FOREWORD

The Ministry of Education and Skills Development is pleased to present the their own capabilities. A deliberate attempt has been made to infuse and
revised junior secondary school syllabuses. This marks a major milestone integrate emerging issues such as Environmental Education, HIV/AIDS
towards the attainment of quality education in Botswana. The revised Education, Disaster Management, Anticorruption Culture, Emotional
syllabuses signals another major milestone in the attainment of the ideals Intelligence, Civic Education and the world of work. The programme also
reflected in the Revised National Policy on Education and brings closer the pays attention to the all round development of the individual and the
realization of the aspirations reflected in Vision 2016. The publication of these inculcation of attitudes and values that nurture respect for one's self and for
syllabuses is also a deliberate effort to provide accessible quality education for others. Life skills education has been integrated into the programmes.
the creation of an educated labour force. It has been observed that countries
with superior education systems are also the most economically successful. The learners are exposed to a range of knowledge and foundation skills such
Thus, high quality education is seen as a vital pre-requisite in increasing as numeracy, literacy, prevocational and problem solving skills. It also focuses
productivity and competitiveness leading to national growth and development on the development of desirable attitudes towards different types of work,
and subsequently, a higher standard of living for all citizens. social and moral values that are expected of them at the end of the program.
The implementation of the revised programme begins in 2010.
The revised junior secondary syllabuses come at a time of unprecedented
knowledge explosion, technological changes, a fluid socio-economic context Critical to the success of the revised junior secondary programme is the
and an increasingly interdependent regional and global economy. In this age of recognition of individual talents, needs and learning styles. Thus, the role of
global competitiveness, it is important that all countries foster human the teacher in the classroom must be that of a facilitator for effective learning
resources by developing requisite competencies among young people. Survival to occur. The teacher must be conscious of the students' needs to take a certain
in this millennium depends on the ability to effectively accommodate and measure of responsibility for their own learning. The teacher must also take
manage change, and to adapt to the changing socio-economic and cultural cognissance of the broad range of ability of the student body and the different
plains. It is the wish of the Ministry of Education and Skills Development to levels of achievement. This entails the use of participatory teaching and
prepare young Batswana for future growth and adaptation to ongoing changes learning styles that provide a rich diverse learning environment.
in the socio-economic context.
On behalf of the Ministry of Education and Skills Development, I wish to
The revised junior secondary programme has not been drastically changed. It record my appreciation to members of the National Panels and Standing
is still built on the ten year basic education philosophy that seeks to provide Committees, school heads, teachers, institutions and other organisations for
quality learning experiences. It provides students with a broad based education their invaluable contributions during the revision of these syllabuses.
that equips students' with knowledge and skills that are transferable to
everyday life. The content has been selected from the students' immediate
Permanent Secretary
environment to facilitate understanding and ease of transfer of skills.
Ministry Of Education and Skills Development
Furthermore, the programme aims at creating and sustaining a conducive
environment for learning and teaching that allows students to excel within
ACKNOWLEDGEMENTS
The Department of Curriculum Development and Evaluation wishes to express its sincere gratitude to the Agriculture National Panel and Standing
Committee members who worked tirelessly in the development of the Agriculture syllabus.

Agriculture Standing Committee

1. O. Chaba Kanye Education Centre

2. G.G. Laba Sefhophe Junior Secondary School
3. B.L. Nnoi Morama Junior Secondary School
4. Mr M Mmelesi Sir Seretse Khama Junior Secondary School
5. Mrs G.L. Badisang Kgosimpe Junior Secondary School
6. M.G. Oelogeng Boipelego Junior Secondary School
7. Mr G.B. Ramatshwane Mokgalo Junior Secondary School
8. Mr P.P. Matebele Mowana Junior Secondary School
9. Mrs P.S. Mafuraga Mosetlha Junior Secondary School
10. Ms M.G. Lesitaokane Ntebogang Junior Secondary School
11. Mr Phuti Ledumang Secondary School
12. Mr W. Same Shashe River school
13. Ms G.T. More Botswana Examination Council
14. Mr T. Selema Curriculum Development and Evaluation

Agriculture National Panel

1. O. Chaba Kanye Education Centre
2. S.T. Mosojane Teacher Training and Development
3. Mrs Morake Francistown Secondary School
4. Mr Busang Gaborone Secondary School
5. Mr Phelemi Kutlwano Junior Secondary School
6. Mrs V. Molebatsi Parwe Junior Secondary School
7. Mrs I.S. Malambe Department of Secondary Education
8. Mr L.M Kengaletswe Tonota College of Education
9. Mrs A Mazebedi Tlokweng College of Education
 10. Mr A Ntuma BOCODOL
11. Mr G Koosimile Department of Non Formal Education
12. Mr Phuti Ledumang Secondary School
13. Ms G.T. More Botswana Examination Council
14. Mr T. Selema Curriculum Development and Evaluation

The department would also like to thank all Agriculture teachers who participated in the various consultative meetings and workshops in different parts of the
country. It is our hope and belief that this document reflects the outcomes of a genuine collegial and collaborative discourse across a wide educational
spectrum.
 CONTENTS
Introduction…………….………..…………………………………........... i Pig production……………………………………...……....…...... 11
Rationale………………………..……………………………………......... i Rabbit production………………….……………....……............... 13
Aims of the ten-year basic education programme…….…………............. ii
Aims of the Junior Secondary Education Programme……...……............ iii FORM 2
Aims of the JC Agriculture programme………………………...….......... iii Unit 2.3: Crop Husbandry
Expected Critical Competencies………………………......……….......... iv
2.3.4 Fruit tree production……………………….………...……............. 14
Teaching approaches………………………………................................... v
2.3.5 Forestry…………………………………...……..…...………......... 16
Assessment..................………………………………………...……......... v
Inclusive Education …………………………………………...……......... v Unit 2.4: Animal Husbandry
Emerging Issues…………………………………………………….......... vi
2.4.3 Chicken production…………………………………...……........... 17
Time Allocation………………………………………………...…........... vi
Syllabus Organisation.............……………………………………............ vi Unit 2.5: Agricultural Economics

FORM 1 2.5.1 Farm management………………….…………..……..……........... 19

Unit 1.1: General Agriculture FORM 3

1.1.1 Introduction to Agriculture……………………………….............. 1 Unit 2.3: Crop Husbandry

Unit 1. 2: Soil Science 3.3.6 Vegetable production……………………………..….…..….......... 21

1.2.1 Soil fertility.........….………………………………………….......... 3 Unit 4: Animal Husbandry

Unit 1.3: Crop Husbandry 3.4.4 Reproduction and breeding in cattle…………………...……......... 23

3.4.5 Beef production……………………………………….......…......... 25
1.3.2 Principles of crop production …………….……………...….......... 4
3.4.6 Dairy production………………………………………….…......... 26
1.3.3 Field crop production ……………………………………...…......... 6
3.4.7 Sheep/goat...............……………………………...…..……........... 28
Unit 1.4: Animal Husbandry
1.4.1 Animal nutrition ……………………………………………............ 8
1.4.2 Bee keeping...........…………………………………………............. 9
Fish farming……………………………………………....…........ 10
INTRODUCTION the development of this syllabus is the Revised National Policy on
The Junior Certificate Agriculture syllabus is a three-year educational Education (RNPE) of 1994. This policy documents states that the
programme that is responding to among others, the Revised National curriculum should be made as vocationalised as possible. That includes
Policy on Education (1994). The policy recommended that the general increasing the number of practical subjects and/or making the subjects as
curriculum be made as vocational as possible. The syllabus is also a practical as possible. It also advocates for the inclusion of a number of
response to the junior secondary evaluation exercise that was undertaken contemporary or cross cutting issues such environmental concerns, HIV
by the Department of Curriculum Development and Evaluation in 2002. and AIDS, entrepreneurial issues etc. Theses issues have since been
catered for in this syllabus.
The Junior secondary evaluation exercise revealed a number of challenges,
problems, successes and issues that were deemed to be of great national The National guiding policy or VISION 2016 advocates for a number of
importance in the implementation of the JC Agriculture curriculum. Some pillars such as an educated, informed nation, a prosperous, productive and
of the issues raised were as follows: the Agriculture syllabus was said to innovative nation, have all been promoted in this syllabus.
be very congested with lots of information and complicated concepts that
the teachers identified. There were a number of other issues which the The Junior Certificate Agriculture syllabus is a response to changes and
teachers found difficult to teach like the high rate of redundancies found challenges that the country has been facing in the field of Agriculture. The
across the syllabus. This therefore called for a comprehensive review of changes that have taken place are the introduction of a new National
the Junior Secondary Agriculture syllabus, which took into consideration Agriculture policy called the National Agricultural (NAMPAADD), which
these many concerns raised by the teachers. is meant to promote Agricultural production and puts a lot of emphasis on
the promotion of some areas of agriculture such as dairy production. The
There are a number of protocols and agreements to which Botswana is contribution of Agriculture to the national GDP has been declining over
signatory. Such protocols require that Botswana make a number of the years (from 46% at independence to a mere 2.6 %) in 2007, especially
changes and considerations that comply with their provisions. These since the discovery of diamond, which the country is heavily dependent
protocols are the Millennium Development Goals (MDGs), Education for on. Government has made call and efforts for the economy to be
Sustainable Development, Dakar Framework, Educational For All etc. All diversified and agriculture is one way the economy can be diversified.
these protocols and agreements address issues of education from all fronts. Agriculture is expected to play a very important role in the country’s
The Agriculture syllabus has captured most of the issues addressed in the development (RNPE, 1994), as about 50% of Botswana live in rural areas,
agreements. where agriculture plays a major economic role (NAMPAADD, 2000)

RATIONALE The economic policy of government also emphases diversification of the

economy and government has identified agriculture as a sector that needs
The Junior Certificate Agriculture syllabus is a response to the different
to be developed and made attractive to the youth, who are unemployed.
policies that government has come up with. The main policy that guided
i
Government has thus initiated programmes that are specifically meant at 5. acquired knowledge, skills and attitudes in food production and
empowering the youth in various sectors of the economy, some of which industrial arts for self-reliance and self-sufficiency.
are specific to Agriculture. These noble efforts would be more effective 6. developed awareness and or literacy and understanding of the
when utilized by youth who have gone through a relevant training significance of computers in the world of work.
programmes offered in this syllabus. The Junior secondary Agriculture
7. acquired knowledge and understanding of their environment and the
syllabus aims at changing the attitudes of the learners towards the practical
need for sustaining utilisation of natural resources.
subjects. Teaching of Agriculture at this level will further encourage
learners to develop positive attitudes towards practical work and inculcate 8. developed desirable attitudes/behavioural patterns in interacting with
the idea of making agriculture a business enterprise. the environment in a manner that is protective, preserving and
nurturing.
Furthermore, the syllabus addresses a wide variety of contemporary 9. acquired knowledge and understanding of society, appreciation of
issues/emerging issues such as HIV and AIDS, Environmental Awareness, their culture including languages, traditions, songs, ceremonies,
gender issues, and population issues. These will enable the learners to customs, social norms and a sense of citizenship.
learn about sustainable agriculture, which looks at achieving maximum 10. developed the ability to express themselves clearly in English, in
agricultural production at minimum environmental costs for future Setswana and a third language both orally and in writing, using them
generations. as tools for further learning and employment.
11. acquired the basic science knowledge and skills, including basic
AIMS OF THE TEN-YEAR BASIC EDUCATION PROGRAMME
knowledge of the laws governing the natural world.
On completion of the Ten-Year Basic Education Programme, learners
should have: 12. acquired a good knowledge and practice of moral standards and
1. developed competency and confidence in the application of health practices that will prepare them for responsible family and
computational skills in order to solve day to day problems. community life.
2. developed an understanding of business, everyday commercial 13. developed their own special interests, talents and skills whether these
transactions, and entrepreneurial skills. be dexterity, physical strength, intellectual ability, and/or artistic
gifts.
3. developed critical thinking, problem-solving ability, individual
initiative, interpersonal and inquiry skills. 14. acquired an appreciation of technology and technological skills
including basic skills in handling tools and materials.
4. developed desirable attitudes towards different types of work and the
ability to assess personal achievement and capabilities realistically in 15. gained the necessary knowledge and ability to interact with and learn
pursuit of appropriate career/employment opportunities/possibilities about their community, the government of their country and the world
and or further education. around them.

ii
AIMS OF THE JUNIOR SECONDARY EDUCATION 12. Acquired science knowledge, skills and understanding of laws and
PROGRAMME principles governing the natural world
13. Acquired knowledge, attitudes, moral standards, life skills and health
On completion of the Three Year Junior Certificate Programme, students
practices including awareness and management of epidemics that will
should have:
prepare them for responsible and productive family and community
1. Developed competence and confidence in the application of
life
computational skills in order to solve day to day problems
14. Developed their special interests, talents and skills, including
2. Acquired knowledge of business, everyday commercial transactions
dexterity, physical strength, intellectual ability, aesthetics and/ or
and entrepreneurship
artistic gifts
3. Developed critical thinking, problem solving ability, individual
15. Developed an appreciation of technology and acquired technological
initiative, creativity, interpersonal and inquiry skills
skills including skills and safety precautions in handling tools and
4. Developed desirable attitudes towards different types of work and the
materials
ability to assess personal achievement and capabilities realistically in
16. Acquired knowledge and ability to interact with and learn about their
pursuit of appropriate career/ employment opportunities/ possibilities
community, the government of their country and the world around
and/ or further education and training
them
5. Acquired knowledge, skills and desirable agricultural production and
17. Acquired knowledge and skills that promote democracy, good
industrial arts attitudes for self- reliance and self sufficiency
governance, peace and security
6. Developed literacy and understanding of the significance of ICT in
the world of work and in every sphere of life
AIMS OF THE THREE-YEAR JUNIOR SECONDARY
7. Acquire knowledge and understanding of their environment and the
AGRICULTURE PROGRAMME
need for sustainable utilization of natural resources
On completion of the Three Year Junior Secondary Education Programme,
8. Developed desirable values, attitudes and behaviour in interacting
learners should have:
with the environment in a manner that is protective, preserving, and
nurturing 1. Developed competence and confidence in the application of
9. Acquired knowledge and understanding of society, appreciation of computational skills in order to solve Agriculture-related problems
different cultures, religion and a sense of citizenship 2. Acquired knowledge and develop entrepreneurial skills needed to run
10. Developed tolerance towards different cultures, pride in own culture a viable agribusiness
and unity in diversity 3. Developed critical thinking, problem solving ability, individual
11. developed the ability to express themselves clearly in English, initiative, creativity, interpersonal and inquiry skills
Setswana, Modern Foreign Language and/or a third language and sign 4. Developed desirable attitudes towards agricultural work and the
language, using them as tools for further learning and employment ability to assess personal achievement and capabilities realistically in

iii
 pursuit of appropriate career/ employment opportunities/ possibilities • Acquired an understanding of the basic concepts and principles
and/ or further education and training involved in the use, handling, maintenance and storage of farm
5. Acquired knowledge, skills and desirable agricultural production machinery
attitudes for self- reliance and self sufficiency • Acquired an understanding of the basic concepts and principles
6. Developed ICT skills applicable in the field of Agriculture involved in the water management
7. Acquired knowledge and understanding of their environment and the • Acquired knowledge of basic concepts such as measuring, observation
need for sustainable utilization of natural resources and keeping accurate records;
8. Developed desirable values, attitudes and behaviour in interacting • Apply the basic concepts of agricultural economics which treats
with the environment in a manner that is protective, preserving, and Agriculture as a business enterprise
nurturing • Acquired an understanding of the necessary concepts and principles of
9. Acquired Agricultural science knowledge, skills and understanding of sustainable agricultural production.
laws, concepts and principles governing the natural world
10. Acquired knowledge, attitudes, moral standards, life skills and health Psychomotor Domain
practices including awareness and management of epidemics that will
• Developed skills in arable and pastoral farming;
prepare them for responsible and productive family and community
life • Acquired knowledge and developed skills and basic concepts such as
11. Developed their special interests, talents and skills, including measuring, observation and keeping accurate records;
dexterity, intellectual ability, aesthetics and/ or artistic gifts • Developed skills in the correct use, storage, handling and servicing of
12. Developed an appreciation of technology and acquired technological commonly used farm tools and equipment;
skills including skills and safety precautions in handling tools and • Acquired the skills required to protect and keep the maintain a sound
materials environment
• Developed measuring, observation and the record keeping skills
EXPECTED CRITICAL COMPETENCIES • Developed the necessary skills involved in water
management/conservation
At the end of form three, learners should have: -
• Developed the entrepreneurial skills needed to treat Agriculture as a
Cognitive Domain
business enterprise
• Acquired an understanding of the basic concepts and principles
involved in the growth, development and improvement of plants and Affective Domain
animals;
• Acquired an appreciation of Agriculture as a business enterprise and a
• Acquired an understanding of the problems in agriculture, and be able
base for national economic development;
to identify them, as well as suggest or devise possible means of solving
them;
iv
• Developed an appreciation of the need to utilize the environmental The Junior Secondary Agriculture syllabus should be assessed both
resources in a sustainable way; theoretically and practically. This would be determined by the Botswana
• Acquired awareness about HIV and AIDS and its impact on Examination Council.
Agricultural productivity;
• Developed an appreciation of most of the contemporary issues in INCLUSIVE EDUCATION
Agriculture.
The Botswana government through the RNPE (1994) has made a
• Acquired the enthusiasm for caring out practical work and developed
commitment to make the education system as inclusive as possible.
the right attitude towards Agriculture.
Recommendation 11.2 states that “government is committed to the
education of all children including the disabled ones and therefore will
TEACHING APPROACHES
intensify efforts to increase access to education for disabled children…”.
The syllabus encourages a learner-centred approach as prescribed by the The Botswana government is also a signatory to the UNESCO framework
RNPE. This means that the teachers should use a variety of for action on special Needs Education, which urges schools to
teaching/learning methods such as inquiry, demonstration, practical work, accommodate all children regardless of their physical, intellectual, social,
project work, case studies, field trips, discussions, ICT-guided learning emotional, linguistic or other condition. This includes disabled and gifted
etc. The teaching methods should expose the learners to the day-to- day children…”
practical applications of agriculture e.g. lawn management, preservation
and processing, and gardening etc. The content offered to the learners To this end, the Department of Curriculum Development and valuation has
should be as contextual as possible. decided to develop an inclusive curriculum that caters for the different
disabilities/ challenges through differentiated objectives. The syllabus is
It should be noted that infusion and integration of emerging issues should premised on the concept of inclusion which requires an enabling
be done at class room level as much as possible where appropriate. environment be created for all groups of learners. Learners should not be
left out of their physical, intellectual or emotional challenges. All learners
ASSESSMENT have a right to access a learning package. Inclusive education commits
Assessment is an all inclusive process of monitoring and keeping track of teachers to ensure that all learners overcome potential barriers to learning
the learner’s progress over time. It is an integral part of the teaching and and assessment. It requires staff to modify programmes of study to give all
learning process. Assessment should take cognisance of learners with learners relevant and appropriately challenging work. The UNESCO
special needs. Formative assessment should be done as a diagnostic (1994) Framework For Action on Special Needs Education urges schools
process of classroom work and should thus be carried regularly. to ‘accommodate all children regardless of their physical, intellectual,
Summative assessment on the other hand is used to measure the learner’s social, emotional, linguistic or other conditions. This should include
achievement at the end of the programme. disabled and gifted children… and other children from disadvantaged or
marginalized areas or groups.
v
EMERGING ISSUES Unit 4: Animal Husbandry
In an endeavour to ensure that the curriculum is responsive to the needs of Topics: Animal Nutrition
society, emerging issues should be infused and integrated at classroom Animal husbandry
level. Emerging issues help learners to appreciate the challenges and Bee keeping
developments happening around them and this plays a major role in Fish farming
preparing them for life, citizenship and the world of work. Pig production
Rabbit production
TIME ALLOCATION Chicken production
The Junior Secondary Agriculture syllabus has been allocated four (4) Reproduction and breeding in cattle
periods of forty minutes per week in a five (5) day timetable. Sheep/ goat
Beef production
Dairy production
SYLLABUS ORGANISATION
The Junior Certificate Agriculture syllabus has been divided according to Unit 5: Agricultural Economics
Form 1, 2 and 3. The syllabus content is arranged in units or topics as Topic: Farm management
follows:
Unit 1: General Agriculture There is a choice in Unit 4.2 Animal Husbandry, where the learners are
expected to study one animal from the list of animals provided. Otherwise
Topic: Introduction to Agriculture
all the other topics are compulsory and must be taught to all.
Unit 2: Soil Science
Topic: Soil Fertility

Unit 3: Crop Husbandry

Topics:
Principles of crop production
Field crop production
Fruit tree production
Forestry
Vegetable production

vi
 FORM ONE

UNIT1.1: GENERAL AGRICULTURE

TOPIC 1.1.1: INTRODUCTION TO AGRICULTURE
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Importance of 1.1.1.1 appreciate the importance of 1.1.1.1.1 define agriculture
Agriculture agriculture in Botswana. 1.1.1.1.2 discuss the social and economic importance of Agriculture in Botswana
1.1.1.1.3 discuss the impact of HIV and AIDS on agricultural productivity
1.1.1.1.4 explain the impact of agricultural activities on the environment
1.1.1.1.5 describe the relationship between Agriculture and other subjects
1.1.1.1.6 describe the branches of Agriculture.
Agriculture Careers 1.1.1.2 appreciate the career 1.1.1.2.1 describe careers opportunities in Agriculture
and Training opportunities existing in 1.1.1.2.2 discuss the entry requirements to agricultural institutions .
agriculture.
Food Production in 1.1.1.3 understand the food 1.1.1.3.1 discuss the food production situation in Botswana
Botswana production situation in 1.1.1.3.2 distinguish between food security and food self-sufficiency
Botswana. 1.1.1.3.3 describe factors limiting food production and security in Botswana
1.1.1.3.4 explain ways by which food production and security in Botswana can be
improved
1.1.1.3.5 describe strategies aimed at improving food production and security in
Botswana
1.1.1.3.6 distinguish between arable, pastoral and mixed farming
1.1.1.3.7 distinguish between commercial and subsistence farming
1.1.1.3.8 state problems experienced by commercial farmers
1.1.1.3.9 suggest how the identified problems can be solved.
Tools, Implements 1.1.1.4 develop skills on the use tools, 1.1.1.4.1 differentiate between a tool, implement and a machine
and Machines implements and machinery 1.1.1.4.2 identify hand tools, implements and machines used in farming
appropriately in agricultural 1.1.1.4.3 demonstrate the appropriate use of tools and implements
production. 1.1.1.4.4 use farm tools and machines safely

1
1.1.1.4.5 describe the care of farm tools and machines
1.1.1.4.6 demonstrate the appropriate storage of tools and implements
1.1.1.4.7 explain mechanization
1.1.1.4.8 state the advantages and disadvantages of mechanization
1.1.1.4.9 describe the problems caused by tools, implements and machines on the
environment
1.1.1.4.10 suggest solutions to the problems caused by farm tools and implements.

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UNIT 1. 2: SOIL SCIENCE
TOPIC 1.2.1: SOIL FERTILITY
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Soil Fertility 1.2.1.1 develop skills required in the 1.2.1.1.1 explain soil fertility
application of fertilizers. 1.2.1.1.2 define fertilizer
1.2.1.1.3 state the importance of fertilizers to the soil
1.2.1.1.4 distinguish between organic and inorganic fertilizers
1.2.1.1.5 state the advantages and disadvantages of organic and inorganic fertilizers
1.2.1.1.6 determine the application rates of fertilizers
1.2.1.1.7 differentiate between basal and top dressing
1.2.1.1.8 demonstrate the fertilizer application methods
1.2.1.1.9 distinguish between major and minor elements
1.2.1.1.10 classify plant nutrients as major and minor elements
1.2.1.1.11 identify the major elements found in fertilizers
1.2.1.1.12 state the sources of nitrogen, phosphorous and potassium
1.2.1.1.13 state the functions of nitrogen, phosphorous and potassium in crops.
1.2.1.1.14 identify the symptoms displayed by plants lacking nitrogen, phosphorous and
potassium
1.2.1.1.15 describe the symptoms displayed by plants having excess supply of nitrogen, and
phosphorous
1.2.1.1.16 explain how nitrogen, phosphorous and potassium can be lost from the soil
1.2.1.1.17 suggest ways by which soil fertility can be maintained or improved
1.2.1.1.18 explain the negative effects of fertilizers on the environment.
1.2.1.2 understand the effects of soil 1.2.1.2.1 define soil pH
pH on plant growth. 1.2.1.2.2 explain the effects of soil pH on plant growth
1.2.1.2.3 determine the pH of the soil
1.2.1.2.4 identify crops to be grown in different soil pH
1.2.1.2.5 state the activities that alter the soil pH
1.2.1.2.6 describe ways of regulating soil Ph.

3
UNIT 1.3 : CROP HUSBANDRY
1.3.2: PRINCIPLES OF CROP PRODUCTION
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Systems of Crop 1.3.2.1 develop an understanding of 1.3.2.1.1 describe monoculture, mixed cropping, continuous cropping, inter- cropping,
Production the different systems of mono cropping and crop rotation
growing crops. 1.3.2.1.2 state the advantages and disadvantages of each of the systems
1.3.2.1.3 explain the principles of crop rotation.
Land Preparation 1.3.2.2 acquire knowledge on factors 1.3.2.2.1 explain factors considered when determining the location of a garden or field
influencing the selection of 1.3.2.2.2 select a suitable site for growing crops/trees.
garden site
1.3.2.3 develop practical skills to 1.3.2.3.1 state the reasons for clearing or stumping fields
carry out pre-planting1.3.2.3.2 explain the difference between primary and secondary tillage
operations 1.3.2.3.3 identify primary and secondary tillage implements
1.3.2.3.4 explain the reasons for ploughing the soil
1.3.2.3.5 state the reasons for levelling the soil after ploughing
1.3.2.3.6 state the reasons for applying fertilizer before planting
1.3.2.3.7 name implements used for fertilizer application
1.3.2.3.8 identify fertilizer application implements
1.3.2.3.9 prepare a plot/ hole suitable for growing crops/trees.
Planting Methods 1.3.2.4 develop skills in the different 1.3.2.4.1 distinguish between direct and indirect planting, row planting and broadcasting
and Techniques techniques and methods of 1.3.2.4.2 state the advantages and disadvantages of the different planting methods and
planting techniques
1.3.2.4.3 apply the different methods and techniques of planting.
1.3.2.5 acquire knowledge and skills 1.3.2.5.1 explain the factors influencing the depth of planting seeds
in the planting depth of seeds 1.3.2.5.2 determine the appropriate depth of planting seeds for crop production
and the spacing of crops. 1.3.2.5.3 explain the factors influencing the spacing of crops
1.3.2.5.4 determine the appropriate spacing of crops
1.3.2.5.5 apply the correct planting depth and crop spacing.

4
Management 1.3.2.6 acquire skills required in crop 1.3.2.6.1 define mulching and weeding
Practices management practices. 1.3.2.6.2 state the reasons for watering, mulching and weeding
1.3.2.6.3 demonstrate proper ways of watering seedlings
1.3.2.6.4 identify materials used for mulching
1.3.2.6.5 suggest the appropriate time for removing mulch after planting seeds
1.3.2.6.6 demonstrate mulching
1.3.2.6.7 identify common weeds found in Botswana
1.3.2.6.8 define parasitic weed
1.3.2.6.9 suggest ways by which weeds can be controlled
1.3.2.6.10 demonstrate proper weeding of seedbeds
1.3.2.6.11 explain thinning, transplanting, pruning, trellising and staking
1.3.2.6.12 state the advantages and disadvantages of thinning, transplanting, pruning and
supporting plants
1.3.2.6.13 demonstrate thinning
1.3.2.6.14 determine the correct space for thinning crops
1.3.2.6.15 identify tools used for transplanting
1.3.2.6.16 demonstrate transplanting of seedlings
1.3.2.6.17 demonstrate the pruning of crops
1.3.2.6.18 state the appropriate timing of transplanting seedlings.

5
1.3.3 FIELD CROP PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Field Crop 1.3.3.1 acquire knowledge on cereal 1.3.3.1.1 classify field crops
Production and legume crop production. 1.3.3.1.2 identify the varieties of field crops
1.3.3.1.3 describe the type of soil and climatic conditions necessary for the growth of field
crops
1.3.3.1.4 determine the type of manure or fertilizer required for the normal growth of field
crops
1.3.3.1.5 calculate the amount of fertilizer to be applied when growing field crops
1.3.3.1.6 measure accurately the fertilizer to be added to the soil when growing field crops
1.3.3.1.7 apply fertilizers using appropriate methods
1.3.3.1.8 state the precautions to be taken into account when applying fertilizer in crop
fields
1.3.3.1.9 state the reasons for treating seeds before planting
1.3.3.1.10 demonstrate the various methods (both traditional and moderrn) of treating seeds
1.3.3.1.11 outline the precautions to be taken when handling treated seeds
1.3.3.1.12 determine the appropriate depth of planting and spacing of the crops.
1.3.3.2 develop skills on the 1.3.3.2.1 practice correct management when raising crops
production of legumes and 1.3.3.2.2 identify pests and diseases that affect crops
cereals. 1.3.3.2.3 discuss methods used to control the identified pests and diseases of crops
1.3.3.2.4 outline precautions taken into account when using chemicals and or pesticides
1.3.3.2.5 describe the effects of pesticides or chemicals used in crop fields on the
environment
1.3.3.2.6 suggest methods of controlling pests which are not detrimental to the environment
1.3.3.2.7 demonstrate the correct technique of using a sprayer
1.3.3.2.8 identify chemicals used to control pests and diseases affecting the crops
1.3.3.2.9 demonstrate harvesting and marketing of field crops
1.3.3.2.10 determine market prices for harvested legume and cereal crops

6
1.3.3.2.11 identify storage pests affecting field crops
1.3.3.2.12 identify the damage caused by storage pests on the crops studied
1.3.3.2.13 demonstrate methods used to treat or protect stored seeds from pest damage.

7
UNIT 1.4: ANIMAL HUSBANDRY
1.4.1: ANIMAL NUTRITION
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Animal Feed 1.4.1.1 acquire knowledge on the 1.4.1.1.1 explain animal nutrition
different types of livestock 1.4.1.1.2 explain reasons for feeding animals
feeds and their nutritional 1.4.1.1.3 explain the importance of the different feed substances in animal nutrition
value.
1.4.1.1.4 describe a balanced ration
1.4.1.1.5 differentiate between maintenance and production ration
1.4.1.1.6 identify roughages and concentrates
1.4.1.1.7 compare and contrast the nutritional value of roughage and concentrate feeds
1.4.1.1.8 explain supplementary feeding
1.4.1.1.9 identify supplementary feeds of livestock found in Botswana.
1.4.1.2 acquire knowledge of the 1.4.1.2.1 explain nutritional diseases
nutritional diseases common in 1.4.1.2.2 identify nutritional diseases affecting livestock production in Botswana
Botswana. 1.4.1.2.3 describe the cause(s), symptoms, control and preventative measures against
aphosphorosis.

8
( Study any one from Bee keeping, Fish farming, Pig farming, Rabbit Production)
1.4.2: BEE KEEPING
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Bee biology 1.4.2.1 acquire knowledge and 1.4.2.1.1 describe the digestive system of a bee
understanding of the anatomy 1.4.2.1.2 describe the male and female reproductive systems of bees
and the duties of the various 1.4.2.1.3 explain the functions of each of the different parts of bees
colony members. 1.4.2.1.4 explain adaptation of bees to the environment
1.4.2.1.5 describe the composition of a bee colony
1.4.2.1.6 identify members of a bee colony
1.4.2.1.7 explain the duties of each member of the bee colony.
Bee manipulation 1.4.2.2 develop skills in bee 1.4.2.2.1 explain bee manipulation
manipulation. 1.4.2.2.2 describe the precautions taken when manipulating bees
1.4.2.2.3 identify equipment used when manipulating bees
1.4.2.2.4 demonstrate the manipulation of bees.
Bee keeping 1.4.2.3 develop skills of managing 1.4.2.3.1 state factors to consider when choosing a site for bee-keeping
management bees. 1.4.2.3.2 list materials required when embarking on a bee-keeping project
1.4.2.3.3 demonstrate the making of a bee hive
1.4.2.3.4. describe the catching of bees and the precautions to be taken
1.4.2.3.5 identify bee products
1.4.2.3.6 demonstrate the harvesting and marketing of bee products.
Bee pests and 1.4.2.4 acquire knowledge on pests, 1.4.2.4.1 identify pests that attack bees
diseases diseases and toxicology of 1.4.2.4.2 describe diseases affecting bees
bees. 1.4.2.4.3 define bee toxicology
1.4.2.4.4 identify chemicals harmful to bees
1.4.2.4.5 demonstrate methods of controlling pests and diseases of bees.

9
1.4.2 FISH FARMING
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Importance of fish 1.4.2.1 acquire an understanding of the 1.4.2.1.1 state the nutritional value of fish
importance of fish and the 1.4.2.1.2 describe the current state of the fish industry in Botswana
current state of fish production 1.4.2.1.3 state the factors limiting fish production in Botswana.
in Botswana.
Breeds and types of 1.4.2.3 know the different breeds or 1.4.2.3.1 name types of fish found in the world
fish types of fish. 1.4.2.3.2 identify the different types of fish found in Botswana.
Construction of a 1.4.2.4 know the materials needed and 1.4.2.4.1 list materials required for the construction of a fish pond
fish pond how to build a fish pond. 1.4.2.4.2 describe the construction of a fish pond
1.4.2.4.3 demonstrate the construction of a fish pond.
Management of fish 1.4.2.5 develop skills of fish 1.4.2.5.1 identify the different types of feeds for fish
management practices. 1.4.2.5.2 determine the amount of feed to be given to fish in a fish pond
1.4.2.5.3 demonstrate the handling and transportation of live fish.
1.4.2.5.4 outline methods used to control fish population.
Parasites and 1.4.2.6 acquire knowledge on 1.4.2.6.1 identify parasites of fish
diseases of fish parasites and diseases 1.4.2.6.2 identify diseases affecting fish
affecting fish. 1.4.2.6.3 identify the cause, transmission and symptoms of any nutritional and parasitic
diseases of fish
1.4.2.6.4 demonstrate control and prevention of any nutritional and parasitic diseases of fish.
Fishing methods 1.4.2.7 develop the skills of catching 1.4.2.7.1 identify tools or equipment used for catching fish
fish. 1.4.2.7.2 demonstrate the catching of fish in a fish pond.
Marketing of fish 1.4.2.8 acquire knowledge and skills 1.4.2.8.1 demonstrate the methods of processing and preserving fish
of the different methods of 1.4.2.8.2 outline the advantages and disadvantages of each method of processing fish
processing and marketing of 1.4.2.8.3 describe the forms in which fish can be marketed
fish. 1.4.2.8.4 demonstrate the marketing of fish in Botswana.

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1.4.2 PIG PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Starting a pig 1.4.2.1 understand the factors to be1.4.2.1.1 state the factors considered before starting a pig production enterprise
production considered before starting a1.4.2.1.2 describe the method pig production
enterprise pig production enterprise. 1.4.2.1.3 describe the nature and type of preparations to be made before acquiring pigs for an
enterprise
1.4.2.1.4 prepare a budget for a pig production enterprise.
Management of 1.4.2.2 understand the management 1.4.2.2.1 list materials required for the construction of a pig sty
pigs activities carried out in a 1.4.2.2.2 explain the use of the various units in a pig sty
piggery. 1.4.2.2.3 identify the types of feeds given to pigs at various stages of their life cycle
1.4.2.2.4 describe flushing
1.4.2.2.5 state the signs of heat in a sow
1.4.2.2.6 describe the feeding of pregnant sows
1.4.2.2.7 demonstrate the preparation of a sow for farrowing
1.4.2.2.8 demonstrate the caring of piglets
1.4.2.2.9 explain creep-feeding
1.4.2.2.10 describe the caring of growers and finishers
1.4.2.2.11 explain teeth-clipping
1.4.2.2.12 discuss the reasons for teeth-clipping.
Parasites and 1.4.2.3 acquire knowledge on 1.4.2.3.1 name the parasites that affect pigs
diseases of pigs: parasites and diseases of pigs. 1.4.2.3.2 describe the life- cycle of two common parasite of pigs
1.4.2.3.3 describe the effects of two parasites on pigs
1.4.2.3.4 suggest ways by which the parasites can be controlled or prevented
1.4.2.3.5 name the diseases affecting pigs
1.4.2.3.6 identify the cause, transmission and symptoms of any two diseases of pigs,
1.4.2.3.7 demonstrate the treatment, control and preventative measures against two diseases
of pigs.

11
Marketing of pigs 1.4.2.4 acquire knowledge on the 1.4.2.4.1 identify of pig products and by-products
different products and by- 1.4.2.4.2 demonstrate the processing of pig products
products of pigs 1.4.2.4.3 demonstrate the marketing of pig products and by-products in Botswana.

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1. 4.2: RABBIT PRODUCTION
General Objectives Specific Objectives
Sub Topics
The learners should be able to: The learners should be able to:
Starting production 1.4.2.1 understand the factors to be 1.4.2.1.1 state the factors considered when starting a rabbit production enterprise and the
enterprise considered before starting a methods of production to employ
rabbit production enterprise. 1.4.2.1.2 describe the nature and type of preparations to be made before acquiring rabbits for
an enterprise
1.4.2.1.3 prepare a budget estimate for the rabbit production enterprise.
Management of 1.4.2.2 develop skills in the 1.4.2.2.1 state the significance of housing or provision of shelter when raising rabbits
rabbits management of rabbits. 1.4.2.2.2 name the types of feeds suitable for rabbits
1.4.2.2.3 identify the appropriate feeds for rabbits
1.4.2.2.4 explain the reasons for providing food and water regularly to rabbits
1.4.2.2.5 demonstrate the handling of rabbits
1.4.2.2.6 demonstrate the sexing of rabbits.
Parasites and 1.4.2.3 acquire knowledge of parasites 1.4.2.3.1 name parasites affecting rabbits
diseases of rabbits and diseases affecting rabbits. 1.4.2.3.2 describe the life- cycles of two common parasites on rabbits
1.4.2.3.3 describe the effects of the parasites of rabbits
1.4.2.3.4 suggest ways by which the parasites can be controlled or prevented
1.4.2.3.5 name diseases affecting rabbits
1.4.2.3.6 identify the cause, transmission and symptoms
1.4.2.3.7 demonstrate the treatment, control and preventive measures against any two
diseases of rabbits.
Marketing of 1.4.2.4 acquire knowledge of the 1.4.2.4.1 identify rabbit products and by-products
rabbits different products and by- 1.4.2.4.2 demonstrate the processing of rabbits
products of rabbits and their 1.4.2.4.3 demonstrate the marketing of rabbit products and by-products in Botswana.
marketing.

13
 FORM TWO

CROP HUSBANDRY
2.3.4 FRUIT TREE PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Fruits and Fruit 2.3.4.1 acquire knowledge and skills 2.3.4.1.1 identify indigenous and exotic fruits and fruit trees found in Botswana
trees on fruit tree production.
2.3.4.1.2 state the importance of fruits and fruit trees
2.3.4.1.3 describe the requirements for the establishment of an orchard
2.3.4.1.4 explain factors influencing the choice of fruit trees to grow
2.3.4.1.5 list materials required for the construction of a nursery
2.3.4.1.6 identify materials required for nursery construction
2.3.4.1.7 explain the significance of net shading in a nursery
2.3.4.1.8 prepare the soil or media and fertilizers used in a nursery bed for propagating trees
2.3.4.1.9 demonstrate the preparations done before planting fruit trees.
2.3.4.2 develop the skills of 2.3.4.2.1 differentiate between sexual and asexual propagation
propagating fruit trees. 2.3.4.2.2 identify fruit trees that have been sexually and asexually propagated
2.3.4.2.3 demonstrate grafting, budding, cutting and layering
2.3.4.2.4 determine the size of cuttings to use when propagating trees
2.3.4.2.5 determine the appropriate time for propagating fruit trees using asexual
methods
2.3.4.2.6 describe the necessary care given to seedlings in a nursery
2.3.4.2.7 demonstrate the correct management practices of seedlings correctly in a
nursery
2.3.4.2.8 state factors influencing the size and or depth of a planting hole for a fruit
tree seedling
2.3.4.2.9 prepare planting holes of appropriate dimensions for seedlings
2.3.4.2.10 demonstrate the transplanting of fruit tree seedling

14
2.3.4.2.11 describe the general management practices carried out in an orchard
2.3.4.2.12 describe the methods of harvesting fruits
2.3.4.2.13 demonstrate the harvesting and processing of fruits
2.3.4.2.14 state factors considered when marketing fruits and fruits trees

15
2.3.5: FORESTRY
General Objectives Specific Objectives
Topic
The learners should be able to: The learners should be able to:
Importance of trees 2.3.5.1 acquire knowledge on the 2.3.5.1.1 identify indigenous and exotic trees found in Botswana
and tree products importance of the different 2.3.5.1.2 differentiate between indigenous and exotic trees in Botswana
types of trees found in 2.3.5.1.3 identify tree products found in Botswana
Botswana. 2.3.5.1.4 state the importance of trees and tree products.
Veld products 2.3.5.2 acquire knowledge on the 2.3.5.2.1 describe veld products
different veld products found 2.3.5.2.2 identify veld products found in Botswana
in Botswana. 2.3.5.2.3 state the uses of the veld products identified.
Tree seedlings and 2.3.5.3 acquire knowledge on where 2.3.5.3.1 describe the sources of tree seeds and tree seedlings in Botswana
seeds tree seeds and seedlings can be 2.3.5.3.2 describe the seed collection process
obtained in Botswana.
2.3.5.4 acquire knowledge and 2.3.5.4.1 state the factors inhibiting germination of tree seeds
understand of the factors 2.3.5.4.2 describe the different seed treatment methods
affecting germination of seeds 2.3.5.4.3 demonstrate methods used to treat tree seeds before planting
and treatment of seeds. 2.3.5.4.4 calculate the percentage germination of seeds.
Management of 2.3.5.5 acquire knowledge and 2.3.5.5.1 define woodlot
woodlots appreciation of use and 2.3.5.5.2 explain why it is necessary to correctly manage existing woodlots in Botswana
management of woodlots. 2.3.5.5.3 describe the effective management and utilization of woodlots.
Forestry 2.3.5.6 acquire knowledge and 2.3.5.6.1 define forestry conservation
conservation appreciation of the 2.3.5.6.2 explain the importance of forestry conservation
conservation methods of 2.3.5.6.3 describe ways by which forests can be conserved.
forests.
Agro-forestry 2.3.5.7 acquire knowledge and 2.3.5.7.1 explain agro-forestry
understand on agro-forestry. 2.3.5.7.2 discuss the different types of agro-forestry.

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UNIT 2.4: ANIMAL HUSBANDRY
2.4.3: CHICKEN PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Systems of chicken 2.4.3.1 acquire knowledge and 2.4.3.1.1 distinguish between the different systems of raising chickens
production understanding of the raising 2.4.3.1.2 discuss advantages and disadvantages of each system
chickens. 2.4.3.1.3 describe the different breeds of layers and broilers
2.4.3.1.4 describe the characteristics of a good layer and a good broiler.
Reproductive 2.4.3.2 acquire knowledge on the 2.4.3.2.1 describe the reproductive system of a hen
system of a hen anatomy and physiology of the 2.4.3.2.2 state the functions of the reproductive parts
hen’s reproductive system. 2.4.3.2.3 describe the different parts of the egg
2.4.3.2.4 state the functions of the different parts of an egg.
Chicken production 2.4.3.3 develop knowledge on the 2.4.3.3.1 state the factors to be considered when deciding the type of chickens to raise
management factors to be considered before 2.4.3.3.2 prepare and use financial and production record sheets for the chicken
embarking on a commercial production enterprise
chicken production. 2.4.3.3.3 describe the qualities of a good chicken house
2.4.3.3.4 describe materials used in the construction of a chicken house
2.4.3.3.5 demonstrate the construction of a chicken house
2.4.3.3.6 identify the sources of live chickens
2.4.3.3.7 demonstrate the preparations done the arrival of new chickens.
2.4.3.4 know the different types of 2.4.3.4.1 describe the different types of feeds provided to broilers and layers
feeds for broilers and layers. 2.4.3.4.2 determine the appropriate amounts of feed given to broilers and layers
2.4.3.4.3 explain the importance of keeping the chicken house clean
2.4.3.4.4 demonstrate the cleaning of a chicken house
2.4.3.4.5 explain reasons for providing clean water at all times when managing a
chicken enterprise.

17
 2.4.3.5 acquire knowledge on the type 2.4.3.5.1 describe artificial and natural brooding chicks
of care given to chicks or 2.4.3.5.2 describe the construction of a brooding unit
young birds. 2.4.3.5.3 describe the methods of heating a brooding unit
2.4.3.5.4 explain reasons for warming the brooding unit
2.4.3.5.5 demonstrate the care given to young birds or chicks in a brooding unit.
2.4.3.6 develop the skills of managing 2.4.3.6.1 describe the artificial and natural incubation of eggs
chickens. 2.4.3.6.2 describe culling, debeaking and vaccination schedule of chickens
2.4.3.6.3 demonstrate culling, debeaking and vaccination of chickens
2.4.3.6.4 state the criteria used when culling chickens.
Parasites 2.4.3.7 know about parasite control in 2.4.3.7.1 distinguish between internal and external parasites
chicken production. 2.4.3.7.2 identify common chicken parasites (internal and external)
2.4.3.7.3 identify mites
2.4.3.7.4 identify the harm caused by mites to chickens
2.4.3.7.5 demonstrate control measures against mites.
Diseases 2.4.3.8 acquire knowledge and 2.4.3.8.1 identify diseases of chickens
understanding on the common 2.4.3.8.2 describe the cause(s) of Newcastle and coccidiosis
diseases of chickens and their 2.4.3.8.3 identify the symptoms of Newcastle and coccidiosis
methods of control. 2.4.3.8.4 identify chickens affected by Newcastle and coccidiosis diseases
2.4.3.8.5 demonstrate the treatment, control and preventative measures against
Newcastle and coccidiosis.
Marketing of 2.4.3.9 develop skills in pricing, 2.4.3.9.1 describe the slaughtering and processing of chickens
chicken slaughtering, grading, candling 2.4.3.9.2 state the purpose for candling eggs
products and packaging of eggs and 2.4.3.9.3 demonstrate the candling of eggs
other chicken products. 2.4.3.9.4 describe the grading process of eggs
2.4.3.9.5 demonstrate proper packaging of eggs.

18
UNIT 2.5: AGRICULTURAL ECONOMICS

2.5.1 FARM MANAGEMENT

General Objectives Specific Objectives

Sub Topics
The learners should be able to: The learners should be able to:
Principles of farm 2.5.1.1 understand the principles of 2.5.1.1.1 explain farm management
management: demand and supply. 2.5.1.1.2 discuss the importance of farm management
2.5.1.1.3 explain demand
2.5.1.1.4 describe the determinants of demand
2.5.1.1.5 explain supply
2.5.1.1.6 describe the determinants of supply
2.5.1.1.7 describe price determination.
Functions of 2.5.1.2 appreciate the basic 2.5.1.2.1 discuss the different legal forms of a business organization
management organization, functions and 2.5.1.2.2 outline an effective organizational structure in a farm
roles of management in a 2.5.1.2.3 state the general functions and roles of management in an agribusiness venture
business enterprise. 2.5.1.2.4 describe qualities of a good manager
2.5.1.2.5 state factors considered before starting an agricultural production enterprise
2.5.1.2.6 discuss problems experienced by commercial farmers in Botswana
2.5.1.2.7 suggest solutions to the identified problems.
Marketing 2.5.1.3 acquire skills on the marketing 2.5.1.3.1 explain marketing and the marketing concept
of agricultural products 2.5.1.3.2 discuss reasons for marketing
2.5.1.3.3 describe the marketing mix
2.5.1.3.4 describe the methods of marketing agricultural products
2.5.1.2.5 describe the utilization of ICT to promote trade in the Agricultural sector
2.5.1.3.6 demonstrate the marketing of agricultural products.
Farm records 2.5.1.4 acquire knowledge and skills 2.5.1.4.1 discuss reasons for keeping farm records.
of keeping records 2.5.1.4.2 describe production and financial records
2.5.1.4.3 prepare different types of production and financial records on the school
agricultural projects or enterprises using relevant software packages
2.5.1.4.4 interpret the different financial records.

19
Budgeting 2.5.1.5 acquire skills of preparing 2.5.1.5.1 discuss reasons for budgeting
budgets. 2.5.1.5.2 prepare a budget for any chosen farm enterprise
2.5.1.5.3. interpret the budget prepared.
Funding for 2.5.1.6 develop knowledge on the 2.5.1.6.1 identify institutions, organisations or agencies assisting agricultural enterprises
agricultural different sources of funding 2.5.1.6.2 describe the application procedures required by the different institutions,
enterprises for agricultural enterprises in organisations or agencies
Botswana. 2.5.1.6.3 state the conditions attached to funding of agriculture enterprises
2.5.1.6.4 complete application forms from some of the identified funding institutions.
Business plan 2.5.1.7 develop skills on preparing a 2.5.1.7.1 explain the reasons for conducting a market research
simple business plan of an 2.5.1.7.2 differentiate between a business idea and business opportunity
agricultural enterprise chosen. 2.5.1.7.3 identify business agricultural opportunities
2.5.1.7.4 carry out a market research on the enterprise to be done
2.5.1.7.5 state reasons for preparing a business plan
2.5.1.7.6 explain the elements of the business plan
2.5.1.7.7 prepare and present a business plan on the enterprise chosen

20
 FORM 3

CROP HUSBANDRY
3.3.6 VEGETABLE PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Vegetable crops 3.3.6.1 acquire knowledge and 3.3.6.1.1 identify exotic and indigenous vegetable crops grown in Botswana
grown in Botswana appreciation of the different 3.3.6.1.2 state the nutritional value of vegetables
types of vegetables (both 3.3.6.1.3 describe the supply and demand of vegetable production situation in Botswana
indigenous and exotic) grown 3.3.6.1.4 describe opportunities for further vegetable development
in Botswana.
3.3.6.1.5 discuss government strategies aimed at improving vegetable production.
Vegetable 3.3.6.2 acquire knowledge and 3.3.6.2.1 state the requirements for the establishment of a vegetable enterprise
Production understanding of the 3.3.6.2.2 state the factors to be considered when deciding which vegetable crops to grow
practices requirements for growing any 3.3.6.2.3 describe the methods of vegetable production to adopt
two crops from the following 3.3.6.2.4 identify leaf, legume, root, fruit, bulb and flower vegetables
classes: leaf, legume, root, 3.3.6.2.5 explain the basis for the above classification of vegetable crops
fruit, bulb and flower. 3.3.6.2.6 name varieties of vegetable crops chosen for study
3.3.6.2.7 identify varieties of vegetable crops chosen for study
3.3.6.2.8 describe the type of soil and climate suitable for the vegetable crops under
study
3.3.6.2.9 identify specific inorganic and organic fertilizers used when growing the
selected vegetable crops.
3.3.6.3 develop skills for preparing 3.3.6.3.1 describe the different types of seedbeds on which to grow vegetable crops
different types of seedbeds and 3.3.6.3.2 compare the advantages and disadvantages of each type of seedbed
management of vegetables. 3.3.6.3.3 determine which one would be suitable for vegetable production in their
locality
3.3.6.3.4 demonstrate the management practices of the crop under study
3.3.6.3.5 explain the reasons for carrying out the management practices.

21
3.3.6.4 develop knowledge on the 3.3.6.4.1 identify pests affecting vegetable crops
different pests and diseases 3.3.6.4.2 describe pests affecting the vegetable crops
affecting the vegetable crops 3.3.6.4.3 identify the damage caused by the pests affecting the crops under study
under study. and control methods to be used
3.3.6.4.4 identify the diseases affecting the vegetable crops
3.3.6.4.5 describe the cause, symptoms, treatment, control and preventive measures
of any 1 diseases affecting the crops grown
3.3.6.4.6 determine the correct measures to be taken when crops are attacked by diseases.
3.3.6.5 develop skills necessary in the 3.3.6.5.1 describe signs of maturity of the vegetable crops
harvesting, storage, 3.3.6.5.2 demonstrate the harvesting and processing of vegetables
preservation and marketing the 3.3.6.5.3 demonstrate the marketing of vegetable crops
vegetable crops under study. 3.3.6.5.4 demonstrate the storage and preservation methods of vegetable crops.

22
ANIMAL HUSBANDRY
3.4.4 REPRODUCTION AND BREEDING IN CATTLE
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Reproductive 3.4.4.1 acquire knowledge and 3.4.4.1.1 describe the reproductive organs of a cow and a bull
System understanding of the anatomy 3.4.4.1.2 describe puberty
and physiology of cattle. 3.4.4.1.3 state the age and weight at which cows reach puberty
3.4.4.1.4 state factors influencing puberty
3.4.4.1.5 describe the process of reproduction in cattle
3.4.4.1.6 describe the oestrous cycle in cows
3.4.4.1.7 explain heat period in animal breeding
3.4.4.1.8 identify signs of heat in a cow
3.4.4.1.9 state the duration of heat period in cows
3.4.4.1.10 describe ovulation
3.4.4.1.11 describe fertilization in cattle
3.4.4.1.12 define gestation period
3.4.4.1.13 state the gestation period in cattle.
Care of the cow 3.4.4.2 acquire knowledge and 3.4.4.2.1 describe the type of care necessary during pregnancy of an animal
during pregnancy understanding of the 3.4.4.2.2 define parturition
management practises of 3.4.4.2.3 describe the signs of parturition in cows
pregnant cattle. 3.4.4.2.4 define dystokia.
3.4.4.2.5 state the causes of dystokia
3.4.4.2.6 explain control of dystokia.
Livestock breeding 3.4.4.3 acquire knowledge on the 3.4.4.3.1 define breeding
and improvement methods of breeding and or 3.4.4.3.2 describe selection, cross- breeding, inbreeding and upgrading
improving animals. 3.4.4.3.3 state the advantages and disadvantages of each system of breeding
3.4.4.3.4 suggest other ways of animal improvement
3.4.4.3.5 describe methods used to control breeding of cattle.

23
Mating (natural 3.4.4.4 acquire knowledge on the 3.4.4.4.1 define mating
service) differences between artificial 3.4.4.4.2 describe artificial insemination and natural service
Artificial and natural service. 3.4.4.4.3 state the advantages and disadvantages of artificial insemination and
insemination(AI) natural service
3.4.4.4.4 describe the collection of semen from a bull
3.4.4.4.5 describe conditions necessary for the storage of semen
3.4.4.4.6 describe the period or season when cows are artificially inseminated in
Botswana
3.4.4.4.7 name artificial insemination camps in Botswana.

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3.4.5 BEEF PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Characteristics of 3.4.5.1 appreciate the general 3.4.5.1.1 describe the general characteristics of beef cattle
beef cattle and characteristics of beef cattle 3.4.5.1.2 name breeds of beef cattle found in Botswana
Breeds of beef found in Botswana. 3.4.5.1.3 identify breeds of beef cattle found in Botswana
cattle in Botswana 3.4.5.1.4 name beef cattle breeds recommended by the Ministry of Agriculture
3.4.5.1.5 discuss reasons for the recommended breeds in Botswana.
3.4.5.2 acquire knowledge and 3.4.5.2.1 distinguish between communal and ranching systems of raising beef cattle
Management of understanding of the different 3.4.5.2.2 state the advantages and disadvantages of each system of raising beef cattle
beef methods of raising beef cattle 3.4.5.2.3 compare and contrast the two systems of raising beef cattle and say which
cattle practiced in Botswana. would be most ideal for Botswana.
3.4.5.3 acquire knowledge and 3.4.5.3.1 explain the significance of providing housing or shelter to beef cattle
develop appreciation of the 3.4.5.3.2 describe a suitable housing for beef cattle
significance of providing 3.4.5.3.3 describe the types of feeds suitable to beef cattle in Botswana
shelter and feeds to livestock. 3.4.5.3.4 explain the importance of regular supply of water for beef cattle
3.4.5.3.5 name sources of water for beef cattle in Botswana
3.4.5.3.6 describe the water cleaning processes for animal consumption.
3.4.5.4 acquire knowledge on the 3.4.5.4.1 distinguish between disbudding and dehorning
importance of disbudding, 3.4.5.4.2 explain the significance of disbudding and dehorning
dehorning, identification and 3.4.5.4.3 name tools used for disbudding and dehorning
weaning. 3.4.5.4.4 identify tools used for disbudding and dehorning
3.4.5.4.5 define weaning
3.4.5.4.6 state reasons for weaning
3.4.5.4.7 state methods of weaning
3.4.5.4.8 state the age at which beef calves are weaned
3.4.5.4.9 describe the methods of identifying beef cattle
3.4.5.4.10 state the advantages and disadvantages of each method of identification.

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Diseases and 3.4.5.5 acquire knowledge on the 3.4.5.5.1 identify internal and external parasites of beef cattle
Parasites of cattle different parasites and diseases 3.4.5.5.2 describe the life- cycle of at least 2 internal and 2 external parasites
affecting beef cattle. 3.4.5.5.3 identify the harm or damage caused by the chosen parasites in beef cattle
3.4.5.5.4 suggest methods of controlling internal and external parasites
3.4.5.5.5 identify diseases affecting beef cattle
3.4.5.5.6 identify notifiable diseases of beef cattle in Botswana
3.4.5.5.7 state the causes, symptoms, treatment, control and preventive measures against at
least two diseases.
Marketing of beef 3.4.5.6 acquire knowledge on the 3.4.5.6.1 explain methods of marketing beef cattle in Botswana
cattle different channels for 3.4.5.6.2 state the recommended age and weight at which beef cattle are marketed
marketing beef cattle, the 3.4.5.6.3 describe the beef grades used at BMC
various grades of beef used at 3.4.5.6.4 identify the beef cattle by- products.
BMC and the types of
products obtained from the
beef industry.

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3.4.6 DAIRY PRODUCTION
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Management of 3.4.6.1 acquire knowledge on the 3.4.6.1.1 identify dairy cattle breeds found in Botswana
dairy cows different breeds of dairy cows. 3.4.6.1.2 describe the characteristics of a good and a bad dairy cow.

3.4.6.2 acquire knowledge and 3.4.6.2.1 describe the type of shelter needed for dairy cows
appreciation of the 3.4.6.2.2 name the type of feeds suitable for dairy cows
significance of providing 3.4.6.2.3 identify the feed suitable for dairy cows
shelter and appropriate feed to 3.4.6.2.4 explain the significance of good nutrition in dairy production.
dairy cows.
3.4.6.3 acquire knowledge and 3.4.6.3.1 outline the reasons for weaning calves
understanding on the 3.4.6.3.2 explain the importance of providing calves with colostrum
significance of weaning calves 3.4.6.3.3 state the length of time a calf should stay with its mother before weaning
in dairy production. 3.4.6.3.4 describe the care of calves after weaning.
Diseases: 3.4.6.4 acquire comprehension of the 3.4.6.4.1 name diseases affecting dairy cattle
different diseases affecting 3.4.6.4.2 state the causes of the diseases
dairy cows. 3.4.6.4.3 identify an animal suffering from the chosen disease
3.4.6.4.4 describe the symptoms, treatment, control and preventive measures against
mastitis and milk fever.
Milking the cows: 3.4.6.5 acquire knowledge on the 3.4.6.5.1 state measures necessary for good hygiene in a milking parlour
different methods of milking 3.4.6.5.2 state the advantages and disadvantages of hand and machine milking
cows and the various methods 3.4.6.5.3 describe the type of preparations necessary before milking cows
of treating milk. 3.4.6.5.4 describe the handling of milk to maintain its quality
3.4.6.5.5 differentiate between pasteurization and sterilization of milk
3.4.6.5.6 state the reasons for pasteurization and sterilization of milk
3.4.6.5.7 describe how sour milk is made (traditional and modern).
Marketing of milk 3.4.6.6 acquire knowledge on the 3.4.6.6.1 describe the forms in which milk is marketed
and milk products different milk products and 3.4.6.6.2 identify the milk products in the market
their marketing. 3.4.6.6.3 describe the processes of converting milk to other products.

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3.4.7 SHEEP/ GOAT (choose one from the two small stock)
General Objectives Specific Objectives
Topics
The learners should be able to: The learners should be able to:
Sheep and Goat 3.4.7.1 acquire knowledge on the 3.4.7.1.1 name breeds of the chosen animal
Production different breeds of 3.4.7.1.2 identify the breeds of the chosen animal
sheep/goats. 3.4.7.1.3 describe the breeds of the chosen animal in terms of their characteristics
3.4.7.1.4 classify the named breeds of animals according to their uses.
3.4.7.2 acquire knowledge and 3.4.7.2.1 state the significance of housing when raising sheep / goats
appreciation of the importance 3.4.7.2.2 name the types of feeds suitable for sheep/goats
of providing housing, water, 3.4.7.2.3 identify the appropriate feeds for sheep / goats
feed and the types of feed 3.4.7.2.4 explain the reasons for providing food and water regularly to sheep/goats.
suitable for sheep / goats.
3.4.7.3 develop the management skills 3.4.7.3.1 demonstrate castration, deworming, hoof- trimming, and vaccination
sheep/goat. 3.4.7.3.2 state the reasons for castration, deworming, vaccination, hoof- trimming
and identification
3.4.7.3.3 identify tools used for castration, deworming, hoof- trimming and vaccination
3.4.7.3.4 describe the following procedures: castration, hoof- trimming, deworming,
vaccination and identification.
Parasites and 3.4.7.4 acquire knowledge on the 3.4.7.4.1 identify internal and external parasites affecting sheep/goats
Animal Diseases control of parasites of 3.4.7.4.2 describe the life- cycle of one common parasite of sheep/goats
sheep/goats. 3.4.7.4.3 describe the effects the parasite under study have on the host animal
3.4.7.4.4 suggest ways by which the parasite under study can be controlled or
prevented
3.4.7.4.5 demonstrate the chemicals control of parasites under study.
3.4.7.5 acquire knowledge on diseases 3.4.7.5.1 identify the diseases affecting the animals
affecting the chosen animals. 3.4.7.5.2 describe the cause, symptoms, treatment, control and preventive measures
against diseases of the chosen animals
3.4.7.5.3 demonstrate the chemical control methods of diseases affecting animals.

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Marketing 3.4.7.6 acquire skills of processing 3.4.7.6.1 describe the products and by-products of sheep/goats
and marketing of different 3.4.7.6.2 demonstrate the processing of sheep/goat products
products and by-products 3.4.7.6.3 demonstrate the marketing of the chosen animals’ products and by-
obtained from sheep/goat. products.

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