CBE · Upper Primary
Grade 5 Agriculture and Nutrition Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Agriculture and Nutrition scheme of work for Grade 5 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 5
- Subject
- Agriculture and Nutrition
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 5 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Conservation of Resources
Soil Conservation · Water Conservation · Conserving Wild Animals
Food Production Processes
Growing Vegetables · Uses of Domestic Animals
| 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 sites for soil improvement in the school or community. | The learner is guided to: Discuss and identify sites in the school or community that have poor soil for crop growth. | How can we improve the soil using suitable organic wastes? | 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: Construct organic waste pit for soil improvement. | The learner is guided to: Construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school. | How can we improve the soil using suitable organic wastes? | 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: Demonstrate use of plant remains for soil improvement. | The learner is guided to: Plant crop in a residue pit to observe and appreciate soil improvement from accumulated organic wastes. | How can we improve the soil using suitable organic wastes? | 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 sites for soil improvement in the school or community. | The learner is guided to: Develop observation skills as they identify appropriate site; value of unity as they work to construct the pit; and environmental awareness while recycling organic wastes in the pit method to improve the soil. | How can we improve the soil using suitable organic wastes? | 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: Construct organic waste pit for soil improvement. | The learner is guided to: Discuss and identify sites in the school or community that have poor soil for crop growth. | How can we improve the soil using suitable organic wastes? | 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: Demonstrate use of plant remains for soil improvement. | The learner is guided to: Construct a pit, a site or a structure for damping plant residue and suitable food remains and organic kitchen wastes in school. | How can we improve the soil using suitable organic wastes? | 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 sites for soil improvement in the school or community. | The learner is guided to: Plant crop in a residue pit to observe and appreciate soil improvement from accumulated organic wastes. | How can we improve the soil using suitable organic wastes? | 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 | Soil Conservation | By the end of the lesson, the learner should be able to: Construct organic waste pit for soil improvement. | The learner is guided to: Develop observation skills as they identify appropriate site; value of unity as they work to construct the pit; and environmental awareness while recycling organic wastes in the pit method to improve the soil. | How can we improve the soil using suitable organic wastes? | 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: Identify ways of conserving water for household gardening. | The learner is guided to: Use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening. | How can we conserve soil water in household gardening practices? | 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: Practice water conservation within the school or community. | The learner is guided to: Make presentations to share experiences on importance of conserving water (mulching, cover cropping and shading) in kitchen and backyard gardening activities. | How can we conserve soil water in household gardening practices? | 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: Appreciate importance of conserving water in the community. | The learner is guided to: Practice various ways of conserving water in farming (Mulching, shading, cover cropping) within the school. | How can we conserve soil water in household gardening practices? | 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: Identify ways of conserving water for household gardening. | The learner is guided to: In groups learners to experiment on mulching (mulch some crops and leave others un-mulched and compare moisture conservation). | How can we conserve soil water in household gardening practices? | 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: Practice water conservation within the school or community. | The learner is guided to: Develop learning to learn by engaging in self-driven task of water conservation; responsible use of devices to search for information; and environmental awareness as they sustain available soil water. | How can we conserve soil water in household gardening practices? | 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: Appreciate importance of conserving water in the community. | The learner is guided to: Use devices or other resources to search for information on ways of water conservation such as mulching, cover cropping and shading in kitchen and backyard gardening. | How can we conserve soil water in household gardening practices? | 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 | Water Conservation | By the end of the lesson, the learner should be able to: Identify ways of conserving water for household gardening. | The learner is guided to: Make presentations to share experiences on importance of conserving water (mulching, cover cropping and shading) in kitchen and backyard gardening activities. | How can we conserve soil water in household gardening practices? | 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 | Water Conservation | By the end of the lesson, the learner should be able to: Practice water conservation within the school or community. | The learner is guided to: Practice various ways of conserving water in farming (Mulching, shading, cover cropping) within the school. | How can we conserve soil water in household gardening practices? | 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 | Water Conservation | By the end of the lesson, the learner should be able to: Appreciate importance of conserving water in the community. | The learner is guided to: In groups learners to experiment on mulching (mulch some crops and leave others un-mulched and compare moisture conservation). | How can we conserve soil water in household gardening practices? | 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 | Conserving Wild Animals | By the end of the lesson, the learner should be able to: Identify ways of repelling wild animals to avoid damage of property. | The learner is guided to: Watch video clips or listen to a resource person on safe ways of repelling wild animals (such as use of smoke, smells) to avoid damage on property (crops and domestic animals) and live better with wild animals. | How can we repel wild animals to avoid destruction of property? | 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 | Conserving Wild Animals | By the end of the lesson, the learner should be able to: Repel wild animals to avoid destruction of property. | The learner is guided to: Innovate safe ways of repelling small wild animals (smoke, use of smell repellant or any other). | How can we repel wild animals to avoid destruction of property? | 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 | Conserving Wild Animals | By the end of the lesson, the learner should be able to: Appreciate importance of living better with wild animals. | The learner is guided to: Develop critical thinking skills to solve the problem of destruction of property; demonstrate value of patriotism as they care the environment by conserving biodiversity. | How can we repel wild animals to avoid destruction of property? | 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 5 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Food Production Processes
Preservation of Cereals and Pulses · Food Nutrients · Dry Fat Frying and Deep Frying
Hygiene Practices
Good Grooming Practices · Home Hygiene
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Food Production Processes | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Describe methods of preserving cereals and pulses the locality. | The learner is guided to: Brainstorm and share experiences on methods of preserving and storing cereals and pulses (such as sun drying, use of ashes, use of airtight containers) at household level. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Preserve cereals and pulses for food security. | The learner is guided to: Preserve and store cereals and pulses using methods such as sun drying, use of ash and airtight containers. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Appreciate the importance of preserving cereals and pulses for food security. | The learner is guided to: Make class presentations to share experiences on importance of preserving and storing cereals and pulses. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Describe methods of preserving cereals and pulses the locality. | The learner is guided to: Develop critical thinking skills to solve the problem of food spoilage; value of unity as learners make class presentations; and food security awareness in preserving foods. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Preserve cereals and pulses for food security. | The learner is guided to: Brainstorm and share experiences on methods of preserving and storing cereals and pulses (such as sun drying, use of ashes, use of airtight containers) at household level. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Appreciate the importance of preserving cereals and pulses for food security. | The learner is guided to: Preserve and store cereals and pulses using methods such as sun drying, use of ash and airtight containers. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Describe methods of preserving cereals and pulses the locality. | The learner is guided to: Make class presentations to share experiences on importance of preserving and storing cereals and pulses. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Preserve cereals and pulses for food security. | The learner is guided to: Develop critical thinking skills to solve the problem of food spoilage; value of unity as learners make class presentations; and food security awareness in preserving foods. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Appreciate the importance of preserving cereals and pulses for food security. | The learner is guided to: Brainstorm and share experiences on methods of preserving and storing cereals and pulses (such as sun drying, use of ashes, use of airtight containers) at household level. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Preservation of Cereals and Pulses | By the end of the lesson, the learner should be able to: Describe methods of preserving cereals and pulses the locality. | The learner is guided to: Preserve and store cereals and pulses using methods such as sun drying, use of ash and airtight containers. | How does preservation and storage of cereals and pulses enhance food security? | 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Explain functions of food nutrients in the body. | The learner is guided to: Search and share information on functions of food nutrients (carbohydrates, vitamins, proteins, fats). | Why is the knowledge of food nutrients important in food production? | 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Categorize foods based on their major nutrients. | The learner is guided to: Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods, carbohydrates rich foods, vitamins and minerals rich foods). | Why is the knowledge of food nutrients important in 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 | 1 | Food Production Processes | Food Nutrients | By the end of the lesson, the learner should be able to: Identify nutritional diseases and disorders associated with poor eating habits. | The learner is guided to: Make class presentations on the importance of various nutrients in the body. | Why is the knowledge of food nutrients important in 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 | 2 | Food Production Processes | Food Nutrients | By the end of the lesson, the learner should be able to: Appreciate the importance of various nutrients in the body. | The learner is guided to: Use print and digital devices to search for information on various nutritional diseases and disorders such as kwashiorkor, marasmus, goiter and anaemia. | Why is the knowledge of food nutrients important in 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Explain functions of food nutrients in the body. | The learner is guided to: Develop digital literacy as they search for information on nutrients; value of unity as they make presentations; and health promotion awareness skills as they learn about the importance of nutrients in the body. | Why is the knowledge of food nutrients important in 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Categorize foods based on their major nutrients. | The learner is guided to: Search and share information on functions of food nutrients (carbohydrates, vitamins, proteins, fats). | Why is the knowledge of food nutrients important in 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Identify nutritional diseases and disorders associated with poor eating habits. | The learner is guided to: Use real food materials, photographs, to categorize foods based on their major nutrients (protein rich foods, carbohydrates rich foods, vitamins and minerals rich foods). | Why is the knowledge of food nutrients important in 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Appreciate the importance of various nutrients in the body. | The learner is guided to: Make class presentations on the importance of various nutrients in the body. | Why is the knowledge of food nutrients important in 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Explain functions of food nutrients in the body. | The learner is guided to: Use print and digital devices to search for information on various nutritional diseases and disorders such as kwashiorkor, marasmus, goiter and anaemia. | Why is the knowledge of food nutrients important in 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 | Food Nutrients | By the end of the lesson, the learner should be able to: Categorize foods based on their major nutrients. | The learner is guided to: Develop digital literacy as they search for information on nutrients; value of unity as they make presentations; and health promotion awareness skills as they learn about the importance of nutrients in the body. | Why is the knowledge of food nutrients important in 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 5 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Hygiene Practices
Home Hygiene · Laundering Cotton Item
Production Techniques
Repairing Garments · Constructing Vertical and Horizontal Garden
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Hygiene Practices | Home Hygiene | By the end of the lesson, the learner should be able to: Identify surfaces made from different materials in home environment. | The learner is guided to: Discuss and share experiences on surfaces made from different materials such as glass, wooden, earthen floors, cemented and tiled. | How do you clean surfaces made from different materials? | 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 | Home Hygiene | By the end of the lesson, the learner should be able to: Clean different types of surfaces in the home environment. | The learner is guided to: Clean different types of surfaces such as glass, wooden, earthen floors, cemented and tiled. | How do you clean surfaces made from different materials? | 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 | Home Hygiene | By the end of the lesson, the learner should be able to: Appreciate living in a clean home environment to promote healthy living. | The learner is guided to: Develop listening and speaking skills while brainstorming; unity while cleaning surfaces; and observe safety while they take personal care in the cleaning activity. | How do you clean surfaces made from different materials? | 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 | Home Hygiene | By the end of the lesson, the learner should be able to: Identify surfaces made from different materials in home environment. | The learner is guided to: Discuss and share experiences on surfaces made from different materials such as glass, wooden, earthen floors, cemented and tiled. | How do you clean surfaces made from different materials? | 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 | Home Hygiene | By the end of the lesson, the learner should be able to: Clean different types of surfaces in the home environment. | The learner is guided to: Clean different types of surfaces such as glass, wooden, earthen floors, cemented and tiled. | How do you clean surfaces made from different materials? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Describe how to launder a cotton item. | The learner is guided to: Watch a clip or observe a demonstration on how to launder a cotton item (white and fast coloured cotton). | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Launder a cotton item for personal hygiene. | The learner is guided to: Launder a white and fast coloured cotton item. | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Appreciate importance of laundry work for hygiene purposes. | The learner is guided to: Practice laundering of white and fast coloured items at home to appreciate the importance of laundry work for personal hygiene. | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Describe how to launder a cotton item. | The learner is guided to: Develop learning to learn as they adopt learnt skills to launder personal items; responsibility while taking care of the personal items; and promote hygiene by maintaining cleanliness. | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Launder a cotton item for personal hygiene. | The learner is guided to: Watch a clip or observe a demonstration on how to launder a cotton item (white and fast coloured cotton). | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Appreciate importance of laundry work for hygiene purposes. | The learner is guided to: Launder a white and fast coloured cotton item. | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Describe how to launder a cotton item. | The learner is guided to: Practice laundering of white and fast coloured items at home to appreciate the importance of laundry work for personal hygiene. | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Launder a cotton item for personal hygiene. | The learner is guided to: Develop learning to learn as they adopt learnt skills to launder personal items; responsibility while taking care of the personal items; and promote hygiene by maintaining cleanliness. | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Appreciate importance of laundry work for hygiene purposes. | The learner is guided to: Watch a clip or observe a demonstration on how to launder a cotton item (white and fast coloured cotton). | How does laundering cotton items promote hygiene? | 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 | Laundering Cotton Item | By the end of the lesson, the learner should be able to: Describe how to launder a cotton item. | The learner is guided to: Launder a white and fast coloured cotton item. | How does laundering cotton items promote hygiene? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 4 | Production Techniques | Repairing Garments | By the end of the lesson, the learner should be able to: Identify stiches used in repairing garment. | The learner is guided to: Use pictures, realia, video clips and charts to identify stiches such as back stitch and running stitch used in repairing garment. | How can we repair garments? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 1 | Production Techniques | Repairing Garments | By the end of the lesson, the learner should be able to: Make samples of stiches used to repair garments. | The learner is guided to: Make samples of running and back stitch. | How can we repair garments? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 2 | Production Techniques | Repairing Garments | By the end of the lesson, the learner should be able to: Use the stiches to repair gapping seam. | The learner is guided to: Use back stitch and running stitch to repair gapping seam. | How can we repair garments? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 3 | Production Techniques | Repairing Garments | By the end of the lesson, the learner should be able to: Adopt the stitches to repair of garments. | The learner is guided to: Adopt the stitches to repair their daily wear. | How can we repair garments? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 5 | 4 | Production Techniques | Repairing Garments | By the end of the lesson, the learner should be able to: Identify stiches used in repairing garment. | The learner is guided to: Develop problem solving skills as they repair their garments; responsibility as they. | How can we repair garments? | 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 3
Weeks 6–13 are in the full Term 3 document — KES 30 by M-Pesa.
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It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 5 Agriculture and Nutrition so far. Each term has its own week-by-week table and free preview, and a new term joins this same page when it goes live.
How do I download a whole term as a PDF?
The first 5 weeks of each term are free to read on this page. Open the term you need, pay KES 30 by M-Pesa, then use Print / Save PDF — the sheet is laid out for A4 landscape.
Can I adapt it for my own school calendar?
Every scheme is generated from the curriculum taxonomy, so you can rebuild it with your own week count, strands and pacing on the Generate screen and keep the result as your own document.