This course is designed to equip graduate teachers with advanced pedagogical knowledge, practical instructional skills, and professional competencies required for effective teaching of Pre-Technical Studies in Kenyan Junior Secondary Schools (Grades 7–9). The course emphasizes competency-based, learner-centred, experiential, project-based, and technology-enhanced teaching approaches that enable learners to develop technical literacy, creativity, innovation, design thinking, entrepreneurship, and problem-solving skills. Aligned with the Competency-Based Education and Training (CBET) framework, the Competency-Based Curriculum (CBC), Kenya Vision 2030, the Bottom-Up Economic Transformation Agenda (BETA), and 21st-century skills, the course prepares teachers to facilitate practical learning using locally available resources, digital technologies, authentic assessment, and reflective practice while fostering environmental sustainability, occupational safety, ethical citizenship, and lifelong learning.

CLO 1: Critically analyse the philosophy, curriculum requirements, pedagogical principles, and competency expectations underpinning Pre-Technical Studies in Junior Secondary Schools.

CLO 2: Design, implement, and evaluate learner-centred, competency-based, inquiry-driven, project-based, and technology-enhanced lessons that promote innovation, creativity, technical competence, and entrepreneurship.

CLO 3: Develop and apply authentic assessment strategies, practical projects, design challenges, and performance tasks to evaluate technical competencies, values, and workplace skills.

CLO 4: Reflect critically on instructional practice and formulate continuous professional development strategies through action research, evidence-based decision-making, and collaborative professional learning.

Foundations of Teaching Pre-Technical Studies in Junior Secondary Schools: Foundations, scope, aims, and role of Pre-Technical Studies in developing practical skills, creativity, problem-solving, technological awareness.
Learning Theories and Pedagogical Approaches in Pre-Technical Studies: Learning theories and learner-centered approaches including behaviourism, cognitivism, constructivism, experiential, collaborative, inquiry-based, and project-based learning. 
Competency-Based Planning for Pre-Technical Studies: Competency-based curriculum interpretation, planning, lesson preparation, competency identification, learning outcome formulation, content selection, schemes of work, and alignment with assessment.
Practical Teaching Methods in Pre-Technical Studies: Practical teaching methods such as demonstration, project-based learning, problem-solving, collaboration, guided practice, experimentation, fieldwork, group work.
Teaching Design, Materials and Manufacturing Processes: Design processes, technical drawing, materials, tools, manufacturing processes, material selection, measurement, marking, cutting, shaping, joining, finishing, modelling, and product evaluation. 
Teaching Tools, Equipment, Workshop Practice and Occupational Safety: Workshop practice, equipment management, maintenance, occupational health, safety, environmental practices, safe tool use.
Digital Technologies, Innovation and Emerging Technologies in Pre-Technical Studies: Digital technologies, CAD, innovation, robotics, automation, 3D printing, and integration of digital tools into teaching. 
Assessment of Competencies in Pre-Technical Studies: Competency assessment via practical tasks, projects, observation, portfolios, tests, rubrics, continuous assessment, assessment tools, feedback, performance criteria, and record-keeping. 
Entrepreneurship, Sustainability and Community-Based Learning in Pre-Technical Studies: Entrepreneurship, recycling, community-based learning, product development, environmental conservation, and applying technical knowledge to community needs.
 Professional Practice, Reflective Teaching and Action Research in Pre-Technical Studies: Professional practice, reflective teaching, CPD, professional ethics, self-evaluation, identifying teaching challenges, interventions, and continuous improvement.