read the story. is promotes their communication andcollaboration
skills.
Assessment tool
Assess if the outcomes have been achieved by using an assessment rubric like the one
shown below.
Indicator Exceeds
expectation
Meets
expectation
Approach
expectation
Below
expectation
Ability to
distinguish
between cash
and credit
transactions in
business.
Correctly
distinguishes
between cash
and credit
transactions in
business.
Distinguishes
between cash
and credit
transactions in
business.
Distinguishes
between cash
and credit
transactions in
business with
assistance.
Has
diculty in
distinguishing
between cash
and credit
transactions in
business.
Expected answers to Assessment task 1
1. In cash transaction, payment for goods or services is done immediately while in
credit transaction, payment for goods or services is done later.
2. a) cash
b) cash
c) credit
d) credit
Financial documents used in business
Refer to Learner’s Book pages 107-117
a) Preparation
Collect and prepare sample nancial documents that the learners will use in the
activities.
b) Learner engagement
Attention to learners with special needs
Encourage the learners to be patient with those who have speech diculties as they
read the story. is promotes social cohesion.
Activity 4
131
1. Organise learners into groups, and let them do Activity 5 in the Learner’s Book.
2. Guide the learners to brainstorm and identify dierent nancial documents from
the case studies. is promotes their critical thinking and problem-solving skills.
3. Let them discuss the purpose of each nancial document they have identied. e
values of respect and social justice are enhanced as they give each other a chance to
express their opinions.
4. Let them discuss the purpose of each nancial document and share their ndings
in class. is will help learners appreciate the role of nancial documents in record
keeping. is promote peer learning provided in the Learner’s Book.
5. Guide them through the learning points section to understand the sender, the
receiver and the purpose of each nancial document.
1. Organise for the learners to visit the school bursar, accounts clerk or storekeeper.
2. Request the person in charge to show you the available nancial documents.
3. Encourage the learners to ask questions regarding the purpose and function/ role
of each nancial document available.
3. Let them identify the goods and services and the dierent nancial documents
from the story that were used in buying and selling of goods and services. As they
identify the dierent nancial documents, they developed their communication
skills and learning to learn skills as well as their nancial literacy skills.
4. Guide them to discuss the purpose of the nancial documents that they have
identied. is promotes their critical thinking and communications skills.
5. Encourage them to share experiences when they witnessed a business transaction
and identify the nancial documents that were used. is promotes peer learning
provided in the Learner’s Book.
6. Let them discuss why the nancial documents they have discussed were necessary
for buying and selling goods and services, this promotes eective communication.
Digital learning activity
1. Guide learners to use a digital devices or reference materials to search for samples of
nancial documents used in buying and selling. is promotes digital literacy.
2. Let the learners discuss the information on each sample nancial document.
3. Guide them to use a chart to illustrate the dierent types of nancial documents and
hang the charts in class.
Activity 6-9
Activity 5
132
4. Provide the learners with photocopies or pictures of sample nancial documents to
make a portfolio. As the learners make a portfolio, their creativity and imagination
is enhanced.
Suggested assessment method
a) Observation: observe the learners to identify the nancial documents and guide them
accordingly.
b) Assessment: ask the learners to individually do Assessment task 2 provided in the
Learner’s Book.
c) Portfolio Assessment: observe the showcase portfolio the learners make and guide
them accordingly.
Assessment tool
Assess if the learning outcomes have been achieved by using an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approach
expectation
Below
expectation
Ability to
identify nancial
documents
used in buying
and selling in
business.
Correctly
identies
nancial
documents
used in buying
and selling in
business.
Identies
nancial
documents
used in buying
and selling in
business.
Identies
nancial
documents
used in buying
and selling in
business with
assistance.
Has diculty
in identifying
nancial
documents
used in buying
and selling in
business.
Expected answers to Assessment task 2
1.
Description Document
Proof that a payment has been made.
Receipt
Shows the description of the goods sold, the cost,
and the amount due for payment.
Used in the case where the seller has undercharged
his goods or services.
Invoice
Debit Note
133
1. Organise for learners to visit a post oce near the school to learn about dierent
payment methods facilitated by the postal oces.
2. Guide them to discuss with the people in charge how each payment works. is
promotes learning to learn.
1. Pair the learners and let them work on Activity 8 in the Learner’s Book.
2. Guide them to share experiences when they have witnessed a business transaction.
As the learners discuss and allow each other to share their experiences, social
cohesion, love and unity are promoted.
3. Let them share the method of payment that was used in that business transaction.
4. Guide the learners to discuss the time when the payment methods they have
discussed are appropriate for use. is promotes critical thinking and problem-
solving skills.
5. If possible let the learners visit a bank or a bank agent near the school so that they
learn about payments facilitated by banks. is promotes nancial literacy.
6. Let the learners share their ndings with the class to promote peer learning..
2. Check learner’s answers and guide them. ey should include invoice, receipt and a
bill.
Methods used in making payments for goods and services
Refer to the Learner’s Book pages 118 - 121
a) Preparation
Make arrangements to visit the post oce near the school for the learners to learn
about the payment methods that are facilitated by the postal oce. If possible you
can also organise for learners to visit a bank to learn about the payment methods
facilitated by the bank. Alternatively, have a digital virtual tour of the bank or the
postal address for learners to watch and discuss.
b) Learner engagement
Attention to learners with special needs
As the learners visit the post oce, encourage some learners to volunteer and be
learner guides for the learners who have a visual impairment and the physically
challenged.
Suggested learning experiences
Activity 10
Activity 11
134
1. Guide the learners to take roles in the role-play on dierent payment methods in
business transactions.
2. Assign dierent groups dierent methods that they would use for payment.
3. Let them use the locally available materials to improvise the items used to make
the payment, for example, they can use hard paper to make debit cards and credit
cards. ey can also design a paper to look like a cheque. is promotes creativity
and imagination. It also promotes education for sustainable development.
4. Guide the learners to decide on the goods and services that they will use in the
role-play and assign them prices. is promotes nancial literacy.
5. Let the learners role-play dierent payment methods.
3. Ask the learners to make notes on the payment methods that they have learnt about.
4. Use the learning points provided in the Learner’s Book to guide the learners through
the dierent payment methods.
Activity 12
Digital learning activity
1. Guide the learners to use digital devices or reference materials to research on new
trends that are used for making payments for goods and services. is promotes
digital literacy. It also promotes their research skills.
2. Let the learners discuss and present why the phone is becoming a popular means of
payment. is promotes learning to learn.
Extended activity
1. Notify the learners of the extended activity provided in the Learner’s Book, and
encourage them to accompany their parent, guardian or caregiver to the shop or
service provider. ey should observe and identify the method of payment used and
the nancial documents used in the transactions. ey should discuss with their
parents why they chose the method of payment they used. is promotes Parental
empowerment and engagement.
2. Encourage them to share their experiences and ndings with the class. is promotes
peer education.
Suggested assessment method
a) Observation: Observe the learners as they analyse methods used for payment of
goods and services.
135
Assessment tool
Assess if the learning outcomes have been achieved by using an assessment rubric like the
one shown below.
Indicator Exceeds
expectation
Meets
expectation
Approach
expectation
Below
expectation
Ability to
analyse
methods used
in making
payments for
goods and
services in the
business.
Correctly
analyses
methods used
in making
payments for
goods and
services in the
business.
Analyses
methods used
in making
payments for
goods and
services in the
business.
Analyses
methods used
in making
payments for
goods and
services in
business with
assistance.
Experiences
diculty in
analysing
methods used
in making
payments for
goods and
services in the
business.
136
Guidelines for Community Service Learning Project
Introduction
Following the changing demands of the 21st century, exibility is inevitable and Kenyan
institutions of learning have not been spared. ere is a need for learning to take place
beyond the connes of theclassroom. Community Service Learning (CSL) is an experiential
learning strategy that integrates classroom learning and community service to enable
learners to reect, experience and learn from the community. CSL is expected to benet
the learner, the school and the local community. Knowledge and skills on how to carry out
a CSL project have been covered in Life Skills Education (LSE). e CSL project will enable
learners to practise the CSL project skills covered under LSE to communicate, collaborate
and increasingly engage with the community around the school to solve problems in the
community. e learners get a rst-hand experience as they interact with members of their
community to address real-life issues that need intervention. In so doing, the learners gain
a wealth of knowledge, experience and life skillsthat can be utilised in their careers.
Some of the advantages of Community Service-Learning projects include:
• e projects have authenticity and provide solutions to pertinent issues in the
community
• e learners have a choice to select and solve issues that are most meaningful to
them.
• e learners do not have to wait until the end, they can self-assess and measure their
progress during the project. ey can set their targets to track their learning.
• e project enables the learners and the community to work together in collaboration
towards a common goal.
• Finding innovative ways to solve real-life problems in society, develops critical
thinking and problem-solving in the learner.
Project-based learning is the best approach to carry out community service learning since
the two both focus on authenticity and meaningful work.
When a project-based learning approach is used for Community Service Learning, there is
a highly eective impact on the learners and the community at large.
Project-based learning is constructive, collaborative, contextual and self-directed.
e main stages of a project-based CSL activity include:
Procedure for creating a community service-learning project:
• Problem identication
• Goal or objective setting, outlining the desired content, skills, competencies and
learning outcomes.
137
• Designing the methodology. Emphasize collaborative learning between learners and
the community
• Data collection
• Data representation
• Data analysis
• Conclusion
• Recommendations
Rationale for Community Service learning
Pedagogy must be dynamic and be tailor-made to suit the vast needs of diverse learners.
Community service learning oers learners an opportunity to build capacity in their
knowledge, skills and competencies within dierent subjects as they address problems in
their communities thereby fostering social cohesion and citizenship.
Purpose of the activity: To identify a problem in the school community through research.
Learners to use and apply the community service learning project skills they have been
exposed to in Life Skills Education.
Skills and competencies to be developed
• Research: Learners will develop research skills as they identify the pertinent
and contemporary issues to address during the project, ways and tools to use in
investigating and collecting the data, manner in which they will analyse information
and present their ndings.
• Communication and collaboration: Learners will develop eective communication
skills as they engage with peers and school community members. ese will include
listening actively, asking questions and presentation skills using varied modes.
• Citizenship: Learners will be able to explore opportunities for engagement as
members of the school community and provide a service for the common good.
• Leadership and responsibility: Learners develop leadership and responsibility skills
as they take up various roles within the project.
• Financial literacy skills: Learners consider how they can undertake the project as
well as a sourcing and utilising resources eectively and eciently.
• Entrepreneurship: Learners consider innovative ways of generating income for the
community service-learning project.
Key Inquiry Questions
1. How does one determine community needs?
2. Why is it necessary to be part of a community?
3. What can one do to demonstrate a sense of belonging?
138
Preparation for the community service learning activity
1. Ensure that learners brainstorm and identify all the resources that they will require
for the activity. Let them consider improvising and utilising locally available materials
makes the project cost-eective thereby promoting Education for Sustainable
development.
2. Learners should undertake the activity as a class.
3. e project should be done outdoors and not within the allocated classroom time.
Guidelines for administering the activity
Guide the learners to:
a) investigate, brainstorm and identify pertinent and contemporary issues (PCIs) in the
school community that needs attention. Brainstorming sessions can be held during
break time.
b) choose a PCI that needs immediate attention and explain why.
c) discuss possible solutions to the identied issue.
d) propose the most appropriate solution to the problem.
e) choose the best tools to use in the collection of information about the problem they
have identied. is can include tools such as observation sheets, questionnaires, and
interviews.
f) develop the tools for collecting the information or data.
g) identify resources they need for the activity.
h) collect the information or data using various means.
i) develop various reporting documents on their ndings. is could be in form of
frequency tables, bar graphs, pictographs, line graphs or pie charts.
j) develop reporting tools for their ndings.
k) use the developed tools to report on their ndings.
l) implement project.
m) collect feedback from peers and the school community regarding the CSL activity.
n) Share the report on activity through various media to peers and the school community.
o) discuss the strengths and weaknesses of the implemented project and lessons learned.
p) reect on how the project enhanced own learning while at the same time facilitating
service on an issue in the school community.
139
Assessment Rubric
Use an assessment rubric like the one shown below to assess if the outcomes of the CSL
project have been achieved.
Indicator Exceeds
expectation
4
Meets
expectation
3
Approaches
expectation
2
Below
expectation
1
e ability
to identify
and analyse
a pertinent
issue in
society to be
addressed.
Learner critically
denes and
elaborately
discusses a
pertinent issue to
be addressed.
Learner denes
and discusses a
pertinent issue
to be addressed.
Learner denes
and discusses a
pertinent issue
to be addressed
with minimal
support.
Learner
requires
support to
critically
examine and
select the
appropriate
issue.
e ability to
plan to solve
the identied
problem
Learner
correctly and
systematically
establishes
resources
needed, develops
plans, assigns
responsibilities,
and generates
data on the CSL
project.
Learner
correctly
establishes
resources
needed,
develops
plans, assigns
responsibilities,
and generates
data on the CSL
project.
Learner
sometimes
establishes
resources
needed,
develops
plans, assigns
responsibilities,
and generates
data on the CSL
project.
Learner has
diculty
establishing
resources
needed,
developing
plans, assigning
responsibilities
and generating
data on the CSL
project.
e ability
to design
solutions to
the identied
problem and
implement
them
Learner
constantly
applies the
knowledge and
skills gained
in subjects to
address the
identied issue.
Learner
applies the
knowledge and
skills gained
in subjects to
address the
identied issue.
Learner
applies the
knowledge and
skills gained
in subjects to
address the
identied issue
with some
support.
Learner
requires a lot
of probing
to apply the
knowledge and
skills gained
in subjects to
address the
identied issue
140
Ability to
share ndings
with relevant
actors
Learner
comprehensively
and condently
shares ndings
of the issue
addressed in the
activity.
Learner
condently
shares ndings
of the issue
addressed in the
activity.
Learner shares
some of the
ndings of the
issue addressed
in the activity.
Learner briey
shares ndings
of the issue
addressed in
the activity,
lacks necessary
details.
e ability to
reect on own
learning and
relevance of
the activity
Learner
distinctively and
clearly outlines
the benets of
the CSL activity
on the target
community and
own learning.
Learner clearly
outlines the
benets of the
CSL activity
on the target
community and
own learning.
Learner outlines
the benets of
the CSL activity
on the target
community and
owns learning, a
few unclear.
Learner
struggles to
outline the
benets of the
CSL activity
on the target
community and
own learning.
