Republic of Malawi

Syllabus for

Agriculture

Forms 3 and 4

Ministry of Education, Science and Technology

 Syllabus for

Agriculture

Forms 3 and 4

Ministry of Education, Science and Technology

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi
Malawi

Email: [email protected]

© Malawi Institute of Education 2013

All rights reserved. No part of this publication may be reproduced, stored in a retrieval system,
or transmitted in any form by any means, electronic, mechanical, photocopying, recording or
otherwise, without the permission of the copyright owner.

First edition 2013

Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of Education
would like to thank all those who participated in various capacities, stages and levels in the
development, refinement and final production of this syllabus. The Ministry is particularly
indebted to the following for their contributions at various stages of the development of the
syllabus for agriculture:

Brino B Chirwa - Ministry of Agriculture

Golden Chamanza - Chichiri Secondary School
Dr Wotchiwe Kalande - Domasi College of Education
Alex C Chiumia - Malawi Institute of Education
Billy M Kanjala - Malawi Institute of Education
Mrs Phelapi D Beza - Stella Maris Secondary School
Mrs Ellita Z Kaudzu - Lilongwe Girls’ Secondary School
William M Kanyemba - Ministry of Education Science and Technology
Rabton F Lungu - Malawi National Examinations Board (MANEB)

Special thanks also go to the Director of Department of Inspectorate and Advisory Services
(DIAS), Raphael Agabu, and his staff, the Director of Malawi Institute of Education, Dr William
Susuwele-Banda, and his staff, the head of Department for Curriculum Development (DCD),
the Coordinator of secondary school curriculum, Mrs Enia Ngalande, and her Team (Naireti
Molande, Dr Ezekiel Kachisa and Austin Kalambo) for coordinating the process of reviewing
the syllabuses.

MoEST and MIE would also like to thank Vincent Kandapo and Alick B Kaumba who helped in
the refining of the syllabus. Finally, thanks should also go to Dr Timothy Gondwe, Silent Gry
Kauke and Maria Clara Kayembe for providing expert advice on the syllabus during its
development.

Production team

Editing: Naireti K Molande

Typesetting and
layout: Anastazia T Mbungulo
Editor-In-Chief: Max J Iphani
 Contents

Page
Acknowledgements ...................................................................................................................... iii
Foreword ........................................................................................................................................ v
The secondary school curriculum in Malawi ........................................................................... vii
Developmental outcomes ............................................................................................................ viii
Rationale for agriculture .............................................................................................................. xi
Scope and sequence chart for Forms 1 and 2 ............................................................................ 1
Scope and sequence chart for Forms 3 and 4 ............................................................................ 4
Teaching syllabus for Forms 3 and 4 .......................................................................................... 8
References ....................................................................................................................................... 93
Foreword
Education is the vehicle through which every citizen can realise his or her potential and
contribute to national development. The vision of the education sector in Malawi is to be a
catalyst for socio-economic development, industrial growth and an instrument for empowering
the poor, the weak and the voiceless. Its mission is to provide quality and relevant education to
Malawians. As a catalyst for the development, education should equip the individual with
knowledge, skills, values and attitudes to enable one to perform one’s roles effectively, in an
attempt to promote and sustain the social-economic development of a nation.

It is the conviction of the Ministry of Education, Science and Technology that primary education
alone is not sufficient for achieving socio-economic development. As argued in the NESP (2008-
2017), ‘In an evolving and changing world of education, there is no way basic education can be
taken as a complete transformer of our society when the world at large is getting more complex
and sophisticated’. Therefore, secondary education is critical as it provides additional
knowledge, skills and attitudes crucial for enabling Malawians to cope with the complex and
sophisticated socio-economic and political environment of the global village to which Malawi
belongs. Specifically, secondary education is:
 a human right, and important for achieving gender equity
 important for improving the health and quality of life for individuals, families and
communities
 important for the socio-economic and political development of the nation
 necessary for reaching the Millennium Development Goals (MDGs), Education For All
(EFA) and for promoting Universal Primary Education (UPE)

Against this background, the Malawi Government through the Ministry of Education, Science
and Technology has reviewed the secondary school curriculum with a view to improving its
quality and relevance, and to align it with the primary curriculum which has since been
reviewed and emphasises continuous assessment as a tool for learning.

The rationale for reviewing the secondary school curriculum is contained in the NESP (2008-
2017), and PIF (2000). The documents clearly state that the purpose of secondary education is to
provide students with the academic basis for gainful employment in formal, private and public
sectors. They further state that secondary education will prepare students for further education
according to their abilities and aptitudes. However, it is important to note that for the majority
of the children in Malawi, secondary education is terminal. Consequently, the curriculum has
put emphasis on practical skills that enable them to achieve self-employment.

It is also clear that a good secondary school curriculum enables a student to develop into an
adult with sound intellectual, moral, physical, and emotional abilities. Therefore the curriculum
needs to address the whole range of students’ abilities and interests. In addition, it should aim
at equipping the student to become an independent learner in order to promote personal,
family, community and national development. The new curriculum has therefore been
deliberately designed to achieve these important goals. The importance of this syllabus
therefore, cannot be over-emphasised.

v
I would like to thank all those who were directly or indirectly involved in the preparation of the
syllabuses. Key among the stakeholders are the Director and staff of the Department of
Inspectorate and Advisory Services (DIAS) in the Ministry of Education, Science and
Technology (MoEST), for facilitating the development of the syllabuses in collaboration with the
Director and staff of the Malawi Institute of Education (MIE). I would also like to extend my
gratitude to university colleges (both public and private), teachers from secondary schools (both
public and private), members of different religious groups and officers representing special
interest groups such as the Malawi Revenue Authority (MRA), Reserve Bank of Malawi (RBM),
Malawi Bureau of Standards (MBS), Anti-Corruption Bureau (ACB) and Malawi Blood
Transfusion Services (MBTS) for their valuable contribution to and participation in the
preparation of these syllabuses.

Most of all, I would like to express my hope that teachers will implement this curriculum
diligently and in the best interest of the students so that the goals for reviewing the curriculum
are achieved.

Dr McPhail Magwira
Secretary for Education Science and Technology (SEST)

vi
 The secondary school curriculum in Malawi
Among other reasons, the secondary school curriculum has been reviewed to align it with the
primary school curriculum. This curriculum puts emphasis on student-centred teaching and
learning approaches, including continuous assessment.

This curriculum focuses on student achievement. To achieve the outcomes, students must be
introduced to new knowledge, skills, attitudes and values in the context of their existing
knowledge, skills, attitudes and values so that they develop a deeper understanding as they
learn and apply the knowledge. In this way, the process of learning is integral to the final
product. The final products are the outcomes, that is, what students are expected to achieve in
terms of knowledge, skills, attitudes and values, which must be clearly stated before teaching
and learning begin. The achievements made at school, however, are only truly beneficial when
the students transfer them to life beyond the school and view learning as a lifelong process. This
is essential to keep pace with the changing social environment of home and work.

The figure below illustrates the structure and major elements of Malawi’s secondary school
curriculum, which are elaborated in the text below.

TEACHING LEARNING

Developmental outcomes

Secondary education outcomes

Assessment standards

Success
criteria

ASSESSMENT

The developmental structure of the secondary school curriculum in Malawi

vii
Developmental outcomes
The developmental outcomes are over-arching; they are what the student is expected to achieve
by the end of the secondary school cycle both in and out of school. These outcomes apply to
subject areas and they have been derived from the Constitution of the Republic of Malawi,
Malawi Growth and Development Strategy (MGDS), National Education Sector Plan (NESP),
Education Act and other education policy documents, including global policies and multilateral
agreements to which Malawi is a signatory, as well as from the Secondary School Curriculum
and Assessment Review (SSCAR). That is, students should be able to:

1 demonstrate appropriate moral and ethical behaviour in accordance with the accepted
norms and values of the society
2 demonstrate local, regional, and international understanding
3 communicate competently, effectively, and relevantly in a variety of contexts, in an
appropriate local or international language
4 apply mathematical concepts in socio-cultural, political, economic, environmental, scientific,
and technological contexts to solve problems
5 apply scientific, technological, vocational, and managerial skills in a creative and innovative
way to identify problems and develop appropriate solutions, so as to participate
productively in society
6 demonstrate health-promoting behaviour in their personal lives as well as in their
communities and the wider environment, with particular attention to prevalent diseases
7 appreciate and interact with the environment in a responsible and sustainable manner
8 apply the indigenous and non-indigenous knowledge and skills necessary for lifelong
learning, personal advancement, employment, and the development of society
9 use Information and Communication Technology (ICT) responsibly and productively
10 demonstrate an understanding of the functioning of the economy and the contribution of
agriculture and other sectors to national development
11 make use of entrepreneurial and vocational skills for personal and national development
12 apply research skills for problem-solving
13 demonstrate an understanding and appreciation of issues of human rights, democracy,
gender, governance, and other emerging issues

Secondary education outcomes

The secondary education outcomes are categorised into seven sets of essential skills to be
acquired by a secondary school graduate. The skills are:
1 citizenship skills
2 ethical and socio-cultural skills
3 economic development and environmental management skills
4 occupational and entrepreneurial skills
5 practical skills
6 creativity and resourcefulness
7 scientific and technological skills

viii
Citizenship skills
1 demonstrate an understanding and appreciation of the symbols of nationhood
2 demonstrate a spirit of patriotism and national unity
3 apply decision-making skills necessary for participation in civic affairs
4 demonstrate a spirit of leadership and service
5 show respect for one’s own and other people’s rights and responsibilities
6 tolerate other people’s attitudes and beliefs
7 demonstrate respect for the rule of law
8 understand characteristics of good governance
9 initiate and implement community development projects
10 demonstrate a sense of good neighbourliness
11 demonstrate a sense of national, regional and international understanding
12 demonstrate cooperative behaviour
13 demonstrate personal and social responsibility

Ethical and socio-cultural skills

14 demonstrate moral, spiritual and ethical attitudes and values
15 appreciate Malawi’s diverse cultures and their respective practices
16 appreciate existing national institutions and cultural heritage
17 appreciate the value of the relationship between the individual and society
18 respect one’s own and other people’s cultures
19 identify beliefs which promote or retard national development
20 evaluate beliefs, taboos and superstitions in relation to national development
21 uphold beliefs which promote national development

Economic development and environmental management skills

22 understand Malawi’s economy and economic structure
23 demonstrate entrepreneurial and/or vocational skills for formal or informal employment
24 exploit economic opportunities stemming from agriculture
25 demonstrate an interest in land husbandry, animal husbandry and aquaculture
26 apply appropriate agricultural practices and methods
27 acquire positive attitudes and skills, and apply them to the sustainable development of the
natural and physical environment
28 understand the importance of diversified agriculture for Malawi’s economy
29 understand the impact of technologies on economic productivity
30 apply relevant technologies to various economic activities
31 apply value addition practices to agricultural and environmental resource utilisation and
management
32 appreciate Malawi’s environmental resources
33 understand the impact of rapid population growth on natural resources and the delivery of
social services
34 apply a variety of measures to conserve Malawi’s natural resources
35 apply ICT skills to improve intellectual growth, personal enhancement and communication
36 demonstrate the ability to adapt to climate change and mitigate its impact on the economy
and environment
ix
37 appreciate the importance of energy in economic development
38 understand the importance of diversifying the economy through sectors such as tourism,
mining and manufacturing

Occupational and entrepreneurial skills

39 demonstrate the spirit of self-reliance through vocational and entrepreneurial activities
40 apply appropriate vocational, occupational and entrepreneurial skills to individual and
national advancement
41 demonstrate effective communication skills for the transfer of occupational and
entrepreneurial knowledge, skills, attitudes and values
42 apply the principles of science and technology, entrepreneurship and management to
promote active and productive participation in the society
43 demonstrate creativity and innovation for the benefit of the individual, community and the
nation as a whole
44 demonstrate an understanding of indigenous and non-indigenous knowledge, skills,
attitudes and values, and apply them to personal intellectual growth and national
development
45 use vocational, occupational and entrepreneurial skills for the creation of economic
opportunities in agriculture and other sectors

Practical skills
46 acquire entrepreneurial skills related to agriculture, commerce and industry
47 apply appropriate skills to agricultural, commercial and industrial production
48 demonstrate positive attitudes to manual work
49 demonstrate excellence in any kind of workmanship
50 demonstrate sporting ability and sportsmanship
51 demonstrate the ability to use creative and innovative artistic talents for self-employment

Creativity and resourcefulness

52 demonstrate a spirit of inquiry and creative, critical and lateral thinking
53 use problem-solving techniques to solve practical problems
54 demonstrate an imaginative and creative mind
55 exploit creative potential
56 understand personal strengths and weaknesses and use strengths to promote healthy
self-esteem
57 maximise the use of available resources

Scientific and technological skills

58 apply appropriate scientific, technological and vocational skills to improve economic
productivity
59 apply relevant innovations in science and technology
60 demonstrate a capacity to utilise appropriate technology
61 demonstrate basic research skills

x
Rationale for agriculture
The economy of Malawi is predominantly agricultural, with about 90% of the population living
in rural areas. The sector is the single largest employer and generates around 80 % of the
country’s foreign currency. The majority of secondary school graduates therefore end up
participating directly or indirectly in the agricultural sector.

Agriculture in secondary schools equips the student with the requisite knowledge and skills, to
apply scientific, analytical, research, technological, entrepreneurial, critical thinking, vocational
and managerial skills in a creative and innovative way. This helps the students to identify
problems and develop their appropriate solutions for personal and national development. It
also enables secondary school graduates to apply the knowledge, skills and attitudes for
environmental conservation, sustainable crop and animal production, farm business
management, value addition and efficient marketing of products to maximize profits.

Further, the subject provides a foundation for those proceeding to tertiary levels of education
and related fields.

Core elements and their outcomes

Agriculture and the environment

The students will be able to demonstrate an awareness of the environmental and climatic factors
which influence agricultural production, how to modify them to reduce risks in order to
maximize yield, and conserve them for sustainability.

Agricultural research and technology

The students will be able to apply research skills and apply improved agricultural technology to
increase farm productivity.

Agricultural economics and farm business management

The students will be able to appreciate how concepts and principles of agricultural economics
and farm business management increase profitability of agricultural enterprises.

Crop production
The students will be able to use scientific knowledge and skills of growing crops using
recommended husbandry practices.

Livestock production
The students will be able to use scientific knowledge and skills of rearing farm animals
profitably using appropriate husbandry practices.

xi
 Scope and sequence chart for Forms 1 and 2

Core element Form 1 Form 2

Agriculture and Natural resources that influence agricultural production Soil composition
the environment  definition of natural resources Soil profile
 importance of the natural resources  characteristics of soil profile
 depletion of natural resources  effects of soil profile on crop production
 conservation of the natural resources Soil fertility
 environmental factors influencing agricultural  maintenance of soil fertility
production  classification of fertilizers
 effects of rapid population growth on the natural  advantages and disadvantages of organic and
resources inorganic fertilizers
Agriculture and climate change
 causes
 effects
Agricultural Agricultural research Agricultural technology
research and  agricultural problems requiring research  Irrigation
technology  scientific approach to agricultural research - importance of irrigation
Agricultural technology - types of irrigation system
 meaning - advantages and limitations of each irrigation
 importance of agricultural technology system
Agricultural technology - factors affecting frequency and time of
 types of farm structures irrigation
 safety rules to be observed when utilizing farm - factors to consider when selecting an
 structures irrigation unit
- procedure to be followed when establishing
an irrigation unit
- maintenance of irrigation systems

1
 Core element Form 1 Form 2

Agricultural research
 experimental designs
 laying out experiments
 conducting an agricultural research
 importance of report writing
 format for report writing

Agricultural Farm business management concepts Gender and agricultural production

economics and Factors of agricultural production  gender roles in agricultural production
farm business  main factors of agricultural production  the impact of gender roles in agricultural
management  other factors of agricultural production production
 solutions to challenges associated with factors of  gender equity in agricultural production
agricultural production  role of women in decision making in
Agricultural marketing agricultural production
 marketing forces
 marketing functions Farming systems
 problems associated with marketing agricultural  types of farming systems
products and possible solutions  importance of farming systems
Agro-based industries Financing agricultural enterprises
 agro-based industries in Malawi  sources of finance
 role of agro-based industries in supporting the  calculating interest on borrowed money
growing population
Food distribution
 food security and food for self-sufficiency
 relationship between family size and food security

2
 Core element Form 1 Form 2

Crop production Plant nutrients Maize production

 essential plant nutrients  qualities of good seed
 classes of essential plant nutrients  husbandry practices
 role of essential plant nutrients Groundnuts production
 depletion of essential plant nutrients from the soil  qualities of good seed
 deficiency signs of essential plant nutrients  husbandry practices
 sources of essential plant nutrients
Vegetable production
 importance of vegetables
 types of vegetables
 advantages of indigenous vegetables
 site selection for vegetable growing
 construction of garden fence
 husbandry practices in vegetable growing

Livestock Classes of livestock Pig production

production  digestive systems of ruminants and non-ruminants  breeds and breeding
 functions of different parts of digestive systems of  management systems
ruminants and non-ruminants  housing
 feeds and feeding
Chicken production  disease and parasite control
 breeds and breeding
 housing
 feeds and feeding
 disease and parasite control
 predators of chickens

3
 Scope and sequence chart for Forms 3 and 4

Core element Form 3 Form 4

Agriculture and Physical properties of soil Soil degradation

the environment  soil texture  forms of soil degradation
 soil structure  causes of soil degradation
 soil porosity  effects of soil degradation on crop production
 soil colour  relationship between population growth and soil
 soil consistency degradation
 soil temperature  ways of controlling soil degradation
 soil depth Agriculture and climate change: mitigation measures
Effects of physical properties of soil on crop production to climate change
Chemical properties of soil  conservation agriculture
 soil pH  agro-forestry
 Cation Exchange Capacity of soil  re-afforestation
 nutrient status of soil  integrated forest, crop, livestock and fish systems
 salinity Land drainage
 factors affecting chemical properties of the soil  importance of land drainage
 effects of chemical properties of soil on crop  methods of land drainage
production
Agricultural Agricultural development agencies and services Farm mechanization
research and  agricultural development agencies in Malawi  types of farm machinery
technology  services offered by the agricultural development  factors to consider when mechanizing a farm
agencies  advantages of farm mechanization
 importance of agricultural development agencies to  limitations of farm mechanization
the growing population  maintenance of farm machinery
 safety measures when using farm machinery

Core element
Form 3 Form 4

4
 Farm power
 sources of power on a farm
 ways of improving output of each source of farm
power
 advantages and disadvantages of each source of
farm power
Agricultural technology and gender
 gender biases on agricultural technology
 causes of gender biases in agricultural technology
 implications of gender biased application of
agricultural technology
 ways of dealing with gender biases in agricultural
technology
Improved farming technology
 improved farming technology and food supply
 improved farming technology and food security
Agricultural Farm records Agricultural marketing and trading
economics and  types  difference between marketing and trading
farm business  reasons for keeping records  marketing channels and marketing agencies
management Farm budgets  roles of marketing channels and agencies
 types of farm budget
 budgeting for an agricultural enterprise

Core element Form 3 Form 4

Economic principles that aid in farm business decision  marketing costs and marketing margins

5
 making  effects of population distribution on marketing
Enterprise combination  trading of agricultural commodities
 selection of an enterprise combinations  improving trading of agricultural commodities
 types of enterprise combinations

Agricultural cooperatives Price elasticity of demand and supply

 importance of agricultural cooperatives  calculation of price elasticity of demand and
 formation of agricultural cooperatives supply
 challenges of running agricultural cooperatives
 solutions to challenges faced in running agricultural
cooperatives
Crop production Vegetative planting materials Crop improvement
 parts of vegetative planting materials  aims of crop improvement
 advantages of using vegetative planting materials  methods of crop improvement
 disadvantages of using vegetative planting Crop processing
materials  processing of various crops for storage
Cropping systems Pasture production
 types of cropping systems  importance of pasture production
 activities of the cropping systems  types of pastures
 advantages of different cropping systems  methods of pasture establishment
 disadvantages of different cropping systems  pasture management (methods of pasture
Mushroom production management, grazing systems and pasture
 species of mushroom conservation methods
 importance of mushrooms  factors affecting the quality of conserved pasture
 husbandry practices for mushroom production Mango production
 site selection for mushroom production  importance of mangoes
 constructing of incubation and production sheds for  mango varieties
mushroom  site selection for mango production

Core element Form 3 Form 4

6
  preparing substrate for mushroom production  site preparation for mangoes
 mushroom fruiting management  husbandry practices for growing mangoes
 mushroom harvesting

Livestock Feeds and feeding Cattle production

production  classes of livestock feeds  breeds of cattle (dairy and beef)
 feed nutrients  managing cattle
 functions of feed nutrients
 sources of feed nutrients Reproductive systems in cattle and poultry
 importance of feeding livestock Age of puberty for different animals
 factors to consider when feeding livestock Oestrus cycle for cow
Sheep and goat production Gestation period for different animals
 breeds of sheep and goats Reproduction in cattle
 housing sheep and goats Livestock improvement
 feeding sheep and goats
 diseases of sheep and goats
 parasites of sheep and goats

Teaching syllabus for Forms 3 and 4

Form 3

7
 Core element: Agriculture and the environment
Outcome: The students will be able to demonstrate an awareness of the environmental factors which influence agricultural
production, how to modify them to reduce risks in order to maximise yield, and conserve them for sustainability.

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria Topic activities learning and and learning
assessment methods resources
We will know this The students
when the students must be able
are able to: to:
 demonstrate 1 list the Physical  brainstorming the physical  brainstorming  students’
an under- physical properties properties of soil  discussion experiences
standing of soil properties of soil  listing the physical properties of  question and answer  libraries
properties of soil soil  oral questions  charts
- texture  research  ICT
- structure
- colour
- consistency
- porosity
- temperature
- depth
 summarizing the physical
properties of soil

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources

8
 2 describe the  discussing physical properties of  discussion  local
physical soil  question and answer environment
properties  visiting the school garden to  presentation  students’
of soil observe different physical  excursion experiences
properties of soil  observation  charts
 reporting findings  explanation  libraries
 ICT

3 determine  visiting the local environment to  discussion  local

the observe different types of soils  presentation environment
physical  collecting samples of different types  excursion  students’
properties of soils  demonstration experiences
of soil  demonstrate how to determine  observation  charts
physical properties of soil  explanation  libraries
- texture  questions and  written reports
- colour answers  soil samples
- consistency  report writing  equipment
- porosity  oral questions  checklists
- temperature  practical exercises
- depth
 reporting findings
 summarizing how to determine
physical properties of soil

Assessment Success Theme/ Suggested teaching and Suggested teaching, Suggested

standard criteria Topic learning activities learning and teaching and
assessment methods learning resources

9
We will know this The students
when the students must be able
are able to: to:
 demonstrate an 1 identify Soil  researching on types of soil  discussion  students’
understanding types of structure structure  presentation experiences
of soil structure soil  reporting the findings  explanation  libraries
structure  discussing types of soil  library search  written reports
structure  web search  charts
- block  quizzes  pictures
- cuboidal  question and answer  soil samples
- columnar  report writing  models
- prismatic  ICT
- platy
- granular
- crumb
- single grain

 researching on how soil  students’

2 describe  research
structure can be destroyed experiences
how soil  presentation
 reporting findings  libraries
structure can  discussion
 discussing how soil structure  written reports
be destroyed  quizzes
can be destroyed  pictures
 charts
 local
environment

Assessmen Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
t standard criteria topic activities learning and teaching and
assessment methods learning

10
 resources

3 describe  brainstorming methods of maintaining  brainstorming  local

methods of and improving soil structure  discussions environment
maintaining  discussing methods of maintaining and  demonstration  students’
and improving soil structure  practical exercise experiences
improving  demonstrating how to conduct  reporting  charts
soil experiments on maintaining and  explanation  equipment
structure improving soil structure  soil samples
 conducting experiments on maintaining
and improving soil structure
 reporting findings

4 explain the  brainstorming effects of physical  brainstorming  students’

effects of properties of soil on crop production  discussion experiences
physical  discussing the effects of physical  explanation  charts
properties of properties of soil on crop production  oral questions  libraries
soil on crop - texture  library search  ICT
production - structure  web search
- colour
- consistency
- porosity
- temperature
- depth
 summarizing the effects of physical
properties of soil on crop production

11
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources
We will know The students
this when the must be able
students are able to:
to:
 demonstrate 1 list the Chemical  brainstorming the chemical  brainstorming  students’
an chemical properties of properties of soil  explanation experiences
understanding properties of soil  listing chemical properties of  oral tests  internet
of the soil soil in terms of  written assessment  libraries
chemical - nutrient status  library search  ICT
properties of - pH  web search
soil - salinity
- cation exchange capacity
 summarizing the chemical
properties of soil

12
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning
resources

2 discuss the  collecting soil samples from the local  excursion  local
chemical environment  demonstration environment
properties of  discussing the procedure for  practical exercises  soil samples
soil determining the chemical properties of  discussion  soil PH
soil  presentation equipment
- soil pH  quizzes  students’
- salinity experiences
 demonstrating the procedure for  salinity
determining the chemical properties of equipment
soil  evaporating
- soil pH basins/tins
- salinity  source of heat
 determining the chemical properties of
soil
 reporting findings
 summarizing the procedure for testing
soil pH and salinity

 brainstorming the meaning of the term  brainstorming  libraries

3 explain soil pH  researching  students’
factors  discussing the meaning of the term soil  discussion experiences
affecting soil pH  presentation  charts
pH  researching on factors affecting soil pH  quizzes  reports
 reporting findings  written exercise  ICT

13
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources

4 modify soil  suggesting ways of modifying soil pH  excursion  local

pH  discussing ways of modifying soil pH  demonstration environment
- application of agricultural lime  experimentation  soil samples
- application of manure  discussion  soil pH
- application of inorganic fertilizers  presentation equipment
 collecting resources required for  quizzes  students’
modifying soil pH  explanation experiences
- agricultural lime  teachers’  materials for
- manure observation on modifying soil
- inorganic fertilizers students ability to pH
 collecting soil samples from the local modify pH
environment
 discussing the procedure for
modifying soil pH
 demonstrating how to modify soil pH
 modifying soil pH

 brainstorming factors that influence the

5 explain the  brainstorming  local
nutrient status of the soil
factors that  report writing environment
 visiting the local environment to
affect the  excursion  resource persons
observe factors affecting nutrient the
nutrient  discussion  students’
status of soil
status of the  presentation experiences
 discussing the factors that influence the
soil  quizzes  charts
nutrient status of the soil

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested

14
standard criteria topic activities learning and teaching and
assessment methods learning resources

- parent material of soil  explanation  libraries

- soil pH  library search  ICT
- leaching of basic nutrients  web search
- soil erosion
- nutrient uptake by plants
- crop removal
- method of cultivation
 recording observations
 reporting observations

6 explain  brainstorming effects of

 brainstorming  libraries
effects of chemical properties of soil on
 discussion  students’
chemical crop production
 explanation experiences
properties of  discussing the effects of
 oral questions  charts
soil on crop chemical properties of soil on
 library search  ICT
production crop production
 web search
- nutrient status
- soil pH
- salinity
- cation exchange capacity
 summarizing the effects of
chemical properties of soil on
crop production

Core element: Agricultural research and technology

15
 Outcome: The students will be able to apply research skills, use and maintain farm machinery, apply improved
agricultural technology to increase farm productivity.

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources
We will know this The students
when students are must be able
able to: to:
 demonstrate an
understanding 1 identify Agricultural  brainstorming development  brainstorming  students’
of agricultural agricultural development services required in agriculture  excursion experiences
development development agencies and - research  presentation  resource persons
agencies and agencies and their services  discussion  rubrics
- marketing
their services in their services  question and  checklists
- infrastructure
Malawi in Malawi answer  agricultural
- extension
- processing  written tests development
- production  oral assessment agencies
- credit  matching tests  test items
 identifying agencies offering
agricultural services
 visiting a nearby agricultural
agency to observes services
offered
 evaluating the availability of
agricultural development and the
services provided in an area
 reporting findings

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested

16
standard criteria topic activities learning and teaching and
assessment methods learning resources

2 describe the  brainstorming the services offered  brainstorming  students’

services by the agricultural development  discussion experiences
offered by agencies  question and  resource persons
agricultural  discussing the services offered by answers  charts
development the agricultural development  written tests  pictures
agencies agencies  oral assessment  libraries
 summarizing the services offered  explanation  ICT
by the agricultural development  research
agencies

3 relate the  brainstorming the importance of  brainstorming  students’

importance agricultural development agencies  discussion experiences
of to a growing population  question and  resource persons
agricultural  discussing the importance of answer  charts
development agricultural development agencies  written tests  pictures
agencies on a to a growing population  oral assessment  libraries
growing  summarizing the importance of  explanation  ICT
population agricultural development agencies  research
to a growing population

Core element: Agricultural economics and farm business management

17
 Outcome: The students will be able to appreciate how concepts and principles of agricultural economics and farm business
management increase profitability of agricultural enterprises.

Assessment Success Theme/ Suggested teaching and Suggested teaching, Suggested teaching
standard criteria topic learning activities learning and and learning
assessment methods resources
We will know this The students
when the students must be able
are able to: to:
 demonstrate an 1 describe Farm records  brainstorming examples of  brainstorming  charts
understanding types of farm records  question and  libraries
of farm records farm  categorizing farm records answer  ICT
records  inventory records  library search  students’
 production records  web search experiences
 financial records  matching exercises  samples of farm
 case study records

2 state the  researching on reasons for  library search  students

reasons keeping farm records  brainstorming experiences
for  discussing reasons for  discussion  resource persons
keeping keeping farm records  questions and  samples of farm
farm  reporting findings answers records
records  written exercises

Assessment Success Theme/ Suggested teaching and Suggested teaching, Suggested

18
standard criteria topic learning activities learning and teaching and
assessment methods learning resources

3 demonstrate  visiting a nearby farm to  research  students’

keeping farm observe how records are kept  demonstration experiences
records  demonstrating layout of  practice  charts
different types of farm  project  local
records  excursion environment
 keeping records of crop and  written exercises  resource persons
livestock enterprises  checklists
 libraries

19
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources
We will know The students
this when the must be able
students are able to:
to:
 demonstrate 1 define the Budgeting  brainstorming the meaning of  brainstorming  students’
an term the term budgeting  discussion experiences
understanding budgeting  discussing the meaning of the  question and  samples of
of farm term budgeting answers agricultural
budgets  summarizing the meaning of the  multiple choice budgets
term budgeting questions  test items
 matching test

2 state types  brainstorming types of farm  brainstorming  written reports

of farm budgets  discussion  charts
budgets  discussing types of farm budgets  field visit  local environment
- partial budgets  report writing  written exercises
- break even budgets  question and
- complete budgets answer
 visiting nearby farms to see
different types of budgets
 reporting findings

20
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment learning
methods resources

3 discuss how  brainstorming activities involved in  brainstorming  students’

to budget budgeting for an agricultural  discussion experiences
for an enterprise  practical exercises  resource
agricultural  discussing activities involved in  question and persons
enterprise budgeting for an agricultural answers  local
enterprise  written exercises environment
 collecting data from agricultural  oral exercises  charts
enterprises  records
 preparing budgets using collected
figures
 summarizing the steps involved in
budgeting

21
Assessment Success Theme/ Suggested teaching and Suggested teaching, Suggested
standard criteria topic learning activities learning and teaching and
assessment learning
methods resources
We will know this The students must be
when the students able to:
are able to:
 demonstrate 1 state Farm  researching on economic  research  ICT
an economic business principles farmers use in  presentation  chart paper
understanding principles in decision deciding on:  discussion  students
of economic farm making - what to produce  explanation experiences
principles that business - how to produce  oral questions  local
assist in farm decision - how much to produce environment
business making - when to produce
decision - where to buy and sell
making  reporting findings
 summarizing the economic
principles that farmers use in
decision making
- opportunity cost
- comparative advantage
- substitution of inputs
- diminishing marginal returns

22
Assessment Success Theme/ Suggested teaching and learning Suggested Suggested
standard criteria topic activities teaching, learning teaching and
and assessment learning
methods resources

2 explain how  brainstorming how each of the  brainstorming  students’

each of the economic principles helps in decision  discussion experiences
economic making in farm business  explanation  local
principles help  discussing how each of the economic  question and environment
in decision principles helps in decision making in answer  graph paper
making in farm farm business  written exercises
business  summarizing how each of the
economic principles helps in decision
making in farm business
- opportunity cost

3 draw a graph  collecting data on level of input and  explanation  students’

to illustrate the the corresponding yield for a given  survey experiences
law of enterprise  discussion  local
diminishing  tabulating collected data  teacher environment
marginal return  drawing a graph using tabulated observation  chart paper
data  drawing  checklists

4 interpret the  discussing what a graph shows  discussion  students’

graph as a farm  identifying the level of input that  explanation experiences
business gives the highest marginal returns  question and  test items
management answer  chart paper
tool  written test

23
Assessment Success Theme/ Suggested teaching and Suggested teaching, Suggested
standard criteria topic learning activities learning and teaching and
assessment methods learning
resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 outline Enterprise  brainstorming factors to be  brainstorming  students’
understanding factors to be combinations considered when selecting  explanation experiences
of enterprise considered enterprise combinations  question and  charts
combinations when  explaining factors to be answer  libraries
selecting considered when selecting  oral questions search
enterprise enterprise combinations  surveys
combinations  excursions

2 explain types  visiting nearby farms to  excursion  local

of enterprise investigate enterprise  explanation environment
combinations combinations  discussion  students’
 discussing the types of  question and experiences
enterprise combination with answer  checklists
examples  project
 complementary  teacher observation
 supplementary
 competitive
 summarizing types of
enterprise combinations
 choosing appropriate
enterprise combinations

24
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment learning
methods resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 explain the Agricultural  brainstorming the meaning of the  brainstorming  resource
understanding importance of cooperatives term agricultural cooperative  discussion persons
of agricultural agricultural  discussing the meaning of the  excursion  students’
cooperatives cooperatives term agricultural cooperative  question and experiences
 researching on the importance of answer  written reports
agricultural cooperatives  research  local
 visiting an agricultural  short essays environment
cooperative to observe its  ICT
activities  libraries
 reporting findings
 discussing the importance of
agricultural cooperatives
 summarizing the importance of
agricultural cooperatives

2 identify  visiting nearby agricultural  presentation  students

principles for cooperatives to research on their  excursion experiences
agricultural formation  question and  charts
cooperative  reporting findings answer  resource
formation  summarizing the formation of  explanation persons
agricultural cooperatives

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching

25
standard criteria topic activities learning and and learning
assessment methods resources

3 explain  brainstorming the challenges of  brainstorming  students’

challenges of running agricultural  discussion experiences
running cooperatives  question and  resource persons
agricultural  discussing the challenges of answer  libraries
cooperatives running agricultural  explanation  local community
cooperatives  research  ICT

4 describe  suggesting solutions to the  brainstorming  Students’

solutions to challenges faced in running  discussion experiences
the agricultural cooperatives  question and  resource persons
challenges  discussing solutions to the answers  libraries
faced in challenges faced in running  explanation  ICT
running agricultural cooperatives  research  local community
agricultural  summarizing solutions to the
cooperatives challenges faced in running
agricultural cooperatives

Core element: Crop production

Outcome: The students will be able to use scientific knowledge and skills of growing selected crops using recommended
husbandry practices.

26
Assessment Success Theme/ Suggested teaching and learning Suggested Suggested
standard criteria topic activities teaching, learning teaching and
and assessment learning resources
methods
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 list Vegetative  recalling types of reproduction  brainstorming  students’
understanding vegetative planting  brainstorming examples of  discussion experiences
of propagating planting materials vegetative planting materials  written  local
crops materials  observing samples of vegetative exercises environment
vegetatively planting materials  teacher  samples of
 outlining examples of vegetative observation vegetative
planting materials planting
- stems materials
- leaves
- suckers
- tubers
- bulbs
- corms
- rhizomes
- runners

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources

27
 2 label parts of  identifying parts of vegetative  brainstorming  checklists
vegetative planting materials  research  students’
planting  drawing diagrams of vegetative  demonstration experiences
materials planting materials  presentation  local
 labelling parts of vegetative planting  drawing environment
materials  written exercises  charts
 summarizing parts of vegetative  observation  pictures
planting materials  practical  vegetate
assessment planting
 teachers materials
observation  libraries
 ICT

3 discuss the  brainstorming the advantages of  brainstorming  checklists

advantages of vegetative planting materials  discussion  students’
vegetative  discussing the advantages of  presentation experiences
planting vegetative planting materials  written exercises  Charts
materials  reporting findings  research  libraries
 listing the advantages of vegetative  ICT
planting materials

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources

4 discuss the  brainstorming the disadvantages  brainstorming  students’

disadvantages of vegetative planting materials  discussion experiences
of vegetative  discussing the disadvantages of  presentation  charts

28
 planting vegetative planting materials  written assessment  libraries
materials  reporting findings  oral assessment  ICT
 listing the disadvantages of  research
vegetative planting materials

Assessment Success Theme/ Suggested teaching and Suggested Suggested

standard criteria topic learning activities teaching, learning teaching and
and assessment learning resources
methods

We will know this The students

when the students must be able to:
are able to:
 demonstrate an 1 outline Cropping  brainstorming the meaning  brainstorming  students’

29
 understanding cropping systems of the term ‘cropping  discussion experiences
of cropping systems systems’  explanation  libraries
systems  discussing the meaning of  question and  ICT
the term ‘cropping systems’ answer  charts
 researching on cropping  oral tests  pictures
systems  written
 outlining cropping systems assessment
- monoculture
- monocropping
- continuous cropping
- mixed cropping
- crop rotation
- bush fallowing
- shifting cultivation
- organic farming
- agro forestry

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and assessment and learning
methods resources

2 analyze  researching on activities for each  research  students’

activities in cropping system  presentation experiences
the cropping  reporting their findings  discussion  libraries
systems  discussing activities of each  explanation  ICT
cropping system  question and answer  resource persons
 summarizing the activities of  oral tests  reports

30
 each cropping system  written assessment  charts
 short essays  pictures

3 explain the  brainstorming the advantages of  brainstorming  students’

advantages of different cropping systems  discussion experiences
cropping  discussing the advantages of  explanation  libraries
systems different cropping systems  question and  ICT
answers  resource persons
 oral tests  charts
 written assessment  pictures

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources

4 explain the  brainstorming the disadvantages  brainstorming  students’

disadvantages of different cropping systems  discussion experiences
of different  discussing the disadvantages of  explanation  libraries
cropping different cropping systems  question and  ICT
systems answers  resource persons
 oral tests  charts
 written assessment  pictures

31
  evaluating cropping systems  discussion  students’
5 discuss which can promote crop yields  explanation experiences
cropping  choosing cropping systems which  question and  libraries
systems which can promote crop yields answer  ICT
can promote  summarizing cropping systems  oral tests  charts
crop yields which can promote crop yields  written tests
 research

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning
resources
We will know this The students
when the students must be able to :
are able to :
 demonstrate an 1 describe Mushroom  brainstorming parts of a  drawing  local
understanding mushrooms production mushroom  discussing environment
of growing  discussing parts of a  question and  students’
mushrooms mushroom answer experiences
 drawing a well-labelled  brainstorming  ICT
diagram of a mushroom  research  charts
 consolidating parts of a  library search  pictures

32
 mushroom  excursion  samples of
mushroom

2 identify  visiting a nearby farm to  excursion  local

cultivated identify cultivated species of  discussion environment
species of mushroom  brainstorm  students’
mushroom  identifying cultivated species  question and experiences
of mushroom from pictures answer  samples of
 listing cultivated mushroom mushroom
species  pictures
 choosing suitable species for  ICT
mushroom production for
your area
 summarizing species of
mushroom

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

3 explain the  brainstorming the importance of  library research  students’

importance of mushrooms  presentation experiences
mushrooms  discussing the importance of  web research  ICT
mushrooms  explanation  samples of
 presenting the importance of  written exercise medicines made
mushrooms  oral questions from mushroom

4 list the  brainstorming the husbandry  brainstorming  students’

husbandry practices for mushroom production  discussion experiences
practices for  listing husbandry practices for  excursion  libraries
mushroom mushroom production  oral/written  ICT

33
 production - species selection assessment  local
- site selection  research environment
- construction of incubation and
production shed
- substrate preparation
- spawn source (buying or
preparation)
- substrate treatment
- mushroom seeding
- mushroom fruiting management
- harvesting

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

5 describe a  brainstorming the qualities of a suitable  brainstorming  local

suitable site for site for mushroom production  discussion environment
mushroom  discussing the qualities of a suitable site  excursion  students’
production for mushroom production  presentation experiences
 visiting possible site for mushroom  question and  libraries
production answer
 reporting the findings  practical work
 selecting suitable site for mushroom
production
 summarizing qualities of a suitable site
for mushroom production
6 discuss how to  brainstorming  construction

34
 construct  brainstorming suitable materials for  demonstration materials
incubation and construction of incubation and  practical work  local
production sheds production sheds for mushroom  teachers environment
for the  listing suitable materials for observation  students’
mushroom construction of incubation and written/oral experiences
production production sheds for mushroom assessment  ICT
 assembling materials for construction of  checklists
incubation and production sheds for  rubrics
mushroom  question items
 demonstrating the construction of
incubation and production sheds for
mushroom
 constructing incubation and production
sheds for mushroom
Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

7 prepare  brainstorming the meaning of the  brainstorming  local

substrate for term substrate in mushroom  demonstration environment
mushroom production  excursion  students’
production  identify materials suitable for  practical experiences
substrate preparation  teachers’  materials
 collecting materials for substrate observation of (maize stalks,
preparation students’ maize sheaths)
 demonstrating the preparation of participation in  rubrics
substrate preparing substrate  checklists
 preparing substrate for mushroom
production

8 treat substrate
 researching different ways of  research  local

35
 for mushroom treating substrate for mushroom  presentation environment
production production  demonstration  libraries
 reporting findings  explanation  ICT
 summarizing substrate treatment  practical  students’
 demonstrating treatment of  teachers’ experiences
substrate observation of  materials for
 treating substrate students’ treating
participation in substrates
treating the
substrate

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

9 discuss how  researching on the seeding of  research  local environment

to seed the substrate for mushroom production  presentation  libraries
substrate for  reporting findings  demonstration  ICT
mushroom  summarizing the seeding of  explanation  students’
production substrate for mushroom production  practical experiences
 demonstrating how to seed  written/oral  spawn
substrate for mushroom production assessment  methylated spirit
 seeding substrate for mushroom  teachers’  rubrics
production observation of  checklists
students’
participation in
seeding substrate

36
Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning resources
assessment methods

10 discuss  researching on the management  research  libraries

management of practices of mushroom fruiting  presentation  ICT
mushroom  reporting the findings  explanation  local environment
fruiting  discussing the management of  discussion  mushroom sheds
mushroom fruiting  demonstration  materials for
- monitoring spawn running,  practical managing
- monitoring colour change  teacher mushroom fruiting
- hanging in production sheds observation  students’
- watering experiences
 demonstrating the management of  resource persons
mushroom fruiting
 managing mushroom fruiting

11 discuss  brainstorming factors to consider  brainstorming  materials for

mushroom when harvesting mushroom discussing harvesting
harvesting  discussing factors to consider when  explanation mushroom
harvesting mushrooms  demonstration  mushroom

37
  consolidating factors to consider  practical  students’
when harvesting mushrooms  teachers’ experiences
 demonstrating how to harvest observation of  resource persons
mushrooms students’
 harvesting mushroom participation in
harvesting
mushroom
Core element: Livestock production
Outcome: The students will be able to use scientific knowledge and skills of rearing farm animals profitably using
appropriate husbandry practices.

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning
resources
We will know this The students
when the students must be able
are able to: to:
 demonstrate an 1 distinguish Livestock feeds  observing samples of livestock  brainstorming  livestock
understanding classes of and feeding feeds  discussion feeds samples
of livestock livestock - types  discussing types of livestock feeds  presentation  students’
feeding. feeds - feed nutrients provided  practical work experiences
- functions of  classifying the provided feeds  oral test  pictures
livestock feeds - concentrates  written tests  charts
- sources - roughages  matching test  checklists
- importance  distinguish classes of feeds  teacher  rubrics
- what to consider  consolidating classes of livestock observation
when feeding feeds
livestock

38
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning
resources

2 list nutrients  brainstorming nutrients in livestock  brainstorming  students’

in livestock feeds  discussion experiences
feeds  discussing nutrients in livestock  presentation  charts
feeds  oral test  ICT
 naming nutrients in livestock feeds  written tests  libraries
- water  research
- carbohydrates
- fats and oils
- proteins
- vitamins
- minerals

3 explain  discussion  students’

 researching on the functions experiences
functions of  presentation
nutrients in livestock feeds  pictures
nutrients in  oral assessment
 discussing the functions of nutrients  charts
livestock feeds  written assessment
in livestock feeds  checklists
 matching tests
 rubrics
4 identify  brainstorming
 brainstorming sources of nutrients  students’
sources of  discussion
in livestock feeds experiences
nutrients in  presentation
 discussing sources of nutrients in

39
 livestock feeds livestock feeds reporting findings  oral tests  charts
 summarizing sources of nutrients in  written tests  pictures
livestock feeds  feed samples

Assessment Success Theme/ Suggested teaching and Suggested teaching, Suggested teaching
standard criteria topic learning activities learning and and learning
assessment methods resources

5 explain the  researching on the  discussion  students

importance of importance of feeding  presentation experiences
feeding livestock  oral tests  pictures
livestock  discussing the importance  written tests  charts
of feeding livestock  role-play  libraries
 research  ICT
 resource persons

6 explain factors  brainstorming factors to  brainstorming  livestock feeds

to consider consider when feeding  discussion  learners’
when feeding livestock  presentation experiences
livestock  listing factors to consider  oral tests  pictures
when feeding livestock  written tests  charts
 discussing factors to  libraries
consider when feeding  ICT
livestock  resource persons

40
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources
We will know this The students
when the students must be able to:
are able to: 1 list breeds
 demonstrate an of sheep Sheep and  researching on breeds of  brainstorming  students’
understanding of and goats goats sheep and goats  discussion experiences
sheep and goats production  recording findings  presentation  pictures
production - breeds  listing breeds of sheep and  oral tests  library search
- housing goats  written  web search
- feeding  classifying breeds of sheep assessment  resource persons
and goats according to their  matching tests
use eg meat, milk and wool  research

 visiting nearby village to

2 select an
observe characteristics of
appropriate
different breeds of sheep and
breed of
goats
sheep and
 identifying different breeds of
goats for
sheep and goats
their area
 researching on appropriate
breeds of sheep and goats for
the area
 reporting findings
 choosing appropriate breeds
of sheep and goats based on
their use

41
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources

3 identify a  brainstorming the characteristics  discussion  nearby livestock

suitable of a good sheep and goats house  presentation unit
sheep and  discussing the characteristics of a  oral tests  students’
goats house good sheep and goats house  written assessment experiences
 visiting a nearby village to  teacher’  pictures
observe sheep and goats houses observation of  charts
 reporting findings students ability to  libraries
 choosing an appropriate sheep identify  ICT
and goats house appropriate breeds  resource persons
based on their use
4 construct an
 brainstorming materials required
appropriate
for constructing sheep and goats
house for
house
sheep and
 collecting appropriate materials
goats
for construction of sheep and
goats house
 discussing the procedure for
constructing sheep and goats
house
 demonstrating how to construct
sheep and goats house
 constructing sheep and goats
house

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching

42
 standard criteria topic activities learning and and learning
assessment methods resources

5 explain the  brainstorming the feeding  discussion  nearby livestock

feeding behaviour of sheep and goats  practical units
behaviour of  observing sheep grazing  oral tests  students’
sheep and  observing goats browsing  written experiences
goats  reporting findings assessment  pictures
 discussing differences between  teachers’  charts
browsing and grazing observation on  libraries
 summarizing the differences students’ ability  ICT
between browsing and grazing to participate  resource persons
 demonstration  constructions
materials

6 identify  brainstorming suitable feeds for 

suitable feeds for sheep and goats
sheep and goats  discussing suitable feeds for sheep
and goats
 listing suitable feeds for sheep and
goats

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources

43
We will know this The students
when the students must be able to :
are able to:
 demonstrate an 1 identify Sheep and  researching on the diseases of sheep  brainstorming  students’
understanding diseases of goats and goats  discussion experiences
of diseases of sheep and production  listing diseases of sheep and goats  presentation  pictures
sheep and goats - diseases  describing signs and symptoms of  oral tests  charts
goats - parasites diseases of sheep and goats  written tests  libraries
 role-playing signs and symptoms of  matching tests  ICT
diseases of sheep and goats  teachers’  resource persons
 recording the signs and symptoms of observation of
diseases of sheep and goats students ability
to identify
diseases
 role-play

2 explain how  brainstorming control measures of  pictures

 brainstorming
to control diseases of sheep and goats  charts
 discussion
diseases of  discussing the control measures of  libraries
 presentation
sheep and diseases of sheep and goats  resource person
 practical
goats  observing a resource person  drugs
 oral tests
controlling diseases of sheep and  written tests  equipment
goats  demonstration  ICT
 summarizing the control measures  nearby livestock
of diseases of sheep and goats units
Assessment Success Theme/ Suggested teaching and learning activities Suggested teaching, Suggested
standard criteria topic learning and teaching and
assessment learning resources
methodologies

3 identify  researching on the parasites of sheep and  brainstorming  students’

44
 parasites of goats  discussion experiences
sheep and  listing parasites of sheep and goats  presentation  pictures
goats  describing the signs of parasites in sheep  oral tests  charts
and goats  written tests  libraries
 discussing the signs of parasite attack in  role play  resource
sheep and goats  teacher’s persons
 recording the signs of parasites of sheep observation of  samples of
and goats students’ ability to parasites
identify parasites

4 explain how  brainstorming control measures of  role-playing  nearby livestock

to control parasites in sheep and goats production  brainstorming units
parasites of  discussing the control measures of  discussion  students’
sheep and parasites in sheep and goats production  presentation experiences
goats  observing a resource person controlling  practical work  pictures
parasites in sheep and goats production  oral test  charts
 summarizing the control measures of  written assessment  libraries
parasites in sheep and goats production  demonstration  ICT
 resource
persons
 drugs
 equipment

Form 4
Core element: Agriculture and the environment
Outcome: The students will be able to demonstrate an awareness of the environmental factors which influence agricultural
production, how to modify them to reduce risks in order to maximise yield, and conserve them for sustainability.

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching learning

45
 assessment and assessment
methods resources
We will know The students
this when the must be able to:
students are able
to:
 demonstrate 1 describe Soil  brainstorming the meaning of soil  excursion  local
an forms of soil degradation degradation  observation environment
understanding degradation  discuss the meaning of soil  presentation  students’
of soil degradation  discussion experiences
degradation  visiting degraded areas  explanation  resource
 observing and recording forms of soil  question and persons
degradation answer  charts
 brainstorming forms of soil  oral questions  pictures
degradation  written  checklists
 discussing forms of soil degradation questions
- physical
- chemical
 summarizing forms of soil
degradation

Assessment Success Theme/ Suggested teaching, learning and Suggested Suggested teaching
standard criteria topic assessment activities teaching, and learning
learning and resources
assessment
methods

2 explain the  brainstorming causes of soil degradation  brainstorming  students’

causes of  discussing causes of soil degradation  discussion experiences
soil  developing cause-effect problem trees on  explanation  pictures

46
 degradation soil degradation  question and  libraries
 summarizing causes of soil degradation answer  charts
 oral questions
 problem-trees
3 describe the  brainstorm the effects of soil degradation
effects of on crop production
soil  discussing the effects of soil degradation
degradation on crop production
on crop - loss of top soil
production - reduction of arable land
- spread of waterborne and soil borne
diseases
- spread of weed seeds
- silting
- flooding
- pollution of water sources
 developing cause-effect problem trees on
the effects of soil degradation on crop
production
 summarizing the effects of soil
degradation on crop production

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment resources
methods

4 explain the  researching on the effects of rapid  brainstorming  students‘

relationship population growth on soil  discussion experiences
between rapid degradation  research  libraries
population  reporting findings  presentation  charts

47
 growth and soil  discussing the relationship between  explanation  pictures
degradation rapid population growth and soil  question and  ICT
degradation answer  local environment
 oral questions

5 discuss how to  brainstorming ways of controlling  brainstorming  local environment

control soil soil degradation  discussion  equipment/
degradation  discussing ways of controlling soil  demonstration materials for
degradation  practical controlling soil
 demonstrating ways of controlling exercises degradation
soil degradation  explanation  students’
 practising controlling soil  question and experiences
degradation in the local answer  resource persons
environment  oral question
 written
assessment

Assessment Success Theme/ Suggested teaching, learning and Suggested Suggested

standard criteria topic assessment activities teaching, learning teaching and
and assessment learning resources
methods
We will know this The student must
when the students be able to:
are able to:
 demonstrate 1 list ways of Agriculture  researching on ways of dealing with  brainstorming  local
an dealing with and climate climate change in agriculture  research environment
understanding climate change - conservation agriculture  presentation  libraries
the ways of change in - water harvesting  explanation  ICT

48
 dealing with agriculture - agro forestry  oral questions  chart paper
climate change - re-afforestation  students’
in agriculture - integrated forest, crops, livestock experiences
and fish systems
 reporting findings
 summarizing ways of dealing with
change in agriculture

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources
2 describe  brainstorming the meaning of the  brainstorming  local
ways dealing following terms:  discussion environment
with climate - conservation agriculture  explanation  students’
change in - water harvesting  question and experiences
agriculture - agro forestry answer  textbooks
- re-afforestation  research  ICT
- integrated forest, farm and fish
systems
 discussing the meaning of the following
terms:

49
 - conservation agriculture
- agro forestry
- water harvesting
- re-afforestation
- integrated forest, farm and fish
systems
 outlining the activities done in each way
of dealing with climate change
3 explain how  brainstorming  local
each measure  researching on how each measure deals  discussion environment
can deal with climate change  explanation  libraries
with climate  discussing how each measure deals with  question and  ICT
change climate change answer  chart paper
 reporting findings  research  students’
 summarizing how each measure deals  presentation experiences
with climate change in agriculture  oral questions
Assessment Success Theme/ Suggested teaching, learning Suggested teaching, Suggested teaching
standard criteria topic and assessment activities learning and and learning resources
assessment
methods
We will know this The students
when the students must be able to :
are able to:
 demonstrate an 1 state the Land  brainstorming the meaning of  brainstorming  students’
understanding meaning of drainage the term land drainage  discussion experiences
of land the term land  discussing the meaning of the  explanation  libraries
drainage drainage term land drainage  oral questions  ICT
 question and  charts
answer

2 explain the  brainstorming the importance  brainstorming  students’

50
 importance of of land drainage  discussion experiences
land drainage  discussing the importance of  presentation  resource persons
land drainage.  explanation  charts
 reporting the findings  oral questions  written questions
 question and  written reports
3 describe  suggesting methods of land answer  pictures
methods of drainage
land  listing methods of land
drainage drainage
- surface
- subsurface
- biodrainage
 describing each method of
land drainage

Core element: Agricultural research and technology

Outcome: The students will be able to apply research skills and apply improved agricultural technology to increase farm
productivity.

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment learning
methods resources
We will know The students must
this when the be able to:
students are able
to:
 demonstrate 1 define the Farm  brainstorming the meaning of  brainstorming  students’
an meaning of the mechanisation the term farm mechanisation  discussion experiences
understanding term farm  excursion  pictures
of farm mechanisation  written tests  charts

51
 machinery  oral assessment

2 list types of  visiting a mechanized farm to  discussion  students’

farm machinery identify types of farm  excursion experiences
machinery  written tests  pictures
 reporting findings  oral assessment  charts
 listing types of farm  explanation  resource
machinery persons
 mechanised
farm

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

3 explain the  brainstorming factors to consider  research  students’

factors to when mechanizing a farm  brainstorming experiences
consider when  listing factors to consider when  discussion  pictures
mechanizing a mechanizing a farm  oral tests  charts
farm  discussing the factors to consider  written assessment  resource persons
when mechanizing a farm  explanation  ICT
 question and  libraries
answer

 research
4 state the  visiting a mechanized farm to  brainstorming  students’
advantages of observe farm machinery  discussion experiences
farm  researching on the advantages of  excursion  pictures
mechanisation farm mechanization  oral tests  charts

52
  reporting findings  written assessment  resource persons
 identifying the advantages of  explanation  mechanised
farm mechanization farms
 discussing the advantages of  ICT
farm mechanization  libraries
 summarizing the advantages of
farm mechanization

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

5 state the  visiting a mechanized farm to  research  students’

limitations of observe farm machinery  brainstorming experiences
farm  researching on the limitations of  discussion  checklists
mechanisation farm mechanisation  excursion  ICT
 discussing the limitations of farm  written exercises  libraries
mechanisation  explanation  pictures
 reporting findings  oral assessment  mechanised
 summarizing the limitations of  written tests farms
farm mechanisation

6 describe the  brainstorming ways of  research  students’

maintenance maintaining farm machinery  brainstorming experiences
of various  listing ways of maintaining farm  discussion  farm
farm machinery  question and  charts
machinery  discussing ways of maintaining answer  pictures
farm machinery  explanation  diagrams
 oral/written  ICT

53
 7 discuss  brainstorming safety measures assessment  libraries
safety when handling farm machinery  resource persons
measures  discussing safety measures when
when using handling farm machinery
farm  demonstrating safety measures
machinery when handling farm machinery
 practising safety measures when
handling farm machinery

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources
We will know this The students
when the students must be able
are able to: to:
 demonstrate an 1 describe Farm power  brainstorming sources of farm power  brainstorming  students’
understanding sources in Malawi eg  discussion experiences
of efficient farm power  human  excursion  checklists
utilization of  animal  explanation  pictures
farm power  wind  research  ICT
 mechanical  libraries
 water  resource
 solar persons
 bio-gas
 discussing how different sources of
power are used on a farm
 visiting nearby farms to observe
sources of power in use

54
Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and assessment teaching and
methods learning
resources

2 describe the  recalling advantages of different  discussion  students

advantages of sources of farm power  explanation experiences
different  discussing advantages of different  question and answer  diagrams
sources of sources of farm power  debate  pictures
farm power  oral assessment  charts
 written tests

3 describe the  brainstorming the limitations of  discussion  students’

limitations of different sources of farm power  explanation experiences
different  discussing the limitations of  question and answer  diagrams
sources of different sources of farm power  debate  pictures
farm power  oral/written  charts
assessment

4 state ways of  suggest ways of improving  brainstorming  students’

improving output from the different sources  debate experiences
output from of farm power  discussion  diagrams
the different  discussing ways of improving  question and answer  pictures
sources of output from the different sources  explanation  charts
farm power of farm power  research  libraries

55
  oral/written  ICT
assessment  test items

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning
resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 identify Gender and  brainstorming gender bias in  brainstorming  students’
understanding gender agricultural agricultural technology  discussion experiences
of gender in biases in technology  discussing gender bias in  question and  diagrams
agricultural agricultural agricultural technology answer  pictures
technology technology - males driving tractors and  explanation  charts
oxen  research  libraries
- women processing farm  oral/written  ICT
produce assessment  test items
 summarising gender bias in  case studies
agricultural technology

2 explain  brainstorming causes of gender  brainstorming  students’

causes of bias in agricultural technology  discussion experiences
gender  discussing causes of gender bias  question and  diagrams
biases in in agricultural technology answer  pictures
agricultural  consolidating causes of gender  explanation  charts
technology bias in agricultural technology  research  libraries
 oral/written  ICT
assessment  test items

56
  case studies

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

3 examine the  identifying the effects of gender bias  brainstorming  students’

effects of in agricultural technology  discussion experiences
gender bias in  debating the effects of gender bias  question and  diagrams
agricultural in agricultural technology answer  pictures
technology - low agricultural production  explanation  charts
 developing future’s wheels on the  research  libraries
effects of gender bias in agricultural  oral/written  ICT
technology assessment  test items
 case studies
 future’s wheels

4 describe ways  brainstorming ways of dealing with  brainstorming  students’

of dealing gender bias in agricultural  discussion experiences
with gender technology  question and  charts
bias in  discussing ways of dealing with answer  libraries
agricultural gender bias in agricultural  explanation  ICT
technology technology  research  test items
 consolidating ways of dealing with  oral/written
gender bias in agricultural assessment
technology  case studies

57
Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources
We will know The students
this when the must be able
students are able to:
to:
 demonstrate 1 explain the Improved  observing examples of farming  excursions  local
an meaning of farming technology  discussion environment
understanding the term technology  classifying technology into improved  case studies  charts
of how improved and unimproved technology  explanation  pictures
improved farming  discussing the meaning of the term  oral/written  students’
farming technology improved technology assessment experiences
technology  summarising the meaning of the term  rubrics
impacts on improved technology
food security
2 explain  researching on how improved  research  local
how technology increases food supply for the  discussion environment
improved growing population  case studies  charts
farming  reporting findings  explanation  pictures
technology  discussing how improved technology  presentation  students’
increases increases food supply  oral/written experiences
food supply  summarising how improved farming assessment  libraries
technology increases food supply  ICT

Assessment Success Theme/ Suggested teaching, learning Suggested teaching, Suggested

standard criteria topic and assessment activities learning and teaching and
assessment methods learning resources

58
 3 explain how  brainstorming how  research  local
improved improved farming  discussion environment
farming technology affects food  explanation  charts
technology security  presentation  pictures
affects food  discussing how improved  oral/written  students’
security farming technology affects assessment experiences
food security  libraries
 summarising how improved  ICT
farming technology affects
food security

Core element: Agricultural economics and farm business management

Outcome: The students will be able to appreciate how concepts and principles of agricultural economics and farm business
management increase profitability of agricultural enterprises.

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and

59
 assessment methods learning
resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate 1 distinguish Agricultural  brainstorming the meaning of the  brainstorming  students’
an between marketing term trading  discussion experiences
understanding marketing and trading  discussing the meaning of the term  question and  pictures
of agricultural and trading trading answer  samples of
marketing  discussing the differences between  role-playing farm
and trading marketing and trading produce

2 list marketing  brainstorming the meaning of the  brainstorming  students’

channels and terms  discussion experiences
agencies  marketing channels  oral assessment  charts
 marketing agencies  written tests
 discussing the meaning of the terms
marketing channels and marketing
agencies
 listing marketing channels and
agencies

Assessment Success Theme/ Suggested teaching, learning and Suggested Suggested teaching
standard criteria topic assessment activities teaching, and learning
learning and resources
assessment
methods

3 explain the roles  researching on the roles of channels  research  markets

of channels and and agencies in the marketing of  presentation  resource persons

60
 agencies in agricultural commodities  explanation  learners
marketing of  reporting findings  role play experiences
agricultural  summarizing the roles of channels  charts
commodities and agencies in the marketing of  libraries
agricultural commodities  ICT

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

4 discuss  brainstorming the meanings of the  brainstorming  students’

marketing terms:  discussion experiences
costs and  marketing costs  oral questions  local environment
marketing  marketing margin  practical  charts
margins  discussing the meanings of the terms: exercises  markets
 marketing costs  excursions  rubrics

61
  marketing margin  discussion
 collecting data on prices of  teacher
commodities from farms to observation
consumers
 calculating marketing costs and
marketing margins
 discussing the relationship between
marketing costs and marketing
margins
5 describe the  brainstorming  resource persons
 brainstorming the effects of
effects of  discussion  students’
population distribution on
population  explanation experiences
marketing
distribution on  written exercises  libraries
 discussing the effects of population
marketing  research  ICT
distribution on marketing


Assessment Success Theme/ Suggested teaching, learning and Suggested Suggested

standard criteria topic assessment activities teaching, learning teaching and
and assessment learning
methods resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 explain the Trading of  brainstorming the importance of  brainstorming  markets
understanding importance agricultural trading of agricultural commodities at:  discussion  resource
of trading of of trading of commodities - community level  presentation persons
agricultural agricultural - national level  question and  students’
commodities commodities - international level answer experiences
 discussing the importance of trading of  research  charts
agricultural commodities at:  libraries

62
 - community level  ICT
- national level
- international level
 reporting findings

2 outline ways  brainstorming ways of improving  brainstorming  students’

of improving trading of agricultural commodities at:  discussion experiences
trading of - community level  question and  libraries
agricultural - national level answer  resource
commodities - international level  oral tests persons
 discussing ways of improving trading
of agricultural commodities
 summarizing ways of improving
trading of agricultural commodities
Assessment Success Theme/ Suggested teaching, learning Suggested teaching, Suggested
standard criteria topic and assessment activities learning and teaching and
assessment methods learning resources
We will know this The students must
when the students be able to:
are able to:
 demonstrate an 1 discuss price Price  brainstorming definitions of  brainstorming  students’
understanding elasticity of elasticity of  price elasticity of demand  discussion experiences
of price demand and demand  price elasticity of supply  oral questions  elastic and non
elasticity of price elasticity and supply  discussing definitions of elastic materials
demand and of supply  price elasticity of demand
supply of  price elasticity of supply
agricultural  consolidating the definitions
commodities

63
Assessment Success Theme/ Suggested teaching, learning and Suggested Suggested
standard criteria topic assessment activities teaching, learning teaching and
and assessment learning
methods resources

2 calculate price  collecting data on quantities being  practical  local

elasticity of bought and sold at specific prices of exercises environment
demand and agricultural commodities on a market  excursion  graph paper
supply of  calculating price elasticity of demand  discussion  charts
agricultural and supply  teachers’  students’
commodities  plotting graphs showing different observation of experiences
degrees of price elasticity of demand the students  markets
and supply participation  rubrics
 interpret degrees of price elasticity of  presentation
demand and supply
- elastic
- unity
- inelastic

3 explain the  researching on the implications of price  research  local

64
 implications elasticity of demand and supply on  explanation environment
of price agricultural commodities  discussion  graph paper
elasticity of  reporting the findings  teachers’  charts
demand and  discussing the implications of price observation of  students’
supply on elasticity of demand and supply on the students experiences
agricultural agricultural commodities participation  markets
commodities  summarizing the implications of price  presentation  rubrics
elasticity of demand and supply on
agricultural commodities

Core element: Crop production

Outcome: The students will be able to use scientific knowledge and skills of growing selected crops using recommended
husbandry practices.

Assessment Success Theme/ Suggested teaching, learning Suggested teaching, Suggested

standard criteria topic and assessment activities learning and teaching and
assessment methods learning resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate 1 describe the Crop  brainstorming the meaning  brainstorming  students’
an meaning of improvement of crop improvement  discussion experiences
understanding crop  reporting findings  explanation  libraries
of crop improvement  discussing the meaning of  question and answer  ICT
improvement crop improvement  oral assessment  Charts
 written assessment

2 describe the  researching on the aims of  research  students’

aims of crop crop improvement  discussion experiences
improvement  reporting findings  explanation  libraries
 discussing the aims of crop  presentation  ICT

65
 improvement  question and answer  resource
 oral tests persons
 written assessment  charts
 quizzes

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

3 list activities  visiting an organization involved  excursion  students’

in crop in crop improvement  discussion experiences
improvement  observing activities in crop  explanation  libraries
improvement  presentation  ICT
 recording activities in crop  question and  resource
improvement answer persons
 reporting the findings  oral assessment  chart
 summarising activities in crop  written tests  pictures
improvement  crop
improvement
institutions

4 describe the  researching on the methods of  research  students’

methods of crop improvement  presentation experiences
crop  reporting research findings  discussion  libraries
improvement  discussing methods of crop  explanation  ICT
improvement  question and  resource
- introduction answer persons
- selection  charts
- hybridization

66
  pictures
 diagrams

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 state the Crop  brainstorming the importance of  brainstorming  students’
understanding importance of processing crop processing  discussion experiences
of crop crop  discussing the importance of crop  explanation  libraries
processing processing processing  research  ICT
-improve shelf-life  question and  charts
-value addition answer  pictures
-improve taste  oral assessment  samples of
 written tests crop products

2 describe the  brainstorming the processing of  brainstorming  students’

processing of various crops  discussion experiences
various crops  researching on the processing of  explanation  libraries
various crops  presentation  ICT
- maize  research  resource
- groundnuts  question and persons
- mushroom answer  charts
- mangoes  oral assessment  pictures
- vegetables  written assessment  samples of
 reporting findings crop produce
 discussing the processing of the and their
crops products

67
 Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

3 discuss how  researching on the processing of  research  students’

to process a the selected crop  practical experiences
selected crop  reporting findings  discussion  libraries
 discussing the processing of  explanation  ICT
selected crops  question and  resource
 processing selected crops answer persons
 oral assessment  charts
 written tests  pictures
 teachers’  samples of
observation of the crop produce
students ability to  rubrics
process the  checklists
selected crop

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested

68
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources
We will know this The students
when the students must be able
are able to: to:
 demonstrate an
understanding 1 state the Pasture  brainstorming the meaning of the  brainstorming  students’
of efficient meaning of term pasture  discussion experiences
pasture the term  discussing the meaning of the  explanation  libraries
production and pasture term pasture  question and  ICT
utilization  summarizing the meaning of the answer  charts
term pasture  oral/written  pictures
assessment  local
environment

2 explain the  researching on the importance of  research  students’

importance pasture  presentation experiences
of pasture  reporting findings  discussion  libraries
 discussing the importance of  explanation  ICT
pasture  question and  resource
- animal feed answer persons
- controls erosion  oral/written  charts/pictures
- improves soil structure assessment  samples of
- adds soil nutrients pasture
- reduces pests and diseases  local
environment

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

69
 3 state the types of  brainstorming types of pastures  excursion  students’
pasture  visiting a pastureland to observe  practical work experiences
different types of pastures  presentation  libraries
 reporting findings  discussion  ICT
 listing types of pasture  explanation  resource
- indigenous  question and answer persons
- exotic  oral/written  charts
assessment  pictures
 pasture samples

4 describe methods  researching on methods of pasture  research  students’

of pasture establishment  presentation experiences
establishment  reporting on the methods of pasture  discussion  libraries
establishment  explanation  ICT
 discussing methods of pasture  question and answer  resource
establishment  oral/written persons
- broadcasting assessment  charts
- under sowing  pictures
- over sowing  pasture samples
- vegetative propagation  local
- drilling environment
 summarizing methods of pasture
establishment

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

5 explain the  brainstorming the advantages of  brainstorming  students’

advantages of different methods of pasture  discussion experiences

70
 each method establishment  explanation  libraries
of pasture  discussing the advantages of different  question and  ICT
establishment methods of pasture establishment answer  resource
 oral/written persons
assessment  charts
 pictures
 pasture
planting
materials

6 explain the  brainstorming the disadvantages of  brainstorming  students’

disadvantages different methods of pasture  discussion experiences
of each establishment  explanation  libraries
method of  discussing the disadvantages of different  question and  ICT
pasture methods of pasture establishment answer  resource
establishment  oral/written persons
assessment  charts
 pictures
 pasture
planting
materials

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

7 state the  brainstorming the meaning of the term  brainstorming  students’

meaning of seed rate  discussion experiences
the term seed  discussing the meaning of the term seed  explanation  ICT
rate rate  question and  charts

71
  summarizing the meaning of the term answer  pictures
seed rate
 calculate seed rate for different
pastures

8 describe  predicting factors affecting pasture  brainstorming  students’

factors seed rate  question and experiences
affecting  discussing the factors affecting pasture answer  libraries
pasture seed seed rate  oral/written  students’
rate - seed size assessment experiences
- soil tilth discussion  libraries
- growth habit of pasture  explanation  ICT
- method of sowing  resource
- purity percentage persons
- germination percentage  charts
 summarizing factors affecting pasture  pictures
seed rate  pasture seeds
 local
environment

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

9 describe how  researching on the methods of pasture  research  students’

to treat pasture seed treatment  presentation experiences
seeds  reporting findings  practical work  libraries
 discussing methods of pasture seed  question and  ICT
treatment answer  resource
- hulling  discussion persons
- scarification  explanation  charts

72
 - inoculation  written/oral  pictures
- pelleting assessment  pasture seeds
 selecting methods for treating pasture  teachers’  local
seeds observation of environment
 treating pasture seeds students’ ability to  materials for
treat pasture seeds seed treatment
10 explain the
 brainstorming the importance of each  brainstorming  students’
importance of
method of pasture treatment  discussion experiences
each a method
 discussing the importance of each  question and  libraries
of pasture
method of pasture treatment answer  ICT
treatment
 summarizing the importance of each  written tests  charts
method of pasture treatment

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

11 discuss proper  brainstorming proper time for  brainstorming  students’

time for pasture establishment  presentation experiences
pasture  discussing the proper time for  practical work  libraries
establishment pasture establishment  question and answer  ICT
 preparing the land  oral discussion  resource
 planting pasture using an  explanation persons
appropriate method  written questions  charts
 pictures

12 explain  researching on activities involved  research  local

73
 activities in pasture management  presentation environment
involved in  reporting findings  question and answer  planting
pasture  discussing the activities involved in  oral/written materials
management pasture management assessment  students’
- applying the correct type and  discussion experiences
amount of fertilizer  explanation  libraries
- weeding the pasture land  ICT
- controlling pests and diseases  resource
- grazing animals on the pasture persons
land  charts
- controlling burning of the  pictures
pasture in the dry season  samples of
 summarising the activities fertilizers and
involved pasture management pesticides

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

13 describe  visiting the pasture land to observe  excursions  students’

grazing grazing systems used  presentation experiences
systems in  reporting findings  question and  libraries
pasture  discussing grazing systems answer  ICT
management - zero grazing  oral/written  resource
- rotational grazing assessment persons
- strip grazing  discussion  charts
- continuous grazing  explanation  pictures
- deferred grazing  local
 discussing the advantages and environment
disadvantages of each grazing system

74
 14 explain  brainstorming methods of pasture  brainstorming  students’
methods of conservation  question and experiences
pasture  discussing methods of pasture answer  libraries
conservation conservation  oral/written  ICT
- hay making assessment  resource
- silage making  discussion persons
- foggage  explanation  charts
 summarising methods of pasture  pictures
conservation

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

15 practising  selecting methods of pasture  practical work  students’

pasture conservation  demonstration experiences
conservation  demonstrating how to conserve  question and  libraries
pasture using a selected method answer  ICT
 conserving pasture using a  oral/written  resource persons
selected method assessment  charts
 discussion  pictures
 explanation  local environment
 materials for
pasture
conservation

16 describe the  researching on factors that affect  research  students’

75
 factors that the quality of hay and silage  presentation experiences
affect the  reporting findings  question and  libraries
quality of  discussing t factors that affect the answer  ICT
conserved quality of hay and silage  oral/written  resource persons
pasture - leafiness of pasture assessment  charts
- age at cutting of pasture  discussion  pictures
- moisture content  explanation  local environment
- presence of foreign materials  samples of hay/
- method of storage silage
- weather condition
- pasture species used

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources
We will know this The students
when the students must be ale to:
are able to:
 demonstrate an
understanding 1 state the Mango  researching on the importance  research  students’
of mango importance of production of fruits  debate experiences
production fruits  reporting the findings  discussion  libraries
 debating the importance of  explanation  ICT
fruits  question and  charts
 discussing the importance of answer  pictures
fruits  oral tests  posters
- nutritional  written tests
- economic
- socio
 consolidating the importance
of fruits

76
 2 identify  brainstorming characteristics  brainstorming  students’
different of different mango varieties  discussion experiences
mango  tasting mango fruit  explanation  charts
varieties  discussing characteristics of  question and  samples of
different mango answer mangoes
 oral questions  pictures

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources

3 select a suitable  brainstorming factors to consider  excursion  students’

site for mango when selecting a site for mango  brainstorming experiences
production production  discussion  libraries
 identifying a suitable sites for mango  explanation  ICT
production  question and  local
 reporting findings answer environment
 discussing factors to consider when  oral tests  charts
selecting a site for mango production  written tests

4 prepare a site for  clearing land  discussion  students

planting mango  making planting holes  explanation experiences
seedlings  demonstrating applying manure  question and  library
 applying manure answer  ICT
 oral tests  resource persons
 written assessment  charts
 farm tools

5 demonstrate the  demonstrating planting mango  demonstration  mulching

77
 planting mango seedlings  explanation materials
seedlings  planting mango seedlings  question and  mango orchards
 demonstrating mulching around answer  mango seedlings
mango seedlings  oral tests  farm tools
 mulching around mango seedlings  written assessment  charts
 teacher ‘s  resource persons
observation  students’
experiences
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested teaching
standard criteria topic activities learning and and learning
assessment methods resources

6 discuss how  reviewing weeding methods  practical work  students’

to weed the  selecting appropriate weeding method  demonstration experiences
mango for mango orchard  discussion  orchards
orchard  demonstrating weeding process  explanation  farm tools
 weeding a mango orchard  question and answer
 oral tests
 written assessment
 teacher observation
of the students
participating on
weeding

7 identify  researching on different pests of  research  students’

pests of mangoes  discussion experiences
mangoes  reporting findings  explanation  libraries
 discussing pests of mangoes  excursion  ICT
- fruit flies  question and answer  charts
- mango scales  oral tests  orchards
- mango stone weevil  written tests  resource

78
  visiting a nearby mango orchard to  short essays persons
observe pests of mangoes  teacher observation  pictures
 identifying pests of mangoes

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and assessment teaching and
methods learning
resources

8 discuss how  brainstorming different methods of  discussion  students’

to control controlling mango pests  explanation experiences
pests of  discussing different methods of  question and answer  charts
mangoes controlling mango pests  oral assessment  pesticides
 identifying a particular pest to  written tests
control using an appropriate method  short quizzes
 controlling selected pests  teachers’ observation
on students
9 identify  researching on different diseases of
participation in
diseases of mangoes
controlling mango
mangoes  reporting findings
pests
 discussing diseases of mangoes
- anthracnose
 research  libraries
- powdery mildew
 excursion  resource
 visiting nearby mango orchards to
 discussion persons
observe diseases of mangoes
 explanation  charts
 identifying diseases of mangoes
 oral tests  orchards
10 discuss how  written tests  pictures
 brainstorming different ways of
to control  presentation  samples of
controlling diseases of mangoes
diseases of  teacher observation on diseased parts

79
 mangoes  discussing different ways of students participation  students
controlling diseases of mangoes in identifying mango experiences
 identifying a particular disease to diseases  libraries
control using an appropriate method  ICT
controlling a selected disease
Core element: Livestock production
Outcome: The students will be able to use scientific knowledge and skills of rearing farm animals profitably using
appropriate husbandry practices.

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning
resources

We will know this The students must

when the students be able to:
are able to:
 demonstrate an 1 list breeds of Breeds of  researching on breeds of cattle  research  nearby
understanding cattle for dairy cattle  visiting cattle farms to observe  discussion livestock units
of dairy and and beef different breeds of cattle  presentation  students’
beef production  reporting findings  oral assessment experiences
production  classifying breeds of cattle into  written tests  pictures
dairy and beef  matching tests  charts
 listing breeds of cattle for beef and  library search
dairy production  web search

2 describe  brainstorming the characteristics of  brainstorming  nearby

characteristics breeds of cattle for beef and dairy  discussion livestock units
of cattle breeds production  presentation  students’
for dairy and  discussing the characteristics of  oral assessment experiences

80
 beef breeds for beef and dairy  written tests  pictures/charts
production production  matching test  library search
 reporting the findings
 consolidating the characteristics of
cattle for beef and dairy production
Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

3 describe  brainstorming management  brainstorming  students’

management practices for beef and dairy  discussion experiences
practices for production  presentation  pictures
beef and dairy  discussing management practices for  oral assessment  charts
production beef and dairy production  written test  libraries
 research  ICT
 resource persons

4 identify a  brainstorming on characteristics of a  brainstorming  nearby livestock

suitable house good cattle house  discussion units
for cattle  discussing characteristics of a good  presentation  students’
cattle house  practical experiences
 visiting a nearby village to observe  oral assessment  pictures
cattle houses  written tests  charts
 reporting findings  teachers’  libraries
 choosing an appropriate cattle house observation of  ICT
students’ ability to  resource
identify appropriate persons
house
 excursion

81
Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested teaching
standard criteria topic assessment activities learning and and learning
assessment methods resources

5 discuss how to  listing materials required for  discussion  nearby livestock

construct an constructing a cattle house  practical work units
appropriate  collecting appropriate materials  oral/written  students’
house for cattle for construction of a cattle house assessment experiences
 discussing the procedure for  teachers’  pictures
constructing a cattle house observation of the  charts
 demonstrating how to construct students ability to  libraries
a cattle house participate  ICT
 constructing cattle house  demonstration

6 identify  brainstorming suitable feeds for  brainstorming  nearby livestock

suitable feeds cattle  discussion units
for cattle  discussing suitable feeds for  presentation  students’
cattle  practical experiences
 listing suitable feeds for cattle  oral/written  pictures
assessment  charts
7 identify  researching on diseases of cattle  teachers’  libraries
diseases of  listing diseases of cattle observation of  ICT
cattle  describing signs of diseases of students’ ability  resource persons
cattle to identify  feed samples
 role-playing signs of diseases of suitable feeds
cattle
 discussing signs of diseases of
cattle

82
 Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources

8 explain how  brainstorming control measures of  brainstorming  students’

to control diseases of cattle  discussion experiences
diseases of  discussing control measures of  Presentation  pictures
cattle diseases of cattle  oral/written  charts
 reporting findings assessment  libraries
 explaining control measures of  matching tests  ICT
diseases of cattle  teachers’  resource persons
 observing a resource person observation of
controlling diseases of cattle students’ ability to
identify diseases
9 identify  researching on parasites of cattle
 brainstorming  nearby livestock
parasites of  listing parasites of cattle
 discussion units
cattle  describing signs of parasites of cattle
 presentation  students’
 role-playing on the signs of parasite
 practical experiences
attack in cattle
 oral/written  pictures
 recording signs of parasites of cattle
assessment  charts
10 explain  brainstorming control measures of  demonstration  libraries
how to parasites of cattle  ICT
control  discussing control measures of  resource persons
parasites of parasites of cattle  drugs
cattle  reporting findings
 observing a resource person
controlling parasites of cattle
summarising control measures of
parasites of cattle
Assessment Success Theme/ Suggested teaching , learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and

83
 assessment methods learning
resources
We will know this The students
when the students must be able to:
are able to:
 demonstrate an 1 draw Reproductive  researching on reproductive  brainstorming  nearby
understanding reproductiv systems of systems of cattle and poultry  discussion livestock units
of reproductive e systems of poultry and  drawing reproductive systems of  presentation  students’
systems of cattle and cattle cattle and poultry  practical work experiences
poultry and poultry  brainstorming different parts of the  oral questions  pictures/charts
cattle. reproductive systems of cattle and  written questions  libraries/ICT
poultry  teachers’  abattoirs
 labelling parts of the reproductive observation
systems of cattle and poultry  research

2 explain the  researching on the functions of  brainstorming  abattoirs

functions of different parts of the reproductive  discussion  students’
different systems of cattle and poultry  presentation experiences
parts of the  reporting findings  oral/written  pictures/
reproductiv  discussing the functions of assessment charts
e systems of different parts of the reproductive  written questions  library/ICT
cattle and systems of cattle and poultry  research 
poultry  consolidating the functions of
different parts of the reproductive
systems of cattle and poultry

Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources

84
We will know this The students
when the students must be able to:
are able to: 1 state the age Reproductive  researching on the age of puberty for  brainstorming  students’
 demonstrate an at puberty for cycles of cattle, sheep, goats, pigs and rabbits  discussion experiences
understanding cattle, sheep, cattle, sheep,  reporting findings  presentation  library/ICT
of the goats and goats, pigs  summarizing the age of puberty for  oral/written  livestock
reproductive pigs and rabbits cattle, sheep, goats, pigs and rabbits assessment production
cycles of cattle,  matching tests records
sheep, goats  research
and pigs
2 describe the  researching on the oestrus cycle for a  brainstorming  students’
oestrous cow  discussion experiences
cycle for a  discussing the oestrus cycle of a cow  presentation  library/ICT
cow  reporting the findings  oral/written  livestock
assessment production
 research records

 researching on the meaning of the  brainstorming  students’

3 state the
term heat in livestock  discussion experiences
signs of heat
 discussing the meaning of the term  presentation  library/ICT
in livestock
heat in livestock  oral/written  livestock
 researching on signs of heat in assessment production
livestock  research records
 discussing signs of heat in livestock  animals on heat
 reporting on signs of heat in
livestock
Assessment Success Theme/ Suggested teaching and learning Suggested teaching, Suggested
standard criteria topic activities learning and teaching and
assessment methods learning resources

4 state the  researching on the gestation period for  brainstorming  students’

85
 gestation cow, ewe, sow, and nanny  discussion experiences
period for  visiting nearby farms to find out the  presentation  libraries/ICT
cow, ewe, gestation period for cow, ewe, sow,  oral/written  livestock
sow, and and nanny assessment records
nanny  reporting findings  matching tests
 recording the gestation period for  research
cow, ewe, sow, and nanny

5 describe  researching on the processes of  discussion  students’

processes of reproduction in cattle  presentation experiences
reproduction  reporting findings  oral/written  library/ICT
in cattle  discussing the process of reproduction assessment  local
in cattle  matching tests environment
- mating  research  libraries
- fertilization  resource
- embryo development persons
- foetus development
- parturition

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment methods learning resources
We will know this The students
when the students must be able to:
are able to:

86
 demonstrate an 1 describe Livestock  researching on the meaning of  discussion  students’
understanding livestock improvement the term livestock improvement  presentation experiences
of livestock improvement  reporting findings  oral/written  libraries
improvement  discussing the meaning of the assessment  ICT
term livestock improvement  research  resource persons
 summarizing the meaning of the
term livestock improvement

2 state the aims  brainstorming the aims of  brainstorming  students’

of livestock livestock improvement  discussion experiences
improvement  discussing the aims of livestock  oral/written  libraries
improvement assessment  ICT
 stating the aims of livestock
improvement

Assessment Success Theme/ Suggested teaching, learning and Suggested teaching, Suggested
standard criteria topic assessment activities learning and teaching and
assessment learning resources
methodologies

3 describe the  researching on methods of livestock  discussion  students’

methods of improvement  presentation experiences
livestock  reporting findings  oral/written  libraries
improvement  discussing the methods of livestock assessment  ICT
improvement  research  resource persons

87
 - breeding
- introduction of exotic breeds
 summarising methods of livestock
improvement

4 identify  brainstorming characteristics of  brainstorming  students’

characteristics livestock to be selected for breeding  discussion experiences
of livestock to  discussing characteristics of livestock  oral/written  libraries
be selected to be selected for breeding assessment  ICT
for breeding  summarizing characteristics of  matching tests  resource persons
livestock to be selected for breeding  charts/pictures
5 describe  researching on livestock breeding  brainstorming  students’
livestock systems  discussion experiences
breeding  discussing livestock breeding systems  presentation  libraries
systems - cross breeding  oral questions  ICT
- inbreeding  written question  local
- out breeding  research environment
 reporting findings  case studies  resource persons
 summarizing livestock breeding  charts/pictures
systems

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