Agricultural Science Syllabus - DRAFT Dec 2023 Jan2024

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MINISTRY OF BASIC EDUCATION
NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)
LEARNING FIELD: CORE/ OPEN ELECTIVE
DOMAIN: AGRICULTURAL SCIENCE
LEVEL: NCQF 4 TOTAL CREDITS: 42
DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME MONTH AND
YEAR DEVELOPED: September 2019 YEAR DUE FOR REVIEW: 2026
MINISTRY OF BASIC EDUCATION

DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION
PRIVATE BAG 501
GABORONE
BOTSWANA
TELEPHONE: 3647500
REFERENCE: DCDE
FAX: 3973842
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CONTENTS
FOREWORD ............................................................................................................................................................... iv
ACKNOWLEDGEMENTS ......................................................................................................................................... vi
INTRODUCTION ......................................................................................................................................................... 1
RATIONALE FOR CHANGE ..................................................................................................................................... 3
THE 21st CENTURY SKILLS AND THE BOTSWANA SENIOR SECONDARY EDUCATION EXIT
OUTCOMES ................................................................................................................................................................. 4
SUBJECT OUTCOMES ............................................................................................................................................... 7
TARGET POPULATION AND ENTRY REQUIREMENTS ..................................................................................... 8
SYLLABUS STRUCTURE .......................................................................................................................................... 9
DELIVERY MODE .................................................................................................................................................... 10
METHODOLOGY ...................................................................................................................................................... 11
RESOURCES .............................................................................................................................................................. 12
ASSESSMENT ........................................................................................................................................................... 13
MODULE CONTENT ................................................................................................................................................ 14
BIBLIOGRAPHY ....................................................................................................................................................... 64
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FOREWORD
The Ministry of Basic Education has undertaken a comprehensive review of Botswana's General Education system to ensure provision of accessible,
quality and inclusive lifelong education for the creation of an educated citizenry. This education system will transform Botswana from a resource
based to a globally competitive knowledge based economy. The review entails the adoption of outcome-based approach and the introduction of
learning pathways to provide learners with broad-based education. The new approach will enable attainment of knowledge, values, skills and
competencies that meet the challenges and needs of the 21st century.
The Ministry is therefore pleased to present the revised senior secondary school syllabus which marks a major milestone towards the attainment of
quality education in Botswana. It builds on the lower levels of basic education and seeks to provide quality-learning experiences. The syllabus puts
more emphasis on Provider/School-Based Assessment (PBA) and to a lesser extent on national examinations. This will ensure that there is genuine
acquisition of the desired competencies by all learners. Furthermore, the syllabus aims at creating and sustaining a conducive environment for learning
and teaching that allows learners to excel within their own capabilities.
This syllabus sets out a transformational platform of the education system to encapsulate contemporary matters related to; environmental,
socioeconomic, political, scientific and technological issues as drawn from various societal demands. A deliberate attempt has been made to infuse
and integrate emerging issues that include; Environmental Education, Sustainable Development, Health Education, Disaster Management,
Anticorruption, Culture, Gender Equity, Emotional Intelligence, Botho, Civic Education, Societal Values and Patriotism. The syllabus prepares
learners for the world of work, further education and lifelong learning. In addition, it provides for the development of cultural and national identity,
including the inculcation of attitudes and values which nurture respect for self and for others.
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Critical to the success of our secondary education programme is the recognition of individual talents, needs and learning styles, hence changing the
role of the teacher in the classroom. The teacher must become a proficient manager, facilitator and director of learning activities, who is conscious of
the learners' needs and guide them to be accountable and responsible for their own learning. This requires active participation by all, and the creation
of rich and diverse learning environments.
It is important that we value the learners' own experiences and build upon what they know as well as reward them for positive achievement. At the
same time, we must be prepared to offer learners guidance and counselling at all levels; assist them to make the best decisions in keeping with their
own interests, career prospects and preferences. The national ideals of; Democracy, Development, Self-reliance, Botho, Unity and Social Harmony,
underpin our quest to deliver an educated citizenry.
This syllabus is the outcome of consultation and collaboration with various professionals and key stakeholders. On behalf of the Ministry, I wish to
express my deep appreciation and gratitude to all who contributed in the production of this syllabus, including: industry, teachers and academic
researchers.
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ACKNOWLEDGEMENTS
The Ministry of Basic Education through the Department of Curriculum Development and Evaluation expresses its gratitude to all individuals who
contributed in different ways to the planning, development and production of this Senior Secondary Agricultural Science Syllabus. The Ministry
acknowledges the following members of the subject National Panel, Standing Committee and Quality Assurance Committee for their valid
contribution in the production of this syllabus:
Agricultural Science National Panel Members
No Title Name Surname Position Institution

1. Dr Kgomotso J. Mabusa Chairperson Botswana University of Agriculture and Natural
Resources
2. Mr Samuel B. Mokgadi Vice Chairperson Gaborone Senior Secondary School
3. Mr Seabelo Molefi Member Ministry of Agricultural Development and Food
Security
4. Ms Motshegofatsi Kgomela Member Moeding College
5. Prof. Samodimo Ngwako Member Botswana University of Agriculture and Natural
Resources
6. Prof. Ezekiel Chimbombi Member Botswana University of Agriculture and Natural
Resources
7. Prof. Christopher Tsopito Member Botswana University of Agriculture and Natural
Resources
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8. Dr Israel Legwaila Member Botswana University of Agriculture and Natural
Resources
9. Dr Ketshephaone Thutwa Member Botswana University of Agriculture and Natural
Resources
10. Ms Mogi I. Moseki Member Ministry of Agricultural Development and Food
Security
11. Mr Charles Dikai Dikai Member Sedimo Community Junior Secondary School
12. Mr Batlhalefi Ganelang Member Tlokweng College of Education
13. Ms Ikgopoleng Keakile Member Goodhope Senior Secondary School
14. Mr Barutwa Khwae Member Southern Regional Education Office
15. Mr Joseph M. Morebodi Member Moeng College
16. Mr Lekgotla Kgaswanyane Member Private Company
17. Mr Bantsi M. Atlholang Member Rethuseng Community Junior Secondary School
18. Mr Oteng M. Otukile Member Botswana Examinations Council
19. Ms Patricia Morewagae Member Botswana Qualification Authority
20. Mr Gaebonwe K. Baikitse Member Department of Curriculum Development and

Evaluation
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Agricultural Science Standing Committee Members
No Title Name Surname Position Institution
1. Mr Joseph M. Morebodi Chairperson Moeng College
2. Mr Keatametse Mosinkie Vice Chairperson Private Company
3. Ms Oarabile Matshela Member Motswasele Community Junior Secondary School
4. Mr Keofe Phozokwa Member Maitlamo Community Junior Secondary School
5. Mr Daniel Gwandu Member Tonota College of Education
6. Mr Oteng M. Otukile Member Botswana Examinations Council

8. Mr Pusoetsile Yakenge Member Maun Senior Secondary School
9. Ms Dineo K. Kebonang Member Swaneng Hill School
10. Ms Margaret Kooletile Member Sir Seretse Khama Community Junior Secondary
School
11. Ms Itsholeng Disang Member Nanogang Community Junior Secondary School
12. Ms Ikgopoleng Keakile Member Goodhope Senior Secondary School

13. Ms Tjakatiwa Badimo Member Mmashoro Community Junior Secondary School
14. Ms Constance Mothudi Member Letlhakane Senior Secondary School

15. Mr Topo Motshegwa Member Tshwaragano Brigade Centre
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16. Mr Keikantseone Modise Member Botswana Vaccine Institute
17. Ms Goitseone M. Bimbo Member Shoshong Senior Secondary School

Resources
20. Mr Thusego Segaise Member Selebi Phikwe Senior Secondary School
21. Mr Molefi Kelesitse Member Francistown Senior Secondary School

22. Mr Modise Ntlole Member Lotsane Senior Secondary School
23. Mr Leonard Mpontshang Member Boipelego Community Junior Secondary School
24. Ms Abotle Pansiri- Member Kweneng Regional Education Office
Lerubisi
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Quality Assurance Committee
No Title First Names Surname Position Institution

1. Mr Samuel B. Mokgadi Chairperson Gaborone Senior Secondary School
2. Dr Kgomotso Mabusa Member Botswana University of Agriculture and Natural
Resources
3. Mr Daniel Gwandu Member Serowe College of Education
Resources
7. Mr Kagiso Semarite Member Moeng College
8. Ms Dineo Kebonang Member Letlhakane Senior Secondary School
9. Mr Molefi Kelesitse Member Moeng College
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10. Mr Gaebonwe Baikitse Secretariat Department of Curriculum Development and
Evaluation
The Department of Curriculum Development and Evaluation officers served as the Secretariat to the committee. This Agricultural Science syllabus
document reflects the outcome of a genuinely collaborative work across a broad educational spectrum and the department would like to re-iterate its
thanks to all individuals and organisations who contributed in any way to produce this syllabus.
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INTRODUCTION
Agricultural Science syllabus builds onto the Botswana Junior Secondary Education Agriculture syllabus and aims at a broad-based education which
provides learners with competencies that meet the challenges and needs of Agriculture production in the 21 st century.
The subject falls under Core and Open Elective that aims to:
1. promote an appreciation of agriculture as a natural science.

2. stimulate an interest in and create an awareness of existing problems and opportunities in agricultural and rural development
3. Instil positive attitudes by demonstrating that efficient farming can be both a business and a rewarding occupation.
4. demonstrate the value of agriculture to the individual, family and the whole nation, so as to show how improved agriculture can contribute to
the world wide campaign for freedom from hunger
5. encourage the teaching in agriculture to be practical of basic principles and skills of efficient farm management.
6. ensure that schools take an active role in rural development by integrating agricultural activities into the school curriculum
7. encourage that schools have school farms which will ensure that students actively participate in the farming events throughout the course
8. provide a basis together with the basic sciences and mathematics for more advanced studies in agriculture
This will help drive the country’s vision of a self-sustainable, entrepreneurial society for economic diversification and growth. During the two years
of Form 4 and Form 5, learners will learn concepts under the following modules:
- AGSSL 1 EXPLORE PRINCIPLES OF SUSTAINABLE AGRICULTURE

- AGSSL 2 MANAGE SOIL AND SOIL WATER SYSTEMS
- AGSSL 3 EXPLORE PRINCIPLES OF PLANT GROWTH AND DEVELOPMENT
- AGSSL 4 EXPLORE PRINCIPLES OF PLANT PRODUCTION
- AGSSL 5 EXPLORE PRINCIPLES OF ANIMAL DEVELOPMENT
- AGSSL 6 EXPLORE PRINCIPLES OF ANIMAL PRODUCTION
- AGSSL 7 BREED ANIMALS AND PLANTS
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- AGSSL 8 USE FARM MACHINERY AND STRUCTURES
- AGSSL 9 CARRY OUT INVESTIGATIVE RESEARCH PROJECT ON EITHER ANIMALS OR CROPS
In this syllabus, learners will acquire knowledge and skills that are directly linked with a nation’s productivity and competitiveness. Students will
be geared towards striking a balance between theoretical knowledge and practical application to everyday situations related to the Agriculture. The
syllabus is intended to provide learners with an opportunity for creativity, innovation, critical thinking, problem solving, decision making, learning
with others and learning independently, to mention but a few 21 st century skills stipulated in GECAF. Learners will display the skills by working
with different media, materials, tools, implements and machinery to produce Agricultural Products. Module nine (9) will done from second term
of Form 4. The syllabus has been allocated 6 periods per week of forty minutes each in a five-day timetable. In developing the learning outcomes
and performance criteria for the Agricultural Science syllabus, considerations were made pertaining to issues such as: Inclusive Education, Safety,
Health and Environment, Risk management, Patriotism, Botho and Information and Communication Technology (ICT) and these have been infused
or integrated in the syllabus.
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RATIONALE FOR CHANGE
The current Botswana General Certificate of Secondary Education (BGCSE) Agriculture syllabus was implemented in 1996 and since then some
developments have occurred and therefore the need to develop a new syllabus to cater for technological, socioeconomic and knowledge explosion in
Agriculture. Also, the final BGCSE Report of 2009 recommends that the syllabus be reviewed to align and integrate the Agriculture content from
JC through BGCSE to tertiary level. The recommendation 4 has it that ‘the interactive learner- centred methods should be made more central in the
teaching of Agriculture over and above the use of the expository approach that has come out of the study to be heavily used as one of the main
instructional activities. This therefore all call for the review of the Agriculture syllabus.
Other justifications for changes were informed by the aspirations reflected in government policy documents such as; National Policy on Agriculture
Development (1991), Declining Learning Results in Botswana (2014), Vision 2036, National Development Plans (NDPs), General Education
Curriculum Assessment Framework, Sustainable Development Goals (SDGs), Stakeholder Consultations, Education for Sustainable Development
Protocol.
In completion of the syllabus, learners will be able to produce Agricultural products, articulate to tertiary education in order to sustain their livelihoods
and contribute positively to the Agricultural Production industries in particular and to the country’s economy in general.
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THE 21st CENTURY SKILLS AND THE BOTSWANA SENIOR SECONDARY EDUCATION EXIT OUTCOMES
The 21st Century Skills are a set of abilities that learners need to have in order to succeed in the rapidly changing world. They are the drivers and
guiding principles for the development of all learning that takes place in schools at all levels. They are specifically developed through primary education
to senior secondary and to tertiary and their complexity increases with level. The following are the 21 st Century Skills for Senior Secondary Schools.
Exit Outcomes for Senior Secondary level

21st Century Skills
At the end of Senior Secondary level:
1. Ways of Thinking and Learning Competency
Knowing how to use and develop: • Learners demonstrate broad knowledge of problem-solving strategies and apply them to
• Creativity and innovation. situations they encounter. They show creativity, innovation and demonstrate critical
• Critical thinking, problem solving, and decision thinking and inquiry skills with which they process information to solve a wide variety of
making. problems in different contexts. Learners at this level demonstrate potential for supervisory
• Learning with others as well as learning functions.
independently. Learners, are able to:
• acquire, process, and interpret information critically to make complex informed decisions;
• use a variety of complex strategies and perspectives flexibly and creatively to solve
problems;
• formulate complex tentative ideas, and question their own assumptions and those of others;
• solve problems individually and collaboratively;

• identify, describe, formulate, and reformulate problems;
• formulate and test hypotheses;
• ask questions, observe relationships, make inferences, and draw conclusions;
• Identify, describe, and interpret different points of view; distinguish facts from opinions.
• demonstrate the ability to be creative and come up with innovative ideas
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• Apply study and research skills required for further education and training
2. Ways of Working Competency

Being productive by: • Learners can work effectively in groups and individually dealing with complex issues and
• Relating well to/with others. are result oriented. They demonstrate leadership skills and are able to manage and resolve
• Cooperating and working in teams. conflicts.
• Managing and resolving conflicts. Learners are able to:
• work and study purposefully, both independently and in cooperative groups.
• respect, cooperate, communicate effectively in groups and relate well to others.
• take responsibility and accountability for what happens in the group and manage and resolve
conflicts that occur in their groups or teams and deal with group dynamics
• show some supervisory skills for own work and the work of others
• assess personal achievement and capabilities realistically in pursuit of appropriate
career/employment opportunities/possibilities and/or further education and training.
3. Tools for Working Competency
Effectively use and interact with: • Learners understand and use appropriate technologies, languages, symbols and texts to solve
• Language, symbols and text. abstract and unfamiliar problems in real life situations. They demonstrate understanding of
• Knowledge and information. the impact of technology in their lives, in society, and in the world at large.
• Varied forms of common technology. Learners are able to:
• Information and Communication Technology. • locate, evaluate, adapt, create, and share information using a variety of sources and
technologies;
• use technologies appropriately.
• demonstrate understanding of the impact of technology on society and the world at large.
• demonstrate understanding of ethical issues related to the use of technology in local and
global contexts.
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• use language to communicate effectively and appropriately when conversing with others
4 Living in the World Competency

Showing effective: • Learners apply knowledge of the social, cultural, economic, and environmental development
• Self-management. in the local and global context.
• Cultural awareness and expression. Learners are able to:
• Social and civic competences. • demonstrate knowledge and understanding of sustainable development and its implications
• Sense of initiative and entrepreneurship for the environment locally and globally.
• Community and global citizenship
• apply the social, political, cultural, legal, entrepreneurial and economic, factors in real life
situations.
• examine issues of human rights.
• recognize and react against forms of discrimination, violence, and anti-social behaviours.
• demonstrate knowledge and understanding of their own cultural identity and heritage, and
that of others, as well as its contribution to the world
• use various forms of art as a means of communication and interpret them in various
contexts
• demonstrate knowledge and understanding of the relationship between health and lifestyle
• demonstrate the ability to Interact with the global environment in a manner that is protective,
conserving and nurturing
• determine the principles and actions that characterise a just, peaceful, pluralistic, inclusive
and democratic society, and act accordingly.
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• apply knowledge and skills of the creative arts for economic development
SUBJECT OUTCOMES
Agriculture Science Outcomes
On completion of this syllabus, learners are able to;
1. Apply skills to investigate cause and effect and the interrelatedness of phenomena in agriculture.
2. Apply scientific knowledge in addressing health, social, economic and environmental issues for agricultural development.
3. Use scientific knowledge to develop technology for sustainable agricultural development.
4. Demonstrate understanding of natural and artificial processes affecting all forms of life that ensure agricultural sustainability.
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TARGET POPULATION AND ENTRY REQUIREMENTS
Students doing Agricultural Science must have successfully completed Junior Certificate with credit in Agriculture and/or Integrated Science at NCQF
level 2.
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SYLLABUS STRUCTURE
The syllabus comprises NINE (9) modules which are all compulsory.
YEAR 4 YEAR 5
Term 1 Term 1
MODULE: AGSSL 1 EXPLORE PRINCIPLES OF MODULE: AGSSL 5 EXPLORE PRINCIPLES OF ANIMAL
SUSTAINABLE AGRICULTURE DEVELOPMENT
MODULE: AGSSL 6 EXPLORE PRINCIPLES OF ANIMAL
PRODUCTION
Term 2 Term 2
MODULE: AGSSL 2 MANAGE SOIL AND SOIL WATER MODULE: AGSSL 7 BREED ANIMALS AND PLANTS
SYSTEMS
MODULE: AGSSL 9 CARRY OUT INVESTIGATIVE
RESEARCH PROJECT ON EITHER ANIMALS OR CROPS
Term 3 Term 3
MODULE: AGSSL 3 EXPLORE PRINCIPLES OF PLANT MODULE: AGSSL 8 USE FARM MACHINERY AND
GROWTH AND DEVELOPMENT STRUCTURES
MODULE: AGSSL 4 EXPLORE PRINCIPLES OF PLANT

PRODUCTION
DELIVERY MODE: Full time/ part time.
DELIVERY ROAD MAP

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420 hours SUGGESTED SUGGESTED LEARNING NUMBER CONTACT ASSESSMENT SELF OTHERS TOTAL
= 25200 LEVEL FACILITATION OUTCOME OF PCs TIME - 60% TIME - 20% 15% 5% HOURS
MODULE TERM CODE
CODE
AGSSL 1 Form 4 Term 1 AGSSL 1.1
AGSSL 1.2 14 27.6 9.2 6.9 2.3 46
AGSSL 1.3
AGSSL 2.2 15 34.8 11.6 8.7 2.9 58
AGSSL 2.3
AGSSL 3 Form 4 Term 2 AGSSL 3.1 11 19.8 6.6 4.95 1.65 33
AGSSL 3.2
AGSSL 9.2
AGSSL 4.2 40 44.4 14.8 11.1 3.7 74
AGSSL 4.3
AGSSL 4.4
AGSSL 4.5
AGSSL 4.6
AGSSL 5.1 12 19.8 6.6 4.95 1.65 33
AGSSL 5 Term 3 AGSSL 5.2
AGSSL 6.2
AGSSL 7.2
AGSSL 8 Form 5 Term 2 AGSSL 8.1 14
AGSSL 8.2 27.6 9.2 6.9 2.3 46
AGSSL 8.3
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METHODOLOGY
Appropriate learning and teaching methods are recommended to cater for learners with varying learning abilities. This will promote inclusiveness and
equity for all learners to demonstrate their knowledge, skill and values to meet the intended learning outcomes. Participatory and cooperative
teaching/learning methods which are learner-centred are recommended to be used to address the identified outcomes. These will enable learners to
develop a deeper understanding and appreciation of the identified outcomes. Selection of requisite learning materials and resources should be aligned
to the outcomes/performance criteria identified and the learning tasks created. Where applicable appropriate ICT should be used to enhance learning.
In addition, the following learning/facilitation methods are recommended;
- Field visits
- Practical demonstration
- Discussions
- Talk shows
- Video shows
- Practical activities
- Simulation
- Observations
- Laboratory experiments
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RESOURCES
Agriculture Science should be offered in an environment that is resource laden to enable learners to express their intellectual, initiative and innovative
abilities. Infrastructural resources, tools, equipment, machinery, materials, human resource and internet should be made available to ensure productive
learning. The infrastructure must be accessible to all learners including those with Special Educational Needs (SPED). This can be achieved by
reasonable adjustment of learning and assessment resources. Reasonable adjustment is a term associated with making changes to a learning
environment to assist a learner with special needs. Reasonable adjustments are done to afford learners with special needs same participation and
opportunities of learning and assessment as those without any special needs. Examples of reasonable adjustments include among others:
- Tailor made resources and activities be in accessible format e.g. a text book in braille
- Provision of Learner aid
- Provision of Teacher Aides/Assistants
- Provision of modified equipment i.e. assistive/adaptive technologies - Special needs learners be orientated prior to selection of subject.
- Be provided with relevant information during the learning and assessment processes.
- Monitoring and evaluating the adjustments to ensure learner needs continue to be met.
ASSESSMENT
The Botswana Senior Secondary Agricultural Science syllabus will be assessed using formative and summative methods by a variety of instruments
in order to provide all learners with equal opportunities to demonstrate their attainment of learning outcomes. It is important that assessment
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procedures and methods have to be flexible enough to allow adjustments to overcome any substantial disadvantage that individual learners may
experience. Provider based assessment such as projects, tests, practicals, assignments and quizzes shall be used. Evidence of learner performance
from both assessments should form part of the learner portfolio.
Terminal assessment shall be administered by Botswana Examinations Council. Both provider based assessment and Terminal assessment will
contribute to learner certification
Each Agricultural Science learner must keep a portfolio of evidence containing the following:
- Farm diary
- Specimen album
- Laboratory experiment reports
- Field practical reports (observations, visits)
- Marked tests, assignments and quizzes
- Investigative Research Project Report
The following are some of the assessment methods that can be used depending on the individual learners’ needs:
• Modified Assessment – This provides for special arrangements or adjustment with existing systems, which may involve different assessment
methods such as extra time, own room, scribes, interpreters, using a laptop, presentation, text-to-speech software, videos and audios.
Modification of the assessment is usually done for learners with disability.
• Inclusive Assessment – This is when flexible range of assessment modes are made available to all. This assessment method is capable of assessing
the same learning outcome in different ways – such as practical’s, presentations, Projects, group work, course work, increasing font size, using
assistive devices like CCTV, recorders instead of written work and avoiding complex vocabulary. Inclusive assessment promotes equity and
improves the chances for all learners to demonstrate their knowledge and skills to meet their learning outcomes.
MODULE CONTENT
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AGSSL 1: EXPLORE PRINCIPLES OF SUSTAINABLE AGRICULTURE
MODULE 1 TITLE: EXPLORE PRINCIPLES OF SUSTAINABLE AGRICULTURE CODE: AGSSL 1 TOTAL HOURS: 46
Purpose: This module equips learners with sustainable agricultural production principles and issues
LEARNING OUTCOMES FOR THE MODULE:

On completion of this module, learners are able to:
AGSSL 1.1 Demonstrate knowledge and understanding of principles of land use planning in Agriculture
AGSSL 1.2 Demonstrate knowledge and understanding of principles of agricultural economics and extension
AGSSL 1.3 Demonstrate knowledge and understanding of organic farming, hydroponics and smart agriculture
LEARNING OUTCOME AGSSL 1.1 Demonstrate knowledge and understanding of principles of land use planning in agriculture
PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT

CONTENT
(KSC - K) STRATEGIES STRATEGIES
1.1.1 Describe land use planning in Land use planning in agriculture • Lecture • Written/ oral test / quiz
agriculture • Observations • Assignment
• Group/ individual presentations • Observations
• Talk show/ discussions
• Use of ICT
• Video shows
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1.1.2 Describe forms of land use in Forms of land use in agriculture • Lecture • Written/ oral test / quiz
agriculture • Observations • Assignment
• Use of ICT
• Video shows
PERFORMANCE CRITERIA FACILITATION AND
(KSC) CONTENT LEARNING STRATEGIES ASSESSMENT STRATEGIES
1.1.3 Describe factors to consider when Factors to consider when planning • Lecture • Written/ oral test / quiz
planning use of land for use of land for agriculture • Observations • Assignment
agriculture • Group/ individual presentations • Observations
• Use of ICT
• Video shows
1.1.4 Explain effects of population Effects of population growth • Field visits • Written/ oral test / quiz
growth on land use in agriculture • Talk show/ discussion • Assignment
• Observations • Field visit report
• Demonstrations • Observations
• Practical activity • Practical test
• Video clips
RANGE STATEMENT 1.1.1 Land use planning: Definition, importance.
1.1.2 Forms of land use in agriculture: Arable, pastoral, game, forestry, apiculture, aquaculture -
[requirements- legislation and regulation, management practices, efficiency of land use, extent of harm to natural
resources (plants, animals, soil and water), local communities, optimum use of resources, habitability, preservation,
spatial patterns in farmland loss].
1.1.3 Factors to consider: Climatic/weather conditions (precipitation, temperature, wind), edaphic factors
(fertility, soil types), production systems, local norms and customs, topography, environmental, economic and
social factors.
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EVIDENCE REQUIREMENTS Marked written/ oral test/assignment as per PCs 1.1.1 - 1.1.4 and their range statements.
LEARNING OUTCOME AGSSL 1.2. Demonstrate knowledge and understanding of agricultural economics and extension
PERFORMANCE CRITERIA FACILITATION AND LEARNING

CONTENT ASSESSMENT STRATEGIES
(KSC) STRATEGIES
1.2.1 Describe Principles of Principles of agricultural • Lecture • Written/ oral test / quiz
Agricultural economics Economics • Observations • Assignment
• Use of ICT
• Video shows
1.2.2 Describe entrepreneurship in Entrepreneurship in • Lecture • Written/ oral test / quiz
agricultural production agricultural production • Observations • Assignment
• Use of ICT
• Video shows
1.2.3 Explain the role of agricultural Role of Agricultural • Field visits • Written/oral test/quiz
extension extension • Talk show/ discussion • Assignment
• Observations • field visit report
• Video clips
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1.2.4 Discuss the importance of Importance of Indigenous • Field visits • Written/oral test/quiz
indigenous knowledge in optimising knowledge • Talk show/ discussion • Assignment
production • Observations • Field visit report
• Video clips
RANGE STATEMENT 1.2.1 Principles of Agricultural economics: demand and supply, law of diminishing returns, opportunity cost.
1.2.2 Entrepreneurship: definition, market determination and market research, preparation of a crop for market
including cleaning, sorting, grading, packaging, storage, processing, transportation, pricing, selling.
1.2.3 Role of agricultural extension: boosting agricultural productivity, increasing food security, improving rural
livelihoods, promoting agriculture as an engine of pro-poor economic growth, disseminating information of farm
technology.
1.2.4 Importance of indigenous knowledge: Environmental conservation, development of sustainable agriculture,
ensuring food security, maintenance of traditional practices and lifestyles.
EVIDENCE Marked written/ oral test/assignment as per PCs 1.2.1 - 1.2.4 and their range statements.
REQUIREMENTS
LEARNING OUTCOME AGSSL 1.3 Demonstrate understanding of organic farming, hydroponics and smart agriculture
CONTENT
(KSC) STRATEGIES ASSESSMENT STRATEGIES
1.3.1 Describe organic crop Organic crop production • Lecture • Written/ oral test / quiz
production • Observations • Assignment
• Use of ICT
• Video shows
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1.3.2 Perform an On-farm trial for On-farm trial • Lecture/ Discussion • Written/oral test/quiz
an organic crop • Field visits • Assignment
• Group/ individual presentations • Practical test
• Research • Field visit report
• Use of ICT • Observations
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• Practical activity
• Observations
• Practical exercise
1.3.3 Discuss hydroponics Hydroponics production • Field visits • Written/oral test/quiz

production using different types of • Talk show/ discussion • Assignment
growing media • Observations • field visit report
• Video clips
1.3.4 Produce a plant on at least two Production of hydroponics • Lecture/ Discussion • Written/oral test/quiz
different growing media used in plants using different growing • Field visits • Assignment
hydroponics production media • Group/ individual presentations • Practical test
• Observations
1.3.5 Discuss Smart Agriculture Smart Agriculture • Field visits • Written/oral test/quiz
• Talk show/ discussion • Assignment
• Video clips
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1.3.6 Discuss Climate Smart Climate smart agriculture • Field visits • Written/oral test/quiz
Agriculture
• Video clips
RANGE STATEMENT 1.3.1 Organic crop production: compost manure, quality of water, organic fertilizers, organic pesticides, use of
parasitoides
1.3.2 On-farm trial: Identify organic material to use, plant a crop, observe and record the performance.
1.3.3 Hydroponics: mixing of fertilizers, suspended media, advantages and disadvantages
1.3.3 Different types of growing media: peat moss, sand, perlite, gravel, pebbles, saw dust, bark
1.3.5 Smart agriculture: Description, types, benefits and limitations, production inputs
1.3.6 Climate smart agriculture: climate change effects (poor crop yields, poor rainfall, excessive rainfall, compromised
food security) and mitigation
EVIDENCE REQUIREMENTS Marked written/oral test/ quiz/ assignment document as per PCs 1.3.1- 1.3.6 and their range statement.
Completed planning sheet as per PCs 1.3.2 and 1.3.4 and their range statement.
Observation check list as per PCs 1.3.2 and 1.3.4 and the range statement.
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AGSSL 2: MANAGE SOIL AND SOIL WATER SYSTEMS
MODULE 2 TITLE: MANAGE SOIL AND SOIL WATER SYSTEMS CODE: AGSSL 2 TOTAL HOURS: 58
Module purpose: This module equips learners with knowledge and understanding on soil, soil water movement and irrigation in arable farming

AGSSL 2.1 Demonstrate understanding of soil formation and its fertility
AGSSL 2.2 Demonstrate understanding of soil conservation
AGSSL 2.3 Demonstrate understanding of irrigation
LEARNING OUTCOME AGSSL 2.1 Demonstrate understanding of soil formation and its fertility
ASSESSMENT STRATEGIES
(KSC) CONTENT STRATEGIES
2.1.1 Evaluate soil based on its Soil evaluation • Lecture/ Discussion • Written/oral test/quiz
profile, texture and • Field visits • Assignment
structure • Group/ individual presentations • Practical test ield
• Research • Fvisit report
• Observations
21
2.1.2 Determine the soil texture Determination of texture soil • Lecture/ Discussion • Written/oral test/quiz
using appropriate method • Field visits • Assignment
22
• Observations
2.1.3 Carry out soil sampling using Soil sampling and testing • • • • Lecture/ Discussion • Written/oral test/quiz
appropriate •• Field visits • Assignment
methods and tools • Group/ individual presentations • Practical test
Research • Field visit report
Use of ICT • Observations
Practical activity
Observations
2.1.4 Determine fertility of the soil Soil fertility determination • • • • Lecture/ Discussion • Written/oral test/quiz
and suggest appropriate • Field visits • Assignment
mitigation measures. • Group/ individual presentations • Practical test
Practical activity
Observations
2.1.5 Determine pH of the soil and Soil pH determination • • • • Lecture/ Discussion • Written/oral test/quiz
suggest appropriate • Field visits • Assignment
mitigation measures. • Group/ individual presentations • Practical test
Practical activity
Observations
2.1.6 Explain nitrogen fixation by Nitrogen fixation • Field visits • Written/oral test/quiz
legumes in the soil. by legumes • • Talk show/ discussion • Assignment
• • Observations • field visit report
Practical activity Practical test
•
Video clips
23
2.1.1 Structure: Platy, Prismatic, Columnar, Granular, Blocky and Single grain.
RANGE STATEMENT 2.1.2 Appropriate method: feel or sieve or sedimentation
2.1.3 Appropriate methods and tools: Methods (Random, Zoning and Grid) and Tools (soil auguring,
push/electric/hydraulic/hammer probe)
2.1.4 Fertility: Level of soil macro- and micro nutrients,
EVIDENCE Completed planning sheet as per PC’s 2.1.1 – 2.1.5 and their range statements
REQUIREMENTS Marked written/oral test /quiz /assignment/observation document as per PCs 2.1.1 – 2.1.6 and their range statements.
Completed planning sheet as per PCs 2.1.1 – 2.1.5 and their range statements
Observation Checklist as per PC’s 2.1.1 – 2.1.5 and their range statements
LEARNING OUTCOME AGSSL 2.2 Demonstrate understanding of soil conservation

(KSC) CONTENT STRATEGIES ASSESSMENT STRATEGIES
2.2.1 Describe soil conservation Soil conservation • Field visits • Written/ oral test / quiz
• Observations • Assignment
• Use of ICT
• Video shows
2.2.2 Discuss soil conservation Soil conservation methods • Field visits • Written/oral test/quiz
methods • Talk show/ discussion • Assignment
• Video clips
24
2.2.3 Discuss the importance of Importance of soil drainage • Field visits • Written/oral test/quiz
soil drainage • Talk show/ discussion • Assignment
• Video clips
2.2.4 Discuss signs of poor soil Signs of poor soil drainage • Field visits • Written/oral test/quiz
drainage • Talk show/ discussion • Assignment
• Video clips
2.2.5 Discuss methods of draining Methods of draining the soil • Field visits • Written/oral test/quiz
the soil • Talk show/ discussion • Assignment
• Video clips
RANGE STATEMENT 2.2.2 Conservation methods: Afforestation, good agricultural husbandry (Observing stocking rate, crop rotation,
contour ploughing, minimum tillage, zero tillage)
2.2.5. Methods of draining: Surface/open drains, sub-surface (French, piped/buried drains)
EVIDENCE REQUIREMENTS Marked written/oral test /quiz /assignment as per PCs 2.2.1 – 2.2.5 and their range statements
Completed planning sheets as per PC’s 2.2.2-2.2.5 and their range statements Observation
Checklist as per PC’s 2.2.1-2.2.5 and their range statements
25
LEARNING OUTCOME AGSSL 2.3 Demonstrate understanding of irrigating plants
PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT STRATEGIES

CONTENT
(KSC) STRATEGIES
2.3.1 Discuss the importance of Importance of irrigating • Field visits • Written/oral test/quiz
irrigating plant plants • Talk show/ discussion • Assignment
• Video clips
2.3.2 Discuss methods of Methods of irrigation in • Field visits • Written/oral test/quiz
irrigation in plant production plants production • Talk show/ discussion • Assignment
• Video clips
2.3.3 Discuss systems of Systems of irrigation - • Field visits • Written/oral test/quiz
irrigation • Talk show/ discussion • Assignment
• Video clips
26
2.3.4 Describe the installation of a Installation of a chosen • Lecture • Written/ oral test / quiz
chosen irrigation system irrigation system • Observations • Assignment
• Use of ICT
• Video shows
RANGE STATEMENT 2.3.2 methods of Irrigation: surface, sub-surface, overhead irrigation
2.3.3 systems of Irrigation: Drip, sprinkler, flood, furrow, micro-jet, centre pivot, basin
EVIDENCE REQUIREMENTS Marked written/oral test /quiz /assignment/observation document as per PCs 2.3.1 – 2.3.4 and their range
statements
Planning sheet as per PC 2.3.1 – 2.3.3 and their range statements
27
AGSSL 3: EXPLORE PRINCIPLES OF PLANT GROWTH AND DEVELOPMENT
MODULE 3 TITLE: EXPLORE PRINCIPLES OF PLANT GROWTH AND CODE: AGSSL 3 TOTAL HOURS: 33
DEVELOPMENT
module purpose: this module equips learners with knowledge and skills on basic principles of plant growth and development

AGSSL 3.1 Demonstrate understanding of anatomy and physiology of plant cell
AGSSL 3.2 Demonstrate understanding of anatomy and physiology of plants
LEARNING OUTCOME AGSSL 3.1 Demonstrate understanding of anatomy and physiology of plant cell

CONTENT
(KSC) STRATEGIES
28
3.1.1. Describe Structure of a plant cell • Lecture • Written/ oral test / quiz
the structure of a plant • Observations • Assignment
cell • Group/ individual presentations • Observations
• Use of ICT
• Video shows
3.1.2. Describe the functions of Functions of parts of the • Lecture • Written/ oral test / quiz
parts of the plant cell plant cell • Observations • Assignment
• Use of ICT
• Video shows
3.1.3 Discuss plant cell division, Cell division, growth and • Field visits • Written/ oral test / quiz
growth and replication replication • Talk show/ discussion • Assignment
• Video clips
RANGE STATEMENT 3.1.1 Structure – identify and name parts
EVIDENCE REQUIREMENTS Marked written/oral test document as per PC’s 3.1.1 – 3.1.3 and their range statement
Video clips as per PC’s 3.1.1 – 3.1.3 and their range statements
Photos and audio as per PC’s 3.1.1 – 3.1.3 and their range statements
LEARNING OUTCOME AGSSL 3.2 Demonstrate understanding of anatomy and physiology of plants
29
CONTENT
(KSC) STRATEGIES STRATEGIES
3.2.1 Describe the structure of a Structure and functions of a • Lecture • • Written/ oral/ test / quiz
monocotyledon and dicotyledonmonocotyledon and di-cotyledon plant • Observations • Assignment
seed. • Group/ individual presentations Observations
plant seed
• Use of ICT
• Video shows
3.2.2 Describe the structure and Structure and functions of a • Lecture • • Written/ oral/ test / quiz
functions of a monocotyledon monocotyledon and di-cotyledon plant • Observations • Assignment
and di-cotyledon plant root roots. • Group/ individual presentations Observations
• Use of ICT
• Video shows
3.2.3 Identify the root structure of Root structure of monocot and dicot. • Field visits • Written/oral test/quiz
monocot and dicot plants • Group/ individual presentations • Assignment
• Talk show/ discussions • Practical test
• Practical activity • Field visit report
• Video shows
3.2.4 Describe the structure and Structure and functions of a • Lecture • Written/ oral/ test / quiz
function of a monocotyledon monocotyledon and dicotyledon plant • Observations • Assignment
and di-cotyledon plant stem stem. • Group/ individual presentations • Observations
• Use of ICT
• Video shows
30
3.2.5 Identify the stem structure Stem structure of monocot and dicot • Field visits • Written/oral test/quiz
of monocot and dicot plant plant • Group/ individual presentations • Assignment
• Talk show/ discussions • Practical test
• Use of ICT • bservations
• Video shows
3.2.6 Describe the structure and Structure and functions of a plant • Lecture • Written/ oral/ test / quiz
functions of parts of a plant leaf Leaf • Observations • Assignment
• Use of ICT
• Video shows
3.2.7 Identify the structure of Structure and functions of a • Field visits • Written/oral test/quiz
monocotyledon and dicotyledon monocotyledon and dicotyledon plant • Group/ individual presentations • Assignment
leaf Leaf • Talk show/ discussions • Practical test
• Video shows
31
3.2.8 Describe the structure and Structure and functions of maize • Lecture • Written/ oral/ test / quiz
functions of maize and bean and bean flowers • Observations • Assignment
flowers • Group/ individual presentations • Observations
• Use of ICT
• Video shows
RANGE STATEMENT 3.2.2 Structure (root) - cross and longitudinal section, identify and name the parts
3.2.4 Structure (stem)- cross, identify and name the parts
3.2.6 Structure (leaf)- identify and name the parts
EVIDENCE Marked written/oral test /quiz /assignment/observation document as per PCs 3.2.1 – 3.2.8 and their range statements
REQUIREMENTS Completed Planning sheet as per PCs 3.2.3, 3.2.5, 3.2.7 and their range statements
Observation Checklist as per PC’s 3.2.3, 3.2.5, 3.2.7 and their range statements
32
AGSSL 4: EXPLORE PRINCIPLES OF PLANT PRODUCTION
MODULE 4 TITLE: EXPLORE PRINCIPLES OF PLANT PRODUCTION CODE: AGSSL 4 TOTAL HOURS: 74
Purpose: This module equips learners with knowledge and skills on basic principles of plant production

AGSSL 4.1 Demonstrate knowledge and skills in plant reproduction
AGSSL 4.2 Demonstrate knowledge and skills in plant growth
AGSSL 4.3 Demonstrate knowledge and skills in controlling crop pests
AGSSL 4.4 Demonstrate knowledge and skills in controlling crop diseases
AGSSL 4.5 Demonstrate knowledge and skills in harvesting of crop
AGSSL 4.6 Demonstrate knowledge and skills in the production of a crop
LEARNING OUTCOME AGSSL 4.1 Demonstrate knowledge and skills in plant reproduction

CONTENT
4.1.1 Discuss pollination in plants Pollination in plants • Field visits • Written/oral test/quiz
• Video clips
33
4.1.2 Discuss the process of Process of fertilization • Field visits • Written/oral test/quiz
fertilization in plants • Talk show/ discussion • Assignment
• Demonstrations • Observations •
• Practical activity Practical test
• Video clips
4.1.3 Describe plant propagation Plant propagation • Lecture • Written/ oral test / quiz
• Observations • Assignment
• Use of ICT
• Video shows
4.1.4 Discuss methods of Methods of Propagation • Field visits • Written/oral test/quiz
propagation in plant production • Talk show/ discussion • Assignment
• Video clips
RANGE STATEMENT 4.1.3 Methods of propagation- Sexual (seed) and Asexual (grafting, budding, layering, use of cuttings, use of
suckers)
EVIDENCE REQUIREMENTS Marked written/oral test /quiz /assignment/observation document as per PCs 4.1.1 – 4.1.4 and their
range statements.
LEARNING OUTCOME AGSSL 4.2 Demonstrate knowledge and skills in plant growth

CONTENT
(KSC) STRATEGIES
34
4.2.1 Discuss the process of seed Process of germination • Field visits • Written/oral test/quiz
germination • Talk show/ discussion • Assignment
• Video clips
35
4.2.2 Carry out experiments on Experiments on conditions • • • • Lecture/ Discussion • Written/oral test/quiz
conditions required for seed required for germination •• Field visits • Assignment
germination • Group/ individual presentations • Practical test
Practical activity
Observations
4.2.3 Discuss conditions Conditions for plant growth • Field visits • Written/oral test/quiz
necessary for plant growth. • Talk show/ discussion • Assignment
• • Demonstrations • Observations
•
Video clips
4.2.4 Carry out experiments on Experiments on conditions • • • • Lecture/ Discussion • Written/oral test/quiz
conditions necessary for plant necessary for plant growth •• Field visits • Assignment
growth • Group/ individual presentations • Practical test
Practical activity
Observations
4.2.5 Discuss process of Process of photosynthesis • Field visits • Written/oral test/quiz
photosynthesis • • Talk show/ discussion • Assignment
Practical activity Practical test
•
Video clips
36
4.2.6 Carry out an experiment on Experiment on the process of • • • • Lecture/ Discussion • Written/oral test/quiz
the process of photosynthesis photosynthesis • Field visits • Assignment
Practical activity
• Observations
4.2.7. Discuss process of Process of Respiration • Field visits • Written/oral test/quiz

Respiration • Talk show/ discussion • Assignment
•• Demonstrations • Observations
•
Video clips
4.2.8 Discuss the process of Process of Translocation • Field visits • Written/oral test/quiz
translocation • Talk show/ discussion • Assignment
•
Video clips
4.2.9 Discuss food storage in Food storage in plants • Field visits • Written/oral test/quiz
plants • Talk show/ discussion • Assignment
•
Video clips
37
4.2.10 Discuss the process of Process of Transpiration • Field visits • Written/oral test/quiz
Transpiration • • Talk show/ discussion • Assignment
Practical activity
• Practical test
Video clips
4.2.11 Carry out experiment on Experiment on transpiration • • • • Lecture/ Discussion • Written/oral test/quiz
transpiration •• Field visits • Assignment
Practical activity
Observations
RANGE STATEMENT 4.2.3 Conditions – water, light, suitable temperature, nutrients, absence of harmful factors, air
EVIDENCE Marked written/oral test /quiz /assignment/observation document as per PCs 4.2.1 – 4.2.10 and their range statements
REQUIREMENTS Planning sheet as per PCs 4.2.2, 4.2.4, 4.2.6 and 4.2.10 and their range statements
38
LEARNING OUTCOME AGSSL 4.3 Demonstrate knowledge and skills in controlling crop pests

4.3.1 Describe a pest • Lecture • Written/ oral test / quiz
Description of a pest (definition • Observations • Assignment
and effects on crops) • Group/ individual presentations • Observations
• Use of ICT
• Video shows
4.3.2 Classify pests affecting plants Classification of pests • Lecture/ Discussion • Written/oral test/quiz
• Field visits • Assignment
• Observations
4.3.3 Identify weeds found in your Identification of weeds • Lecture/ Discussion • Written/oral test/quiz
local area. • Field visits • Assignment
• Observations
4.3.4 Identify insect pests according Insect Pests identification • Lecture/ Discussion • Written/oral test/quiz
to their mode of feeding • Field visits • Assignment
• Observations
39
4.3.5 Describe the life cycle of a given Life cycle of Insect Pest • Lecture • Written/oral test/quiz
insect pest • Observations • Assignment
• Use of ICT
• Video shows
4.3.6 Control pests using appropriate Insect Pests control method • Lecture/ Discussion • Written/oral test/quiz
methods • Field visits • Assignment
• Observations
4.3.7 Use appropriate tools, Appropriate use of tools, • Lecture/ Discussion • Written/oral test/quiz
implements, machinery and materials equipment, machinery and • Field visits • Assignment
when controlling pests with due materials • Group/ individual presentations • Practical test
consideration to Safety, Health and • Research • Field visit report
Environment. • Use of ICT • Observations
• Observations
RANGE STATEMENTS 4.3.1 Pests: Insect pests, weeds, rodents, birds, pathogens, mammals,
4.3.3 Mode of feeding - biting and chewing pests, piercing and sucking pests and boring pests
4.3.5 Appropriate methods (cultural, mechanical, chemical, biological, Integrated pests management and biotechnical)
EVIDENCE Marked written/oral test /quiz /assignment/observation document as per PCs 4.3.1 – 4.3.7 and their range statement
REQUIREMENT Completed planning sheet as per PCs 4.3.2, 4.3.3,4.3.4,4.3.6, 4.3.7 and their range statements
Observation Checklist as per PC’s 4.3.2, 4.3.3, 4.3.4, 4.3.6, 4.3.7 and their range statements
40
LEARNING OUTCOME AGSSL 4.4 Demonstrate knowledge and skills in controlling crop diseases

CONTENT
4.4.1 Describe a disease Description of a disease • Lecture • Written/ oral test /
(definition and effects on • Observations • Assquiz ignment
crops) • Group/ individual presentations • Observations
• Use of ICT
• Video shows
4.4.2 Identify plant diseases in your Identification of Plant • Lecture/ Discussion • Written/oral test/quiz
local area diseases • Field visits • Assignment
• Group/ individual presentations • Practical test d
• Research • Fielvisit report
• Observations
4.4.3 Describe mode of infection Mode of infection • Lecture • Written/ oral test / quiz
of at least one bacterial, one fungal • Observations • Assignment
and one viral plant diseases • Group/ individual presentations • Obs ervations
• Use of ICT
• Video shows
4.4.4 Describe harmful effects of Harmful effects • Lecture • Written/ oral test /
the plant diseases • Observations • Assquiz ignment
• Use of ICT
• Video shows
41
4.4.5 Describe the prevention and Prevention and control • Lecture • Written/ oral test / quiz
control of the plant diseases • Observations • Assignment
• Group/ individual presentations • Obs ervations
• Use of ICT
• Video shows
equipment, machinery and equipment, machinery and • Field visits • Assignment
materials when controlling disease materials • Group/ individual presentations • Practical test
with due consideration of Safety • Research • Field visit report
Health and Environment. • Use of ICT • Observations
• Observations
RANGE STATEMENTS 4.4.3 Mode of infection; (aerosol, water, contact, vector-based)

4.4.4 Plant diseases; (bacterial diseases, fungal diseases and viral diseases)
EVIDENCE REQUIREMENT Marked written/oral test/assignments documents as per PCs 4.4.1 – 4.4.6 and their range statements
Completed planning sheets PCs 4.4.2, 4.4.6 and their range statements
Observation Checklist as per PCs 4.4.2, 4.4.6 and their range statements
LEARNING OUTCOME AGSSL 4.5 Demonstrate the safe use of chemicals in the farm

(KSC) STRATEGIES
42
4.5.1 Explain safety measures and Safe handling of • Field visits • Written/ oral test / quiz
their importance when handling farm chemicals • Talk show/ discussion • Assignment
farm chemicals • Observations • Observations
• Demonstrations
• Video clips
43
4.5.2 Demonstrate calibration of Calibration of chemical • Lecture/ Discussion • Written/oral test/quiz
farm equipment used for chemical application equipment • Field visits • Assignment
application • Group/ individual presentations • Practical test
• Observations
4.5.3 Identify the appropriate Protective clothing used when • Lecture/ Discussion • Written/oral test/quiz
protective clothing used when handling farm • Field visits • Assignment
handling farm chemicals. chemicals • Group/ individual presentations • Practical test
• Observations
4.5.4 Explain the importance of safe Importance of safe storage of • Field visits • Written/ oral test / quiz
storage of farm chemicals farm chemicals • Talk show/ discussion • Assignment
• Observations • Observations
• Demonstrations
• Video clips
equipment, machinery and materials equipment, machinery and • Field visits • Assignment
when handling farm chemicals with materials • Group/ individual presentations • Practical test
due consideration of Safety Health • Research • Field visit report
and Environment. • Use of ICT • Observations
• Observations
RANGE STATEMENTS 4.5.1 Handling - before application, during application, storage, disposal of containers
4.5.2 Calibration - surface area, speed, height, weather conditions
44
EVIDENCE REQUIREMENT Marked written/oral test documents as per PCs 4.5.1-4.5.5 and the range statements
Planning sheet as per PCs 4.5.2, 4.5.3 and 4.5.5 and the range statements
Observation checklist as per PCs 4.5.1 – 4.5.5 and the range statements
LEARNING OUTCOME AGSSL 4.6 Demonstrate knowledge and skills in the production of a crop

4.6.1 Identify the crop to Identifying the crop • Lecture/ Discussion • Written/oral test/quiz
produce • Field visits • Assignment
• Observations
4.6.2 Determine the climatic Climatic requirement of the • Lecture/ Discussion • Written/oral test/quiz
requirement of the crop crop • Field visits • Assignment
• Observations
45
4.6.3 Determine type of soil Soil type required • Lecture/ Discussion • Written/oral test/quiz
required for production of the • Field visits • Assignment
crop • Group/ individual presentations • Practical test
• Observations
4.6.4 Determine soil Soil pH required • Lecture/ Discussion • Written/oral test/quiz

pH required for • Field visits • Assignment
production of the crop • Group/ individual presentations • Practical test
Practical activity
•
Observations
•
4.6.5 Prepare appropriate Seedbed for the crop • Lecture/ Discussion • Written/oral test/quiz
seedbed for the crop • Field visits • Assignment
Practical activity
•
Observations
•
4.6.6 Determine the time of Time of planting of the seed • Lecture/ Discussion • Written/oral test/quiz
planting of the seed • Field visits • Assignment
Practical activity
•
Observations
•
46
4.6.7 Sow the seed using Sowing the seed • Lecture/ Discussion • Written/oral test/quiz
appropriate method • Field visits • Assignment
Practical activity
•
Observations
•
4.6.8 Carry out proper of Amount of fertiliser • Lecture/ Discussion • Written/oral test/quiz
management practices application • Field visits • Assignment
production of the crop • Group/ individual presentations • Practical test
• Observations
RANGE STATEMENT 4.6.1 Crop to produce – vegetable (Roots – beetroot, carrot, turnip, radish; Bulb - onion, garlic, leek, Tubers; Irish
potato, sweet potato, yams, cassava, ginger, Legumes; green beans, green peas; Leafy – spinach, kale, cauliflower,
cabbage, lettuce, rape; Fruit – tomato, egg-plant, green pepper, cucumber, butter nut, melons),
- Field (Cereal- maize, sorghum, millet, sugar cane, rice; Legume – cowpeas, ground nuts,
jugo beans; Oil crops – sunflower, ground nuts, soya beans; Fruit – Melon, pumpkins, gourds)
- Herb plant (mint, basil, rosemary, coriander, thyme, parsley, ginger, turmeric)
4.6.1 Climatic requirement – temperature and rainfall
4.6.5 Appropriate method – number of seeds, depth of planting, spacing
4.6.8 proper management practice – Application of manures (organic and inorganic, appropriate methods, rates of
application); prevention and control of common pests, weeds and diseases; recognition of crop maturity; harvesting
of yield and storage methods; marketing of the product; relevant legislation; record keeping
EVIDENCE Marked written/ oral test /quiz /assignment/observation document as per PCs 4.6.1 – 4.6.6 and their range
REQUIREMENTS statements
Completed planning sheet as per PCs 4.6.1- 4.6.5 and their range statements
Observation Checklist as per PCs 4.6.1- 4.6.5 and their range statements
47
48
AGSSL 5: EXPLORE PRINCIPLES OF ANIMAL DEVELOPMENT
MODULE 5 TITLE: EXPLORE PRINCIPLES OF ANIMAL DEVELOPMENT CODE: AGSSL 5 TOTAL HOURS: 33
Module Purpose: The purpose of this module is to provide learners with knowledge and understanding of animal development.

AGSSL 5.1 Demonstrate understanding of anatomy and physiology of animal cell.
AGSSL 5.2 Demonstrate understanding of anatomy and physiology of animals
LEARNING OUTCOME AGSSL 5.1 Demonstrate understanding of anatomy and physiology of animal cell
PERFORMANCE FACILITATION AND LEARNING ASSESSMENT STRATEGIES

CONTENT
CRITERIA (KSC) STRATEGIES
5.1.1. Describe the structure Structure of an animal cell • Lecture • Written/ oral test / quiz
of an animal cell • Observations • Assignment
• Use of ICT
• Video shows
49
5.1.2. Describe the functions of Functions of parts of the • Lecture • Written/ oral test / quiz
parts of the animal cell animal cell • Observations • Assignment
• Use of ICT
• Video shows
5.1.3 Discuss cell division, Cell division, growth and • Field visits • Written/ oral test / quiz
growth and replication replication • Talk show/ discussion • Assignment
• Video clips
RANGE STATEMENT 5.1.1 Structure – identify and name parts
EVIDENCE Marked written/oral test document as per PC’s 5.1.1 – 5.1.3 and their range statement
REQUIREMENTS Video clips as per PC’s 5.1.1 – 5.1.3 and their range statements
LEARNING OUTCOME AGSSL 5.2 Demonstrate understanding of anatomy and physiology of animals

5.2.1 Describe structure and Structure and functions of parts • Lecture • Written/ oral test / quiz
functions of parts of the digestive of the digestive systems of • Observations • Assignment
systems of farm animals. farm animals • Group/ individual presentations • Observations
• Use of ICT
50
• Video shows
5.2.2 Identify parts of digestive Parts of digestive system of • Lecture/ Discussion • Written/oral test/quiz
system of farm animals farm animals • Field visits • Assignment
• Observations
5.2.3 Describe the process of Process of digestion and • Lecture • Written/ oral test / quiz
digestion and absorption in the absorption • Observations • Assignment
alimentary canal of farm animals • Group/ individual presentations • Observations
• Use of ICT
• Video shows
5.2.4 Describe the structure and Structure and functions of • Lecture • Written/ oral test / quiz
functions of the reproductive reproductive systems of farm • Observations • Assignment
systems of farm animals. animals • Group/ individual presentations • Observations
• Use of ICT
• Video shows
51
5.2.5 Identify parts of the Parts of reproductive systems • Lecture/ Discussion • Written/oral test/quiz
reproductive systems of farm of farm animals • Field visits • Assignment
animals. • Group/ individual presentations • Practical test
• Observations
5.2.6 Describe the oestrus cycle Oestrus cycle in farm animals • Lecture • Written/ oral test / quiz
in farm animals • Observations • Assignment
• Use of ICT
• Video shows
5.2.7 Describe the roles of Roles of hormones in the • Lecture • Written/ oral test / quiz
hormones in the reproductive reproductive systems of animals • Observations • Assignment
systems of animals • Group/ individual presentations • Observations
• Use of ICT
• Video shows
5.2.8 Discuss the process of Process of reproduction in farm • Field visits • Written/oral test/quiz
reproduction in farm animals animals • Talk show/ discussion • Assignment
• Video clips
52
5.2.9 Describe lactation and the Lactation and importance of • Lecture • Written/ oral test / quiz
importance of colostrum in youngcolostrum • Observations • Assignment
ones • Group/ individual presentations • Observations
• Use of ICT
• Video shows
RANGE STATEMENT 5.2.1 Farm Animals: ruminants, non-ruminants and including poultry.
5.2.4 Reproductive systems: Male and female
5.2.6 Oestrus cycle: proestrus, oestrus, metestrus, diestrus
5.2.7 Hormones: oestrogen, progesterone, follicle stimulating hormone, luteinising hormone, oxytocin, relaxin,
testosterone
5.2.8 Process of reproduction: (Ruminants and non-ruminants); Heat period, mating, fertilisation, pregnancy (gestation
period, signs of pregnancy) and parturition
5.2.8 Process of reproduction: (Poultry); Mating, fertilisation, egg formation, incubation, hatching in poultry
EVIDENCE Marked written/oral test/assignment documents as per PC’s 5.2.1 – 5.2.9 and their range statements
REQUIREMENTS Completed Planning sheet as per PCs 5.2.2 and 5.2.5
Observation checklist as per PCs 5.2.2 and 5.2.5
AGSSL 6: EXPLORE PRINCIPLES OF ANIMAL PRODUCTION
MODULE 6 TITLE: EXPLORE PRINCIPLES OF ANIMAL PRODUCTION CODE: AGSSL 6 TOTAL HOURS: 58
Purpose: This module equips learners with knowledge and skills on basic principles of animal production
53
AGSSL 6.1 Demonstrate knowledge and skills in Animal Husbandry
AGSSL 6.2 Demonstrate knowledge and skills of rearing ONE named farm animal
LEARNING OUTCOME AGSSL 6.1 Demonstrate knowledge and skills in Animal Husbandry

(KSC) STRATEGIES
6.1.1 Describe the classes of Classes of Animal feeds • Lecture • Written/ oral test / quiz
animal feeds • Observations • Assignment
• Use of ICT
• Video shows
6.1.2 Describe nutritional Nutritional composition of feeds • Lecture • Written/ oral test / quiz
composition of animal feeds • Observations • Assignment
• Use of ICT
• Video shows
54
• •
• •
•
6.1.3 Identify sources of Sources of nutrients Lecture/ Discussion Written/oral test/quiz

nutrients required for Field visits Assignment
preparation of animal feeds. Group/ individual presentations • Practical test
• Observations
6.1.4 Discuss the requirements Requirements for •
necessary Field visits • Written/oral test/quiz
necessary for formulating feeds formulating feeds • Talk show/ discussion • Assignment
of identified animals. • Observations • field visit report
• Video clips
6.1.5 Describe the preparation of Preparation of feeds according to • Lecture • Written/ oral test / quiz
feeds according to livestock livestock requirements • Observations • Assignment
requirements. • Group/ individual presentations • Observations
• Use of ICT
• Video shows
55
• •
• •
•
6.1.6 Investigate the effects of Effects of different Feeds on • Lecture/ Discussion • Written/oral test/quiz
different feeds on performance performance • Field visits • Assignment
of animals. • Group/ individual presentations • Practical test
• Observations
6.1.7 Discuss importance of feed Importance of Feed additives • Field visits • Written/oral test/quiz
additives in animal diets • Talk show/ discussion • Assignment
• Video clips
6.1.8 Classify livestock diseases Classification of livestock diseases Lecture/ Discussion Written/oral test/quiz
according to their causative Field visits Assignment
agents Group/ individual presentations • Practical test
• Observations
56
• •
• •
•
6.1.9 Describe one disease from Description of livestock • Lecture • Written/oral test/quiz
bacterial, fungal, viral, diseases • Observations • Assignment
deficiency, protozoan, rickettsial • Group/ individual presentations • Observations
- causative agents
- signs and symptoms • Use of ICT
- treatment • Video shows
- prevention and
control
6.1.10 Classify livestock Classification of livestock parasites • Lecture/ Discussion • Written/oral test/quiz
parasites ( Internal and External) • Field visits • Assignment
• Observations
6.1.11 Discuss one internal Internal and external parasites • Field visits • Written/oral test/quiz
parasite and one external parasite - Description • Talk show/ discussion • Assignment
- Lifecycle • Observations • field visit report
- damage caused • Demonstrations • Observations
- prevention and control • Practical activity • Practical test
measures • Video clips
6.1.12 Identify equipment used Identification of equipment used for • Lecture/ Discussion • Written/oral test/quiz
for controlling internal and controlling internal and external • Field visits • Assignment
external parasites parasites • Group/ individual presentations • Practical test
• Research
57
• •
• •
•
Use of ICT Field visit report

Practical activity Observations
Observations
6.1.13 Use appropriate use of Appropriate use of tools, equipment, • Lecture • Written/oral test/quiz
tools, equipment, machinery and machinery and materials • Observations • Assignment
materials when controlling • Group/ individual presentations • Practical test
diseases, internal and external • Talk show/ discussions • Field visit report
parasites with due consideration • Use of ICT • Observations
of Safety Health and • Video shows
Environment.
RANGE STATEMENT 6.1.1 Classes: roughages, concentrates, supplements
6.1.2 Nutritional composition: proteins, fats, carbohydrates, vitamins and minerals
6.1.3 Sources of nutrients: cereals, legumes, supplement mixtures
6.1.4 Identified animals: ruminant, non-ruminant and poultry (age, type, weight)
6.1.8 Diseases: bacterial, fungal, viral, deficiency, protozoan, rickettsial
6.1.9 Disease: causative agents, signs and symptoms, treatment, prevention and control
6.1.11 Internal: roundworms, tapeworms, liver fluke, wireworms
6.1.11 External: ticks, lice, mites, fleas, tampans, ringworm
6.1.12 Equipment: dip tank, sprayer, syringe, needles, dosing/deworming gun, spray race
EVIDENCE Marked written/oral test document as per PC’s 6.1.1- 6.1.13 and their range statements
REQUIREMENTS Completed planning sheet as per PC’s 6.1.3, 6.1.5, 6.1.6, 6.1.8, 6.1. 10, 6.1.12 and their range statements
Completed check list per PC’s 6.1.3, 6.1.5, 6.1.6, 6.1.8, 6.1. 10, 6.1.12 and their range statements
Video clips as per PC’s 6.1.1- 6.1.13 and their range statements
Photos and audio as per PC’s 6.1.1- 6.1.13 and their range statements
58
• •
• •
•
59
LEARNING OUTCOME AGSSL 6.2 Demonstrate knowledge and skills of rearing ONE named farm animal

6.2.1 Describe the type of structure Type of structure appropriate • Lecture • Written/ oral test / quiz
appropriate for rearing for selected farm animal • Observations • Assignment
ONE named farm animal • Group/ individual presentations • Observations
• Use of ICT
• Video shows
6.2.2 Demonstrate care of the animal Care of the animal • Lecture/ Discussion • Written/oral test/quiz
to ensure optimal production • Field visits • Assignment
Practical activity
•
Observations
•
6.2.3 Prepare the animal product and Marketing of the animal • Lecture/ Discussion • Written/oral test/quiz
by-product for marketing product and by-products • Field visits • Assignment
Practical activity
•
Observations
•
60
6.2.4 Keep appropriate records for Record keeping • Lecture/ Discussion • Written/oral test/quiz
rearing the named farm animal • Field visits • Assignment
Practical activity
•
Observations
•
6.2.5 Use tools, implements and Tools implements and • Lecture/ Discussion • Written/oral test/quiz
machinery appropriately when rearing machinery • Field visits • Assignment
livestock with due consideration to • Group/ individual presentations • Practical test
safety, health, environment and • Research • Field visit report
quality measures • Use of ICT • Observations
• Observations
RANGE STATEMENT 6.2.2 Care; Livestock - housing, feeding water quality management, hygiene, parasites and disease
management, castration, deworming, hoof- trimming, vaccination, form of identification (branding, ear
tagging, micro-chip), docking, shearing.
Bees - hygiene, bee health, disease & parasites management, apiary management, colony
management, swam management, wintering, re-queening a honey bee colony, constructing and repairing bee
hives, feeding, water quality management, colony placement, free from disturbances, colony transportation.
Fish - Feeding, water quality management, hygiene, parasites and disease management,
stocking density, liming, temperature control, aeration and oxygenation,
6.2.3 Marketing: cleaning, sorting, grading, processing, packaging, storage, pricing, advertising, selling and
delivery.
EVIDENCE REQUIREMENTS Marked written/oral test document as per PC’s 6.2.1- 6.2.5 and their range statements
Completed planning sheet as per PC’s 6.2.2- 6.2.5 and their range statements
Completed check list per PC’s 6.2.2- 6.2.5 and their range statements
Video clips as per PC’s 6.2.1- 6.2.5 and their range statements
61
AGSSL 7: BREED ANIMALS AND PLANTS
MODULE 7 TITLE: BREED LIVESTOCK AND PLANTS CODE AGSSL 7 TOTAL HOURS: 26
Module Purpose: This module equips learners with knowledge and skills on animals and plants breeding

AGSSL 7.1 Demonstrate understanding of genetics and inheritance.
AGSSL 7.2 Demonstrate understanding of breeding methods.
LEARNING OUTCOME AGSSL 7.1 Demonstrate understanding of genetics and Inheritance.

(KSC) STRATEGIES
7.1.1 Define genetic terms. Definitions of genetic terms • Lecture/Discussion, • Written/ oral test / quiz
• Video shows /Photos • Assignment
• Talk shows/Presentations • Observations
7.1.2 State the importance of phenotype and Importance of phenotype and • Lecture/Discussions, • Written/ oral test / quiz
genotype in animal and plant breeding. genotype in animal and plant • Video shows • Assignment
breeding. • Talk shows/Presentations • Observations
62
7.1.3 Predict the results of genetic crosses Results of genetic crosses • Lecture/ Discussion • Written/oral test/quiz
in animals and plants based on Mendelian • Field visits • Assignment
Principles. • Group/ individual presentations • Practical test
• Observations
7.1.4 Discuss importance of genetic Genetic modification in animals • Field visits • Written/oral test/quiz
modification in animals and plants and plants • Talk show/ discussion • Assignment
production • Observations • field visit report
• Demonstrations • Observations •
• Video clips
RANGE STATEMENT 7.1.1 Genetic terms: Genetics, Gene, allele, Chromosome, Homologous Chromosome, homozygous,
heterozygous, Dominance, recessive, phenotype, genotype, haploid, diploid, co-dominance, incomplete 7.1.3
Genetic crosses: Monohybrid and dihybrid.
7.1.4 Genetic modification: Regulation, desirable and undesirable traits in GMOs
EVIDENCE REQUIREMENTS Marked written/oral/sign language test document as per PC’s 7.1.1 – 7.1.4 and their range statements
LEARNING OUTCOME AGSSL 7.2 Demonstrate understanding of Breeding Methods

CONTENT
(KSC) STRATEGIES
63
7.2.1 Discuss the importance of Importance of breeding • Field visits • Written/oral test/quiz
breeding in animals and plants • Talk show/ discussion • Assignment
• Video clips
7.2.2 Describe breeding methods Breeding methods in animals and plants • Lecture • Written/ oral test / quiz
in animals and plants • Observations • Assignment
• Use of ICT
• Video shows
64
7.2.3 Describe how breeding How breeding methods improve • Lecture • Written/ oral test / quiz
methods can desirable traits in animals and plants • Observations • Assignment
improve desirable traits in • Group/ individual presentations • Observations
animals and plants • Talk show/ discussions
• Use of ICT
• Video shows
7.2.4 Discuss Bio-technology in Biotechnology in animals and plants • Field visits • Written/ oral test / quiz
animals and plants • Talk show/ discussion • Assignment
• Demonstrations
• Video clips
RANGE STATEMENT 7.2.2 Breeding methods: Crossbreeding, Straight/Pure breeding (inbreeding, outcrossing, line breeding) Selection,
Artificial Insemination, Genetically Modified, Cloning, Synchronisation, Bio-technology, In-vitro Fertilization,
Embryo transfer.
7.2.3 Desirable traits: Yield, Weight Gain, Disease Resistance, Hardiness, Appearance.
EVIDENCE Marked written/oral/sign language test document as per PC’s 7.2.1 – 7.2.4 and their range statements
REQUIREMENTS Video clips as per PC’s 7.2.1 – 7.2.4 and their range statements
65
AGSSL 8: USE FARM MACHINERY AND STRUCTURES
MODULE 8 TITLE: USE FARM MCHINERY AND STRUCTURES CODE: AGSSL 8 TOTAL HOURS: 46
Module Purpose: This module equips learners with knowledge and skills in the use of farm machinery and farm structures

AGSSL 8.1 Determine the use of various farm equipment.
AGSSL 8.2 Demonstrate understanding of the use of various farm structures.
AGSSL 8.3 Maintain Farm Equipment.
LEARNING OUTCOME AGSSL 6.1 Determine the use of various farm equipment

(KSC) STRATEGIES
8.1.1 Differentiate between farm Farm tools, implements, • Field visits • Written/ oral test / quiz
tools, implements, machines and machines and equipment • Talk show/ discussion • Assignment
equipment • Observations • Observations
• Demonstrations
• Video clips
8.1.2 Identify farm tools, implements Identification of farm tools, • Lecture/ Discussion • Written/oral test/quiz
and machines implements and machines • Field visits • Assignment
• Observations
66
8.1.3 Discuss uses of five named Uses of a named farm tools, • Field visits • Written/ oral test / quiz
farm tools, implements and implements and machines • Talk show/ discussion • Assignment
machines • Observations • Observations
• Demonstrations
• Video clips
8.1.4 Discuss the systems of an Systems of an agricultural • Field visits • Written/ oral test / quiz
agricultural tractor tractor • Talk show/ discussion • Assignment
• Demonstrations
• Video clips
8.1.5 Discuss the operation of a four Operation of a four stroke diesel • Field visits • Written/ oral test / quiz
stroke diesel and petrol engine and petrol engine • Talk show/ discussion • Assignment
• Demonstrations
• Video clips
8.1.6 Use appropriate farm tools, Appropriate use of tools, • Lecture/ Discussion • Written/oral test/quiz
implements, machines and materials equipment, machinery and • Field visits • Assignment
with due consideration of safety, materials • Group/ individual presentations • Practical test
health and environment • Research • Field visit report
• Observations
67
RANGE STATEMENT. 8.1.3 Named farm tools: knapsack sprayer, burdizzo, dehorning iron, branding iron, hoof trimmer, drenching gun,
ear tag applicator, rubber ring elastrator, ear notcher, secateur, spade, digging fork, hand trowel
8.1.3 Named farm implements: Subsoiler, ripper, Mouldboard plough, disc plough, cultivator, harrow, rake
8.1.3 Named farm machine: milking machine, feed mixer, hammer mill, bailer, lawn mower, chain saw, tractor,
combine harvester, silage chopper
8.1.4 Systems: cooling, fuel, electric ,lubrication, transmission, hydraulic system
68
EVIDENCE REQUIREMENTS Marked written/oral/ test document as per PC’s 8.1.1 – 8.1.6 and their range statements
Completed planning sheet as per PC’s 8.1.2 and 8.1.6
Completed check list per PC’s 8.1.2 and 8.1.6
LEARNING OUTCOME AGSSL 8.2 Demonstrate understanding of the use of Farm Structures

(KSC) STRATEGIES
8.2.1 Describe different types Different types of farm • Lecture • Written/oral test/quiz
of farm structures structures • Observations • Assignment
• Use of ICT
• Video shows
8.2.2 Discuss the construction Construction of livestock • Field visits • Written/ oral test / quiz
of a named livestock housing • Talk show/ discussion • Assignment
house • Observations • Observations
• Demonstrations
• Video clips
8.2.3 Discuss sanitation in Sanitation in livestock housing • Field visits • Written/ oral test / quiz
livestock housing • Talk show/ discussion • Assignment
• Demonstrations
• Video clips
69
8.2.4 Describe different types types of farm fences • Lecture • Written/ oral test / quiz
of farm fences • Observations • Assignment
• Use of ICT
• Video shows
8.2.5 Describe different ways Ways of farm water storage • Lecture • Written/ oral test / quiz
of farm water storage • Observations • Assignment
• Use of ICT
• Video shows
RANGE STATEMENT 8.2.1 Farm structures: crops; tunnels, green houses, shade nets, vegetable pack house
Animals; barns, silage bunker, hay shed feed storage, spray race, dipping tank, bee hive, fish pond
8.2.2 Livestock house: Pigs sty, poultry house, kraal, rabbit house, milking parlour
8.2.5 Farm water storage: Reservoir, well, dams ,tanks, ponds
EVIDENCE Marked written/oral/ test document as per PC’s 8.2.1- 8.2.5 and their range statements
REQUIREMENTS Video clips as per PC’s 8.2.1- 8.2.5 and their range statements
LEARNING OUTCOME AGSSL 8.3 Maintain Farm Equipment

(KSC) STRATEGIES
70
8.3.1 Discuss routine checks Routine checks • Field visits • Written/ oral test / quiz
when using equipment • Talk show/ discussion • Assignment
• Demonstrations
• Video clips
8.3.2 Discuss storage of farm Storage of farm • Field visits • Written/ oral test / quiz
equipment. equipment • Talk show/ discussion • Assignment
• Demonstrations
• Video clips
8.3.3 Maintain farm equipment Appropriate maintenance • Lecture/ Discussion • Written/oral test/quiz
with due consideration of of equipment • Field visits • Assignment
safety, health and environment • Group/ individual presentations • Practical test
• Observations
RANGE STATEMENT 8.3.1 Routine checks: Tractors (water level, oil level and viscosity, tire pressure, fuel level, electrolyte level, battery
terminal, hooter, lights). Planters (calibration, lubrication), Sprayers (calibration, Pressure, nozzles). Milking machine
(pressure, temperature), Feather pluggers (electric sockets, lubrication), Hammer mill (lubrication, tension of belts,
electrical, fuel level, oil level).
EVIDENCE REQUIREMENTS Marked written/oral test documents as per PC’s 8.3.1 – 8.3.3 and the range statement
Completed planning sheet as per PC 8.3.3 and the range statement
Observation check list per PC 8.3.3 and the range statement
Video clips as per PC’s 8.3.1 – 8.3.3 and the range statement
Photos and audio as per PC’s 8.3.1 – 8.3.3 and the range statement
71
72
AGSSL 9: CARRY OUT INVESTIGATIVE RESEARCH PROJECT ON EITHER ANIMALS OR CROPS
MODULE 9 TITLE: CARRY OUT INVESTIGATIVE RESEARCH PROJECT ON CODE: AGSSL 9 TOTAL HOURS: 46
EITHER ANIMALS OR CROPS
Module Purpose: This module equips learners with knowledge and skills of carrying out investigative research on either animals or crops.

AGSSL 9.1 Investigate challenges affecting either crops or animal production.
AGSSL 9.2 Demonstrate skills in writing a research project report on either crops or animal production.
LEARNING OUTCOME AGSSL 9.1. Investigate challenges affecting either crops or animal production

CONTENT
9.1.1 Identify challenges affecting Challenges affecting either a • Lecture/ Discussion • Written/oral test/quiz
either a crop or an animal crop or an animal • Field visits • Assignment
• Observations
9.1.2 Select a topic for the Topic selection • Lecture/ Discussion • Written/oral test/quiz
challenge • Field visits • Assignment
• Observations
73
9.1.3 Design research project Design of the project • Lecture/ Discussion • • Written/oral test/quiz
- Statement of the problem • Field visits • • Assignment
- Literature review • Group/ individual presentations • Practical test
- Importance of the study • Research Field visit report
- Objectives of the project • Use of ICT Observations
- Materials and methods • Practical activity
• Observations
9.1.4 Conduct research project Conduct the project • Lecture/ Discussion • • Written/oral test/quiz
Data collection process • Field visits • • Assignment
Analysis of Results • Group/ individual presentations • Practical test
• Research Field visit report
• Use of ICT Observations
• Observations
RANGE STATEMENT
EVIDENCE REQUIREMENTS Planning sheet as per Pc’s 9.1.1 – 9.1.4

Observation checklist as per Pc’s 9.1.1 – 9.1.4
Photos and video clips as per Pc’s 9.1.1 – 9.1.4
LEARNING OUTCOME AGSSL 9.2 Demonstrate skills in writing a research report on either crops or animal production

CONTENT
9.2.1 Write acknowledgements for the Acknowledgements • Lecture • Typed
selected research project • Discussion acknowledgement
• Presentation
74
9.2.2 Write an introduction for the Introduction • Lecture • Typed introduction
selected research project - Statement of the problem • Discussions
- Literature review • Presentation
- Importance of the study
- Objectives of the project
9.2.3 Outline materials and methods for Materials and methods • Lecture • Typed materials and
the research project - Description of the site • Discussions methods
- Design of the experiment • Presentation
- Procedure
9.2.4 Outline methods of observation, methods of observation, data • Lecture • Typed Methods of
data collection and analysis collection and analysis • Discussions observation, data
collection and analysis
9.2.5. Present the results Results • Lecture • Typed results
• Talk shows/Discussions
9.2.6 Discuss the results Discussion • Lecture • Typed discussion
9.2.7 Draw conclusions on the results Conclusion • Lecture • Typed conclusion
9.2.8 Outline recommendations for the recommendations • Lecture, • Typed
research • Talk shows/Discussions recommendations
9.2.9 Make references references • Lecture • Typed references
9.2.10 Write appendices Appendices • Lecture • Typed appendices
RANGE STATEMENT
75
EVIDENCE REQUIREMENTS Typed research project report as per Pc’s 9.2.1 – 9.2.10
BIBLIOGRAPHY
BEC (2012). An evaluation of the reliability of coursework assessment and multiple choice papers administered by the Botswana Examinations
Council.
BEC (2015). 2014 Provisional Examinations Results Analysis.
BEC (2015). JCE Results Summary.
BEC (2015). Trend analysis of Primary School Leaving Examination (PSLE) results 2007-2013.
Hargreaves, A. (1994). Fink, D., & Stoll, L. (1998). Educational change: Easier said than done. In A. Hargreaves, M. Fullan, A. Lieberman and D.
Hopkins (eds), International Handbook of Educational Change. Dordrecht: Kluwer.
Hargreaves, A. (1995). School culture, school effectiveness and school improvement, School Effectiveness and School Improvement, 6 (1), pp.23 –
46.
MoESD (1994). Revised National Policy on Education.
MoESD (1998). Curriculum Blueprint. Senior Secondary Programme, Botswana.
MoESD (2007). Curriculum Blueprint. The Ten Year Basic Education Programme, Botswana.
MoESD (2008). BGCSE Evaluation Report.
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MoESD (2011). Inclusive Education Policy.
MoESD (2010). JSE, Form 1 Report.
MoESD (2012). JSE, Form 2 Report. MoESD
(2013). JSE, Form 3 Report.
MoESD (2013). Department of Educational Planning and Research Services, Compliance to school registration and control of schools institutional
standards, Annual report.
MoESD (2013). Secondary Education Statistics Brief – 2012.

MoESD (2014). Study I on Declining Learning Results – Senior Secondary Schools (Kuiper, 2014).
MoESD (2014). Study II on Declining Learning Results – Junior Secondary Schools (Kuiper, 2014).
MoESD (2015). Final Education and Training Sector Strategic Plan (ETSSP).
PIRLS (2011). Report on Botswana.
Republic of Botswana (1997) Long Term Vision for Botswana: Towards Prosperity for All. Presidential task group for Long Term Vision for
Botswana.
Republic of Botswana (2009). National Development Plan 11.
Republic of Botswana (2009). Children’s Act.
Republic of Botswana (2010). Human Resource Development Strategy.
Republic of Botswana (2010). Ministry of Local Government Botswana National Plan of Action for Orphans and Vulnerable Children 2010-2016.
Republic of Botswana (2014). Maitlamo, Botswana’s National ICT Policy, Thutonet.
Republic of Botswana (1996). Vision 2016 Simplified Booklet for Secondary School and Out of School Youth Long Term Vision for Botswana.
Republic of Botswana, Ministry of Education, (2004). Education for All: Botswana National Action Plan 2003-2009 Meeting our Collective
Commitments.
SACMEQ (2011). Policy Briefing: Quality of Primary School Inputs in Botswana.
SACMEQ (2011). Policy Briefing: Trends in Achievement Levels Standard 6 Pupils in Botswana.
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SACMEQ (2013). SACMEQ III Report on Botswana (2007 tests).
TIMMS (2011). Report on Botswana.
UNESCO (2000). The Dakar Framework for Action – Education for All: Meeting our Collective Commitments.
UNESCO (2008). Framework for Child-Friendly Schools.
UNESCO, (2000). Education for All.
UNESCO, (2000). Millennium Development Goals.
UNESCO, (2010). World Data on Education, 6th edition, Botswana Country report.
UNESCO, (2013). GEQAF: Botswana Country Report.
UNESCO, (2014). Education Strategy 2014-2021.
UNESCO, (2015). Sustainable Development Goals.
Voogt, J., & NP Roblin, (2010). 21st Century Skills Discussion Paper, University of Twente, The Netherlands.
78

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MINISTRY OF BASIC EDUCATION

NAME OF ORGANISATION: DEPARTMENT OF CURRICULUM DEVELOPMENT AND EVALUATION

TITLE OF PROGRAMME: BOTSWANA SENIOR SECONDARY EDUCATION (BSSE)

LEARNING FIELD: CORE/ OPEN ELECTIVE

DOMAIN: AGRICULTURAL SCIENCE

LEVEL: NCQF 4 TOTAL CREDITS: 42

DURATION: 2 YEARS DELIVERY MODE: FULL TIME/PART TIME MONTH AND

YEAR DEVELOPED: September 2019 YEAR DUE FOR REVIEW: 2026

MINISTRY OF BASIC EDUCATION

Agricultural Science National Panel Members

No Title Name Surname Position Institution

12. Mr Batlhalefi Ganelang Member Tlokweng College of Education

13. Ms Ikgopoleng Keakile Member Goodhope Senior Secondary School

14. Mr Barutwa Khwae Member Southern Regional Education Office

15. Mr Joseph M. Morebodi Member Moeng College

16. Mr Lekgotla Kgaswanyane Member Private Company

17. Mr Bantsi M. Atlholang Member Rethuseng Community Junior Secondary School

18. Mr Oteng M. Otukile Member Botswana Examinations Council

19. Ms Patricia Morewagae Member Botswana Qualification Authority

20. Mr Gaebonwe K. Baikitse Member Department of Curriculum Development and

2. Mr Keatametse Mosinkie Vice Chairperson Private Company

3. Ms Oarabile Matshela Member Motswasele Community Junior Secondary School

4. Mr Keofe Phozokwa Member Maitlamo Community Junior Secondary School

5. Mr Daniel Gwandu Member Tonota College of Education

6. Mr Oteng M. Otukile Member Botswana Examinations Council

12. Ms Ikgopoleng Keakile Member Goodhope Senior Secondary School

14. Ms Constance Mothudi Member Letlhakane Senior Secondary School

18. Dr Israel Legwaila Member Botswana University of Agriculture and Natural

21. Mr Molefi Kelesitse Member Francistown Senior Secondary School

No Title First Names Surname Position Institution

1. promote an appreciation of agriculture as a natural science.

- AGSSL 1 EXPLORE PRINCIPLES OF SUSTAINABLE AGRICULTURE

Exit Outcomes for Senior Secondary level

• solve problems individually and collaboratively;

2. Ways of Working Competency

4 Living in the World Competency

MODULE: AGSSL 4 EXPLORE PRINCIPLES OF PLANT

DELIVERY MODE: Full time/ part time.

DELIVERY ROAD MAP

LEARNING OUTCOMES FOR THE MODULE:

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT

PERFORMANCE CRITERIA FACILITATION AND LEARNING

1.3.3 Discuss hydroponics Hydroponics production • Field visits • Written/oral test/quiz

LEARNING OUTCOMES FOR THE MODULE:

LEARNING OUTCOME AGSSL 2.2 Demonstrate understanding of soil conservation

PERFORMANCE CRITERIA FACILITATION AND LEARNING

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT STRATEGIES

LEARNING OUTCOMES FOR THE MODULE:

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT STRATEGIES

LEARNING OUTCOMES FOR THE MODULE:

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT STRATEGIES

4.2.7. Discuss process of Process of Respiration • Field visits • Written/oral test/quiz

PERFORMANCE CRITERIA FACILITATION AND LEARNING

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT

RANGE STATEMENTS 4.4.3 Mode of infection; (aerosol, water, contact, vector-based)

PERFORMANCE CRITERIA FACILITATION AND LEARNING

PERFORMANCE CRITERIA FACILITATION AND LEARNING ASSESSMENT STRATEGIES

4.6.4 Determine soil Soil pH required • Lecture/ Discussion • Written/oral test/quiz

LEARNING OUTCOMES FOR THE MODULE:

PERFORMANCE FACILITATION AND LEARNING ASSESSMENT STRATEGIES

PERFORMANCE CRITERIA FACILITATION AND LEARNING

AGSSL 6: EXPLORE PRINCIPLES OF ANIMAL PRODUCTION