Grade 9 Pre-Technical Studies Scheme of Work

Wk.	Lsn	Strand	Sub-strand	Lesson Learning Outcomes	Learning Experiences	Key Inquiry Question(s)	Learning Resources	Assessment Methods	Reflection
1	1	Foundations of Pre-Technical Studies	Safety on Raised Platforms: types of raised platforms used in workplaces.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Safety on Raised Platforms: types of raised platforms used in workplaces..	Learners walk around the school to identify ladders, trestles, steps, stands, work benches and ramps, then brainstorm where raised platforms are used.	What is the importance for observing safety when working on raised platforms?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Assess identification task, oral responses, safety checklist and learner notes.	Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Safety on Raised Platforms: types of raised platforms used in workplaces. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
2	1	Foundations of Pre-Technical Studies	Safety on Raised Platforms: risks and safe practices.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Safety on Raised Platforms: risks and safe practices..	Learners search print or digital sources on risks, discuss ways of minimising hazards, role-play safe practices and observe workplace safety precautions.	How can risks related to working on raised platforms be minimised?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Use role-play rubric, observation checklist, discussion notes and reflection.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Safety on Raised Platforms: risks and safe practices. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
3	1	Foundations of Pre-Technical Studies	Self-Exploration and Career Development: talents, abilities and career pathways.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Self-Exploration and Career Development: talents, abilities and career pathways..	Learners discuss ways of nurturing talents, display talents in planned school fora and match talents with Senior School career pathways.	How are talents and abilities nurtured?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Assess career-pathway chart, oral presentation, self-reflection and portfolio evidence.	Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Self-Exploration and Career Development: talents, abilities and career pathways. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
4	1	Foundations of Pre-Technical Studies	Self-Exploration and Career Development: ethical use of talents and self-development.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Self-Exploration and Career Development: ethical use of talents and self-development..	Learners engage a resource person, analyse case studies on ethical and unethical practices, and choose possible careers based on talents and abilities.	Why is self-exploration necessary for career development?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Use case-study responses, career journal, oral questioning and teacher conference.	Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Self-Exploration and Career Development: ethical use of talents and self-development. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
5	1	Foundations of Pre-Technical Studies	Computer Software: categories of software used in workplaces.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Computer Software: categories of software used in workplaces..	Learners brainstorm the meaning of computer software, search for examples and classify system software and application software.	How are computer software used in day-to-day life?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Assess software classification table, group discussion and exit ticket.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Computer Software: categories of software used in workplaces. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
6	1	Foundations of Pre-Technical Studies	Computer Software: application software and workplace tasks.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Computer Software: application software and workplace tasks..	Learners discuss word processing, presentation, spreadsheets, databases, desktop publishing and customised software, then perform simple tasks using available applications.	Why is computer software important?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Use practical checklist, task output, learner explanation and portfolio entry.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Computer Software: application software and workplace tasks. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
7	1	Communication	Oblique Projection: characteristics and free-hand sketching.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Oblique Projection: characteristics and free-hand sketching..	Learners search for characteristics of oblique drawings, brainstorm drawing requirements and sketch given drawings free-hand while observing neatness and proportion.	How are oblique drawings used in technical fields?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Assess sketches for neatness, line work, proportion, labelling and accuracy.	Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Oblique Projection: characteristics and free-hand sketching. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
8	1	Communication	Oblique Projection: shaped blocks using drawing instruments.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Oblique Projection: shaped blocks using drawing instruments..	Learners discuss steps for drawing shaped blocks and use drawing instruments to draw dimensioned blocks in oblique projection.	How can oblique projection communicate technical ideas?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Use drawing rubric, instrument-use checklist, peer review and correction.	Most learners were able to measure length, mass, time, volume or temperature using appropriate instruments and record results in tables with correct SI units. Support will focus on learners who need more practice on Oblique Projection: shaped blocks using drawing instruments. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
9	1	Communication	Visual Programming: application areas.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Visual Programming: application areas..	Learners search for mobile programming and web development examples, discuss application areas and watch a video on developing applications.	How are applications developed using visual programming software?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Assess research notes, oral responses and participation checklist.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Visual Programming: application areas. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
10	1	Communication	Visual Programming: creating applications to solve problems.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Visual Programming: creating applications to solve problems..	Learners develop simple interactive stories, games or animations using visual programming software and explain the problem solved.	How can visual programming help solve day-to-day problems?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Use project rubric, practical output, peer feedback and reflection.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Visual Programming: creating applications to solve problems. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
11	1	Materials for Production	Wood: classification by physical characteristics.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Wood: classification by physical characteristics..	Learners search for types of wood, sort samples or images as softwood and hardwood and discuss physical characteristics.	Why is wood an important material in day-to-day life?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Assess wood classification, oral responses, sample chart and notes.	Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Wood: classification by physical characteristics. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
12	1	Materials for Production	Wood: preparation and workplace uses.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Wood: preparation and workplace uses..	Learners discuss conversion and seasoning, visit or simulate a workplace, match types of wood to uses and brainstorm wood use in trades.	How is wood prepared for use in a workplace?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	Use matching chart, presentation, teacher observation and learner reflection.	Most learners were able to apply the business concept to a simple real-life enterprise or financial decision. Support will focus on learners who need more practice on Wood: preparation and workplace uses. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.
13	1	Pre-Technical Skills	Term 1 review and assessment on raised platforms, careers, software, oblique projection, visual programming and wood.	By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Term 1 review and assessment on raised platforms, careers, software, oblique projection, visual programming and wood..	Learners revise Term 1 sub-strands, complete practical and written assessment, organise portfolio evidence and plan remediation.	How can Pre-Technical Studies skills support safe and creative work?	KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.	File marks, corrected work, practical evidence and teacher reflection.	Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Term 1 review and assessment on raised platforms, careers, software, oblique projection, visual programming and wood. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Wk.

Lsn

Strand

Sub-strand

Lesson Learning Outcomes

Learning Experiences

Key Inquiry Question(s)

Learning Resources

Assessment Methods

Reflection

Foundations of Pre-Technical Studies

Safety on Raised Platforms: types of raised platforms used in workplaces.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Safety on Raised Platforms: types of raised platforms used in workplaces..

Learners walk around the school to identify ladders, trestles, steps, stands, work benches and ramps, then brainstorm where raised platforms are used.

What is the importance for observing safety when working on raised platforms?

KICD Grade 9 Pre-Technical Studies curriculum design, raised-platform visuals, safety charts, computers, software, drawing instruments, wood samples, tools, PPE, locally available materials, financial-service case studies and learner portfolios.

Assess identification task, oral responses, safety checklist and learner notes.

Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Safety on Raised Platforms: types of raised platforms used in workplaces. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Pre-Technical Studies

Safety on Raised Platforms: risks and safe practices.

Learners search print or digital sources on risks, discuss ways of minimising hazards, role-play safe practices and observe workplace safety precautions.

How can risks related to working on raised platforms be minimised?

Use role-play rubric, observation checklist, discussion notes and reflection.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Safety on Raised Platforms: risks and safe practices. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Pre-Technical Studies

Self-Exploration and Career Development: talents, abilities and career pathways.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Self-Exploration and Career Development: talents, abilities and career pathways..

Learners discuss ways of nurturing talents, display talents in planned school fora and match talents with Senior School career pathways.

How are talents and abilities nurtured?

Assess career-pathway chart, oral presentation, self-reflection and portfolio evidence.

Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Self-Exploration and Career Development: talents, abilities and career pathways. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Pre-Technical Studies

Self-Exploration and Career Development: ethical use of talents and self-development.

Learners engage a resource person, analyse case studies on ethical and unethical practices, and choose possible careers based on talents and abilities.

Why is self-exploration necessary for career development?

Use case-study responses, career journal, oral questioning and teacher conference.

Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Self-Exploration and Career Development: ethical use of talents and self-development. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Pre-Technical Studies

Computer Software: categories of software used in workplaces.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Computer Software: categories of software used in workplaces..

Learners brainstorm the meaning of computer software, search for examples and classify system software and application software.

How are computer software used in day-to-day life?

Assess software classification table, group discussion and exit ticket.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Computer Software: categories of software used in workplaces. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Foundations of Pre-Technical Studies

Computer Software: application software and workplace tasks.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Computer Software: application software and workplace tasks..

Learners discuss word processing, presentation, spreadsheets, databases, desktop publishing and customised software, then perform simple tasks using available applications.

Why is computer software important?

Use practical checklist, task output, learner explanation and portfolio entry.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Computer Software: application software and workplace tasks. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Communication

Oblique Projection: characteristics and free-hand sketching.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Oblique Projection: characteristics and free-hand sketching..

Learners search for characteristics of oblique drawings, brainstorm drawing requirements and sketch given drawings free-hand while observing neatness and proportion.

How are oblique drawings used in technical fields?

Assess sketches for neatness, line work, proportion, labelling and accuracy.

Most learners were able to create, perform or present the practised art skill with observable control, expression and confidence. Support will focus on learners who need more practice on Oblique Projection: characteristics and free-hand sketching. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Communication

Oblique Projection: shaped blocks using drawing instruments.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Oblique Projection: shaped blocks using drawing instruments..

Learners discuss steps for drawing shaped blocks and use drawing instruments to draw dimensioned blocks in oblique projection.

How can oblique projection communicate technical ideas?

Use drawing rubric, instrument-use checklist, peer review and correction.

Most learners were able to measure length, mass, time, volume or temperature using appropriate instruments and record results in tables with correct SI units. Support will focus on learners who need more practice on Oblique Projection: shaped blocks using drawing instruments. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Communication

Visual Programming: application areas.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Visual Programming: application areas..

Learners search for mobile programming and web development examples, discuss application areas and watch a video on developing applications.

How are applications developed using visual programming software?

Assess research notes, oral responses and participation checklist.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Visual Programming: application areas. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Communication

Visual Programming: creating applications to solve problems.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Visual Programming: creating applications to solve problems..

Learners develop simple interactive stories, games or animations using visual programming software and explain the problem solved.

How can visual programming help solve day-to-day problems?

Use project rubric, practical output, peer feedback and reflection.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Visual Programming: creating applications to solve problems. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Materials for Production

Wood: classification by physical characteristics.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Wood: classification by physical characteristics..

Learners search for types of wood, sort samples or images as softwood and hardwood and discuss physical characteristics.

Why is wood an important material in day-to-day life?

Assess wood classification, oral responses, sample chart and notes.

Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Wood: classification by physical characteristics. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Materials for Production

Wood: preparation and workplace uses.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Wood: preparation and workplace uses..

Learners discuss conversion and seasoning, visit or simulate a workplace, match types of wood to uses and brainstorm wood use in trades.

How is wood prepared for use in a workplace?

Use matching chart, presentation, teacher observation and learner reflection.

Most learners were able to apply the business concept to a simple real-life enterprise or financial decision. Support will focus on learners who need more practice on Wood: preparation and workplace uses. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Pre-Technical Skills

Term 1 review and assessment on raised platforms, careers, software, oblique projection, visual programming and wood.

By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Term 1 review and assessment on raised platforms, careers, software, oblique projection, visual programming and wood..

Learners revise Term 1 sub-strands, complete practical and written assessment, organise portfolio evidence and plan remediation.

How can Pre-Technical Studies skills support safe and creative work?

File marks, corrected work, practical evidence and teacher reflection.

Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Term 1 review and assessment on raised platforms, careers, software, oblique projection, visual programming and wood. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

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Week 1 , Lesson 1

Strand: Foundations of Pre-Technical Studies
Sub-strand: Safety on Raised Platforms: types of raised platforms used in workplaces.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Safety on Raised Platforms: types of raised platforms used in workplaces..
Reflection: Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Safety on Raised Platforms: types of raised platforms used in workplaces. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Week 2 , Lesson 1

Strand: Foundations of Pre-Technical Studies
Sub-strand: Safety on Raised Platforms: risks and safe practices.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Safety on Raised Platforms: risks and safe practices..
Reflection: Most learners were able to use digital tools correctly and type or enter data with improving speed and accuracy, for example typing about 40 words per minute where keyboard practice was involved. Support will focus on learners who need more practice on Safety on Raised Platforms: risks and safe practices. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.

Week 3 , Lesson 1

Strand: Foundations of Pre-Technical Studies
Sub-strand: Self-Exploration and Career Development: talents, abilities and career pathways.
Learning Outcome: By the end of the lesson, the learner should be able to demonstrate Grade 9 Pre-Technical Studies knowledge, skills, values and reflection related to Self-Exploration and Career Development: talents, abilities and career pathways..
Reflection: Most learners were able to use the practised technical skill, tool or material safely and produce the expected evidence. Support will focus on learners who need more practice on Self-Exploration and Career Development: talents, abilities and career pathways. Enrichment will give faster learners an extended task or real-life application using the available lesson resources. Next step: plan remediation or proceed based on the observed learner evidence.