CBE · Junior School
Grade 9 Agriculture and Nutrition Scheme of Work — Terms 1, 2 and 3, 2026
A CBE Agriculture and Nutrition scheme of work for Grade 9 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 9
- Subject
- Agriculture and Nutrition
- Terms
- Terms 1, 2 and 3
- Year
- 2026
- Weeks
- 39
Term 1 — Grade 9 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
CONSERVATION OF RESOURCES
Conserving Animal Feed: Hay · Conserving Leftover Food · Integrated Farming
FOOD PRODUCTION PROCESSES
Organic Gardening
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | CONSERVATION OF RESOURCES | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: describe methods of conserving forage in coping with drought. | The learner is guided to: use digital and print resources to search for information and share experiences on methods of conserving forage in coping with drought (baled hay making, standing forage, stacking). | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: conserve forage to cope with drought. | The learner is guided to: conserve forage through stacking and box bailing methods using locally available materials such as grass and maize stover to make hay for drought season. | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: adopt conservation of forage in coping with drought. | The learner is guided to: discuss and make class presentation on how households can adopt conservation of forage in coping with drought. | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: describe methods of conserving forage in coping with drought. | The learner is guided to: use digital and print resources to search for information and share experiences on methods of conserving forage in coping with drought (baled hay making, standing forage, stacking). | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: conserve forage to cope with drought. | The learner is guided to: conserve forage through stacking and box bailing methods using locally available materials such as grass and maize stover to make hay for drought season. | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: adopt conservation of forage in coping with drought. | The learner is guided to: discuss and make class presentation on how households can adopt conservation of forage in coping with drought. | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: describe methods of conserving forage in coping with drought. | The learner is guided to: use digital and print resources to search for information and share experiences on methods of conserving forage in coping with drought (baled hay making, standing forage, stacking). | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: conserve forage to cope with drought. | The learner is guided to: conserve forage through stacking and box bailing methods using locally available materials such as grass and maize stover to make hay for drought season. | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: adopt conservation of forage in coping with drought. | The learner is guided to: discuss and make class presentation on how households can adopt conservation of forage in coping with drought. | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: describe methods of conserving forage in coping with drought. | The learner is guided to: use digital and print resources to search for information and share experiences on methods of conserving forage in coping with drought (baled hay making, standing forage, stacking). | How can hay conservation contribute to coping with drought? | 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 | Conserving Animal Feed: Hay | By the end of the lesson, the learner should be able to: conserve forage to cope with drought. | The learner is guided to: conserve forage through stacking and box bailing methods using locally available materials such as grass and maize stover to make hay for drought season. | How can hay conservation contribute to coping with drought? | 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 Animal Feed: Hay | By the end of the lesson, the learner should be able to: adopt conservation of forage in coping with drought. | The learner is guided to: discuss and make class presentation on how households can adopt conservation of forage in coping with drought. | How can hay conservation contribute to coping with drought? | 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 Leftover Food | By the end of the lesson, the learner should be able to: explain the importance of conserving leftover food at home. | The learner is guided to: search and share experiences importance of conserving leftover food at home. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: prepare leftover food to avoid wastage. | The learner is guided to: prepare leftover food for consumption through methods such as reheating or preparing another recipe to avoid wastage. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: embrace the use of leftover food to avoid food wastage. | The learner is guided to: make presentations on various recipes adopted from leftover food to avoid food wastage. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: explain the importance of conserving leftover food at home. | The learner is guided to: search and share experiences importance of conserving leftover food at home. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: prepare leftover food to avoid wastage. | The learner is guided to: prepare leftover food for consumption through methods such as reheating or preparing another recipe to avoid wastage. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: embrace the use of leftover food to avoid food wastage. | The learner is guided to: make presentations on various recipes adopted from leftover food to avoid food wastage. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: explain the importance of conserving leftover food at home. | The learner is guided to: search and share experiences importance of conserving leftover food at home. | How is leftover food prepared for use to prevent food wastage? | 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 Leftover Food | By the end of the lesson, the learner should be able to: prepare leftover food to avoid wastage. | The learner is guided to: prepare leftover food for consumption through methods such as reheating or preparing another recipe to avoid wastage. | How is leftover food prepared for use to prevent food wastage? | 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 9 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
FOOD PRODUCTION PROCESSES
Organic Gardening · Storage of Crop Produce · Cooking: Using Flour Mixtures
HYGIENE PRACTICES
Cleaning Waste Disposal Facilities
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | FOOD PRODUCTION PROCESSES | Organic Gardening | By the end of the lesson, the learner should be able to: explain organic gardening practices in crop production. | The learner is guided to: search and share information on organic gardening practices in crop production. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: grow a crop using organic gardening practices. | The learner is guided to: grow a selected short season crop such as a vegetable, legume or spice crop using organic gardening practices such as use of organic manure, organic pesticides, mechanical weed control. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: appreciate importance of organic gardening in production of healthy foods. | The learner is guided to: use of organic foliar feed made from animal wastes and plants like Mexican sunflower. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: explain organic gardening practices in crop production. | The learner is guided to: share experiences through class presentations to appreciate importance of organic gardening in production of healthy foods. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: grow a crop using organic gardening practices. | The learner is guided to: search and share information on organic gardening practices in crop production. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: appreciate importance of organic gardening in production of healthy foods. | The learner is guided to: grow a selected short season crop such as a vegetable, legume or spice crop using organic gardening practices such as use of organic manure, organic pesticides, mechanical weed control. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: explain organic gardening practices in crop production. | The learner is guided to: use of organic foliar feed made from animal wastes and plants like Mexican sunflower. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: grow a crop using organic gardening practices. | The learner is guided to: share experiences through class presentations to appreciate importance of organic gardening in production of healthy foods. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Organic Gardening | By the end of the lesson, the learner should be able to: appreciate importance of organic gardening in production of healthy foods. | The learner is guided to: search and share information on organic gardening practices in crop production. | Why should we practise organic gardening?; How can we produce food crops through organic gardening? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: explain ways of preparing storage structures before storing crop produce. | The learner is guided to: use digital devices or print media to search for information on ways of preparing storage structures in readiness for storage of crop produce and share findings in plenary. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: prepare an existing storage structure in readiness for storing crop produce. | The learner is guided to: prepare an existing storage structure or facility (container, store room, granary, storage bags) in readiness for storage through practices such as cleaning, dusting, sealing cracks, repairing leakages, emptying previous crop produce and controlling rodents. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: manage stored crop produce to reduce spoilage. | The learner is guided to: manage stored crop produce (checking moisture content in cereals and pulses, ensuring ventilation, controlling rodents, turning the stored crop produce and disposing off spoilt produce). | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: show responsibility in managing stored crop produce to reduce spoilage. | The learner is guided to: use digital devices or print media to search for information on ways of preparing storage structures in readiness for storage of crop produce and share findings in plenary. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: explain ways of preparing storage structures before storing crop produce. | The learner is guided to: prepare an existing storage structure or facility (container, store room, granary, storage bags) in readiness for storage through practices such as cleaning, dusting, sealing cracks, repairing leakages, emptying previous crop produce and controlling rodents. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: prepare an existing storage structure in readiness for storing crop produce. | The learner is guided to: manage stored crop produce (checking moisture content in cereals and pulses, ensuring ventilation, controlling rodents, turning the stored crop produce and disposing off spoilt produce). | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: manage stored crop produce to reduce spoilage. | The learner is guided to: use digital devices or print media to search for information on ways of preparing storage structures in readiness for storage of crop produce and share findings in plenary. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: show responsibility in managing stored crop produce to reduce spoilage. | The learner is guided to: prepare an existing storage structure or facility (container, store room, granary, storage bags) in readiness for storage through practices such as cleaning, dusting, sealing cracks, repairing leakages, emptying previous crop produce and controlling rodents. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: explain ways of preparing storage structures before storing crop produce. | The learner is guided to: manage stored crop produce (checking moisture content in cereals and pulses, ensuring ventilation, controlling rodents, turning the stored crop produce and disposing off spoilt produce). | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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 | Storage of Crop Produce | By the end of the lesson, the learner should be able to: prepare an existing storage structure in readiness for storing crop produce. | The learner is guided to: use digital devices or print media to search for information on ways of preparing storage structures in readiness for storage of crop produce and share findings in plenary. | How can we prepare facility in readiness for storage of crop produce?; How should crop produce be managed during storage? | 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: Using Flour Mixtures | By the end of the lesson, the learner should be able to: identify types of flour mixtures used in food production. | The learner is guided to: use print or digital resources to identify types of flour mixtures used in food production such as batters and dough. | How can we make products from flour mixtures? | 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 9 Agriculture and Nutrition scheme of work
13 weeks · first 5 freeStrands and sub-strands covered
HYGIENE PRACTICES
Cleaning Waste Disposal Facilities · Disinfecting Clothing and Household Articles
PRODUCTION TECHNIQUES
Grafting in Plants · Homemade Sun Dryer
| Week | Lesson | Strand | Sub-Strand | Specific Learning Outcomes | Suggested Learning Experiences | Key Inquiry Questions | Learning Resources | Assessment Methods | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 1 | 1 | HYGIENE PRACTICES | Cleaning Waste Disposal Facilities | By the end of the lesson, the learner should be able to: explain importance of cleaning waste disposal facilities; clean waste disposal facilities at household level. | The learner is guided to: discuss and share experiences on importance of cleaning waste disposal facilities such as waste bin, sink and open drains; clean waste disposal facilities such as dust bin, sink and open drains. | How does cleaning waste disposal facilities promote 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 | Cleaning Waste Disposal Facilities | By the end of the lesson, the learner should be able to: adopt the use of clean waste disposal facilities at household level. | The learner is guided to: maintaining clean waste disposal facilities at household level using improvised resources. | How does cleaning waste disposal facilities promote 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 | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: describe methods of disinfecting clothing and household articles. | The learner is guided to: search for information or observe demonstration on methods of disinfecting clothing and household articles; use of sunlight, salting, boiling, use of disinfectants and ironing. | How can we disinfect household articles for hygiene 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 | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: carry out disinfection of clothing and household articles. | The learner is guided to: disinfect clothing and household articles like aprons, gloves, towels, dustcoats, handkerchief, socks among other personal items using methods such as sunlight, salting, boiling, use of disinfectants, ironing. | How can we disinfect household articles for hygiene 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 | HYGIENE PRACTICES | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: appreciate the importance of disinfecting clothing and household articles. | The learner is guided to: make class presentations on the importance of disinfecting clothing and household articles for hygiene purposes. | How can we disinfect household articles for hygiene purposes? | 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 | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: describe methods of disinfecting clothing and household articles. | The learner is guided to: search for information or observe demonstration on methods of disinfecting clothing and household articles; use of sunlight, salting, boiling, use of disinfectants and ironing. | How can we disinfect household articles for hygiene purposes? | 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 | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: carry out disinfection of clothing and household articles. | The learner is guided to: disinfect clothing and household articles like aprons, gloves, towels, dustcoats, handkerchief, socks among other personal items using methods such as sunlight, salting, boiling, use of disinfectants, ironing. | How can we disinfect household articles for hygiene purposes? | 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 | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: appreciate the importance of disinfecting clothing and household articles. | The learner is guided to: make class presentations on the importance of disinfecting clothing and household articles for hygiene purposes. | How can we disinfect household articles for hygiene purposes? | 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 | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: describe methods of disinfecting clothing and household articles. | The learner is guided to: search for information or observe demonstration on methods of disinfecting clothing and household articles; use of sunlight, salting, boiling, use of disinfectants and ironing. | How can we disinfect household articles for hygiene purposes? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 2 | HYGIENE PRACTICES | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: carry out disinfection of clothing and household articles. | The learner is guided to: disinfect clothing and household articles like aprons, gloves, towels, dustcoats, handkerchief, socks among other personal items using methods such as sunlight, salting, boiling, use of disinfectants, ironing. | How can we disinfect household articles for hygiene purposes? | Seeds, soil samples, garden tools, crop samples, textbook, digital device | Observation, oral questions, written exercises, group discussion, project work and portfolio review | |
| 3 | 3 | HYGIENE PRACTICES | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: appreciate the importance of disinfecting clothing and household articles. | The learner is guided to: make class presentations on the importance of disinfecting clothing and household articles for hygiene purposes. | How can we disinfect household articles for hygiene 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 | HYGIENE PRACTICES | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: describe methods of disinfecting clothing and household articles. | The learner is guided to: search for information or observe demonstration on methods of disinfecting clothing and household articles; use of sunlight, salting, boiling, use of disinfectants and ironing. | How can we disinfect household articles for hygiene 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 | HYGIENE PRACTICES | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: carry out disinfection of clothing and household articles. | The learner is guided to: disinfect clothing and household articles like aprons, gloves, towels, dustcoats, handkerchief, socks among other personal items using methods such as sunlight, salting, boiling, use of disinfectants, ironing. | How can we disinfect household articles for hygiene 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 | HYGIENE PRACTICES | Disinfecting Clothing and Household Articles | By the end of the lesson, the learner should be able to: appreciate the importance of disinfecting clothing and household articles. | The learner is guided to: make class presentations on the importance of disinfecting clothing and household articles for hygiene purposes. | How can we disinfect household articles for hygiene 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 | PRODUCTION TECHNIQUES | Grafting in Plants | By the end of the lesson, the learner should be able to: describe grafting as a method of plant propagation. | The learner is guided to: use print media or digital resources to search for information on grafting as a method of plant propagation. | Why is grafting done on a plant? | 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 | Grafting in Plants | By the end of the lesson, the learner should be able to: carry out grafting for various purposes. | The learner is guided to: carry out grafting in plants for repair, aesthetic, rejuvenation or improvement purposes. | Why is grafting done on a plant? | 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 | Grafting in Plants | By the end of the lesson, the learner should be able to: take care of the grafted plant to ensure successful union. | The learner is guided to: carry out caring practices such as watering, protecting the union, removal of the graft tape after successful union, removal of other buds on the root stock. | Why is grafting done on a plant? | 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 | Grafting in Plants | By the end of the lesson, the learner should be able to: appraise grafting for aesthetics, repair, improvement and rejuvenation purposes. | The learner is guided to: make discussions and presentations on reasons for grafting (repairing a damaged plant, aesthetic, rejuvenation and plant improvement) to appraise its applications in crop production. | Why is grafting done on a plant? | 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 | Grafting in Plants | By the end of the lesson, the learner should be able to: describe grafting as a method of plant propagation. | The learner is guided to: use print media or digital resources to search for information on grafting as a method of plant propagation. | Why is grafting done on a plant? | 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 | Grafting in Plants | By the end of the lesson, the learner should be able to: carry out grafting for various purposes. | The learner is guided to: carry out grafting in plants for repair, aesthetic, rejuvenation or improvement purposes. | Why is grafting done on a plant? | 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 9 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 9 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.