CBE · Upper Primary
Grade 6 Agriculture and Nutrition Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Agriculture and Nutrition scheme of work for Grade 6 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 6
- Subject
- Agriculture and Nutrition
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 6 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Conservation of Resources
Controlling Soil Erosion · Conserving Water: Seedbeds · Conserving wild animals: Using Physical Deterrents
Food Production Processes
Rearing Small 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Describe types of soil erosion in the environment. | The learner is guided to: Watch video clip or photographs or visit to observe types of soil erosion. | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Control soil erosion in the environment. | The learner is guided to: Demonstrate how to control various types of soil erosion (gulley, rill, splash and sheet erosion). | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Appreciate importance of conserving soil. | The learner is guided to: Discuss and make class presentations on importance of controlling soil erosion to conserve soil in their environment. | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Describe types of soil erosion in the environment. | The learner is guided to: Develop problem solving skills while demonstrating soil erosion control; patriotism as they show concern for environmental conservation in the community. | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Control soil erosion in the environment. | The learner is guided to: Watch video clip or photographs or visit to observe types of soil erosion. | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Appreciate importance of conserving soil. | The learner is guided to: Demonstrate how to control various types of soil erosion (gulley, rill, splash and sheet erosion). | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Describe types of soil erosion in the environment. | The learner is guided to: Discuss and make class presentations on importance of controlling soil erosion to conserve soil in their environment. | How does erosion control 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 | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Control soil erosion in the environment. | The learner is guided to: Develop problem solving skills while demonstrating soil erosion control; patriotism as they show concern for environmental conservation in the community. | How does erosion control 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 | |
| 3 | 1 | Conservation of Resources | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Appreciate importance of conserving soil. | The learner is guided to: Watch video clip or photographs or visit to observe types of soil erosion. | How does erosion control 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 | |
| 3 | 2 | Conservation of Resources | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Describe types of soil erosion in the environment. | The learner is guided to: Demonstrate how to control various types of soil erosion (gulley, rill, splash and sheet erosion). | How does erosion control 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 | |
| 3 | 3 | Conservation of Resources | Controlling Soil Erosion | By the end of the lesson, the learner should be able to: Control soil erosion in the environment. | The learner is guided to: Discuss and make class presentations on importance of controlling soil erosion to conserve soil in their environment. | How does erosion control 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 | |
| 3 | 4 | Conservation of Resources | Conserving Water: Seedbeds | By the end of the lesson, the learner should be able to: Identify types of seedbeds that conserve soil moisture. | The learner is guided to: Watch video clips, photographs, visit sites or on various types of seedbeds that conserve moisture such as sunken bed, moisture bed, and shallow pits. | How can we prepare a seedbed to conserve moisture? | 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 | Conserving Water: Seedbeds | By the end of the lesson, the learner should be able to: Prepare different types of seedbeds that conserve soil moisture. | The learner is guided to: Prepare seedbeds that conserve moisture (sunken seedbed and shallow pit). | How can we prepare a seedbed to conserve moisture? | 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 | Conserving Water: Seedbeds | By the end of the lesson, the learner should be able to: Appreciate importance of conserving moisture in a seedbed to increase chances of plants growth. | The learner is guided to: Utilize the sunken seedbed and shallow pits to appreciate the importance moisture conservation. | How can we prepare a seedbed to conserve moisture? | 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 | Conserving Water: Seedbeds | By the end of the lesson, the learner should be able to: Identify types of seedbeds that conserve soil moisture. | The learner is guided to: Develop problem solving skills as they conserve soil moisture; value of social justice while sharing tasks; and awareness that water is a scarce resource in the environment. | How can we prepare a seedbed to conserve moisture? | 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 | Conserving Water: Seedbeds | By the end of the lesson, the learner should be able to: Prepare different types of seedbeds that conserve soil moisture. | The learner is guided to: Watch video clips, photographs, visit sites or on various types of seedbeds that conserve moisture such as sunken bed, moisture bed, and shallow pits. | How can we prepare a seedbed to conserve moisture? | 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 | Conserving Water: Seedbeds | By the end of the lesson, the learner should be able to: Appreciate importance of conserving moisture in a seedbed to increase chances of plants growth. | The learner is guided to: Prepare seedbeds that conserve moisture (sunken seedbed and shallow pit). | How can we prepare a seedbed to conserve moisture? | 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 Water: Seedbeds | By the end of the lesson, the learner should be able to: Identify types of seedbeds that conserve soil moisture. | The learner is guided to: Utilize the sunken seedbed and shallow pits to appreciate the importance moisture conservation. | How can we prepare a seedbed to conserve moisture? | 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 Water: Seedbeds | By the end of the lesson, the learner should be able to: Prepare different types of seedbeds that conserve soil moisture. | The learner is guided to: Develop problem solving skills as they conserve soil moisture; value of social justice while sharing tasks; and awareness that water is a scarce resource in the environment. | How can we prepare a seedbed to conserve moisture? | 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 Water: Seedbeds | By the end of the lesson, the learner should be able to: Appreciate importance of conserving moisture in a seedbed to increase chances of plants growth. | The learner is guided to: Watch video clips, photographs, visit sites or on various types of seedbeds that conserve moisture such as sunken bed, moisture bed, and shallow pits. | How can we prepare a seedbed to conserve moisture? | 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 6 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Food Production Processes
Rearing Small Domestic Animals · Preserving Crop Products: Fruits and Vegetables · Stewing and Baking Food
Hygiene Practices
Body Cleanliness · Laundry: Stain Removal
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Food Production Processes | Rearing Small Domestic Animals | By the end of the lesson, the learner should be able to: Explain routine practices in rearing of small domestic animals. | The learner is guided to: Share experiences on routine practices in rearing of small domestic animals. | How does rearing of 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 | |
| 1 | 2 | Food Production Processes | Rearing Small Domestic Animals | By the end of the lesson, the learner should be able to: Rear small domestic animals used as sources of food. | The learner is guided to: Rear small domestic animal such as rabbits and guinnea pig to practice routine practices such as housing, feeding, watering, sanitation and parasite control. | How does rearing of 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 | |
| 1 | 3 | Food Production Processes | Rearing Small Domestic Animals | By the end of the lesson, the learner should be able to: Embrace the rearing of small domestic animals used as sources of food. | The learner is guided to: Develop self-realization and confidence as they rear small domestic animals; integrity in fair allocation of resources and tasks; and observe animal welfare while handling the animals in the rearing project. | How does rearing of 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 | |
| 1 | 4 | Food Production Processes | Rearing Small Domestic Animals | By the end of the lesson, the learner should be able to: Explain routine practices in rearing of small domestic animals. | The learner is guided to: Share experiences on routine practices in rearing of small domestic animals. | How does rearing of 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 | |
| 2 | 1 | Food Production Processes | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Describe how to preserve and store fruits and vegetables at home. | The learner is guided to: Watch video clips or listen to resource person and share experiences on how to preserve fruits and vegetables using sun-drying methods. | How does preservation of fruits and vegetables 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 | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Preserve fruits and vegetables using drying method. | The learner is guided to: Preserve fruits or vegetables using drying method. | How does preservation of fruits and vegetables 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 | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Adopt preservation and storage of fruits and vegetables to reduce food wastage. | The learner is guided to: Adopt preservation and storage of fruits and vegetables at home to reduce food wastage. | How does preservation of fruits and vegetables 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 | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Describe how to preserve and store fruits and vegetables at home. | The learner is guided to: Develop problem solving skills as they preserve fruits and vegetables to reduce wastage; integrity by observing hygienic and safe methods of preservation; and food security as a social concern to ensure constant supply of fruits and vegetables. | How does preservation of fruits and vegetables 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 | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Preserve fruits and vegetables using drying method. | The learner is guided to: Watch video clips or listen to resource person and share experiences on how to preserve fruits and vegetables using sun-drying methods. | How does preservation of fruits and vegetables 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 | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Adopt preservation and storage of fruits and vegetables to reduce food wastage. | The learner is guided to: Preserve fruits or vegetables using drying method. | How does preservation of fruits and vegetables 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 | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Describe how to preserve and store fruits and vegetables at home. | The learner is guided to: Adopt preservation and storage of fruits and vegetables at home to reduce food wastage. | How does preservation of fruits and vegetables 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 | 4 | Food Production Processes | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Preserve fruits and vegetables using drying method. | The learner is guided to: Develop problem solving skills as they preserve fruits and vegetables to reduce wastage; integrity by observing hygienic and safe methods of preservation; and food security as a social concern to ensure constant supply of fruits and vegetables. | How does preservation of fruits and vegetables 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 | |
| 4 | 1 | Food Production Processes | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Adopt preservation and storage of fruits and vegetables to reduce food wastage. | The learner is guided to: Watch video clips or listen to resource person and share experiences on how to preserve fruits and vegetables using sun-drying methods. | How does preservation of fruits and vegetables 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 | |
| 4 | 2 | Food Production Processes | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Describe how to preserve and store fruits and vegetables at home. | The learner is guided to: Preserve fruits or vegetables using drying method. | How does preservation of fruits and vegetables 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 | |
| 4 | 3 | Food Production Processes | Preserving Crop Products: Fruits and Vegetables | By the end of the lesson, the learner should be able to: Preserve fruits and vegetables using drying method. | The learner is guided to: Adopt preservation and storage of fruits and vegetables at home to reduce food wastage. | How does preservation of fruits and vegetables 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 | |
| 4 | 4 | Food Production Processes | Stewing and Baking Food | By the end of the lesson, the learner should be able to: Describe stewing and baking as methods of cooking. | The learner is guided to: Watch video clip or demonstration on stewing and baking methods of cooking. | How can we cook foods using baking methods?; How can we cook foods using stewing methods? | 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 | Stewing and Baking Food | By the end of the lesson, the learner should be able to: Cook food using stewing and baking methods. | The learner is guided to: Cook and serve foods prepared through stewing and baking (rubbing-in method). | How can we cook foods using baking methods?; How can we cook foods using stewing methods? | 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 | Stewing and Baking Food | By the end of the lesson, the learner should be able to: Embrace stewing and baking in food production. | The learner is guided to: Develop learning to learn while working cautiously to stewing and baking processes; responsibility by following cooking steps; and observe safety measures while working with fire and steam. | How can we cook foods using baking methods?; How can we cook foods using stewing methods? | 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 | Stewing and Baking Food | By the end of the lesson, the learner should be able to: Describe stewing and baking as methods of cooking. | The learner is guided to: Watch video clip or demonstration on stewing and baking methods of cooking. | How can we cook foods using baking methods?; How can we cook foods using stewing methods? | 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 | Stewing and Baking Food | By the end of the lesson, the learner should be able to: Cook food using stewing and baking methods. | The learner is guided to: Cook and serve foods prepared through stewing and baking (rubbing-in method). | How can we cook foods using baking methods?; How can we cook foods using stewing methods? | 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 6 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
Hygiene Practices
Laundry: Stain Removal
Production Techniques
Crocheting of PPEs · Constructing Moist Bed Garden
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | Hygiene Practices | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Identify common stains on clothing and household articles. | The learner is guided to: Use digital resources and sample articles to identify common stains (blood and grass) on clothing and household articles. | How does stain removal enhance personal hygiene? | 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Remove common stains from clothing and household articles. | The learner is guided to: Carry out removal of common stains (blood and grass) on clothing and household articles. | How does stain removal enhance personal hygiene? | 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Adopt stain removal for personal hygiene. | The learner is guided to: Practise and adopt stain removal for personal hygiene. | How does stain removal enhance personal hygiene? | 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Identify common stains on clothing and household articles. | The learner is guided to: Demonstrate learning to learn as they adopt different ways of removing stains; responsibility as they take care of their clothes; and personal hygiene as they maintain cleanliness. | How does stain removal enhance personal hygiene? | 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Remove common stains from clothing and household articles. | The learner is guided to: Use digital resources and sample articles to identify common stains (blood and grass) on clothing and household articles. | How does stain removal enhance personal hygiene? | 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Adopt stain removal for personal hygiene. | The learner is guided to: Carry out removal of common stains (blood and grass) on clothing and household articles. | How does stain removal enhance personal 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Identify common stains on clothing and household articles. | The learner is guided to: Practise and adopt stain removal for personal hygiene. | How does stain removal enhance personal 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Remove common stains from clothing and household articles. | The learner is guided to: Demonstrate learning to learn as they adopt different ways of removing stains; responsibility as they take care of their clothes; and personal hygiene as they maintain cleanliness. | How does stain removal enhance personal 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 | Laundry: Stain Removal | By the end of the lesson, the learner should be able to: Adopt stain removal for personal hygiene. | The learner is guided to: Use digital resources and sample articles to identify common stains (blood and grass) on clothing and household articles. | How does stain removal enhance personal 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 | Production Techniques | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Identify crocheting stitches in making household article. | The learner is guided to: Observe a demonstration by resource person, video clip or photographs to identify crocheting stitches (single and double crochet stitches) in making household article. | How can crocheting solve daily problems? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | Production Techniques | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Use crocheting stitches to make a household article. | The learner is guided to: Use (single or double crochet stitches) to make articles such as personal protective equipment, mat, cleaning rug, and surface wipers. | How can crocheting solve daily problems? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 4 | Production Techniques | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Adopt use of crocheting stiches in making household articles. | The learner is guided to: Adopt use of crocheting stiches in making household articles used in their daily routines. | How can crocheting solve daily problems? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 1 | Production Techniques | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Identify crocheting stitches in making household article. | The learner is guided to: Develop creativity skills as they construct items using crocheting skills, integrity in the prudent use of resources; and financial literacy as they reduce expenses by constructing personal protective equipment. | How can crocheting solve daily problems? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 2 | Production Techniques | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Use crocheting stitches to make a household article. | The learner is guided to: Observe a demonstration by resource person, video clip or photographs to identify crocheting stitches (single and double crochet stitches) in making household article. | How can crocheting solve daily problems? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 4 | 3 | Production Techniques | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Adopt use of crocheting stiches in making household articles. | The learner is guided to: Use (single or double crochet stitches) to make articles such as personal protective equipment, mat, cleaning rug, and surface wipers. | How can crocheting solve daily problems? | 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 | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Identify crocheting stitches in making household article. | The learner is guided to: Adopt use of crocheting stiches in making household articles used in their daily routines. | How can crocheting solve daily problems? | 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 | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Use crocheting stitches to make a household article. | The learner is guided to: Develop creativity skills as they construct items using crocheting skills, integrity in the prudent use of resources; and financial literacy as they reduce expenses by constructing personal protective equipment. | How can crocheting solve daily problems? | 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 | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Adopt use of crocheting stiches in making household articles. | The learner is guided to: Observe a demonstration by resource person, video clip or photographs to identify crocheting stitches (single and double crochet stitches) in making household article. | How can crocheting solve daily problems? | 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 | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Identify crocheting stitches in making household article. | The learner is guided to: Use (single or double crochet stitches) to make articles such as personal protective equipment, mat, cleaning rug, and surface wipers. | How can crocheting solve daily problems? | 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 | Crocheting of PPEs | By the end of the lesson, the learner should be able to: Use crocheting stitches to make a household article. | The learner is guided to: Adopt use of crocheting stiches in making household articles used in their daily routines. | How can crocheting solve daily problems? | 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.
More Grade 6 schemes of work
Questions about this scheme of work
Does this page cover all the terms?
It carries Terms 1, 2 and 3 of 2026 — every term published for Grade 6 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.