Malawi Primary Teacher Education

Agriculture
Module 1

Malawi Institute of Education

Initial Primary Teacher Education

Agriculture
Module 1

Malawi Institute of Education

Prepared and published by

Malawi Institute of Education

PO Box 50
Domasi Malawi

email: [email protected]
website: www.mie.edu.mw

© Malawi Institute of Education 2017

All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted in any form by any means, electronic, mechanical,
photocopying, recording or otherwise, without the permission of the copyright
owner.

First edition 2017

vi
Foreword
Education is the lifeblood of the nation. It is a prerequisite for individual, community
and national development. Education prepares learners to play their roles effectively in
efforts to promote and sustain a country's socio-economic development. Parents or
guardians desire that their children develop into adults with sound minds and healthy
bodies, through the acquisition of appropriate knowledge, skills and desirable attitudes
to enable them to live productive and happy lives.

Education should, therefore, help learners to develop high standards of conduct,

attitudes, judgment and a sense of responsibility. Student teachers have to be well
prepared in order to be able to take this responsibility of teaching children effectively.

The provision of quality education is based on many factors and a good quality of
teachers is one of them. Teachers play a central role because they are the key source of
knowledge, responsible for facilitating the learning process and act as role models for
the learners.

The function of initial teacher education in Malawi is to prepare student teachers in

their aspiration of becoming teachers of high quality. This is achieved by helping the
student teachers to acquire the right knowledge, skills and competences to enable them
to effectively teach children. In view of this, the Initial Teacher Education curriculum
has been reviewed to ensure that student teachers who graduate from this programme
are well trained and prepared for their profession.

The process and implementation of this review has been guided by the Teacher
Education Philosophy which states as follows:

‘To produce a reflective, autonomous, lifelong learning teacher, able to display moral
values and embrace learners’ diversity.’

It is therefore hoped that Teacher Training Colleges will find this curriculum effective in
helping the student teachers to build a solid foundation in their teaching profession.

Executive Director
Malawi Institute of Education

vii
Acknowledgements
The Ministry of Education, Science and Technology and the Malawi Institute of
Education would like to thank all people who participated in various activities, stages
and levels in the development of this module.

Special thanks go to the Director of the Directorate of Inspectorate and Advisory

Services (DIAS), Mr Raphael Agabu and his staff, the Executive Director of Malawi
Institute of Education, Dr William Susuwele‐Banda and his staff, Coordinator of the
Initial Primary Teacher Education (IPTE) review process, Dr Ezekiel Kachisa and his team
(Mr Edward G Mtonga and Ms Catrin Anderer) for coordinating the process of
developing the module.

The Ministry of Education, Science and Technology and the Malawi Institute of
Education would also like to thank Edward Gobede Mtonga, Lazarus Banda, Veronica
Kaunda, Cosmas Goliati, Ruth Sambaleni-Nambuzi, Davie Kaambankadzanja, Dr
Sarah Roelker, Laurent Afonso and Nthony Manja for reviewing the module.

The Ministry of Education, Science and Technology acknowledges technical and

financial support which was generously provided by German Technical Cooperation
(GIZ), United Nations Children’s’ Fund (UNICEF), Food and Agriculture Organisation
(FAO) and Open Society Foundation (OSF).

Production team
Editing Anthony Malunga
Designer Doreen Kachala-Bato
Editor-in-chief Max J Iphani

viii
 Writers

Rhana C Kapito Mndala Machinga Teachers Training College

Tadeus B Ssdoya Chiradzulu Teachers Training College
Yoas T Kamangira Domasi College of Education
FON Macheke Chisale Lilongwe Teachers Training College

Production team

ix
 Contents
Acknowledgements ……………………………………………….……………….…..

Foreword ………………………………………………………………………………...

Introduction to the module …………………………………………………..…….….

TOPIC 1 Familiarisation with core-elements and rationale for teaching

agriculture ………………………………............................................ 1

TOPIC 2 Teaching of agriculture …………………......................................... 6

TOPIC 3 Teaching of agricultural environment and climate change ………. 12

TOPIC 4 Teaching of farm records ……………………………..................... ...... 20

TOPIC 5 Teaching of irrigation …………………………...................................... 27

TOPIC 6 Establishing a school garden as a teaching, learning and assessment

resource ………….................................................................................... 32

TOPIC 7 Teaching of arable crops …………………………………..……….......... 38

TOPIC 6 Teaching of poultry production…………………………………………. 44

TOPIC 10 Teaching of pig production……………………………………………… 52

Introduction
The purpose of primary teacher education is to produce and continually develop
competent and responsive teachers who effectively deliver quality education to all

x
learners under prevailing conditions and demands in primary schools and promote
their desire for life-long learning. IPTE endeavors to educate teachers in sufficient
numbers, continually develop their professionalism so that they are able to effectively
and efficiently deliver quality and relevant education to primary school learners.

National goals for primary teacher education

The national goals of primary teacher education in Malawi are to produce teachers who
are:
 academically well-grounded and professionally competent
 flexible and capable of adapting to the changing needs and environment of the Malawian society
 capable of adhering to and maintaining the ethics of the teaching profession imaginative in adapting,
creating and utilising locally available resources suitable for the needs of their learners

Rationale
Foundation studies will equip student teachers with the necessary knowledge, skills
and attitudes to carry out their role of facilitating learning of the primary school child.
To teach effectively, student teachers must study the origins and development of the
primary school curriculum and understand their role in its implementation through
appropriate management of the teaching, learning and assessment processes at school
level.

Teacher education philosophy

The following has been the guiding principle during the design, development and
implementation of the IPTE curriculum.

To produce a reflective, autonomous, lifelong learning teacher, able to display moral values and
embrace learners’ diversity has been designed.

IPTE programme structure

The duration of the teacher education is two years. The general outlook of the two
years is as follows:

xi
Year 1 Year 2
Term 1 Term 2 Term 3 Term 1 Term 2 Term 3

In college, In college, Out in teaching Out win In college, In college,

learning learning practice schools, teaching with special with special
subject subject practising practise schools, emphasis on emphasis on
content with a content with teaching mainly practising reflection, subject
special focus special focus in the lower teaching mainly inclusion and content,
on methods on methods classes in the upper further policies and
for lower for upper classes practice on frameworks
classes classes teaching
methods

Unique features
The features of the reviewed curriculum are as follows:
 The curriculum design is based on reflective and practice principles.
 Early grade teaching methodologies are distinct.
 The delivery of the subject content follows the modular approach.
 Student teachers will be allowed to practise teaching both in the lower classes
(Standards 1 to 4) as well as in upper classes (Standards 5-8).
 Cross cutting issues such as Assessment for Learning, ICT, IE and CT are integrated.

IPTE subject matrix

The new curriculum has adopted the reflective practitioner model of teacher education
which connects practice and theory and integrates content and pedagogy in teaching
and learning. In this structure, student-teachers will be in college for two terms of year 1
and be in primary schools for teaching practice in the third term of first year and first
term of the second year. Student teachers will be back to colleges in terms 2 and 3 of
year 2 to continue learning subject content, reflecting on their experiences of teaching
practice and then wind up their studies.

This curriculum is designed in a modular structure and contains eleven subjects. These
are Chichewa, English, Mathematics, Education Foundation Studies, Agriculture, Social
Studies, Life Skills, Science and Technology, Expressive Arts, Religious Studies and
Human Ecology. In this modular design, a set of topics forms a module in a subject. A
module consists of 40 hours contact time.

xii
Summary of topics for the term and time allocation

Term 1
Topic Allocated time Core element
in hours

xiii
TOPIC 1 Familiarisation with core-elements and rationale for
teaching agriculture

Time 2 hours
Term 2

Introduction Background information

Teachers must be familiar with both The IPTE agriculture syllabus has six
IPTE and primary school syllabuses. core-elements. Each core-element has its
This is vital as it assists them in proper own outcome describing knowledge,
planning as well as the teaching of skills and competences to be displayed
primary school learners. by lectures after going through the core-
element.
An improvement in agricultural
production will provide an opportunity Why teach agriculture?
for improving food security and In teacher training colleges agriculture
creating wealth. As an agriculture is taught to prepare the teachers to
teacher, you need to justify the teaching acquire knowledge, pedagogical skills
of agriculture in the primary schools. and develop positive attitudes towards
This will make the learning of the teaching of agriculture. This will
agriculture relevant to learners. help the teacher to use appropriate
teaching, learning and assessment
In this topic you will analyse the link
methods and resources in primary
between each core-element to its
school.
outcome and learn how to teach the
rationale for teaching agriculture in Teaching of agriculture in primary
primary schools and teacher training schools will help learners to be prepared
colleges. This will help you to effectively for further studies in secondary schools
establish the importance of the subject and for their survival at home.
to the learners. However, most agriculture teachers are
faced with challenges of negative
Success criteria attitude towards the subject, inadequate
By the end of this topic you must be able resources, lack of creativity in using
to: available resources for practical lessons
 relate core-element to its outcomes and teaching the subject for
 establish the importance of teaching examinations.
agriculture

1
Tasks Task 2 Establishing the importance of
teaching agriculture
Task 1 Relating core-element and its
In order to justify the teaching of
outcome
agriculture in primary schools and
It is important to understand the link teacher training colleges different
between core-elements and their approaches are used. In this task you
outcomes. In this task, you will relate will use research and discussion to
each core-element to its outcome. explain the meaning and importance of
teaching agriculture.
Activity 1 Identifying core-elements
Activity 1 Introducing the meaning
1 Brainstorm the meaning of the terms
of terms in agriculture
“core-element” and “outcome”.
1 Discuss how you would introduce
2 Identify core-elements and outcomes
the meaning of terms in
in the IPTE syllabus.
“agriculture” to learners in primary
3 Present your findings.
school using the following methods:
a card collecting and clustering
Activity 2 Relating the core-elements
b substitution table
to their outcomes
1 Analyse the relationship between 2 Apart from those discussed in 1
each core-element and its outcome. what other methods can you use?
2 Present your findings 3 Present your findings for discussions

Activity 2 Teaching the meaning of

agriculture
Tips
1 Write the meaning of agriculture on
 For Activity 1, ensure that you
cards.
have both IPTE and primary
2 Collect them and group them to
agriculture syllabuses.
identify key words
 You may consider using 3 Formulate the meaning of
strategies such as bus stage, agriculture using the given
Jigsaw and work station substitution table
 For Activity 2, you may
consider using agriculture
syllabus and IPTE training
manuals.

2
 prac reari people b lower absenteeism or increase
tice ng ’s attendance in schools,
enjoy c promote gender equality
Agricu of ani ment d create a generation of healthy
lture is grow mals children
art keep people
the ing on e enhance resilience to effects of
ing 's use
crop land climate change and natural
job s raisi for people disasters
ng ’s f promote environment and
scie and
benefi natural resource management
nce
t g improve food security in the
homes
4 Explain the importance of
agriculture to: 2 Present your findings for discussion.

a the individual
b families Activity 5 Discussing crop and
c the community livestock products
d the nation
1 Identify crop and livestock products.
Activity 3 Researching on the 2 Suggest linkage of products to the
rationale for teaching learning of agriculture.
agriculture
1 Research on the rationale for Tips
teaching agriculture.  For activity 2 you may use
a at primary school level agriculture IPTE and primary
b at teachers education level school syllabuses and
2 Compare and contrast the two teachers’ guides
rationales for teaching agriculture in  You may use methods such
primary schools and teacher training as card collecting and
colleges. clustering, KWL, give one
3 Share the findings in a plenary. take one, walk around talk
Activity 4 Discussing the around, work stations, panel
importance of teaching discussion, one stay three
agriculture stray, jigsaw.

1 Discuss how agriculture can: Summary

a enhance well-being (good health) In this topic you have learnt about the
of people, relationship between core-element and
its outcome and rationale for teaching
agriculture.
3
There are six core-elements in the IPTE Assessment
agriculture syllabus. These are teaching 1. Why is it important for teachers
agricultural environment and soil to understand both IPTE and
science; teaching agribusiness; teaching primary school syllabus?
farm tools, machinery and technology; 2. Explain the link between “The
the teaching of crop production teaching of Agribusiness” and its
practices; teaching livestock production outcome.
practices and teaching agroforestry
3. Describe three ways in which the
practices. The core-elements are
meaning of agriculture can be
associated with their outcomes that
introduced to learners?
teachers must understand.
4. How can the local environment
You have also learnt that teaching and be used to emphasize the
learning of agriculture involves importance of teaching
knowledge and skills in crop, livestock agriculture in primary schools?
and environmental management for 1. How can the teaching of
food and income. It is important to teach agriculture contribute to
agriculture as it prepares learners for economic development in
further education and occupation in Malawi?
agricultural production or processing. It 2. Describe the importance of
also helps learners to understand their teaching agriculture in:
environment and manage it in a
a. primary schools.
profitable and sustainable way through
b. Teacher training colleges.
growing of crops and rearing of
livestock. Glossary
Resilience: The capacity to recover
Reflection quickly from hardships; toughness.
1 Are the outcomes in the syllabus
References
related to the core-elements?
2 Do you find the teaching of Malawi Institute of Education (2005).
agriculture in teacher training Primary school syllabus for agriculture ;
colleges and primary schools Domasi, MIE
important? Malawi Institute of Education (2007).
3 What were the successes in this Malawi primary school agriculture
topic? teachers’ guides for standard 5, Domasi:
4 What challenges did you face in MIE.
this topic? Malawi Institute of Education (2008). Initial
primary teacher education agriculture
5 What should you do to address the tutors’ book: Domasi, Malawi
challenges?

4
Malawi Institute of Education (2008). Initial Malawi Institute of Education (2015).
primary teacher education agriculture Critical thinking training manual for
students’ book: Domasi, Malawi Malawi. Domasi: MIE.
Malawi Institute of Education (2010). Initial Malawi Institute of Education (2017). Initial
primary teacher education ODL primary teacher education syllabus for
agriculture module 1: Domasi: MIE. agriculture: Domasi, MIE
Malawi Institute of Education (2013).
Critical thinking sourcebook for Malawi,
Domasi: MIE.
Malawi Institute of Education (2014). Ways
of teaching and ideas for student teachers.
Zomba: MIE.

5
TOPIC 2 Teaching of agriculture

Time 3 hours
Term 2

Introduction

In topic 1, you learnt about the learning and assessment approaches

importance of teaching agriculture in have already been suggested in the
primary schools and teacher training syllabus. It is the duty of the teacher to
colleges. To teach agriculture, effectively use some of the suggested methods and
you must prepare schemes of work; activities and even be creative enough
lesson plans; teaching, learning and by adding more in order to achieve the
assessment resources. This will help you intended learning outcomes.
to deliver lessons which are logical and
As a practical subject, teaching of
meaningful.
agriculture faces challenges of large
In this topic you will develop schemes classes, meeting needs of diverse
of work, demonstrate and apply learners, limited assessment of
different approaches for teaching and practicals and use of Information
assessing learners’ work. You will also Communication Technology (ICT).
analyse strengths and challenges in the Proper planning for teaching is helpful
teaching of agriculture. as it ensures full coverage of desired key
knowledge, skills and development of
Success criteria teaching, learning and assessment
By the end of this topic you must be able attitudes. It also helps to prepare of
to: resources and proper timing of different
 develop sample schemes of work for topics depending on seasons.
agriculture lessons
 demonstrate different approaches for Tasks
teaching agriculture
 analyse different challenges in the Task 1 Developing schemes of
teaching of agriculture work
 apply appropriate ways of assessing Schemes of work are critical in teaching,
learners’ performance in agriculture learning and assessment. Therefore they
should be carefully developed. In the
Background information task, you will develop and evaluate
schemes of work.
Teaching agriculture requires
development of schemes of work from Activity 1 Developing schemes of
approved syllabus. Different teaching, work

6
1 Review factors to consider when and adapt them to suit learners with
preparing schemes of work in special education needs.
agriculture.
2 Prepare a two week schemes of work Activity 1 Researching on
from Primary school agriculture appropriate methods of
syllabus. teaching agriculture
3 Present your work 1 Review different methods for
Activity 2 Evaluating schemes of teaching agriculture.
work 2 Discuss how each method works
1 Identify strengths and weaknesses of 3 Identify appropriate methods for
the schemes of work developed. teaching agriculture.
2 Make improvements on the schemes 4 Demonstrate how each method in (3)
of work developed by including works.
factors that were not considered.
3 Share your findings Activity 2 Peer - teaching using
various methods
Tips 1 choose a topic in the primary school
teacher’s guide.
 Ensure that agriculture
2 prepare a lesson showing a variety
syllabus, teacher’s guide,
of methods that could be used in
learners’ books, school
presenting the lesson
calendar and annual calendar
3 present the lesson in peer- teaching
are available
4 evaluate the lesson.
 You may use knowledge of
5 suggest other possible methods that
Foundation studies for format
can be used.
and factors to consider when
developing schemes of work
Activity 3 Adapting activities to suit
 You may use any relevant
learners with diverse
method of presentation
needs in agriculture
1 Discuss how you would take care of
learners with the following
Task 2 Demonstrating methods for
educational needs in an agriculture
teaching agriculture
lesson:
There are different methods that can be
a Hearing impairment
used to teach a subject. However, you
b Visual impairment
must select those methods that are
c Physically challenged
appropriate in the teaching of
d Gifted or talented
agriculture. In the activities below, you
e Slow learners
will research on appropriate methods in
f Emotional disturbance
the teaching of agriculture, demonstrate
g Multiple disabilities
7
 h Speech or language impairment 4 Present your findings to the class for
2 Present your findings discussion.

Activity 2 Isolating strengths and

challenges that learners
Tips
face in agriculture
 For Activity 1, you may 1 Conduct a study to find out
demonstrate the methods strengths and challenges learners
through a lesson presentation face in agriculture.
or role-playing (acting). 2 Analyse different challenges in the
 Presentations for Activity 3 learning of agriculture
can take different modes such 3 Find out ways how teachers manage
as role-playing, gallery walk, these challenges
bus stop, plenary and 4 Share your findings.
restaurant method.
Activity 3 Discussing management
of a large class
Task 3 Analysing challenges in 1 Watch a video clip of a teacher
teaching agriculture delivering a lesson in a large class.
Teaching of agriculture has its 2 Observe how the teacher manages
challenges. Teachers’ ability to identify the class
them can help in achieving the learning Present your findings
outcomes effectively. Some challenges
are related to the methods of teaching or Tips
resources. In the activities to follow you
will identify challenges in the teaching  For Activity 2
of agriculture and come up with their - You need to develop
possible solutions. intyrview guide to be
used
Activity 1 Reflecting on students’ - you may interview
personal experiences in teachers and learners in
large class nearby schools or you
1 Recall personal experiences learning may search in books and
agriculture in a large class in internet
primary school  For Activity 3, you may need to
2 Discuss personal experiences download a video clip in
learning agriculture in a large class. advance or watch clip made by
3 Discuss how the challenges were school
addressed.

8
 2 Evaluate their work regarding
 spellings
 exercises
Task 4 Applying appropriate ways of  legibility of hand writing
assessing learners’  taking notes
performance  submiting their work for marking
When presenting a practical lesson there  making corrections
is need to assess the learners if they are
able to perform the required skills as Activity 3 Reflecting on own
indicated in the success criteria. The teaching practice
right choice of the assessment methods 1 Reflect on how you handled the
and tools will facilitate the description following during teaching practice at
in achievement levels of the expected the demonstration:
skills from the learner. In this task, you a use of resources
will assess learners’ work and conduct b use of methods
self-evaluation. c Supervision of class activities
d reinforcement of feedback to
Activity 1 Assessing learners’ work learners
in a practical lesson e assessment tools
1 Prepare a practical lesson from the f questioning techniques
topic ‘clearing land for growing fruit g clarity of instructions
trees’ from primary school h inclusiveness
agriculture syllabus. 2 Discuss the findings
2 Develop assessment tools that you 3 Discuss how you would improve the
will use in the practical lesson. weaknesses in the next lesson.
3 Present the lesson to learners.
4 Assess learners’ work using the tools Tips
developed.
 For Activity 1,
5 Identify individual learner’s
- ensure that farm tools are
strengths and address their
mobilized well in advance for
weaknesses.
the activity
6 Reinforce individual learner’s
- ensure that assessment tools
strengths.
such as checklist and rubric
.
are developed in advance.
Activity 2 Evaluating learner
- you may identify the site in
activity books
advance.
1 Visit a demonstration school and
collect agriculture note books from
learners

9
 challenges. should be used to take care
of the different learners needs.

Learners have to be assessed on the

Summary
learning activities in order to get
In this topic, you have learnt that
feedback on their progress. Assessment
schemes of work are essential for the
of practical lessons and projects requires
organisation of teaching, learning and
appropriate tools. Development and use
assessment. Activities planned in the
of tools like rubric, checklist, reports,
schemes of work should reflect the
and presentations help in identifying
practical nature of agriculture as a
the learners’ level of achievement and
subject. A practical approach in the
understanding of the concepts.
teaching of agriculture is a must if
learners are to acquire basic skills in Reflection
agriculture production, processing and 1 What challenges did you face when
marketing. They need to have hands on developing schemes of work in
experience hence the inclusion of agriculture?
practical lessons. 2 How can you link topics taught with
learners’ everyday experience when
You have also learnt different teaching
teaching agriculture?
and learning methods that can be used
3 Which assessment methods are
in agriculture such as demonstration,
convenient for large classes?
projects, experimentation, field trips,
presentations and displays. Resources Assessment
such as school garden, livestock 1 Why should learners with diverse
woodlot, and orchard facilitate practical needs be considered when preparing
approaches in the teaching of schemes of work in agriculture?
agriculture. Therefore teachers should 2 What would be the appropriate time
ensure that such resources are available to teach the topic diseases of maize
and used in the school. The local and why?
environment is another bank of 3 Which factors should be considered
resources which teachers can utilise. when preparing the schemes of work
in agriculture?
You further discussed that teachers face 4 What methods do you think are
some challenges in the teaching of appropriate for teaching agriculture
agriculture such as lack of resources, in a large class?
and large classes. It is important to 5 How could you manage a large class
identify the challenges and find their during practical lessons
solutions for effective teaching, learning 6 In what ways would you use ICT to
and assessment use of variety of help teaching large class at primary
methods, activities and resources can school?
help to address some of these
10
7 What are the common challenges in Malawi Institute of Education. (2014).
the teaching of agriculture? Ways of teaching and ideas for student
teachers. MIE Domasi: Malawi
Glossary institute of Education
Information Communication Malawi Institute of Education. (2015).
Technology (ICT): use of technology to Critical thinking training manual for
access, present and manipulate Malawi. MIE Domasi: Malawi
information for example, use of smart Malawi Institute of Education. (2013).
phone, internet, computer, video, Critical thinking source book for
calculator, overhead projector Malawi. Domasi: Malawi institute
of Education
References
Malawi Institute of Education (2008).
Initial primary teacher education
agriculture tutors book: Domasi: MIE
Malawi Institute of Education (2008).
Initial primary teacher education
agriculture students’ book: Domasi:
MIE
Malawi Institute of Education (2010).
Initial Primary Teacher Education
ODL Agriculture module 1. Domasi:
MIE
Malawi Instituteof Education (2007).
Primary agriculture teachers’ guides
for standard 6, Domasi: Malawi
Malawi Institute of Education. (2007).
Primary agriculture teachers’ guides
for standard 5, Domasi: Malawi
institute of Education
Malawi Institute of Education. (2007).
Primary agriculture teachers’ guides
for standard 6, Domasi: Malawi
institute of Education.
Ministry of education science and
technology. (2007). Primary
agriculture teachers’ guides for
standard 7. Domasi: Malawi
institute of Education

11
TOPIC 3 Teaching agricultural environments and climate
change
Time 5 hours
Term 2

 apply appropriate method when

Introduction teaching causes and effects of climate
Agricultural production takes place in change
an environment that has been exposed  apply appropriate method in
to different human activities. Some of teaching of adaptation
the activities have contributed to climate  develop skills in assessing learners in
change. Agricultural production itself theory lessons
also contributes to climate change.
Climate change has negative effects on Background information
agricultural production. As a teacher Climate change is a long-term change in
and a change agent, it is important for global weather patterns. It occurs as a
you to study and teach the concepts of result of the accumulation of
climate change, its causes and effects greenhouse gases (GHGs) in the
and how people adapt in order to atmosphere. These gases occur naturally
survive. while others are produced due to
human activities. Climate change has
In this topic you will learn how to teach negative effects on agricultural
the concepts of climate change, causes, production. There is need to reduce
effects and adaptation measures using production of these gases as one way of
different methods. You will also reducing the effects on climate change.
develop skills in assessing learners in
theory lessons. The acquisition of knowledge of
agricultural environment and climate
Success criteria change will help teachers to develop
By the end of this topic you must be able knowledge and skills of reducing the
to: accumulation of the GHGs in the
 analyse the concept of causes and atmosphere.
effect of climate change
 use appropriate methods to teach Tasks
agricultural environment and Task 1 Analysing causes and
climate change effects of climate change
To adapt to the effects of climate change
you must have adequate knowledge of

12
climate change, its causes and effects. In 7
this topic, you conduct an information
search on the principle of greenhouse 8
effect, synthesise the principle, conduct 3 Compare your findings with what
experiments and report the findings. you learnt in Activity 2
Activity 1 Researching on the 4 Share the findings during a plenary.
principle of greenhouse
effect
Tips
1 conduct an information search on
the following:  For Activity 1, you may search
a principle of Greenhouse effect, information related to the activity
b causes of climate change on the internet and other books
c effect of climate change such as Climate change: sourcebook
d adaptation measures to climate for primary school teachers;
change. journals, newspapers and radio
2 Report your findings programmes
 For Activity 2, ensure that
Activity 2 Synthesising the principle primary school syllabus,
of greenhouse effect teachers’ guide and learners’
1 Discuss the principle of greenhouse books are available to check the
effect level of coverage of the topic.
2 Summarise key ideas in the principle
3 Present the findings to the class for
discussion. Task 2 Using appropriate methods
when demonstrating the
Activity 3 Examining syllabus principle of greenhouse effect
coverage of climate change There are different methods of teaching
1 study the agriculture primary school concepts in agriculture. In order to turn
syllabus and teachers’ guides theory into practice, experimentation
2 identify the main ideas on climate plays an important role. You will teach
change taught at different levels in the principle of greenhouse effect using
the primary school. experimentation and report the
Table 3.1 Level of coverage by class findings.
Standard Level of coverage
Activity 1 Discussing appropriate
5 methods for teaching
causes and effects of
6
climate change

13
1 Review methods for teaching climate around-walk around; think-pair-
change share and mix-freeze-pair activity
2 Discuss how each of the selected
method works
3 Present the findings Task 3 Using appropriate methods to
teach agricultural environment
Activity 2 Conducting an and climate change
experiment to When teaching concepts of agricultural
demonstrate the principle environment and climate change, it is
of greenhouse effect important to use approaches that
1 Plan an experiment to demonstrate encourage learner participation and
the principle of greenhouse effect. critical thinking. One such method is the
2 Explain the aim of the experiment Future’s Wheels. The method examines
clearly causes and effects of certain decisions as
3 Set up the experiment
is the case with climate change. In this
4 Observe the experiment
task, you will review how the method
5 Record the findings
works and analyse the causes and
Activity 3 Reporting the findings
effects of climate change using the
1 Plan a reporting session for the
Future’s Wheels.
experiment
2 Consolidate the observations
3 Improve your experiment to Activity 1 Reviewing Futures’
demonstrate the principle based on wheels as a teaching
the observations method
1 Review the procedures followed
when teaching using Future’s
Tips
Wheels.
 Other methods for Activity 1
2 Discuss the procedures for the
include: Problem tree; values
Future’s Wheels.
clarification; enter-educate;
3 Share the findings.
drama; role-play, case study
4 Examine the consequences of any of
 For Activity 3 you may use
your present behaviour on climate.
different critical thinking
5 Share your findings.
methods to allow others to make
observations such as bus stop, Activity 2 Analysing causes and
and restaurant effects of climate change
 For ways of presenting as in 1 Conduct an information search on
Activity 3, you may use talk causes and effect of climate change

14
2 Prepare teaching and learning 5 Present your findings.
resources that can be used to teach
causes and effects of climate change
using Future’s wheels. Activity 2 Examining level of
3 Develop Future’s wheels of the coverage of the topic
causes and effects of climate change. “adaptation to climate
4 Analyse the causes and effects of change”
climate change.
1 Identify the standard in which
adaptation to climate change is
Activity 3 Presenting results of the
learnt in primary schools
future’s wheels
2 Examine the level of coverage of the
1 Display charts showing the
topic .
developed Future’s Wheels
3 Compare it with your knowledge of
2 Allow others to make observations.
the topic.
3 Draw lessons from the Future’s
4 Report your findings.
Wheels.

Activity 3 Discussing appropriate

Task 4 Applying appropriate methods for teaching
methods in teaching adaptation measures to
adaptation measures to climate change
climate change
1 Brainstorm appropriate methods for
Teaching climate change requires
teaching adaptation measures to
methods that appeal for change in
climate change
attitude for the learners. In this task, you
2 Discuss appropriate methods for
will identify and use a variety of
teaching adaptation measures to
participatory methods that are
climate change
appropriate for teaching adaptation
3 Present in plenary
measures to climate change

Activity 1 Self-studying on Activity 4 Selecting appropriate

adaptation measures to methods for teaching and
climate change learning adaptation
measures to climate
1 Conduct an informal inquiry on
change
adaptation measures to climate
change. 1 Make an analysis (strengths and
2 Compile the results of your inquiry. weaknesses) of teaching methods
3 Analyse the results (giving meaning discussed in Activity 3.
to the results of the inquiry). 2 Choose suitable methods according
4 Write your report. to your learners’ abilities.

15
3 Share your ideas in plenary marking key on the topic “climate
Activity 5 Teaching adaptation change”.
measures to climate
Activity 1 Developing test items and
change
a marking key for a topic
1 Develop lessons on “adaptation “climate change”
measures to climate change” using
1 develop test items based on the
the methods selected in Activity 4
success criteria from primary
2 Peer-teach the lessons
agriculture syllabus
3 Evaluate the lessons
2 set the test items according to
Blooms taxonomy.
Tip
3 develop a marking key
4 award marks to each question
Tips
according to the level of difficulty of
 For Activity 1, parents/guardians the questions and relevance for
/fellow college students, other learner’s mastery and application in
support staff members (grounds life
people, cooks, messengers) can be a 5 develop grading scale for learners’
good source of information. performance
 For Activities 3 and 4, you may
consider the following methods: Activity 2 Critiquing the developed
- pair work test items and marking
- think-pair-share key
- gallery walk
1 Submit the test items and marking
- demonstration
key for critiquing based on the
- resource persons
following criteria:
- field trip/educational visit
i. equitable distribution of
- role- playing
questions from the topic “climate
change” (content coverage)
ii. level of difficulty following
Task 5 Developing skills in
blooms taxonomy
assessing learners’ work in
iii. clarity of instructions
theory lesson
iv. clarity of the questions
Student teachers need to have skills in
v. distribution of marks
assessing learners. Assessment items
vi. typing error such as spelling,
must be accompanied by marking
punctuations, word/ sentence
scheme or key. In this task, you will
spacing
develop and critique test items and a
vii. clarity of illustrations

16
2 Discuss the findings in plenary and releases it during
decomposition or burning, and
 careless dumping of waste materials
which produces methane during
Tips fermentation.
 For Activity 1, you may use the
Accumulation of the greenhouse gases
approved grading scale
in the atmosphere forms a layer that acts
 For Activity 2, you need agriculture as a blanket. This layer allows light from
syllabus, teachers’ guides, Learners’ the sun to pass through and heat the
book and a copy of Bloom’s earth but it prevent the heat from
taxonomy. escaping. This results in global warming
that causes climate change.
 Use your knowledge of Foundation
studies to develop the blue print for A similar situation occurs in a
equitable distribution of questions in greenhouse where crops are grown for
covering the syllabus. agricultural research and during cold
months. This greenhouse is made of a
transparent plastic sheet or glass that
allows light to pass through and change
into heat. The heat trapped in the house
makes it warm to enable crops grow
Summary
In this topic, you have learnt that and develop faster. This is known as
climate change is an average long-term “greenhouse effect” as shown in Figure
change in global weather patterns due 3.1.
to accumulation of greenhouse gases.
These greenhouse gases include: carbon
dioxide, methane, chlorofluorocarbons,
nitrous oxide. Human activities that
release greenhouse gases are

 ploughing which releases trapped

carbon dioxide
 burning of fossil fuels (petrol, diesel
paraffin, coal) and crop residues
Figure 3.1 Cabbage growing using
 some gases from refrigerators such
greenhouse principle
as chlorofluorocarbons
 careless cutting down of trees which You also learnt negative effects of
reduces carbon dioxide absorption climate change which include are:
floods which destroy crops, bridges,

17
school buildings, roads as shown in experimentation, drama and problem-
figure 3.2 and increases disease tree. You further developed test items
incidences such as malaria, cholera; and marking key.
abnormal rainfall patterns resulting into
poor harvests and hunger; drought
which results into water shortages for Reflection
1 How does climate change arise?
irrigation and causing school children to
2 Which methods do you think
walk long distances in search of water.
capture your learners’ most and least
attention?
3 What is your opinion about
assessment as part of teaching and
learning process?

Assessment
1. Analyse the strengths and
weaknesses of the following
methods: used for
teaching/learning agricultural,
Figure 3.2 Effects of floods
environmental and climate
You further learnt that some of change.
adaptation measures to the effects of a. research/inquiry
climate change include using drought b. project
tolerant and early maturing crop c. Future’s wheels
varieties, using pest and disease d. brainstorming
resistant crops and livestock, growing a 1 Explain how you would use these
variety of crops so that when one crop assessment tools:
fails, the farmer can depend on the other
a observation checklists,
rain water harvesting.
b quiz/test items,
Furthermore you learnt that emission of c interview
greenhouse gases can be reduced by schedule/questionnaire,
planting trees and vegetation, practising d rubrics
conservation agriculture, avoiding 2 Assume that you have taught the
setting bush fires,, reduce, recycling and topic “climate change” to your
reusing wastes. learners .

You also learnt a variety of methods for a set test items on the topic
teaching climate change such as “Climate change
Future’s Wheels, values clarification, b develop a marking key for test
edu-tainment, role-play, items

18
Glossary Lenne, L.M and Wood, D (2011).
Adaptation: act of suiting/fitting in a Agrobiodiversity management for food
situation security: A critical review, publ. UK:
CAB
References Malawi Institute of Education (1998). A
Bloomsbury Information (2006). sourcebook for population education in
Dictionary of agriculture. 3rd edition, Malawi. publ. Domasi: MIE.
publ. Blooms Plc Broadway: New Haines, M (1985). An introduction to
York Farming Systems, publ. London:
Kamangira, Y T (2012). Teaching and Longman.
learning strategies in agriculture Reynolds, M P (2011). Climate change
education, Unpublished module for and crop production, publ.
University Certificate of Education Oxfordshire: CAB.
(UCE). Zomba: Chancellor College. Rogers, A (1986). Teaching adults, publ.
Kang, M S (2007). Agricultural and Philadelphia: Open University
environmental sustainability Press.
considerations for the future. pbl.
New York: The Haworth Press

19
TOPIC 4 Teaching farm records

Time 4 hours

Term 2
Background information
There are different activities that are
Introduction carried out on the farm. Such activities
In the business of farming, several include: farm purchases, field
activities are involved. These activities operations and livestock management
need to be recorded accurately for practices. A record of all these activities
planning, budgeting and decision is what is called farm records.
making. Teaching of farm records can
There are three main types of records
help learners to develop record keeping
namely financial, production and
skills which are important in
inventory records. Examples of financial
agribusiness. It is therefore important
records include sales record and
for you to appreciate the value of
purchases record; production records
teaching farm records.
include field operation record, crop
In this topic, you will explore the record and labour record; inventory
concepts of farm records and use record include a record of items,
appropriate teaching, learning and infrastructures, farm equipment and
assessment methods and resources machinery in possession of a farmer.
when teaching farm records in primary
By teaching farm records in primary
schools. In addition, you will use
schools, learners will be able to monitor
appropriate strategies for assessing
farm activities in their homes and be
learners on farm records.
able to practice agriculture for
Success criteria profitability. However most people do
By the end of this topic, you must be not keep these records due to negative
able to: attitudes towards record keeping.
 reflect on the concepts related to Currently farm operations are becoming
farm records more and more business oriented. It is
 use appropriate methods in teaching therefore important for anybody in
farm records production to keep records in order to
 apply appropriate strategies for remain in business.
assessing learners’ work in farm
Tasks
records
Task 1 Reflecting on the concepts
related to farm records

20
In this task you will conduct an Table 4.1 class and level of coverage
independent investigation on concepts
related to farm records. Furthermore
you will find out how much of the topic Class Coverage
is covered in the primary school
agriculture curriculum and activities 4
which learners can do in order to 5
understand concepts related to farm
records. 6

Activity 1 Conducting an 7
independent research on
8
concepts related to farm
records

1 Conduct an independent research on 2 Present your findings.

the concepts related to farm records.
Activity 3 Discussing concepts
- Types of farm records
related to farm records
- Components of each farm record
- importance of farm records 1 Are you able to remember
- common records kept by farmers everything that happened during
- effect of gender on record- your birthday celebration?
keeping 2 Why can you remember or cannot
2 Share your findings with your remember the events?
colleagues in a plenary. 3 Discuss the meaning, types and
importance of farm records
Activity 2 Identifying levels and 4 Research on common farm records
depth of coverage of the kept in your area
topic at primary school 5 Share the findings with your
1 Using the primary school teachers’ colleagues.
guides and learners’ books, find the 6 Practise writing different types of
classes in which the topics are taught farm records in a plenary
and its level of coverage. Use the 7 Display your work for a gallery
following table walk.

21
Tips 2 Discuss how the following methods
can be applied in the teaching of the
 For Activity 1, use library books, topic “farm records” field trip, think-
prescribed textbooks (college and pair –share, question and answer,
primary schools), internet brainstorming and role play.
(computers/ students’ cellphones). 3 Present your work.

 For Activity 2, use teachers’ guides Activity 2 Discussing procedures

and learners books. for a practical lesson
 discuss with friends to establish when teaching “farm
the classes and level of coverage for records”
the topic in primary schools
1 Outline procedures for a practical
 use different methods for sharing
lesson.
findings such as gallery walk,
2 Discuss procedures for practical
presentations
lesson.
 For activity 2, use other notable 3 Present the finding for discussion.
life events other than birthday
Activity 3 Analysing strengths and
celebrations.
challenges for practical
 Have real diaries for the activity lesson on “farm records”

 Relevant samples of farm records 1 Brainstorm strengths and challenge

may as well be used. faced when conducting a practical
lesson.
Identify strengths and weaknesses of
using a practical approach when
teaching a topic in farm records.
Task 2 Using appropriate methods for 2 Suggest solutions to the challenges.
teaching farm records 3 Share your findings for discussion.
In this task you will explore appropriate Activity 4 peer-teaching farm
methods for teaching farm records. You records using a practical
will also develop tools for assessing method
practical lessons for farm records.
1 Prepare practical lesson on a topic
Activity 1 Exploring methods for on farm records.
teaching farm records 2 Peer-teach the lesson
1 Discuss the methods that would be 3 Evaluate the lesson
appropriate for teaching the topic Task 3 Applying appropriate
“farm records.” strategies for assessing learners’
work on farm records

22
In this task you will develop tools for  eal diaries for the activity
assessing practical lessons in teaching Summary
farm records. The task will also expose In this topic you have learnt that there
you to the tools for assessing the are three main types of farm records
teaching of farm records and you will namely financial, production and
practice using the tools to check their inventory. You have also learnt that
effectiveness. farm records are important because they
Activity 1 Developing tools for help farmers obtain loans, provide
assessing learners’ work in information for fair calculation of
practical lessons income tax, help farmers check whether
their farming enterprise is operating at a
1 prepare a lesson in which learners profit or loss and provide history of
would practice preparing different farm operations from one period to
farm records another for easy comparison of
2 in your lesson indicate the type of performance. Farm records need to be
farm record and resources to be kept properly and must, therefore, not
used be written on loose pieces of paper.
3 develop a checklist and a rubric for
observing a practical lesson on farm You have also discussed appropriate
records methods for teaching farm records such
4 peer-teach using the prepared as substitution tables, practicals and
lesson. field trips. You also practised presenting
5 using the developed checklist and lessons using different strategies such as
rubric, assess the presentations field trip, think-pair-share and role
6 evaluate the lessons based on the playing. Finally, you developed and
results and the effectiveness of the practised assessment of the topic using
assessment tools developed. tools like checklist and rubric.

Activity 2 Discussing assessment Reflection

tools and strategies for 1 What are the necessary skills that
teaching farm records teachers and learners require for
successful teaching and learning of
 Discuss the assessment tools you farm records?
could use to observe practical 2 What methods would be more
activities in the teaching of farm appropriate in the teaching of the
records following:
 Discuss how you would use them in a meaning of farm records
the course of observing the activities. b types of farm records
c importance of farm records
Tips

23
3 What resources would be suitable
for teaching the topic?
4 Why are the rubric and checklist
more appropriate for assessing
practical work? Construct labour
and crop records using the data
given above.
5 Compare a checklist and rubric in
terms of how they are used in
assessment.
6 How different are the two tools in
terms of measuring learners’
attainment of knowledge and skills?
7 Which tool would be more
appropriate for assessing practical
lessons?

Assessment
1 Describe farm records
2 How would you classify farm
records?
3 With relevant examples, describe
the keeping records can help an
agricultural entrepreneur.
4 Give any four types of farm
records a bee-keeper can have.
5 Mrs. Konyani is a farmer. In the
2016/17 cropping season she
grew maize on plot 1 with an
area of 4 hectares and soya beans
on plot 2 with an area of 3
hectares. She kept the
information in a farm diary and
later transferred it into relevant
records.

24
Table 4.2 Crop and labour record

Date Activity Number of Time in Maize (labour Soya beans

persons days days) (labour days)

14/06/14 Clearing in plot 1 5 6 30

22/06/14 Clearing in plot 2 5 6 30

17/07/14 Ridging in plot 1 5 10 50

04/08/14 Ridging in plot 2 7 7 49

19/08/14 Manuring in plot 1 at 5 12 60

12.6 tons per hectare

04/09/14 Compost manure in 4 15 60

plot 2

18/11/14 Planted 60kg of DK 10 1 10

8031 maize in plot 1

21/11/14 Planted 100kg soya 20 1 20

beans in plot 2

01/12/14 Applied 600kg of 20 3 60

23:21:0 + 4% S
fertilizer on plot 1

Glossary
Inventory– written information on items available

References
Malawi Institute of Education (2007). Malawi Institute of Education (2008).
Agriculture teachers ‘guide for Agriculture teachers’ guide for
Standard 6, Domasi: Malawi Standard 7. Domasi: Malawi
Institute for Education. Institute for Education.

Malawi Institute of Education (2007). Malawi Institute of Education (2008).

Agriculture learners’ book for Agriculture learners’ book for
Standard 6. Domasi: Malawi Standard 7. Domasi: Malawi
Institute for Education. Institute for Education.

25
Malawi Institute of Education Kanjala B M and Kaperemera N T
(2008).Initial primary teacher (2001). Strides in agriculture.
education: Agriculture lecturers’ Blantyre Longman.
book. Domasi. Malawi Institute for
www.thespruce.com/how-to-keep-farm-
Education.
records-3016896. Lauren A How to
Malawi Institute of Education (2008). keep farm records. Updated
Initial primary teacher education: 19/11/2016
Agriculture students’ book. Domasi,
Malawi Institute for Education

26
TOPIC 5 Teaching Irrigation
Time 3 hours
Term 2 Background on irrigation
Introduction Malawi’s economy largely depends on
agriculture. Agriculture is key to food
Agriculture involves production of
security, economic growth and wealth
crops and raising of livestock. You
creation. However, the agriculture
might have been involved in the
sector faces several challenges including
production of different crops like maize,
over dependence on rain-fed farming.
groundnuts and vegetables in your
Malawi is experiencing unpredictable
home. Crop production depends on
rainfall patterns. In order to increase
water. Where rainfall is scarce,
crop production, there is need to ensure
inadequate or unreliable you need to
that there is continuous supply of water
supplement it with irrigation. The
to crops.
teaching of irrigation will equip you
basic principles. Teaching the topic ‘irrigation’ should be
a catalyst for you to acquire needed
In this topic therefore, you will review
knowledge, skills and attitudes. This
concepts of irrigation. You will also
will assist learners to gain knowledge,
learn appropriate methods for teaching
skills and attitudes and apply them in
and learning irrigation and use different
growing crops at school or at their
methods to assess learners work. This
homes. The topic can effectively be
will help you to teach the topic of
taught if teachers use appropriate
irrigation effectively.
methods of teaching and learning such
as KWL, gallery walk or think-pair-
Success criteria share. Learners can learn well if they
By the end of this topic you must be able can be allowed to make an excursion to
to: visit active irrigation unit to observe and
 develop an understanding of the report their findings. On the other hand,
concept of irrigation limited irrigation facilities, inadequate
 apply appropriate methods in the knowledge of irrigation and low
teaching of irrigation learners’ participation in the lessons
 use assessment results to improve might be some of the challenges in
teaching and learning of irrigation teaching of the topic.

Effective teaching and learning goes

hand in hand with assessment.

27
Therefore both formative and Activity 2 Identifying topics on
summative assessment must be used. irrigation taught in
primary schools
Tasks
Task 1 Developing of an a make an appointment with a nearby
understanding of the concept primary school agriculture teacher
of irrigation b inquire from the teacher topics about
Growing of crops depends on irrigation taught in primary school
availability of rainfall. People artificially c compare listed topics with key
supplement this rainfall in different concepts of irrigation in Activity 1
ways. Therefore you will search above.
concepts of irrigation and identify topics d Share your findings with your
on irrigation taught in primary schools. friends for discussion

Activity 1 Researching on irrigation

concepts
Tips
1 conduct research on the following:  Refer to agriculture teachers
a concept of irrigation guide, learners’ book, syllabus
b importance of irrigation for primary school Standard 6
c methods or types for all tasks.
2 identify the method of irrigation in  For Activity 1:
Figure 5.1 - use internet or relevant
3 make a summary of the findings. books to search for
4 present your findings to the class for illustrations on methods
discussion. of irrigation.
- give clear instructions to
learners on what to do on
the visit for learners in the
primary schools.
- You may consult IPTE
Agriculture handbook and
IPTE ODL module 1
 For Activity 2, you may need to
organize a visit to a nearby
place where irrigation is
Figure 5.1: An example of irrigation practiced and take notes.
methods.

28
Task 2 Applying appropriate methods Activity 3 Preparing micro-lessons
in the teaching of irrigation and presenting them

Varying of teaching and learning 1 Prepare a micro-lesson on the topic

methods accommodates learners with “methods of irrigation” using
different learning styles in classroom. In research method.
this task you will analyse methods for 2 Refer to activity 2 to identify the
teaching irrigation, prepare micro- resources for teaching the topic “
lessons and present them. methods of irrigation”
3 Present your micro-lesson using the
Activity 1 Analysing methods
research method
appropriate for teaching
4 Let your colleagues comment on
and learning irrigation
your presentation
1 Use any relevant ICT tools to search
for methods you can use to teach the
topic on irrigation to your learners Tip
 For Task 2 activity 1Fou may use
2 List down your findings
KWL, brainstorming, discussion,
3 Compare these methods with the demonstration, research, question
methods that your lecturers are and answer .
using when teaching

4 Describe how each method works.

Task 3 Using assessment results to
5 Select the appropriate method you improve teaching
can use to teach the topic on
irrigation. Teachers are required to use assessment
results to improve teaching and
Activity 2 Identifying resources for learning. This can be achieved through
teaching and learning proper assessment methods.
irrigation
Activity 1 Exploring assessment
1 Think of possible resources you can methods appropriate for
use to teach the topic ‘irrigation’. teaching irrigation
2 Select resources that are appropriate
for teaching the topic on irrigation. 1 Suggest methods for assessing
3 Share your findings to class for learners in the topic “methods of
discussion. irrigation”

2 Discuss how each assessment

method works.

29
3 Select from the list those assessment T
methods that are appropriate for Tips
assessing the topic “methods of  For Activity 1, you may use
irrigation”. knowledge from Foundation
studies to identify assessment
4 Share your findings with colleagues.
methods.
Activity 2 Assessing learners’ work  Prepare assessment tools in
and analysing results in advance of the lesson
teaching of irrigation  For Activity 2:
- provide appropriate tools for
1 Organize practical activity with
irrigation such as watering
learners to irrigate flower or
can, horse pipe.
vegetables around school.
- you may consider the
2 Let learners practice watering the
following as skills for
crops.
assessment in the checklist:
3 Identify skills to be assessed.
participation, distribution of
4 Complete the check list below and
water, handling of watering
use it to check learners performance.
can/ hose pipe, height of
Name of Skills for assessment irrigation from the ground
learner - to improve the teaching and
skill 1 Skill 2 Skill 3
learning you may consider
Yes No Yes No Yes No the following: demonstration
Mary and revision.
Phiri

John
Hezekia Summary
In this topic you have learnt that
Hanifu
irrigation is the artificial supplying of
Saidi
water to crops onto a field to enable
5 Observe and record learners work them to grow. You have also learnt
using the check list. using different methods of irrigation
6 Identify skills in which learners like sprinkler which supplies water to
require improvement using the crops through pipes with nozzles at the
check list. end to spray water; drip or trickle
7 Improve the teaching and learning irrigation which leads water directly to
based on the weaknesses identified the planting station through perforated
pipes laid out on the ground; basin
irrigation which leads water to basin-
like structures through furrows or

30
channels; and flooding irrigation in 3 Design a drip irrigation using locally
which water is applied to the plot available resources that can be used
wildly like floods. You have also in teaching the topic “methods of
covered the importance of irrigation irrigation” for teaching?
such as avoiding risk of hunger and 4 How can you make use of school
helping farmers to grow crops several borehole to teach learners methods
times in a year. of irrigation?
5 Connect what you have learnt on
You further studied methods of
concepts of irrigation to use of waste
teaching the topic “irrigation” such as
water from bathroom in your home.
research method where learners can
6 Discuss any three improvements that
find information on their own, project
you would make after assessing a
method where learners are assigned
learner’s work?
task to apply learnt concepts, KWL
7 Connect what you have learnt on
where learners are helped to think of
concepts of irrigation to use of waste
what they already know, raise
water from bathroom at your home.
questions about it and find answers to
those questions, and demonstration Glossary
where a teacher, with assistance from Furrow a narrow trench or channel
the learners, shows how to carry out an made in the ground for
activity. Furthermore, you have irrigation
analysed assessment results to improve Drip let fall or to shed small drops
teaching and learning. of water
Reflection References
1 What challenges did you face in the
Malawi Institute of Education (2008).
topic?
IPTE agriculture tutors book.
2 How did you deal with the
Domasi: MIE
challenges?
Malawi Institute of Education (2007).
3 Which method of assessment was
Agriculture teacher’s guide and
unfamiliar to you?
learners book for Standard 6.
Assessment Domasi: MIE
1 You are planning to teach the topic Ministry of Education, Science and
importance of irrigation” in standard Technology. (2009) IPTE ODL
6, describe any three methods you module 1. Lilongwe: DTED
would use in teaching the topic? https://water.usgs.gov/edu/inqukklook.
2 Assume that your learners are html
engaged in project on vegetable
growing, develop an assessment tool https://www.reference.com>different-tg
you can use to assess their work.

31
TOPIC 6 Establishing a school garden as a teaching learning
and assessment resource

Time 4 hours In this topic you will establish a school

Term 2 garden as a teaching, learning and
assessment resource.
Introduction
A school garden is an important Success criteria
resource in the teaching, learning and By the end of this topic you must be able
assessment of learners work in to:
agriculture. It is where experiments,  Reflect on a school garden as a
projects, demonstration of various teaching, learning and assessment
production practices are done. resource
 establish a school garden
Establishing a school garden requires  use the school garden as a teaching,
input from learners, teachers, head learning and assessment resource
teachers, school management
committees, mother support groups, Background information
Parent and Teachers Association (PTA), A school garden is a resource in the
and the community. Involvement of teaching and learning process. This is
these stakeholders can help in areas of the case because it is where learners
management, mobilisation of resources, supported by teachers grow a variety
utilisation and security. The school crops and raise small livestock for
garden can facilitate in developing learning purposes. Learners can conduct
positive attitude in learners and the experiments on how some factors of
community as they appreciate the skills production can affect the growing of
and benefits of agricultural production. crops and raising of small livestock. As
Knowledge on establishing and they grow various crops in the garden
management of the school garden will they acquire different skills on how to
help school as this helps to link theory grow crops and raise livestock. A school
into practice and help teachers transfer garden can comprise of several crops as
necessary skills to primary school shown in figure 6.1.
learners for further education and
survival. Teacher Training colleges and primary
schools should ensure that they have
school gardens. Teaching and learning
using a school garden will be depend on

32
hands on experiences. These experiences 2 Share your experiences with your
include designing the school garden and colleagues.
carrying out farm operations.
Activity 2 Discussing how the school
In most schools gardens do not exist. garden was used
This is due to a number of challenges 1 Discuss how the school garden was
which include: Lack of knowledge by used by the following groups of
some agriculture teachers, lack of people:
commitment and interest, lack of a learners
support from stakeholders, inadequate b teachers
land and resources c community
2 Think of how differently you would
As teachers, you must also use the
use the school garden,
school garden as an assessment
3 Present your findings in plenary
resource. Assess skills which learners
are acquiring as they are conducting the
Activity 3 Relating the importance of
project.
school garden to teaching
of agriculture
Tasks
1 Research on the role of school
Activity 1 Rreflecting on a school
garden in the teaching of agriculture
garden as a teaching, learning
2 Present your findings for discussion.
and assessment resource
The school garden can be used as a
teaching and learning resource. In this
task, you will reflect on school garden
experiences when you were in primary
school and relate its importance to
teaching of agriculture.

Activity 1 Reflecting on school

garden experiences
1 Recall your experiences of a school
garden as shown in figure 6.1in
terms of the following:
a your understanding of the
concept
b enterprises in the school garden
c how you were involved
d how you benefited

33
 Activity 1 Developing plans for
establishing the school
Tips garden
 For activity 1 1 Discuss factors to consider when
establishing a school garden
- you may use your primary or
2 Identify an area where you can
secondary school and home
establish a school garden
experiences
3 Discuss factors that you considered
- consider using the following when choosing the site in (2)
methods: pair share, walk 4 Present your findings for discussion
around, talk around
Activity 2 Designing a school garden
 For activity 2 1 Develop a design for your school
garden
- you may use internet,
2 Compare your design with any other
books and journals to find
designs of a school garden from the
the information
internet or other books or other
- the following methods may sources
be used work station and 3 Present your findings
gallery walk

- you may conduct a book Activity 3 Establishing a school

search, ICT or ask garden
individuals
1 Select the design suitable for your
school environment.
2 Use the map to establish or improve
 For Activity 3, ensure that the
the school garden.
instructions are given in advance.

Task 2 Establishing a school garden

Establishing a school garden requires
proper planning, will discuss and
develop plans before establishing a
school garden.

34
 Activity 2 Preparing tools for assessing
Tips learners work during practical
 For Activity 1, lessons
- you may search on the 1 review tools for assessing learners’
internet, books, e.g. work during practical lessons
sourcebook on school 2 develop tools for assessing learners’
gardens for TTC and work during practical lessons you
primary schools. developed in Activity 1
- you may sketch a map of 3 Present your work for discussion.
your garden
 For Activity 2, consider using the Activity 3 Using a school garden for
following methods: work station, teaching, learning and
one stay and three astray; artistic assessment
problem solving; group work 1 demonstrate activities in the
and fish bowl growing of vegetables
 Ensure that different designs of 2 involve learners in practising the
school gardens are available. activities in the growing of
vegetables using the school garden.
3 assess learners work during the
Task 3 Using a school garden as lesson
assessment resource
School gardens at a school facilitate
teaching, learning and assessment
through hands on experiences. In this
task, you will prepare and present a
practical lesson on growing vegetables
and evaluate the observed lesson.
Activity 1 Preparing practical lesson
on growing of vegetables
1 review procedures for a practical
lesson
2 prepare the site for growing of
vegetables.
3 mobilise resources
4 conduct a project in growing
vegetables.

35
 need for protecting the soil and water
and generating school income.
Tips
 For activity 1 you may use your You have also learnt that in order to
knowledge from Foundation successfully establish a school garden
studies to review procedures for a you need to consider factors such as
practical lesson attitudes of the community, teachers
 For Activity 3 you may include and learners; primary purpose of the
activities such as land garden; involvement of stakeholders
preparation, nursery such as teachers, learners and the
establishment, field bed community. You also need to select
preparation , transplanting and suitable site for a school garden. In
weeding order to do this you need to consider
 For Activity 2 assessment tools nearness to water supply, nearness to
may include checklist, rubric , school, crops to be grown, type of soil
test items and marking and steepness of the land.
key/scheme You further learnt that you can assess
 For activity 3, consider assessing learners’ work in a practical lesson
learner skills such as taking using a checklist, rubric and test items
accurate measurement, making of teachers. Therefore, when planning a
accurate observations, recording, lesson, teachers need to identify specific
doing the production practices skills.
appropriately
Reflection
1 How can you ensure that my school
fully recognise the garden as a
Summary
teaching, learning and assessment
In this topic you have learnt about resource?
school garden as a piece of land within 2 In what ways can you involve
the school environment used for learners in planning, decision
growing crops and raising small making, and organisation of a school
livestock with learners for learning. garden?
purpose. This will help both teachers 3 How can a teacher lobby for support
and learners in several ways for from the community and other
example, awareness of the relationship stakeholders on school gardens?
of theory in the classroom and practice 4 How can the use of school garden
in their natural environment; encourage empower learners with diverse
good nutrition for learners, teachers and needs such as orphans, or children
surrounding community; beautifying coming from poor families?
the surrounding; raise awareness of the

36
5 How can you make a school garden Kanjala B M and Kaperemera N T
sustainable where there is water (2000). Strides in agriculture 1
problem. Blantyre: Longman.

Assessment Living schoolyard transformation manual,

1 Explain any three things that are UNICEF not published.
considered when establishing Chiumia A C (2012). Practical agriculture
garden. education: translating theory into
2 As a teacher, how would you use a practice. Domasi. MIE.
school garden for the following:
Ngugi D et al (1990). East African
a. teaching and learning
agriculture. Macmillan Malaysia
b. assessment
MIE (2014). Ways of teaching and ideas for
References student teachers. Domasi. MIE.
Malawi Institute Education (2008). Initial
MIE (2015). Critical thinking training
primary teacher education Agriculture
manual for Malawi. Domasi. MIE
tutor’s book. Domasi: MIE.
MIE (2013). Critical thinking sourcebook
MIE (2010) Initial Primary Teacher
for Malawi. Domasi. MIE.
Education ODL Agriculture module 1.
Domasi. MIE.

37
TOPIC 7 Teaching of arable crops
Time 5 hours
Term 2 Background information
The teaching of arable crop production
Introduction requires that you have adequate
In topic 6, you learnt about school knowledge of the content of the topic.
garden establishment. This topic falls The content includes choice of suitable
under core-element crop production. crops for the area and husbandry
Another topic under this core-element is practices for the identified crop. You
teaching of arable crop production. As a also need to make an appropriate choice
primary school teacher, you are of the assessment methods and
expected to teach this topic to primary resources for the topic.
school learners. This topic will help you
to have a clear understanding of the Most areas in Malawi suit a variety of
topic so that you can teach it with ease. arable crops and this gives a wide
Learners will benefit by acquiring choice of crops to be grown for teaching.
knowledge, skills and develop positive The learners have experienced the
attitude towards crop production. growing of most arable crops in their
In this topic you will learn how to grow communities which you can use for
various arable crops and how to teach teaching.
and assess learners’ work using
appropriate methods and resources. For the learners to acquire the expected
knowledge and skills, practical
approach to the teaching of the arable
Success criteria
crops is the most appropriate. Some of
By the end of this topic you must be able
the resources for the practicals are
to:
found around the school while others
 develop an understanding of the
can be brought by the learners.
concepts of arable crop production
 mobilise effective resources for
The teaching of arable crop production
teaching and learning arable crops
may face a challenge of limited
 apply appropriate methods in the
resources for the large classes; negative
teaching of arable crops
attitude for some teachers and the
 use innovative methods for assessing
community in doing the practicals and
learners when teaching arable crop
security problems for the crop. As a
production.
teacher, you need to devise the best
approach to do the practicals.

38
 Tip
Tasks
 You may search information about
Task 1 Developing an
maize growing from various books
understanding of the concept
in the library, internet or contact
of growing arable crops
Agriculture extension officers
Teachers must show expertise in the
topic being taught. This requires
Task 2 Mobilising resources for
resourcefulness in order to show
teaching and learning of arable
authority in the subject. In this task, you
crop production
will search for information on
The teaching and learning of arable
production practices for growing arable
crops require a variety of resources.
crops and discuss the findings with
Some of the resources can be collected
colleagues.
or made locally at the school/college. In
this task, you will identify resources that
Activity 1 Searching for information
can be used in the teaching and learning
on maize production
of the arable crop production, collect
practices
those that are found within the
1 Brainstorm on common arable crops
surrounding, develop those that you
in Malawi
cannot find and display for others to
2 Chose suitable arable crops for the
see.
area
3 Search information on production
Activity 1 Identifying resources for
practices for growing maize.
teaching of maize
4 Write a summary of the production
production
practices
1 Brainstorm teaching and learning
5 Present the results
resources that can be used in
teaching the topic “maize
Activity 2 Discussing maize
production”
production practices
2 Discuss the teaching and learning
1 Discuss each production practice resources that can be used in
2 Write a summary report of how each teaching the topic “maize
production practice is done, production”
advantage and disadvantages of 3 Identify resources that can be used in
each practice. teaching and learning different
3 Present the findings lessons on maize production

Activity 2 Collecting resources for

teaching maize production
1 Walk around the school campus

39
2 Collect the resources for teaching develop the required attitude. A
maize production you identified in practical approach in form of a project is
Activity 1 ideal for teaching arable crops Than in
3 Request learners to bring some of the this task, you will prepare present and
teaching materials evaluate practical lessons done during
project work.
Activity 3 Developing resources for
teaching and learning of Activity 1 Preparing practical lessons
maize production on maize production
1 Identify resources that you did not 1 Identify practical activities that can
get in activity 2 be used in teaching maize
2 Draw or model the resources production.
2 Prepare practical lesson on maize
Activity 4 Displaying teaching and production practices.
learning resources for 3 Peer review the planned lesson.
maize production 4 Improve your lesson.
1 Display the
resources collected and created Activity 2 Presenting practical
2 Plan a gallery lessons on maize
walk or bus stage or restaurant for production
others to appreciate. 1 Plan to peer teach a practical lessons
3 Conduct peer on maize production
assessment of the resources 2 Review procedures for teaching
practical lessons
Tips 3 Present the practical lessons
 For Activity 1, you may use go the
agriculture primary school Activity 3 Evaluating practical
syllabus or Teachers guide to lessons using checklist
know the different resources 1 Identify strengths in the lessons
needed for maize production. delivered
 For Activity 1, you may use Quick 2 Identify challenges faced
write, brainstorming, pair work 3 Suggest solutions to the challenges

Task 3 Applying appropriate

methods in the teaching of arable crops
The teaching of arable crops requires an
appropriate strategy for the learners to
acquire the knowledge, skills and

40
 3 Develop assessment tools for
Tips assessing learners’ work when
 Use the school garden for teaching maize production using
presenting the lessons in project method.
Activity 2
 For Activity 2, you may Activity 2 Assessing learners work in
consider the methods used, a project on maize
resources and assessment used production
lesson introduction, 1 Plan practical lesson on maize
development and conclusion to production.
identify the strengths and 2 Determine the skills to be acquired
weaknesses. in the lesson.
3 Use the tools when assessing
learners’ work in a practical lesson at
the demonstration school.
Task 4 Using innovative methods 4 Assess the extent to which learners
for assessing learners’ work are able to display the intended
when teaching arable crop skills.
production 5 Keep progress results of the
Assessment forms part of the teaching individual learner’s achievement.
and learning process. Results of 6 Share your findings.
assessment provide feedback on how
well the teaching is going on. In this Activity 3 Using assessment results
task you will develop and use to improve teaching and
appropriate assessment tools for a learning of maize
project on growing arable crops in a production
school garden. 1 Study the progress record for
learners’ achievement.
Activity 1 Developing assessment 2 Identify skills that have high and
tools for teaching maize low achievement levels.
production using project 3 Identify learners with low
method achievement levels.
1 Review the different tools used to 4 Suggest how you will use the results
assess learners’ work during to improve your teaching and assist
practical lessons. learners who are struggling.
2 Explain how each tool is used. 5 Share your findings for comments.
Identify the different skills that you 6 Use the refined suggestions to
want the learners to acquire during improve your teaching.
the practical lessons.

41
 Tips case study. Crop production practices in
 For Activity 1, you my use growing maize include land
checklist, rubric, test items or preparation, planting, weeding,
report as assessment tools. fertilizer application, pest and disease
 For activity 2, You may need control, harvesting and marketing.
progress books for keeping
You also learnt that one of the resources
achievement levels for different
for teaching growing of arable crops is
practical lessons for the project
the school garden. A teacher may need
work
to use learners to collect other resources
 For Activity 3, practical lesson
such as seeds, farm tools to ensure
should be planned based on the
effective learning process
project stage e.g. weeding,
planting, harvesting stage. You further learnt that practical lessons
 You may consider the following help learners acquire skills. A practical
ways to improve teaching and lesson may focus on more than one skill.
learning: In teaching principles of crop
- revising of the production using practical lessons, focus
activity/make up lessons on measurable skills. Resources should
- listing higher performing be adequate to allow learners practice
peers in demonstration the skills being taught. It is important to
skills supervise the learners as they carry out
- increase availability and the activities. In order to have more time
quality of resources for hands on practice, project method
becomes ideal. In project method,
learners do the activities during their
free time and take a longer time
depending on the period of growing the
Summary crop. Project work helps learners
In this topic you have learnt critical practice all production practices with
concepts that a teacher must have in the guidance of the teacher. The
order to teach the topic on arable crop assessment tool such as checklist, rubric,
production. These concepts include written reports and test can be used to
factors to consider when choosing a assess skills that learners acquire and
crop to be grown in an area. The factors are able to demonstrate.
are soil characteristics, rainfall, Reflection
temperature, availability of market and 1 Why should you assess learners
availability of inputs. work in a project?
You also learnt crop production
practices using maize production as a

42
2 How can a teacher use the Malawi Institute Education. (2008).
assessment results to improve Initial Primary Teacher Education
teaching and learning Agriculture Tutors Book, MIE:
3 Which resources can be stored in the Domasi.
school for teaching and learning of Malawi Institute Education. (2010).
maize production? Initial Primary Teacher Education
ODL Agriculture module 1, DTED:
Assessment Lilongwe.
1 Describe any four production
practices when growing arable crops Ministry of Agriculture. (2008). Guide to
2 What can a teacher do to ensure agriculture production and natural
availability of resources for teaching resources management, Agriculture
the growing of arable crops? Communication Branch:
3 Describe the procedure followed Lilongwe.
when delivering a practical lesson in Malawi Institute of Education. (2014).
crop production Ways of teaching and ideas for
4 Compare use of rubric and checklist student teachers, MIE: Domasi .
when assessing learners’ work in a Malawi Institute of Education. (2015).
project of growing arable crops. Critical thinking training manual for
Malawi MIE: Domasi.
Malawi Institute of Education. (2013).
Glossary Critical thinking source book for
Project: Activity to be done by students Malawi, MIE: Domasi.
over a period of time while applying Migwi, J., Kimunduu, CN. & Njoroge L.
skills learnt in class, recording (2006). Premier golden tips
observations and reporting results in the Agriculture secondary school,
end. Moran: Nairobi

References
Kanjala, B M. Kaperemera, NT. (2001).
Strides in Agriculture 2. Longman:
Blantyre.

43
TOPIC 8 Teaching poultry production
Time 6 hours  Develop appropriate teaching and
learning resources for poultry
Term 2 production
 Construct effective tools for assessing
Introduction learners’ work in teaching and
learning poultry production
The primary school curriculum covers
 Assess learners’ work in poultry
poultry production. As a primary school
production
teacher you must be familiar with the
content and different approaches of
teaching, learning and assessing Background information
learners’ work in poultry production. Teaching poultry production covers
You also need to know how to develop importance, systems and husbandry
resources for teaching effectively. This practices in poultry production. It also
will enable learners to acquire the covers teaching, learning and
expected knowledge, skills and develop assessment resources in poultry
positive attitude towards livestock production. Poultry production is a
production. potential area where most learners after
leaving their primary education may
In this topic, you will learn the venture into for their living. It does not
production practices for poultry, require a lot of space to produce
chickens in particular. You will also be compared to other enterprises. As a
exposed to the approaches and teacher, you may have the advantage in
resources that can be employed to teach that most learners have seen their
and assess learners’ work in the topic. parents keeping poultry at home.
However, poultry production faces
Success criteria challenges of low production due to
By the end of this topic, you must be poor management practices that result
able to: in high feed costs, parasite and disease
outbreaks. This calls for your
 Analyse concepts in poultry intervention as a teacher to help learners
production taught in primary when they get into poultry production
schools to optimize the potential.
 Investigate effective methods for
Tasks
teaching and learning poultry
production

44
Task 1 Analysing concepts on poultry production in primary education
production practices curriculum
1. Report the findings in plenary
Poultry production is not a new topic
for most of you based on your primary
and secondary school education
experiences. In this task you will reflect Tips
on your level of understanding of the
 Your investigation in activity 1 may
concepts in poultry production and
target the following;
identify the levels of coverage in the
o Types of poultry
primary school curriculum.
o Importance of poultry production
Activity 1 Self-studying concepts of o Systems of keeping poultry
poultry production o Poultry management practices
 For Activities 1 and 2, you may use
1 Review the concepts related to
agriculture extension workers,
poultry production
nearby poultry farmers, textbooks
2 Carry out an investigation on the
and internet as source of
concepts of poultry production.
information.
3 Discuss your findings with friends
 For Activity 2 the discussion may
and check for the gaps.
focus on:
Activity 2 Discussing production
o Feeding
practices for poultry
o Housing
1 List down main husbandry practices o Breeding
in poultry production o Parasite and disease control
2 Discuss major activities done under o Debeaking
each production practice o Marketing functions
3 Share your findings for discussion

Activity 3 Analysing depth of Task 2 Investigating effective

coverage of poultry approaches for teaching and
production in learning poultry production
primary curriculum As a teacher, you need to facilitate the
1 Find out from the primary school acquisition of the poultry production
agriculture teachers guides and knowledge in learners. There are several
syllabuses the classes and level/depth methods you can use, however some are
of coverage of the poultry production more appropriate than others.
concepts.
2 Compare your knowledge of poultry
production with coverage of poultry

45
This task will guide you to identify 3. Write a report
appropriate teaching and learning
methods, prepare conduct and evaluate Tips:
field trip.
 You may reflect on use of field trip
Activity 1 Identifying appropriate as taught in Foundation studies to
methods for teaching and facilitate its application to the
learning poultry teaching of agriculture.
production  For Activity 4 you may consider
the following when evaluating
1. Isolate methods that have been the trip
suggested in primary school syllabus o planning of the trip
for agriculture o how the procedures were
2. Review the procedure for using the followed
methods o how the objectives of the trip
3. Suggest other methods that could be were achieved.
used to teach the topic
4. Present your findings
Task 3 Developing appropriate
Activity 2 Discussing the use of field teaching and learning
trip as a method for teaching resources for poultry
poultry production production

1. Brainstorm the meaning of field trip Teaching and learning resources form
2. Discuss the importance of using an important part of the poultry
field trip in the teaching of poultry production lessons. In this task you will
production design and develop teaching and
3. Review the necessary procedures learning resources for poultry
followed when using the method production.
4. Present your work
Activity 1 Discussing appropriate
resources for teaching and
Activity 3 Visiting a nearby farm to
learning poultry
learn poultry production
production
1. Plan a field trip
1. Reflect on the different lessons
2. Vast the poultry farm
you were taught both in primary
Activity 4: Evaluating excursion
and secondary schools.
1. Identify successes of the trip
- What kind of resources did
2. Identify challenges faced during
the teachers use in teaching?
the trip

46
 - How did they use them? 1. Display the developed resources
2. Let other students appreciate your
- How did the use of such
work in a gallery walk
resources help your learning
process?

2. Isolate the teaching and learning Tips:

resources that have been  Resources you may need include
suggested in the agriculture models, pictures, diagrams,
syllabus for poultry production charts or real objects
3. Identify appropriate teaching and  Video clips for different types of
learning resources for poultry birds, chicken houses and other
production aspects of the topic may be used
 You may need the teaching
4. Discuss how the resources syllabus for primary school
identified can be used in teaching agriculture and teachers’ guide fo
poultry production Task 4 Constructing effective tools for
assessing learners’ work in
teaching and learning poultry
Activity 2 Developing appropriate
production
teaching and learning
resources for poultry Assessment is vital for both the teacher
production and the learners. The teacher identifies
1. Which resources identified in challenges in the teaching and learning
Activity 1 can you easily find at a process so that improvements can be
typical primary school? done while the learner benefits from the
2. How you would come up with the improved teaching and remediation
resources for teaching and received. In this task you will identify
learning poultry production you and construct tools for assessing
cannot easily find at a primary learners’ work.
school?
3. Develop appropriate teaching and Activity 1 Discussing tools used for
learning resources for poultry assessing learners’ field
production work in poultry production
4. Modify some resources for the 1. Review the tools that you used to
visually impaired learners. assess learners’ field work in
previous topics
Activity 3 Displaying teaching and 2. Recall the differences and
learning resources for similarities between the tools
poultry production 3. Present your work

47
Activity 2 Constructing assessment 2. Assess learners’ work using the tool
tools for practical lessons in you developed
poultry production 3. Identify strengths and weaknesses
of the assessment tool
1. Choose a practical lesson on poultry
4. Improve your assessment tool based
production
on the observations
2. Identify measurable skills you want
Summary
learners to acquire
3. Construct assessment tools you In this topic, you have learnt that
would use for assessing learners in poultry means all the domesticated
the practical lesson birds. In Malawi the common
Task 5 Assessing learners’ field work domesticated birds include chickens,
in poultry production pigeons, ducks, quails, geese, turkey
and guinea fowls as shown in Figure
You need to use the assessment tools
8.1.
that you constructed based on a real
lesson. In this task, you will evaluate the
assessment tools, identify the
appropriate one and use it to evaluate
learners’ work at the demonstration
school.

Activity 1 Evaluating assessment tools

for field trip lessons in
poultry production
1. Identify strengths of the tools you
have developed
2. Identify challenges of the tools you
have developed
3. Identify the appropriate tool for
assessing learners’ work in the field
trip.

Activity 2 Assessing learners’ field

work for poultry
production
1. Using the lesson you developed for
peer teaching in this topic, teach
learners at the demonstration school

48
 Free range system

Figure 8.1: Domesticated birds

Poultry production is important for

farmers in a way that it is a source of
food to people, raw materials for
individuals as well as agro-based
industries, manure for crop production
and employment.

You have also discussed that there are Semi- intensive system
three systems of keeping chickens
Figure 8.3: Some systems of housing poultry
namely intensive, extensive and semi
intensive. Chickens being the You further discussed that when raising
commonest poultry kept in Malawi can chickens, there is need to follow
be raised in various systems depending important production practices to
on the scale of production and type of ensure high production that should be
chickens based on purpose i.e. broilers, followed. These are proper housing,
layers or both. Figure 8.2 shows feeding, breeding, debeaking (layers),
different systems of housing poultry parasite and disease control. These

49
production practices must be followed Reflection
to ensure high production.
1 Compare the approach in the
You also discussed that when planning teaching of this topic to how you
a field trip, you need to set aims and were taught in primary/secondary
objectives. After setting objectives, select schools.
the site, contact the owner and prepare 2 What concepts on poultry
items and concepts to be studied. As a production do you know but have
teacher you also need to assign not been explored in this topic?
responsibilities to students and establish 3 How vital is that information in (2)
code of conduct and safety measures. to the teaching of this topic?
The farm owner needs to be notified of 4 How would you adapt the methods
the number of learners, objective of the and resources for the visually
trip and date and time of the visit. impaired learners?
5 Did the assessment tools measure
Finally, you have learnt that appropriate
what you expected it to measure
teaching and learning resources should
be used to effectively teach primary Assessment
school learners. There are different 1 Describe any four husbandry
types of resources used when teaching practices for poultry production
poultry production. These can be 2 Describe the teaching, learning and
grouped into; assessment resources for use when
1. Real objects/realia– these refer to the teaching the topic “feeding of
actual things, for example, cages, poultry”
chickens, eggs, feathers, poultry 3 What are the benefits of developing
feed, water troughs and parasites of assessment tools in advance?
poultry.
Glossary
2. Models – these are made from clay,
wires, grass, sticks or papier mache Broilers – chickens raised for meat
to represent the real object such as production
types of chickens, poultry houses.
Layers - chickens raised for egg
3. Pictures – these are already drawn production
objects in newspapers, plastic
jumbos, books and magazines.
References

4. Charts – these are illustrations on a Malawi Institute of Education. (2007).

large paper or empty sack in cases Malawi Primary Education
where a real object, model or picture Agriculture Teachers ‘guide for
is not available. standard 6, MIE: Domasi.

50
Malawi Institute of Education. (2007).
Malawi Primary Education
Agriculture Learners’ book for
standard 6, MIE: Domasi.
Malawi Institute of Education. (2008).
Initial Primary Teacher Education
Agriculture Lecturers’ book, MIE:
Domasi.
Malawi Institute of Education. (2008).
Initial Primary Teacher Education
Agriculture Students’ book, MIE:
Domasi.
Ministry of Education, Science and
Technology. (2010). Initial Primary
Teacher Education Agriculture
(ODL) Module 3, DTED:
Lilongwe.
www.poultryhub.org .the principles of
poultry husbandry.
www.webcrawler.com. Poultry farm
guide.
http://www2.ca.uky.edu/poultryprofita
bility/production_manual/chapte
r2_broiler_production_facts_and
_figures/chapter2_litter_manage
ment.htm

51
TOPIC 9 Teaching pig production
 Assess learners’ work when
teaching pig production
Time: 4 hours
Background information
Term: 2
The teaching of pig production covers
Introduction its basics and husbandry practices. It
also covers the teaching and assessment
In topic 8, you learnt how to teach strategies for pig production. Teaching
poultry production. Another topic of pig production will help learners to
under core element livestock production unlock the yield potential in pig
studied in primary school curriculum is production. Pigs are prolific breeders as
pig production. In order to prepare such farmers easily get high returns
yourself to teach and assess primary from their investment, more meat is
school learners in this topic, you need to produced within a short time and they
acquire the knowledge, skills and feed mainly on grain and grain by-
develop positive attitude towards the products. Care should be taken as pigs
teaching of pig production. easily get attacked by parasite and
diseases and compete with human
In this topic, you will study pig
beings for feed. In order for the learners
production practices. You will also
to acquire the knowledge and skills to
study teaching, learning and assessment
be successful in this enterprise, it
methods in pig production with
requires you as a teacher to facilitate the
emphasis on research. This will help
process.
you to effectively teach and assess
learners the acquisition of knowledge, Tasks
skills and change in attitude that will
make them consider pig production as Task 1 Investigating pig production
business in future. practices

Success criteria As a teacher you must have adequate

and relevant knowledge of the content
By the end of this topic, you must be being taught. You need to be creative in
able to: sourcing information as knowledge
keeps on changing. A good teacher must
 Investigate pig production be well updated in the emerging issues
practices and technologies in the topic being
 Use appropriate methods in handled. In the activities that follow you
teaching pig production

52
will explore concepts on pig production
using different sources of information.
Tip:
Activity 1 Researching on pig
production practices  The information search in activity
1 on pig production practices
1. Brainstorm on pig production
may focus on: breeding, feeding,
practices
housing, parasite and disease
2. Carry out an investigation on pig
control, identification, castration,
production practices
culling and marketing of pigs
3. Write a report on pig production
and their products
practices
4. Share your findings

Activity 2 Discussing pig production

Task 2 Using appropriate methods in
practices
teaching pig production
1. Discuss the findings on pig
production practices in Activity 1. Several methods have been suggested in
2. Isolate the major activities in each of the primary school agriculture syllabus
the pig production practices for teaching pig production. This task
3. Present your work introduces you to the use of a research
method for teaching pig production in
Activity 3 Isolating pig production primary schools. You will also evaluate
practices taught in primary how the method has been used.
school curriculum
1. Study the primary school agriculture Activity 1 Discussing research as a
teachers’ guides, learners books and method for teaching pig
syllabus production
2. Find out the specific concepts or
topics on pig production by class 1. Review the meaning of research
and level of coverage. 2. Discuss where you can get
3. Report the findings in plenary. information when conducting a
research on pig production
3. Review the necessary procedures
followed when using the method
4. Discuss how you can use research
when teaching pig production
5. Present your work

53
Activity 2 Using research method in Activity 2 Using appropriate tools for
teaching pig production assessing learners’ work
1 Develop a lesson plan on topic when teaching pig
‘parasites and diseases of pigs’ production
2 Peer teach using research method
1 Develop lesson plans on any concept
3 Evaluate the lesson
on pig production
2 Conduct micro-teaching on the
Tip:
concept
 You may reflect on use of 3 Assess learners’ work using the
research as taught in Foundation identified tools
studies to facilitate its application
to the teaching of agriculture
Activity 3 Using assessment results to
improve teaching and
Task 3 Assessing learners’ work when learning in pig production
teaching pig production
1 Identify challenges faced in teaching
To establish the achievement level of and learning using the assessment
learners’ performance in pig production, tools used in Activity 2
there is need to assess their work. This 2 Suggest solutions to the challenges
can be done by using applicable 3 Present your work for discussion
assessment tools. In this task, you will 4 Use the refined suggestions for
identify assessment tools and use them improvement in the next lesson
to improve teaching and learning.

Activity 1 Identifying appropriate Tip:

tools for assessing learners’
 For Activity 3, you may identify
work when teaching pig
challenges you faced as a teacher
production
and challenges the learners faced
1 Brainstorm tools for assessing
in attaining the knowledge and
learners’ work when teaching pig
skills
production
2 Discuss tools used to assess learners’
work when teaching pig production
3 Identify suitable tools for assessing
learners’ work when teaching pig
production
Summary
In this topic you have looked at
concepts on pig production. Pig
production is a more profitable

54
agricultural enterprise which needs
sound investment and proper
production management practices.
Proper management practices in pig
production include housing, feeding,
breeding, parasite and disease control,
culling and castration. The common
breeds of pigs raised for commercial
purposes are the Large White, Land
Race and their crosses with the
indigenous species. Figures 9.1 to 9.3
show some examples of breeds of pigs.
Figure 9.3: Large Black pig (indigenous)

You have also learnt that pigs are

monogastric animals and are fast
growers due to their ability to convert
concentrate feed to meat twice as
efficient as ruminants. They basically
feed on concentrates, mainly cereal by-
products. Most subsistence pig farmers
keep them on free range system. Under
this system pigs are only housed at
Figure 9.1: Land Race pig night and find their own feed during the
day/

You further discussed that the topic can

best be taught by exposing learners to
the ideal situations through different
methods such as research, project and
field trips to observe the production
practices. Appropriate assessment
methods and resources should be used
to check the effectiveness of the teaching
Figure 9.2: Large White pig and learning processes.

55
Reflection References
1 What new things have you FAO (2009). Farmers Handbook on pig
discovered from the investigation? production for smallholders at
2 What challenges would you face village level. Available at
when teaching the concepts on pig www.slideshare.net/growelagrov
production? et/farmers-handbook-on-pig-
3 How would you handle such production. Last accessed 10 May,
challenges identified in (2)? 2017.
4 What resources would you consider Phiri R.E. (2012). Determination of piggery
making available for the teaching, business in Balaka district in
learning and assessing learners’ Malawi. Livestock for rural
work in pig production? development, volume 24. Article
#147.
Assessment http://www.irrd.org/irrd2418/phi
r24147.htm. Last accessed 12
1 In what ways are pigs more May, 2017.
profitable than cattle? www.porkcares.org/our-
practices/sustainability-in-
2 What are the challenges in pig
modern-pig-farming. Sustainable
production enterprise?
pig farming practices.
3 Discuss factors to consider before www.fao.org/ag/againfo/themes/docum
engaging in pig production? ents. Farmers Handbook on Pig
Production.
4 Discuss any three tools you would
use to assess learners’ work when
teaching pig production using a
research.

Glossary
Castration: Removal of the male
reproductive organs

Culling: Removal of unproductive

livestock.

Identification: Assigning a unique

symbol to a livestock

56