Displaying items by tag: Agricultture
Agriculture - Grade 7 Curriculum Designs
MINISTRY OF EDUCATION
JUNIOR SECONDARY SCHOOL CURRICULUM DESIGN
GRADE 7
AGRICULTURE
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT 2021
TIME ALLOCATION
No | Subject | Number of Lessons Per Week (40 minutes per lesson) |
1 | English | 5 |
2 | Kiswahili/KSL | 4 |
3 | Mathematics | 5 |
4 | Integrated Science | 4 |
5 | Health Education | 2 |
6 | Pre-Technical and Pre-Career Education | 5 |
7 | Social Studies | 3 |
8 | Religious Education (CRE/IRE/HRE) | 2 |
9 | Business Studies | 3 |
10 | Agriculture | 3 |
11 | Life Skills Education | 1 |
12 | Physical Education and Sports | 2 |
13 | Optional Subject | 3 |
14 | Optional Subject | 3 |
Total | 45 |
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
- Foster nationalism and patriotism and promote national unity. Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They 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 conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster patriotism in order to make a positive contribution to the life of the nation.
- Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
- Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth progress of a rapidly developing modern economy. There 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. - 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 is in need of an adequate and relevant domestic workforce. - 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.
- Social Needs
- Promote individual development and self-fulfillment
Education should provide opportunities for the fullest development of individual talents and personality. It should help children to develop their potential interests and abilities. A vital aspect of individual development is the building of character. - 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. - 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. - 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 in order to build a stable and modern society. - 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 benefits that this membership entails. - Promote positive attitudes towards good health and environmental protection.
Education should inculcate in young people the value of good health in order 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.
LEARNING OUTCOMES FOR MIDDLE SCHOOL
By the end of Middle School, the learner should be able to:
- Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
- Communicate effectively, verbally and non-verbally, in diverse contexts.
- Demonstrate social skills, spiritual and moral values for peaceful co-existence.
- Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
- Practice relevant hygiene, sanitation and nutrition skills to promote health.
- Demonstrate ethical behavior and exhibit good citizenship as a civic responsibility.
- Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
- Manage pertinent and contemporary issues in society effectively.
- Apply digital literacy skills for communication and learning.
ESSENCE STATEMENT
Kenya Vision 2030 recognizes Agriculture as a core factor to development of the country’s economy. The vision resonates with the United Nations Sustainable Development Goal No. 2 which aims to end hunger, achieve food security, improve nutrition and promote sustainable agriculture. The vision is further aligned to the Comprehensive Africa Agriculture Development Programme (CAADP) which aim to achieve sustainable food production systems through resilient agricultural practices for food security and nutrition. This therefore calls for education that develops agricultural competencies to provide competent manpower for Kenya’s agro-based economy.
Agriculture for Junior Secondary level will build on competencies introduced in Upper Primary curriculum contributing to human capacity development. The learning experiences will involve active learner participation conducted through practical, project and Community Service Learning (CSL) activities to develop applicable competencies for sustainable agriculture. The curriculum will focus on developing knowledge, skills and attitudes for conservation of agricultural environment, crop production, and animal production through innovative agricultural technologies using limited
resources to enhance food security. The acquired knowledge, skills and attitudes will form a broad-spectrum foundation for development of agricultural competencies for senior school and beyond.
SUBJECT GENERAL LEARNING OUTCOMES
By the end of Junior Secondary School, the learner should be able to:
- Participate actively in activities for conservation of agricultural environment.
- Use scarce agricultural resources through innovative practices to contribute towards health, nutrition and food security.
- Grow crops and rear animals as profitable agricultural enterprises through sustainable and ethical practices for self- reliance and economic development.
- Apply existing and emerging technology in agriculture, digital and media resources to enhance sustainable agricultural practices.
- Appreciate agriculture as a worthy niche for hobby, career development, further education and training.
STRAND 1.0: CONSERVING AGRICULTURAL ENVIRONMENT
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.1 Soil pollution control (6 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain causes of soil pollution in farming. | Illustratively explains the causes of soil pollution in farming. | Explains the causes of soil pollution in farming. | Partially explains the causes of soil pollution in farming. | When guided, attempts to explain the causes of soil pollution in farming. |
Ability to control soil pollution in agricultural environment. |
Creatively controls soil pollution in agricultural environment. |
controls soil pollution in agricultural environment. |
Partially controls soil pollution in agricultural environment. |
With guidance, attempts to control soil pollution in agricultural environment. |
Ability to promote safe farming practices to prevent soil pollution. | Creatively promotes safe farming practices to prevent soil pollution. | promotes safe farming practices to prevent soil pollution. | Partially promotes safe farming practices to prevent soil pollution. | \With guidance, attempts to promote safe farming practices to prevent soil pollution. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.2 Water conservation measures (9 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Project: In groups, learners to construct structures for water conservation such as water retention ditches, earth basins and retention pits, then plant a crop such as bananas, sugarcane, nappier grass and arrowroots. |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to outline importance of water conservation in farming. | Analytically outlines the importance of water conservation in farming. | outlines the importance of water conservation in farming. | Partially outlines the importance of water conservation in farming. | Outlines the importance of water conservation in farming when guided. |
Ability to construct water retention structures to conserve surface runoff |
Creatively constructs water retention structures to conserve surface runoff |
constructs water retention structures to conserve surface runoff |
Partially constructs water retention structures to conserve surface runoff |
With assistance constructs water retention structures to conserve surface runoff |
Ability to use minimum tillage for water conservation in farming. | Manageably uses minimum tillage practices for water conservation in farming. | uses minimum tillage practices for water conservation in farming. | Partially uses minimum tillage practices for water conservation in farming. | When guided, uses minimum tillage practices for water conservation in farming. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.3 Agroforestry (9 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Project: As a class, learners to establish and manage at least one agroforestry tree in the school compound and prepare a schedule of responsibilities to take care of the tree until it is fully established. |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe the importance of agroforestry in conserving the environment. | Illustratively describes the importance of agroforestry in conserving the environment. |
describes the importance of agroforestry in conserving the environment. |
Partially describes the importance of agroforestry in conserving the environment. |
When guided, attempts to describe the importance of agroforestry in conserving the environment. |
When guided, attempts to describe the importance of agroforestry in conserving the environment. |
Justifiably chooses appropriate agroforestry trees for conserving the environment. |
chooses appropriate agroforestry trees for conserving the environment. |
Chooses some appropriate agroforestry trees for conserving the environment |
With guidance, chooses some appropriate agroforestry trees for conserving the environment. |
Ability to establish agroforestry trees for conservation of environment. |
Creatively carries out activities in establishing agroforestry trees for conservation of environment. |
Carries out activities in establishing agroforestry trees for conservation of environment. |
Carries out some activities in establishing agroforestry trees for conservation of environment |
With guidance, carries out some activities in establishing agroforestry trees for conservation of environment. |
STRAND 2.0: CROP PRODUCTION
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Crop Production |
2.1 |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Practical activity: As a class, learners to prepare a suitable planting site in readiness for establishing a crop of their choice. |
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Core competencies to be developed:
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Link to values
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to identify planting sites for establishing crops in the school environment. | Creatively identifies sites for planting crops in the school environment. | Identifies sites for planting crops in the school environment. | Identifies some sites for planting crops in the school environment. | When guided, identifies some sites for planting crops in the school environment. |
Ability to examine planting site in relation to planting material. | Critically examines planting site in relation to the planting material. |
examines planting site in relation to the planting material. |
Examines planting site in relation to some planting material. | With guidance, Examines planting site in relation to some planting material. |
Ability to prepare site for establishing selected planting material |
Creatively prepares site for establishing selected planting material. |
Prepares site for establishing selected planting material. | Partially prepares site for establishing selected planting material. | With guidance, prepares site for establishing selected planting material. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Crop Production |
2.2 Crop establishment (7 lessons) |
By the end of the sub strand the learner should be able to:
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Learning Outcomes Suggested Learning Experiences Key Inquiry Question
Practical activity: As a class, learners to establish a crop of their choice on the site prepared in the previous sub strand (Preparation of planting site) and take care of the crop after germination. |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to categorize planting materials used for establishing various crops. | Justifiably categorizes planting materials used for establishing various crops. | categorizes planting materials used for establishing various crops. | Partially categorizes planting materials used for establishing various crops. | When guided, attempts to categorize planting materials used for establishing various crops. |
Ability to select suitable planting materials for crop establishment. |
Critically, selects suitable planting materials for crop establishment. |
selects suitable planting materials for crop establishment. |
selects some suitable planting materials for crop establishment. |
With guidance, selects some suitable planting materials for crop establishment. |
Ability to describe the methods of planting various crop materials on a seedbed. | Illustratively describes the methods of planting various crop materials on a seedbed. | describes the methods of planting various crop materials on a seedbed. | Partially describes the methods of planting various crop materials on a seedbed. | With guidance, attempts to describe the methods of planting various crop materials on a seedbed. |
Ability to determine appropriate time of planting different types of propagation materials | Analytically determines appropriate time of planting different types of propagation materials. | Determines appropriate time of planting different types of propagation materials | Partially determines appropriate time of planting different types of propagation materials |
With guidance, attempts to determine appropriate time of planting different types of propagation materials. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
2.0 Crop Production |
2.3 Crop Management |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to carry out weeding using physical methods. |
Timely carries out weeding using physical methods. |
carries out weeding using physical methods. |
Partially carries out weeding using physical methods. |
When guided, carries out weeding using physical methods. |
Ability to carry out earthing up for growing a suitable crop. |
Creatively carries out earthing up for a suitable crop. |
Carries out earthing up for a suitable crop. |
Partially carries out earthing up for a suitable crop. |
With guidance, carries out earthing up for a suitable crop. |
Ability to carry out hardening for a suitable crop. | Justifiably carries out hardening on a suitable crop. | Carries out hardening on a suitable crop. | Partially carries out hardening on a suitable crop. | With guidance, attempts to carry out hardening on a suitable crop. |
STRAND 3.0: ANIMAL PRODUCTION
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 Animal Production |
3.1 Animal Handling |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
Practical activity: Learners to use safe animal (docile) to demonstrate humane |
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to defend animals against mistreatment in the community. |
Creatively defends animals against mistreatment in the community |
Defends animals against mistreatment in the community |
Partially defends animals against mistreatment in the community |
With guidance, defends animals against mistreatment in the community |
Ability to handle animals humanely in the community. |
Manageably handles animals humanely in the community |
Handles animals humanely in the community |
Partially handles animals humanely in the community |
With assistance handles animals humanely in the community |
Ability to create awareness on importance of humane treatment of animals in the community. |
Analytically creates awareness on importance of humane treatment of animals in the community. |
Creates awareness on importance of humane treatment of animals in the community. |
Partially creates awareness on importance of humane treatment of animals in the community. |
With guidance, attempts to create awareness on importance of humane treatment of animals in the community. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 Animal Production |
3.2 General Management of Pets |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to describe factors considered in choosing a pet for rearing. | Illustratively describes factors considered in choosing a pet for rearing. | Describes factors considered in choosing a pet for rearing. | Describes some factors considered in choosing a pet for rearing. | When guided, attempts to describe some factors considered in choosing a pet for rearing. |
Ability to explain how to acquire a pet for rearing. | Justifiably explains how to acquire a pet for rearing. | Explains how to acquire a pet for rearing. | Partially explains how to acquire a pet for rearing. | With guidance, attempts to explain how to acquire a pet for rearing. |
Ability to describe various management practices in rearing of pets. | Analytically describes various management practices in rearing of pets. | Describes various management practices in rearing of pets. | Describes some management practices in rearing of pets. | When guided, attempts to describe some management practices in rearing of pets. |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
3.0 Animal Production |
3.3 Preparation of Animal Products |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to sort and grade eggs for various purposes. | Analytically sorts and grades eggs for various purposes. | Sorts and grades eggs for various purposes. | Partially sorts and grades eggs for various purposes. | When guided, sorts and grades eggs for various purposes. |
Ability to process raw honey from the combs. | Skillfully processes raw honey from the combs. | Processes raw honey from the combs. | Partially carries out processing of raw honey from the combs. | When guided, carries out processing of raw honey from the combs. |
Ability to pack processed honey for storage and use. | Creatively packs processed honey for storage and use. | Packs processed honey for storage and use. | Attempts to pack processed honey for storage and use. | When guided, packs processed honey for storage and use. |
STRAND 4.0: AGRICULTURE AND TECHNOLOGY
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Agriculture and Technology |
4.1 Off- season Cropping Techniques (9 lessons) |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain the importance of off- season cropping in Agriculture. | Illustratively explains the importance of off- season cropping in Agriculture. |
Explains the importance of off- season cropping in Agriculture. | Partially Explains the importance of off- season cropping in Agriculture. | When guided, attempts to explain the importance of off- season cropping in Agriculture. |
Ability to choose appropriate technology to support off-season cropping. | Justifiably chooses appropriate technology to support off-season cropping. | Chooses appropriate technology to support off-season cropping. | Chooses some appropriate technology to support off-season cropping. | With guidance, chooses some appropriate technology to support off-season cropping. |
Ability to describe appropriate techniques used in off-season cropping. | Graphically describes appropriate techniques used in off-season cropping. | Describes appropriate techniques used in off-season cropping. | Describes some appropriate techniques used in off-season cropping. | With guidance, attempts to describe some appropriate techniques used in off-season cropping. |
COMMUNITY SERVICE LEARNING (CSL) PROJECT
Project Title: Framed Suspended Gardens
The CSL project is based on strand 4.0 (Agriculture and technology), sub strand 4.1 Off-season cropping techniques. The project seeks to deepen understanding of the concept and skills for growing crops that are off-season (not dependent on the rainfall seasons) supported on limited space. It will provide the learners with opportunity to practise the knowledge gained in the classroom to benefit themselves and infuse some knowledge and skills to the immediate community through the school fraternity.
The learners should be guided and facilitated to make the planning, organisation and implementation of the project activities. It should be conducted by learners in large groups and preferably as a class project with well laid out tasks to ensure active participation of all members.
Project guidelines
Duration: the project can be started at any chosen time within grade 7 calendar, preferably after covering the sub strand off-season cropping techniques provided that key project implementation tasks are achieved before the end of grade 7. Project duration will depends on the type of crop chosen, crop variety, desired stage of maturity and climate of the locality.
Prior concepts: the learners will have adequate prior concepts, knowledge and skills acquired from previous grades and the previous sub strand (4.1 off-season cropping techniques).
Required Resources
Time: The project can be started at any chosen time within the grade 7 calendar provided that it ends before the end of grade 7. Duration depends on the type of crop chosen, crop variety, desired stage of maturity and climate. Key active project activities should be completed within three weeks within the 9 lessons or earlier.
Materials: the project assumes minimal costs. To enable this, adopt the use of locally available materials in the school environment and capitalize on re-use to conserve the environment. Metal bars or wooden posts/timber pieces or plastic tube remains from construction works can be used for assembling the framing structure of their choice.
Project design: provoke learners to develop innovative framing and container designs. Encourage creativity in designing; siting; choice of crop; crop establishment method and management to cater for variations across the years and to reduce duplication.
Integration of Learning and Community Service
Food security is a challenge in every community due to over-reliance on rainfall seasons. The challenge compounds food nutrition in both rural and urban households. Learners will address the need for accessibility of quality food by contributing to its production at household level. This will progressively contribute to food security and nutrition in the community.
Use of framed structure gardening technique through the project will involve and infuse knowledge, skills and attitude to learners and the school community to adopt alternative options to food production other than rain-fed seasons. Furthermore, the technique can be adopted in any household despite limitation of agricultural space occasioned by contemporary life and diminishing land parcels.
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Agriculture and Technology |
4.2 Framed |
By the end of the sub strand the learner should be able to:
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Learners are guided to:
Community involvement: - Learners to:
Project Evaluation:
Project reflection:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to design framed structures for suspended gardening |
Graphically designs framed structures for suspended gardening. | Designs framed structures for suspended gardening. | Partially designs framed structures for suspended gardening. | When guided, attempts to design framed structures for suspended gardening. |
Ability to construct framed structures for suspended gardening in the school. |
Creatively constructs framed structures for suspended gardening in the school. | Constructs framed structures for suspended gardening in the school. | Partially constructs framed structures for suspended gardening in the school. | With guidance attempts to construct framed structures for suspended gardening in the school. |
Ability to establish and manage selected off-season crop on suspended gardens. |
Creatively establishes and manages selected off-season crop on suspended gardens. |
Establishes and manages selected off-season crop on suspended gardens. |
Partially establishes and manages selected off-season crop on suspended gardens. |
When assisted, attempts to establishes and manages selected off-season crop on suspended gardens. |
Ability to persuade the school community to adopt off-season cropping techniques for food security. |
Manageably persuades the school community to adopt off-season cropping techniques for food security |
Persuades the school community to adopt off-season cropping techniques for food security |
Partially persuades the school community to adopt off-season cropping techniques for food security |
With guidance, attempts to persuade the school community to adopt off-season cropping techniques for food security |
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
4.0 Agriculture and Technology |
4.3 Value Addition Techniques |
By the end of the sub strand the learner should be able to:
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Learner is guided to:
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Core competencies to be developed:
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Link to values:
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Pertinent and contemporary issues (PCIs):
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Link to other subjects:
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Assessment Rubric | ||||
Indicator | Exceeds Expectation | Meets expectation | Approaches expectation | Below expectation |
Ability to explain the meaning of value addition in crop produce. | Illustratively explains the meaning of value addition in crop produce. | Explains the meaning of value addition in crop produce. | Partially explains the meaning of value addition in crop produce. | When guided, attempts to explain the meaning of value addition in crop produce. |
Ability to examine ways of adding value to crop produce. | Justifiably examines ways of adding value to crop produce. | Examines ways of adding value to crop produce. | Examines some ways of adding value to crop produce. | With guidance, attempts to examine some ways of adding value to crop produce. |
Ability to process a selected crop produce to add value. | Skillfully processes a selected crop produce to add value. | Processes a selected crop produce to add value. | Partially processes a selected crop produce to add value. | With guidance, processes a selected crop produce to add value. |
APPENDIX 1: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand | Sub strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Question(s) |
1.0 Conserving Agricultural Environment |
1.1 Soil pollution control (6 lessons) |
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Relevant video clips on causes of soil pollution. Manilla papers and marker pens to create posters on soil pollution control. |
Learners to initiate campaigns in and out of school to sensitise parents and community members on protecting soil from pollution. |
1.2 Water conservation measures |
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Garden tools such as jembes, fork jembes, spade, panga, slasher. Others: Mulch materials, digital resources and planting materials such as banana suckers and sugarcane. |
Learners to initiate water harvesting and conservation measures against runoffs in or near the school. | |
1.3 Agroforestry |
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Topical video clips on agroforestry trees used in crops and pasture fields. Garden tools such as jembes, fork jembes, spade, panga, slasher. |
Learners to initiate one-tree project in or near the school. | |
2.0 Crop Production | 2.1 Preparation of Planting site |
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Samples of seeds of various sizes and assorted vegetative planting materials. |
Learners to initiate display sites/crop museum in or near the school. |
2.2 Crop establishment |
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Samples of seeds and vegetative planting materials (both appropriate and inappropriate) for learners to select the right ones for sowing or planting.
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2.3 Crop management |
Written tests • Graded observation of group work activities • Project portfolio in management (thinning, gapping weeding and earthing- up) of established crops. • Project report |
Digital devices to search for information and take photos, garden tools and equipment to carry out management practices. | ||
3.0 Animal Production | 3.1 Animal Handling |
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Photos, video clips on humane ways of handling animals. | Learners to observe pets in the community, noting down the common management practices accorded to them. |
3.2 General management of Pets |
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Print materials and digital resources on common pets. | ||
3.3 Preparation of animal products |
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Photos and video clips on domestic animals and farm with domestic animals. Video clips on management practices of pets. |
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4.0Agriculture and Technology | 4.1 Off-season cropping techniques |
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Video clips on crops growing on simple drip irrigation and assorted planting materials of crops that grow in the locality. Organic manures, organic mulch materials, gardening tools and equipment. Materials for constructing framed suspended gardens: pieces of wood, wire and strings, containers. | Learners to initiate beautification project through club activities of the school using crop plants on framed suspended gardens. |
4.2 Framed suspended gardens |
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4.3 Value addition techniques |
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Crop produce that can be used for value addition, examples: potatoes, mangoes, vegetables, cassava, groundnuts, simsim, sweet potatoes, pumpkins. Utensils such as frying pan, spoons and knives |
Learners extended activities on value addition of main crops produce available in the locality through school clubs. |
APPENDIX 2: GUIDELINES ON RESOURCES AND RESOURCE UTILIZATION FOR AGRICULTURE CURRICULUM
The following resources are required across various stands in the curriculum not only for Grade 7 Agriculture but also in other Grades among other subject areas in Junior secondary education level. Agriculture curriculum considers them as key resources and therefore gives these special guidelines:
- Land (this refers to any space for agricultural activities for the curriculum purposes).
- The curriculum activities DO NOT demand for extensive land in schools for the learners to develop the agricultural competencies. The designed activities could be implemented on any available space within the school or outside the school as may be deemed appropriate.
- The activities suggested in the curriculum have considered space as a limited resource in Agriculture. The curriculum therefore recommends utilization of any available space in the school compound including but not limited to the following spaces: small plots of land in or out of the school compound, area along the fence, space along the drive-ways, space in front or behind the classrooms, space on top of large concrete buildings (with special consideration on learner safety), hanging space on walls or hanging framework among others.
- The spaces mentioned above could appropriately be used with container gardens and ornamental beds (Note that ornamental beds are not limited to flower plants; the concept is applicable to any crop in this curriculum).
- Wise and innovative designing, planning and utilization of available space including establishing limited number of plants is highly encouraged provided the learners are exposed to a practical and experiential learning of curriculum concepts.
- Water
- Water is a natural and critical resource in Agriculture. The curriculum recommends that all schools should prioritize water harvesting and storage to avail this critical resource throughout the year. Prioritize water conservation in all suggested activities.
- Planting materials
- The curriculum recommends use of available materials in the local environment. Where planting is suggested, the curriculum gives a broad option within the category specified in the learning outcome or learning experiences. Allow learners to adopt what is best suited and available in their local environment.
- Digital devices
- The curriculum suggests use of digital devices to search for information including photos, videos and illustrations to guide concretization of concepts and provoke innovativeness of the learners. Appropriate devices should have internet connectivity and connective accessories. The devices should be used with guidance of the teacher to ensure safety and security of the learners and the devices.
- Digital devices are required across the curriculum as support tool to access and share information. They are suggested in several sub stands but may be used in all the sub strands in the curriculum. Digital devices, resources and related accessories include but not limited to: computer, laptop, tablet, smart phone, digital camera, flash disks, DVDs, memory card, internet connectivity devices, projector, external memory drive, connectivity cables, source of power and printer.
- Assorted farm tools and equipment
- These tools and equipment may be used selectively based on the actual task to be carried out in the learning process.
- The tools and equipment include but not limited to the following common tools: hammer, pliers, knife, garden trowel, panga, jembe, slasher, spade, shovel, wheel barrow, manure fork, fork jembe, tape measure, string, secateurs, pruning saw and watering can. The tools and equipment should be shared across the Grades in the Junior secondary level. The number of tools should not be a major hindrance since their utilization is based on the particular activity to be carried out during the lesson or project time. Project activities could best be carried out in organized learner-groups.