KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

JUNIOR SCHOOL CURRICULUM DESIGN

AGRICULTURE
GRADE 7
 First published 2022

Revised 2024

All rights reserved. No part of this book may be reproduced, stored in a retrieval system or transcribed, in any form or by any
means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the publisher.

ISBN: 978-9914-43-981-6

Published and printed by Kenya Institute of Curriculum Development

FOREWORD
The Government of Kenya is committed to ensuring that policy objectives for Education, Training and Research meet the aspirations of the
Constitution of Kenya 2010, the Kenya Vision 2030, National Curriculum Policy 2019, the United Nations Sustainable Development Goals
(SDGs) and the regional and global conventions to which Kenya is a signatory. Towards achieving the mission of basic education, the
Ministry of Education (MoE) has successfully and progressively rolled out the implementation of the Competency Based Curriculum (CBC)
at Pre-Primary, Primary and Junior School levels.

The implementation of Competency Based Curriculum involves monitoring and evaluation to determine its success. After the five-year
implementation cycle, a summative evaluation of the primary education cycle was undertaken to establish the achievement of learning
outcomes as envisaged in the Basic Education Curriculum Framework. The Government of Kenya constituted a Presidential Working Party
on Education Reforms(PWPER) in 2022 to address salient issues affecting the education sector. PWPER made far reaching
recommendations for basic education that necessitated curriculum review. The recommendations of the PWPER, monitoring reports,
summative evaluation of the primary education cycle, feedback from curriculum implementers and other stakeholders led to rationalisation
and review of the basic education curriculum.

The reviewed Grade 7 curriculum designs build on competencies attained by learners at the end Grade 6. Further, they provide opportunities
for learners to continue exploring and nurturing their potentials as they prepare to transit to Senior Secondary School.

The curriculum designs present National Goals of Education, essence statements, general and specific expected learning outcomes for the
subjects as well as strands and sub strands. The designs also outline suggested learning experiences, key inquiry questions, core
competencies, Pertinent and Contemporary Issues (PCIs), values and assessment rubric. It is my hope that all Government agencies and
other stakeholders in Education will use the designs to plan for effective and efficient implementation of the CBC.

HON. EZEKIEL OMBAKI MACHOGU, CBS

CABINET SECRETARY,
MINISTRY OF EDUCATION

ii
PREFACE
The Ministry of Education (MoE) nationally implemented Competency Based Curriculum (CBC) in 2019. Grade 7 is the first grade of
Junior School in the reformed education structure.

The reviewed Grade 7 curriculum furthers implementation of the CBC from Grade 6 at the primary education level. The main feature of this
level is a broad curriculum for the learner to explore talents, interests and abilities before selection of pathways and tracks at the Senior
Secondary education level. This is very critical in the realisation of the Vision and Mission of the on-going curriculum reforms as enshrined
in the Sessional Paper No. I of 2019 whose title is: Towards Realizing Quality, Relevant and Inclusive Education and Training for
Sustainable Development in Kenya. The Sessional Paper explains the shift from a Content - Focused Curriculum to a focus on Nurturing
every Learner’s potential.

Therefore, the Grade 7 curriculum designs are intended to enhance the learners’ development in the CBC core competencies, namely:
Communication and Collaboration, Critical Thinking and Problem Solving, Creativity and Imagination, Citizenship, Digital Literacy,
Learning to Learn and Self-efficacy.

The curriculum designs provide suggestions for interactive and differentiated learning experiences linked to the various sub strands and the
other aspects of the CBC. They also offers several suggested learning resources and a variety of assessment techniques. It is expected that
the design will guide teachers to effectively facilitate learners to attain the expected learning outcomes for Grade 7 and prepare them for
smooth transition to 8. Furthermore, it is my hope that teachers will use the designs to make learning interesting, exciting and enjoyable.

DR. BELIO KIPSANG’, CBS

PRINCIPAL SECRETARY
STATE DEPARTMENT FOR BASIC EDUCATION
MINISTRY OF EDUCATION

iii
ACKNOWLEDGEMENT
The Kenya Institute of Curriculum Development (KICD) Act Number 4 of 2013 (Revised 2019) mandates the Institute to develop and
review (SNE adapt) curricula and curriculum support materials for basic and tertiary education and training. The curriculum development
process for any level of education involves thorough research, international benchmarking and robust stakeholder engagement. Through a
systematic and consultative process, the KICD conceptualised the Competency Based Curriculum (CBC) as captured in the Basic Education
Curriculum Framework (BECF)2017, that responds to the demands of the 21st Century and the aspirations captured in the Constitution of
Kenya 2010, the Kenya Vision 2030, East African Community Protocol, International Bureau of Education Guidelines and the United
Nations Sustainable Development Goals (SDGs).

KICD receives its funding from the Government of Kenya to facilitate successful achievement of the stipulated mandate and implementation
of the Government and Sector (Ministry of Education (MoE) plans. The Institute also receives support from development partners targeting
specific programmes. The revised Grade 7 curriculum designs were developed with the support of the World Bank through the Kenya
Primary Education Equity in Learning Programme (KPEELP); a project coordinated by MoE. Therefore, the Institute is very grateful for the
support of the Government of Kenya, through the MoE and the development partners for policy, resource and logistical support.
Specifically, special thanks to the Cabinet Secretary-MoE and the Principal Secretary – State Department of Basic Education,

We also wish to acknowledge the KICD curriculum developers and other staff, all teachers, educators who took part as panelists; the Semi-
Autonomous Government Agencies (SAGAs) and representatives of various stakeholders for their roles in the development of the Grade 7
curriculum designs. In relation to this, we acknowledge the support of the Chief Executive Officers of the Teachers Service Commission
(TSC) and the Kenya National Examinations Council (KNEC) for their support in the process of developing these designs. Finally, we are
very grateful to the KICD Council Chairperson and other members of the Council for very consistent guidance in the process.

We assure all teachers, parents and other stakeholders that this curriculum design will effectively guide the implementation of the CBC at
Grade 7 and preparation of learners for transition to Grade 8.

PROF. CHARLES O. ONG’ONDO, PhD, MBS

DIRECTOR/CHIEF EXECUTIVE OFFICER
KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
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TABLE OF CONTENTS
FOREWORD ..................................................................................................................................................................................... ii
PREFACE ......................................................................................................................................................................................... iii
ACKNOWLEDGEMENT ................................................................................................................................................................ iv
TABLE OF CONTENTS ................................................................................................................................................................... v
NATIONAL GOALS OF EDUCATION ......................................................................................................................................... vi
LESSON ALLOCATION ............................................................................................................................................................... viii
LEARNING OUTCOMES FOR JUNIOR SCHOOL ...................................................................................................................... ix
ESSENCE STATEMENT ................................................................................................................................................................ ix
GENERAL LEARNING OUTCOMES ............................................................................................................................................ x
SUMMARY OF STRANDS AND SUB STRANDS ....................................................................................................................... xi
STRAND 1.0: CONSERVATION OF RESOURCES ...................................................................................................................... 1
STRAND 2.0 FOOD PRODUCTION PROCESSES ........................................................................................................................ 9
STRAND 3.0 HYGIENE PRACTICES .......................................................................................................................................... 14
STRAND 4.0: PRODUCTION TECHNIQUES ............................................................................................................................. 17
APPENDIX 1: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE LEARNING (CSL) PROJECT ...................... 22
APPENDIX 2: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES ........ 24

v
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be
able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood
by removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and
foster patriotism in order to make a positive contribution to the life of the nation.

2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following the wake of
rapid modernisation. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required
to support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate
and relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognises the rapid industrial and technological changes taking place, especially in the developed world. We can only be
part of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will
prepare our young people for these changing global trends.

3. Promote individual development and self-fulfilment.

Education should provide opportunities for the fullest development of individual talents and personality. It should help
children to develop their potential interests and abilities. A vital aspect of individual development is the building of character.
vi
4. Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound
moral values and help children to grow up into self-disciplined, self-reliant and integrated citizens.

5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which
provides equal educational opportunities for all. It should give all children varied and challenging opportunities for collective
activities and corporate social service irrespective of gender, ability or geographical environment.

6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instil in the youth of Kenya an understanding of past and present cultures and their valid place in
contemporary society. Children should be able to blend the best of traditional values with the changing requirements that must
follow rapid development in order to build a stable and modern society.

7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.

8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.

vii
LESSON ALLOCATION

S/No Learning Area Number of Lessons per Week

(40 Minutes per Lesson)
1. English 5
2. Kiswahili / Kenya Sign Language 4
3. Mathematics 5
4. Religious Education 4
5. Social Studies 4
6. Integrated Science 5
7. Pre-Technical Studies 4
8. Agriculture 4
9. Creative Arts and Sports 5
Pastoral / Religious Instructional Programme 1*
Total 40 + 1*

viii
LEARNING OUTCOMES FOR JUNIOR SCHOOL
By end of Junior School, the learner should be able to:
1. Apply literacy, numeracy and logical thinking skills for appropriate self-expression.
2. Communicate effectively, verbally and non-verbally, in diverse contexts.
3. Demonstrate social skills, spiritual and moral values for peaceful co-existence.
4. Explore, manipulate, manage and conserve the environment effectively for learning and sustainable development.
5. Practise relevant hygiene, sanitation and nutrition skills to promote health.
6. Demonstrate ethical behaviour and exhibit good citizenship as a civic responsibility.
7. Appreciate the country's rich and diverse cultural heritage for harmonious co-existence.
8. Manage pertinent and contemporary issues in society effectively.
9. Apply digital literacy skills for communication and learning.

ESSENCE STATEMENT
Agriculture is a learning area that anchors on the United Nation Sustainable development goals and the socio-economic pillar of
Kenya Vision 2030 to promote health, hygiene, food and nutrition security through education. It is an integrated learning area
comprising of agriculture and home science concepts introduced in the upper primary curriculum. The learners will deepen the
acquired knowledge, skills, attitudes and values in conservation of resources, food production, hygiene and innovative
production techniques. The curriculum will enrich learner’s competencies in conservation of resources, crop and animal
production, foods and nutrition, personal and environmental hygiene, basic clothing construction and laundry work. The
curriculum will form firm grounds for specialization in career pathways in senior school and beyond.

ix
GENERAL LEARNING OUTCOMES
By end of Junior School, the learner should be able to:
1. Participate actively in agricultural and household activities in conservation of resources.
2. Use scarce resources through innovative practices to contribute towards food and nutrition security.
3. Engage in food production processes for self-sustainability, health and economic development.
4. Adopt personal and environmental hygiene practices for healthy living.
5. Apply the use of appropriate production techniques, innovative technologies, digital and media resources to enhance
sustainable agricultural and household practices.
6. Appreciate agricultural and household skills as a worthy niche for hobby, career development, further education and training.

x
SUMMARY OF STRANDS AND SUB STRANDS
Strands Sub Strands Suggested Number of Lessons
1.0 Conservation of Resources 1.1 Controlling Soil Pollution 7
1.2 Constructing Water Retention Structures 8
1.3 Conserving Food Nutrients 9
1.4 Growing Trees 8
2.0 Food Production Processes 2.1 Crop Establishment 9
2.2 Selected Crop Management Practices 8
2.3 Preparing Animal Products 9
2.4 Cooking Food 9
3.0 Hygiene Practices 3.1 Hygiene in Rearing Animals 9
3.2 Laundry: Loose Coloured Items 8
4.0 Production Techniques 4.1 Knitting Skills 10
4.2 Constructing Framed Suspended Garden 10
4.3 Adding Value to Crop Produce 8
4.4 Making Homemade Soap 8
Total Number of Lessons 120

Note: The suggested number of lessons per sub strand may be more or less depending on the context.

xi
STRAND 1.0: CONSERVATION OF RESOURCES
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.0 Conservation 1.1 Controlling By the end of the sub Learners are guided to: How can
of Resources Soil Pollution strand the learner should  search and watch a video clip or print household
be able to: media on causes of soil pollution and practices
a) explain the causes of then share experiences on causes of soils cause soil
(7 lessons) soil pollution in pollution such as waste water, excessive pollution?
gardening, use of artificial fertilizers, agricultural
b) control soil pollution chemicals and plastic wastes.
in home environment,  engage in safe soil pollution control
c) demonstrate practices such as safe disposal of
responsibility in household waste water, used chemical
using safe farming containers and plastic wastes.
practices to conserve  create awareness messages against
the soil. improper disposal of waste water,
dumping of soil pollutants, used
chemical containers and plastic wastes
and use of correct types and amounts of
farm chemicals and fertilizers.
Core competencies:
Citizenship: civic skills as learners promote control of soil pollution to enhance soil conservation in the community.
Values:
Patriotism: awareness of own responsibility as the learners engage in activities that promote soil pollution control.

1
Pertinent and contemporary issues:
Environmental conservation as learners protect soil against pollution.
Link to other learning areas:
Learners relate soil pollution to other forms of environmental pollution learnt in Integrated Science.

2
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Conservation 1.2 Constructing By the end of the sub Learners are guided to: 1. How can surface
of Resources Water Retention strand the learner should  search for information and run-off be
Structures be able to: discuss how surface run-off can conserved for
a) describe how surface be conserved in structures such gardening
run-off can be used as water retention ditches and purposes?
(8 lessons) in gardening water retention pits for 2. How does
b) construct water gardening. construction of
retention structures  construct retention ditches or water retention
to conserve surface retention pits for water structures
runoff, conservation. conserve water?
c) adopt utilisation of  establish a crop of their choice
surface run-off in such as a banana sucker,
gardening. sugarcane, napier grass or
arrowroot to adopt the
utilization of surface run-off in
gardening.
Core competencies:
Critical thinking and problem solving: decision making skills as learners construct water retention structures to control run-off.
Values:
Unity: collaboration with others as learners engage in project activities to construct water retention structures.
Pertinent and contemporary issues:
Environmental protection as learners construct water retention structures to harness run-off and use it in gardening activities.

3
Link to other learning areas:
Learners relate construction of run-off control structures to destruction of environment by excess water in socio-economic
amenities as learnt in Social Studies.

4
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
1.0 Conservation 1.3 Conserving By the end of the sub strand Learners are guided to: How do we conserve
of Resources Food Nutrients the learner should be able  search for information and vitamins and
to: discuss on ways of conserving minerals in
a) identify ways of vitamins and minerals in vegetables?
(9 lessons) conserving vitamins and vegetables such as washing,
minerals in vegetables peeling, cutting, cooking time,
b) conserve vitamins and and covering.
minerals in vegetables  conserve vitamins and
c) adopt conservation of minerals in vegetables during
vitamins and minerals in food handling, preparation and
vegetables. cooking.
 Discuss and make
presentations on how they can
adopt appropriate ways of
handling, preparing and
cooking vegetables to conserve
vitamins and minerals.
Core Competencies:
Learning to learn: carrying out research and sharing information on ways of conserving food nutrients.
Values:
Integrity: prudent use of resources as learners conserve food nutrients.

5
Pertinent and Contemporary Issues:
Health promotion as learners conserve nutrients in food production processes.
Link to other Learning Areas:
Learners relate conservation of food nutrients to healthy growth and development learnt in Integrated Science.

6
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
1.0 Conservation 1.4 Growing By the end of the sub strand Learners are guided to: How can
of Resources Trees the learner should be able to:  search for information on importance growing of
a) explain the importance of of trees and make presentations in trees conserve
trees in conserving the class to share their findings. the
(8 lessons) environment  plant at least one tree either from environment?
b) plant trees to conserve seeds or seedlings or cuttings.
the environment  take care of the seedlings until it is
c) adopt tree planting as a fully established to adopt tree planting
way of conserving the for conservation of environment.
environment.
Core competencies:
Citizenship: active community life skills as learners plant trees to conserve the environment.
Values:
Patriotism: loving the country by conserving the environment through tree planting.
Pertinent and contemporary issues:
Environmental protection as learners establish trees in the community to enhance the environment.
Link to other learning areas:
Learners relate tree planting to conservation of natural resources learnt in Social Studies.

7
Suggested Assessment rubric
Level Exceeding Meeting Expectations Approaching Below
Indicator Expectations Expectations Expectations
Ability to describe ways of The learner describes The learner describes The learner describes The learner
conserving resources in the four ways of three ways of two ways of conserving describes less than
environment: conserving resources. conserving resources. resources. two ways of
(controlling soil pollution, conserving
making water retention resources.
structures, conserving food
nutrients, growing trees).
Ability to conserve resources The learner conserves The learner conserves The learner conserves The learner
in the environment: four resources in the three resources in the two resources in the conserves less than
(soil, water, food nutrients, environment. environment. environment. two resources in the
trees). environment.
Ability to show responsibility The learner shows The learner shows The learner shows two The learner shows
in conserving resources in four indicators of three indicators of indicators of less than two
the environment: responsibility in responsibility in responsibility in indicators of
(caring for resources, conserving resources conserving resources in conserving resources in responsibility in
observing safety, in the environment. the environment. the environment. conserving
participating in assigned resources in the
roles, offering leadership to environment.
others).

8
STRAND 2.0 FOOD PRODUCTION PROCESSES
Strand Sub strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
2.0 Food 2.1 Crop By the end of the sub Learners are guided to: How does
Production Establishment strand the learner should  observe provided planting materials and suggest planting
Processes  Preparing be able to: appropriate tilth for each material (small sized material
Planting a) determine appropriate seeds for fine tilth, medium sized seeds for determine
Site tilth for selected medium tilth and large planting materials like planting site
 Planting planting material, tubers, suckers and cuttings for coarse tilth). preparation?
b) prepare a suitable tilth  prepare suitable sites (fine tilth for small seeds,
(9 lessons) for establishing medium tilth for medium sized seeds, coarse tilth
selected planting for large planting materials like tubers, suckers
material, and cuttings).
c) adopt appropriate tilth  establish a planting material of their choice in
in establishing a the selected soil tilth and take care of the crop to
selected planting adopt use of appropriate tilth in crop production.
material.
Core competencies:
Critical thinking and problem solving: observation skills as learnt relate size of planting materials to type of tilth.
Values:
Unity: collaboration with other learners in the preparation of sites and planting.
Pertinent and contemporary issues:
Safety of self and others as learners use tools and equipment to prepare planting sites.
Link to other learning areas:
Learners relate planting site (tilth) and seed size to concept of germination learnt in Integrated Science.
9
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
2.0 Food 2.2 Selected By the end of the sub strand Learners are guided to: How can we carry
Production Crop the learner should be able to:  watch a video, or a demonstration on out management
Processes Management a) explain management management practices (gapping, practices in crop
Practices practices carried out on thinning, weeding, earthing-up). production?
crops  carry out selected management
b) carry out management practices (gapping, thinning,
(8 lessons) practices in crop weeding through physical methods,
production earthing-up).
c) appreciate importance of  make class presentations on the
various management importance of the selected
practices in crop management practices in crop
production. production.
Core competencies:
Self-efficacy: effective communication skills as learners make presentations on importance of selected crop management
practices.
Values:
Respect: open mindedness as learners appreciate opinions of others during presentations
Pertinent and contemporary issues:
Safety and security for self and others in the use of tools and equipment to carry out crop management practices.
Link to other learning areas:
Learners relate plant spacing and population that guide gapping and thinning to concepts of measurement and numbers in
Mathematics.

10
Strand Sub strand Specific learning outcomes Suggested learning experiences Suggested
Key Inquiry
Question(s)
2.0 Food 2.3 Preparing By the end of the sub strand Learners are guided to: How can we
Production Animal the learner should be able to:  search for information, discuss and share prepare
Processes Products a) explain how to prepare experiences on how to prepare eggs and animal
 Eggs animal products for honey for use and storage. products?
 Honey various purposes,  prepare eggs (sorting, grading, packing)
b) prepare animal products and honey (crushing and straining method,
(9 lessons) for various purposes packing in appropriate containers).
c) embrace preparation of  display prepared animal products to
animal products for embrace the practice of preparing animal
various purposes. products.
Core competencies:
Digital literacy: digital citizenship skills while observing netiquette in the use and search of information on the internet.
Values:
Integrity: use of ethically acceptable procedures in preparation and packaging of eggs and honey.
Pertinent and contemporary issues:
Food hygiene on the use of clean tools and equipment when preparing eggs and honey.
Link to other learning areas:
Learners relate preparation of eggs and honey through sorting, grading and packing to concept of presentation of products for
marketing learnt in Pre-Technical Studies.

11
Strand Sub Strand Specific Learning Outcomes Suggested learning experiences Suggested
Key Inquiry
Question(s)
2.0 Food 2.4 Cooking Food By the end of the sub strand Learners are guided to: Why should
Production  Grilling the learner should be able to:  use digital resources, print materials we use
Processes  Roasting a) describe methods of or resource person to source for different
 Steaming cooking different types of information on grilling, roasting and methods of
foods steaming foods cooking food?
b) cook food using various  practise grilling, steaming and
(9 lessons) methods roasting methods to prepare foods
c) appreciate the use of while observing safety of self and
varied methods of cooking others.
food.  serve grilled, steamed and roasted
foods to appreciate the various
methods of cooking.
Core competencies:
Digital literacy: connecting and using technology to search for information on methods of cooking.
Values:
Responsibility: taking care of cooking equipment as learners engage in steaming and roasting methods.
Pertinent and contemporary issues:
Safety of self and others as learners use sharp tools and fuels in cooking.
Link to other learning areas:
Learners relate cooking methods to transfer of heat learnt in Integrated Science.

12
Suggested Assessment Rubric
Level Exceeding Meeting Approaching Below Expectations
Indicator Expectations Expectations Expectations
Ability to describe food The learner describes The learner describes The learner describes The learner describes
production processes eight food production six to seven food three to five food less than three food
(preparation of sites, planting, processes. production processes. production processes. production processes.
management practices,
preparing eggs, preparing
honey, grilling, roasting,
steaming).
Ability to carry out various The learner carries out The learner carries The learner carries The learner carries
food production processes: eight food production out six to seven food out three to five food out less than three
(preparation of sites, planting, processes. production processes. production processes. food production
management practices, processes.
preparing eggs, preparing
honey, grilling, roasting,
steaming).
Ability to exhibit integrity in The learner shows The learner shows The learner shows The learner shows
the food production processes: four indicators of three indicators of two indicators of less than two
(is self-disciplined, is honest, integrity in carrying integrity in carrying integrity in carrying indicators of integrity
uses prudent use of resources out the food out the food out the food in carrying out the
and adherence to ethical production processes. production processes. production processes. food production
procedures). processes.

13
STRAND 3.0 HYGIENE PRACTICES
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
3.0 Hygiene 3.1 Hygiene By the end of the sub strand Learners are guided to: How can we
Practices in Rearing the learner should be able to:  search for information on hygienic practices maintain
Animals a) describe hygiene practices (clean feeders and waterers, clean and well hygiene while
in rearing domestic ventilated houses, clean animal) in rearing rearing
animals domestic animals such as pets. animals?
(9 lessons) b) carry out hygiene  carry out appropriate hygiene practices in
practices in rearing rearing domestic animals such as cleaning
domestic animals feeders, waterers, cleaning animal
c) appreciate importance of structures.
hygiene practices in  make class presentation on the importance of
rearing domestic animals. hygiene in rearing domestic animals.
Core competencies:
Learning to learn: sharing learnt knowledge as learners apply information to carry out hygiene in animal rearing practices.
Values:
Responsibility: engaging in assigned roles while carrying out hygiene practices in rearing domestic animals.
Pertinent and contemporary issues:
Animal welfare as learners observe hygiene practices in rearing domestic animals.
Link to other learning areas:
Learners relate hygiene practices in rearing domestic animals to concepts of animal production as an economic activity learnt in
Social Studies.

14
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested
Key Inquiry
Question(s)
3.0 Hygiene 3.2 Laundry: By the end of the sub strand Learners are guided to: How do you
Practices Loose the learner should be able to:  watch a video clip or a demonstration launder a loose
Coloured a) describe how to launder a on how to launder a loose coloured coloured article
Items loose coloured article for (sorting, washing by kneading and for hygienic
hygiene purposes squeezing, drying, finishing). purposes?
b) launder a loose coloured  launder a loose coloured item (sorting,
(8 lessons) article for hygiene washing by kneading and squeezing,
purposes drying, finishing).
c) embrace laundering of  display the clean loose coloured articles
loose coloured article for to embrace appropriate laundry for
hygiene purposes. hygiene purposes.
Core competencies:
Learning to learn: reflection of own work as learners launder loose coloured articles for hygiene purposes.
Values:
Responsibility as learners undertake assigned roles to launder loose coloured articles.
Pertinent and contemporary issues:
Health promotion as learners maintain hygiene through laundering a loose coloured article.
Link to other learning areas:
Learners relate laundering of loose coloured articles to concept of tie and dye technique of fixing colours learnt in Creative Arts
and Sports.

15
Suggested Assessment Rubric
Level Exceeding Expectations Meeting Approaching Below Expectations
Indicator Expectations Expectations
Ability to describe hygiene The learner describes The learner describes The learner describes The learner
practices at household hygiene practices at hygiene practices. hygiene practices at describes hygiene
level: (hygiene in rearing household level with household level with practices at
animals and laundering elaborate details. some few details household level with
loose coloured items). missing. lots of missing
details.
Ability to carry out hygiene The learner can identify The learner can The learner can The learner can
practices at household the required hygienic identify the required identify the required identify the required
level: practice, required hygienic practice, hygienic practice, hygienic practice.
(hygiene in rearing animals hygienic measures, can required hygienic required hygienic
and laundering loose assemble require measures, can measures.
coloured items). resources, and carry out assemble require
the practice. resources.
Ability to exhibit unity in The learner exhibits four The learner exhibits The learner exhibits The learner exhibits
practising hygiene: indicators of unity in three indicators of two indicators of less than two
(team spirit, collaboration practising hygiene at unity in practising unity in practising indicators of unity
with others, respects others household level. hygiene at household hygiene at household in practising hygiene
and shares available level. level. at household level.
resources).

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STRAND 4.0: PRODUCTION TECHNIQUES
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
4.0 Production 4.1 Knitting By the end of the sub strand Learners are guided to: How do you
Techniques Skills the learner should be able to:  use digital devices or real materials or knit an article
a) describe knitting stitches print media identify basic knitting for household
used in making stitches (purl and knit). use?
(10 lessons) household articles  knit a simple household article such as
b) knit various articles for tool bag, scarf, gloves, mats or table
household use wipers.
c) embrace knitting skills in  display knitted work to embrace the use
making household of knitted articles for household use.
articles.
Core competencies:
Creativity and imagination: experimenting skills as learners knit a household article using basic knitting stitches.
Values:
Integrity: prudent use of materials and equipment in the knitting of household article.
Pertinent and contemporary issues:
Safety of self and others as learners use sharp knitting tools.
Link to other learning areas:
Learners relate knitting to weaving technique learnt in Creative Arts and Sports.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Question(s)
4.0 Production 4.2 Constructing By the end of the sub Learners are guided to: How are framed
Techniques Framed strand the learner should  search for photos, videos and suspended gardens
Suspended be able to: illustrations on framed suspended constructed?
Garden a) describe framed gardens to describe how they are
suspended garden constructed.
for growing crops,  innovate and construct framed
(10 lessons) b) construct a framed suspended gardens using locally
structure for available materials such as wires,
suspended garden, wooden planks, metal bars and
c) embrace the use of poles.
framed suspended  establish a crop on the constructed
garden for growing framed suspended garden to
crops. embrace their use in growing crops.
Core competencies:
Creativity and imagination: experimenting skills as learners innovate framed suspended gardens.
Values:
Unity: team work as learners undertake the project for construction of framed suspended garden.
Pertinent and contemporary issues:
Environmental awareness as learners utilize limited space when constructing framed suspended gardens.
Link to other learning areas:
Learners relate designing, sketching and construction of framed suspended garden to skills in drawing, designing and use of
related tools learnt in Pre-Technical Studies.

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Strand Sub strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
4.0 Production 4.3 Adding By the end of the sub Learners are guided to: Why do we
Techniques Value to strand the learner should  discuss ways of adding value to crop produce add value to
Crop be able to: such as potatoes, cassava, groundnuts, simsim, crop produce?
Produce a) explain ways of sweet potatoes and pumpkin. How can we
adding value on crop  process a provided sample of crop produce add value to
produce such as potatoes, cassava, groundnuts, simsim, crop produce?
(8 lessons) b) add value to a sweet potatoes and pumpkin to add value
selected crop produce using appropriate methods like drying and
c) appreciate the frying.
importance of value  compare the processed crop produce to raw
addition on crop crop produce in terms of monetary value and
produce. storage life to appreciate importance of value
addition.
Core competencies:
Critical thinking and problem solving: evaluation and decision making skills as learners carry out value addition to a selected
crop produce.
Values:
Integrity: applying laid down procedures when learners ethically processes crop produce to add value.
Pertinent and contemporary issues:
Food and nutrition security as learners process crop produce for value addition.
Link to other learning areas:
Learners relate value addition concept to commodity marketing learnt in Pre-Technical Studies.

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Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested
Outcomes Key Inquiry
Question(s)
4.0 Production 4.4 Making By the end of the sub strand Learners are guided to: How can we
Techniques Homemade the learner should be able to:  brainstorm and share experiences on make soap
Soap a) identify the forms of soap forms of soap (liquid, cake/bar, paste, using natural
used at household level powder) used at household level. ingredients?
b) make homemade soap  use natural ingredients such as ashes,
(8 lessons) using natural ingredients salt, water, animal fats or plant oils to
c) embrace homemade soap make soap.
for household use.  use the homemade soap to maintain
cleanliness at household level.
Core competencies:
Critical thinking and problem solving: open-mindedness and creativity skills as learners make homemade soap using natural
ingredients.
Values:
Responsibility: engaging in assigned roles while making homemade soap.
Pertinent and contemporary issues:
Financial literacy as learners save on costs by using locally available resources to make homemade soap.
Link to other learning areas:
Learners relate use of natural ingredients in making soap to concepts of recycling and reusing wastes learnt in Integrated
Science.

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Suggested Assessment Rubric
Level Exceeding Meeting Approaching Below
Expectations Expectations Expectations Expectations
Indicator
Ability to describe production The learner describes The learner describes The learner describes The learner
techniques at household level: four production three production two production describes less than
(knitting, constructing framed techniques at techniques at techniques at two production
garden, value addition on household level. household level. household level. techniques at
crop produce, and making household level.
soap).
Ability to apply production The learner applies four The learner applies The learner applies The learner applies
techniques at household level: production techniques three production two production less than two
at household level. techniques at techniques at production
(knitting, constructing framed household level. household level. techniques at
garden, value addition on household level.
crop produce, and making
soap).
Ability to portray integrity in The learners portrays The learners portrays The learners portrays The learners
production techniques: four indicators of three indicators of two indicators of portrays less than
(is honest, uses resources integrity in production integrity in integrity in production two indicators of
prudently, adheres to ethical techniques. production techniques. integrity in
procedures, has commitment techniques. production
to duty). techniques.

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APPENDIX 1: GUIDELINES FOR INTEGRATING COMMUNITY SERVICE LEARNING (CSL) PROJECT
Introduction
Community Service Learning (CSL) is an experiential learning strategy that integrates classroom learning and community
service to enable learners reflect, experience and learn from the community. The CSL activity is hosted as a strand in Social
Studies. The Social Studies teacher will be expected to coordinate teachers from other learning areas to carry out the integrated
CSL class activity. Learners will be expected to apply knowledge, skills, attitudes and values from the different Learning Areas
to undertake the integrated CSL class activity. Learners will undertake one common integrated class CSL activity following a 6-
step milestone approach that is:

Milestone Description

Milestone 1 Problem Identification

Learners study their community to understand the challenges faced and their effects on community members.

Milestone 2 Designing a solution

Learners create an intervention to address the challenge identified.

Milestone 3 Planning for the Project

Learners share roles, create a list of activities to be undertaken, mobilise resources needed to create their
intervention and set timelines for execution

Milestone 4 Implementation
The learners execute the project and keep evidence of work done.

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Milestone 5 Showcasing /Exhibition and Report Writing
Exhibitions involve showcasing learners’ project items to the community and reflecting on the feedback
Learners write a report detailing their project activities and learnings from feedback

Milestone 6 Reflection
Learners review all project work to learn from the challenges faced.
They link project work with academic concepts, noting how the concepts enabled them to do their project
as well as how the project helped to deepen learning of the academic concepts.

Assessment of CSL integrated Activity

Assessment for the integrated CSL activity will be conducted formatively. The assessment will consider both the process and
end product. This entails assessing each of the milestone stages of the integrated CSL class activity. It will focus on 3
components namely: skills from various learning areas applied in carrying out the activity, core competencies developed and
values nurtured.

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APPENDIX 2: LIST OF ASSESSMENT METHODS, LEARNING RESOURCES AND NON-FORMAL ACTIVITIES
Strand Suggested Assessment Suggested Resources Suggested Non-Formal
Methods Activities
1.0 Conservation  Observation of learning Digital resources Learners to conduct school
of Resources activities. Print materials (charts, reference community awareness on
 Written tests and books) conservation of various resources
assignments Cooking tools and equipment using existing formal interaction
 Projects. Cleaning equipment and materials forums.
 Oral assessment Selected gardening tools
 Activity journals Selected foodstuffs
General environment for space,
samples of soils and plants
2.0 Food  Written tests and Digital devices and print reference Learners to prepare and manage a
Production assignments materials. sample kitchen or backyard
Processes  Graded observation General environment for space, soil garden in the school for display.
 Projects and samples of plants.
 Activity journal Selected Garden tools such as jembes, Learners to use existing school
fork jembes, spade, panga, slasher, forums to display skills and
tape measure. products of the various learning
Variety of planting materials experiences to extend knowledge
First aid kit and create awareness to the school
Cooking and cleaning equipment and community.
materials
Samples of animal products such as
eggs and honey, milk and meat.
Sample crop produce such as
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 vegetables.
Some small domestic animals such as
rabbits, poultry or Guinea pigs.
3.0 Hygiene  Written test Cleaning equipment and materials Learners to use existing school
Practices  Oral assessment on safety Sample clothing and household forums to sensitize the school
when handling animal. articles community on hygiene practices.
 Observation of learning Detergents, stain removal agents and
 Oral tests disinfectants
 Project Digital devices and print reference
 Activity journals materials
General school environment

4.0 Production  Written test Sewing tools such as needles, Learners to use existing school
Techniques  Oral tests crochet, scissors and tape measure. forums to create awareness and
 Project Sewing materials such as sample enhance adoption of various
 Activity journals fabrics and yarns. production techniques.
Observation of learning Gardening tools such as tape measure
 Written and oral tests and hammer.
General school environment
Worked samples (crocheted and
knitted materials)
Sample planting materials
Selected foodstuffs.

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