MINISTRY OF PRIMARY AND SECONDARY EDUCATION

AGRICULTURE SYLLABUS
 FORMS 1 - 4

2015-2022

Curriculum Development Unit

P.O. Box MP133 © All Rights Reserved
Mount Pleasant
Harare 2015
1.0 ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education wishes to acknowledge the following for their valued contribution in the
production of this syllabus:

• Ministry of Higher and Tertiary Education Science and Technology

Development

• Representatives from Teachers` Colleges

• Zimbabwe School Examinations Council (ZIMSEC)

• University of Zimbabwe: Department of Technical Education

• Publishers

• United Nations Children’s Fund (UNICEF)

• United Nations Educational Scientific Cultural Organisation (UNESCO)

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Table of Contents

1.0 ACKNOWLEDGEMENTS...................................................................................................................................................................i
1.0 PREAMBLE.............................................................................................................................................................................................1
1.1 INTRODUCTION....................................................................................................................................................................................................1
1.2 RATIONALE..........................................................................................................................................................................................................1
1.3 SUMMARY OF CONTENT......................................................................................................................................................................................2
1.4 METHODOLOGY AND TIME ALLOCATION..............................................................................................................................................................2
1.5 ASSUMPTIONS......................................................................................................................................................................................................4
1.6 CROSS-CUTTING THEMES.....................................................................................................................................................................................4
2.0 PRESENTATION OF SYLLABUS................................................................................................................................................................5
3.0 AIMS.....................................................................................................................................................................................................5
4.0 SYLLABUS OBJECTIVES...........................................................................................................................................................................6
5.0 TOPICS......................................................................................................................................................................................................7
6.0 SCOPE AND SEQUENCE..............................................................................................................................................................................8
7.0 COMPETENCY MATRIX.........................................................................................................................................................................15
FORM 1.........................................................................................................................................................................................................15
7.1 TOPIC 1: GENERAL AGRICULTURE......................................................................................................................................................................15
7.2 TOPIC 2: SOIL AND WATER................................................................................................................................................................................20
7.3 TOPIC 3: CROP HUSBANDRY..............................................................................................................................................................................23
7.4 TOPIC 4: ANIMAL HUSBANDRY..........................................................................................................................................................................27
7.5 TOPIC 5: FARM STRUCTURES AND MACHINERY.................................................................................................................................................28
7.6 TOPIC 6: AGRI-BUSINESS....................................................................................................................................................................................30

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FORM 2.........................................................................................................................................................................................................31
TOPIC 1: GENERAL AGRICULTURE............................................................................................................................................................................32
TOPIC 2: SOIL AND WATER.......................................................................................................................................................................................35
FORM 3.......................................................................................................................................................................................................49
TOPIC 1: GENERAL AGRICULTURE............................................................................................................................................................................49
FORM 4.......................................................................................................................................................................................................74
8.0 SCHEME OF ASSESSMENT........................................................................................................................................................................89
8.1 ASSESSMENT OBJECTIVES........................................................................................................................................................................89

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1.0 PREAMBLE

1.1 INTRODUCTION
Agriculture is a science learning area that involves theory and practical activities in soil, water, plant and animal
management, farm tools and machinery use as well as Agri-business. This four year learning phase (Form 1 - 4) will
provide all learners with opportunities to identify, investigate, solve problems, carry out agricultural activities and assess
their viability in a sustainable manner. The learning phase will see all learners being assessed through continuous
and summative assessment.

1.2 RATIONALE
Zimbabwe’s economy is agro based. The nation embarked on an agrarian land reform and therefore it is imperative that
learners in their diversity acquire necessary agricultural knowledge, skills and positive attitudes at grass roots level.
This would enable all learners to be proactive, productive and add value to the community and national economy. All
Learners should value the dignity of labour and harness available opportunities for enterprise development. Learners are
expected to exhibit skills in:
- Problem solving
- Critical thinking
- Decision making
- Conflict management
- Leadership

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 - Self-management
- Communication
- ICT and innovation
- Enterprise development

1.3 SUMMARY OF CONTENT

The Form 1 – 4 Agriculture Syllabus will cover theory and practical activities in areas of soil, water, plant and animal
management, farm tools and machinery use and Agri-business. This four year learning phase seeks to develop skills in
sustainable soil and water management, farm tools and machinery use as well as production of agricultural commodities.
The syllabus will help all learners to acquire marketing and value addition skills.

1.4 METHODOLOGY AND TIME ALLOCATION

Methodology

Learner centred and hands on approaches should be used in the development of concepts and skills. These approaches
should be inclusive and encourage curiosity and promote practical orientated learning. All learners to apply their
experiences, knowledge, skills and attitudes independently. Linkage between theory and practice should be implemented in
the teaching and learning of agriculture.

The following are suggested methods of teaching and learning of Agriculture:

• Project based learning

• Research
• Educational tours

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 • E-learning
• Experimentation
• Problem solving
• Discovery method
• Collections
• Demonstrations
• Debate
• Discussions
• Design based learning
• Dramatization/role play
• Case studies
• Gallery walk
• Resource person(s)
• Simulations
• Song and Dance
• Survey

NB. The above suggested methods should be enhanced by the application of orthodidactic principles and multi -
sensory approaches to teaching. These include tactility, concreteness, individualisation, self-activity, totality and
wholeness. Teachers are encouraged to address the learners’ residual senses

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 Time Allocation

Eight periods of 35 - 40 minutes per week should be allocated for adequate coverage of the syllabus. Two double periods
for theory and a block of four periods for practicals should be allocated. Learners should be engaged in at least one
Educational Tour and one Seminar per year.

1.5 ASSUMPTIONS
It is assumed that all learners have practical skills and knowledge of:
• agrarian land reform
• growing plants and rearing of animals
• the use of farm tools, implements and machinery
• marketing of agricultural produce
• the use of resources in a sustainable manner

1.6 CROSS-CUTTING THEMES

This phase will develop in learners, an appreciation of:
• Gender equity
• Teamwork
• Safety
• Health issues
• Food security
• Technology
• Environmental issues
• Disaster risk management

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 • Enterprise
• Children rights and responsibilities
• Heritage

2.0 PRESENTATION OF SYLLABUS

The Agriculture Syllabus is a single document covering Forms 1 - 4. The syllabus also suggests a list of resources to be
used during teaching and learning.

3.0 AIMS
The syllabus aims to help learners to:

3.1 appreciate the socio-economic importance of agriculture to the country

3.2 develop a positive attitude towards Agriculture and its study as a science

3.3 develop positive attitude towards the country`s natural resources so as to conserve and use them sustainably

3.4 apply psychomotor and communication skills in agriculture

3.5 develop leadership and Agri-business skills

3.6 develop the ability to solve agricultural problems through the application of indigenous knowledge, scientific skills and
new technology

3.7 develop innovativeness in agricultural practices including value addition

3.8 lay a foundation for advanced studies and a career in the field of Agriculture

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 3.9 contribute to the improvement of nutritional needs and food security for the country

3.10 participate in conservation projects within the school and in the community

4.0 SYLLABUS OBJECTIVES

By the end of this learning phase learners should be able to:

4.1 relate the socio-economic importance of agriculture to the country

4.2 select suitable techniques, equipment and materials for safe and correct use
4.3 relate the environment and climatic conditions to agricultural activities
4.4 manage an Agriculture enterprise
4.5 design experimental or investigative activities using appropriate techniques
4.6 present and interpret information in the form of graphs, diagrams and tables
4.7 solve Agricultural problems theoretically and practically
4.8 carry out relevant estimations and calculations
4.9 design agricultural equipment and structures using local materials
4.10 select appropriate techniques to add value to Agricultural produce
4.11 demonstrate the ability to conserve natural resources sustainably
4.12 apply scientific principles and indigenous knowledge to improve nutritional value and food security
4.13 practice conservation techniques to protect the environment
4.14 select an Agricultural career using the information acquired

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5.0 TOPICS
5.1 General Agriculture
5.2 Soil and water
5.3 Crop husbandry
5.4 Animal husbandry
5.5 Farm structures and machinery
5.6 Agri-business

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6.0 SCOPE AND SEQUENCE
6.1 TOPIC 1: GENERAL AGRICULTURE

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

LAND USE • Forms of land use • Population growth • Physical farm
• Land tenure and land use planning
• Historical • Farming systems • Crop rotation ---------------
background to
land tenure
ENVIRONMENTAL • Environmental • Modification of • Distribution • Natural disasters
FACTORS factors adverse effectiveness, • Disaster risk management
environmental factors reliability and strategies
intensity of rainfall
NATURAL • Natural farming
FARMING regions of --------------- --------------- ---------------
REGIONS Zimbabwe
FORESTRY • Forests • Soft and hard wood • Harvesting, treating • Agro-forestry
• Tree planting and and marketing of
management timber and timber
products
• Deforestation

WILDLIFE • Value of wildlife • Sustainable use of • Indigenous • Human and wildlife

• Wildlife resources wildlife resource knowledge systems conflicts
• Fauna and Flora • Specially protected in management of
• Classification of plants and animals natural resources
wildlife • Dangerous animals
and problem animals

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6.2 TOPIC 2: SOIL AND WATER

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SOIL FORMATION • Weathering  Weathering

--------------- ---------------
SOIL TEXTURE, • Texture and • Soil profile • Improvement and
STRUCTURE AND structure maintenance of soil
PROFILE structure
• Destruction of soil
structure ---------------
SOIL TYPES • Composition and • Improvement of physical
--------------- properties of characteristics of soils ---------------
each soil type
SOIL • Importance of soil
CONSTITUENTS components ---------------
• Movement of water
--------------- --------------- • Field capacity
• Soil macro and micro
organisms
• Importance of living
organisms
SOIL • Influence of soil
TEMPERATURE --------------- --------------- temperature on plant
growth and soil
organisms
• Modification of soil
temperature

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SOIL FERTILITY • Plant nutrients • Organic and • Fertiliser application • Nitrogen cycle
inorganic • Soil pH and liming
fertilisers • Soil sampling
SOIL EROSION • Soil erosion • Conservation methods
AND --------------- and structures ---------------
CONSERVATION
WATER LOSS • Causes of water • Drainage and water
AND SOIL loss --------------- logging ---------------
DRAINAGE • Leaching
WATER • Water • Rain water harvesting • Water pollution
CONSERVATION conservation --------------- and storage • Water legislation
• Methods of water
conservation
IRRIGATION • • Importance of • Methods and types of • Irrigation equipment
irrigation irrigation
• Sources of water • Choice of an irrigation
for irrigation system

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6.3 TOPIC 3: CROP HUSBANDRY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

CLASSIFICATION • Classification of • Botanical
OF PLANTS plants classification
--------------- ---------------
STRUCTURE OF • External structure • Structure of a • Plant anatomy and
FLOWERING of a plant flower physiology ---------------
PLANTS
PLANT • Reproduction • Water and nutrient • Respiration
PROCESSES --------------- • Germination uptake • Plant tropisms
• Transpiration
• Photosynthesis
• Translocation and food
storage
CROP -------------- --------------- • Crop breeding ---------------
IMPROVEMENT
CROP • Horticulture • Land preparation • Field crops • Crop management
PRODUCTION • Land preparation • Fruit tree production • Land preparation
• Crop management • Legume and cereal
production
CROP • Pests • Pests • Pests • Agrochemicals
PROTECTION • Diseases • Diseases • Disease
• Weeds • Weeds • Weeds

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6.4 TOPIC 4: ANIMAL HUSBANDRY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

TYPES OF • Types of livestock • Ruminants and
LIVESTOCK non-ruminants --------------- ---------------
ANATOMY AND • Reproduction in • Digestive system of a • Reproductive system of a
PHYSIOLOGY --------------- poultry ruminant and non- ruminant
ruminant
NUTRITION --------------- • Livestock nutrients • Types of feeds • Maintenance and
production rations
SMALL • Broiler production • Broiler • Rearing of • Slaughtering, processing
LIVESTOCK management rabbits/layers/indigenous and marketing
PRODUCTION • Slaughtering, chickens
processing and
marketing
NON-RUMINANTS --------------- --------------- • Rearing of non-ruminants ---------------
RUMINANTS --------------- --------------- --------------- • Management of cattle or
sheep or goats
ANIMAL HEALTH • Signs of health • Pathogens and • Notifiable livestock • Animal parasites and
and ill-health Hygiene diseases immunisation
ANIMAL --------------- --------------- • Genetics • Breeding
IMPROVEMENT
GENETICS

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6.5 TOPIC 5: FARM STRUCTURES AND MACHINERY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

FARM • Implements • Adjustments of • Maintenance --------------
IMPLEMENTS animal drawn
implements
FENCING • Types of fences • Fencing materials • Fencing materials • Anchors and fencing
and tools calculations

FARM BUILDINGS • Farm buildings • Designing livestock

-------------- -------------- • Properties of building buildings
materials
FARM ROADS • Siting of farm • Features of farm roads • Road construction and
-------------- roads maintenance

APPROPRIATE • Irrigation pumps • Shellers

TECHNOLOGY -------------- --------------
HARNESSING • Harnesses • Harnesses
-------------- --------------

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6.6 TOPIC 6: AGRI-BUSINESS

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

FARM • Farm records • Profit and Loss
RECORDS AND Account -------------- --------------
ACCOUNTS
PRINCIPLES OF • Opportunity cost and • Diminishing returns
ECONOMICS choices • Risk and uncertainty
-------------- -------------- • Demand, supply and • Decision making
price

FARM -------------- -------------- • Budgets --------------

BUDGETING
AGRICULTURAL • Types of markets • Functions and factors • Marketing legislation
MARKETING -------------- of marketing

AGRICULTURAL • Principles of • Cooperatives

COOPERATIVES cooperatives
• Types of -------------- --------------
cooperatives

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7.0 COMPETENCY MATRIX

FORM 1

7.1 TOPIC 1: GENERAL AGRICULTURE

SUB TOPIC: LAND USE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, SKILLS AND ACTIVITIES RESOURCES
able to: AND KNOWLEDGE)
Forms of land use • describe forms of • Forms of • Carrying out • Textbooks
land use Agriculture: community land use • ICT tools
• identify protected - Forestry survey to determine
areas in Zimbabwe - Wildlife the main agricultural
• explain factors management activities
limiting land use - Crop and
livestock
husbandry
- Protected areas
- Factors limiting
land use
Land tenure • explain land tenure • Land tenure: • Carrying out surveys • Textbooks
• describe each land freehold, lease on land tenure • ICT tools
tenure system hold, communal systems in the • Resource person
and resettlements community
Historical • explain the • Pre-colonial, • Visiting national • Textbooks
background to land importance of land as colonial and post museums and • ICT tools

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tenure a national heritage independence land monuments • Resource person
• explain ownership tenure, 3rd • Inviting resource
during precolonial Chimurenga/Umvu persons involved in
period kela land tenure the 2nd and 3rd
• discuss the effects of • Resettlement Chimurenga/Umvukel
colonial rule on land models: A1 and A2 a to explain the
ownership rationale of
• justify land reform undertaking land
programme during 3rd reform
Chimurenga/Umvukel
a
• outline resettlement
models adopted
during the agrarian
land reform

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SUB TOPIC: ENVIRONMENTAL FACTORS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, SKILLS AND ACTIVITIES RESOURCES
able to: AND KNOWLEDGE)
Environmental • outline environmental • Environmental • Measuring • Textbooks
factors factors influencing factors: environmental • ICT tools
agricultural activities - Wind, light, factors • Weather station
• discuss the effects of temperature, • Visiting weather
environmental factors rainfall and stations for
on agricultural humidity measurements of
activities  Effects of environmental
• explain effects of environmental factors
temperature on water factors on • Constructing wind
loss agricultural activities breaks, frost
• discuss various forms  Loss of water barriers
of wilting through evaporation
• explain the causes of  Evapo-transpiration
wilting and wilting of crops
• explain effects of - Temporary and
temperature on permanent wilting
agricultural activities  Frost damage
• outline measures that  Frost protection
can be taken to
minimise effects of
adverse temperature

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SUB TOPIC: NATURAL FARMING REGIONS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Natural farming • explain the • Natural farming • Carrying out a survey • Textbooks
regions of importance of natural regions to determine farming • ICT tools
Zimbabwe farming regions activities within their • Map templates
• describe suitable locality • Pictures
farming systems for • Identifying natural
each region farming regions in
which they are
located

SUB TOPIC: FORESTRY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to: (ATTITUDES, AND ACTIVITIES RESOURCES
SKILLS AND
KNOWLEDGE)
Forests • explain social, economic, • Forests • Identifying indigenous • Textbooks
cultural and ecological • Indigenous and and exotic trees in • ICT tools
importance of forests exotic trees their locality • Resource person
• identify major forests in • Labelling identified • Pictures
Zimbabwe indigenous and exotic
• identify indigenous and trees
exotic timber trees
• identify exotic timber trees
grown in Zimbabwe

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SUB TOPIC: WILDLIFE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Wildlife • explain socio- • Value of wildlife • Discussing socio- • Textbooks
economic, cultural • Fauna and flora economic, cultural • ICT tools
and ecological • Classification and ecological • Wildlife
importance of wildlife importance of wildlife • Pictures
• identify wildlife • Surveying on wildlife
resources in resources in
Zimbabwe Zimbabwe
• identify flora and • Identifying flora and
fauna within their fauna within their
locality locality
• classify wildlife • Classifying animals
according to feeding according to feeding
habits habits
• Educational touring

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7.2 TOPIC 2: SOIL AND WATER

SUB TOPIC: SOIL FORMATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Weathering • describe the role of • Weathering • Identifying rock • Textbooks
weathering in soil • Types of rocks samples • ICT tools
formation • Rock samples
• describe the types of • Pictures
rocks from which soil
is formed
• explain the agents of
weathering
• discuss factors
influencing soil
formation

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SUB TOPIC: SOIL TEXTURE, STRUCTURE AND PROFILE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Texture and • identify soil particles • Soil texture • Feeling different soil • Textbooks
structure according to • Soil structure samples to determine • ICT tools
increasing order of texture • Soil samples
size • Carrying out • Pictures
• explain the sedimentation • Sedimentation
significance of soil experiments apparatus
texture to crop growth • Conducting
• describe soil structure experiments to
• distinguish single determine the effects
grain from crumb of texture on
structure emergence of seeds
• distinguish between • Experimenting on the
soil structure and soil characteristics of
texture soils

21
SUB TOPIC: SOIL FERTILITY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Plant nutrients • explain the functions • Major and minor • Listing major and • Fertilizers
of major and minor nutrients minor nutrients • Textbooks
plant nutrients to crop • Identifying symptoms
growth of nutrient
• describe effects of deficiencies and over
nutrients on plant supply
growth

SUB TOPIC: SOIL EROSION AND CONSERVATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Soil erosion • identify types of soil • Soil erosion • Identifying signs and • Textbooks
erosion types of soil erosion • ICT tools
• describe the causes • Experimenting the
and consequences of effects of soil erosion
soil erosion on different soil types
• describe the
prevention and
control of soil erosion

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SUB TOPIC: WATER CONSERVATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Water conservation • explain the • Water • Implementing water • Textbooks
importance of water conservation conservation • ICT tools
conservation measures on arable • Resource person
• describe methods of land
conserving water on
arable lands

7.3 TOPIC 3: CROP HUSBANDRY

SUB TOPIC: CLASSIFICATION OF PLANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Classification of • classify plants • Parts eaten • Collecting samples of • Textbooks
plants according to edible • Life cycle: annual, parts eaten • ICT tools
parts biennial, perennial • Identifying crops • Plant specimens
• classify plants according to their
according to life cycle classes
• Collecting samples,
pressing and pasting
onto a folder
according to their
classes

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SUB TOPIC: STRUCTURE OF FLOWERING PLANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
External structure • identify parts of a • parts of a plant • collecting maize and • Textbooks
of a plant flowering plant • Functions of plant bean plants • ICT tools
• state functions of parts • identifying external • Plant specimens
each part of a plant parts
flowering plant • drawing and labelling
external parts of a
flowering plant
• tabulating parts and
functions of a
flowering plant

SUB TOPIC: CROP PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Horticulture • identify branches of • Branches of • Identifying • Textbooks
horticulture horticulture horticultural activities • ICT tools
• explain the • Importance of in the local • Plant specimens
importance of horticulture community and relate
horticulture them to their
branches
• Discussing the
importance of
horticulture

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KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Land preparation • state reasons for land • Seed bed • preparing a seed bed • Textbooks
preparation preparation • discussing reasons • ICT tools
• prepare seed beds • reasons for seed for land preparation • Land preparation
bed preparation tools

Crop management • establish and • Sowing/planting • Planting • Textbooks

manage vegetable • Management leaf/root/legume/fruit • ICT tools
crops practices crops according to
• Marketing recommended
spacing
• Managing a
vegetable crop up to
maturity

25
SUB TOPIC: CROP PROTECTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Pests • explain the effects of • Effects of pests on • Discussing the effects • Textbooks
pests on crops crops of pests on crops • ICT tools
• classify pests • Classification of • Observing nature of • Specimens
according to their pests crop damage in the
feeding habits garden
• Scouting in the
garden/field to
identify pests
• Classifying pests
according to their
feeding habits
Diseases • classify plant • Plant diseases • Identifying crop • Textbooks
diseases according to • Effects of plant damages by diseases • ICT tools
causal organisms diseases • Discussing causes of • Specimens
plant diseases
Weeds • discuss the harmful • Effects of weeds • Collecting weeds in • Textbooks
and beneficial effects • classification of the local area by • ICT tools
of weeds weeds classes • Specimens
• differentiate annual • Preserving samples
from perennial weeds of weeds

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7.4 TOPIC 4: ANIMAL HUSBANDRY

SUB TOPIC: TYPES OF LIVESTOCK

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Types of livestock • Name types of • Poultry • Identifying the types • Textbooks
livestock • Fish of livestock • ICT tools
• explain the • Ruminants • Discussing the • Pictures
importance of • Non ruminants importance of • Animals
livestock • Importance of livestock
animals • Compiling a list of
products and by-
products of livestock

SUB TOPIC: SMALL LIVESTOCK PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Broiler production • state the breeds of • Importance of • Debating on the • Textbooks
broilers broilers advantages of keeping • ICT tools
• explain the • Breeds of broiler chickens • Pictures
importance of rearing broilers • Comparing the • Broilers
broilers • Housing characteristics of
• describe the housing • Types of different breeds
requirements for brooders • Designing a brooder
broilers and deep litter
• rear broilers • Rearing broilers

27
SUB TOPIC: ANIMAL HEALTH

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Signs of health and • define animal health • Animal health • Observing signs of ill- • Textbooks
ill-health • distinguish between • Signs of health health in farm • ICT tools
health and unhealthy and ill health animals • Pictures
farm livestock • Comparing healthy • Resource persons
and unhealthy • Realia
animals

7.5 TOPIC 5: FARM STRUCTURES AND MACHINERY

SUB TOPIC: FARM IMPLEMENTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Implements • list 5 tillage • Mould board • Identifying the tillage • Textbooks
implements plough implements • ICT tools
• draw and label the • Cultivator • Drawing and labelling • Pictures
parts of a mould • Harrow a mould board plough • Realia
board plough • Planter
• explain functions of • Ridger
parts of a mould
board plough

28
SUB TOPIC: FENCING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Types of fences • explain the reasons • Types of fences • Identifying different • Textbooks
for fencing • Purpose of fencing types of fences within • ICT tools
• identify different types the locality • Pictures
of fences • Discussing the
reasons for fencing

SUB TOPIC: HARNESSING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Harnesses • list the types of • Breast bands, • Designing harnesses • Textbooks
harnesses collar harnesses, for cattle and • ICT tools
• describe the types of saddle harnesses donkeys • Pictures
harnesses • Yokes • Constructing
• state 3 types of yokes harnessing models

29
7.6 TOPIC 6: AGRI-BUSINESS

SUB TOPIC: FARM RECORDS AND ACCOUNTS

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Farm records • describe the • Farm records • Discussing the • Textbooks
importance of farm importance of farm • ICT tools
records records • Farm records
• differentiate physical • Compiling records for
from financial records Agriculture projects at
the school
• Educational touring of
local farms

30
SUB TOPIC: AGRICULTURAL COOPERATIVES

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Principles of • explain the principles • Cooperatives • Discussing how • Textbooks
cooperatives of Agricultural cooperatives are • ICT tools
cooperatives formed • Resource person
• Discussing the
principles of
cooperatives
•

31
FORM 2

TOPIC 1: GENERAL AGRICULTURE

SUB TOPIC: LAND USE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Population growth • explain the effects of • Land pressure • Calculating • Textbooks
and land use population on land population density in • ICT tools
use their local community • Demographic maps
Farming systems • describe each • Mixed farming • Discussing each • Textbooks
farming system • Monoculture farming system • ICT tools
• Intercropping • Educational touring of • Pictures
local farms

32
SUB TOPIC: ENVIRONMENTAL FACTORS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Modification of • describe ways of • Modification of • Practising shading, • Textbooks
adverse reducing effects of adverse mulching, pot holing, • ICT tools
environmental environmental factors environmental manuring, tie ridging, • Pictures
factors on Agricultural factors watering and
activities conservation tillage
• Visiting green houses

SUB TOPIC: FORESTRY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, SKILLS AND ACTIVITIES RESOURCES
able to: AND KNOWLEDGE)
Soft and hard wood • distinguish • Soft and hard wood • Identifying soft and • Textbooks
between soft and hard wood timber • ICT tools
hard wood species • Resource person
• Pictures
Nursery site • describe factors • Factors influencing • Selecting a nursery • Textbooks
influencing choice choice of a nursery site for raising • ICT tools
of a nursery site site seedlings • Resource person
• establish and • Tree planting and • Raising tree • Pictures
manage tree management seedlings
seedlings in a • Demonstrating proper
nursery tree planting and
management skills
• Visiting established
seedling nurseries

33
SUB TOPIC: WILDLIFE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Wildlife resources • explain sustainable • Wildlife resources • Discussing • Textbooks
methods of wildlife • Specially protected sustainable methods • ICT tools
utilisation animals and plants of wildlife utilisation • Protected areas
• identify special plants • Dangerous and • Listing specially • Pictures
and animals in problem animals protected plants and
Zimbabwe animals
• identify dangerous • Surveying on local
and problem animals dangerous and
in Zimbabwe problem animals
• describe ways of • Demonstrating ways
dealing with of dealing with
dangerous and dangerous and
problem animals in problem animals in
Zimbabwe Zimbabwe
• Watching
documentaries

34
TOPIC 2: SOIL AND WATER

SUB TOPIC: SOIL TEXTURE, STRUCTURE AND PROFILE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Soil profile • describe soil profile • Soil profile • Digging a profile pit • Road side
with the aid of a • Soil profiling • Identifying the excavations
diagram horizons up to the • Gullies
• describe the maximum depth of • Open pits
appearance and 1.5m
composition of each
horizon
• discuss the
significance of each
horizon to crop
growth
• explain the
importance of soil
profile

35
SUB TOPIC: SOIL TYPES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Composition and • identify different soil • Soil types: • Collecting different • Soil samples
properties types - Sand soil soil samples
• explain the - Loam soil • Identifying the soil
composition of each - Clay soil types
soil type • Composition and • Carrying out
• compare the properties experiments to verify
composition of soil different properties of
types soil type
• compare the
properties of different
soil types
SUB TOPIC: SOIL FERTILITY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (ATTITUDES, AND ACTIVITIES RESOURCES
to: SKILLS AND
KNOWLEDGE)
Organic and • distinguish between • Organic fertilisers • Examining organic • Textbooks
inorganic organic and inorganic • Inorganic fertilisers and inorganic • ICT tools
fertilisers fertilisers fertilizers • Fertilisers
• describe types of • Identifying organic • Resource person
organic fertilisers and inorganic
• describe types of fertilisers
inorganic fertilisers • Identifying straight
• differentiate compound and compound
from straight fertilisers fertilisers

36
SUB TOPIC: IRRIGATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Importance of • discuss the • Irrigation • Discussing the • Textbooks
irrigation importance of importance of • ICT tools
irrigation irrigation • Pictures
Sources of water for • list sources of water • Sources of • Discussing the • Textbooks
irrigation suitable for irrigation irrigation water different sources of • ICT tools
• determine the • Water quality water for irrigation • Pictures
suitability of water for • Testing for impurities
irrigation in water

TOPIC 3: CROP HUSBANDRY

SUB TOPIC: CLASSIFICATION OF PLANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, SKILLS AND ACTIVITIES RESOURCES
able to: AND KNOWLEDGE)
Botanical • differentiate • Monocotyledonous • Carrying out field • Textbooks
classification of monocotyledonous and dicotyledonous tours • ICT tools
plants from dicotyledonous plants • Differentiating • Plant specimens
plants • Botanical classes: classes of crops • Pictures
• state botanical - Legumes • Categorising crops
classes of crops - Brassica according to botanical
- Solanaceous classes
- Cereals
- Cucurbits

37
SUB TOPIC: STRUCTURE OF FLOWERING PLANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Structure of a • draw the structure of • Structure of a • Collecting maize and • Textbooks
flower maize and bean flower bean flowers • ICT tools
flowers • Functions of parts • Identifying parts of a • Plant specimens
• label the parts of a flower • Pictures
flower • Drawing and labelling
• state functions of parts of a flower
each part of a flower • Tabulating parts and
functions of a flower

SUB TOPIC: PLANT PROCESSES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Reproduction • differentiate between • Reproduction • Observing and • Textbooks
sexual and asexual • Pollination and differentiating maize • ICT tools
reproduction fertilisation and bean flowers • Specimens
• state advantages and • Discussing
disadvantages of advantages and
sexual and asexual disadvantages of
reproduction sexual and asexual
• describe pollination of reproduction
maize and bean • Discussing the
flowers fertilisation process in
• describe fertilisation plants

38
KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
process in plants • Watching video
• explain different simulations on
methods of asexual fertilisation process in
reproduction plants
• Demonstrating
methods of asexual
reproduction such as
budding, layering
Germination • state requirements for • Germination • Conducting • Textbooks
seed germination experiments to • ICT tools
• differentiate between determine the • Specimens
emergence and seed requirements for
germination conditions necessary
• identify internal and for seed germination
external parts of a • Drawing diagrams to
maize and bean seed illustrate germination
and emergence
• Dissecting maize and
bean seeds
• Observing the
internal parts and
external parts of a
bean and maize
seeds
• Identifying the parts
of a bean and maize
seeds

39
SUB TOPIC: CROP PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Land preparation • explain the • Land preparation • Discussing the • Textbooks
importance of land - Ploughing importance of land • ICT tools
preparation - Marking preparation • Pictures
• state the planting planting • Demonstrating the
systems systems orchard layout on the
• describe the - Digging ground
preparation of a planting holes • Preparing planting
planting hole - Making basins holes
•
Fruit tree • explain how a • Uses of a planting • Growing and • Textbooks
production planting board is board managing one crop • ICT tools
used • suitable cultivars from the following • Pictures
• plant a fruit tree • propagation groups: • Realia
• calculate amounts of methods Group A: Deciduous
fertilisers required for • planting fruits, apple and peaches
orchard crops • management Group B: subtropical
• design an irrigation practices fruits: bananas, guavas,
schedule • harvesting mangoes
• discuss the effects of • marketing Group C: Citrus fruits,
pruning oranges, naartjies
• prepare fire guards • Preparing fire guards
• identify signs of • Identifying signs of
maturity maturity
• market orchard crops • Marketing orchard
crops

40
SUB TOPIC: CROP PROTECTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able to: (ATTITUDES, AND ACTIVITIES RESOURCES
SKILLS AND
KNOWLEDGE)
Pests • describe one pest with a • Life cycle of pests • Discussing the life • Textbooks
complete metamorphosis - Complete and cycle of a pest with a • ICT tools
• describe one pest with an incomplete complete and • Pest samples
incomplete metamorphosis metamorphosis incomplete • Pictures
metamorphosis
• Drawing well labelled
diagram of life cycle
of a pest with
complete and
incomplete
metamorphosis
• Collecting and
preserving pests
specimens
Diseases • discuss how plant • Transmission • Discussing the • Textbooks
diseases are spread • General symptoms spread of plant • ICT tools
• identify symptoms of of: diseases • Plant specimens
named groups of diseases - Fungal • Observing symptoms • Pictures
- Bacteria of plant diseases
- Viral diseases • Watching video clips
and photos of various
plant diseases
Weeds • classify weeds as narrow • Weeds • Classifying weeds • Textbooks
and broad leaved weeds • Mode of spread • Identifying the modes • ICT tools
• identify the mode of of spread of common • Plant specimens
spread of common weeds weeds • Pictures

41
TOPIC 4: ANIMAL HUSBANDRY
SUB TOPIC: TYPES OF LIVESTOCK

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Ruminants and non- • identify ruminant and • Ruminants: • Examining digestive • Textbooks
ruminants non-ruminant animals - Cattle, sheep systems of ruminants • ICT tools
• distinguish and goats and non-ruminants • Realia
characteristics • Non-ruminants: • Pictures
between ruminants - Horses,
and non-ruminants donkeys, pigs,
rabbits, poultry

SUB TOPIC: ANATOMY AND PHYSIOLOGY

TOPIC OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be (ATTITUDES, ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Reproduction in • draw and label • Reproductive parts • Observing the male and • Textbooks
poultry reproductive system • Egg female organs from • ICT tools
of a hen and cock slaughtered hen or cock • Relia
• describe the process • Drawing and labelling • Pictures
of egg formation reproductive parts of a hen
• state functions of and cock
each part of an egg • drawing and labelling an
egg
• Tabulating the reproductive
parts and their functions

42
SUB TOPIC: NUTRITION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Livestock nutrients • name the main • Livestock nutrients • Carrying out simple • Textbooks
nutrients required by tests for nutrients in • ICT tools
farm livestock available feedstuffs • Pictures
• explain functions of • Collecting and • Feedstuffs
each nutrient identifying samples of • Realia
• describe deficiency foodstuffs rich in
symptoms of each carbohydrates and
nutrient proteins
• identify sources of • Observing and
main nutrients identifying symptoms
of malnutrition in
livestock

SUB TOPIC: SMALL LIVESTOCK PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Broiler management • select type of feeds • Management • Preparing rations for • Textbooks
from day old to practices broiler chickens of • ICT tools
slaughter different ages • Scale
• rear broilers • Brooding and rearing • Feeds
• assess growth rates broilers • Broilers
of broiler chickens • Weighing broilers

43
 KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
• design physical and regularly and
financial records illustrate graphically
growth rate
• Compiling physical
and financial records
Slaughtering, • demonstrate the • Slaughtering • Slaughtering and • Textbooks
processing and slaughtering and • Dressing dressing broilers • ICT tools
marketing dressing of broilers • Marketing using different • Broilers
• calculate dressing out methods
percentage • Calculating dressing
• identify market for out percentage
broilers • Carrying out market
research for broilers
• Calculating profit and
loss
SUB TOPIC: ANIMAL HEALTH

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be (ATTITUDES, ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Pathogens and • explain causes of • Pathogens • Surveying on causes of • Textbooks
hygiene diseases • Sanitation diseases in animals • ICT tools
• justify the importance • Investigating and discussing • Resource person
of hygiene in the remedies to prevent and • Pictures
prevention and control diseases
control of diseases • Disinfecting poultry houses

44
TOPIC 5: FARM STRUCTURES AND MACHINERY

SUB TOPIC: FARM IMPLEMENTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Adjustments of • carry out adjustments • Adjustments: • Adjusting the depths • Textbooks
animal drawn on animal drawn - Depth and width of the • ICT tools
implements implements - Width mould board plough, • Mould board plough
cultivator and harrow • Cultivator
• Harrow
• Pictures
SUB TOPIC: FENCING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Fencing materials • identify fencing • Fencing materials • Selecting suitable • Textbooks
and tools materials and tools and tools fencing materials • ICT tools
• discuss advantages • Using tools safely • Pictures
and disadvantages of and correctly • Actual tools
different fencing
materials

45
SUB TOPIC: FARM ROADS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Siting of farm roads • discuss factors to be • Siting a farm road • Maintaining roads • Textbooks
considered when • Siting equipment • Grading and clearing • ICT tools
siting a farm road drains • Resource person
• list equipment • Siting a farm road • Pictures
needed when siting • Describing equipment
farm roads needed for siting a
• describe farm road
characteristics of well
sited farm roads

SUB TOPIC: HARNESSING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Harnesses • describe materials • Materials for • Making harnesses • Textbooks
used for harnesses making harnesses using locally available • ICT tools
• harness specific materials • Realia
animals • Harnessing specific • Pictures
animals

46
TOPIC 6: AGRI-BUSINESS
SUB TOPIC: FARM RECORDS AND ACCOUNTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Profit and loss • explain the functions • Profit and loss • Discussing role of a • Textbooks
Account of profit and loss accounts profit and loss • ICT tools
account • Income and account in Agriculture • Farm records
• design a profit and expenditure • Preparing a profit and • Pictures
loss account accounts loss account at a
• identify the income school agricultural
and expenses of a enterprise
farm enterprise • Calculating farm
• calculate the income income and
from an agriculture expenditure
enterprise

SUB TOPIC: MARKETING

KEY OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

CONCEPT Learners should be able to: (ATTITUDES, AND ACTIVITIES RESOURCES
SKILLS AND
KNOWLEDGE)
Types of • distinguish between • Controlled and • Surveying on • Textbooks
markets controlled and uncontrolled uncontrolled marketing of • ICT tools
markets markets Agricultural products • Local agricultural
• describe formal and • Formal and • Discussing types of markets
informal markets for major informal markets markets for local

47
 crops and livestock in agricultural products
Zimbabwe

SUB TOPIC: AGRICULTURAL COOPERATIVES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Cooperatives • explain benefits of • Agricultural • Discussing the • Textbooks
agricultural cooperatives benefits of • ICT tools
cooperatives agricultural • Resource person
• identify problems cooperatives
associated with • Researching on the
agricultural problems linked to
cooperatives local agricultural
cooperatives
• Dramatizing problems
of cooperatives

48
 FORM 3
TOPIC 1: GENERAL AGRICULTURE

SUB TOPIC: LAND USE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Physical farm • discuss the • Physical farm • Sketching farm • Textbooks
planning importance of planning layouts with • ICT tools
physical farm suggested farming • Map templates
planning activities
Crop rotation • outline principles of • Principles of crop • Practising crop • Textbooks
crop rotation rotation rotation in the school • ICT tools
• design a four crop garden • Specimens
rotation cycle • Pictures
• discuss the
advantages of crop
rotation

49
SUB TOPIC: ENVIRONMENTAL FACTORS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Distribution  describe distribution,  Distribution  Discussing how • Textbooks
effectiveness, effectiveness,  Effectiveness agricultural activities • ICT tools
reliability and reliability and  Reliability in Zimbabwe are • Pictures
intensity of rainfall intensity of rainfall in  Intensity of rainfall influenced by rainfall
Zimbabwe  Agriculture
 explain the effects of activities in
distribution and relation to
intensity of rainfall on distribution and
agricultural activities intensity of rainfall

SUB TOPIC: FORESTRY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Harvesting, treating • describe methods of • Harvesting • Harvesting trees • Creosote
and marketing of harvesting trees • Treating • Treating timber • Carbolinium
timber and timber • discuss methods of • Marketing • Marketing timber
products treating timber • Compiling production
• identify possible records
markets
Deforestation • describe causes of • Deforestation • Surveying on the • Textbooks
deforestation • Afforestation extent of • ICT tools
• explain effects of • Reforestation deforestation within • Pictures
deforestation their locality

50
 • suggest possible • Discussing effects of
solutions to deforestation
deforestation • Identifying possible
• explain importance of solutions to
afforestation and deforestation in their
reforestation locality
• Planting trees

SUB TOPIC: WILDLIFE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Indigenous • explain how cultural • Conservation and • Conducting • Protected areas
knowledge systems values and beliefs preservation class/school census • Resource person
in management of affect the • Poaching based on totems that • Textbooks
natural resources management of • Biodiversity relate to animals • ICT tools
natural resources • Genetic, species found in the
• explain how and ecosystem community
principles of diversity • Visiting protected
conservation and • Ecology areas
preservation of • Debating on wildlife
wildlife affect trading trade at local and
• describe effects of international levels
poaching • Establishing a nature
• discuss biodiversity in reserve to encourage
relation to genetics, biodiversity
species and • Field studying of a
ecosystem diversity habitat to determine
• describe habitats of animal and plant
wild animals species composition

51
TOPIC 2: SOIL AND WATER
SUB TOPIC: SOIL FORMATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Weathering • discuss various forms • Forms of • Observing weathering • Textbooks
of weathering weathering • Demonstrating • ICT tools
weathering • Pictures

SUB TOPIC: SOIL TEXTURE, STRUCTURE AND PROFILE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Soil structure • identify methods of • Soil structure • Carrying out field • Textbooks
improving and observations of • ICT tools
maintaining good different soil • Soil samples
structure structures
• explain factors • Sampling of soil and
affecting soil structure determining humus
• explain the content
importance of soil
structure

52
SUB TOPIC: SOIL TYPES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Improvement of • describe methods of • Soil improvement: • Manuring soils • Lime
physical improving different - Sand and clay • Adding anthill soil to • Organic matter
characteristics of soil types soils sand soil
soils • Liming

SUB TOPIC: SOIL CONSTITUENTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be able (ATTITUDES, AND ACTIVITIES RESOURCES
to: SKILLS AND
KNOWLEDGE)
Importance of soil • describe the • Soil components • Experimenting on the • Soil samples
components composition of an • Types of soil percentage • Textbooks
agriculturally viable soil water composition of air, • ICT tools
• explain the importance • Movement of water, organic and
of each soil component water inorganic matter in
• describe the types of • Field capacity the soil
soil water • Soil macro and • Collecting soil
• explain movement of micro organisms organisms and
water in the soil identifying them
• explain field capacity
• explain the role of living
organisms in the soil

53
SUB TOPIC: SOIL TEMPERATURE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Influence of soil • explain the effects of • Soil temperature • Conducting field • Textbooks
temperature on soil temperature on experiments on • ICT tools
plant growth and plant growth and soil mulching, shedding • Soil samples
soil organisms organisms and watering
• outline optimum soil • Experimenting on the
temperature range for effects of temperature
growth of most crops on seed germination
• explain effects of
extreme
temperatures on
various stages of
crop growth
• outline measures that
can be taken to
reduce the effects of
extreme soil
temperatures

54
SUB TOPIC: SOIL FERTILITY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Fertiliser • describe different • Application • Applying organic and • Organic and inorganic
application methods of fertiliser methods inorganic fertilisers fertilisers
application • Calculations • Resource person
• calculate fertiliser • Time of application
application quantities
per given area
• differentiate basal
from top dressing
Soil sampling • explain the • Methods of soil • Sampling soils • Soil sampling
importance of soil sampling equipment
sampling
• sample soil using at
least one method
Soil pH and liming • describe how soils • Soil pH • Determining soil pH • pH meter
are tested for pH • Liming values using pH • Universal indicator
• discuss the influence meter and universal • Soil samples
of soil pH indicator
• describe methods of • Demonstrating the
correcting soil pH different methods of
• identify types of lime lime application
• explain the
importance of liming
materials
• explain the difference
between lime and
fertiliser

55
 • interpret the
significance of pH
values

SUB TOPIC: SOIL EROSION AND CONSERVATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Conservation • describe methods of • Conservation • Constructing and • Textbooks
methods and soil conservation on methods maintaining • ICT tools
structures arable and grazing • Conservation structures • Pictures
lands structures • Measuring
• construct basic dimensions of
conservation mechanical
structures to standard conservation
dimensions structures
• Reclaiming eroded
areas in and around
the school
• Practising biological
conservation

56
SUB TOPIC: WATER LOSS AND SOIL DRAINAGE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Drainage and water • describe drainage • Causes of water • Field touring to • Textbooks
logging and water logging loss identify signs of run • ICT tools
• explain the effects of • Drainage and off • Pictures
water logged soils on water logging • Identifying drainage
crop growth structures on the land
• describe methods of • Constructing and
improving drainage maintaining drainage
structures
Leaching • explain the causes of • Leaching • Experimenting on • Textbooks
leaching in arable leaching levels of • ICT tools
lands different soils • Pictures
• explain the effects of
drainage on loss of
plant nutrients
• describe methods of
controlling leaching in
arable lands

57
SUB TOPIC: WATER CONSERVATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Rain water • describe methods of • Rain water • Harvesting rain water • Textbooks
harvesting and harvesting and harvesting and using various • ICT tools
storage storing water storage methods
• describe different • Ground water • Maintaining water
ground water sources sources harvesting structures
• Identifying ground
water sources

SUB TOPIC: IRRIGATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Methods and types • describe methods of • Methods of • Describing methods • Textbooks
of irrigation irrigation irrigation and types of irrigation • ICT tools
• explain different types • Types of irrigation • Applying water to • Models
of irrigation crops using at least • Irrigation schemes
• explain the one method of
advantages and irrigation
disadvantages of • Visiting irrigation
each method of schemes in their
irrigation locality
Choice of an • discuss the factors • Factors affecting • Demonstrating • Textbooks
irrigation system affecting choice of an choice of an different methods of • ICT tools

58
 irrigation system irrigation system irrigation
• Designing an
irrigation system

TOPIC 3: CROP HUSBANDRY

SUB TOPIC: STRUCTURE OF FLOWERING PLANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Plant anatomy and • identify parts of the • Tissue distribution • Identifying the • Textbooks
physiology internal structure of a in a: internal structure of a • ICT tools
root, stem and leaf - root root, stem and leaf on • Microscopes
• explain functions of - stem a microscope • Pictures
tissues in a root, stem - leaf • Drawing cross • Realia
and leaf sectional diagrams of
stem, root and leaf
• Discussing the
functions of root,
stem and leaf

59
SUB TOPIC: PLANT PROCESSES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, SKILLS AND ACTIVITIES RESOURCES
able to: AND KNOWLEDGE)
Water and nutrient • describe the • Osmosis • Experimenting • Textbooks
uptake absorption of water • Diffusion osmosis • ICT tools
by plants through • Active uptake • Demonstrating • Experimental
osmosis • Imbibition imbibition by means apparatus
• explain nutrient of experiments • Pictures
absorption by roots • Discussing • Seed
through active uptake processes of • potato samples
• describe absorption osmosis, diffusion
of water by seeds active uptake and
imbibition
Transpiration • discuss the role of • Transpiration • Carrying out field • Textbooks
transpiration stream • Transpiration experiments to • ICT tools
• describe the role of streams demonstrate • Pictures
stomata • Role of stomata in transpiration • Experiment apparatus
• explain how wilting transpiration • Identifying plants
occurs • Importance of that are under water
• outline factors transpiration stress
affecting rate of • Wilting • Discussing factors
transpiration affecting rate of
transpiration
Photosynthesis • describe how plants • Gaseous exchange • Discussing the • Textbooks
photosynthesise • Roles of chlorophyll, process of • ICT tools
• state the chemical carbon dioxide and photosynthesis • Experiment apparatus
and word equation for light • Conducting • Pictures
photosynthesis • Word and chemical experiments to
equation for demonstrate the
photosynthesis need for carbon

60
 KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, SKILLS AND ACTIVITIES RESOURCES
able to: AND KNOWLEDGE)
dioxide, light and
chlorophyll
Translocation and • explain the process of • Translocation • Demonstrating the • Textbooks
food storage translocation • Food storage organs process of • ICT tools
• identify plant food translocation • Plant specimens
storage organs through the ring • Pictures
• state the nature of barking experiment
food stored by plants • Selecting plants
available in the
locality and identify
where they store
plant food
• listing specific
plants and state
where they store
food

SUB TOPIC: CROP IMPROVEMENT

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Crop breeding • state the importance • Crop breeding • Discussing the • Textbooks
(Maize) of crop breeding • Hybrids importance of crop • ICT tools
• explain heterosis • Heterosis in plant breeding • Resource person
• differentiate between breeding • Identifying crop • Pictures
open pollination and • Open and hybrids grown in the

61
 KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
controlled pollination controlled locality
• state the three types breeding • Visiting a plant
of crop hybrids • Single, double and breeding station and
• describe the three way hybrids observe how hybrids
production of single, are produced
double and three way • Demonstrating maize
hybrids breeding
SUB TOPIC: CROP PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Land preparation • state reasons for land • Reasons for land • Discussing reasons • Textbooks
preparation preparation for land preparation • ICT tools
• describe steps taken • Land preparation • Carrying out tillage • Tillage machinery
during land procedures operations • Implements and tools
preparation • Tillage machinery, • Describing the tillage
• describe primary and implements and practices
secondary tillage tools • Identifying
methods implements and tools
• describe conservation used
or minimum tillage • Touring farming
techniques areas
• identify implements
and tools used

62
 KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED
Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Legume and cereal • grow one cereal and • Suitable cultivars • Selecting crop • Textbooks
production one legume crop from: cultivars • ICT tools
• carry out - Cereals:- • Carrying out crop • Resource person
management maize, management
practices on selected sorghum, practices on selected
crops wheat crops
• describe harvesting - Legumes:- • Identifying signs of
of the crop groundnuts, crop maturity
• store harvested crops field beans, • Storing harvested
• market crops soya beans crops
• Seed rates • Marketing crops
• Management
practices
• Storage structures
• Marketing

SUB TOPIC: CROP PROTECTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Pests • explain methods of • Pest control • Discussing methods • Textbooks
pests control methods of pest control • ICT tools
• describe the • Pesticides • Describing • Empty pesticides
advantages and advantages and containers

63
 disadvantages of disadvantages of pest • Pictures
each method control methods
• describe mode of • Describing the mode
action of the main of action of the main
groups of pesticides groups of pesticides
Diseases • describe methods of • Disease control • Describing methods • Textbooks
disease control methods of disease control • ICT tools
• identify the correct • Scouting for crop • Samples of diseased
chemicals used to diseases crops
control crop diseases • Collecting samples of
crops damaged by
crop diseases
Weeds • describe methods of • Weed control • Describing methods • Textbooks
weed control • Herbicides of weed control • ICT tools
• differentiate • Discussing the basis • Empty herbicide
herbicides as of herbicides containers
selective and non- selectivity
selective • Identifying samples of
• differentiate types of herbicides
herbicides on the • Experimenting on the
basis of timing of effectiveness of
application different methods of
• compare weed control
effectiveness of
different weed control
methods

64
TOPIC 4: ANIMAL HUSBANDRY
SUB TOPIC: ANATOMY AND PHYSIOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Digestive system of • identify parts of the • Anatomy and • Drawing and labelling • Textbooks
a ruminant and non- digestive system of a physiology of the digestive system of a • ICT tools
ruminant ruminant and non- digestive systems named ruminant and • Pictures
ruminant non-ruminant • Realia
• explain functions of • Discussing digestive
parts of the digestive systems
systems • Examining the
• distinguish the digestive systems
difference between
digestive systems of
a ruminant and non-
ruminant

SUB TOPIC: NUTRITION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Types of feeds • classify feed stuffs • Roughages • Preparing balanced • Textbooks
• identify feed stuffs for • Concentrates ration • ICT tools
each class of • Classifying feedstuffs • Samples of feeds
livestock • Pictures

65
SUB TOPIC: SMALL LIVESTOCK PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Rearing of either rabbits • identify breeds of a • Breeds • Comparing • Textbooks
or layers or indigenous named animal • Housing characteristics of • ICT tools
chickens • choose a suitable • Nutritional different breeds • Realia
housing site for a requirements • Choosing an • Feeds samples
named animal • Management appropriate breed • Housing plans
• design and practices • Designing a plan of
construct housing an animal house
for a named animal • Designing a feeding
• describe nutritional programme for a
requirements of a named animal
named animal • Brooding and
• manage the young rearing animals
one of a named • Carrying out
animal necessary
management
practices

66
SUB TOPIC: NON-RUMINANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Rearing of Non- • identify the breeds of • Animal breeds • Rearing a named • Textbooks
ruminants: Pigs or a named animal • Housing systems animal • ICT tools
donkeys • describe housing • Management • Discussing • Resource person
systems practices management • Realia
• manage the named practices of a named
animal to maturity animal
• Researching on
breeds of pigs or
donkeys

SUB TOPIC: ANIMAL HEALTH

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES AND SUGGESTED

Learners should be (ATTITUDES, ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Notifiable livestock • recognise signs and • Notifiable • Discussing one disease • Textbooks
diseases symptoms of diseases from the following groups: • ICT tools
notifiable diseases a) Bacterial diseases:- • Resource person
anthrax
b) Viral diseases:- foot
and mouth or new
castle
c) Protozoan diseases:-
trypanosomiasis,

67
SUB TOPIC: ANIMAL IMPROVEMENT GENETICS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Genetics • Explain genetics • Genetic terms • Discussing genetic • Textbooks
terms • Mitosis and terms • ICT tools
• explain the stages in meiosis • Describing mitosis • Microscope
mitosis and meiosis and meiosis
• outline the effects of • Discussing the effects
the environment on of the environment on
genes genes
• Observing slides on
stages of mitosis and
meiosis

TOPIC 5: FARM STRUCTURES AND MACHINERY

SUB TOPIC: FARM IMPLEMENTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Maintenance • describe routine • Routine • Using and • Textbooks
maintenance of maintenance maintaining irrigation • ICT tools
irrigation pumps and pumps and shellers
shellers

68
SUB TOPIC: FENCING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Fencing materials • discuss advantages • Fencing materials • Discussing • Textbooks
and disadvantages of advantages and • Resource person
fencing materials disadvantages of
fencing materials

SUB TOPIC: FARM BUILDINGS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Farm buildings • identify materials • Farm building • Discussing building • Textbooks
used for the materials materials • ICT tools
construction of farm • Properties of • Touring farm • Pictures
buildings building materials buildings
• describe the such as:
properties of building - Quality
materials - Durability
- Fire resistance

69
SUB TOPIC: FARM ROADS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Features of farm • describe features of a • Farm road • Discussing features • Textbooks
roads farm road features and of a farm road • ICT tools
• state the dimensions dimensions • Repairing farm roads • Pictures
of different features • Touring farm roads
on a farm road

SUB TOPIC: APPROPRIATE TECHNOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Irrigation pumps • identify parts of a • Parts of hand or • Identifying pump • Textbooks
hand or power power operated parts • ICT tools
operated irrigation pumps • Maintaining pumps • Realia
pump • Maintenance
• describe the routine
maintenance of a
pump

70
TOPIC 6: AGRI-BUSINESS
SUB TOPIC: PRINCIPLES OF ECONOMICS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Opportunity cost • explain the • Opportunities • Identifying agriculture • Textbooks
and choices opportunities available to the opportunities • ICT tools
available for the farmer available for • Realia
farmer in agriculture • Farmers choices enterprising at the
industry • Opportunity cost school
• describe the factors • Choosing appropriate
influencing farmers` agricultural
choices in agricultural enterprises for the
enterprises school
• explain the concept • Simulating the
of opportunity cost concept of
opportunity cost
• Identifying
opportunity costs in
real life situations
Demand, supply • describe the laws of • Demand and • Demonstrating effects • Textbooks
and price demand and supply supply of price change on • ICT tools
• interpret demand and • Market price demand and supply • Money
supply • Surveying on demand • Local markets
curves/schedules and supply levels of
• describe farm produce at a

71
 determinants of local market
market price for • Illustrating the
agricultural interaction of demand
commodities and supply curves

SUB TOPIC: FARM BUDGETING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Budgets • explain the • Budgeting • Discussing the role of • Textbooks
importance of budgets in farming • ICT tools
budgeting in farming • Surveying on farm • Money
• identify sources of budgets • Source documents
information for • Drawing up gross
budgeting margin, partial and
• calculate the gross whole farm budgets
margin for an from sourced
agricultural enterprise information
• prepare partial and
complete budgets

72
SUB TOPIC: AGRICULTURAL MARKETING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Functions and • explain the functions • Marketing • Preparing agriculture • Textbooks
factors of marketing of marketing in functions produce for marketing • ICT tools
agriculture • Factors affecting • Selling agricultural • Agriculture produce
• state factors affecting agricultural produce to the market • Local markets
marketing of marketing • Discussing functions
agricultural produce of marketing in
agriculture
• Identifying factors
affecting agricultural
marketing

73
 FORM 4
TOPIC 1: GENERAL AGRICULTURE

SUB TOPIC: ENVIRONMENTAL FACTORS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Natural disasters • explain the effects of • Hailstorm • Discussing effects of • Textbooks
natural disasters on • Floods natural disasters on • ICT tools
Agriculture • Cyclones agriculture • Pictures
• Whirl wind • Watching videos of • Weather station
• Veld fire natural disasters
• Visiting Met Stations
Disaster risk • outline precautionary • Weather forecast • Constructing • Textbooks
management measures to guard • Disaster conservation • ICT tools
strategies against natural preparedness structures around • Pictures
disasters • Conservation their community • Resource person
structures • Listening to weather
reports

74
SUB TOPIC: FORESTRY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Agro-forestry • identify agro-forestry • Agro-forestry • Designing and • Textbooks
components practices implementing an • ICT tools
• discuss the agro-forestry project • Pictures
importance of agro- at their school • Resource person
forestry practices
• establish agro-
forestry plots

SUB TOPIC: WILDLIFE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Human and wildlife • discuss possible • Human and wildlife • Role playing • Textbooks
conflicts conflicts between conflicts depicting conflicts • ICT tools
humans and wildlife • Protection of between humans and • Pictures
• explain the existing resources wildlife • Resource person
legislation in • Legislation • Collecting relevant
managing wildlife • Government and information on
resources in voluntary Government Policy
Zimbabwe organisations as regards to wildlife
• discuss the role of • International management
Government and conventions • Debating the role of
voluntary Government and
organisations in voluntary

75
 wildlife management organisations in
• discuss the role of wildlife management
international
conventions in wildlife
management

TOPIC 2: SOIL AND WATER

SUB TOPIC: SOIL TEXTURE, STRUCTURE AND PROFILE

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Soil textural classes • list the eight textural • Eight textural • Carrying an • Sieves of varying
classes classes in experiment on soil sizes
• determine textural Zimbabwe texture using the • ICT tools
class of a soil using Sieve method to
textural triangle determine soil
classes

76
SUB TOPIC: SOIL FERTILITY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Nitrogen cycle • describe the nitrogen • Nitrogen cycle • Describing the • Textbooks
cycle with the aid of a nitrogen cycle • ICT tools
diagram • Illustrating the
nitrogen cycle

SUB TOPIC: WATER CONSERVATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Water pollution • explain causes of • Water pollution • Collecting water • Textbooks
water pollution samples to determine • ICT tools
• describe the effects levels of pollution
of water pollution on • Identifying sources of
agricultural water pollution
production • Discussing ways of
• discuss ways of reducing water
reducing water pollution
pollution

Water legislation • discuss water use • Management of • Identification of water • Textbooks

77
 legislation national water bodies • ICT tools
• discuss water (ZINWA) • Pictures
management in
Zimbabwe

SUB TOPIC: IRRIGATION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Irrigation equipment • identify irrigation • Irrigation • Assembling of • Textbooks
equipment equipment: irrigation equipment • ICT tools
• describe the - Structures and • Discussing structures • Pictures
structures and functions and functions of
functions of irrigation irrigation equipment
equipment

78
TOPIC 3: CROP HUSBANDRY

SUB TOPIC: PLANT PROCESSES

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Respiration • state the word and • Respiration • Experimenting on • Textbooks
chemical equation for respiration • ICT tools
aerobic respiration • Comparing aerobic • Experimental
• distinguish between and anaerobic apparatus
aerobic and respiration
anaerobic respiration • Identifying sites of
• identify sites of respiration
respiration • Describing
• describe the importance of
importance of respiration
respiration • Comparing
• explain the respiration and
differences between photosynthesis
photosynthesis and
respiration
Plant tropisms • describe each of the • Plant tropisms • Describing the plant • Textbooks
tropisms • Responses to light, tropisms • ICT tools
• demonstrate the gravity and water • Demonstrating each • Experimental
responses of plant tropism through apparatus
parts to tropisms experiments
• evaluate the • Discussing the
importance of plant importance of plant
tropisms responses

79
SUB TOPIC: CROP PROTECTION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Agrochemicals • explain the • Agro-chemicals • Reading instructions • Textbooks
precautionary • Toxicity levels on chemical labels • ICT tools
measures taken • Calibration • Identifying the • Agro-chemicals
when using and formulation of samples
storing chemicals pesticide • Knapsack sprayers
• describe the toxicity • Determining the • Pictures
levels of agro- strengths of
chemicals formulation
• calibrate the • Identifying application
knapsack sprayer rate and methods
• Calibrating the
knapsack sprayer

80
TOPIC 4: ANIMAL HUSBANDRY

SUB TOPIC: ANATOMY AND PHYSIOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Reproductive • identify the parts of • Reproductive • Drawing and labelling • Textbooks
system of a the reproductive systems of reproductive systems • ICT tools
ruminant systems of the ruminants of a named male or • Pictures
ruminant male and female ruminant
female • Discussing functions
• explain functions of of parts of the
parts of the reproductive systems
reproductive systems

SUB TOPIC: NUTRITION

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Maintenance and • calculate • Maintenance and • Calculating • Textbooks
production rations maintenance and production rations production ration • ICT tools
production rations using Pearson • Resource person
• prepare rations for Square method • Pictures
both ruminants and • Mixing rations to • Animal feeds
non-ruminants produce a balanced
diet

81
SUB TOPIC: SMALL LIVESTOCK PRODUCTION

KEY CONCEPT OBJECTIVES CONTENT (ATTITUDES, SUGGESTED SUGGESTED

Learners should be SKILLS AND NOTES AND RESOURCES
able to: KNOWLEDGE) ACTIVITIES
Slaughtering, • slaughter and • Slaughtering and • Slaughtering and • Textbooks
processing and dress rabbits or marketing of dressing rabbits or • ICT tools
marketing off-layers or rabbits/layers/indigenous off-layers • Slaughtering
indigenous chickens • Packaging and materials
chickens refrigerating • Pictures
• prepare pelts or rabbits or off-
eggs for market layers or
• compile financial indigenous
and production chickens
records • Identifying suitable
market

SUB TOPIC: RUMINANTS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Management of • list exotic and • Exotic and • Discussing • Textbooks
cattle or sheep or indigenous breeds in indigenous breeds characteristics of • ICT tools
goats Zimbabwe • Management exotic and indigenous • Pictures
• describe practices breeds • Resource person
characteristics of • Discussing • Realia
exotic and indigenous management
breeds practices

82
 • describe • Researching on
management animal breeds
practices • Conducting a tour of
animal rearing farms

SUB TOPIC: ANIMAL HEALTH

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Animal parasites • identify parasites of • Parasites: • Explaining the Animal • Textbooks
and immunisation farm livestock - Life cycle Health Act • ICT tools
• describe the life - Symptoms • Discussing the life • Pictures
cycles of one internal - Prevention cycle of one host tick • Resource person
and one external - Treatment and a roundworm • Specimens
parasite - Control • Discussing the
• prevent and control • The Animal Health prevention and
parasites Act control of internal and
• describe other • Immunisation external parasites
methods of
preventing and
controlling diseases

83
SUB TOPIC: ANIMAL IMPROVEMENT GENETICS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Breeding • explain the • Livestock breeding • Discussing the • Textbooks
importance of • Effects of the importance of • ICT tools
breeding environment on breeding • Resource person
• explain the effects of breeding • Discussing the effects • Pictures
the environment on • Importance of of the environment on
breeding artificial selection breeding
• distinguish cross- • Drawing genetic
breeding from in- diagrams in test cross
breeding problems
• select animals for
breeding

84
TOPIC 5: FARM STRUCTURES AND MACHINERY

SUB TOPIC: FENCING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Anchors and • explain the role of • Anchors • Constructing anchors • Textbooks
fencing calculations anchors • Fencing • Calculating quantities • ICT tools
• outline the calculations of materials required • Pictures
advantages and per given perimeter
disadvantages of • Discussing the
different anchors advantages and
• determine the disadvantages of
quantities of materials different anchors
required per given •
perimeter

SUB TOPIC: FARM BUILDINGS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Designing livestock • draw plans of • Livestock building • Designing livestock • Textbooks
buildings buildings suitable for designs houses • ICT tools
livestock • Costing • Calculating costs • Building plans
• calculate costs of
construction

85
 • determine the cost
effectiveness of each
material

SUB TOPIC: FARM ROADS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Road construction • identify materials • Road construction • Mobilising materials • Textbooks
and maintenance required for the • Farm road required for • ICT tools
construction of a farm maintenance construction of a farm • Resource person
road road • Pictures
• describe the • Discussing the
construction of a farm construction of a farm
road road
• maintain local farm • Maintaining farm
roads roads

SUB TOPIC: APPROPRIATE TECHNOLOGY

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Shellers • identify parts of a • Parts of shellers • Using shellers • Textbooks
maize and groundnut • Operation appropriately • ICT tools
sheller principles • Describing functions • Realia
• explain functions of of each part
each part • Discussing the

86
 • explain operational operational principles
principles of shellers of a sheller

TOPIC 6: AGRI-BUSINESS
SUB TOPIC: PRINCIPLES OF ECONOMICS

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Diminishing returns • explain the law of • Law of diminishing •
Discussing the law of • Textbooks
diminishing returns returns diminishing returns • ICT tools
• interpret the law of • Agriculture • Interpreting the law of
diminishing returns implications of diminishing returns
• describe the diminishing returns from graphs
implications of • Watching video
diminishing returns in simulations on the
agriculture effects of increased
inputs on outputs
while other factors
are held constant
Risk and • Outline risks and • Differences • Conducting a survey • Textbooks
uncertainty uncertainties that can between risks and to assess risks and • ICT tools
be encountered in uncertainties uncertainties on the • Pictures
Agriculture • Avoiding risks and school or community
• distinguish between uncertainties farms
risks and • Discussing ways of
uncertainties minimising the effects

87
 • explain ways of of risks and
minimising the effects uncertainties
of risks and identified
uncertainties
Decision making • explain the • Importance of • Discussing the • Textbooks
importance of decision making importance of • ICT tools
decision making in • Economic factors in decision making in • Pictures
agriculture decision making agriculture
• outline the economic enterprises
factors influencing • Identifying economic
decision making factors influencing
decision making

SUB TOPIC: MARKETING

KEY CONCEPT OBJECTIVES CONTENT SUGGESTED NOTES SUGGESTED

Learners should be (ATTITUDES, AND ACTIVITIES RESOURCES
able to: SKILLS AND
KNOWLEDGE)
Marketing • explain the marketing • Changes in • Identifying crop and • Textbooks
legislation legislation for marketing animal products that • ICT tools
agricultural produce legislation on are controlled by • Newspapers
and commodities agricultural marketing legislation • Magazines
products in Zimbabwe • Pictures

88
8.0 SCHEME OF ASSESSMENT
The syllabus scheme of assessment is grounded on the principle of inclusivity. Arrangements, accommodations and modifications
must be visible in both continuous and summative assessment to enable candidates with special needs to also access assessment.

8.1 ASSESSMENT OBJECTIVES

Learners will be assessed on their ability to:

• outline control measures of pests, diseases and parasites of a named agricultural enterprise

• interpret and evaluate the profitability of a given agricultural enterprise

• describe the anatomy and physiology of named plants and animals

• illustrate breeding processes in plants and animals

• outline the effects of the environment on crop and animal production

• discuss the production of a named plant and animal up to marketing

• outline the socio-economic importance of agriculture to the family, community and the nation

• discuss health and safety measures in agriculture

• correctly use and maintain any given agricultural equipment

• describe and maintain named agricultural structures

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• design experiments and correctly interpret the results

• apply acquired skills, knowledge and information to solve agricultural problems in the community

• maintain accurate physical and financial records of a named agricultural enterprise

• explain the socio-economic importance of wildlife and forestry

• justify the importance of land tenure on agricultural activities in Zimbabwe

Agriculture will be assessed through continuous and summative assessments.

8.2 CONTINOUS ASSESSMENT (30%)

Continuous assessment shall involve projects, theory tests and practical tests.
A learner is expected to produce a project portfolio at each of the following levels:
 Form 1
 Form 2
 Form 3
 Form 4

ASSESSMENT MODE WEIGHTING

3 tests per year per level 10%
1 project per year per level 10%
1 psychomotor test per term per level 10%

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NOTE: A profile system has to be developed for every learner to capture those attributes that cannot be measured such as the soft
skills. A folio comprises test results throughout the secondary school on an annual basis and marks collected from the four
prescribed projects. Observation schedules, checklists, tests and project tasks are to be set at district level and standardised
nationally.

8.3 Summative Assessment (70%)

Description of the Summative assessment structure

The Summative assessment comprises two components as follows:
Paper 1 (1hr – 40 marks) 20%
There are 40 Objective type questions and candidates are required to answer all.

Paper 2 (2hrs – 100 marks) 35%

Paper 2 consists of two sections.
Section A: Six compulsory structured questions based on the whole syllabus - 60 Marks.
Section B: Four questions will be set on Crop Production and Animal Husbandry. Candidates must answer Two Questions only.
Each question carries (20) marks. Candidates are expected to show thorough understanding of practical skills involved in the
studied areas.
Paper 3 Coursework 15%
This is a practical coursework paper marked by the teacher and moderated by ZIMSEC Details are available from ZIMSEC

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 8.4 ASSESSMENT MODEL

Assessment of learner performance Agriculture (100%)

Continuous assessment Summative Assessment

30% 70%

Profiling Projects Theory Practical Tests Objective Practical Structured

10% Tests 10% Paper Coursework Paper
10% 20% 15% 35%

Moderated
Profile
Continuous
assessment Examination
Mark= 30% Mark= 70%

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The setting and designing of questions in Agriculture are guided and informed by the skills weighting chart.

8.5 SKILLS WEIGHTING CHART

Agriculture is a skill based study area which shall be assessed for both continuous and summative as follows:

Skill Weighting
Knowledge and understanding 40%
Application of knowledge with understanding 35%
Practical skills and investigation 25%
Total 100%

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