BOTSWANA GENERAL CERTIFICATE OF SECONDARY EDUCATION

ASSESSMENT SYLLABUS FOR

AGRICULTURE

BECOMES EFFECTIVE FOR EXAMINATION IN 2015

AGRICULTURE
i
 Table of Contents

Section Page

Foreword iii

Acknowledgements 2

1. Introduction …..3

2. Aims …..4

3. Assessment Objectives …..5

4. Scheme of Assessment 7

5. Content 9

6. Coursework 27

7. Grade Descriptors 28

8. Appendices A. Examples of Project Work 30

B. Components of the Project Report 31

C. Glossary of Terms 32

FOREWORD
ii
The Botswana Examinations Council is
pleased to authorise the publication of this
revised assessment Syllabus for the
senior secondary programme. It marks a
watershed in the development of the
public education system in Botswana and
signals another milestone of progress in
fulfilment of the goals set by the Revised
National Policy on Education, Government
Paper No. 2 of 1994.
The purpose of this revised syllabus is to
further guide schools, teachers and other
educational institutions on what will be
assessed in the subject area and how the
assessment will be carried out for
certification of students completing the
course. The syllabus, therefore, should be
used as a source of information on the
examination.
Critical to the success of the secondary
education programme, is the recognition of
individual talents, needs and learning
styles of students. Hence, the role of
teachers in the classrooms has to adapt to
the changed environment. They must be
able managers, facilitators, and proficient
in planning and directing a variety of
learning activities. They should be
conscious of the need for the students to
be accountable and responsible for their
own learning to some extent. They must
also take into account the widening
different levels of achievement which they
aspire to. This implies active participation
by both students and teachers, the
creation of rich and diverse learning
environments and the use of relevant
assessment procedures to monitor the
development of each learner.
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In pursuit of the above principles, the
examination emphasises the assessment
of students across a broad ability range
and different levels of achievement. It also
calls for the demonstration of what each
candidate knows, understands and can
do.
It is important then that we value the
student’s own experiences, build upon
what they know and reward them for
positive achievement. At the same time,
we must be prepared to offer them
guidance and counselling at all levels;
assist them to make the best decisions in
keeping with their own interests, career
prospects and ability. In that way we shall
prevail in nurturing at the roots of our
system, the national ideals of democracy,
development, self-reliance, unity and
social harmony.
This syllabus document is the outcome of
a great deal of professional consultation
and collaboration. On behalf of the
Botswana Examinations Council, I wish to
record my appreciation for the input
received from Cambridge International
Examinations and thank sincerely all those
who contributed to and were involved in
the production of this syllabus.
Dr. S Moahi
Executive Secretary
Botswana Examinations Council
 ACKNOWLEDGEMENTS
The Botswana Examinations Council would like to acknowledge the original Task Force
Members and officers from the Ministry of Education and Skills Development who contributed to
the development of the Agriculture Syllabus. The syllabus was revised to incorporate the
changes introduced to the coursework component. The Council would also like to acknowledge
the technical support provided by the University of Cambridge Local Examination Syndicate
(UCLES) in production of the syllabus as well as the revision of the Scheme of Assessment
section. The original task force comprised of the following:

Mr. F. Amprako (Chairperson) Moeding College

Mrs. C. Kelepile (Vice Chair)
Mr. T. Matlapeng (Vice Secretary)
Mrs. M. Keitheile
Dr. F. Tladi
Mr. M. Segonetso
Mrs. I.S. Malambe
Mr. A. Ntuma
Mr. D. Keoletile
Mr. N. Ncube
Mr. P. Baliki
Mrs. S. Keetshabe
Mr. E. Motseonageng
Mr. T. Selema
Mrs. D. Mmemo
Ms K. Hulela
Mr. K.J. Mabusa
Mr. M.J. Ketlhoilwe
Mr. V.P. Molefe
Mrs. O. Mokgatle
Ms G.T. More
Shoshong Senior Secondary School
Ledumang Senior Secondary School
Examinations Research and Testing Division
Botswana College of Agriculture
Forum on Sustainable Agriculture
Department of Secondary Education
BOCODOL
Tapologo CJSS
Lobatse Senior Secondary School
Swaneng Hill School
Kgari Sechele Senior Secondary School
Gantsi Senior Secondary School
Shashe River School
Mater Spei College
Regional In-service Office (Serowe)
Regional In-service Office (Maun)
Curriculum Development Division
Curriculum Development Division
Department of Secondary Education
Examinations Research and Testing Division

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 1. INTRODUCTION

As part of the Botswana General Certificate of Secondary Education Programme, this

Agriculture Assessment Syllabus is designed to assess candidates who have completed a two-
year course based on the Senior Secondary School Agriculture Teaching Syllabus.

The syllabus aims to assess positive achievement at all levels of ability. Candidates will be
assessed in ways that encourage them to show what they know, understand and can do.

The syllabus will be assessed by two written papers and a coursework component, details of
which are given in the Scheme of Assessment.

Candidates will be graded on a scale A — G. As a guide to what might be expected of a

candidate's performance, grade descriptions are given later in section 7.

This syllabus should be read in conjunction with:

(a) the Senior Secondary School Agriculture Teaching Syllabus;

(b) the specimen question papers and marking schemes

Syllabus specific requirements and any further information are given in the appendices

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 2. AIMS

Candidates following this syllabus should acquire and develop:

1 an appreciation of Agriculture as an applied science;

2 interest and awareness of existing problems and opportunities in Agriculture in the

context of rural development;

3 exposure to out of school farming activities such as Agricultural fairs, field trips and the
job shadowing exercise in preparation for the world of work;

4 skills to demonstrate the value of Agriculture to the family, community and the
national and world economies;

5 initiative, problem solving abilities and scientific methods so as to encourage a spi rit of
resourcefulness and self-reliance;

6 a desirable behavioural pattern and frame of mind in interacting with the environment in
a manner that is protective, preserving and nurturing;

7 business and entrepreneurial skills necessary to develop and manage an Agricultural

project;

8 skills that are relevant to Agriculture that include objectivity, precision, initiative,
experimentation and research;

9 knowledge and understanding about the efficient use of available gov ernment
assistance programmes aimed at Agricultural development in Botswana;

10 knowledge and understanding of the recent technological developments in

Agriculture

As far as possible, the Aims will be reflected in the Assessment Objectives; however,
some aims cannot be readily assessed.

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3. ASSESSMENT OBJECTIVES

There are three main Assessment Objectives.

1. Know ledge w ith Understanding

2. Handling Information, Application and Problem Solving
3. P r a c t i c al a n d I n ve s t i g a t i ve S k i l l s

A description of each Assessment Objective follows:

1. Know ledge w ith Understanding

Candidates should be able to demonstrate Agricultural Knowledge and Understanding in

relation to:

1.1 correct use of terms, symbols, quantities and units of measurement;

1.2 correct reference to facts, concepts, laws and principles;

1.3 safe Agricultural practices that prepare students for a productive life;

Questions assessing these objectives will often begin with one of the following words:
define, describe, outline, state etc

2. Handling Information, Application and Problem Solving

Candidates should be able to use oral, written, symbolic, graphical, tabular, diagrammatic
and numerical presentations to:

2.1 locate, select, organise and present information from a variety of sources;

2.2 translate information from one form to another;

2.3 use information to identify patterns, report trends, draw inferences, make
predictions and propose hypothesis.

2.4present reasoned explanations for phenomena, patterns and relationships;

2.5 solve problems of a quantitative and qualitative nature.

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Practical and Investigative Skills

3.1 Practical Skills and Techniques

Candidates should be able to:

3.1.1 understand and follow instructions;

3.1.2 choose and use suitable techniques, equipment and materials safely and correctly;

3.1.3 record observations, measurements and estimates.

3.2 Practical Investigations Carried Out by Students

Candidates should be able to:

3.2.1 identify problems and plan an investigation;

3.2.2 organise and carry out an investigation;

3.2.3 interpret and evaluate observations and experimental data;

3.2.4 draw conclusions and make recommendations;

Weighting of Assessment Objectives

For the overall assessment, the approximate weightings of the Assessment Objectives will
be as follows:

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 4. SCHEME OF ASSESSMENT

The assessment will consist of school-based assessment and a terminal examination. All
candidates should be entered for Papers 1, 2 and 3.

The Papers
Paper 1

Written 45 Minutes 40 marks

This paper will consist of 40 multiple choice items, each with four possible responses. The
paper will test Assessment Objectives 1 and 2.

Paper 2

Written 2Hours 15Minutes 100 Marks

Section A
This section will have compulsory short-answer questions and will be marked out of a total of 60
marks.

Section B
This section will have seven essays. Candidates will be allowed answer one compulsory essay
and to select three other essays. Each essay will be marked out of 10 marks and will test
Assessment Objectives 1 , 2 and 3

Paper 3

Coursework Five Terms 75 Marks

This paper is a continuous assessment of candidates' practical work. The assessment will be
by means of an investigatory research project report. The research should be based on either
a crop or livestock that has been studied practically by the candidate in the centre. The project
report will be marked out of 75 marks. This paper will test Assessment Objectives 2 and 3
The project will be marked internally in the centre by the teachers and submitted to BEC for
moderation.

For Details see:

Appendix B: Component of the Project Report

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Weighting of the papers

Papers Weight (%)

1 40

2 40

3 20

Assessment Grid

The following grid summarizes the connection between the Assessment Objectives and the
papers

Assessment Objectives Paper 1 Paper Paper 3

2

1  

2   

3  

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5 CONTENT

The syllabus content is arrange in three columns

(a) Topics

(b) General Objectives

(c) Specific Objectives

(a) A Topic refers to those components of the subject which candidates should have
studied

(b) Each topic is the defined in the second column in term of General Objectives. It is
derived from the topics and it is the general knowledge, understanding and
demonstration of skills on which candidates may be assessed.

(c) The Specific Objectives in the third column list the content to be covered by the
candidates. Thus once a topic has been identified in the first column; the second and
third columns shows in increasing details which aspects of the topic are likely to be
assessed.

The content material is divided into seven modules as follows:

Module 1 General Agriculture

Module 2 Crop Husbandry

Module 3 Ornamentals, Lawn Management and Landscaping

Module 4 Livestock Husbandry

Module 5 Crop and Livestock Improvement

Module 6 Agricultural Economics

Module 7 Agricultural Engineering

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 MODULE 1: GENERAL AGRICULTURE
Topic General Objective Specific Objective
Candidates Should Candidates should be able to;
1.1 Trends of acquire 1.1.1 Identify the developmental
Agriculture knowledge and stages from hunting and gathering
understanding through domestication, shifting
of the transition cultivation, settled agriculture to
from hunting commercial farming;
and gathering 1.1.2 Discuss the above
to commercial developmental stages and their
farming impact on the environment;
1.2 Environmental Understand how 1.2.1 Describe how temperature, wind,
influences crops and animals humidity, rainfall, frost and
are affected by the photoperiodism affect the growth of
environment plants and animals;
1.2.2 State the effects of day length on
plant growth;
1.2.3 Suggest ways of modifying the
effects of environmental factors;
1.2.4 Describe the water cycle
1.3 Principles of Know the different 1.3.1 Def ine l a n d t e n u r e ;
land use classes of land 1 . 3 . 2 Describe the land tenure systems
capability of Freehold, State land and Communal
land in Botswana;
classification and the
land tenure system of 1 . 3 . 3 Describe leasehold and
Botswana inheritance with respect to Freehold,
State land and Communal land;
1 . 3 . 4 Discuss the advantages
and disadvantages of the land
tenure systems;
1 . 3 . 5 List the eight classes of the
United States Department of
Agriculture (USDA) land capability
classification;
1 . 3 . 6 Describe the characteristics
of the above 8 classes;
1 . 3 . 7 Deduce the use of each class
1.4 Agricultural Acquire 1.4.1 Define Agricultural technology
technology knowledge on and give examples;
Agricultural 1.4.2 Discuss the use of a farming
technology system as a technology transfer
approach;

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 MODULE 2 CROP HUSBANDRY
Candidates Should: Candidates should be able to;
2.1 Principles of Acquire knowledge on 2.1.1 State the conditions necessary
Plant Growth the principles of plant for plant growth;
growth in relation to 2.1.2 Describe the internal structure
plant structure and of a leaf, stem and root for a
physiological processes monocotyledonous and a dicotyledonous
plant;
2.1.3 State the functions of the
parts identified above;
2.1.4 Describe the longitudinal section
of a root;
2.1.5 Describe the manufacture and
utilization of food in plants
2.1.6 Describe movement of water
and dissolved substances into and in the
plant;
2.1.7 Discuss food storage in plants;
2.1.8 Describe the types of
reproduction in plants;
2.1.9 List the parts used for
asexual propagation in plants;
2.1.10 Demonstrate any three of the
following methods of plant
propagation: grafting, cutting, budding
or layering;
2.1.11 Identify from specimens, the
structure of the flower of a maize and
bean plant;
2.1.12 Describe the functions of
various parts of the flowers described
above;
2.1.13 Describe the mechanism of
pollination in maize (wind pollination)
and bean (insect pollination);
2.1.14 Define fertilization;
2.1.15 Describe the process of
fertilization in a named plant, including
seed and fruit formation;
2.1.16 Define tropism;
2.1.17 Explain the following
tropic movements of plant parts:
Geotropism, Haptotropism,
Phototropism and Hydrotropism

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2.2 Crop Gain skills on the pre- 2.2.1 State reasons for clearing and
Production land planting activities
stumping on a field;
Preparation carried out on a field
2.2.2 Explain methods of soil preparation
by ploughing, discing and harrowing
2.2.3 Describe the undesirable
effects of deforestation;
2.3 Main types of Acquire the necessary 2.3.1 Practically Study one vegetable
crops found skill required to raise
and one field crop in relation to the
locally one vegetable and one
field crop following: (List of vegetables and field
crops to choose from is given below)
a) Climatic requirements
b) Soil type and soil pH requirements
c) Seed bed preparation
d) Sowing or planting time and method
e) Choice of suitable varieties
f) Seed rate, spacing, plant population (as
appropriate)
g) Inorganic manures, organic manures
and fertilizer rates of application
h) Prevention of common pests and
diseases
i) Recognition of crop maturity
j) Expected yield
k) Method of harvesting and storage of
yield
l) Marketing of crop
m) Uses of crop and its by products
n) Relevant legislation
o) Record keeping including: Diary of
events; production and financial records
relating to the selected crops.
The list of vegetables to choose from is
as follows:
Root, Bulb and Tuber – Onion or
beetroot or ginger or carrot or Irish potato
or Sweet Potato,
Legumes- green beans or green peas
or ground nuts or field beans
or cowpeas
Leafy vegetables- spinach or kale

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 or cauliflower, cabbage or
lettuce or rape
Fruits- tomato or eggplant or green
pepper
Only one vegetable from the above list
should be selected, grown and studied in
relation to the objectives stated above.
The field crops to choose from are
maize or sorghum or millet and only
one is to be selected and studied
according to the above objectives.
The selected vegetable and field
crop should also be grown in the
school by each candidate.
2.4 Weeds and Show understanding of 2.4.1 Explain the negative and
Weed control the principles underlying positive effects of weeds on crops;
crop protection from
weeds 2.4.2 Identify four weeds found
in Botswana
2.4.3 Collect and preserve for
display some local weeds found in
Botswana (English common names
and Scientific names to be used for
identification);
2.4.4 State the different ways of
classifying weeds as in length of
growing period, morphology and
method of dispersal;
2.4.5 Describe biological, cultural,
mechanical and chemical weed
control;
2.4.6 State advantages and
disadvantages of each of the weed
control methods.
2.5. Pests and Show understanding of 2.5.1 Describe classification of
Pest Control the principles underlying
crop protection from pests according to mode of
pests feeding;
2.5.2 Identify at least one pest from
each of the groups of pests of biting
and chewing, piercing and sucking
as well as boring pests;
2.5.3 Identify and preserve for display
local insects and other pests;

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 2.5.4 Describe one pest from each of
the biting and chewing pests, piercing
and sucking pests and boring pests, in
relation to the following:
a) life cycle,
b) method of control,
c) host crop,
d) damage caused to crops;

The list of pests to choose from is

as follows:
biting and chewing: grasshoppers or
leaf miners or termites, beetles or
locusts
piercing and sucking: aphids or
mealy bug or scale insects
boring pests: stalk borer or
weevil or American bollworm
2.5.5 Discuss damage caused by
and control of nematodes and
rodents;
2.6 Diseases and Show understanding of 2.6.1 Define disease
Disease Control the principles underlying 2.6.2 Describe the mode of
crop protection from infection, harmful effects,
diseases
prevention and control of one
plant disease from each of the
following groups:
Bacterial Diseases: Bacterial
Blight of Cowpeas or Black rot of
Cabbage or Bacterial Wilt of
Tomatoes or Soft rot of
Vegetables
Fungal Diseases: Sorghum downy
mildew or Sorghum Smuts or Maize
Smut or Leaf Blight of
Sorghum/Maize or Early and Late
Leaf spots of Groundnuts or Charcoal
rot on Sorghum/Maize.
Virus Diseases: Maize Dwarf
Mosaic Virus on Sorghum or Maize
Streak Virus on Maize or Groundnut
rosette Virus or Cowpea Aphid-

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 borne Mosaic Virus or Tobacco
Mosaic Virus on Tomatoes.
2.7 Pesticides Acquire knowledge on 2.7.1 Classify pesticides according to
the use of pesticides what they control;
2.7.2 Describe how contact, systemic,
and stomach insecticides kill pests;
2.8 Herbicides Acquire knowledge on 2.8.1 Define herbicides
the use of various 2.8.2 Describe with examples
herbicides
selective herbicides and non-
selective herbicides
2.9 Use of farm Acquire skills on the 2.9.1 Define the terms active ingredient
chemicals care and safe use of and inert material;
handling farm chemicals
2.9.2 Describe the following
forms of pesticides: Dusts,
Wettable powders, Emulsifiable
concentrates Granules,
Fumigants, Sprays and Aerosols;
2.9.3 Demonstrate the proper use
of a knapsack sprayer including
its calibration;
2.9.4 Describe the necessary
precautions taken when handling and
storing farm chemicals to minimise
pollution and poisoning;
2.9.5 Describe possible
environmental hazards of farm
chemicals;

MODULE 3 ORNAMENTALS, LAWN MANAGEMENT AND LANDSCAPING

Candidates Should: Candidates should be able to;
3.1 Ornamentals Acquire the required 3.1.1 Identify two plants for
skills necessary to
each of the following: Potting,
manage and grow
ornamental crops Bedding and Flower cutting;
3.1.2 Demonstrate the proper use of
pots, seed beds and seed boxes
including the importance of
cleanliness of equipment as a
precaution against disease;
3.1.3 Choose only one plant from
above and study practically under the
following:

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 a) Preparation of standard soil mixes;
b) Demonstration of hardening off of
seedlings;
c) Demonstration of how to carry
out the following activities: pricking
out of seedlings, timing of planting,
transplanting, suitable spacing,
apply suitable fertilisers;
d) Demonstrate one method of irrigation
suitable for the plant;
e) State timing and the
required frequency of
irrigation;
f) Discuss the control of one common
pest and one common disease of the
chosen crop;
g) Discuss the preparation and
marketing of the ornamental
crop chosen.
3.1.4 Discuss and demonstrate
pruning and topiary of
ornamentals;
3.2 Lawn Acquire skills necessary 3. 2. 1 Def ine lawn
management to grow and manage
3. 2. 2 State the importance of lawns;
lawns.
3. 2. 3 Explain the preparation of land
to a tilth suitable for lawn;
3. 2. 4 Demonstrate proper use of
fertilisers and manures;
3. 2. 5 Identify three plant species used
for lawn;
3. 2. 6 Demonstrate the use of
planting materials for lawns
3. 2. 7 Practice appropriate
management of lawns in relation to
timing of planting, weed control,
mowing, edging, spiking, scarification,
irrigation, pest and disease control;
3. 2. 8 Identify appropriate
equipment for use in management
of lawn.

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3.3 Landscape Show understanding 3.3.1 Define landscaping
Design and acquire skills on 3. 3. 2 Describe any two kinds of
principles of landscape landscapes from the following list:
designing
Formal landscape, Garden, Rockery,
Civic space, Cemetery, Park, Playground
or Waterfront;
3.3.3 Explain the use of five different
materials in landscaping;
3.3.4 Explain the use of plant life in
landscape design
3.3.5 Describe the environmental impacts
of landscape design;
3.3.6 Observe and describe existing
examples of built landscapes through
the use of field trips;

MODULE 4 LIVESTOCK HUSBANDRY

Candidates Should: Candidates should be able to;
4.1 Livestock Understand essential 4.1.1 Outline reasons for housing
Management aspects of livestock livestock;
housing and general
4.1.2 Describe type of housing needed
well being
for one type of livestock (broilers, layers,
rabbits, dairy animals or pigs);
4.1.3 Describe qualities of a
good livestock house;
4.1.4 Def ine stockmanship;
4.1.5 Explain stockmanship in the
following areas for one of the following
livestock (broilers or layers or rabbits or
dairy animals or pigs):
a) animal handling,
b) record keeping,
c) rearing of young stock,
d) nutrition and feeding
practices;
4.2 Anatomy and Acquire understanding 4.2.1 Describe structure and
physiology of farm animal anatomy function of the male and female
and the physiology of
digestion and reproductive systems of cattle and
reproduction chickens;
4.2.2 Describe digestion in ruminant
and non-ruminant animals including
enzymatic action;
4.2.3 State at least four signs of
heat in cow;

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 4.2.4 State the relevance of signs of
heat for breeding;
4.2.5 Describe oestrous cycle of
a cow;
4.2.6 State the relationship between
oestrous cycle and pregnancy;
4 . 2 . 7 S t a t e the roles of
oestrogen, progesterone, follicle
stimulating hormone, corpus luteum,
leutinising hormone and testosterone
in the reproductive system of a
ruminant;
4.3 Livestock Know and understand 4.3.1 Describe characteristics of
Health and livestock health and healthy animals;
Diseases diseases d
4.3.2 Outline general methods of
prevention of livestock diseases;
classify Coccidiosis, Trypanosomiasis,
Fowl Typhoid, Tuberculosis, Mastitis,
Botulism, Anthrax, Contagious
Abortion, Foot and Mouth, Swine
Fever, Newcastle, Heartwater,
Rabies, Rickets, Piglet Anemia,
Aphosphorisis and Contagious
Bovine Pleuro Pneumonia (CBPP) on
the basis of causative agent, and
host animal(s) affected;
4.3.3 Choose one disease from
above and describe the etiology,
symptoms, prevention and control of
the disease;
4.3.4 Classify round worms, tape
worms, liver fluke, ticks, flies, mites,
lice and tsetse fly into internal or
external parasites;
4.3.5 Describe the host, life cycle and
control of one internal and one external
parasite from the list above.
4.4 Game 4.4 Acquire skills on the 4.4.1 Differentiate game
farming and principles of game farming, game ranching and game
Game Ranching farming and game
ranching and livestock ranching;
4.4.2 Name at least five game
animals found in Botswana;

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 4.4.3 Explain four ways in
which game is important;
4.4.4 Explain the following
ecological principles used in
selecting a suitable game farm: size
of area, flow of energy, carrying
capacity, numbers of game and eco-
system concept;
4.4.5 Outline the habitat preference
of three species found in different
habitats of Botswana. Only one
species from each of the three
geographical areas should be
selected. The species list to choose
from is as follows;
Chobe area: Roam Antelope or
Elephant or Buffalo;
Tuli Block: Impala or Kudu;
Kalahari: Gemsbok or Eland or
Springbok;
4.4.6 Describe either Capture of game by
means of movable capture corrals or
Capture of game by use of crossbows,
dart guns and game capture drugs;
4.4.7 Outline Ostrich farming in relation to
the following:
a) extensive, semi- intensive and
intensive farming
b) incubation of Ostrich eggs,
c) the need to mark birds in captivity by
the use of microchips
4.5 Range and Acquire knowledge and 4.5.1 Explain the concepts of range,
Pasture understanding of range pasture, rangeland, range/pasture
Management and pasture
management management;
4.5.2 State the factors affecting range
management in Botswana;
4.5.3 Describe the types of natural
vegetation found in Botswana with
reference to grass and woody plant
species
4.5.4 Describe the composition of

19
 rangelands;
4.5.5 Identify at least five range plants
4.5.6 Explain the concepts of forage,
stocking rate, carrying capacity;
overstocking; overgrazing; mixed
species grazing; decreasers;
increasers; invaders;
4.5.7 Calculate the stocking rate and
carrying capacity of a given range
land ;
4.6 Extensive Acquire knowledge and 4.6.1 Outline the characteristics of
Range skills on extensive extensive range management
Management range management
including the advantages and
disadvantages;
4.6.2 Explain the use of indigenous
plants to increase range productivity
4.6.3 Explain ways man can destroy
range lands;
4.6.4 Suggest ways by which
destruction of range and range lands
can be avoided;
4.7 Intensive Acquire knowledge and 4.7.1 Explain at least four ways of
Pasture skills on intensive improving range and pasture
Management pasture management
utilization;
4.7.2 State the advantages and
disadvantages of creep; rotational;
strip and zero grazing;
4.7.3 Describe ways in which fodder
crops can be preserved for future use;
4.7.4 Describe pasture improvement
practices;
4.7.5 Outline the causes of pasture
deterioration;
4.7.6 Name and describe at least two
poisonous plants found in Botswana
4.7.7 Describe one grass and one
legume species from the list given
below, in relation to the following sub
headings;
a) form and habit of growth
b) soil and climatic requirements
c) persistence (length of growth cycle)

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 d) fertilizer treatment
e) planting time and method
f) nutritional value
The list of grasses and legumes to
choose from is as follows:
Grasses:
a) Chloris guyana (Rhodes grass)
b) Kikuyu grass
c) Panicum maximum (Guinea grass)
d) Eragrostis curvula (weeping love
grass)
e) Eragrostis lehmannian
(Lehmannian grass)
f) Eragrostis teff (Teff grass)
g) Hyparrhenia sp (Thatching grass)
h) Cynodon dactylon (Star grass)
i) Cenchrus ciliaris (Buffel grass
Legumes:
Stylosanthes gracilis (Stylo)
Medicago sativa (Lucerne)
Leucaena leucocephala (Leucaena)
Sesbania sp. (sesbania)
Lablab purpereus (Lablab)

MODULE 5 CROP AND LIVESTOCK IMPROVEMENT

Candidates Should: Candidates should be able to;
5.1 Genetics Acquire knowledge on 5.1.1 Define the terms: Genetics;
the principles of genetic Chromosomes; Alleles; Gene;
monohybrid inheritance
Homozygous; Heterozygous;
Dominance; Recessive; Complete
Dominance; Co-dominance;
5.1.2 Identify chromosomes’ alleles,
and genes in a cell;
5.1.3 Describe meiosis and mitosis
(specification of stages not required);
5.1.4 Distinguish between phenotype
and genotype;
5.1.5 Predict the results of a simple
genetic cross with ratios of 3:1 and
1:1;
5.1.6 explain variation in terms of
genetic and environmental factors

21
5.2 Breeding Acquire knowledge on 5.2.1 Define Breeding;
the reasons and 5.2.2 Explain the importance of
importance of breeding
and the different breeding;
methods or types of 5.2.3 Describe cross breeding,
breeding inbreeding; selection; and upgrading
in plants and animals
5.2.4 Describe hybridization in plants
and animals
5.2.5 Describe the features of at least
four livestock and four crop breeds
developed in Botswana
5.3 Appreciate 5.3.1 Define biotechnology and
Biotechnology biotechnology as an genetic engineering
approach to crop and
livestock improvement 5.3.2 Distinguish between traditional
and modern biotechnology
5.3.3 List at least four examples of
(traditional and modern)
Biotechnology as the apply to
Agriculture
5.3.4 Describe one application of
Biotechnology as it applies to
Agriculture
5.3.5 State advantages and
disadvantages of the use of
Biotechnology in Agriculture

MODULE 6 AGRICULTURAL ECONOMICS

Candidates Should: Candidates should be able to;
6.1. General Understand the general 6.1.1 Define Agricultural Economics;
Principles of principles of economics 6.1.2 Distinguish between different
Agricultural
Economics economic systems (planned, free
market and mixed)
6.1.3 Define supply and demand
6.1.4 Describe the following
a) factors of production
b) law of demand
c) demand determinants
d) law of supply
e) supply determinants
f) elasticity of demand and supply
g) law of diminishing returns
h) opportunity cost

22
 6.1.5 define equilibrium price and
describe how equilibrium price is
determined;
6.1.6 Distinguish between risk and
uncertainty;
6.1.7 list examples of risk and
examples of uncertainty;
6.1.8 Distinguish between
complementary and supplementary
goods;
6.2 Farm Understand the 6.2.1 Differentiate between production
Management concepts and uses of and financial records;
different farm records
6.2.2 State the types of financial and
production records;
6.2.3 Define variable costs, fixed
costs, total costs, total returns, and
depreciation;
6.2.4 determine the gross margin of
an enterprise;
6.2.5 determine profit or loss of an
enterprise;
6.2.6 prepare a balance sheet;
6.3 Agribusiness Develop skills of setting 6.3.1 List skills and resources
and up and operation of an required to start an agribusiness
entrepreneurship agribusiness
enterprise;
6.3.2 discuss the common forms of
business organizations or ownership
(sole proprietorship, partnership,
company and cooperatives);
6.3.3 Design an effective
organizational structure of a business;
6.4 Marketing Acquire skills on 6.4.1 Define marketing;
different aspects of 6.4.2 Discuss functions of marketing
marketing
and outline the activities involved in
each function;
6.4.3 Explain market research and its
importance;
6.4.4 Explore different agricultural
products in the market and choose
one to do a market research on;
6.4.5 Explain why businesses
advertise;

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 MODULE 7 AGRICULTURAL ENGINEERING
Candidates Should: Candidates should be able to;
7.1 Introduction Acquire knowledge and 7.1.1 Define agricultural engineering
to Agricultural understanding of 7.1.2 State at least four reasons why
Engineering Agricultural
Engineering agriculture engineering is important;
7.2 Irrigation Acquire knowledge on 7.2.1 Define irrigation;
irrigation, its effects on 7.2.2 State the effects of irrigation on
crops and various
irrigation methods used crop yield and quality;
7.2.3 Explain one type of irrigation
from each of the following irrigation
systems;
a) Surface irrigation
b) Sub surface irrigation
c) Overhead irrigation
(at least one method of irrigation
should be set up and be in operation
in the school)
7.3 Drainage Acquire knowledge on 7.3.1 Define drainage
drainage problems and 7.3.2 State advantages and
how to solve them
disadvantages of drainage
7.3.3 Explain the effect of waterlogged
soil on crops
7.3.4 Describe the different methods
used to drain the soil
7.4 Fencing Acquire knowledge on 7.4.1 State reasons for fencing;
the need for fencing as 7.4.2 State the different types of
well as basic skills on
fence construction fences for different purposes;
7.4.3 List available materials for
construction of fences ;
7.4.4 State the advantages and
disadvantages of each material used;
7.4.5 Explain methods of treating
fence posts;
7.4.6 Describe stages in the
construction of a wire fence;
7.4.7 Draw a structure of a standard
cattle wire fence showing all features;
7.4.8 Demonstrate the construction of
a corner in a fence.

24
7.5 Farm Roads Appreciate the need for 7.5.1 State the importance of farm
and Buildings construction and roads
maintenance of farm
roads and buildings 7.5.2 State the factors considered
when sitting farm roads
7.5.3 Describe the construction of an
earth road with reference to grading,
drainage and grids
7.5.4 Describe the necessary road
maintenance activities
7.5.5 Explain factors considered when
choosing a site for a farm building
7.5.6 Describe the essential features
of a building suitable for one stated
farm purpose (storage room or
processing room or farm workshop or
tool room)
7.5.7 Explain regular maintenance
activities for the building stated above
7.6 Animal Acquire knowledge on 7.6.1 State the importance of crushes;
Handling crushes, spray races 7.6.2 Describe types of crushes;
Facilities and dip tanks
7.6.3 Describe the construction of a
cattle crush
7.6.4 Describe the operations of a dip
tank and spray race;
7.6.5 State the advantages and
disadvantages of using a dip tank and
spray race;
7.7 Farm Water Acquire knowledge on 7.7.1 List at least five various sources
Supplies the various sources of of water in the farm;
farm water and
treatment of farm water 7.7.2 Describe one method of treating
for safe use farm water for named purpose/use
7.7.3 Describe at least three methods
of harvesting rain water in the farm
7.7.4 Demonstrate and illustrate how
a simple earth dam is constructed
7.7.5 Describe the features of a
simple earth dam
7.8 Farm Tools Understand the 7.8.1 Define the following: farm tools,
implements and operation and care of farm implements and farm machinery
machinery farm machinery
7.8.2 Identify parts of a knapsack
sprayer;
7.8.3 Dismantle and re-assembly a

25
 knapsack sprayer
7.8.4 Explain the mode of operation of
a
4-stroke petrol and diesel engines
7.8.5 Differentiate between petrol and
diesel engines
7.8.6 Describe the lubrication system
of a 4-stroke engine
7.8.7 The electrical system of a 4-
stroke engine
7.8.8 The water cooling system of a 4-
stroke engine
7.8.9 List and give reasons of the
necessary checks that must carried
out before and during the operation of
a tractor

26
6. Coursework

Paper 3 is a continuous assessment of the student’s practical work done through undertaking
an investigatory research project, carried out to solve an identified problem that affects
agriculture production. The project should be commence in the second term of first year of the
BGCSE program

Research Project work (75 Marks)

The main aim of the project is to equip candidates with problem solving skills through research
work. The role of the teacher is to guide candidates through the following sequence of activities:

 developing a hypothesis;
 planning an investigation around the hypothesis
 carrying out the investigation;
 analyzing and interpreting the data collected during the investigation;
 arriving at observations, conclusions and recommendations;
 writing a report

The report should not exceed 2000 words and should be based on one coherent project

Moderation

(a) Internal

Where more than one teacher in the centre has been involved in the marking of projects, the
head of the centre must ensure that all candidates are marked to a common standard. A
meeting of all teachers involved in the marking should be convened for the purpose, and should
be presided over by a senior member of staff, designated by the head.

(b) External

The internal assessment will be externally moderated.

27
7 Grade Descriptors

Grade A
The candidate should be able to:
 Use scientific vocabulary; recall a wide range of agricultural concepts, facts, principles
and theories
 Relate a wide range of scientific concepts to agricultural principles and theories and
recognize scientific relationships
 Apply scientific knowledge and understanding, identify patterns, report trends from given
information and draw appropriate conclusions and give recommendations to new
situations
 Translate information from one form to another: process information from graphs, tables
and charts with ease
 Make concise and complete experimental procedure (plan): critically discuss the plan,
generate the hypothesis to solve agricultural problems which may involve a wide range
of variables
 Use appropriate equipment, techniques, and chemicals safely and correctly; follow given
instructions to perform an experiment that involves a series of steps
 Make accurate observations, decide on the level of precision need in measurements and
record experimental data; process data, make conclusions and generalizations where
appropriate with ease and identify anomalous observations

Grade C

The candidate should be able to:

 Use scientific vocabulary; recall a wide range of agricultural concepts, facts, principles
and theories with some assistance
 Relate a wide range of scientific concepts to agricultural principles and theories and
recognize scientific relationships with some assistance
 Apply scientific knowledge and understanding, identify patterns, report trends from given
information and draw appropriate conclusions and give recommendations to simple
situations
 Translate information from one form to another: process information from graphs, tables
and charts with some assistance
 Make complete experimental procedure (plan): generate the hypothesis to solve a
scientific problems which may involving a few variables with some assistance
 Use appropriate apparatus and techniques safely and correctly, follow given instructions
to perform an experiment involving a few steps
 Make accurate observations, measurements and records experimental data; process
data, Make conclusions and generalizations where appropriate with some assistance,
recognize when it is necessary to repeat observations and measurements

28
Grade F
The candidate should be able to:
 Use scientific vocabulary; recall a wide range of agricultural concepts, facts, principles
and theories with some assistance all the way
 Relate basic agricultural concepts to scientific principles and theories and recognizes
scientific relationships with assistance all the way
 Apply basic scientific knowledge and understanding , identify patterns, report trends from
given information and draw conclusions and give recommendations to familiar situations
with assistance all the way
 Translate information from one from one form to another : process information from
graphs, tables and charts with assistance all the way
 Make simple and complete experimental procedure(plan), device fair test which involves
only a few factors , generate hypothesis to solve scientific problems which only involves
a few familiar factors with assistance all the way
 Use familiar apparatus and simple techniques safely and correctly, follow given
instruction to perform an experiment that involving one step with assistance all the way
 Make simple observations, measurements, and records experimental data , processes
data, make conclusions and generalizations were appropriate with assistance all the way

29
8 Appendices

Appendix A: Examples of Project Work

Field Experiments

 Comparison of sowing depths to discover effects of minimum, optimum and maximum

depth
 Thinning of root crops; not thinning to various spacing, effects on total yield and size of
roots produced
 Plant population in relation to yield, spacing of plant stations and rows; comparison to
find optimum spacing
 Spraying versus not spraying; effects on infestation with disease or pest organism;
effects on the yield ; cost effectiveness.
 Fertilizer Trials; organic versus inorganic; effects of differing application rates on yield;
diminishing returns
 Rationing of livestock versus ad-lib feeding; effects on production; cost-effectiveness
 Effects of different levels of nutrition on young stock; measurement of live weight gain
under different rationing regimes; effects on health; cost effectiveness

Field Surveys

 Cattle tick survey; incidence of ticks on cattle

 Marketing survey; goods produced by local farmers for sale
 Tick infestation surveys

30
Appendix B: Components of the Project Report (75 Marks)

COVER PAGE 2 Marks

TITLE PAGE 1 ½ Marks

ACKNOWLEDGEMENTS 1 Marks

TABLE OF CONTENTS 3 Marks

INTRODUCTION

Statement of problem 3 Marks

Literature Review/Related 3 Marks

Importance 2 ½ Marks

Objective 2 Marks

MATERIALS AND METHODS

Description of site 3 ½ Marks

Design of Experiment 5 Marks

Procedure 9 Marks

METHODS OF OBSERVATION DATA COLLECTION AND ANALYSIS 8 ½ Marks

RESULTS 10 Marks

DISCUSSION 6 Marks

CONCLUSION 3 Marks

RECOMMENDATIONS 4 Marks

BIBLIOGRAPHY/REFERENCE 4 Marks

APPENDIX 4 Marks

31
Appendix C Glossary of Terms

GLOSSARY OF TERMS
It is hoped that the glossary (which is relevant only to science subjects) will prove helpful to
candidates as a guide i.e. it is neither exhaustive no definitive. The glossary has been
deliberately kept brief not only with respect to the number of terms included but also to the
description of their meanings. Candidates should appreciate that the meaning of a term must
depend in part on its context.

1 Define (the term(s)…) is intended literally, only a formal statement or equivalent

paraphrase being required

2 What do you understand by/ what is meant by the ( the term(s) …) normally implies that
a definition should be given, together with some relevant comment on the significance or
context of the term(s) concerned, especially where two or more terms are included in the
question. The amount of supplementary comment intended should be interpreted in the
light of the intended mark value

3 Statement implies a concise answer with little or no supporting argument e.g. numerical
answer that can be obtained by inspection.

4 List requires a number of points, generally each of one word, with no elaboration. Where
a given number of points are specified this should not be exceeded

5 Explain may imply reasoning or some reference to theory, depending on the context

6 Describe requires the candidate to state in words (using diagrams where appropriate)
the main points of the topic. It is often used with reference either to particular
phenomena or particular experiments. In the former instance, term usually implies that
the answer should include reference to (visual) observations associated with the
phenomena.

In other contexts, describe should be interpreted more generally i.e. the candidate has
greater discretion about the nature and organisation of the material to be included in the
answer. Describe and explain may be couple, as state and explain

7 Discuss requires the candidate to give a critical account of the points involved in the
topic

8 Outline implies brevity i.e. restricting the answer to giving the essentials

9. Predict implies that the candidate is not expected to produce the required response by
recall but by making a logical connection other pieces of information. Such information
may be wholly given in the question or may depend on the answers extracted in an early
part of the question

32
 Predict also implies a concise answer with no supporting statement required.

10 Deduce is used in a similar way to predict except that some supporting statement is
required, e.g. reference to law principle, or the necessary reason is to be included in the
question.

11 Suggest is used in two main contexts i.e. either to imply that there is no unique answer
(e.g.). in Chemistry two or more substances may satisfy the conditions describing an
unknown) or to imply that the candidates are expected to apply their general knowledge
to a “novel” situation, one that may be formally not in the syllabus

12 Find is a general term that may variously be interpreted as calculate, measure,

determine etc

13 Calculate is used when numerical answers are required. In general, working should be
shown, especially where two or more steps are involved.

14 Measure implies that the quality concerned can be directly obtained from a suitable
measuring instrument e.g. length, using a rule, or mass, using a balance

15 Determine often implies that the quantity concerned can be directly obtained from a
suitable measuring instrument e.g. length, using a rule, or mass, using a balance

16 Estimate implies a reasoned order or magnitude statement or calculation of the quantity

concerned making such simplifying assumption as may be necessary about points of
principle and about the values the values of quantities not otherwise included in the
question

17 Sketch, when applied to graph work, implies that the shape and/or position of the curve
need only be qualitatively correct, but candidates should be aware that, depending on
the context some quantitative aspects may be looked for e.g. passing through the origin,
having an intercept, asymptote or discontinuity at a particular value.

In diagrams sketch implies that a simple freehand drawing is acceptable; nevertheless

care should be taken over proportions and the clear exposition of important details

It is expected that candidates will demonstrate background knowledge of and or an increased

depth of knowledge, in the following physical, chemical and mathematical concepts and
processes.

33
PHYSICAL AND CHEMICAL CONCEPTS AND PROCESSES
For the purpose of assessment candidates will be expected to demonstrate

1 An understanding of temperature, pressure, evaporation and relative humidity

2 An understanding of terms elements, mixture, compounds, atoms, molecules and ions

3 An understanding of the term acids, bases and pH values

4 An understanding of energy transfer / conversion

MATHEMATICAL REQUIREMENTS
Calculators may be used in all parts of the assessment.

Candidates should be able to:

1 Add, subtract, multiply and divide

2 Understand averages, decimals, fractions, percentages and ratios

3. Understand the relationship between surface area and volume

4 Use direct and inverse proportion

5 Draw charts and graphs, including histograms from given data;

6 Interpret charts and graphs

7 Select suitable scales and axes for graphs

TERMINOLOGY, UNITS, SYMBOLS AND PRESENTATION OF

DATA FOR AGRICULTURE
These Terms will be used by the Principal Examiners during the setting of papers. Students
should be made aware of the terminology during teaching and practical work.

This section follows the practice laid down in the following documents:

Association for Science Education Booklet, SI Units, Symbols and Abbreviations (1981)

Institute of Biology, Biological Nomenclature: Recommendations on Terms, Units and Symbols

(1989)

34
1 Numbers

The decimal point will be placed on the line e.g. 66.07

The numbers from 1000 to 9999 will be printed without commas or spaces

Numbers greater than or equal 10 000 will be printed without commas. A space will be
left between each group of three whole numbers e.g. 7 286 315

2 Units

The international system of units will be used (SI units). The units will be indicated in the
singular not in the plural, e.g. 47kg.

(a) SI units commonly used in Agriculture are listed below

N.B. Care should be taken in the use of mass and weight. In many agricultural contexts
the term mass is correct e.g. dry mass, biomass.

Quantity Name of Units Symbol for unit

Length Metre m
Kilometre km
Centimetre cm
Millimetre mm
Micrometre µm
Mass
Kilogram kg
Gram g
Milligram mg
Microgram µg
Tonnes (1000kg) No symbol
Time
Second s
Minute min
Hour h
Day d
Year y

Amount of substance Mole mol

(b) Derived SI Units are listed below

Energy joule j
Kilojoule kj
(Calorie is absolute)

35
(c) Recommended units for area, volume and density are listed below
Area Square metre m2
Square decimetre dm2
Square Centimetre cm2
Square Millimetre mm2
Hectare = 10 000m2 ha
Volume Cubic millimetre mm3
Cubic centimetre cm3
Cubic decimetre dm3
Cubic kilometre km3
Litre litre (not l)
Density Kilogram per cubic metre kg m-3
Gram per cubic centimetre g cm-3

(d) Use of solidus

Negative indices- symbol combined in a quotient – will be written as, for example,
either ms-1 or metres per second
The solidus (/) will not be used for a quotient e.g. m/s for metre per second
The solidus (/) is used in tables and graphs to separate a physical quantity from
its appropriate unit e.g. time/s, not time measured in seconds (see section 3)

3 Presentation of Data

(a) Tables
(i) Each column of a table will be headed with the physical quantity and
appropriate SI units e.g. time/s, rather than time (s).
There are three acceptable methods of stating units e.g. metre per sec or
m per s or ms-1
(ii) The column headings of the table can then be directly transferred to the
axes of a constructed graph.

(b) Graphs
(i) The independent variable will be plotted on the x (horizontal axis) and the
dependent variable plotted on the y (vertical axis).
(ii) The graph is the whole diagrammatic presentation. It may have one or
several curves plotted on it.
(iii) Curves and lines joining points on the graph should be referred to as
‘curves’.
(iv) Points on the curve should be clearly marked as crosses (x) encircled dots
(). If a further curve is included, vertical crosses (+) may be used to mark
the points.

36
(c) Pie Charts
These should be drawn with the sectors in rank order, largest first, beginning at ‘noon’
and proceeding clockwise. Pie charts should preferably contain no more than six
sectors.

(d) Bar Charts

These are drawn when one of the variables is not numerical, e.g. number of eggs of
different colours. They should be made up of narrow blocks of equal width which do not
touch.

(e) Column Graphs

These are drawn when plotting frequency graphs from discrete data, e.g. frequency of
occurrence of nests with different numbers of eggs. They should be made up of narrow
blocks of equal width which do not touch.

(f) Histograms
These are drawn when plotting frequency graphs with continuous data, e.g. frequency of
occurrence of stems of different lengths or chicks of different masses. The blocks should
be drawn in order of increasing magnitude and should be touching.

37