ZIMBABWE

MINISTRY OF PRIMARY AND SECONDARY EDUCATION

CURRICULUM DEVELOPMENT AND TECHNICAL SERVICES

AGRICULTURE
FORMS 1 - 4
2015-2022

TEACHER’S GUIDE

Curriculum Development Unit © All Rights Reserved

P.O.BOX MP133 Copyright 2015
Mount Pleasant
Harare
 Agriculture Teacher’s Guide 2015-2022 Forms 1-4

TABLE OF CONTENTS

Acknowledgement................................................................................................................ 2

Organisation of the guide..................................................................................................... 4

Unit 1: Introduction............................................................................................................... 5

Unit 2: Syllabus Interpretation.............................................................................................. 6

Unit 3: Schemes of work/ Scheme Cum Plans..................................................................... 8

Unit 4: Lesson Plan............................................................................................................ 10

Unit 5: Record Keeping....................................................................................................... 12

Unit 6: Scope of the guide.................................................................................................. 16

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ACKNOWLEDGEMENTS
The Ministry of Primary and Secondary Education would like to acknowledge the following:
Curriculum Development and Technical Services (CDTS)
United Nation Chidren’s Fund (UNICEF) for funding

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ORGANISATION OF THE TEACHER’S OBJECTIVES

GUIDE
The guide is divided into 2 parts: By the end of this part, you should be:
Part A:Critical Documents familiar with the critical documents
Part B:Curriculum Delivery (Content, Objectives, describe the contents of each critical document
Methodology, Instructional Material, Assessment and interpret the secondary school 2015-2022
Evaluation) Agriculture syllabus

It is important for you to constantly refer to critical docu-

ments to enhance your effectiveness and efficiency as a
teacher.

PART A: CRITICAL DOCUMENTS

INTRODUCTION

This teacher’s guide was created to guide you, the teach-

er in the teaching of the new Agriculture syllabus. It is
hoped that it will make your undertaking easier and clar-
ify most aspects of the syllabus.

RATIONALE

This teacher’s guide has been produced in order to guide

you the teacher in interpreting the new curriculum syl-
labus to satisfy its objective of producing learners with
the requisite agricultural skills. It helps you to unpack the
topics into teachable units and how to scheme and plan
for the new curriculum. You should stimulate in learners,
the responsibility to care for the local and global environ-
ment and to adopt sustainable agricultural systems. Be
advised that at end of each learning phase, the learners
should be able to value the dignity of labour and food
sovereignty.

Learners are expectedto develop the following skills:

- Problem solving
- Critical thinking
- Decision making
- Conflict management
- Leadership
- Self-management
- Information and Communication Technology
(ICT) and innovation
- Enterprise development

As a teacher you need to familiarise with the critical doc-

uments you should have in order to deliver the curric-
ulum effectively. The following documents should be at
your disposal:
Curriculum Framework
National Syllabus
School syllabus
Schemes of Work/Scheme Cum Plan
Lesson Plans
Learner Profile Guide
Records

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UNIT 1:

CURRICULUM FRAMEWORKFOR ZIMBABWE PRIMARY AND SECONDARY

EDUCATION: 2015-2022

INTRODUCTION

This is a policy document that outlines underpinning principles, national philosophy, learning areas, the description
and expectations of Ministry of Primary and Secondary Education (MoPSE) at policy level. It prescribes what the
government expects you to deliver as you go about your duties. You should therefore be familiar with the document.
It also informs you where Agriculture as a Learning Area is placed.

It is important for you to familiarize yourselves with the curriculum framework for Zimbabwe Primary and Secondary
Education 2015-2022.

Objectives
By the end of this unit, you should be able to:

familiarise with the updated curriculum framework

use the goals of the curriculum framework to produce the desired learners

N.B It is mandatory for you to be in possession of the updated Curriculum Framework.

Key Elements of the Curriculum

Vision
Mission
Principles underpinning the curriculum
Pillars of the Curriculum
Aims of the curriculum
Organisation of the Curriculum
Learner exit profiles
Learning Areas for the New Learning Levels
Life-skills Orientation Programme

For details on these key elements of the curriculum you are referred to the New Curriculum Framework

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UNIT 2: SYLLABUS INTERPRETATION

Introduction

Syllabuses are key documents to you. A syllabus is a plan that states exactly what learners should acquire at a school
in a particular learning area. You are required to teach from the syllabus. Examinations are set from the syllabus con-
tent and cross-cutting issues related to Agriculture as enshrined in the syllabus.

Objectives

By the end of this unit you should be able to:

interpret the syllabus as expected by the new curriculum
teach as expected by the curriculum
articulate the parameters of each topic
break down the national syllabus into a school syllabus

Syllabus Interpretation is the process of making sense of the syllabus, finding meaning, unpacking the syllabus, ana-
lysing it and synthesising it. As a professional teacher you need to learn how to interpret the syllabus correctly. While
syllabuses were developed in consultation with several teachers and experts, not every teacher is privy to what the
developers intended. Syllabus interpretation therefore helps you the teacher, to share the same meaning with the
developers. It also attempts to put all of you teachers at the same level since you hold different kinds of qualifications
from different training institutions.

Syllabus interpretation prepares you the teacher, for effective syllabus implementation.
Syllabus interpretation focuses on the following:

The national philosophy/vision as spelt out in the curriculum framework.

The syllabus aims and objectives, what the syllabus intends to achieve within the learners
The content, knowledge, skills and attitudes i.e. competences. Content constitutes the heart of the syllabus.
Syllabus interpretation facilitates breaking down of content into teachable units.
The nature and scope of the content

Types of Syllabuses

There are two types of Syllabuses that you should be in possession of which are the National Syllabus and the School
Syllabus.

2.1: National Syllabus for Agriculture

The national syllabus is a major curriculum document which prescribes what government would like to see taught in
all schools as spelt out in the curriculum framework. It is a policy document that outlines and specifies the learning
area philosophy, aims and objectives, learning/teaching concepts and content, suggested methodology and assess-
ment criteria at every level. It outlines the experiences that learners should undergo in a particular course of study for
example, Infant, Junior and Secondary. The national syllabus is developed centrally by the Ministry to give direction
to the learning process. Every teacher must have it to make sure that the national goals on education are uniformly
achieved. Examinations are based on the national syllabus. Therefore, you are strongly advised to have it and avoid
scheming from the text books.

Presentation of the syllabus

This is a description of how the Agriculture syllabus is presented.

Preamble
Aims
Syllabus objectives
Methodology
Time allocation
Topics
Scope and sequence
Competence matrix
Assessment
Glossary/Appendices
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2.2 School Syllabus

This is the breakdown of the national syllabus drafted at the school and derived from the national syllabus. Each
school is expected to break down the national syllabus into a school based syllabus.
It is influenced by the following factors:
- level of learner performance
- facilities and funds available
- time allocation in the official syllabus
- local conditions that affect choice and sequencing of topics
- supply of textbooks and other teaching materials
- educational technology
- community influence

The components of the school syllabus are similar to those of the National Syllabus. As a teacher you should make
sure that you have a school syllabus from which you derive your schemes of work.

A comprehensive understanding of the syllabus is mandatory so that you facilitate learning and teaching process
effectively for the achievement of the syllabus objectives as well as learner competencies.

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UNIT 3: SCHEME OF WORK

A scheme of work is derived from the school syllabus. Your scheme of work is therefore, a plan of action which should
enable you to organize teaching activities ahead of time. It is a summarized forecast of work which you consider
adequate and appropriate for the class to cover within a given period from those topics which are already set in the
syllabus. The scheme should be done in a form that allows for adjustments and should be drawn for at least two
weeks in advance.

Objectives
By the end of this unit you should be able to:
familiarise with the components of the scheme of work
break down syllabus topics into teachable units
draw up a detailed scheme of work
scheme according to the level of learners
scheme according to locally available resources

Components of a scheme of work:

These include the following:

Level of learners: state the level (grade/ form) of learners you are scheming for
Subject: indicate the learning area you are scheming for
Week/cycle ending: clearly indicate the forecast date
Topic/ Content: topics should follow the order they are supposed to be taught- from simple to complex
Aims: each topic should have aims which pinpoint the anticipated learning behaviour.
Competencies: indicate the competencies (skills, knowledge, values and attitudes) that are expected to be
achieved at the end of the topic under focus.
Methods and activities: you should state activities that learners and you the teacher will perform while inside and
outside the classroom as well as homework and assignments, for example, answering theory questions and
demonstrate psycho-motor (practical) skills.
Sources/ References/ Media: this is where the teaching-learning material is derived from. It should complement
the syllabus expectations. A dedicated teacher will use more than one source to broaden learners’ horizon and
understanding of the concept.
Evaluation: this should be done immediately after the lesson. You are supposed to indicate whether what was
planned for has been achieved, whether there was over planning, under planning or failure of a lesson and
reasons for either case to help you in future planning. Make use of constructive comments and avoid meaningless
comments.

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EXAMPLE OF A SCHEME OF WORK

Layout is usually horizontal and comprises the following columns:

Week ending Topic/ Content Objectives: Methods/ Activities Sources/ Evaluation

By the end of the week, learners should References/
be able to: Media

20/01/17 Broiler Production: Identify the different types of chickens in - Debating on the advantages of National syllabus page20
-importance Agriculture keeping broiler chickens School syllabus page----
-breeds explain the importance of rearing broilers - Comparing the characteristics of - text books
-housing requirements state the breeds of broilers different breeds - pictures
Broiler Production identify the different housing systems for - learners to identify different - broilers
-brooder house broilers housing systems for broilers. - broiler houses
describe the housing requirements for - class to make a tour of the National syllabus page 20
broilers housing School syllabus page-----
- name types of brooder houses systems within the school - grass
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- collect the required material for con premises. - chick guard

structing a hay box brooder. - discussion of housing - feeding equipment
- construct a hay box brooder for 50 requirements for broilers
chicks. - discussion on brooder houses.
- collection of hay box brooder
material
- construction of hay box brooder.

N/B-THE TOPIC SCHEMED FOR WAS DERIVED FROM FORM ONE CONTENT
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1.3.1 LESSON PLANS

This is a written account of the preparation for a lesson that shows in summary form, how your lesson is going to
proceed. It is your immediate translation of the scheme of work into action, showing us what you are going to teach,
for how many minutes, to whom, how and why.

EXAMPLE OF A LESSON PLAN

Level of learners: Form 1
Date: 15 January 2017
Time: 0900-1020hrs
Learning Area : Agriculture
Topic and Content: Introduction to Broiler Production
Class: 1A
Source of material/ Instructional media: National syllabus page 20, School syllabus page-
Text books: J.C Agriculture Today
ICT tools/jaw software

Animals
Assumed knowledge: Learners have knowledge of different types of chickens from their locality

Lesson objective(s): by the end of the lesson, learners should be able to:
Identify the different types of chickens in Agriculture
explain the importance of rearing broilers
state the breeds of broilers

Competences
Critical analysis
Observing

Introduction [5mins]

The teacher to introduce lesson using recap of previous lesson covered.

Lesson Development

Stage Activities Time (mins)

1 -Teacher to use the question and answer session to probe 20 mins

learners on different types of poultry found in their local communities
-Learners to give responses as they discuss different types of poultry
found in their local communities.

2 -in groups learners to explain the importance of broilers to the family 20 mins
and nation.
-learners to view pictures of healthy and ill-healthy animals.

3 -class to state the different breeds of broilers. 20 mins

-in small groups learners to compare characteristics of different
breeds of broilers.

Conclusion [5 mins]

The teacher to use the question and answer session to conclude the lesson.

Task

Evaluation

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1.3.2 SCHEME CUM PLAN

You might opt for a scheme-cum-plan, which is a combination of the scheme of work and a lesson plan. Here is a sample of a scheme-cum-plan.

Layout is usually horizontal and comprises the following columns:

Week ending Topic and Content Objectives: Competencies Methods and Activities Sources/ References/ Media Evaluation

1 SMALL LIVESTOCK By the end of -debating -Debating on the advan- National syllabus page 20
PRODUCTION the lesson, -comparing tages of keeping broiler School syllabus page---
Broiler Production: learners should breeds chickens -text books
20/01/17 be able to: -identifying Discussion -pictures
•Identify the
Lesson 1 & 2 -describing -Comparing the character- -broilers
different types
-importance of of chickens in -naming istics of different breeds -broiler houses
broilers Agriculture -constructing Field tour -grass
-breeds of broilers •explain the -learners to identify differ- -chick guard
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importance of ent housing systems for -feeding equipment

Lesson 3 & 4 rearing broilers broilers.
-housing require- • state -class to make a tour of
ments the breeds of the housing systems with-
broilers in the school premises.
• identify
-discussion of housing
the different
Lesson 5 -8 housing sys- requirements for broilers.
-brooder house tems for broilers -discussion on brooder
• houses.
describe the Practical methods
housing re- -collection of hay box
quirements for brooder material
broilers -construction of hay box
-name types of brooder.
brooder houses
-collect the re-
quired material
for construct-
ing a hay box
brooder.
-construct a hay
box brooder for
50 chicks.
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UNIT 5

RECORD KEEPING

Definition

Records are critical documents about the teaching-learning process which you must keep as a teacher. They
should be accurate and up to date. They must be kept safely for continuity. The following are some of the reasons
why you should keep records:

Records help guide you on your day-to-day operations

Help you to track learner’s performance
Planning and re-adjustment of plans
Source documents for reference
Basis for profiling
Basis for counseling

Types of Records

You are expected to keep the following documents:

Curriculum Framework for Primary and Secondary Education 2015-2022
Syllabuses (National and School)
Schemes of work, lesson plans/scheme cum plans
Class attendance register
Social record
Progress record
Remedial record
Learner profile
Asset and stock control registers
Relevant Circulars
Minutes
Pass rate record
Financial records

All these documents are equally important and you should administer them honestly and constantly. They should
also be readily available for supervision. Records should be accurate and constantly be up-dated. You should also
keep them safely. Record keeping is something that you cannot do without as it plays a vital role in day to day run-
ning of institutions. If well-kept and maintained they provide the required information whenever demand for it arises.

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3.0 PART B: CURRICULUM DELIVERY

INTRODUCTION
This unit covers content, objectives, learning-teaching materials, methodologies, assessment /evaluation and class
management.

3.1 CONTENT
It is what the syllabus prescribes you to be cover over a given time frame. It includes skills, knowledge and compe-
tences that have to be acquired by your learners.

3.2 OBJECTIVES
These are statements outlining what learners should have achieved after a taught concept. For example, by the end
of the lesson, learners should be able to explain the importance of controlling pests.

3.3 METHODOLOGIES
These are the means and ways by which you deliver concepts to the learner. As a teacher it is important for you
to use problem -solving and learner–centred approaches. You are the facilitator and the learner is the doer. You
should select appropriate teaching methods for your lessons. They should be varied and motivating. The following
methods are suggested for you and you should select one or more depending on:

The subject matter

Instructional objectives
The learner
The teacher
The time
Instructional materials
The environment

It is advisable that the learner be exposed to more than one method in a lesson. The following methods can be
used:

Debate
Team Teaching
Recitation
Field Trip/Educational tours
Designing and modelling
Imitation and Simulation
Role-Playing
Story telling
Exploration
Experimentation
E-learning
Research
Projects
Exhibition
Games and quizzes
Question and answer
Problem solving
Resource persons
Drama, song, poetry
Practicals
Demonstration
Discussion
Gallery walk

3.4 TEACHING-LEARNING MATERIALS

These are materials that enhance the teaching- learning process. They assist you the teacher to achieve desired
objectives while helping concretising the concepts in learners. They help you to motivate them and stimulate inter-
est in learners thus helping them to learn faster and easier.

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3.4.1 SELECTING APPROPRIATE TEACHING-LEARNINGMATERIALS
When selecting teaching and learningmaterials, you have to consider the following;
Topic
Level of learners
Available resources
Environment
Number of learners

These teaching and learning materials should be of good quality and user friendly considering the available re-
sources in the school. Examples of teaching and learning materials appropriate in Agriculture teaching are;
Charts
ICT tools
Textbooks
Newspapers
Specimens
Samples
Magazines
Mobiles
Work cards

Teaching and learning materials should be used effectively; they must serve the purpose they are meant for rather
than be mere window dressing. You should design your media with the topic in mind. Charts and cards must be
clearly written, with visible colours and correct size of script for the level of learners. Electronic equipment should
be checked before the lesson so that it is in good working order. If using complicated technical aids, make sure you
practice beforehand so that you do not embarrass yourself in front of the class.

3.5 CLASS MANAGEMENT

This is the process by which you plan, organise, lead and control class activities to facilitate learning.
Creating an effective learning environment

This covers classroom organization from:

Physical environment
Clean, tidy and airy classroom and furniture arranged carefully for safety and teaching aids that are visible to
learners.
Emotional environment
You need to be firm yet warm and pleasant. As a teacher you must set the right tone, telling your learners what
behaviour you expect from them.
Grouping
You may group your learners according to needs, abilities, learning problems but never by sex. Encourage them
to share ideas in groups.
Class control and discipline
You must be knowledgeable of the ministry and school policy on discipline. A teacher must always be firm but
fair. Good behaviour must be acknowledged and punishments must be corrective not cruel. You should create an
atmosphere of trust and honesty in your class and aim for intrinsic discipline.
Motivation
As a teacher you must make your learners feel important through recognizing and rewarding achievements, as
encouraging those who are lagging behind. Rewards should not be food, but positive remarks, or items
related to learning like stationeryor even displaying their work on the wall. Calling pupils by their names creates
good rapport with your class. However, you should always aim for intrinsic motivation. Always be a role model to
your learners by the way you handle yourself.
Supervision
You must check learners’ work in order to guide and correct them in all areas from group discussions, practicals
and field trips.

3.6 EVALUATION

This is the measuring of the success of teaching in terms of teacher and learner performance. It provides you with
feedback on the acquisition of knowledge, skills and attitudes by learners. At forms 1-4, learners will be assessed
through continuous and summative assessment.

For continuous assessment (30%), specific tasks and assignments will be administered throughout the course
and the marks allocated. Assessment tasks are outlined at the end of the syllabus; it involves projects, theory and

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practical tests.

Summative assessment (70%) will constitute three components. Paper 1-3 of which paper 1 is multiple choice,
paper 2-structured questions, paper 3-practical coursework.

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UNIT 6:

SCOPE OF THE GUIDE

The Agriculture Form 1-4 syllabus has 6 major topics for forms 1-4

TOPICS COVERED IN THE SYLLABUS

1 General Agriculture
2 Soil and water
3 Crop husbandry
4 Animal husbandry
5 Farm structures and machinery
6 Agri-business

Teaching units
The topics listed are too broad for coverage; it is therefore your responsibility to break the topics into teachable
units. For example when you are teaching the topic; Crop Protection at form 3.This is how you can break it to teach-
able units.

These are the actual concepts which you need to cover under the topic; Crop Protection which are your teaching
units.

Pests
Disease
Weeds

However, these can also be further broken into smaller units. Let us take Pests and further break it to lesson unit.
Under it will focus on:

Pest control methods

Pesticides

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The table below summarises how you can break broad topics into small teachable units.

Table 6.2: Breaking topics into teachable units

TOPIC CONCEPTS OBJECTIVES METHODS RESOURCES COMPETENCES ASSESSMENT

(teachable AND TO BE
units) ACTIVITIES ACHIEVED

Pests
Pest control -explain meth- Methods -Recommend- -communication -continuous
methods ods of pest -Discussion ed textbooks -problem solving assessment
control -problem -ICT tools/ -technology and (theory tests)
-describe the solving Braille soft- innovation
advantages -e-learning ware/JAW -critical thinking
and disad- Activities software -decision making
vantages of -Discussing -pests sam-
pest control methods of ples
methods pest control -chart showing
-describe the -Describing different pests
significance the advan-
of IPM in pest tages and
control disadvantages
of pest control
methods
-Describing
the signifi-
cance of IPM
in pest control
- watching
videos/images
on different
methods of
pest control

Pesticides -identify the Methods -Recommend- -communication

main groups -Discussion ed textbooks -problem solving
of pesticides -e-learning -ICT tools/ -technology and
-describe -exhibition Braille soft- innovation
mode of Activities ware/JAW -critical thinking
action of the -Identifying the software
main groups main groups of -pesticides
of the pesti- pesticides -empty pesti-
cides -Describing cides contain-
-discuss prop- the mode of ers
er disposal of action of the -spraying
empty pesti- main groups of equipment
cides contain- the pesticides -chart showing
ers -Identifying different pesti-
proper dispos- cides
al of empty
pesticides
containers
-exhibiting
different
pesticides
and pesticide
containers
-observing
images of
different pesti-
cides from ICT
tools

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CONCLUSION

It is hoped that this guide will help you as you deliver in the Agriculture learning area. It should guide you on inter-
preting the syllabus, making your own school syllabus, deriving a scheme or scheme- cum plan and a lesson plan,
choosing appropriate methods and instructional aids, managing your class making and maintaining records and
finally evaluating yourself and your learner’s progress. The Agriculture learning area needs you to update yourself in
terms of content and modern technology like ICT competence to deliver your lessons with confidence.

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 ANNEXURE 1: Syllabus scope and sequence

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TOPIC 1: GENERAL AGRICULTURE
TOPIC FORM 1 FORM 2 FORM 3 FORM 4

LAND USE • Forms of land use • Population growth and • Physical farm planning
land use
• Land tenure • Crop rotation
• Farming systems
• Historical background ---------------
to land tenure
ENVIRONMENTAL FAC- • Environmental factors • Modification of adverse • Rainfall: • Natural disasters
TORS environmental factors
distribution, effectiveness, • Disaster and risk man-
reliability and intensity agement strategies
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NATURAL FARMING RE- • Natural farming regions

GIONS of Zimbabwe
--------------- --------------- ---------------
FORESTRY • Forests • Soft and hard wood • Timber harvesting and • Agro-forestry
marketing
• Tree nursery
• Deforestation
• Tree planting and man-
agement
WILDLIFE • Value of wildlife • Sustainable utilisation • Indigenous knowledge • Human and wildlife
of wildlife resources systems in management conflicts
• Wildlife resources
of natural resources
• Specially protected
• Fauna and Flora
plants and animals
• Classification of wildlife
• Dangerous animals
and problem animals
 TOPIC 2: SOIL AND WATER

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

SOIL FORMATION • Weathering • Weathering

--------------- ---------------

SOIL TEXTURE, STRUC- • Soil texture and soil • Soil profile • Improvement and main-
TURE AND PROFILE structure tenance of soil structure
• Destruction of soil
---------------
structure

SOIL TYPES • Composition and prop- • Improvement of physi-

erties of each soil type cal characteristics of soils
--------------- ---------------
SOIL CONSTITUENTS • Importance of soil com-
ponents
--------------- --------------- ---------------
• Movement of water
• Field capacity
• Soil macro and micro
organisms
• Importance of living
organisms

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SOIL TEMPERATURE • Influence of soil tem-
perature on plant growth
--------------- --------------- -----------------
and soil organisms
• Modification of soil tem-
perature
SOIL FERTILITY • Plant nutrients • Organic and inorganic • Fertiliser application • Nitrogen cycle
fertilisers
• Soil pH and liming
• Soil sampling
SOIL EROSION AND • Soil erosion • Conservation methods
CONSERVATION and structures
--------------- ---------------
WATER LOSS AND SOIL • Causes of water loss • Drainage and water
DRAINAGE logging
--------------- ---------------
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• Leaching
WATER CONSERVATION • Water conservation • Rain water harvesting • Water pollution
and storage
• Methods of water con- --------------- • Water legislation
servation
IRRIGATION • Importance of irrigation • Methods and types of • Irrigation equipment
irrigation
--------------- • Sources of water for
irrigation • Choice of an irrigation
system
 TOPIC 3: CROP HUSBANDRY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

CLASSIFICATION OF • Classification of plants • Botanical classification

PLANTS
--------------- ---------------
STRUCTURE OF FLOW- • External structure of a • Structure of a flower • Plant anatomy and
ERING PLANTS plant physiology
---------------
PLANT PROCESSES • Plant reproduction • Water and nutrient • Respiration
uptake
--------------- • Germination • Plant tropisms
• Transpiration
• Photosynthesis
• Translocation and food
storage
CROP IMPROVEMENT • Crop breeding
--------------- --------------- ---------------
CROP PRODUCTION • Horticulture • Land preparation • Field crops
• Land preparation • Fruit tree production • Land preparation ----------------
• Crop management • Legume and cereal
production

CROP PROTECTION • Pests • Pests • Pests • Agrochemicals

• Diseases • Diseases • Disease
• Weeds • Weeds • Weeds

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TOPIC 4: ANIMAL HUSBANDRY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

TYPES OF LIVESTOCK • Types of livestock • Ruminants and non-ru-

minants
--------------- ---------------

ANATOMY AND PHYSI- • Reproduction in poul- • Digestive system of a • Reproductive system of

OLOGY try ruminant and non-rumi- a ruminant
---------------
nant
ANIMAL NUTRITION • Livestock nutrients • Types of feeds • Maintenance and pro-
duction rations
---------------
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SMALL LIVESTOCK • Broiler production • Broiler management • Rearing of rabbits/lay- • Slaughtering, process-
PRODUCTION ers/indigenous chickens ing and marketing
• Slaughtering, process-
ing and marketing
NON-RUMINANTS • Rearing of non-rumi-
nants
--------------- --------------- ---------------

RUMINANTS • Management of cattle

or sheep or goats
--------------- --------------- ---------------
ANIMAL HEALTH • Signs of health and ill- • Livestock diseases and • Notifiable livestock • Animal parasites and
health Hygiene diseases immunisation

ANIMAL IMPROVEMENT • Genetics • Breeding

--------------- ---------------
 TOPIC 5: FARM STRUCTURES AND MACHINERY

TOPIC FORM 1 FORM 2 FORM 3 FORM 4

FARM IMPLEMENTS • Implements • Adjustments of animal • Maintenance

drawn implements
--------------
FENCING • Types of fences • Fencing materials and • Treatment of fencing • Anchors and fencing
tools materials calculations
• Fencing specifications

FARM BUILDINGS • Farm buildings • Designing livestock

buildings
-------------- -------------- • Properties of building
materials

FARM ROADS • Siting of farm roads • Features of farm roads • Road construction and
maintenance
--------------
APPROPRIATE TECH- • Irrigation pumps • Shellers
NOLOGY
-------------- --------------

HARNESSING • Harnesses: Yokes • Harnesses: breast

band and collar
-------------- --------------

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Agriculture Teacher’s Guide 2015-2022 Forms 1-4
 TOPIC 6: AGRI-BUSINESS

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TOPIC FORM 1 FORM 2 FORM 3 FORM 4

FARM RE- • Farm records • Profit and Loss Account

CORDS AND
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ACCOUNTS
PRINCIPLES OF • Opportunity cost • Diminishing returns
ECONOMICS and choices
• Risk and uncertainty
• Demand, supply
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and price

FARM BUDGET- • Budgets

Agriculture Teacher’s Guide 2015-2022 Forms 1-4

ING
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AGRICULTURAL • Types of markets • Functions and fac- • Marketing legislation

MARKETING tors of marketing
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AGRICULTURAL • Principles of • Cooperatives
COOPERATIVES cooperatives
• Types of coop-
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eratives
Agriculture Teacher’s Guide 2015-2022 Forms 1-4

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