CBE · Junior School
Grade 7 Agriculture and Nutrition Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Agriculture and Nutrition scheme of work for Grade 7 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 7
- Subject
- Agriculture and Nutrition
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 7 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CONSERVATION OF RESOURCES
Controlling Soil Pollution · Constructing Water Retention Structures · Conserving Food Nutrients · Growing Trees
FOOD PRODUCTION PROCESSES
Crop Establishment · Crop Establishment - Planting
| 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 Pollution | By the end of the lesson, the learner should be able to: explain the causes of soil pollution in gardening. | The learner is guided to: search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes. | How can household practices cause soil pollution? | 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 Pollution | By the end of the lesson, the learner should be able to: control soil pollution in home environment. | The learner is guided to: engage in safe soil pollution control practices such as safe disposal of household waste water, used chemical containers and plastic wastes. | How can household practices cause soil pollution? | 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 Pollution | By the end of the lesson, the learner should be able to: demonstrate responsibility in using safe farming practices to conserve the soil. | The learner is guided to: create awareness messages against improper disposal of waste water, dumping of soil pollutants, used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers. | How can household practices cause soil pollution? | 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 Pollution | By the end of the lesson, the learner should be able to: explain the causes of soil pollution in gardening. | The learner is guided to: search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes. | How can household practices cause soil pollution? | 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 Pollution | By the end of the lesson, the learner should be able to: control soil pollution in home environment. | The learner is guided to: engage in safe soil pollution control practices such as safe disposal of household waste water, used chemical containers and plastic wastes. | How can household practices cause soil pollution? | 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 Pollution | By the end of the lesson, the learner should be able to: demonstrate responsibility in using safe farming practices to conserve the soil. | The learner is guided to: create awareness messages against improper disposal of waste water, dumping of soil pollutants, used chemical containers and plastic wastes and use of correct types and amounts of farm chemicals and fertilizers. | How can household practices cause soil pollution? | 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 Pollution | By the end of the lesson, the learner should be able to: explain the causes of soil pollution in gardening. | The learner is guided to: search and watch a video clip or print media on causes of soil pollution and then share experiences on causes of soils pollution such as waste water, excessive use of artificial fertilizers, agricultural chemicals and plastic wastes. | How can household practices cause soil pollution? | 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: describe how surface run-off can be used in gardening. | The learner is guided to: search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: construct water retention structures to conserve surface runoff. | The learner is guided to: construct retention ditches or retention pits for water conservation. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: adopt utilisation of surface run-off in gardening. | The learner is guided to: establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot to adopt the utilization of surface run-off in gardening. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: describe how surface run-off can be used in gardening. | The learner is guided to: search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: construct water retention structures to conserve surface runoff. | The learner is guided to: construct retention ditches or retention pits for water conservation. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: adopt utilisation of surface run-off in gardening. | The learner is guided to: establish a crop of their choice such as a banana sucker, sugarcane, napier grass or arrowroot to adopt the utilization of surface run-off in gardening. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: describe how surface run-off can be used in gardening. | The learner is guided to: search for information and discuss how surface run-off can be conserved in structures such as water retention ditches and water retention pits for gardening. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | Constructing Water Retention Structures | By the end of the lesson, the learner should be able to: construct water retention structures to conserve surface runoff. | The learner is guided to: construct retention ditches or retention pits for water conservation. | How can surface run-off be conserved for gardening purposes?; How does construction of water retention structures 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 | 4 | CONSERVATION OF RESOURCES | Conserving Food Nutrients | By the end of the lesson, the learner should be able to: identify ways of conserving vitamins and minerals in vegetables. | The learner is guided to: search for information and discuss on ways of conserving vitamins and minerals in vegetables such as washing, peeling, cutting, cooking time, and covering. | How do we conserve vitamins and minerals in vegetables? | 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 Food Nutrients | By the end of the lesson, the learner should be able to: conserve vitamins and minerals in vegetables. | The learner is guided to: conserve vitamins and minerals in vegetables during food handling, preparation and cooking. | How do we conserve vitamins and minerals in vegetables? | 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 Food Nutrients | By the end of the lesson, the learner should be able to: adopt conservation of vitamins and minerals in vegetables. | The learner is guided to: Discuss and make presentations on how they can adopt appropriate ways of handling, preparing and cooking vegetables to conserve vitamins and minerals. | How do we conserve vitamins and minerals in vegetables? | 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 Food Nutrients | By the end of the lesson, the learner should be able to: identify ways of conserving vitamins and minerals in vegetables. | The learner is guided to: search for information and discuss on ways of conserving vitamins and minerals in vegetables such as washing, peeling, cutting, cooking time, and covering. | How do we conserve vitamins and minerals in vegetables? | 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 Food Nutrients | By the end of the lesson, the learner should be able to: conserve vitamins and minerals in vegetables. | The learner is guided to: conserve vitamins and minerals in vegetables during food handling, preparation and cooking. | How do we conserve vitamins and minerals in vegetables? | 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 7 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOOD PRODUCTION PROCESSES
Crop Establishment · Selected Crop Management Practices · Preparing Animal Products · Preparing Animal Products - Honey · Cooking Food · Cooking Food - Roasting · Cooking Food - Steaming
HYGIENE PRACTICES
Hygiene in Rearing Animals · Laundry: Loose Coloured Items
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FOOD PRODUCTION PROCESSES | Crop Establishment | By the end of the lesson, the learner should be able to: determine appropriate tilth for selected planting material; prepare a suitable tilth for establishing selected planting material; adopt appropriate tilth in establishing a selected planting material. | The learner is guided to: observe provided planting materials and suggest appropriate tilth for each material (small sized seeds for fine tilth, medium sized seeds for medium tilth and large planting materials like tubers, suckers and cuttings for coarse tilth); prepare suitable sites (fine tilth for small seeds, medium tilth for medium sized seeds, coarse tilth for large planting materials like tubers, suckers and cuttings); establish a planting material of their choice in the selected soil tilth and take care of the crop to adopt use of appropriate tilth in crop production. | How does planting material determine planting site preparation? | 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: explain management practices carried out on crops. | The learner is guided to: watch a video, or a demonstration on management practices (gapping, thinning, weeding, earthing-up). | How can we carry out management practices in crop 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: carry out management practices in crop production. | The learner is guided to: carry out selected management practices (gapping, thinning, weeding through physical methods, earthing-up). | How can we carry out management practices in crop 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: appreciate importance of various management practices in crop production. | The learner is guided to: make class presentations on the importance of the selected management practices in crop production. | How can we carry out management practices in crop 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: explain management practices carried out on crops. | The learner is guided to: watch a video, or a demonstration on management practices (gapping, thinning, weeding, earthing-up). | How can we carry out management practices in crop production? | 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: carry out management practices in crop production. | The learner is guided to: carry out selected management practices (gapping, thinning, weeding through physical methods, earthing-up). | How can we carry out management practices in crop production? | 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: appreciate importance of various management practices in crop production. | The learner is guided to: make class presentations on the importance of the selected management practices in crop production. | How can we carry out management practices in crop production? | 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: explain management practices carried out on crops. | The learner is guided to: watch a video, or a demonstration on management practices (gapping, thinning, weeding, earthing-up). | How can we carry out management practices in crop production? | 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 | Selected Crop Management Practices | By the end of the lesson, the learner should be able to: carry out management practices in crop production. | The learner is guided to: carry out selected management practices (gapping, thinning, weeding through physical methods, earthing-up). | How can we carry out management practices in crop production? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: explain how to prepare animal products for various purposes. | The learner is guided to: search for information, discuss and share experiences on how to prepare eggs and honey for use and storage. | How can we prepare animal products? | 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 | Preparing Animal Products - Honey | By the end of the lesson, the learner should be able to: prepare animal products for various purposes. | The learner is guided to: prepare eggs (sorting, grading, packing) and honey (crushing and straining method, packing in appropriate containers). | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: embrace preparation of animal products for various purposes. | The learner is guided to: display prepared animal products to embrace the practice of preparing animal products. | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: explain how to prepare animal products for various purposes. | The learner is guided to: search for information, discuss and share experiences on how to prepare eggs and honey for use and storage. | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: prepare animal products for various purposes. | The learner is guided to: prepare eggs (sorting, grading, packing) and honey (crushing and straining method, packing in appropriate containers). | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: embrace preparation of animal products for various purposes. | The learner is guided to: display prepared animal products to embrace the practice of preparing animal products. | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: explain how to prepare animal products for various purposes. | The learner is guided to: search for information, discuss and share experiences on how to prepare eggs and honey for use and storage. | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: prepare animal products for various purposes. | The learner is guided to: prepare eggs (sorting, grading, packing) and honey (crushing and straining method, packing in appropriate containers). | How can we prepare animal products? | 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 | Preparing Animal Products | By the end of the lesson, the learner should be able to: embrace preparation of animal products for various purposes. | The learner is guided to: display prepared animal products to embrace the practice of preparing animal products. | How can we prepare animal products? | 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 | Cooking Food | By the end of the lesson, the learner should be able to: describe methods of cooking different types of foods. | The learner is guided to: use digital resources, print materials or resource person to source for information on grilling, roasting and steaming foods. | Why should we use different methods of cooking food? | 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 | Cooking Food - Roasting | By the end of the lesson, the learner should be able to: cook food using various methods. | The learner is guided to: practise grilling, steaming and roasting methods to prepare foods while observing safety of self and others. | Why should we use different methods of cooking food? | 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 7 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
HYGIENE PRACTICES
Laundry: Loose Coloured Items
PRODUCTION TECHNIQUES
Knitting Skills · Constructing Framed Suspended Garden · Adding Value to Crop Produce · Making Homemade Soap
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | HYGIENE PRACTICES | Laundry: Loose Coloured Items | By the end of the lesson, the learner should be able to: describe how to launder a loose coloured article for hygiene purposes. | The learner is guided to: watch a video clip or a demonstration on how to launder a loose coloured (sorting, washing by kneading and squeezing, drying, finishing). | How do you launder a loose coloured article for hygienic purposes? | 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: Loose Coloured Items | By the end of the lesson, the learner should be able to: launder a loose coloured article for hygiene purposes. | The learner is guided to: launder a loose coloured item (sorting, washing by kneading and squeezing, drying, finishing). | How do you launder a loose coloured article for hygienic purposes? | 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: Loose Coloured Items | By the end of the lesson, the learner should be able to: embrace laundering of loose coloured article for hygiene purposes. | The learner is guided to: display the clean loose coloured articles to embrace appropriate laundry for hygiene purposes. | How do you launder a loose coloured article for hygienic purposes? | 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: Loose Coloured Items | By the end of the lesson, the learner should be able to: describe how to launder a loose coloured article for hygiene purposes. | The learner is guided to: watch a video clip or a demonstration on how to launder a loose coloured (sorting, washing by kneading and squeezing, drying, finishing). | How do you launder a loose coloured article for hygienic purposes? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | PRODUCTION TECHNIQUES | Knitting Skills | By the end of the lesson, the learner should be able to: describe knitting stitches used in making household articles. | The learner is guided to: use digital devices or real materials or print media identify basic knitting stitches (purl and knit). | How do you knit an article for household use? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | PRODUCTION TECHNIQUES | Knitting Skills | By the end of the lesson, the learner should be able to: knit various articles for household use. | The learner is guided to: knit a simple household article such as tool bag, scarf, gloves, mats or table wipers. | How do you knit an article for household use? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | PRODUCTION TECHNIQUES | Knitting Skills | By the end of the lesson, the learner should be able to: embrace knitting skills in making household articles. | The learner is guided to: display knitted work to embrace the use of knitted articles for household use. | How do you knit an article for household use? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 4 | PRODUCTION TECHNIQUES | Knitting Skills | By the end of the lesson, the learner should be able to: describe knitting stitches used in making household articles. | The learner is guided to: use digital devices or real materials or print media identify basic knitting stitches (purl and knit). | How do you knit an article for household use? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 1 | PRODUCTION TECHNIQUES | Knitting Skills | By the end of the lesson, the learner should be able to: knit various articles for household use. | The learner is guided to: knit a simple household article such as tool bag, scarf, gloves, mats or table wipers. | How do you knit an article for household use? | 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 | Knitting Skills | By the end of the lesson, the learner should be able to: embrace knitting skills in making household articles. | The learner is guided to: display knitted work to embrace the use of knitted articles for household use. | How do you knit an article for household use? | 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 | Knitting Skills | By the end of the lesson, the learner should be able to: describe knitting stitches used in making household articles. | The learner is guided to: use digital devices or real materials or print media identify basic knitting stitches (purl and knit). | How do you knit an article for household use? | 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 | Knitting Skills | By the end of the lesson, the learner should be able to: knit various articles for household use. | The learner is guided to: knit a simple household article such as tool bag, scarf, gloves, mats or table wipers. | How do you knit an article for household use? | 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 | Knitting Skills | By the end of the lesson, the learner should be able to: embrace knitting skills in making household articles. | The learner is guided to: display knitted work to embrace the use of knitted articles for household use. | How do you knit an article for household use? | 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 | Knitting Skills | By the end of the lesson, the learner should be able to: describe knitting stitches used in making household articles. | The learner is guided to: use digital devices or real materials or print media identify basic knitting stitches (purl and knit). | How do you knit an article for household use? | 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 | Constructing Framed Suspended Garden | By the end of the lesson, the learner should be able to: describe framed suspended garden for growing crops. | The learner is guided to: search for photos, videos and illustrations on framed suspended gardens to describe how they are constructed. | How are framed suspended gardens constructed? | 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 | Constructing Framed Suspended Garden | By the end of the lesson, the learner should be able to: construct a framed structure for suspended garden. | The learner is guided to: innovate and construct framed suspended gardens using locally available materials such as wires, wooden planks, metal bars and poles. | How are framed suspended gardens constructed? | 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 | Constructing Framed Suspended Garden | By the end of the lesson, the learner should be able to: embrace the use of framed suspended garden for growing crops. | The learner is guided to: establish a crop on the constructed framed suspended garden to embrace their use in growing crops. | How are framed suspended gardens constructed? | 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 | Constructing Framed Suspended Garden | By the end of the lesson, the learner should be able to: describe framed suspended garden for growing crops. | The learner is guided to: search for photos, videos and illustrations on framed suspended gardens to describe how they are constructed. | How are framed suspended gardens constructed? | 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 | Constructing Framed Suspended Garden | By the end of the lesson, the learner should be able to: construct a framed structure for suspended garden. | The learner is guided to: innovate and construct framed suspended gardens using locally available materials such as wires, wooden planks, metal bars and poles. | How are framed suspended gardens constructed? | 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 | Constructing Framed Suspended Garden | By the end of the lesson, the learner should be able to: embrace the use of framed suspended garden for growing crops. | The learner is guided to: establish a crop on the constructed framed suspended garden to embrace their use in growing crops. | How are framed suspended gardens constructed? | 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 7 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 7 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.