CBE · Upper Primary
Grade 4 Agriculture and Nutrition Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Agriculture and Nutrition scheme of work for Grade 4 covering Terms 1, 2 and 3 2026: strands and sub-strands mapped week by week with specific learning outcomes, key inquiry questions, suggested learning experiences, resources and assessment methods.
- Level
- Grade 4
- Subject
- Agriculture and Nutrition
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 4 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Conservation of Resources
Soil Conservation · Water Conservation · Fuel Conservation · Conserving Wild Animals
Food Production Processes
Direct Sowing of Tiny Seeds · Growing fruits
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Identify suitable materials for making compost manure. | The learner is guided to: Discuss suitable materials for compost manure based on their local environment. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Prepare compost manure for farming. | The learner is guided to: Collect and compost suitable materials and make compost manure using heap method. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Appreciate importance of compost manure in farming. | The learner is guided to: Practise the learnt skills in making compost manure using slashed vegetation, kitchen wastes and any other available organic wastes and using it in their gardening activities. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Identify suitable materials for making compost manure. | The learner is guided to: Develop communication skills during the discussion; care for environment while collecting waste organic matter; and unity while working together in the composting activity. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Prepare compost manure for farming. | The learner is guided to: Discuss suitable materials for compost manure based on their local environment. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Appreciate importance of compost manure in farming. | The learner is guided to: Collect and compost suitable materials and make compost manure using heap method. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Conservation of Resources | Soil Conservation | By the end of the lesson, the learner should be able to: Identify suitable materials for making compost manure. | The learner is guided to: Practise the learnt skills in making compost manure using slashed vegetation, kitchen wastes and any other available organic wastes and using it in their gardening activities. | How can composting conserve the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Describe drip irrigation as a way of conserving water. | The learner is guided to: Watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Carry out drip irrigation to conserve water. | The learner is guided to: Innovate drip equipment using water pipes and available containers and use the drip irrigation in gardening activities. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Appreciate use of drip irrigation in conserving water in farming. | The learner is guided to: Develop creativity skills when innovating drip irrigation equipment; practice responsibility in task allocation; and personal safety while working with tools and equipment. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Describe drip irrigation as a way of conserving water. | The learner is guided to: Watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Carry out drip irrigation to conserve water. | The learner is guided to: Innovate drip equipment using water pipes and available containers and use the drip irrigation in gardening activities. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Appreciate use of drip irrigation in conserving water in farming. | The learner is guided to: Develop creativity skills when innovating drip irrigation equipment; practice responsibility in task allocation; and personal safety while working with tools and equipment. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Conservation of Resources | Water Conservation | By the end of the lesson, the learner should be able to: Describe drip irrigation as a way of conserving water. | The learner is guided to: Watch video clips or use print media or observe drip irrigation in neighbouring households to guide them discuss drip irrigation concept. | How do we use drip irrigation to conserve water? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Conservation of Resources | Fuel Conservation | By the end of the lesson, the learner should be able to: Identify types of fuels used at home. | The learner is guided to: Discuss to enumerate the types of fuels such as charcoal, firewood, gas, kerosene, used at home. | How does reducing fuel wastage conserve our resources? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Conservation of Resources | Fuel Conservation | By the end of the lesson, the learner should be able to: Use and conserve fuels in cooking. | The learner is guided to: Practise ways of conserving fuels such as putting off fire when done and using fuel efficient equipment when cooking. | How does reducing fuel wastage conserve our resources? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Conservation of Resources | Fuel Conservation | By the end of the lesson, the learner should be able to: Appreciate the importance of conserving fuel to minimize wastage of resources. | The learner is guided to: Develop problem solving skills as they solve problems of fuel by reducing wastage in use of fuel, show responsibility by practicing advance preparation of foodstuffs, observe safety in use of fuel. | How does reducing fuel wastage conserve our resources? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Conservation of Resources | Fuel Conservation | By the end of the lesson, the learner should be able to: Identify types of fuels used at home. | The learner is guided to: Discuss to enumerate the types of fuels such as charcoal, firewood, gas, kerosene, used at home. | How does reducing fuel wastage conserve our resources? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Conservation of Resources | Fuel Conservation | By the end of the lesson, the learner should be able to: Use and conserve fuels in cooking. | The learner is guided to: Practise ways of conserving fuels such as putting off fire when done and using fuel efficient equipment when cooking. | How does reducing fuel wastage conserve our resources? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Conservation of Resources | Fuel Conservation | By the end of the lesson, the learner should be able to: Appreciate the importance of conserving fuel to minimize wastage of resources. | The learner is guided to: Develop problem solving skills as they solve problems of fuel by reducing wastage in use of fuel, show responsibility by practicing advance preparation of foodstuffs, observe safety in use of fuel. | How does reducing fuel wastage conserve our resources? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 4 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Food Production Processes
Growing fruits · Uses of Domestic Animals · Balanced Diet · Boiling and Shallow Frying Food
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Identify fruits that can grow the locality. | The learner is guided to: Brainstorm and share information on different types of fruits that can grow in their locality. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Grow a fruit crop suited in the locality. | The learner is guided to: Establish and take care a fruit crop that can suitably grow in the locality such as woody fruit tree (for example, tree tomato and guava) and climbing fruits (such as passion fruit, kiwi, grapes, black berries, rasp berries). | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Appreciate the importance of consuming fruits for nutrition. | The learner is guided to: Develop self-efficacy when they produce own fruits for consumption; responsibility while caring for the growing fruits; and promote health by consuming fruits. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Identify fruits that can grow the locality. | The learner is guided to: Brainstorm and share information on different types of fruits that can grow in their locality. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Grow a fruit crop suited in the locality. | The learner is guided to: Establish and take care a fruit crop that can suitably grow in the locality such as woody fruit tree (for example, tree tomato and guava) and climbing fruits (such as passion fruit, kiwi, grapes, black berries, rasp berries). | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Appreciate the importance of consuming fruits for nutrition. | The learner is guided to: Develop self-efficacy when they produce own fruits for consumption; responsibility while caring for the growing fruits; and promote health by consuming fruits. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Identify fruits that can grow the locality. | The learner is guided to: Brainstorm and share information on different types of fruits that can grow in their locality. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Grow a fruit crop suited in the locality. | The learner is guided to: Establish and take care a fruit crop that can suitably grow in the locality such as woody fruit tree (for example, tree tomato and guava) and climbing fruits (such as passion fruit, kiwi, grapes, black berries, rasp berries). | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Appreciate the importance of consuming fruits for nutrition. | The learner is guided to: Develop self-efficacy when they produce own fruits for consumption; responsibility while caring for the growing fruits; and promote health by consuming fruits. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Identify fruits that can grow the locality. | The learner is guided to: Brainstorm and share information on different types of fruits that can grow in their locality. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Grow a fruit crop suited in the locality. | The learner is guided to: Establish and take care a fruit crop that can suitably grow in the locality such as woody fruit tree (for example, tree tomato and guava) and climbing fruits (such as passion fruit, kiwi, grapes, black berries, rasp berries). | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Appreciate the importance of consuming fruits for nutrition. | The learner is guided to: Develop self-efficacy when they produce own fruits for consumption; responsibility while caring for the growing fruits; and promote health by consuming fruits. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Food Production Processes | Growing fruits | By the end of the lesson, the learner should be able to: Identify fruits that can grow the locality. | The learner is guided to: Brainstorm and share information on different types of fruits that can grow in their locality. | How do we grow fruits? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Identify types of domestic animals in the community. | The learner is guided to: Share experiences on the types of domestic animals (cattle, sheep, goats, poultry) found in their community and their uses. | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Relate various domestic animals to their uses. | The learner is guided to: Match the domestic animals to their uses (cattle, sheep, goat and poultry). | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Appreciate the importance of domestic animals for food production. | The learner is guided to: Make class presentations using photos or other visuals importance of domestic animal. | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Identify types of domestic animals in the community. | The learner is guided to: Develop self –efficacy as they confidently make class presentations; respect others while listening to the presentations; and appreciate the uses of domestic animals. | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Relate various domestic animals to their uses. | The learner is guided to: Share experiences on the types of domestic animals (cattle, sheep, goats, poultry) found in their community and their uses. | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Appreciate the importance of domestic animals for food production. | The learner is guided to: Match the domestic animals to their uses (cattle, sheep, goat and poultry). | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Food Production Processes | Uses of Domestic Animals | By the end of the lesson, the learner should be able to: Identify types of domestic animals in the community. | The learner is guided to: Make class presentations using photos or other visuals importance of domestic animal. | How does domestic animal contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 2
Weeks 6–13 are in the full Term 2 document — KES 30 by M-Pesa.
Term 3 — Grade 4 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Food Production Processes
Boiling and Shallow Frying Food
Hygiene Practices
Personal Hygiene · Domestic Hygiene · Cleaning Personal Protective Equipment
Production Techniques
Making Tacking Stitches
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Food Production Processes | Boiling and Shallow Frying Food | By the end of the lesson, the learner should be able to: Describe boiling and shallow frying as methods of cooking; Cook food using boiling and shallow frying methods; Embrace boiling and shallow frying in food production. | The learner is guided to: Watch video clip or demonstration on boiling and shallow frying methods of cooking; Cook and serve boiled and shallow fried foods; Demonstrate learning to learn by working cautiously while boiling and shallow frying ; following cooking steps; and promoting safety measures while working with fire and fats. | How can we cook foods using boiling and frying methods? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Identify health practices that promote personal hygiene. | The learner is guided to: Brainstorm and enumerate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Apply health practices that promote personal hygiene. | The learner is guided to: Demonstrate appropriate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Embrace health practices to promote personal hygiene in daily life. | The learner is guided to: Demonstrate self -efficacy through practising good grooming ; and responsibility as they carry out health practices. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Identify health practices that promote personal hygiene. | The learner is guided to: Brainstorm and enumerate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Apply health practices that promote personal hygiene. | The learner is guided to: Demonstrate appropriate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Embrace health practices to promote personal hygiene in daily life. | The learner is guided to: Demonstrate self -efficacy through practising good grooming ; and responsibility as they carry out health practices. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Identify health practices that promote personal hygiene. | The learner is guided to: Brainstorm and enumerate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Apply health practices that promote personal hygiene. | The learner is guided to: Demonstrate appropriate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Embrace health practices to promote personal hygiene in daily life. | The learner is guided to: Demonstrate self -efficacy through practising good grooming ; and responsibility as they carry out health practices. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Hygiene Practices | Personal Hygiene | By the end of the lesson, the learner should be able to: Identify health practices that promote personal hygiene. | The learner is guided to: Brainstorm and enumerate practices that promote personal hygiene such as hand washing, use of personal protective equipment, use of clean water and cleaning foods. | How does personal hygiene promote good health? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Describe the various methods used for cleaning home environment. | The learner is guided to: Discuss the methods of cleaning home environment such as mopping, dusting, sweeping and disposal of refuse. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Use appropriate methods to clean home environment. | The learner is guided to: Apply the methods such as mopping, dusting, sweeping and disposal of refuse to maintain hygiene in the environment. The methods to be applied using improvised and locally available resources. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Appreciate a clean environment in promoting domestic hygiene. | The learner is guided to: Develop creativity in the use of improvised resources while cleaning; accountability in taking care of living places; and environmental awareness in maintaining clean environment. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Describe the various methods used for cleaning home environment. | The learner is guided to: Discuss the methods of cleaning home environment such as mopping, dusting, sweeping and disposal of refuse. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Use appropriate methods to clean home environment. | The learner is guided to: Apply the methods such as mopping, dusting, sweeping and disposal of refuse to maintain hygiene in the environment. The methods to be applied using improvised and locally available resources. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Appreciate a clean environment in promoting domestic hygiene. | The learner is guided to: Develop creativity in the use of improvised resources while cleaning; accountability in taking care of living places; and environmental awareness in maintaining clean environment. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Describe the various methods used for cleaning home environment. | The learner is guided to: Discuss the methods of cleaning home environment such as mopping, dusting, sweeping and disposal of refuse. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Use appropriate methods to clean home environment. | The learner is guided to: Apply the methods such as mopping, dusting, sweeping and disposal of refuse to maintain hygiene in the environment. The methods to be applied using improvised and locally available resources. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Hygiene Practices | Domestic Hygiene | By the end of the lesson, the learner should be able to: Appreciate a clean environment in promoting domestic hygiene. | The learner is guided to: Develop creativity in the use of improvised resources while cleaning; accountability in taking care of living places; and environmental awareness in maintaining clean environment. | How can we maintain hygienic in the home environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 1 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Identify personal protective equipment in day to day life. | The learner is guided to: Search for information or observe a demonstration to identify common personal protective equipment such as gloves, dust masks, gum boots, head gear, overall and canvas shoes. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 2 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Clean personal protective equipment for hygiene purposes. | The learner is guided to: Apply appropriate methods to clean personal protective equipment such as gumboots or canvas shoes. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 3 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Appreciate clean personal protective equipment in promoting hygiene. | The learner is guided to: Develop digital literacy as they search for personal protective equipment; responsibility as they care for personal protective items; and personal safety skills as they exercise caution in the cleaning activity. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 6 | 4 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Identify personal protective equipment in day to day life. | The learner is guided to: Search for information or observe a demonstration to identify common personal protective equipment such as gloves, dust masks, gum boots, head gear, overall and canvas shoes. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 1 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Clean personal protective equipment for hygiene purposes. | The learner is guided to: Apply appropriate methods to clean personal protective equipment such as gumboots or canvas shoes. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 2 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Appreciate clean personal protective equipment in promoting hygiene. | The learner is guided to: Develop digital literacy as they search for personal protective equipment; responsibility as they care for personal protective items; and personal safety skills as they exercise caution in the cleaning activity. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 3 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Identify personal protective equipment in day to day life. | The learner is guided to: Search for information or observe a demonstration to identify common personal protective equipment such as gloves, dust masks, gum boots, head gear, overall and canvas shoes. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 7 | 4 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Clean personal protective equipment for hygiene purposes. | The learner is guided to: Apply appropriate methods to clean personal protective equipment such as gumboots or canvas shoes. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 1 | Hygiene Practices | Cleaning Personal Protective Equipment | By the end of the lesson, the learner should be able to: Appreciate clean personal protective equipment in promoting hygiene. | The learner is guided to: Develop digital literacy as they search for personal protective equipment; responsibility as they care for personal protective items; and personal safety skills as they exercise caution in the cleaning activity. | How does cleaning of personal protective equipment promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 2 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Identify the types of tacking stitch in sewing. | The learner is guided to: Observe samples of tacking stitches (even tacking; long and short tacking) used in sewing. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 3 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Make an item using tacking stitches. | The learner is guided to: Make sample item such as a handkerchief or scarecrow clothing using tacking (even tacking or long and short stitches) stitches. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 8 | 4 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Appreciate the importance of tacking stitches. | The learner is guided to: Apply creativity and innovativeness in making an item; demonstrate unity while sharing sewing items; and exercise personal safety while working with sharp sewing tools. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 1 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Identify the types of tacking stitch in sewing. | The learner is guided to: Observe samples of tacking stitches (even tacking; long and short tacking) used in sewing. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 2 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Make an item using tacking stitches. | The learner is guided to: Make sample item such as a handkerchief or scarecrow clothing using tacking (even tacking or long and short stitches) stitches. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 3 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Appreciate the importance of tacking stitches. | The learner is guided to: Apply creativity and innovativeness in making an item; demonstrate unity while sharing sewing items; and exercise personal safety while working with sharp sewing tools. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 9 | 4 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Identify the types of tacking stitch in sewing. | The learner is guided to: Observe samples of tacking stitches (even tacking; long and short tacking) used in sewing. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 1 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Make an item using tacking stitches. | The learner is guided to: Make sample item such as a handkerchief or scarecrow clothing using tacking (even tacking or long and short stitches) stitches. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 2 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Appreciate the importance of tacking stitches. | The learner is guided to: Apply creativity and innovativeness in making an item; demonstrate unity while sharing sewing items; and exercise personal safety while working with sharp sewing tools. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 3 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Identify the types of tacking stitch in sewing. | The learner is guided to: Observe samples of tacking stitches (even tacking; long and short tacking) used in sewing. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 10 | 4 | Production Techniques | Making Tacking Stitches | By the end of the lesson, the learner should be able to: Make an item using tacking stitches. | The learner is guided to: Make sample item such as a handkerchief or scarecrow clothing using tacking (even tacking or long and short stitches) stitches. | How can we use tacking stitches in making items? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 11 | 1 | Revision | Revision of Term work: Food Production Processes, Hygiene Practices, Production Techniques. | Learners revisit key concepts, correct misconceptions and practise past questions. | Revision notes, past papers, textbook | Oral questions, written exercises, peer review | |||
| 12 | 1 | Revision | Revision of Term work: Food Production Processes, Hygiene Practices, Production Techniques. | Learners revisit key concepts, correct misconceptions and practise past questions. | Revision notes, past papers, textbook | Oral questions, written exercises, peer review | |||
| 13 | 1 | End of Term Assessment | End of term assessment covering: Food Production Processes, Hygiene Practices, Production Techniques. | Learners sit the end of term assessment and review feedback. | End of term examination paper, assessment rubric | End of term examination, project and portfolio review |
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