Class: Senior Secondary School 1 (SS1, SS 1, SSS1, SSS 1)
Term: 1st Term
Week: 6
Age: 15 years
Duration: 45 minutes
Subject: Store Management
Curriculum Theme: Store Management
Previous Lesson: Store Establishment & Factors Affecting Store Establishment.
Topic: Store Establishment
Subject Matter: Store security considerations, capital requirements for store establishment, role of experience in running a store, sources of supply for goods

Specific Objectives

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

Cognitive Domain:

State store security considerations for a new store.
Explain capital requirements for store establishment.
State the role of experience in running a store successfully.
List common sources of supply for goods in store management.
Differentiate between local and external sources of supply with examples.

Affective Domain:

Show positive attitude towards honesty, safety, and protection of store goods and money.
Appreciate the need for careful planning before spending money to start a store.

Psychomotor Domain:

Use a simple security checklist to identify security needs for a local store.
Draft a basic supplier list for a store based on sample supplier information.

Work in groups to propose security measures for a local store.
Participate actively in class discussion on sources of supply and store safety.

Reference Materials

The following resources were used in planning this lesson:

9 Years Basic Education Curriculum
State Unified Scheme of Work
Store Management for Senior Secondary Schools (recommended textbook)
Managing Business Purchases and Suppliers (U.S. Small Business Administration)
Working Capital and Business Operations (Investopedia)
Business and Entrepreneurship Development (International Labour Organization)

Instructional Materials

The teacher will teach this lesson with the aid of:

Sample supplier list
Simple security checklist charts
Whiteboard and marker
Pictures of store security items (padlocks, CCTV camera, fire extinguisher, burglar proof)
Sample store budget template (startup and running costs)

Rationale for the Lesson

This lesson helps pupils understand how to start a store safely and wisely by planning for security and adequate capital. It also helps pupils learn how experience and reliable suppliers affect daily store operations.

Prerequisite/Previous Knowledge

Pupils have basic knowledge of store operations such as buying, selling, keeping goods, and dealing with customers.

Lesson Content/Board Summary

Store Establishment: Key Factors

Store Security Considerations

Store security considerations are measures put in place to protect goods, money, staff, and customers from theft, fire, and other risks.

The following are store security considerations:

Location security: Safe neighbourhood, good lighting, and easy access for customers.
Physical protection: Strong doors, secure locks, burglar proofs, and safe windows.
Security personnel: Trusted security guard where necessary.
Cash security: Daily cash handling rules, use of POS/bank deposits, and limiting cash kept overnight.
Stock protection: Proper store layout, controlled access to store room, and stock records.
Surveillance: CCTV cameras, alarm system, and monitoring of entry and exit points where possible.
Fire safety: Fire extinguisher, safe wiring, and proper storage of flammable items.
Staff integrity: Background checks, supervision, and clear store rules.

Capital Requirements for Store Establishment

Capital requirements are the amounts needed to start and run a store until it becomes stable.

The following are capital requirements for store establishment:

Rent and shop arrangement: Rent, shop repairs, painting, and fittings.
Stock purchase: Money to buy goods for sale (opening stock).
Equipment and materials: Shelves, display racks, freezer, scale, calculator, receipt book, POS.
Working capital: Money for daily running such as transport, packaging, and small expenses.
Utilities and bills: Electricity, water, internet/phone where needed.
Staff wages: Salaries or allowances for workers.
Registration and permits: Business name registration, levies, and necessary approvals.
Contingency fund: Money kept for emergencies and unexpected expenses.

Role of Experience in Running a Store

Experience is the practical knowledge gained from previous store work or business activities that helps a store owner manage the store effectively.

The following are roles of experience in running a store:

Helps in choosing goods that sell well and avoiding dead stock.
Improves customer service and handling of complaints.
Supports correct pricing, profit calculation, and record keeping.
Helps in controlling theft, waste, and staff misconduct.
Improves supplier negotiation and better buying decisions.
Helps in managing stock levels and reducing stock-out and overstocking.

Sources of Supply for Goods

Sources of supply are places or people from whom a store obtains goods for sale.

The following are common sources of supply for goods:

Manufacturers: Goods purchased directly from producers or factories.
Wholesalers: Goods purchased in bulk for resale in smaller quantities.
Distributors/agents: Authorized suppliers for specific brands.
Importers: Suppliers who bring goods from other countries.
Local producers: Farmers, artisans, and small producers supplying local goods.
Open markets: Buying from market traders, especially for fast-moving items.
Online/registered suppliers: Verified suppliers that deliver goods to the store.

The following are factors to consider when choosing a source of supply:

Price and discount offered.
Quality and authenticity of goods.
Reliability and availability of goods.
Delivery time and transport cost.
Credit terms and payment conditions.

Teaching Methods/Instructional Techniques

Discussion, Lecture, Demonstration, Question and Answer, Visual Aids

Instructional Procedures

Step 1: Introduction

Time: 5 minutes
Teaching Skill: Set Induction
Teacher’s Activity: The teacher asks pupils to mention common risks stores face (theft, fire, missing stock) and how store owners try to prevent them, then links responses to store establishment factors.
Pupils’ Activity: Pupils respond and give examples of security measures seen in local stores.
Learning Point: Store establishment requires planning for security, money, experience, and reliable supply sources.

Step 2: Store Security Considerations

Time: 10 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains store security considerations using a simple security checklist chart and highlights protection of cash, stock, and safety measures.
Pupils’ Activity: Pupils discuss and propose security measures for a local store and copy key points.
Learning Point: Store security includes physical protection, cash safety, stock protection, and fire safety.

Step 3: Capital Requirements for Store Establishment

Time: 8 minutes
Teaching Skill: Demonstration
Teacher’s Activity: The teacher lists and explains capital requirements, showing a simple startup budget template and distinguishing between startup costs and running costs.
Pupils’ Activity: Pupils take notes and mention likely expenses needed to start a small store in their area.
Learning Point: Capital is needed for rent, stock, equipment, running costs, and emergencies.

Step 4: Role of Experience in Running a Store

Time: 6 minutes
Teaching Skill: Discussion
Teacher’s Activity: The teacher explains how experience supports good decisions in pricing, customer service, record keeping, and stock control, using simple examples.
Pupils’ Activity: Pupils share examples of how experienced store owners handle customers and stock better than inexperienced ones.
Learning Point: Experience improves store performance through better decisions and control.

Step 5: Sources of Supply for Goods

Time: 6 minutes
Teaching Skill: Explanation
Teacher’s Activity: The teacher explains sources of supply and displays a sample supplier list, guiding pupils to identify each source type with examples.
Pupils’ Activity: Pupils list sources of supply and give examples of goods that can be bought from each source.
Learning Point: Stores obtain goods from manufacturers, wholesalers, distributors, importers, and local producers.

Step 6: Choosing a Good Supplier

Time: 5 minutes
Teaching Skill: Question and Answer
Teacher’s Activity: The teacher guides pupils to state factors to consider when choosing a source of supply, focusing on quality, price, reliability, and delivery.
Pupils’ Activity: Pupils answer questions and complete a short checklist of supplier selection factors in pairs.
Learning Point: Good suppliers provide quality goods, fair prices, and reliable delivery.

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

State four store security considerations for a new store.
List five capital requirements for store establishment.
Explain two roles of experience in running a store.
List four sources of supply for goods in store management.

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 5 minutes
Teaching Skill: Summary
Teacher’s Activity: The teacher summarizes the board points and gives a short assignment to write a security checklist and a supplier list for a proposed small store in the community.
Pupils’ Activity: Pupils copy the summary and note the assignment.
Learning Point: Store establishment succeeds when security, capital, experience, and supply sources are carefully planned.

Lesson Keywords

Store security – Measures used to protect goods, money, staff, and customers from risks.
Capital – Money used to start and run a store.
Working capital – Money used for daily running expenses of a store.
Experience – Practical knowledge gained from past store work that improves management decisions.
Source of supply – A place or person from whom a store obtains goods for sale.
Wholesaler – A supplier that sells goods in bulk, mainly to retailers.
Distributor – An authorized supplier for specific brands or products.

Differentiation

Fast learners prepare a simple startup budget with estimated costs for rent, stock, and equipment, while learners who need support use the security checklist chart and sample supplier list to complete guided tasks in pairs.

Note for teachers using this lesson plan

Use local store examples to make security, capital, and supply sources clear and practical. Emphasize short, examinable points and guide pupils to separate security measures, capital items, and supply sources during discussion and written tasks.