Dte Agriculture

KENYA INSTITUTE OF CURRICULUM DEVELOPMENT
A Skilled and Ethical Society
DIPLOMA IN TEACHER EDUCATION

PRE-PRIMARY AND PRIMARY
AGRICULTURE
CURRICULUM DESIGN
2024
First Published in 2021
Revised 2024
All rights reserved. No part of this document may be reproduced, stored in a retrieval system or transcribed, in any form
or by any means, electronic, mechanical, photocopy, recording or otherwise, without the prior written permission of the
publisher.
ISBN: 978-9914-724-57-8
Published and printed by Kenya Institute of Curriculum Development

TABLE OF CONTENTS
INTRODUCTION ................................................................................................................................................................................................ iii
REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P) ....................................... vi
NATIONAL GOALS OF EDUCATION .............................................................................................................................................................. x
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY (DTE–PP&P)....... xii
ESSENCE STATEMENT .................................................................................................................................................................................. xiii
GENERAL LEARNING OUTCOMES ............................................................................................................................................................. xiv
STRAND 1.0 AGRICULTURE AND ENVIRONMENT .................................................................................................................................... 2
STRAND 2.0 DOMESTIC ANIMALS .............................................................................................................................................................. 28
STRAND 3.0 GARDENING PRACTICES ....................................................................................................................................................... 32
ii
INTRODUCTION
The development of the curriculum for Diploma in Teacher Education for the Pre-Primary and Primary level (DTE–PP&P) is
a critical milestone in the implementation of Competency Based Curriculum (CBC) in Kenya. The curriculum designs herein
have been developed to prepare the teacher trainee to be able to effectively guide the learners at the Pre-Primary and Primary
School level; that is from Pre-Primary One (PP1) to Grade Six (G6) in Basic Education.
It is envisaged that the teacher educator will guide the teacher trainees appropriately to embrace the shift from the Objective-
Based to the Competency Based Curriculum which is hinged on use of learner-centred pedagogy for realisation of the stated
expected learning outcomes. In addition, the emphasis on formative assessment to facilitate learning should be underscored as
the basis for determining learner aptitude and performance. Other key aspects that have been introduced include structured
micro-teaching, a longer period for the practicum and the introduction of specific Professional Courses that ensure congruence
with the CBC vision, mission, pillars and guiding principles as enshrined in the Basic Education Curriculum Framework
(KICD, 2017).
The DTE-PP&P curriculum seeks to develop the teacher to act as a facilitator in the learning process taking into consideration
the different abilities and learning styles of individual target learners. The curriculum has been designed with emphasis on
experiential and reflective learning to develop appropriate Pedagogical Content Knowledge (PCK); hence, the emphasis on
integrated content and pedagogy for the student teachers while at college. This is to ensure that the student teacher is given
adequate time to practice how to facilitate learning of the different strands prescribed in the curriculum designs.
iii
The Curriculum designs for the DTE-PP&P are packaged according to courses of training as follows:
Professional Learning areas
1. Child Development and Psychology
2. Curriculum Studies
3. Educational Resources
4. ICT Integration in Education
5. Educational Assessment
6. Research Skills
7. Inclusive Education
8. Educational Leadership and Management
9. Sociological and Philosophical Foundations of Education
10. Historical and Comparative Foundations of Education
11. Micro Teaching
12. Practicum
Integrated Content and Pedagogy Learning areas

1. English
2. Kiswahili
3. Mathematics
4. Science and Technology
5. Agriculture
6. Home Science
7. Religious Education: CRE/IRE/HRE
iv
8. Social Studies
9. Physical and Health Education
10. Art and Craft
11. Music
12. Indigenous Language
13. Foreign Languages: French/ Arabic/ German/ Mandarin (Chinese)/ KSL
v
REGULATIONS FOR DIPLOMA IN TEACHER EDUCATION -PRE-PRIMARY AND PRIMARY (DTE-PP&P)
Entry Requirements
The entry requirements for the Diploma in Teacher Education – Pre-Primary and Primary shall be C Plain Mean Grade in the
Kenya Certificate of Secondary Education examination (KCSE) or its equivalent (as equated by the Kenya National
Examinations Council (KNEC). The Special Needs Candidates (SNE) could be admitted with C Minus (-) Grade in KCSE or
equivalent
Duration of Training
The duration for the Diploma in Teacher Education – Pre-Primary and Primary shall be three years.
Subjects Offered
The trainee undertaking the Diploma in Teacher Education – Pre-Primary and Primary (DTE –PP&P) shall take ALL courses
specified in the DTE- PP&P curriculum; which includes Professional Courses and learning areas (subjects) related to the content
in the Pre-Primary and Primary School Curriculum.
Micro-Teaching and Practicum

Micro Teaching shall be undertaken as a course and shall be a pre-requisite for the Practicum; hence a course design has been
developed for it. There shall be two (2) school term practicum sessions for which guidelines shall be developed.
Award of the Diploma

To be awarded the Diploma in Teacher Education – Pre-Primary and Primary (DTE-PP&P), the candidate must achieve the
following:
i) Complete the required hours for coursework and pass the stipulated assessment as directed by the Kenya National
Examinations Council (KNEC).
vi
ii) Complete the required hours for the Practicum and pass the stipulated assessment as directed by the Kenya National
Note: If the student teacher fails to meet the requirements for award of the Diploma in Teacher Education – Pre-Primary and
Primary (DTE –PP&P) he/she will be allowed to repeat the specific component or learning area failed.
Grading
The Diploma in Teacher Education – Pre-Primary and Primary (DTE PP&P) shall be graded as stipulated by the Kenya National
vii
TABLE 1: DISTRIBUTION OF PROFESSIONAL LEARNING AREAS
SUBJECT TERM 1 TERM TERM TERM TER TER Sub TERM 7 TER TER TOTAL
2 3 4 M5 M6 Total Micro M8 M9 FOR COURSE
Teaching -
Subject
Practicals
PROFESSIONAL LEARNING
AREAS PROFESSIONAL
1. Child Development and 10 10 10 10 10 10 60 LEARNING
Psychology AREAS
2. Curriculum Studies 30 20 20 20 90 (420 Hours )
3. Educational Resources 10 10 10 30
4. ICT Integration in 10 10 10 30
Education
5. Educational Assessment 10 10 10 30
6. Research Skills 10 10 4 24
7. Inclusive Education 10 10 10 30
8. Educational Leadership and 10 10 10 30
Management
9. Sociological and 10 10 10 30
Philosophical Foundations of
Education
10. Historical and Comparative 10 10 10 30
Foundations of Education
11. Micro Teaching 30 30
SUB TOTAL 120Hrs 80Hrs 80Hrs 60Hrs 40Hrs 40Hrs 414Hrs
viii
TABLE 2: DISTRIBUTION OF CONTENT + PEDAGOGY (SUBJECTS)
CONTENT + PEDAGOGY (SUBJECTS)
SUBJECT TERM TERM TERM TERM TERM TERM SUB TERM 7 TERM 8 TERM 9 TOTAL
1 2 3 4 5 6 TOTAL Micro FOR
Teaching - COURSE
Subject
Practicals
1 English 24 34 34 35 29 30 186 30 Practicum Practicum
2 Kiswahili 20 20 20 20 20 20 120 20 CONTENT&
3 Mathematics 30 30 30 30 30 30 180 30 300 Hours 300 Hours PEDAGOGY
4 Science and 20 20 20 20 20 20 120 30 (SUBJECTS)
Technology (1680 Hrs)
5 Agriculture 20 20 20 20 20 20 120 20
6 Home science 20 20 20 20 20 20 120 20 +
7 Religious Education:- 20 20 20 20 20 20 120 20 PRACTICUM
(CRE, IRE, HRE) (600Hrs)
8 Social Studies 20 20 20 20 20 20 120 20
9. Physical and Health 10 10 10 30 30 30 120 30
Education
10. Art and craft 10 30 30 10 20 20 120 20
11. Music 10 20 20 20 20 30 120 20
12. Indigenous Languages 10 20 20 20 30 20 120 20
13 Foreign Languages: 10 10 10 30 30 30 120 20
French/ Arabic/
German/ Mandarin
(Chinese)/ KSL
SUB TOTAL 230 Hrs 270 Hrs 270 Hrs 290 Hrs 310 Hrs 310 Hrs 1686Hrs
TOTAL 350 350 350 350 350 350 2100 300 300 300 3000 HRS
ix
NATIONAL GOALS OF EDUCATION
Education in Kenya should:
1. Foster nationalism and patriotism and promote national unity.
Kenya’s people belong to different communities, races and religions, but these differences need not divide them. They must be
able to live and interact as Kenyans. It is a paramount duty of education to help young people acquire this sense of nationhood by
removing conflicts and promoting positive attitudes of mutual respect which enable them to live together in harmony and foster
patriotism in order to make a positive contribution to the life of the nation.
2. Promote the social, economic, technological and industrial needs for national development.
Education should prepare the youth of the country to play an effective and productive role in the life of the nation.
a) Social Needs
Education in Kenya must prepare children for changes in attitudes and relationships which are necessary for the smooth
progress of a rapidly developing modern economy. There is bound to be a silent social revolution following in the wake of
rapid modernization. Education should assist our youth to adapt to this change.
b) Economic Needs
Education in Kenya should produce citizens with the skills, knowledge, expertise and personal qualities that are required to
support a growing economy. Kenya is building up a modern and independent economy which is in need of an adequate and
relevant domestic workforce.
c) Technological and Industrial Needs
Education in Kenya should provide learners with the necessary skills and attitudes for industrial development. Kenya
recognizes the rapid industrial and technological changes taking place, especially in the developed world. We can only be part
of this development if our education system is deliberately focused on the knowledge, skills and attitudes that will prepare our
young people for these changing global trends.
3. Promote individual development and self-fulfilment.

Education should provide opportunities for the fullest development of individual talents and personality. It should help children to
develop their potential interests and abilities. A vital aspect of individual development is the building of character.
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4. Promote sound moral and religious values.
Education should provide for the development of knowledge, skills and attitudes that will enhance the acquisition of sound moral
values and help children to grow up into self-disciplined, self-reliant and integrated citizens.
5. Promote social equity and responsibility.

Education should promote social equality and foster a sense of social responsibility within an education system which provides
equal educational opportunities for all. It should give all children varied and challenging opportunities for collective activities and
corporate social service irrespective of gender, ability or geographical environment.
6. Promote respect for and development of Kenya’s rich and varied cultures.
Education should instill in the youth of Kenya an understanding of past and present cultures and their valid place in contemporary
society. Children should be able to blend the best of traditional values with the changing requirements that must follow rapid
development in order to build a stable and modern society.
7. Promote international consciousness and foster positive attitudes towards other nations.
Kenya is part of the international community. It is part of the complicated and interdependent network of peoples and nations.
Education should therefore lead the youth of the country to accept membership of this international community with all the
obligations and responsibilities, rights and benefits that this membership entails.
8. Promote positive attitudes towards good health and environmental protection.

Education should inculcate in young people the value of good health in order for them to avoid indulging in activities that will
lead to physical or mental ill health. It should foster positive attitudes towards environmental development and conservation. It
should lead the youth of Kenya to appreciate the need for a healthy environment.
xi
LEVEL LEARNING OUTCOMES FOR DIPLOMA IN TEACHER EDUCATION - PRE-PRIMARY AND PRIMARY
(DTE–PP&P)
By the end of the course the teacher trainee should be able to:
1. Model appropriate behaviour and values for Pre-Primary and Primary school learners to emulate for development of good
citizenship
2. Communicate and collaborate effectively with learners, peers, parents and the community to create a conducive learning
environment.
3. Use appropriate pedagogical approaches to facilitate learning for Pre-Primary and Primary school learners in and out of the
classroom
4. Apply inclusive practices to support all Pre-Primary and Primary school learners including those with disabilities and
special educational needs
5. Employ ICT skills in the learning process to enhance digital literacy
6. Employ appropriate assessment approaches to promote effective learning
7. Identify and nurture learner’s potential and talents for appropriate placement and transition into Junior School.
8. Develop environmental conservation skills in Pre-Primary and Primary school learners to promote education for
sustainable development
9. Create innovative and effective solutions to challenges in the learning process.
10. Integrate pertinent and contemporary issues in learning to enable learners to cope with daily challenges.
xii
ESSENCE STATEMENT
Kenya is mainly dependent on an agro-based economy that requires competent manpower for sustainable development. Kenya
Vision 2030 aims to transform the country into a rapidly industrializing middle-income nation with an “innovative,
commercially-oriented and modern Agriculture sector”. The vision is in line with the Sustainable Development Goal No. 2 and
the Comprehensive Africa Agriculture Development Programme (CAADP) which aim to achieve sustainable food production
systems that implement resilient agricultural practices for food security and nutrition.
Teacher training forms Kenya’s basic foundation for labour and capacity development towards food security and economic
development. Diploma in Teacher Education – Pre-Primary and Primary (DTE –PP&P) Agriculture curriculum aims at
developing competent teachers (facilitators of learning) to achieve the country’s vision of a steady and stable agro-based
economy through education. This is informed by Piaget’s theory of constructivism which argues that an individual’s knowledge
which lead to behavioral change is based upon their experiences. Agriculture curriculum for Teacher Education will develop a
teacher who is empowered to facilitate acquisition of knowledge, skills, values and attitudes for the learners in primary school
for lifelong Agricultural competencies while maintaining environmental sustainability.
xiii
GENERAL LEARNING OUTCOMES
By the end of the course, the primary teacher trainee should be able to:
1. Develop Agricultural knowledge, skills, values and attitudes towards diverse sustainable Agricultural production practices.
2. Apply knowledge and pedagogical skills to facilitate learners to acquire competencies of rearing domestic animals for self-
empowerment and economic development.
3. Apply knowledge and pedagogical skills to facilitate learners to acquire competencies of growing crops using innovative
practices that contribute towards food security and self-reliance.
4. Develop professional skills to implement and manage learning of Agriculture.
5. Plan and manage Agricultural learning enterprises in the schools.
6. Apply digital and technological skills to facilitate learning of Agriculture.
7. Appreciate Agriculture as a worthy niche for hobby, career formation and further education and training.
xiv
STRAND 1.0 AGRICULTURE AND ENVIRONMENT
Strand Sub Strand Specific Learning Outcomes Suggested Learning Suggested Key
Experiences Inquiry Questions
1.0 1.1. By the end of the sub strand, Teacher trainees to: How does
Agriculture Overview of the teacher trainee should be  Through discussion and literature Agriculture
and Agriculture able to: review, develop the meaning and curriculum in
Environment a) discuss the importance of importance of Agriculture and its primary education
(4 hours) Agriculture in Kenya, origin. relate to Agriculture
b) relate the key natural  Research on the key natural productivity in
resources to Agricultural resources that influence Kenya?
production in Kenya, Agricultural production (Soil,
c) justify agriculture as a living organisms, water and
learning area in primary rainfall, temperature, sunlight,
education, relative humidity and wind).
d) compile the main objects  Study the essence statement in
of upper primary upper primary agriculture
agriculture from the curriculum design and derive
general learning outcomes, justification for agriculture
e) deduce aspects of curriculum for the level.
Agriculture from the pri-  Study, derive and compile the
primary and lower primary main objects of learning
Environmental activities agriculture at upper primary as
curriculum designs,
2
f) Appreciate the role of stated in the general learning
Agriculture in the outcomes in the curriculum
economic development of designs.
a country.  Pedagogical practice: Analyse
and list learning activities related
to farming from the curriculum
designs for Environmental
activities for PP1, PP2 and grades
1, 2 or 3.
1.0 1.2. By the end of the sub strand, Teacher trainees to; What resources in
Agriculture Agricultural the teacher trainee should be  Tour, discuss and map out sources primary schools
and Resources in able to: of water in the nearby school could be used for
Environment School a) investigate the sources of environment. Agricultural
Environment water in the environment  Brainstorm, research and compile activities?
b) describe activities that can a list of learner school-based
(5 hours) be carried out by learners activities that could be adopted for
to conserve water in the conserving water in the school
environment environment.
c) determine learner-based  Discuss and enumerate
activities for conserving appropriate activities that the
soil learners could carry out to
d) analyse characteristics of conserve soil in primary school.
plants growing in the  Explore the community to observe
3
school environment plants in their habitats and analyse
e) explain potential learner- them using the following plant
based activities for characteristics (poisonous/ non-
conserving plants in the poisonous, thorny/ non-thorny,
school environment edible/ non-edible, harmful /non-
f) analyse the core harmful).
competencies in the pre-  Brainstorm and enumerate
primary and lower primary activities that learners could carry
Environmental activities out to conserve plants in the
curriculum designs school environment.
g) relate core competencies to  Read and report on the core
learner activities for competencies in the various
conservation of strands of pre-primary and lower
environment primary Environmental activities
h) Demonstrate caring curriculum designs and how they
attitude towards relate to actual learner activities
conservation of for conservation of environment.
agricultural resources in  Pedagogical practice: develop a
the environment. proposal and guidelines on how a
teacher can plan, organise and
coordinate field excursion or
nature walk to identify
agricultural resources in a
4
primary school environment.
1.0 1.3. By the end of the sub strand, Teacher trainees to; 1. What is the
AGRICULTU School-based the teacher trainee should be  Explore, discuss and share on significance of
RE AND Agro- able to: potential agricultural projects they learner-based
ENVIRONME Environmental a) discuss learner-based can initiate for pupils’ income environmental
NT Enterprises activities for income generation activities in the school enterprises?
generation opportunities environment. 2. What viable
in school environment,  Develop simple business plan for learner-based
(4 hours) b) initiate a learner-based identified agricultural-based enterprises
income generating project project showing when to start the could be
in the school environment, enterprise, what will be required, initiated in
c) relate specific learning roles to be played and who to carry primary school?
outcomes to learning responsibilities in a primary school
experiences in grade 1-3 set up.
Environmental Activities  Match specific learning outcomes
curriculum designs, to their corresponding suggested
d) appreciate the role of learning experiences in sub
income generation strands of grade 1- 3
activities in schools. Environmental Activities
curriculum design, then suggest
alternative applicable learning
experiences for varied contexts of
learning.
5
 Project: visit a neighbouring
primary school, identify potential
enterprise opportunities, narrow
down to single enterprise, and
then develop a simple business
plan that could be used to
implement an agricultural and
environment-based project.
 Pedagogical practice: conduct a
class discussion on important,
relevant and viable school-based
agro-environmental enterprises in
their local contexts.
Core competencies to be developed:
 Learning to learn and reflective practice as teacher trainees discover business opportunities that could be carried out while
practising agricultural activities in primary school and also in developing business plans for implementing agricultural-based
enterprises. The reflective practice will be developed as the teacher trainees evaluate achievements and challenges of
implemented business plan.
 Pedagogical content knowledge as teacher trainees conduct a discussion on viable school-based agro-enterprises in their local
context.
Values:
Responsibility in task allocation as trainees develop an agro- based environmental enterprise.
6
Suggested Formative Assessment Rubric
Level Exceeds Expectations Meets Expectations Approaches Below Expectations
Indicators Expectations
Ability to discuss Discuses more than 5 Discusses 5 reasons to Discusses 2 -4 Discusses one reason or
the importance of reasons to show show importance of reasons to show none to show
Agriculture in importance of Agriculture Agriculture in Kenya. importance of importance of
Kenya. in Kenya. Agriculture in Agriculture in Kenya.
Kenya.
Ability to compile Compiling 6 main objects Compiles 5 main objects Compiles 3 or 4 Compiles 2 or less than
the main objects of of upper primary of upper primary main objects of 2 main objects of upper
upper primary agriculture from the agriculture from the upper primary primary agriculture
agriculture from the general learning outcomes. general learning agriculture from the from the general
general learning outcomes. general learning learning outcomes.
outcomes. outcomes.
Ability to describe Describes, in depth, Describes learner -based Describes, partially, Describes, partially,
learner-based learner -based activities for activities for conserving learner-based learner l-based activities
activities for conserving water sources water sources in school. activities for for conserving water
conserving water. in school and explains conserving water sources in school when
learner’s tasks in the sources in school. given prompts.
conservation.
7
Ability to analyse Extensively and critically Analyses plants in the Analyses plants in Partially analyses plants
characteristics of analyses plants in the school environment as the school in the school
plants growing in school environment as thorny, harmful, environment as environment as thorny
the school thorny, harmful, poisonous poisonous and edible. thorny, harmful, and and harmful.
environment. and edible. either poisonous or
edible.
Ability to Explain Explains, in depth, many Explains many potential Explains few Explains few potential
learner-based potential learner-based learner-based activities potential learner- learner-based activities
activities for activities for conserving for conserving plants in based activities for for conserving plants in
conserving plants in plants in the school the school environment. conserving plants in the school environment
the school environment. the school only when given
environment. environment. prompts.
Ability to discuss Discuses, in depth, many Discuses many learner- Discuses few Partially ddiscuses few
learner-based learner-based activities for based activities for learner-based learner-based activities
activities for income income generation income generation activities for income for income generation
generation opportunities in school opportunities in school generation opportunities in school
opportunities in environment environment opportunities in environment.
school environment. school environment
8
Strand Sub Strand Specific Learning Suggested Learning Suggested Key
Outcomes Experiences Inquiry Questions
1.0 1.4 By the end of the sub Teacher trainees to; 1. What makes a
Agriculture and Soil strand, the teacher trainee  Carry out experiments to quality fertile
Environment Composition should be able to: investigate presence of soil?
a) investigate components components (air, water, organic 2. How do the soil
(4 hours) of a garden soil sample, matter, living organisms and soil components
b) relate components of particles) of a garden soil influence
soil to its productivity sample. productivity of
in Agriculture  Discuss role of the investigated soil in
c) conduct a micro-lesson soil components to productivity Agriculture?
on how to explore of agricultural soil.
presence of air in a  Pedagogical practice: volunteer
sample of garden soil, and facilitate peers to carry out
d) conserve soil to an experiment to explore
preserve its presence of air in a given soil
components. sample.
1.0 1.5. By the end of the sub Teacher trainees to; How can we
Agriculture and Soil Physical strand, the teacher trainee  Brainstorm on physical investigate physical
Environment Properties should be able to: properties of soil. properties of soil?
a) describe the physical  Explore the physical properties
4 hours properties of soil in the of sand, clay and loam soil
environment, samples using capillarity, water
9
b) investigate the physical holding capacity and physical
properties of provided textural feel.
soil samples,  Search and watch video clips
c) critique Suggested Key showing soil physical properties
Inquiry Questions in such as capillarity, colour and
selected sub strands of drainage then present their
grade 4 Agriculture findings.
curriculum design,  Conduct field excursion in the
d) Appreciate the institution and its neighbouring
importance of various community to collect, study and
physical properties of categorise available soils based
soil. on their physical properties.
 Pedagogical practice: Study and
critique Suggested Key Inquiry
Questions in selected sub strands
of grade 4 curriculum design for
appropriateness and suggest
alternative KIQs.
1.0 1.6. By the end of the sub- Teacher trainees to; How do physical
Agriculture and Soil Uses in strand, the teacher trainee  Discuss the uses of soil in properties of soil
Environment Agriculture should be able to: Agriculture and share their influence its
10
a) Describes the uses of experiences. Agricultural uses?
soil in Agriculture,  Search the internet and watch
(3 hours) b) investigate the video clips on agricultural
relationship between activities carried out in different
physical properties of types of soils (sand, clay and
soil and their uses in loam).
Agriculture,  Present exemplary video clips in
c) explain the values to be the classroom to elicit discussion
acquired by learners as on uses of different types of soils
they learn uses of soil, in Agriculture.
d) relate physical  Deduce a list of values from the
properties of soil to grade 4 Agriculture curriculum
their Agricultural uses, designs on the sub strand of soil
e) Appreciate the conservation and explain how
relationship between the values can be acquired by the
physical properties of learners.
soil and its uses.  Pedagogical practice: facilitate
a class discussion on how
relevant values can be acquired
by learners as they learn uses of
soil .
11
1.0 1.7. By the end of the sub Teacher trainees to; 1. How can soil
Agriculture and Soil Erosion strand, the teacher trainee  Discuss to derive contextual erosion be
Environment Control should be able to: meaning of soil erosion with controlled?
a) describe meaning of soil relevant examples in the 2. What is the
(5 hours) erosion in the environment. essence of soil
environment,  Discuss the effects of soil erosion control in
b) explain the effects of erosion in agricultural context. the environment?
soil erosion on  Make field excursion in the
agriculture, environment to explore erosion
c) analyse types of soil sites, observe effects of soil
erosion in the erosion and analyse types of soil
environment, erosion (splash, rill, sheet, gully,
d) control soil erosion in wind and river bank erosion).
the environment,  Search and watch video clips on
e) Explain how to different types of soil erosion
mainstream selected and their effects on the
pertinent and environment.
contemporary issues  Simulate occurrence of various
embedded in upper types of soil erosion such as use
primary Agriculture of air blower for sheet erosion,
curriculum designs, watering can for splash erosion
12
f) appraise soil and running tap for rill erosion.
conservation in the  Search and watch a video clip on
environment. methods of controlling soil
erosion.
 Identify eroded sites and carry
out appropriate soil erosion
control measures.
 Study, list and explain how the
various PCIs will be learnt from
the upper primary agriculture
curriculum designs in the sub
strand soil Conservation.
 Pedagogical practice: Identify
selected PCIs embedded in upper
primary Agriculture curriculum
design and explain how they can
be mainstreamed in a lesson.
1.0 1.8 By the end of the sub Teacher trainees to; 1. Why should we
Agriculture and Soil Recovery strand, the teacher trainee  Tour the institution and the recover eroded
Environment should be able to: community, identify eroded sites soil?
(5 hours) a) discuss the concept of and discuss how the eroded soil 2. How does soil
13
soil recovery in the can be put back to agricultural recovery
environment, use. contribute to soil
b) describe how eroded  Discuss and present ideas on how conservation?
soil can be recovered in soil deposited due to erosion
the environment, could be collected and used for
c) identify sites of erosion farming purposes.
deposition by runoff in  Tour the institution and the
the community, community, identify and map out
d) Participate in a places where soil is deposited by
community service runoff. Trainees to present their
learning initiative to findings in a plenary.
recover soil from  Discuss ways of recovering soil
deposition sites for and then collect soil from
agricultural purposes., deposition sites and use it in crop
e) deduce community demonstration plots.
service learning Pedagogical practices:
activities from Upper Collaborate with the community
Primary Agriculture to recover and use soil from
curriculum designs, deposition sites to sensitise
f) Appreciate the community on importance of soil
importance of recovery; Identify suitable CSL
14
recovering soil in the activities in selected sub strands
environment. of Agriculture curriculum
designs in grade4, 5 and 6. .
1.0 1.9 By the end of the sub Teacher trainees to; 1. How are
Agriculture and Organic strand, the teacher trainee  Discuss types of organic organic manures
Environment Manures in should be able to: manures used in farming prepared?
Soil a) describe types of  Brainstorm on factors that 2. Why are
Conservation organic manures used in influences the quality of each organic manures
farming, type of organic manure (Green used in farming?
(5 hours) b) explain factors that manure, compost manure and 3. How does
influence quality of farmyard manure). use of organic
organic manure for  Search and watch video clips on manures contribute
farming, methods of preparing organic to environmental
c) prepare organic manures (green manure, conservation?
manures for farming, farmyard manure and compost
d) develop an assessment manure).
tool for formative  Prepare compost manure using
assessment from a heap and pit methods.
selected sub strand in  Develop an assessment tool such
upper Agriculture as checklist, assessment rubric,
curriculum designs, rating scale, written test,
15
e) Appreciate the questionnaire, observation
importance of organic schedule for assessing
manure in soil performance of learners in a
conservation. selected sub strand in Upper
Agriculture curriculum design.
 Apply the prepared manure on
existing crop garden to
appreciate its importance in soil
conservation.
 Project: prepare organic
manure using any applicable
method.
 Pedagogical practice: facilitate
guided group discussions on
importance of organic manure as
a form of environmental
conservation.
 Critical thinking and problem solving as teacher trainees determine appropriate soil conservation measures and while
carrying out activities in soil erosion control, recovery and fertility improvement.
 Citizenship and leadership as teacher trainees conduct peers in community service learning initiative to recover soil from
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deposition sites for agricultural purposes.
 Assessment competency as teacher trainees design a checklist to be used to monitor learners’ during preparation of compost
manure.
Values:
Patriotism as teacher trainees take initiative towards soil erosion control and soil recovery activities in the community.
Suggested Formative Assessment Rubrics

Ability to investigate Innovatively investigates Investigates the Investigates the Investigates the presence of
presence of components of a the presence of 5 presence of presence of 3 -4 2 or less than 2
garden soil sample (air, components of a garden components of a components of a components of a garden
water, organic matter, living soil sample garden soil sample. garden soil sample. soil sample.
organisms and mineral
particles)
Ability to describe physical Illustratively and with Describes most of the Describes few physical Describe few physical
properties of soil from examples, describes all the physical properties of properties of soil. properties of soil leaving
provided samples required physical soil. out essential details.
(capillarity, texture, water properties of soil.
holding capacity and colour)
Ability to analyse types of Critically and illustratively Analyses 5 types of Analyses 3-4 types of Analyses 2 or less than 2
soil erosion in the analyses 5 types of soil soil erosion in the soil erosion in the types of soil erosion in the
17
environment( splash, rill, erosion in the environment. environment environment environment when probed
sheet, gully, wind and river
bank erosion).
Ability to describe how In depth, describes how Describes how eroded Partially describes Partially describes with
eroded soil can be recovered eroded soil can be soil can be recovered how eroded soil can be details that require
in the environment, recovered in the in the environment, recovered in the corrections how eroded soil
environment, environment, can be recovered in the
environment
Ability to prepare organic Creatively prepares all the Prepares all the 3 Prepares 2 types of Prepares 1 type of organic
manures for farming 3 organic manures types of organic organic manures. manure.
(compost, green and farm manures.
yard manure)
Ability to develop an Develops an elaborate and Develops an Develops an Develops an assessment
assessment tool for appropriate assessment tool appropriate assessment tool with tool with many missing
formative assessment from a for formative assessment assessment tool for few missing details for details for formative
selected sub strand in upper from a selected sub strand formative assessment formative assessment assessment from a selected
Agriculture curriculum in upper Agriculture from a selected sub from a selected sub sub strand in upper
designs. curriculum designs. strand in upper strand in upper Agriculture curriculum
Agriculture Agriculture curriculum designs
curriculum designs. designs
18
Outcomes Experiences Inquiry
Question(s)
1.0 1.10 By the end of the sub Teacher trainees to; How does water
Agriculture and Water Uses in strand, the teacher trainee  visit institutions and usage contribute to
Environment Agriculture should be able to: community to observe uses of conservation of
a) describe common uses water in Agriculture, discuss Agriculture
(4 hours) of water in Agriculture, and share, information through environment?
b) use water responsibly in plenary presentations,
Agricultural practices,  use ICT devices to acquire
c) explain core ideas on uses of water in
competencies to be Agricultural practices,
developed by learners  participate in agricultural
from selected sub activities requiring effective use
strands in Upper of water,
Primary Agriculture  discuss and deduce additional
curriculum design, (other than the stipulated) core
d) appreciate the competencies that could be
importance of water in developed by learners in
Agriculture. selected sub strands in Upper
Primary Agriculture curriculum
designs,
 Pedagogical practice: Explain
19
how relevant core
competencies can be
mainstreamed when facilitating
lessons water for farming in
lower primary Environmental
Activities.
1.0 1.11 By the end of the sub Teacher trainees to; What is the
Agriculture and Water strand, the teacher trainee  brainstorm, research and rationale of water
Environment Conservation should be able to: acquire information on methods conservation in
a) describe methods of of harvesting and conserving Agriculture?
(6 hours) harvesting and water in the environment such
conserving water for as water ponds, water pans,
farming, dams, rock catchment, water
b) apply agronomic tanks, water retention ditches
measures to conserve and water retention pits (zai
soil moisture in a crop pits) and share their
garden, experiences,
c) develop functional  practise agronomic measures of
structures and models to soil moisture conservation such
conserve water in as mulching, shading, cover
farming, cropping
d) Facilitate an ICT and minimum tillage in a crop
integrated lesson on garden,
20
innovations in water  design and develop innovative
harvesting and structures for conserving water
conservation, such as simple drip irrigation
e) Appreciate the equipment, automated animal
importance of various watering systems, water
water conservation retention ditch, water retention
structures in farming. pit (zai pit) and sunken beds.
 Project: Design and develop a
water conservation model and
or structure of your choice.
 Pedagogical practice: facilitate
a model ICT integrated lesson
on innovations in water
harvesting and conservation.
Core competencies to be developed
 Self-efficacy as teacher trainees designs a structure or model for water conservation in farming.
 Digital literacy skills as teacher trainees prepare and facilitates a model ICT integrated lesson on innovations in water
harvesting and conservation.
Values
Responsibility as teacher trainees apply appropriate agronomic practices to conserve soil moisture in a crop garden.
21
Ability to describe Describes more than 6 Describes 6 common Describes 4-5 Describes 3 or less than 3
common uses of common uses of water uses of water in common uses of water common uses of water in
water in Agriculture in Agriculture. Agriculture. in Agriculture. Agriculture.
Ability to explain Elaborately explains the Explains the core Explains leaving out Explains leaving out many
core competencies to core competencies to be competencies to be few details the core details the core
be developed by developed by learners developed by learners competencies to be competencies to be
learners from from a selected sub from a selected sub developed by learners developed by learners
selected sub strands strand in Upper Primary strand in Upper from a selected sub from a selected sub strand
in Upper Primary Agriculture curriculum Primary Agriculture strand in Upper in Upper Primary
Agriculture design curriculum design Primary Agriculture Agriculture curriculum
curriculum design, curriculum design design
Ability to describe Describes more than 6 Describes 6 methods of Describes 4-5 Describes 3 or less than 3
methods of methods of harvesting harvesting and methods of harvesting methods of harvesting and
harvesting and and conserving for conserving for farming. and conserving for conserving for farming.
conserving for farming. farming.
farming.
Ability to apply With justification, Applies 4 agronomic Applies 2-3 Applies 1 or less than 1
agronomic measures applies 4 agronomic measures to conserve agronomic measures agronomic measure to
to conserve soil measures to conserve soil moisture in a crop to conserve soil conserve soil moisture in a
moisture in a crop soil moisture in a crop garden. moisture in a crop crop garden.
garden. garden. garden.
22
Ability to develop Innovatively develops Develops functional Partially develops With prompts, partially
functional structures functional structures structures and models functional structures designs functional
and models to and models to conserve to conserve water in and models to structures and models to
conserve water in water in farming. farming. conserve water in conserve water in farming.
farming. farming.
23
1.0 1.12 By the end of the sub Teacher trainees to: 1. How can
Agriculture and Conserving strand, the teacher trainee  search and watch video clip showing community
Environment Wild Animals should be able to: damages caused by various wild contribute to
in Agriculture a) describe damages animals, then brainstorm and conservation of
caused by wild describe common damages caused wild animals?
(6 hours) animals on farming by various wild animals on farming 2. How can
enterprises, enterprises in local contexts, farming
b) control wild animals  brainstorm and practice safe communities
using safe methods, methods of controlling wild animals coexist with
c) deduce lesson such as use of scarecrows, smell wild animals?
activities from the repellents, physical barriers,
specific learning innovative sound devices, use of fire
outcomes of grade 5 and smoke, use of innovative light
curriculum design, devices, safe traps and rodent
d) acknowledge the deflectors,
importance of  discuss, develop and present in
conserving wild plenary lesson activities befitting the
animals in the provided number of lessons in
environment. selected sub strands of grade 5
curriculum design.
24
 Project: design and develop a
structure or model for repelling wild
animals from farming enterprises
and provide report on the project.
 Pedagogical practice: Suggest
lesson activities from the specific
learning outcomes in a given sub
strand of grade 5 curriculum design
to show how the suggested time may
be utilised.
1.13. By the end of the sub Teacher trainees to: Why is it important
Plant strand, the teacher trainee  brainstorm and discuss the to conserve plants
Conservation in should be able to: importance of plant diversity in diversity in the
Agriculture a) explain importance of agricultural environment, environment?
plant diversity in  use various plants in the
(5 hours) agricultural environment to demonstrate their
environment, importance such as food production,
b) use plants in the mulching, cover cropping, shading,
environment for fencing, organic manure, mitigating
various agricultural effects of global warming, bee
purposes, keeping and animal habitat,
c) conduct online  conduct online meeting to deliberate
deliberation on plant on viable plant conservation
25
conservation activities activities that can be carried out in
in the local context, the local context,
d) practise plant  carry out plant conservation
conservation in the activities such as establishing
local context, botanical garden or caring for
e) facilitate a lesson on endangered species of plants in the
care of plants in pre- institution or community,
primary  Use digital devices to search and
Environmental present information on plant
Activities, conservation.
f) appreciate importance  Pedagogical practice: facilitate a
of plant diversity in micro lesson using songs to explain
environmental care of plants to PP2 learners.
conservation.
 Digital literacy skills as teacher trainees engage in an online meeting to discuss possible plant conservation activities in the
local context.
 Citizenship and leadership as teacher trainees carry out plant conservation activities and as they design and develop a
structure or model for controlling wild animals in the community to enhance harmonious coexistence with wild animals.
Values:
Patriotism as teacher trainees conserve plants and wild animals in their locality for environmental sustainability.
26
Level Exceeds Expectations Meets Approaches Below Expectations
Indicators Expectations Expectations
Ability to describe Describes, in depth, many Describes many Describes few Partially describes few
damages caused by damages caused by wild damages caused by damages caused by damages caused by
wild animals on animals on farming wild animals on wild animals on wild animals on
farming enterprises enterprises . farming enterprises farming enterprises farming enterprises.
Ability to use plants in Uses plants in the Uses plants in the Uses plants in the Uses plants in the
the environment for environment for more than 7 environment for 7 environment 4-6 environment for 3 or
various agricultural agricultural purposes. agricultural agricultural purposes. less than 3
purposes purposes agricultural purposes
when guided
Ability to conduct Effectively and creatively Effectively Conducts online Conducts online
online deliberations on conducts online deliberations conducts online deliberations on plant deliberations on plant
plant conservation on plant conservation deliberations on conservation activities conservation activities
activities in the local activities in the local context plant conservation in the local context but in the local context but
context activities in the require some little requires major
local context. improvement. improvement.
27
STRAND 2.0 DOMESTIC ANIMALS
Experiences Inquiry
Questions
2.0 Domestic 2.1. Domestic By the end of the sub strand, Teacher trainees to: 1. What is the
Animals Animals in the teacher trainee should be  discuss their understanding of value of
Kenya able to: domestic animals (domestic domestic
a) discuss contextual meaning animals and domesticated animals) animals in
(4 hours) of domestic animals in and enumerate the domestic Kenya?
Kenya, animals found in Kenya through 2. How can
b) categorise domestic animals sharing of experiences from learners
based on their key products, different regions, identify male
c) identify key physical  Research and read on domestic and female
features in male and female animals and categorise them based domestic
domestic animals, on their key products and uses, animals?
d) develop learning  use ICT devices, search and
experiences from specific observe photographs showing
learning outcomes in grade distinct physical features of male
5 Agriculture curriculum and female domestic animals.
design, Trainees to make presentation on
e) justify keeping of male and their findings in plenary.
female domestic animals in Pedagogical practice.
farming.
28
 Use specific learning outcomes for
a selected sub strand in grade 5
curriculum design to develop
learning experiences to be
undertaken by learners in a series
of lessons.
2.0 2.2. By the end of the sub strand, Teacher trainees to: What is the
Domestic Uses of Domestic the teacher trainee should be  study the grade 4 and 5 curriculum essence of
Animals Animals able to: designs and identify the progressive rearing domestic
a) categorise domestic animals categorisation of animals based on animals?
(4 hours) according to their uses their uses,
b) use appropriate pedagogies  prepare a digital learning resource to
to facilitate a lesson related facilitate a model agriculture lesson
to agriculture in lower in the strand domestic animals for
primary Environmental upper primary education. Role play
Activities, how the resource can be used in a
c) appreciate the economic lesson.
importance of domestic Pedagogical practice
animals kept by farmers.  Use pedagogies appropriate for
lower primary school learners such
as songs, stories, role play and
games to facilitate a lesson related
to agriculture in lower primary
29
Environmental Activities.
2.0 2.3 By the end of the sub strand, Teacher trainees to: How are
Domestic Rearing the teacher trainee should be  brainstorm routine practices in domestic animals
Animals Domestic able to: rearing of various domestic animals reared?
Animals a) describe routine practices in and present in a plenary,
rearing domestic animals,  Group project: carry out a project
(6 hours) b) rear domestic animals for on rearing a selected domestic
learning purposes, animal such as poultry and rabbits.
c) describe learner centred  Pedagogical practices:
pedagogies to facilitate Discuss how to plan and conduct
lessons on rearing of learner centred pedagogies such as
domestic animals in upper project, practicals and field visits to
primary schools, facilitate lessons on rearing of
d) appreciate the value of domestic animals in upper primary
various routine education.
management practices in
rearing of domestic
animals.
 Communication and collaboration as teacher trainees brainstorm routine rearing practices and make presentations.
 Digital literacy skills as teacher trainees prepare a digital learning resource to facilitate learning on uses of domestic animals
in upper primary school.
 Pedagogical content knowledge as teacher trainees come up appropriate pedagogies for facilitating lessons on importance of
30
domestic animals and rearing of domestic animals for grade 3 and upper primary school learners respectively.
Values:
 Unity as teacher trainees work together while facilitating a model group discussion using ICT devices to show uses of
various domestic animals.
 Responsibility as teacher trainees carry out routine rearing practices to take care of domestic animals.

Ability categorise Categorises all domestic Categorises most of Categorises few Categorises few domestic
domestic animals animals according to their the domestic animals domestic animals animals according to their
according to their uses. uses. according to their according to their uses. uses only when given clues.
uses.
Ability to describe Describes all the routine Describes most of Describes few routine Describes few routine
routine practices in practices in rearing domestic the routine practices practices in rearing some practices in rearing some
rearing domestic animals. in rearing domestic domestic animals. domestic animals leaving out
animals. animals. essential details.
Ability Use appropriate Uses 4 or more than 4 Uses 3 appropriate Use 2 appropriate Uses 1 or less than 1
pedagogies to facilitate a appropriate pedagogies to pedagogies to pedagogies to facilitate a appropriate pedagogy to
lesson related to facilitate a lesson related to facilitate a lesson lesson related to facilitate a lesson related to
agriculture in lower agriculture in lower primary related to agriculture agriculture in lower agriculture in lower primary
primary Environmental Environmental Activities. in lower primary primary Environmental Environmental Activities.
Activities. Environmental Activities.
Activities.
31
STRAND 3.0 GARDENING PRACTICES
Experiences Inquiry
Questions
3.0 3.1. By the end of the sub strand, the Teacher trainees to: Why is it
Gardening Tools and teacher trainee should be able  observe and identify samples of important to use
Practices Equipment in to: tools and equipment used for tools and
Agriculture a) categorise tools and various farming activities, equipment
equipment used in farming  analyse the tools and equipment appropriately and
(5 hours) activities based on their to deduce their correct basic uses safely?
purpose, in farming activities. Categorise
b) use tools and equipment them according to their use,
safely and appropriately in  research, discuss and carry out
Agricultural activities, safe and appropriate use, and
c) carry out general maintenance general (basic) maintenance
practices on tools and practices of tools and equipment,
equipment for safe use,  analyse and break down selected
d) develop Key Inquiry key inquiry question provided in a
Questions for lessons from a sub strand of grade 5 agriculture
specific sub strand in curriculum design and develop
Agriculture curriculum leading questions that could be
designs, used in a lesson to achieve the
e) appreciate the importance of
32
tools and equipment used in lesson learning outcomes,
Agriculture.  Pedagogical practice: Develop
KIQs for a series of lessons in a
specific sub strand selected in
Agriculture curriculum designs
for upper primary.

Self-efficacy as teacher trainees use tools and equipment to carry out relevant maintenance practices.
Values:
Responsibility as teacher trainees observe safety as they use tools and equipment in agricultural activities.

Ability to categorise Categorise all the tools Categorises most the Categorises few tools Categorises few tools and
tools and equipment and equipment used in tools and equipment used and equipment used in equipment used in
used in farming farming based on their in farming based on their farming based on their farming based on their
activities based on purpose from a purpose from a provided purpose from a purpose from a provided
their purpose provided sample or sample or list. provided sample or sample or list only when
list. list. given a hint.
Using tools and Uses all tools and Uses most tools and Uses few tools and Uses few tools and
equipment safely and equipment safely and equipment safely and equipment safely and equipment safely and
appropriately in appropriately in appropriately in appropriately in appropriately in
33
Agricultural Agricultural activities. Agricultural activities. Agricultural activities.
Agricultural activities
activities, only when given a lot of
guidance.
Ability to develop Develops Key Inquiry Develops Key Inquiry Develops Key Inquiry Develops Key Inquiry
Key Inquiry Questions meeting all Questions meeting most Questions meeting few Questions which are
Questions for lessons the criteria for lessons of the criteria for lessons criteria for lessons largely of low order skills
from a specific sub from a specific sub from a specific sub strand from a specific sub for lessons from a
strand in Agriculture strand in Agriculture in Agriculture curriculum strand in Agriculture specific sub strand in
curriculum designs, curriculum designs designs curriculum designs Agriculture curriculum
designs.
34
Strand Sub Specific Learning Suggested Learning Suggested Key
Strand Outcomes Experiences Inquiry Questions
3.0 3.2 By the end of the sub-strand, Teacher trainees to: 1. Why do
Gardening Growing the teacher trainee should be  identify fruit plants from the following farmers grow
Practices of fruits able to: categories (fruits from woody trees, fruits?
a) categorise fruit plants creeping plants and climber plants), 2. How are
(9 hours) according to their growth  categorise fruit plants based on their fruits grown in
and morphology, growth habbits and related management your community?
b) explain the importance of practices (climbers, creepers, woody
growing fruits in the trees),
environment,  discuss the importance of growing
c) collect and prepare fruits for food security and nutrition and
planting materials for environmental conservation,
fruit growing,  collect and prepare planting materials
d) establish and manage a such as seeds, stem cuttings, vine
nursery bed for raising cuttings and splits for establishing fruit
planting materials for plants,
fruit plants,  prepare a seedbed or planting site for
e) establish fruit plants in a growing fruit plants,
seedbed using appropriate  use ICT devices to search for
planting materials, information on growing and
f) carry out various management practices of woody fruit
35
management practices in trees, creepers and climber fruit plants
growing fruits, and share in a plenary. Trainees to care
g) harvest and prepare fruits for the growing fruit plants,
for various uses,  harvest and prepare fruits for various
h) develop learning uses such as immediate consumption,
experiences that lead to sale or preservation.
acquisition of values  Project: establish and manage a fruit
identified in selected sub plant of their choice (from climbers,
strands of Upper Primary creepers or woody fruit trees).
Agriculture curriculum Pedagogical practice suggests learning
designs. experiences in a lesson and explain how
i) appreciate importance of they will lead to acquisition of values
growing of fruits in their identified in selected sub strands of grade
community. 6 Agriculture curriculum design.
 Critical thinking and problem solving as trainees establish, manage and solve challenges associated with production of fruits.
 Pedagogical content and knowledge as trainees develop learning experiences that lead to acquisition of values identified in
selected sub strands of Upper Primary Agriculture curriculum designs.
Values:
Social justice as teacher trainees share tasks equally while carrying out a project on growing of fruit plants.
36
Ability to categorise Categorises all fruit Categorises all of the Categorises most fruit Categorises few fruit
fruit plants according plants according to fruit plants according plants according to plants according to their
to their growth and their growth and to their growth and their growth and growth and morphology
morphology. morphology beyond morphology from a morphology from a from a provided list.
the list provided. provided list. provided list.
Ability to establish Excellently establishes Establishes and Establishes and Establishes and manages a
and manage a nursery and manages a nursery manages a nursery bed manages a nursery nursery bed for raising
bed for raising bed for raising for raising planting bed for raising planting materials for fruit
planting materials for planting materials for materials for fruit planting materials for plants but neglects many
fruit plants. fruit plants by carrying plants by carrying out fruit plants but practices.
out all the required all the required neglects few practices. .
practices. practices.
Ability to develop Creatively develops Develops learning Develops learning Develops learning
learning experiences learning experiences experiences that lead to experiences that lead experiences that lead to
that lead to acquisition that lead to acquisition acquisition of values to partial acquisition partial acquisition of
of values identified in of values identified in identified in selected of values identified in values identified in Upper
selected sub strands of selected sub strands of sub strands of Upper selected sub strands of Primary Agriculture
Upper Primary Upper Primary Primary Agriculture Upper Primary curriculum designs only
Agriculture curriculum Agriculture curriculum designs. Agriculture when given a lot guidance.
designs. curriculum designs. curriculum designs.
37
3.0 3.3 By the end of the sub Teacher trainees to: 1. Why do we grow
Gardening Cereals, strand, the teacher  collect, observe and categorise samples legumes, cereals
Practices Legumes and trainee should be able to: of crop and crop produce into legumes, and vegetables?
Vegetables a) categorise crop cereals and vegetables, 2. How can we grow
produce into legumes,  search information on appropriate field legume, cereals
(7 hours) cereals and vegetables, management practices such as and vegetables
b) grow a selected cereal, irrigation, weed control, fertilizer and productively?
legume and vegetable manure application, pest and disease
in seedbed. control, training and trellising and
c) develop an harvesting at appropriate stages
identification resource applicable in the production of cereals,
for cereals, legumes legumes and vegetables.
and vegetables,  Project: grow a selected cereal,
d) develop a scheme of legume and vegetable crop in a single
work from a selected seedbed (the single seedbed could be a
sub strand in small plot or container garden) and
Agriculture curriculum carry out the necessary field
design, management practices. Develop a
e) appraise contribution report showing the activities,
of legumes, cereals challenges and success of the project.
38
and vegetables to food  Pedagogical practices: Make an
security and nutrition identification album by mounting crop
in Kenya. parts such as leaves, stem, roots,
flowers and seeds for use in facilitating
a lesson on identification of legumes,
cereals and vegetables; develop a
scheme of work from a selected sub
strand in Agriculture curriculum
design( grade 4, 5 or 6).
 Communication and collaboration as trainees conduct group project on growing a selected cereal, legume or vegetable.
 Pedagogical content knowledge as a trainees facilitate a simulated lesson activity on observing and categorising provided
samples of legumes, cereals and vegetables and as they develop a scheme of work
Values:
Respect as trainees make suggestions on how to develop a scheme of work for the sub strand on growing vegetables..
39
Ability to categorise Categorises more crop Categorises all crop Categorises most of Categorises few crop
crop produce into produce into legumes, produce into crop produce into produce into legumes,
legumes, cereals and cereals and vegetables than legumes, cereals and legumes, cereals and cereals and vegetables
vegetables. what is provided in a list. vegetables from a vegetables from a from a provide list.
provide list. provide list.
Ability to grow a Innovatively grows selected Grows selected Grows selected Grows selected legume,
selected cereal, legume, cereal and legume, cereal and legume, cereal and cereal and vegetable crop
legume and vegetable vegetable crop in a seedbed vegetable crop in a vegetable crop in a in a seedbed but fails to
crop in a seedbed. and carries out all the seedbed and carries seedbed but fails to carry many field
required field practices. out all the required carry a few field practices. .
field practices. practices.
Ability to develop a Develops a scheme of work Develops a scheme of Develops a scheme Develops a scheme of
scheme of work from from a selected sub strand in work from a selected of work from a work from a selected sub
selected sub strand in Agriculture curriculum sub strand in selected sub strand in strand in Agriculture
Agriculture design with all the necessary Agriculture Agriculture curriculum design but
curriculum design. details. curriculum design curriculum design leaves out many details.
with most of the but leaves out few
necessary details . details.
40
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry Questions
3.0 3.4 By the end of the sub Teacher trainees to; 1. What are
Gardening Indigenous strand, the teacher trainee  Brainstorm on contextual meaning of indigenous crops?
Practices Crops should be able to: indigenous crop and enumerate the 2. How are
a) discuss indigenous various indigenous crops in the indigenous crops
(5 hours) crops grown in the community. grown in your
community,  Research on the benefits of community?
b) explain the benefits of indigenous crops found in the 3. Why are
indigenous crops community indigenous crops
towards food security  Source, prepare and store photos or grown?
and nutrition, preserved specimens (herbarium) of
c) prepare herbarium of indigenous crops.
indigenous crops for  Read, discuss and present in plenary
identification, the importance of indigenous crops
d) grow selected towards nutrition and food security.
indigenous crops in the  Search for information on growing of
institution, indigenous crops and then share their
e) carry out a community findings in plenary and use the
service learning activity information to grow a selected
from a selected sub indigenous crop in the institution.
strand in Upper Primary  Analyse selected sub strand in upper
41
Agriculture curriculum primary agriculture curriculum design
designs, and carry out applicable community
f) acknowledge gardening service-learning activity in their
of indigenous crops for community.
food security and  Project: grow a selected indigenous
nutrition. crop on the ground or container
garden.
Pedagogical practice: Plan and carry
out a community service learning
activity from a selected sub strand in
Upper Primary Agriculture curriculum
design,
 Digital literacy skills as teacher trainees search for information on growing of indigenous crops and as they source, prepare,
and store photos of indigenous crops and present in a plenary.
 Learning to learn and reflective practice as they research on the nutritional and society value and health benefits of the
various indigenous crops that may have been assumed as of less value.
 Self-efficacy as teacher trainees successfully execute a community service learning activity that that they had planned.
Values:
Respect of diversity of natural resources including indigenous food crops valued by specific communities.
Pertinent and contemporary issues:
Biodiversity conservation as trainees grow various indigenous crops in the institution.
42
Ability to discuss Discusses, in depth, all the Discusses all Discusses indigenous Discusses indigenous
indigenous crops indigenous crops grown in indigenous crops crops grown in the crops grown in the
grown in the the community. grown in the community but leaves community but leaves out
community. community. out a few crops. many crops.
Ability to grow Innovatively grows selected Grows selected Grows selected Attempts to grow some
selected indigenous indigenous crops in the indigenous crops in indigenous crops in selected indigenous crops
crops in the institution and carries out the institution and the institution but fails in the institution but fails
institution. most of the required caring carries out most of to carry out a caring to carry out many caring
practices. the required caring practices practices.
practices.
Ability to carry out Ccarries out a community Carries out a Partially carries out a Partially carries out a
a community service-learning activity community service- community service- community service-
service learning from a selected sub strand in learning activity learning activity from learning activity from a
activity from a Upper Primary Agriculture from a selected sub a selected sub strand selected sub strand in
selected sub strand curriculum designs and strand in Upper in Upper Primary Upper Primary
in Upper Primary deeply reflect on the lessons Primary Agriculture Agriculture Agriculture curriculum
Agriculture learnt. curriculum designs curriculum designs design but does not reflect
curriculum designs. and reflect on the and reflect on lessons on lessons learnt.
lessons learnt. learnt.
43
Outcomes Experiences Inquiry
Questions
3.0 3.5 By the end of the sub Teacher trainees to; 1. Why is crop
Gardening Storage of strand, the teacher trainee  Discuss methods of preparing crop produce stored?
Practices Crop should be able to: produce for storage. 2. How is stored
Produce a) describe methods of  Research on innovative methods of safe crop produce
preparing crop produce storage of crop produce. Share findings managed?
(7 hours) for safe storage, in a class presentation.
b) prepare crop produce for  organise and lead peers in an excursion
storage, to observe and discuss status of storage
c) manage stored crop facilities of crop produce in the
produce to reduce community.
spoilage  Discuss and simulate ways of managing
d) develop authentic tasks crop produce in a storage facility.
on a selected sub strand  Project: prepare crop produce for
in Upper Primary storage using methods such as cleaning,
Agriculture curriculum threshing, winnowing, drying and
designs, processing or design and construct a
e) appreciate the model of a storage facility.
importance of proper  Pedagogical practice: Analyse a sub
storage of crop produce strand such as preservation of cereals
44
for food security. and pulses in grade 5 Agriculture
curriculum design and develop suitable
authentic tasks that learners can carry out
during the lessons.
Core competencies to be developed.
 Critical thinking and problem solving as trainees apply skills and technologies to resolve the challenge of loss of agricultural
produce during storage.
 Pedagogical content knowledge as teacher trainees develop authentic tasks that learners can carry out during the lessons.
Values
 Integrity as trainees observe hygiene while preparing and managing crop produce to reduce spoilage.

Ability to describe Describes, in depth, Describes methods of Partially describes Partially describes
methods of preparing methods of preparing preparing crop produce methods of preparing methods of preparing
crop produce for crop produce for storage. for storage. crop produce for crop produce for
storage. storage. storage only when
prompted.
Ability to prepare Innovatively prepares Prepares crop produce Partially prepares crop Partially prepares crop
crop produce for crop produce for storage. for storage. produce for storage. produce for storage
storage. only when prompted.
45
Ability to develop Innovatively develops Develops adequate Develops insufficient Develops insufficient
authentic tasks on a adequate authentic tasks authentic tasks on a authentic tasks on a tasks some of which are
selected sub strand in on a selected sub strand selected sub strand in selected sub strand in not authentic on a
Upper Primary in Upper Primary Upper Primary Upper Primary selected sub strand in
Agriculture Agriculture curriculum Agriculture curriculum Agriculture curriculum Upper Primary
curriculum designs. designs. designs. designs. Agriculture curriculum
. designs.
46
Strand Sub Strand Specific Learning Suggested Learning Experiences Suggested Key
Outcomes Inquiry
Questions
3.0 3.6. By the end of the sub Teacher trainees to; Why is
Gardening Innovative strand, the teacher  Brainstorm and share experiences on the innovative
Practices Gardening trainee should be able concept innovative gardening such as use of gardening
to: small space, container gardening, vertical important?
(8 hours) a) explain the concept and horizontal gardening practices and
innovative gardening discuss their contribution to food security
in agriculture, and nutrition.
b) design and construct  Use the environment, print and digital
innovative gardens to resources, to compile video clips,
address farming photographs, text and illustration on various
challenges, forms of innovative gardens and gardening
c) carry out innovative practices such as use of small space,
gardening practices container gardening, vertical gardening and
in the local horizontal gardening practices and make
environment, presentations in plenary to share acquired
d) practise soilless information.
gardening techniques  Design innovative garden in their local
on ornamental plants, contexts including container gardens,
e) develop assessment hanging gardens, vertical and horizontal
47
tools for assessing a gardens and moisture gardens.
selected project in  Research and experiment the practice of
Upper Primary alternative gardening techniques (soilless
Agriculture gardening such as hydroponics and aeroponic
curriculum designs, gardening) using locally prepared nutrient
f) acknowledge solutions and plant support materials.
innovative gardening  Project: develop innovative garden
for food security and structures designed in previous activity and
nutrition. carry out related gardening practices such as
container gardening, soilless gardening,
ornamental cropping, moisture bed, vertical
and horizontal gardening.
 Pedagogical practice: Develop assessment
tools such as observation schedule of project
milestones, observation check list, learner’s
portfolio and journal to assess a selected
project in Upper Primary Agriculture
curriculum design.
 Creativity and innovation as trainees design and develop innovative gardens applicable in their local contexts.
 Digital literacy skills as trainees search for information and models of innovative gardening, store the acquired information
and make presentation in plenary.
 Citizenship and leadership as trainees discuss and demonstrate how innovative gardening can address the challenge of food
48
insecurity and nutrition in the community.
 Assessment competency as teacher trainees develop assessment tools for assessing a selected agriculture project for upper
primary school.
Values:
Love as trainees share video clips, photographs, text, illustrations and ideas on various forms of innovative gardening and as they
support one another while practising soilless gardening.

Ability to explain the Explains by giving many Explains the concept Partially explains the Partially explains the
concept innovative examples the concept innovative gardening concept innovative concept innovative
gardening in innovative gardening in in Agriculture. gardening in gardening in Agriculture
agriculture. Agriculture. Agriculture. only when probed.
Ability to design and Innovatively designs and Designs and Partially designs and Partially designs and
construct innovative constructs an innovative constructs an constructs an constructs an innovative
gardens to design garden to design innovative innovative garden to innovative garden to garden to address
innovative gardens to gardens to address farming design innovative design innovative farming challenges only
address farming challenges. gardens to address gardens to address when give external
challenges. farming challenges. farming challenges. assistance.
49
Ability to carry out Skillfully carries out Carries out selected Partially carries Partially carries
selected innovative selected innovative innovative gardening innovative gardening innovative gardening
gardening practices gardening practices in the practices in the local practices in the local practices in the local
in the local local environment. environment. environment. environment only when
environment. prompted.
Ability develop Develops comprehensively Develops appropriate Develops assessment Develops assessment
assessment tools for appropriate assessment assessment tools with tools but missing few tools but missing may
assessing a selected tools for assessing a most of the essential essential details for details for assessing a
project in Upper selected project in Upper details for assessing a assessing a selected selected project in Upper
Primary Agriculture Primary Agriculture selected project in project in Upper Primary Agriculture
curriculum designs. curriculum designs. Upper Primary Primary Agriculture curriculum designs.
Agriculture curriculum designs
curriculum designs.
50
Strand Sub Strand Specific Learning Outcomes Suggested Learning Experiences Suggested Key
Inquiry
Questions
3.0 3.7 By the end of the sub strand, the Teacher trainees to; Why is organic
Gardening Organic teacher trainee should be able to:  Visit a nearby farm or farmer to farming
Practices Farming a) explain organic farming observe, conceptualise and important in
concept in Agricultural contextualise organic farming. growing food
(5 hours) production,  Brainstorm on the concept of organic crops?
b) justify organic farming in farming and its importance in
promoting health and a promoting health and environmental
conducive environment, conservation.
c) explain practices of organic  Use digital devices to acquire
farming in the local contexts, information on organic practices.
d) practise organic farming for a Device ways of sharing the
selected crop in the institution, information with the peers.
e) prepare and present a micro-  Project: grow crops using organic
lesson on a selected sub strand farming practices such as using of
in grade 6 Agriculture organic manures, organic foliar feeds
curriculum design, and organic pesticides, cultural,
f) appreciate the importance of physical measures of weed control,
organic farming in among others).
environmental conservation.  Pedagogical practice: prepare a
51
micro-lesson from grade 6
agriculture curriculum design and
present to peers for critique.
Core competencies to be developed
 Pedagogical content knowledge as trainees prepare, present and critique a micro-lesson on a selected sub strand in grade 6.
 Digital literacy skills as trainees search for information on organic farming practices, store the acquired information and
share with the peers.
 Self-efficacy as learners appreciate critique after presenting a micro-lesson and makes improvement on the micro-lesson.
Values
Integrity as trainees learn to declare the true status of food farming practices and level of use or non-use of agro-chemicals.

Ability to explain Explains comprehensively Explains organic Explains partially Explains partially organic
organic farming concept organic farming concept in farming concept in organic farming farming concept in
in Agricultural Agricultural production Agricultural concept in Agricultural production
production production Agricultural only when given clues.
production
Ability to explain Elaborately explains Explain practices Partially explains Partially explains practices
practices of organic practices of organic of organic farming practices of organic of organic farming in the
farming in the local farming in the local in the local farming in the local local contexts
contexts. contexts. contexts. contexts.
52
Ability to practise Innovatively practices Practices organic Practices organic Practices organic farming
organic farming for a organic farming for a farming for a farming for a for a selected crop in the
selected crop in the selected crop in the selected crop in selected crop in the institution but leaves out
institution( such as use institution. the institution. institution but leaves many practices.
of organic manures, out a few practices.
organic foliar feeds and
organic pesticides,
cultural measures and
physical methods of
weed control, among
others).
Ability to prepare and Creatively prepares and Prepares and Prepares and presents Prepares and presents a
present a micro-lesson presents a micro-lesson presents a micro- a micro-lesson from micro-lesson from grade 6
from grade 6 agriculture from grade 6 agriculture lesson from grade grade 6 agriculture agriculture curriculum
curriculum. curriculum design within 6 agriculture curriculum design design beyond the
allocated time. curriculum design within allocated time allocated time and omits
within allocated but omits a few steps. many steps.
time.
53

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KENYA INSTITUTE OF CURRICULUM DEVELOPMENT

A Skilled and Ethical Society

DIPLOMA IN TEACHER EDUCATION

Published and printed by Kenya Institute of Curriculum Development

NATIONAL GOALS OF EDUCATION .............................................................................................................................................................. x

ESSENCE STATEMENT .................................................................................................................................................................................. xiii

GENERAL LEARNING OUTCOMES ............................................................................................................................................................. xiv

STRAND 1.0 AGRICULTURE AND ENVIRONMENT .................................................................................................................................... 2

STRAND 2.0 DOMESTIC ANIMALS .............................................................................................................................................................. 28

STRAND 3.0 GARDENING PRACTICES ....................................................................................................................................................... 32

Integrated Content and Pedagogy Learning areas

Micro-Teaching and Practicum

Award of the Diploma

3. Promote individual development and self-fulfilment.

5. Promote social equity and responsibility.

8. Promote positive attitudes towards good health and environmental protection.

Suggested Formative Assessment Rubrics

Suggested Formative Assessment Rubrics

Core competencies to be developed:

Suggested Formative Assessment Rubrics

Suggested Formative Assessment Rubrics

Suggested Formative Assessment Rubrics

Suggested Formative Assessment Rubrics

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