GRADE 7 BUSINESS STUDIES SCHEME OF WORK TERM 3
SCHOOL………………………….TEACHER’S NAME…………………. TERM THREE YEAR
| Week | Lesson | Strand | Sub-strand | Specific-Learning outcomes | Learning Experience | Key Inquiry Question(S) | Learning
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Assessment Methods | Reflection |
| 1 | 1 | Government and global influence in business | Government and business | By the end of the lesson, the learner should be able to:
a) Define the term investor. b) Identify the need for government involvement in business in Kenya. c) Justify the need for government involvement in business activities in Kenya. d) Appreciate the importance of government in conducting businesses. |
Learners are guided to define the term investor.
Learners to identify the need for government involvement in business in Kenya.
In groups or in pairs, learners to justify the need for government involvement in business activities in Kenya. |
Who is an investor? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 133-135
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| 2 | Government and global influence in business | Government and business | By the end of the lesson, the learner should be able to:
a) Explain ways in which the shopkeeper in their local community may exploit his or her customer. b) Debate on the need for government involvement in business in Kenya. c) Debate on the motion: “There is need for the government of Kenya to be involved in Business” d) Have fun and enjoy the debate. |
Learners to explain ways in which the shopkeeper in their local community may exploit his or her customer.
In groups or in pairs, learners are guided to debate on the need for government involvement in business in Kenya, on the motion: “There is need for the government of Kenya to be involved in Business”
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What is exploitation?
What is foreign dominance? |
Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 135-137
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| 3 | Government and global influence in business | Legal requirement for starting and operating a simple business in Kenya | By the end of the lesson, the learner should be able to:
a) Identify the legal requirement for starting and operating a simple business in Kenya. b) Give examples of businesses in Kenya that require a Health Certificate. c) Draw the certificate of registration in learner’s book. d) Appreciate the importance of the legal requirements for starting and operating a simple business in Kenya. |
Learners to identify the legal requirement for starting and operating a simple business in Kenya.
Learners to give examples of businesses in Kenya that require a Health Certificate.
Individually, learners to draw the certificate of registration in learner’s book 7 pg. 139 |
What is considered a simple business in Kenya?
What are the examples of simple business in Kenya? |
Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 137-141
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| 2 | 1 | Government and global influence in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Organize to visit county or sub-county office of the Ministry of Industrialization, Trade and Enterprise Development or their local county offices. b) Write a report of their findings. c) Have fun and enjoy the visit to the county or sub-county offices. |
As a class, learners to organize visit county or sub-county office of the Ministry of Industrialization, Trade and Enterprise Development or their local county offices.
Learners to write a report of their findings.
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Which office did you visit? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 141
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| 2 | Government and global influence in business | Role of government in business in Kenya | By the end of the lesson, the learner should be able to:
a) Outline the role of government in business in Kenya. b) List any malpractices by traders against which consumers may need protection from the government. c) Recognise the role of government in business in Kenya. d) Appreciate the role of government in business in Kenya.
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Learners to outline the role of government in business in Kenya.
Learners to list any malpractices by traders against which consumers may need protection from the government.
Learners are guided to recognise the role of government in business in Kenya. |
Why does the government of Kenya train and advise people in business? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 141-144
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| 3 | Government and global influence in business | Taxation in Kenya | By the end of the lesson, the learner should be able to:
a) Define the term tax and taxation. b) Read the case study in learner’s book. c) Have a desire to learn more about tax.
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Learners to define the term tax and taxation.
In groups, learners to read the case study in learner’s book 7 pg. 145 |
What is the meaning to tax and taxation? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 144-146
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| 3 | 1 | Government and global influence in business | Taxation in Kenya | By the end of the lesson, the learner should be able to:
a) Identify values that patriotic Kenyan citizens who pays taxes possess are hidden. b) Play the game; unscramble the letters to find the hidden words. c) Have fun and enjoy playing the game.
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Learners to identify values that patriotic Kenyan citizens who pays taxes possess are hidden.
In groups or in pairs, learners to play the game; unscramble the letters to find the hidden words.
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Who is a patriotic Kenyan citizen? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 146
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| 2 | Government and global influence in business | Importance of paying taxes in Kenya | By the end of the lesson, the learner should be able to:
a) Examine the importance of paying taxes. b) Role play the conversation in learner’s book. c) Have fun and enjoy the role playing. |
Learners to examine the importance of paying taxes.
In groups or in pairs, learners to role play the conversation in learner’s book 7 pg. 149 |
What is the importance of paying taxes? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 148-150
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| 3 | Government and global influence in business | Importance of paying taxes in Kenya | By the end of the lesson, the learner should be able to:
a) State the importance of paying taxes. b) Make a poster with messages on the importance of paying taxes. c) Appreciate the importance of paying taxes.
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In groups or in pairs, learners to state the importance of paying taxes.
In groups or in pairs, learners to make a poster with messages on the importance of paying taxes
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What other ways can the government utilize taxes to promote development in the community? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 150-152
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| 4 | 1 | Government and global influence in business | The need for paying taxes in Kenya | By the end of the lesson, the learner should be able to:
a) Identify the need for paying taxes in Kenya. b) Investigate the need for paying taxes in Kenya. c) Appreciate the importance of paying taxes in Kenya. |
Learners to identify the need for paying taxes in Kenya.
In groups or in pairs, learners to investigate the need for paying taxes in Kenya. |
What services provided by the government do they think their tax money should be used for? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 152-154
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| 2 | Government and global influence in business | Promoting regional unity | By the end of the lesson, the learner should be able to:
a) Explain the meaning of good governance. b) Read the story in learner’s book and answer the questions that follow. c) Develop a desire to pay taxes as a Kenyan citizen.
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Learners are guided to explain the meaning of good governance.
In pairs, learners are guided to read the story in learner’s book 7 pg. 155 and answer the questions that follow |
What is good governance? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 154-156
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| 3 | Financial records in business | Business transactions | By the end of the lesson, the learner should be able to:
a) Define the terms business transaction and financial documents. b) Differentiate business and non-business transactions. c) Have a desire to do business transactions. |
Learners to define the terms business transaction and financial documents.
Learners to differentiate business and non-business transactions.
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What is business transaction?
What are financial documents? |
Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 157-159
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| 5 | 1 | Financial records in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Identify and visit two or three local business people in their neighbourhood. b) Talk to them about the activities they carry out in their businesses daily. c) Have fun and enjoy visiting local business people.
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As a class, learners are guided to identify and visit two or three local business people in their neighbourhood.
As a class, learners are guided to talk to them about the activities they carry out in their businesses daily. |
What are donation?
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Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 159-160
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| 2 | Financial records in business | Cash and credit transactions in business | By the end of the lesson, the learner should be able to:
a) Explain the meaning of cash and credit transactions in business. b) Match each business transaction with the correct description of how it occurs. c) Have a desire to learn more about cash and credit transactions in business.
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Learners to explain the meaning of cash and credit transactions in business.
In pairs, learners are guided to match each business transaction with the correct description of how it occurs.
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What is cash and credit transactions?
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Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 160-161
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| 3 | Financial records in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Role-play the scenarios of various business transactions (people buying and selling) b) Identify whether they are cash transactions or credit transactions. c) Take turns until everyone has demonstrated business transactions and other members have identified their types. d) Enjoy demonstrating to their class members.
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In groups or in pairs, learners to role-play the scenarios of various business transactions (people buying and selling)
Learners to identify whether they are cash transactions or credit transactions.
In groups or in pairs, learners to Take turns until everyone has demonstrated business transactions and other members have identified their types. |
What have you learnt about cash and credit transactions?
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Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 161-164
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| 6 | 1 | Financial records in business | Financial documents used in buying and selling | By the end of the lesson, the learner should be able to:
a) Brainstorm on and list financial documents used in buying and selling. b) Share experiences on financial documents in buying and selling in everyday life. c) Appreciate the documents used in buying and selling.
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In groups or in pairs, learners to brainstorm on and list financial documents used in buying and selling.
In groups or in pairs, learners to share experiences on financial documents in buying and selling in everyday life. |
Which other documents are used in buying and selling? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 164
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| 2 | Financial records in business | Financial documents used in buying and selling | By the end of the lesson, the learner should be able to:
a) Identify financial documents used in buying and selling. b) Act out the conversation in learner’s book. c) Have fun and enjoy acting out the conversation.
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Learners to identify financial documents used in buying and selling.
In groups or in pairs, learners to act out the conversation in learner’s book 7 pg. 165 |
What is the conversation about? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 165-166
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| 3 | Financial records in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Search for samples of financial documents used in buying and selling. b) Draw the samples in learner’s book and answer the questions that follow.] c) Appreciate the financial documents used in buying and selling. |
In groups or in pairs, learners to search for samples of financial documents used in buying and selling.
In pairs or individually, learners to draw the samples in learner’s book 7 pg. 167 and answer the questions that follow |
Who sends the financial document and to whom is it sent? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 167-168
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| 7 | 1 | Financial records in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Visit a financial expert to discuss financial documents used in a business transaction. b) Identify each sample financial document that he or she will provide. c) Have fun and enjoy the visit to a financial expert.
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As a class, learners are guided to visit a financial expert to discuss financial documents used in a business transaction.
As a class, learners to identify each sample financial document that he or she will provide.
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What information is found on the financial document? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 168-169
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| 2 | Financial records in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Organise and visit business people in the local market or trading centre neighbouring the school. b) Identify the gaps in keeping financial records. c) Enjoy visiting business men and women.
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As a class, learners are guided to organise and visit business people in the local market or trading centre neighbouring the school
As a class, learners are guided to identify the gaps in keeping financial records |
What is the financial document used for? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 169-179
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| 3 | Financial records in business | Methods used in making payments for goods and services | By the end of the lesson, the learner should be able to:
a) Identify the methods used in making payments for goods and services. b) Analyse methods of payment for goods and services. c) Discuss how each method of payment is used. d) Appreciate the methods used in making payments for goods and services.
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Learners are guided to identify the methods used in making payments for goods and services.
In groups or in pairs, learners to analyse methods of payment for goods and services.
In groups or in pairs, learners to discuss how each method of payment is used. |
What are the methods used in making payments for goods and services?
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Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 173-174
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| 8 | 1 | Financial records in business | Methods used in making payments for goods and services | By the end of the lesson, the learner should be able to:
a) State the advantages and disadvantages of each method of payment for goods and services. b) Match methods of payments for goods and services. c) Appreciate the advantages each method of payment for goods and services. |
Learners are guided to state the advantages and disadvantages of each method of payment for goods and services.
Learners are guided to match methods of payments for goods and services. |
What are the advantages and disadvantages of each method of payment for goods and services?
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Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 175-176
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| 2 | Financial records in business | Extended activity | By the end of the lesson, the learner should be able to:
a) Interview the school bursar or business people in the local community. b) Discuss with them the method of payment which they preferred and why. c) Appreciate the role of financial documents in record keeping business. |
As a class or in groups, learner to interview the school bursar or business people in the local community.
As a class or in groups, learner to discuss with them the method of payment which they preferred and why. |
What is the difference between mobile money transfer and electronic funds transfer? | Spark; StoryMoja, Business Studies Learner’s Book Grade 7 pg. 176-178
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| 3 | REVISION | ||||||||
| 9 | ASSESSEMENT |
