CBE · Junior School
Grade 8 Agriculture and Nutrition Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Agriculture and Nutrition scheme of work for Grade 8 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 8
- Subject
- Agriculture and Nutrition
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 8 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CONSERVATION OF RESOURCES
Soil Conservation Measures · Water Harvesting and Storage
FOOD PRODUCTION PROCESSES
Kitchen and Backyard Gardening · Poultry Rearing in a Fold · Crop Pest and Disease Control
| 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 Measures | By the end of the lesson, the learner should be able to: describe methods of soil conservation in agricultural environment. | The learner is guided to: search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media. | How can we conserve soil in the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 2 | CONSERVATION OF RESOURCES | Soil Conservation Measures | By the end of the lesson, the learner should be able to: carry out soil conservation activities in the environment. | The learner is guided to: explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines and soil bunds. | How can we conserve soil in the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 3 | CONSERVATION OF RESOURCES | Soil Conservation Measures | By the end of the lesson, the learner should be able to: demonstrate caring attitude towards soil in the environment. | The learner is guided to: construct a farm model using materials such as cartons, cardboards, soil and papier-mache for displaying soil conservation measures on a farm. | How can we conserve soil in the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 1 | 4 | CONSERVATION OF RESOURCES | Soil Conservation Measures | By the end of the lesson, the learner should be able to: describe methods of soil conservation in agricultural environment. | The learner is guided to: search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media. | How can we conserve soil in the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 1 | CONSERVATION OF RESOURCES | Soil Conservation Measures | By the end of the lesson, the learner should be able to: carry out soil conservation activities in the environment. | The learner is guided to: explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines and soil bunds. | How can we conserve soil in the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 2 | CONSERVATION OF RESOURCES | Soil Conservation Measures | By the end of the lesson, the learner should be able to: demonstrate caring attitude towards soil in the environment. | The learner is guided to: construct a farm model using materials such as cartons, cardboards, soil and papier-mache for displaying soil conservation measures on a farm. | How can we conserve soil in the environment? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 2 | 3 | CONSERVATION OF RESOURCES | Soil Conservation Measures | By the end of the lesson, the learner should be able to: describe methods of soil conservation in agricultural environment. | The learner is guided to: search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media. | How can we conserve soil in 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 | Soil Conservation Measures | By the end of the lesson, the learner should be able to: carry out soil conservation activities in the environment. | The learner is guided to: explore the school environment and carry out activities on soil conservation in the school such as strip cropping, grassed water ways, stone lines, trash lines and soil bunds. | How can we conserve soil in 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 | Soil Conservation Measures | By the end of the lesson, the learner should be able to: demonstrate caring attitude towards soil in the environment. | The learner is guided to: construct a farm model using materials such as cartons, cardboards, soil and papier-mache for displaying soil conservation measures on a farm. | How can we conserve soil in 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 | Soil Conservation Measures | By the end of the lesson, the learner should be able to: describe methods of soil conservation in agricultural environment. | The learner is guided to: search and share information on methods of soil conservation (strip cropping, grassed water ways, stone lines, trash lines, soil bunds) using digital devices and print media. | How can we conserve soil in 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 | Water Harvesting and Storage | By the end of the lesson, the learner should be able to: discuss ways of storing harvested water for domestic use. | The learner is guided to: search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers. | How can we harvest and store water for domestic purposes? | 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 Harvesting and Storage | By the end of the lesson, the learner should be able to: take part in harvesting and storing water in the school for domestic use. | The learner is guided to: initiate measures of their choice towards water harvesting and storage in the school. | How can we harvest and store water for domestic purposes? | 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 Harvesting and Storage | By the end of the lesson, the learner should be able to: show responsibility in harvesting and storing water for domestic use. | The learner is guided to: make class presentations on possible initiatives and maintenance practices that can be made to harvest and store rain water and surface runoff in the school environment. | How can we harvest and store water for domestic purposes? | 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 Harvesting and Storage | By the end of the lesson, the learner should be able to: discuss ways of storing harvested water for domestic use. | The learner is guided to: search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers. | How can we harvest and store water for domestic purposes? | 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 Harvesting and Storage | By the end of the lesson, the learner should be able to: take part in harvesting and storing water in the school for domestic use. | The learner is guided to: initiate measures of their choice towards water harvesting and storage in the school. | How can we harvest and store water for domestic purposes? | 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 Harvesting and Storage | By the end of the lesson, the learner should be able to: show responsibility in harvesting and storing water for domestic use. | The learner is guided to: make class presentations on possible initiatives and maintenance practices that can be made to harvest and store rain water and surface runoff in the school environment. | How can we harvest and store water for domestic purposes? | 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 Harvesting and Storage | By the end of the lesson, the learner should be able to: discuss ways of storing harvested water for domestic use. | The learner is guided to: search and share information in groups, on how harvested water can be stored for domestic purposes, using methods such as shallow water pans, water ponds and suitable water containers. | How can we harvest and store water for domestic purposes? | 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 | Water Harvesting and Storage | By the end of the lesson, the learner should be able to: take part in harvesting and storing water in the school for domestic use. | The learner is guided to: initiate measures of their choice towards water harvesting and storage in the school. | How can we harvest and store water for domestic purposes? | 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 | Water Harvesting and Storage | By the end of the lesson, the learner should be able to: show responsibility in harvesting and storing water for domestic use. | The learner is guided to: make class presentations on possible initiatives and maintenance practices that can be made to harvest and store rain water and surface runoff in the school environment. | How can we harvest and store water for domestic purposes? | 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 | Kitchen and Backyard Gardening | By the end of the lesson, the learner should be able to: explain the role of kitchen and backyard garden in food production. | The learner is guided to: use digital and print resource to search for the roles of kitchen and backyard garden in food production such as production of fresh healthy foods, saving money and readily accessible food. | How does kitchen garden contribute to food production? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review |
Showing 5 of 13 weeks of Term 1
Weeks 6–13 are in the full Term 1 document — KES 30 by M-Pesa.
Term 2 — Grade 8 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOOD PRODUCTION PROCESSES
Crop Pest and Disease Control · Preparation of Animal Products · Preparation of Animal Products - Dressing poultry · Preserving animal products · Preserving animal products - Meat · Cooking: Preparing a Balanced Meal
HYGIENE PRACTICES
Cleaning the Kitchen
| 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 Pest and Disease Control | By the end of the lesson, the learner should be able to: identify vegetable crops attacked by pests and diseases. | The learner is guided to: take a field excursion to observe and identify vegetable crops that are attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: control pests and diseases on vegetable crops. | The learner is guided to: take a field excursion to a vegetable garden, observe and identify vegetable crops affected by disease (wilting plants, black and brown spots and rotting of plant parts). | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: acknowledge importance of controlling pests and diseases in vegetable production. | The learner is guided to: control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying natural pesticides such as ash. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: identify vegetable crops attacked by pests and diseases. | The learner is guided to: control diseases on vegetables using methods such as removing affected parts and uprooting heavily affected crops. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: control pests and diseases on vegetable crops. | The learner is guided to: discuss and make presentations on importance of controlling crop pests and diseases in vegetable production. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: acknowledge importance of controlling pests and diseases in vegetable production. | The learner is guided to: take a field excursion to observe and identify vegetable crops that are attacked by pests (punctured leaves, cut-off seedlings, curling leaves) and the common sites where the pests are found. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: identify vegetable crops attacked by pests and diseases. | The learner is guided to: take a field excursion to a vegetable garden, observe and identify vegetable crops affected by disease (wilting plants, black and brown spots and rotting of plant parts). | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: control pests and diseases on vegetable crops. | The learner is guided to: control pests on vegetables using methods such as handpicking, removing affected crop parts, uprooting heavily affected crops and applying natural pesticides such as ash. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Crop Pest and Disease Control | By the end of the lesson, the learner should be able to: acknowledge importance of controlling pests and diseases in vegetable production. | The learner is guided to: control diseases on vegetables using methods such as removing affected parts and uprooting heavily affected crops. | How can we identify vegetable crops attacked by pests and diseases?; How can we control pests and diseases affecting crops? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: explain the importance of processing fish and dressing poultry carcass. | The learner is guided to: discuss to share experiences on the importance of processing fish and dressing poultry. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products - Dressing poultry | By the end of the lesson, the learner should be able to: process fresh fish for various purposes. | The learner is guided to: process fresh fish through scaling, gutting, cleaning, salting, and frying. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: dress poultry carcass for various purposes. | The learner is guided to: dress poultry carcass (beheading, defeathering, removal of offal, cleaning) for various uses. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: uphold ethical and safety practices in preparation of animal products. | The learner is guided to: make presentations to create awareness on ethical issues (humane killing and handling while slaughtering) and safety practices in preparation of animal products. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: explain the importance of processing fish and dressing poultry carcass. | The learner is guided to: discuss to share experiences on the importance of processing fish and dressing poultry. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: process fresh fish for various purposes. | The learner is guided to: process fresh fish through scaling, gutting, cleaning, salting, and frying. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: dress poultry carcass for various purposes. | The learner is guided to: dress poultry carcass (beheading, defeathering, removal of offal, cleaning) for various uses. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: uphold ethical and safety practices in preparation of animal products. | The learner is guided to: make presentations to create awareness on ethical issues (humane killing and handling while slaughtering) and safety practices in preparation of animal products. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preparation of Animal Products | By the end of the lesson, the learner should be able to: explain the importance of processing fish and dressing poultry carcass. | The learner is guided to: discuss to share experiences on the importance of processing fish and dressing poultry. | How can we process fresh fish?; How can we dress poultry carcass? | 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 | Preserving animal products | By the end of the lesson, the learner should be able to: explain the importance of preserving milk and meat at household level. | The learner is guided to: search for information from digital and print resources, discuss and share experiences on the importance of preserving milk and meat at household level. | How can we preserve milk and meat at household level? | 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 | Preserving animal products - Meat | By the end of the lesson, the learner should be able to: preserve meat to prolong shelf life at household level. | The learner is guided to: preserve milk through methods such as boiling, fermenting and home cooling techniques. | How can we preserve milk and meat at household level? | 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 8 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
HYGIENE PRACTICES
Cleaning the Kitchen
PRODUCTION TECHNIQUES
Sewing Skills: Constructing Household Items · Constructing Innovative Animal Waterer · ICT Support Services
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | HYGIENE PRACTICES | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: explain the routine cleaning practices of a kitchen. | The learner is guided to: share experiences on routine cleaning of the kitchen (daily, weekly, special cleaning). | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: carry out cleaning of a kitchen to maintain hygiene. | The learner is guided to: clean the kitchen to maintain hygiene applying (daily, weekly and special cleaning). | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: appreciate the importance of a clean kitchen for healthy living. | The learner is guided to: Make discussions and presentations on the importance of a clean kitchen for healthy living. | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: explain the routine cleaning practices of a kitchen. | The learner is guided to: share experiences on routine cleaning of the kitchen (daily, weekly, special cleaning). | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: carry out cleaning of a kitchen to maintain hygiene. | The learner is guided to: clean the kitchen to maintain hygiene applying (daily, weekly and special cleaning). | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: appreciate the importance of a clean kitchen for healthy living. | The learner is guided to: Make discussions and presentations on the importance of a clean kitchen for healthy living. | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Cleaning the Kitchen | By the end of the lesson, the learner should be able to: explain the routine cleaning practices of a kitchen. | The learner is guided to: share experiences on routine cleaning of the kitchen (daily, weekly, special cleaning). | How can daily, weekly and special cleaning enhance hygiene in the kitchen? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: identify types of seams used in making household items. | The learner is guided to: search for information on different types of seams used in making household items (open and plain seams). | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: make samples of seams on a piece of cloth. | The learner is guided to: make samples of open and plain seams on a piece of cloth using hand sewing. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: construct a household item using seams. | The learner is guided to: make a simple household article such as lap bag, work bag, pillow case, cushion cover using plain or open seams. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: appreciate the use of seam in making household items. | The learner is guided to: display samples of household items they make to appreciate the use of seams in making household items. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: identify types of seams used in making household items. | The learner is guided to: search for information on different types of seams used in making household items (open and plain seams). | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: make samples of seams on a piece of cloth. | The learner is guided to: make samples of open and plain seams on a piece of cloth using hand sewing. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: construct a household item using seams. | The learner is guided to: make a simple household article such as lap bag, work bag, pillow case, cushion cover using plain or open seams. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: appreciate the use of seam in making household items. | The learner is guided to: display samples of household items they make to appreciate the use of seams in making household items. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: identify types of seams used in making household items. | The learner is guided to: search for information on different types of seams used in making household items (open and plain seams). | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: make samples of seams on a piece of cloth. | The learner is guided to: make samples of open and plain seams on a piece of cloth using hand sewing. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: construct a household item using seams. | The learner is guided to: make a simple household article such as lap bag, work bag, pillow case, cushion cover using plain or open seams. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: appreciate the use of seam in making household items. | The learner is guided to: display samples of household items they make to appreciate the use of seams in making household items. | How can a household item be made using seams? | 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 | Sewing Skills: Constructing Household Items | By the end of the lesson, the learner should be able to: identify types of seams used in making household items. | The learner is guided to: search for information on different types of seams used in making household items (open and plain seams). | How can a household item be made using seams? | 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 8 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 8 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.